中职英语教学设计教案
【篇一：中职英语教学设计】
unit 2 i can do it
listening +dialogue a
一学情分析
本单元是教材的第二单元，要求学生能够应用常见动词，会使用
can来开展对自己个人和对他人能力的表述，在此基础之上，能够看懂求职表，会填写求职表等。教学内容和学生的学习密切相关.教学
句型相对简单，简单描述个人能力比较容易，比较完整地表达对自
己和他人的描述比较困难。
二教材分析、
1 教学内容
教学材料来源于高教出版社中职英语教材模块一第二单元第一课时，包括lead-in listening and speaking中的dialogue a两部分，具
体内容为：描述个人能力的词汇、询问和谈论能力的语句。学习本
课时教学内容学生学会用can表述能力，进一步为整个单元的学习
活动做语言和知识的准备。同时更好地让同学之间，师生之间相互
了解自己的特长。增进友谊。
2 教学重点，难点
（1）教学重点
学会用can 表述个人和他人能力
（2）教学难点
表达个人能力的词汇，词组的记忆
三教学目标
1. 知识目标
⑴掌握描述个人能力的词汇，
speak chinese, drive cars, repair computers, teach english, read in chinese, serve customers. ⑵掌握询问和描述个人能力时
所使用的句型，
can you say something about yourself?
can you sing english songs?
well, i can teach english and i can speak a little chinese.
2. 能力目标
⑴听
用情态动词can表述的有关个人能力的介绍
（2）说
会用can表达有关个人能力和他人能力的介绍
3. 情感目标
了解自己的能力
欣赏自我的同时，看到他人的长处
四学生分析
each coin has two sides.
the students in class are all boys. they prefer learning major skills to language points，they dislike english grammar and speaking english. many of them are weak at english . on the other hand they are active and energetic .they are interested in electronic products and internet .they are good at running programs in smart cell -phones and internet .it is easy for them to accept new ideas ，which is of great help to this period
五教学过程
step 1 lead-in
（1）talk about abilities
play ppt for the ss
（2）look and complete.
activity 1 on page23
ask the students to describe each picture, using the sentence pattern “he/she/they can …” after that, the teacher may ask the students to listen to the tape and circle what ben can do.
（设计意图：通过ppt快速展示名人的能力图片，引导学生学习can 的表述。为下面的教学服务。）
step 2 talk about themselves
ask what can we do？
the teacher divides the whole class into four groups and asks each group to write down what they can do .
（设计意图：快速收集到尽可能多的主题词汇，利于词汇积累、思维开拓。） step 3 ( activity 4，5，6，7 ) (12 min)
1. activity 4. read and tick. are these abilities necessary for applying a job?
a. i can drive a car.
b. i can swim.
c. i can use the computer.
d. i can play basketball.
e. i can serve visitors.
f. i can speak english.
2. activity 5. listen and circle. what abilities does zhang qing have?
3. activity 6.read and underline. read after the tape and underline the sentences about
abilities.
can you say something about yourself?
well, i can teach english and i can speak a little chinese.
can you sing english songs?
yes, i can.
4. activity 7. listen and repeat. and practice the dialogue with your partner.
（设计意图:由于有以上环节的铺垫，activity4-7可以相对轻松地完成，学生在完成过程中不会碰到什么困难，主要训练学生的听力和语音语调。）
step 4 teaching consolidation （12m）
make a similar dialogue with your partner. ask some group to act their dialogue.
(设计意图:模仿范文进行对话操练，熟悉对话内容，学以致用，简单容易操作,比单纯背书更能吸引学生注意力。
step 5 homework
1. remember and copy the following sentences twice.
i can speak chinese.
i can drive cars.
i can repair computers.
i can teach english.
i can read in chinese.
i can serve customers.
i can swim.
i can use the computer.
i can play basketball.
i can serve visitors.
i can speak english.
【篇二：中职英语基础模块1 教学设计】
中职英语基础模块1 教学设计（教案、学案）unit 6 第三课时unit 6 would you like to order？
（第三课时教学设计）
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）第六单元的第三课时，即reading and writing 部分。本部分的主要活动是读懂菜单，在前两课时的基础上，学生已经了解了一些菜名，本部分内容要求学生通过就菜品的价格用英语进行比较，从而让学生学会在口头和书面表达中正确运用形容词比较级和最高级比较事物，进一步增加学生的学习词汇以及增强学生实际运用语言的能力。
2．教学重点、难点
(1)教学重点
①通过阅读菜单和表格，学生能总结并掌握形容词比较级和最高级的变化规
律。
②学生能在口头及书面表达中正确运用形容词比较级和最高级比较不同餐
厅
③学生能根据阅读材料，纠正错误信息的表达。
(2)教学难点
①学生通过文中给出的线索，猜出词义
②学生能够运用阅读表格的策略对餐厅进行比较
二、教学目标
1. 知识目标
(1)学生能理解并运用形容餐厅的词汇如，delicious, cheap, expensive
等
(2)学生能够正确运用形容词比较级和最高级比较各餐厅情况
2. 能力目标 (1)学生能够读懂菜单，并通过文中给出的线索，猜出词义，归纳形容词比较级和最高级规律。
(2)学生能够运用形容词的比较级和最高级以书面形式简单介绍餐厅的基本
情况，如路程远近，饭菜价格及质量。
3. 情感目标
通过对餐厅的比较，学生外出就餐时能做出理智选择。
三、教学步骤
step one lead-in （1min）
teacher shows the situation: if you invite your friend to meiwei restaurant to eat out, what would you
like to order for your friend ?
