英语基础模块下册教学案

英语语文版基础模块下册教案

Unit 1 Travel Warming up&Word Study

提供者：刘媛琴

一、教学目标

1、知识与能力

（1）学习长城的一些景点的英语名称，如：the Great Wall,the First Pass Under Heaven,Jiayuguan Pass and so.

(2)掌握握一些词汇和短语：rebuild,province,engineer,pick sb up and so on.

(3) 能结合图画进行简单介绍或问答。

2、过程与方法

通过教师的讲解和学生的课堂语言实践，提高学生的语言应用能力，并为阅读课做准备。

3、情感态度与价值观

学会相互合作；了解长城是世界奇观之一，是我们中国人的骄傲；激发学生的爱国热情和民族自豪感

二、教学重点

掌握握一些词汇和短语的用法：rebuild,province,engineer,pick sb up and so on. 三、教学难点

用英语简单介绍有关长城的情况。

四、教学方法

研讨、探究与实践

五、课时：一课时课型：新授课

六、教学准备：Some Pictures

七、教学过程

Step1 lead in

教师提出问题：

What do you know about the Great Wall?

Have you ever been to the Great Wall?

Where is the First Pass Under Heav

学生回答上述问题。

说明:分享个人经历激发学生热情，活跃班级气氛，进行有效导入。

Step2 Presentation

教师展示图片，给出景点的英语名称

the Great Wall,the First Pass Under Heaven,Jiayuguan Pass...

说明:学生熟悉英语景点名称,为后面的讨论做准备

Step3 Practice in class

1.教师讲解词汇和短语的用法：

（1）The students read the words and phrases.

(2) The students make the sentences with the wors and phrases.

2.教师布置讨论任务，给出例子：This is a beacon tower.It was used..

3.学生分组，介绍长城的景点

说明：锻炼学生合作运用英语力

Step4 Students' Activity

学生表演，,教师给予学生英语口语的帮助并鼓励他们开口说英语。

每组派代表作为导游介绍你长城景点

说明:锻炼学生英语口语能力

Step5 Homework

1.Practise introducing a place in English.

2.Pre-view the text of reading.

说明：为学习新课打基础，促进学生自主学习

八、板书设计

Warming up&Word Stu dy

Words and phrases

rebuild重建province省engineer工程师For the first time 第一次Pick sb up开车接某人On business出差

九、课后反思与建议

The students are interested in this lesson,so they are lively in class,but they are not good at spoken English,they need im proving it.

Unit1 The Great Wall

一、教学目标

1、知识与能力

(1)掌握下列单词和短语的用法：be located in,have sth/sbdone;be forced to do sth,

by hand,be famous for ..

(2) 了解被动语态的用法。

(3)正确理解文章内容，能准确回答课后的问题。

2、过程与方法

通过读说练习达到教学目标。

3、情感态度与价值观

理解长城是世界奇观之一，是我们中国人的骄傲；激发学生的爱国热情和民族自豪感。

二、教学重点

1、掌握下列单词和短语的用法2.Understand the text and answer the questions correctly .

2、正确理解文章内容，能准确回答课后的问题。

三、教学难点

正确理解文章内容，掌握阅读技巧。

四、教学方法

任务型教学法；情景教学法

五、课时、课型：一课时；新授课

六、教学准备：多媒体，常规教具

七、教学过程

Step1 Lead in

教师活动：播放关于长城的录像片，向学生简要介绍长城。提出问题，导入课文教学：

Do you know how the Great Wall was bulit and why it was built?

学生活动：Answer the question.

师生活动：Review the new words of the text.

说明：激发学生进一步学习的热情。

Step2 Reading

阅读环节一:教师布置任务，给出问题：

Where is the Great Wall?

When was the Great Wall first built?

Who decided to have the walls linked and extended?

When was the Great Wall rebuilt?

学生活动：学生带着问题阅读。

说明：为后面的讨论做准备。

阅读环节二：精度课文，小组研讨。

学生活动：The students read the text carefully and find the long sentences and language points.教师布置学生仔细阅读课文，找出问题和课文中的语言点。

说明：学生精度课文，发现问题。培养学生合作学习、探究学习的良好习惯。

Step3 Explanation

教师解释课文中的一些长句，讲解课文中的下列语言点：

The teacher explains the following points:

问题一：The walls were built to protect states.修建城墙是为了保护他们的国家。句中的were built 是过去时的被动语态结构。在句子的主动形式是：They built the walls t0 protect these states.

