Revision 1 total 27
Listening and Speaking
一、教材分析
1. 教学内容Revision 1 Activity 3---4
2. 教学重点、难点
⑴教学重点
能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。
⑵教学难点
根据病情描述，能写出英文病假条。
二、教学目标
1. 知识目标
⑴帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc；
⑵能够看懂教材中描述三位病人病情的小短文。
2. 能力目标
⑴学生能够根据病情写出病历和英文请假条；
⑵学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。
3. 情感目标
学生能用积极的人生态度、健康的生活方式面对生活。
三、教学步骤
Step One Lead-in （8 mins）
1. The teacher greets the Ss with the following sentences.
How are you?
When did you go to bed last night?
How do you feel now?
It seems that you’re not yourself. Why?
….
2. Ask and answer.
What do you often do when there is something wrong with you? What do you say to the doctor when you are in hospital?
（设计意图：通过日常的师生问候让学生对一课时所学语句作简单回顾，然后借由两个提问导入本课话题——就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。）
（设计意图：通过讨论激发学生对健康话题的兴趣，为接下来的阅读做好铺垫。）
Step Two Reading (23mins)
1. Activity 9: Read and fill in the forms.
Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary.
（设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能力。）
2. Activity 10: Read and complete the dialogue.
Read the text again and complete the dialogue between Doctor Linda Smith and her patients.
（设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。）
3. Read aloud.
Step Three Writing (12 mins)
1. Activity 11: Complete the following sentences to describe the pictures. Students work in pair and discuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains
any language points.
（设计意图：先通过小组活动，让不同程度的学生都参与讨论。然后教师让个别同学发言，再全班校对，最后让学生把句子写下来。这种循序渐进的做法有助于克服学生写作上的心理障碍，为下一步的英文请假条的书写做好铺垫工作。）
2. Activity 12: Complete the note for sick leave.
Suppose you were Jack, complete the note for sick leave. Get the Ss to finish it individually first, then check the answer with the whole class. （设计意图：在上一活动中连词成句的基础上，让学生将请假条内容填写完整，这样既可锻炼学生的转述能力，也初步学会了英文请假条的书写格式。)
Step Four Homework (2 mins)
1. Suppose you’ve caught a bad cold and have a high fever. You want to see the doctor tomorrow. Write a note for sick leave to your headteacher Mr Fox.
2. Read the text fluently.
（设计意图：通过创设情境，让学生运用课堂所学知识结合实际写出一篇英文请假条，培养学生在生活中运用英语的能力。流利朗读课文，可增加学生的英语语感，巩固课堂学习效果。）
Revision 1 total 28
Reading
一、教材分析
1. 教学内容Revision 1 Activity 5---6
2. 教学重点、难点
⑴教学重点
a.学习带有疑问代词和疑问副词的宾语从句的用法；
b.学习感叹句的两种表达方式。
⑵教学难点
带有疑问代词和疑问副词的宾语从句的用法。
二、教学目标
1. 知识目标
⑴学生能够理解并掌握带有疑问代词和疑问副词的宾语从句的结构；
⑵学生能够理解并识记感叹句的两种结构：
What +（形容词）+ 名词+ 主语+ 谓语；
How + 形容词/ 副词+ 主语+ 谓语。
2. 能力目标
⑴学生能在口头及书面表达中正确运用带有疑问代词或疑问副词的宾语从句，表达意愿和观点；
⑵学生能用感叹句表达个人情感。
3. 情感目标
学生能用积极的人生态度、健康的生活方式面对生活。
三、教学步骤
Step One Lead-in（8 mins）
1. Have a comment on the Ss’writings. Read some good examples in class. Then ask and answer.
（设计意图：教师对于上一课时的家庭作业进行讲评，帮助学生及时查漏，找出学习中的不足。对于范文的朗读，则有助于激发学生学习的积极性，对其他学生也是一种促进。）2. Compare the two sentences and tell the difference between them.
“What do you eat every day, Sam?”the doctor asked.
The doctor asded Sam what he ate every day.
The teacher get some students to tell their answer, and then check with the whole class. Present the basic structure of the object clauses starting with how, where and what, ect.