（设计意图:教师设定情境，让学生想象邀请朋友用餐。自然进入到下面菜单的阅读阶段。）
step tworeading (22min)
1. read and circle ( activity 13 ) students read the menu and circle what you may order for your friend. then teacher asks sever al students , using the sentence pattern “ what would you like to order ? ” as an example. at last, students ask each other, using the sentence pattern “ what would you like to order ? ”.（设计意图: 让学生选择自己喜爱的食品，在点菜中熟悉菜单。老
师运用本
单元的重点句型进行提问，以巩固本句型的运用。）
2. read and guess
students work in pairs and read the price of the food on the menu of activity 13 again , guessing the meanings of the underlined words of
activity 14.
teacher asks some pairs to tell the class what are the meanings of the underlined words. if the students can’t get the correct meanings,
teacher should explain them.
（设计意图:阅读菜单，在合作中比较价格，通过文中的线索猜出词意，了解形容词比较级和最高级的运用，并培养学生阅读策略。）
3. read and choose
teacher tells the students situation: zhang qing is helping sara, wang
yang and li xiaonian to choose the right restaurants. students: (1) read the table individually and the statements of
three people. ask the following question.
“what kind of restaurant does sara/
wang yang/ li xiaonian want to choose ? ” (2) discuss in the groups to choose the
restaurant according to the following questions.
a. which restaurant’s food is the most delicious ?
b. which restaurant’s price is the cheapest ?
c. which restaurant is the nearest ?
(3 ) every group gives the suggestion to
zhang qing to choose the most suitable restaurant for
the three people and fill in the blanks.
if students can’t understand some difficult words or sentences,
teacher writes down them on
the board and explains them to the students.
（设计意图:通过阅读表格和相应的信息选择合适的餐厅，培养学生
单独阅
读文字材料并对文字信息进行筛选判断的能力。）
step three writing (18min)
1. read and correct (activity 16)
students read the table again and correct zhang qing’s statements. then teacher asks several
students to check the answers.
(设计意图: 通过对阅读材料的内容的检测，自然过渡到写作。在改
正句子陈述的过程中，学会形容词比较级的运用，同时考查学生识
别错误的能力。）
2. read and write
teacher writes the sentence according to the table of activity 15, using superlative degree. for
example:
the food in meiwei restaurant is the most delicious among the three restaurants.
students read the table again and write the similar sentences on paper, using superlative degree.
（设计意图: 充分利用表格信息，仿照教师例句用最高级写出句子。在写
作中再次理解最高级的用法。）
3. introduce a restaurant
according to the form in acitivity 15, let students write several sentences to introduce the three restaurants by using positive degree, comparative degree and superlative degree. teacher should give
an example as follows:
lyyuan restaurant’s is th e nearest in the three restaurants. the food in the restaurant is delicious
but more expensive than haoyun restaurant.
（设计意图:再利用活动15中的表格信息，运用形容词的比较级和
最高级对三个餐厅分别进行介绍，让
学生学会综合运用该语法项目。）
step five homework (4min)
read the following table and write 3 sentences, using comparative degree and superlative degree.
【篇三：中职英语教学设计教案】
英语教学设计教案
教学设计过程
step i leading-in and pre-reading
1. asking some questions:
a) what is the most traditional holiday of china?
spring festival
b) what is the most traditional holiday of america?
thanksgiving day
2. play the footage of the original of thanksgiving.
let the students think over and discuss the original of thanksgiving and celebrated time.
step ii fast reading.
let the students scan the text to get some information about the text and then answer the following questions.
a) when is thanksgiving day always celebrated ?
it’s always celebrated on the fourth thursday in novemeber.
b) what are the thanksgiving day main dishes?
the main dishes for thanksgiving day are turkey and pumpkin pie.
step iii intensive reading
1. let the students carefully read the text and accomplish comprehension exercises comprehension exercise
1) thanksgiving day is the most traditional holiday of
_________.
a. india
b. america
c. canada
d. japanese
2) the first thanksgiving day was held in massachusetts in
________.
a. 1820
b.1683
c. 1621
d. 1863
3) they invited their indian friends to ______ a big feast.
a. take part in
b. have
c. cook
d. celebrate
4) the main dishes for thanksgiving day are _______ and pumpkim pie.
a. fish
b. chicken
c. beef
d. turkey
5) thanksgiving day was officially revived by ________ in 1863.
a. lincoln
b. marco polo
c. diana
d. frankfurt
6) thanksgiving day is not only a day to give thanks to ______ but also a day for the family to get together.
a. pilgrims
b. farmer
c. indian
d.god
step iv words searching
competition in groups
the purpose of this step is to revise and consolidate the knowledge they learn
step v discussion
divide the students into a few groups, discuss the following questions
1. who do you want to give thanks?
2. how do you express your thanks? what will you do？
step vi summary and homework
summary:
we know that thanksgiving day is celebrated on the fourth thursday in november. and the main dishes are turkey, pumkim pie. it’s the day for family members to get together and give thanks to each other.
homework
fill in the blanks with the proper form of the words given below.
1. 2. spring festival is the most ________ holiday in china.
3. my friends __________ me to join them for dinner.
4. you will meet _______ problems in a new place.
5. a sports meeting will be ________ at the saturday morning.
6. i’m a ______ of the class.
step vii blackboard design
? celebrate v. 庆祝，称颂
bration of , for the celebration of
为了庆祝…, 为了祝贺…
? revive v. 复活使苏醒
? give thanks to 感谢…
? invite sb. to do sth. 邀请某人做某事
? join in 参加比赛或具体活动
take part in 参加活动（强调主语参加该活动，并在活动中起积极
作用）
attend参加会议（强调发生这一动作本身，并不在于参加者起作用与否）
? not only…but also… 不但… 而且…
1) 连接并列主语时，谓语动词按就近一致原则
2）连接并列分句时，前一分句用倒装，后一分句用陈述语序