问题二：have the walls linked and extended 该结构中的have是使役动词，意思是：“使、让”，have

sth./ sb.done意思是“使某物或某人被......（强调动作由别人来完成）”，其中的linked和extended是过去分词，表示被动。

问题三：在It took them more than ten years to build it under terribl conditions. 句子中it用作形式主语，真正的主语是不定式短语to build it under terrible conditions.这是一个很重要的句型，其结构是：It takes/took+sb.+some time+ to do sth. 意思是“做某事花费了某人多少时间”。问题四：Look,on the top of the mountain is the Great Wall. 句中的on the top of the mountain 不是句子的主语，本句是倒装句结构，它的正常语序应是：The Great Wall is on the top of the mountain 在英语中，有时为了“强调句子中的状语、表语等”而使用倒装结构。

Learn the following language points:

protect...from/against

have sth/sb done

Lead to

thousands of

It is said that...

It takes/took sb .some time to do something

Step4 Practice

The students complete the sentences with some useful expressions(PPT)

说明：学生完成一些练习，巩固知识点。

Step5Extensive Reading 教师播放长城风景片

学生活动：The students read the text again and try to retell the text

说明：学生阅读课文，鼓励学生复述，锻炼学生口语表达能力。

Step6

1.Read the text.

https://www.wendangku.net/doc/9b9040878.html,plete the exercise of the language Study.

说明：巩固知识点

八、板书设计

Unit1 The Great Wall

Reading

1.Skimming

Answer the questions 2.Carefully Reading The Language Points protect...from/against

have sth/sb done

Lead to

thousands of

It is said that...

It takes/took sb .some time to do sth

课后反思与建议

Most of the students can unterstang the text well, but they are not good at express by

themselves in EngishI. It is helpful for them to read the text afterclass.

Unit1 Grammer Passive Voice

一、教学目标:

1、知识与能力

（1）掌握被动语态的结构和用法。 ..

（2）在练习中正确运用被动语态。

2、过程与方法

通过不同的练习途径使学习掌握被动态的用法。

3.、情感态度与价值观

消除学习的心理障碍，增强

二、教学重点

（1）掌握不同时态的被动语态结构。

（2）如何把主动与台转化为被动语态。

三、教学难点

能够正确地王城语法练习。

四、教学方法：讲解与练习相结合

五、课时、课型：一课时、新授课、

六、教学准备：多媒体、常规教具七、教学过程

Step1 Presentation

教师活动：Show the sentences:

The students clean the classroom every day.

The classroom is cleaned by the students every day.

学生活动：Translate the sentences above.比较两个句子语气的侧重点。

说明：引出新课。

Step2 Explaining

教师活动：什么是被动语态?被动语态”的构成？

学生活动：be + 过去分词+ (by+动作执行者)

Step3 The use of Passive Voice

什么情况下要用被动语态呢?一般地说，有下面几种情况：

师生共同活动：

不知道谁是动作的执行者或没有必要。例如：

Paper is made from wood. (纸是由木材生产出来的。)

The house is quite old. It was built in 1950. (这座房子太旧了。它是1950年建成的。)

He was wounded in the fight. (他在战斗在受伤了。)

Electricity is used to run machines. (电是用来开动机器的。)

2、需要强调动作的对象时。例如：

Calculator can't be used in the maths exam.

(计算器不能用于数学考试。)

Books and newspapers in the reading room mustnt be taken away. (阅览室的书籍和报纸不准带走。)

He was awarded first prize in that contest.

(他在比赛中获得了第一。)

3、为了使语气婉转，避免提到是谁做的这件事。例如：

The construction of the new lab must be completed by the end of next month. (新实验室必须在下个月底前完工。)

Step3 Presentation

1、一般现在时的被动语态. am / is / are + 动词的过去分词

Our classroom is cleaned every day.

This car is made in China.

2、一般过去式的被动语态: was / were + 动词的过去分词

His desk was cleaned just now.

The station was built in 1928.

3、现在进行时的被动语态: am / is / are + being + 动词的过去分词

A new factory is being built in our city now.

Some trees are being cut down in the park.

4、过去进行时的被动语态: was / were + being + 动词的过去分词

A new factory was being built in our city at that time.

Some babies were being looked after by Miss Chen last year.

