二、教学重点：
掌握关于鼓励的表达方式并运用。 三、教学难点：
掌握关于鼓励的表达方式并运用。
四、教学方法：任务型教学法, 情境教学法,交际式教学法 五、课时：一课时 课型：新授课
六、教学准备：Ppt. Comprehensive course, blackboard, platform, chalk 七、教学过程
Step1:Organization组织教学 Greet the whole class
Step2: Revision复习
Retell the reading. (复述课文） Step3: consolidation. 巩固
教师活动：Organize the students to review the hot words and useful expressions.组织学生复习课文中的重点词汇和短语。
Show the exercises to the students and ask the students to fill in the blanks with the right form of them.出示练习给学生，要求学生用正确形式填空。
be proud of remind instead show off instead of unless afford earn 1.The film him what he had seen in Beijing. 2.I will go for an outing this Saturday it rains. 3.Your parents what you have done. 4.They went to the village on foot by bus. 5.We have no coffee. Would you like a cup of tea ? 6.We can’t such a large apartment.
7.All the farmers have to work hard their living. 8.Why does she always want in front of our class?
学生活动：Read the exercises and finish them by themselves.阅读练习并独立完成。 Then check the answers with the teacher. 然后与教师核对答案。
Step 4: Presentation. 新授 Task1: Listening
教师活动：Ask the students to read the instructions and . 要求学生阅读本不认的说明。
学生活动：Read the instruction and understand what they will do in the procedure.阅读说明并弄明白本环节的任务。
教师活动：Play the tape. 播放录音。 学生活动：
listen to the tape and fill in the missing words to complete the conversation according to what they hear.. 听录音并填空完成对话。
教师活动：Ask the two students to read the conversation to check the answers with . 找一组学生读对话以核对答案。
学生活动：Check the answers. 核对答案。 教师活动：
Give detailed explanation to the important words and sentence pattern. 解释对话内容以及对话重的理解疑难句。
1.Want to go for a ride?想乘车兜风吗？本句为省略了的一般疑问句。 2.You must be crazy！你一定是疯了。 表示“不理解”或“强烈反对”的情感句。
3.You always think you are that great. 你总以为你是那么了不起。 句中that是副词，相当于“so”，意为“如此，那么”。 4. Show off“炫耀，显摆”。
5.Is someone turning a little green here?这里有人是不是有点儿嫉妒呀。 Turn green 嫉妒
6.It’s clear that our parents can’t afford to get us cars. 很明显，我们父母拿不起钱给我们买车。 It’s clear that ? “很清楚??，很明显??”。句中that?是主语从句，it是形式主语。 7.They’re struggling just to keep us in school. 我们正在为使我们继续升学而奋斗着。 学生活动：
Listen to the teacher and try to master the language points.仔细听讲并尽力掌握语言点。
教师活动：
Ask students to read the dialogue with partners and then invite some groups to act it out. 组织学生分组读对话并且邀请几组同学表演。
Task2：Reading and Speaking 教师活动：
Ask the students to read the dialogue and act it out with their partner.让学生阅读对话并表演。 学生活动：
Read the dialogue and act out.阅读并表演对话。 教师活动：
Teach some useful expressions about giving encouragements, give some scenes to make dialogues by using these expressions: 组织学生学习关于鼓励的表达方式，并给出不同情境让学生编对话：
A: What’s the matter? B: I’m feeling terrible.
A: I don’t think so. Cheer up! Don’t be so shy /nervous. There’s nothing to be afraid of. I am sure that you can ... Step5 Homework作业
1.Finish all the exercises after the text 完成课后练习
2.Review the words and phrases of this unit. 复习本单元单词和短语。 教学反思与建议
1本堂课效果比较好，学生对对话内容比较感兴趣，尤其是对一些口语性质的语言比如turn green(嫉妒)表现出浓厚的兴趣. 提示我们英语教学应该跟贴近生活。
2. 学生对于编对话的任务感觉有难度，今后应该多增加一些类似的联系，提高学生的英语应用能力。
课题：Unit 6 What’s Important
第四课时
一、教学目标： 1、知识与能力
1).掌握课文中的重点单词和有用短语并运用。 2). 能够听懂对话，掌握掌握大意和细节。 3). 掌握并运用鼓励的语言，表达自己的观点。
2、过程与方法 3、情感态度与价值观
培养学生对金钱与生活的正确看法。 二、教学重点：
掌握关于鼓励的表达方式并运用。 三、教学难点：
掌握关于鼓励的表达方式并运用。
四、教学方法：任务型教学法, 情境教学法,交际式教学法 五、课时：一课时 课型：新授课
六、教学准备：Ppt. Comprehensive course, blackboard, platform, chalk 七、教学过程
Step1: Organization 组织教学
Greet students cheerfully to cheer them up for this English lesson. Step2: Lead-in 导入
Tell students the general arrangements of classroom teaching and learning and their tasks in this class. 向学生讲清楚本节课的教学内容。
Step3: Presentation.新授 教师活动：
Give detailed explanation about Attributive clause to the students.向学生详细讲解有关定语从句的语法知识：
定语从句（一）Attributive clause (1)
在复合句中，修饰某一名词或代词的从句叫做定语从句。 定语从句可分为限制性定语从句和非限制性定语从句。 The man who lives next to us sells vegetables. You must do everything that I do.
定语从句所修饰的词叫先行词，引导定语从句的词有: 关系代词：that, which, who /whom, whose 关系副词：when, where, why
关系代词引导的定语从句 This is the man who helped me. The girl (whom) I met looks like Lily. A plane is a machine that can fly.
We talked about the things and persons that we remembered in school. This is a book which you want.
The room whose window is red is mine. She is the very person that I want to see.
Which 引导非限制性定语从句，可以指代前面整句话。 Tom lost his bike, which made his mother very angry. 关系副词引导的定语从句
It happened on the day when I was out.
I recently went to the town where (=in which) I was born.
The reason why (=for which) he didn’t come was that he missed his train. 学生活动：
Listen to the teacher carefully and try to understand what the teacher said.认真听讲并努力听懂教师所讲内容。
Step4: consolidation. 教师活动：
Show the exercises to the students.向学生出示练习
Fill in the blanks with who, whom, that, which or whose. 用who, whom, that, which 或 whose填空。 1.The hotel at which I’m staying now is not far away from here. 2.Kevin is reading a book which is too difficult for him 3.I have a friend who likes listening to pop songs.
4.Yesterday Emily was wearing the new dress (which / that) I gave her. 5.The man whose leg was broken in a match is a football player. 6.I know the student who is helping an old lady.
7.My parents live in a house which is more than 100 years old.
英语基础模块下册教案