5、一般将来时的被动语态:

(A) will / shall + be + 动词的过去分词

(B) am / is / are + going to be +动词的过去分词.

Some new factories will be built in our city this year.

Your watch is going to be mended in an hour.

6、过去将来时的被动语态: (1).would / should + be + 动词的过去分词(2).was / were +going to be + 动词的过去分词.

She said that some new factories would be built soon in our city.

He thought that your watch was going to be mended after an hour.

7、现在完成时的被动语态:have / has + been + 动词的过去分词

Some new factories have been built in the city since last year.

Your watch has been mended already.

8、过去完成时的被动语态:had + been + 动词的过去分词

He said that some new factories had been built in the city.

I didn’t know that my watch had been mended .

9、含情态动词的被动式：can/may/must + be + done

例如：He can not be found. / I must be paid for this.

Step4tExplipaining

如何将主动语态变成被动语态

1、从句子意义上说，就是重新找出“什么事物”是“被完成”的。

例1.

主动语态：人们说英语。People speak English in many countries.

被动语态：英语被说。English is spoken in many countries..

例2.

主动语态：我们造这座桥。We built this bridge last year.

被动语态：这座桥被建造。This bridge was built last year.

2、从语法的角度说，把原句的宾语改成主语。

例1.

主动语态：小王邀请你(宾语) Xiao Liu has invited you to a lunch party.

被动语态：你(宾语)被邀请。You has been invited to a lunch party by Xiao Wang.

例2.

主动语态：你不准带走杂志(宾语) You must not take these magazines out of the reading-room.

被动语态：杂志(宾语)不准被带走.These magazines must not be taken out of the reading room.

例3.

主动语态：他们授给他(宾语)一枚奖章(宾语).They gave him a medal for his wonderful work.

被动语态：他(宾语)被授予一枚奖章. He was given a medal for his wonderful work.

被动语态：一枚奖章(宾语)被授给了他.A medal was given to him for his wonderful work.

Step5Practice

The students complete the exercises in class.

说明：巩固知识点

Step6 Summary

教师活动：被动语态的结构为“助动词be+及物动词的过去分词(p.p)”。被动语态的不同时态是通过be的时态变化来表示的，其人称和数方面应与主语保持一致。

学生活动：一般现在时：am/is/are+p.p.

一般过去时：was/were+p.p.

一般将来时：shall /will be +p.p.

现在完成时：have /has been +p.p.

现在进行时：am/is/are+being+p.p.

过去将来时：should /would be +p.p.

含情态动词的被动结构：情态动词+be+p.p. Step7Homewor

Complete the papers about giammer.

八、板书设计

Passive Voice

一、被动语态的构成：be+动词的过去分词

+(by+动作的执行者）

不同时态的被动语态为：

一般现在时：am/is/are+p.p.

一般过去时：was/were+p.p.

一般将来时：shall /will be +p.p.

现在完成时：have /has been +p.p.

现在进行时：am/is/are+being+p.p.

过去将来时：should /would be +p.p.

含情态动词的被动结构：情态动词

+be+p.p.

九、、课后反思与建议

The students need to do more exercises to. use Passive Voice correctly

Unie2 Warming up &Word Study

提供者：刘媛琴

一、教学目标

1、知识与能力

（1）掌握supermarket ,shopping center ,shopping plaza ,department store ,mall,green grocery 等商务场所名词。

（2）运用常见的购物交际用语。

（3）掌握综合阅读部分的词汇。

2、过程与方法

在教师的指导下，通过讨论、口语练习、词汇的操练，掌握一些单词和表达法，为学习阅读部分的对话打基础。

3、情感态度与价值观

学生具备敬业精神，礼貌交际。

二、教学重点

了解购物场所，并能熟练运用购物交际常用语句。

三、教学难点

用英语讨论购物场所，掌握交际用语。

四、教学方法

研讨、探究与课堂实践相结合。

五、课时、课型：一课时、新授课

六、教学准备：一些图片及常规教具

七、教学课程

Step 1. Presentation

教师活动：向学生展示一些购物场所的图片，提出下列问题：

（1）Where would you like to go shopping?

（2）Whom would you like to go shopping with?

（3）Do you usually do some shopping at weekends?

学生活动：回答问题，发表自己的看法。

说明：导入新课。

Step 2 learning and drilling

1、学习购物场所的名词

supermarket , shipping center , shopping plaza,department store ,mall greengrocery

教师活动：领读单词

学生活动：学生读单词，肯居图片，说出购物场所的名称。

教师向学生交代对话的背景，提出问题：Today we are going to hear

2、操练

教师活动：创设情境

For example: Boys and girls , I want to go shopping after school ,but I don’t know which store I should go to . I want to buy a T-shirt for my son and a pair of shoes for myself . Where do you usually do some shopping ? Who ‘d like to give me some advice?

学生活动：学生练习

（1）学生根据情境，可能用到下列句子：Miss/mr...... I think you’d brtter go to xiushui market to

buy a T-shirt,because the clothes are cheaper there.

（2）If you want to buy a pair of shoes , you ‘d better go to Wanda Department Store . There are a variety of shoes for women . My mother bought a pair last week.

Step 3 New Word Study

1.Available可利用的，可得到的

Several data beasea are available.

2.Perfect完美的，正确的

Nothing is perfectd

3.Wash 洗，洗涤

Wash your clothes.

4.Selection选择

This selection is often broadcast.

5.Receipt数据

I asked for a receipt.

6.Sure 确信的

I am sure.

7.Several 几个，一些

Towns have several churches.

说明：为新课做准备。

Step4Homework

1.Write down the new words.

2.Read the dialogue .

八、板书设计

Unie2 Warming up &Word Study

一、购物场所名词

supermarket , shipping center , shopping plaza,department store ,mall greengrocery

二、单词学习

1.Available可利用的，可得到的Several data beasea are available.

2.Perfect完美的，正确的Nothing is perfectd

3.Wash 洗，洗涤Wash your clothes.

4.Selection选择This selection is often broadcast.

5.Receipt数据I asked for a receipt.

6.Sure 确信的I am sure.

7.Several 几个，一些Towns have several churches.

Unit 2 Going shopping

一、教学目标

1、知识与能力

（1）掌握购物常用交际用语。

（2）掌握一些词汇和短语。

（3）流利亮度对话，张体理解对话。

2、过程与方法

通过听说读写练习达到教学目标。

3、情感态度与价值观

通过本节课的学习，促进学生了解社会，里卖交际，增强服务意识。二、教学重点：

（1）掌握购物常用交际用语：

May I help you？

How about this one?

What color/What size do you...?

How much is it/this?

...

（2）掌握一些词汇和短语。prefer...to

Go shopping, in style,in total...

Understand the dialogue

（3）流利亮度对话，张体理解对话。

三、教学难点：

表述物品尺寸、颜色、价格、特点等。

四、教学方法：

整体教学法；情景教学法

五、课时、课型：一课时、新授课

六、教学准备：多媒体和一些常用教具

五、七、教学课程

Step 1. Presentation

教师活动：向学生展示一幅购物中心的图片，提出下列问题：Where is it？What can you see in this shopping mall？Do you love shopping？How often do you go shopping with your friends？学生活动：自由发挥，说出自己的看法。

教师活动：再播放一段视频，里面是一外国游客正在北京一家商店用手使劲比划购物的情景，由于语言不通无法交流，店员理解错误将顾客要的真丝衬衫给成了一件毛衣。老师可以用这一笑话故事，让学生明白：在异国他乡，语言交流的重要性，那么购物用语便成了购物场合必不可少的因素。

教师听取学生意见，最后引入正文：So we should master the useful expressions about shopping. Now we will see what the customer and the shop assistant say in shopping？

Step 2 Listening and Reading

教师向学生交代对话的背景，提出问题：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：What’s the main idea of this dialogue?

教师放录音，学生回答以上问题。

因为这一对话对既简洁又贴进生活，所以既训练了学生的听力，又使学生了解了对话的主要内容。

教师活动：给出下列问题：

1. Who is Mr.Wallace?

2.What does Mr.Wallace to in BeIjing?

3.What is the size of the blouse that his wife wear?

4.What should Mr.Wallace tell his wife about the silk blouse?

学生活动：Read the dialogue and answer the questions.

说明：因为这一对话既简洁又贴进生活，所以既训练了学生的听力，又使学生了解了对话的主要内容。Step 3 Dialogue

学生经过上面的训练，已经比较熟悉对话的内容，理解对话这一目的已成功一半，这时教师作适度讲解，指导学生划出重要词组和句型。

新词组有：do some shoppingp prefer..to.. in total in style and soon.

新句型有：

（1）售货员主动向顾客打招呼、提供服务的用语May I help you?/Can I help you, madam?What can I do for you?/Is ：there anything I can do for you?

（2）顾客购买商品时Do you have any… I’m trying to find a.... I’d like to I want..

（3）售货员征询顾客对商品的意见时可以说：What do you think of it? What (How) about this one （4）售货员询问顾客要买多少、什么型号、喜欢什么颜色时说：

How many (much) do you want, sir?

What size, please?

What color do you like?

（5）顾客询问价格时，常用：

How much is it?

How much does it cost?

How much do you charge for it?

What’s the price, please?

教师再呈现一组商品，每学一组句型，让学生两人或三人一组用以上句型进行简短练习，以便学生能够牢记这些句型。

Step 4 Practice

学生活动：同学分组研究创设购物情景，自己准备道具，分角色练习对话，再上台表演。

S1--Mr.Wallace

S2--zhang Ling

S3---Salesgirl

说明：通过这一练习，巩固了所学用语，提高了学生的口头表达能力，增强了学生学习英语的兴趣和自信心。

Step 5 Homework

Rewrite the dialogue.

说明：提高学生写作能力。

八、板书设计

Going shopping

Useful Expressions

售货员用语

May I help you?/Can I help you, madam? can I do for you?/Is there anything I can do for you?

How many (much) do you want, sir?

What size, please?

What color do you like? 顾客用语

Do you have any...

I’m trying to find a....

I’d like to I want.

What’s the price, please? How much does it cost? How much do you charge for

教学反思与建议

利用视频及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生激烈讨论，踊跃发表自己的意见并且尝试情景对话表演，充分体现了“以学生为本”的教学理念。

Unie2 Listening&Speaking

一、教学目标

1、知识与能力

（1）听懂对话内容，准确辨听信息。

（2）掌握并运用“购物与应答”交际常用语句。

（3）能在一定的场景中进行交际。

2、过程与方法

通过生活购物图片提高学生学习兴趣，采用整体教学法，创设语言交际的情景，把语言交际融入到设计的游戏中，与学生共同进行生动、活泼的学习活动。

3、情感态度与价值观

主动，热情，礼貌交际，合作探究学习，互相帮助克服口语交际障碍。

二、教学重点

培养学生的听说能力。

三、教学难点

培养学生运用这一对话中所学的知识进行日常交际能力。

四、教学方法

研讨、探究与情境教学法相结合。

五、课时、课型：一课时、新授课

六、教学准备：多媒体

七、教学过程

Step 1 Presentation

教师活动：教师播放一段视频，里面是一外国游客正在北京一家商店用手使劲比划购物的情景，由于语言不通无法交流，店员理解错误将顾客要的真丝衬衫给成了一件毛衣。老师可以用这一笑话故事，让学生明白：在异国他乡，语言交流的重要性，那么购物用语便成了购物场合必不可少的因素。

说明：导入新课。

Step 2 Listening

教师向学生交代对话的背景，提出问题：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：What’s the main idea of this dialogue?

教师放第一次录音，让学生回答以上问题。教师放第二次录音，发给学生自做的填空题，提出问题：Listen to the tape again, and try to complete the dialogue using the phrases and sentences you hear.教师放第三次录音，让学生核对答案。

说明：训练学生的听力，使学生了解了对话的主要内容。

Step 3 Dialogue

教师讲解对话，指导学生划出重要表达法。

售货员用语：Good morning/afternoon

How about this one

Would you like to try it on?

How would you like to pay?

Credit cards are available/accepted in this shop.

You’re welcome.

顾客用语：Can you show me...?

Let me have a look.

May I try it on?

Can you give me discount?

Are the credit cards accepted here?

Do I have to pay in cash?

学生活动：学生练习

Step 4 Practice

以两人为一组，一个做shop assistant，另一个做Mrs White 分角色朗读对话。教师指导学生，帮助学生纠正不正确的语音、语调，然后叫两组同学做朗读表演，对有能力的同学，教师要提高要求，合上书表演对话。

Step 5 consolidation

教师给学生一个练习提示（十多个不同的购物场景），让全班分成四个大组，再在大组里分两人或三、四人一组的小组。让学生自主选择场景，运用所学购物用语编一个类似书上的对话，然后当堂进行表演比赛。教师当总裁判，每个大组选出两人当裁判进行评比。评分标准以每组出节目的数量、质量、效果、对话内容、所学用语的运用等多方面进行评比。最后评出最佳表演奖、最有创意奖、最有潜力奖、最有魅力奖等十项奖项。完毕，教师对此次活动做一个点评和总结。

说明：通过这一练习，巩固了所学用语，提高了学生的口头表达能力，增强了学生学习英语的兴趣和自信心。

Step 6 Homework

1.Make dialogues.

2.Review Unit2

八、板书设计

Unie2 Listening&Speaking

售货员用语：

Good morning/afternoon

How about this one

Would you like to try it on?

How would you like to pay?

Credit cards are

available/accepted in this shop.

You’re welcome.

顾客用语：

Can you show me...? Let me have a look. May I try it on? Can you give me discount?

Are the credit cards accepted here? Do I have to pay in cash?

九、课后反思与建议

利用多媒体教学资源，增大课堂容量，学生分组教学、讨论，充分发挥学生的主观能动性，调动了学生学习英语的积极性。

Unit2The Infinitive

一、教学目标

1、知识与能力

（1）掌握不定式的基本结构和用法。

（2）清楚不定式在句子中所充当的句子成份。

（3）灵活运用不定式结构进行语言表达。

2、过程与方法

充分发挥学生的主体地位，发挥学生的主观能动性，帮助学生在丰富的生活环境中轻松掌握语法。情3、感态度与价值观

通过本节课的学习，学生能从枯燥的语法学习中走出来，把语法与丰富多彩的生活情境联系起来，进一步激发学生学习英语的兴趣。

二、教学重点

1、不定式的用法

三、教学难点：

正确运用不定式结构进行表达。

四、教学方法

讲练法；任务型教学法；情境教学法

五、课时、课型：一课时、新授课

六、教学准备：多媒体

七、教学过程

Step1Revision and leading in

教师活动：教师呈现下列句子：

1.To answer the question is not a difficult job.

2.Their job is to clean the classroom this afternoon.

3.Will you please help me open the door?

4.Marry wanted to play the basketball with us.

5.Tom told Bill not buy a new bake.

6.Did anyone see her enter the room?

7.I am looking for a room to live in.

8.She ate less to lose weight.

学生活动：学生翻译句子，体会不定式的作用。

说明：通过复习，引入新课。

Step2 The Infinitive Study

教师活动：教师布置任务：不定式的结构？不定式在句子中所作的成分？

学生活动：学生带着问题看书，总结，回答问题。

说明：引导学生运用观察、发现、归纳的方法学习语言知识，避免语法传授时的老师讲、学生记的片

面现象。

Step3 Explanation

1. 作主语：The cat said, “To take roller coaster”is terrible.

不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。

→The cat said, “It’s terrible to take roller coaster.”

How long did it take you to take roller coaster?

How terrible it is to take roller coaster?

不定式作主语常见句型：

a) It is + adj. (easy, important, difficult…) + 不定式

b) It is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式

eg. It’s my duty to teach you how to be a student of No.3 Middle School.

c) It takes/needs/requires + some time (hours, months, days, patience…) + 不定式

eg. It requires patience to be a good teacher.

2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose 等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。

eg. Our most important task now is to make a plan.

注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。

eg. The only thing we can do now is wait and see.

3.作宾语

The cat said “Remember not to take it next time!”.

a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等

I don’t want _____ like I’m speaking ill of anybody, but the manager’s plan is unfair.

A. to sound

B. to be sounded

C. sounding

D. to have sounded

当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。

The cat felt it terrible to take roller coaster.

b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。

Eg. We have no choice but to wait.

Cf. We can do nothing but wait.

4. 宾语补足语

在SVOC句型中，许多动词都可以按不定式作宾语补足语。

a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等

You should get them to help you.

但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…

eg. They believe him to be honest.

b) 以下两类动词后跟不定式作宾补时不能带to

①一些表示“致使”意义的动词，如：let, have, make等

②一些表示感觉的动词，如：hear, feel, see, watch, notice等

Don’t let the children trouble you.

I heard someone open the door.

但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to

His father made him go to bed early.

→He was made to go to bed early by his father.

5. 作定语

不定式可以在句子充当后置定语，修饰名词。

6. 作状语

不定式可以作状语，表示目的、结果、原因、条件等。

①to…, in order to …, so as to …(不能放在句首)作目的状语

All these gifts must be mailed immediately _____ in time for Christmas.

A. in order to have received

B. in order to receive

C. so as to be received

D. so as to be receiving

②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。

He hurried to the station only to find the train had gone.

③enough to, too…to结构

eg. The boy isn’t old enough to go to school.

= The boy is too young to go to school.

④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构

eg. I’m glad to meet you.

The question is difficult to answer.

He is hard to get along with.

说明：讲解与例句相结合，讲练结合。

Step4 Practice

学生活动：课上练习、检测。

1.The students choose the best answers.

中职英语基础模块教案

Senior English For V ocational School Student’s Book Basic Module II Unit 5Danger and Safety Teaching Aims: ● Be aware of the danger of daily life ● Learn about the safety signs ● Learn how to handle emergency ● Learn about the phonetics: Word stress ● Master the grammar: Imperative sentences ● Get prepared in an emergency ● Real life skills: What will you do at the emergency? ● How to keep yourself safe Teaching Time: Period 1 Warming up and Discussion Period 2 Listening and Speaking Part A Period 3 Listening and Speaking Part B Period 4 Reading and Writing —— Text and Exercises Period 5 Language in Use —— Phonetics and V ocabulary Period 6 Real Life Skills ——What will you do at the emergency? Period 7 Further Reading and Unit Summary Period 1 Warming up and Discussion Teaching Aims: 1.Be familiar with the topic “danger and safety”. 2.Recognize the safety signs. 3.Discuss how to handle the emergency.. Teaching Key Points: 1.Master some words and phrases about danger and safety. 2.Enable the students torecognize the safety signs. 3.Improve the students’ ability of oral English. Teaching Difficult Points: 1.Be familiar with some phrases about danger and safety. https://www.wendangku.net/doc/9b9040878.html,e proper words to express themselves. Teaching Methods: 1. Brain storming 2.Group discussion: What can you do in case of emergencies, such as robbery, fire earthquake, nose bleeding, broken arm and so on? Teaching Aids：

职高英语基础模块下册期中考试

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A. Two third, is B. The two third, are C. Two thirds, are D. Two thirds, is 8. I’m looking forward to _____ from you. A hearing B. to hear C. to be heard D. to have hear 9. The girl ____ to bed until her mother came back home last night. went B. didn't go C. go D. don't go 10. He is _____ _____ to join the Army. A enough old B. old enough C enough young D. young enough 11. He was born ______ December 24,1990. A in B on C at D by 12. A wild animal zoo will ______ in our city. A. be built B. build C. built D. be building 13. It's no use ______ over spilt milk. A. crying B. cried C . cries D. cry 14. --______ --I'm looking for a shirt for myself. A. Do you what to buy it B. Can you help me C. What can I do for you D. What are you looking at

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英语基础模块下册 Unit1 Travel The Great Wall 1.the Great Wall“长城” 2.Jiayuguan Pass“嘉峪关” in Gansu Province“在甘肃省” The west end of the Great Wall“长城西端” a beacon tower“烽火台” Shanhaiguan Pass“山海关” The First Pass under Heaven“天下第一关” The Old Dragon Head“老龙头” The east end of the Great Wall“长城的东端” during the Ming Dynasty“在明朝期间” on business“出差，因公” an American engineer“一位美国的工程师” talk to“与……谈话” a tour guide“一位旅游向导” hope to visit the Great Wall first“希望先参观长城” be far from“离……远” a booklet with a brief introduction“一本简介小册子”pick s b up“搭载，开车接（某人）” tomorrow morning“明天早晨，明天上午” one of the world’s most famous wonders“世界上最著

名的奇观之一” be famous for…“因……而著名” be located in …“位于，坐落于” in the north of China在中国的北方” during the Warring States Period(476-221BC)“战国时期（公元前476-公元前221年）” the first Emperor of the Qin Dynasty“秦朝第一个皇帝”,即“秦始皇” have sth done“使……,被……”指让人做某事。 It’s said that…“据说……” It is believed that…“据信……” It is reported that…“据报道……” one fifth of China’s population at the time“当时占全国人口的五分之一” be forced to do…“被迫做” under terrible conditions“在恶劣的条件下” It takes sb some time\money to do…“做某事花费某人（时间\钱）” 4 feet long “四英尺长”“数量+形容词（long,wide,high…）”表示某物的尺寸。 to be enough to do sth “足够做……” in the 16th century“在16世纪”

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Book1 Unit 1 Nice to meet you! （第二课时教学设计） 一、教材分析 1．教学内容 本课时系教材《英语1》（基础模块高教版）第一单元的第二课时，包括reading and writing部分，具体内容为：了解并读懂名片上的个人信息，制作个人名片。 2．教学重点、难点 ⑴教学重点 名片栏目名称，名片设计。 ⑵教学难点 名片设计 二、教学目标 1.知识目标 ⑴掌握名片栏目词汇和职业词汇，如telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) ⑵understand personal information in a name card; (3)design a personal name card 2.能力目标 (1)学生能掌握有关个人信息、制作个人名片相关的主题词汇； (2)学生能读懂不同名片上的相关信息，设计个性化的个人名片，在班级中设立英语展示角； 3.情感目标 学生尽情展示自己的名片创意设计能力。 三、教学步骤 Step One Lead-in (10m) 1.The teacher greets each student: Good morning. Nice to meet you. Would you please tell us something about yourself? May I have your name, please? Which school are you from? What do your parents do? （设计意图:复习第一课时教学内容，让学生学会用英语表达个人信息，让师生进一步彼此熟悉） 2.Demonstrate some posters. Introduce some students’ favorites. And read some students’ favorites and ask the students to guess who they are. （设计意图:展示优秀作业，请学生根据信息猜测同学名字，可以牢牢把握学生的听课关注度。）

中职英语基础模块下册学习资料

英语基础模块下册 Unit1TravelThe Great Wall 1.the Great Wall“长城” 2.JiayuguanPass“嘉峪关” 3.in Gansu Province“在甘肃省” 4.The west end of the Great Wall“长城西端” 5.a beacon tower“烽火台” 6.ShanhaiguanPass“山海关” 7.The First Pass under Heaven“天下第一关” 8.The Old Dragon Head“老龙头” 9.The east end of the Great Wall“长城的东端” 10.during the Ming Dynasty“在明朝期间” 11.on business“出差，因公” 12.an American engineer“一位美国的工程师” 13.talk to“与……谈话” 14.a tour guide“一位旅游向导” 15.hopetovisittheGreatWallfirst“希望先参观长城” 16.be far from“离……远” 17.a booklet with a brief introduction“一本简介小册子” 18.picksbup“搭载，开车接（某人）” 19.tomorrow morning“明天早晨，明天上午”

20.one of the world’s most famous wonders“世界上最著名的奇观之一” 21.be famous for…“因……而著名” 22.be located in…“位于，坐落于” 23.in the north of China在中国的北方” 24.during the Warring States Period(476-221BC)“战国时期（公元前476-公元前221年）” 25.the first Emperor of the Qin Dynasty“秦朝第一个皇帝”,即“秦始皇” 26.have sth done“使……,被……”指让人做某事。 27.It’s said that…“据说……” 28.It is believed tha t…“据信……” 29.It is reported that…“据报道……” 30.one fifth of China’s population at the time“当时占全国人口的五分之一” 31.be forced to do…“被迫做” 32.under terrible conditions“在恶劣的条件下” 33.It takes sb some time\money to do…“做某事花费某人（时间\钱）” 34.4feetlong“四英尺长”“数量+形容词（long,wide,hig h…）”表示某物的尺寸。35.to be enough to do sth“足够做……” 36.in the 16thcentury“在16世纪” 37.by hand“用手；以手工” 38.Bohai Bay“xx” 39.on the coast of Bohai Bay“渤海湾的海滨”

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Unit one Welcome to our school (reading) 教学目标: 1、掌握重要单词 welcome glad hard visit thank want read study after love 2、重要短语的识记与运用 Welcome to be glad to do a lot of next to thank...for 教学重点: 学习并掌握文章中的重要句型 教学难点: 文中精彩句子的熟练运用 教学方法: 讨论法、练习法 教学过程: 一、复习检查（听写、小组互查） ①本单元重要单词。 welcome meet glad class let hard visit thank want later desk read study after see love time chair . ②重要短语的识记与运用 Welcome to be glad to do look at a lot of 二、出示目标，自主学习 互相讨论，找出文章中重要短语、句型 1、重要短语 ①a lot of (lots of) ②next to ③welcome to ④be glad to do ⑤look at ⑥a lot of 2、重要句型 ①welcome to xinhua vocational school. ②I’m glad to meet you here. ③There are four reading rooms in the library. ④How large it is ! ⑤Thank you for your visit! ⑥Can you see a red building next to the library? 批注：

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