（设计意图：带有疑问代词和疑问副词的宾语从句的用法学习是本课的难点。通过句子比较，让学生能对宾语从句和简单句的区别有直观的认识。然后教师再帮助学生归纳出疑问词引导的宾语从句在以下几个方面的特点：引导词、语序、人称和时态变化等等。）
Step Two Grammar focus (30 mins)
1. Activities 13: Read and underline.
Read the following sentences and underline the clauses that are similar to those in the box above.
（设计意图：通过比较，让学生明确疑问词引导的宾语从句的结构特点，认清它与简单句之间的区别。）
2. Put in the missing word.
Get the students to Put in the missing word and complete the following sentence.
I don’t know __________ Helen will come to my party.
Discuss the answer and check. Then show the answers and translate the sentences.
I don’t know whether / if Helen will come to my party.
I don’t know when Helen will come to my party.
I don’t know why Helen will come to my party.
I don’t know how Helen will come to my party.
（设计意图：通过启发式的练习，让学生对宾语从句的引导词的用法产生兴趣，并有初步的认识。）
3. Activity 14: Complete the sentences with the words in the box.
Get the Ss to finish it individually. Then discuss with the partner. The teacher ask some Ss to read and translate the sentences. Check the answers. The teacher explains any difficult language points.
（设计意图：通过练习，训练学生掌握和运用带有疑问词的宾语从句的用法，尤其是重点掌握宾语从句的引导词的用法。）
4. Activity 15: Complete the dialogue with proper phrases or clauses from the box. Then act it out.
（设计意图：通过创设具体语境，帮助学生进一步掌握和运用疑问词引导的宾语从句。）5. Activity 16: Write the exclamatory sentences according to the pictures. The teacher shows the usage of the exclamatory sentences with some examples. Students look at the pictures and write down the sentences individually. The teacher asks some Ss to tell their answers and then check.
（设计意图：通过教师作示范讲解，让学生对感叹句的用法产生系统的认识，然后利用练习训练进行知识点的巩固。）
Step Three Summary (5 mins)
Make a short summary of what we’ve learned today.
a. The object clauses starting with how, where and what, ect;
b. The exclamatory sentences.
（设计意图：对本课所学内容进行小结，让学生明确本课学习任务，以便及时巩固。）Step Four Homework (2 mins)
1. Do Part 14 on the exercise book and then translate into Chinese.
2. Rewrite the following sentences with exclamatory ones.
a. It’s really a lovely day.
b. You’re crazy to have drunk some much beer.
c. Sophie has caught a bad col
d.
d. The patient was very glad to learn that he could leave hospital the next week.
e. The teacher left us quite a lot of homework.
（设计意图：通过练习巩固本课所学的语法知识：疑问词引导的宾语从句和感叹句。）
Revision 1 total 29
Reading
一、教材分析
1. 教学内容Revision 1 Activity 7---8
2. 教学重点、难点
⑴教学重点
a.通过创设情境，帮助学生使用和练习本单元重点词汇，以达到巩固的目的；
b.制作一份墙报来宣传健康的生活方式。
⑵教学难点
制作一份墙报来宣传健康的生活方式。
二、教学目标
1. 知识目标
⑴学生能够take / catch / have / get等动词搭配有关疾病名称并用其做病情描述；
2. 能力目标
学生能够通过小组合作，运用本单元所学的语言材料完成一个真实的交际任务。
3. 情感目标
能通过小组合作解决问题，增强学生之间的协作精神；能用积极的人生态度、健康的生活方
式面对生活。
三、教学步骤
Step One Revision（6 mins）
1. Revise the words and phrases learned in this unit.
2. Check the homework exercise. Make a comment on the Ss’homework. Show the Ss the answers.
a. What a lovely day it is!
b. How crazy you’re to have drunk some much beer!
c. What a bad cold Sophie has caught!
d. How glad the patient was to learn that he could leave hospital the next week!
e. What a lot of homework the teacher left us!
（设计意图：通过这一环节，学生简要复习了本单元所学词汇，并对语法知识进行了回顾。对学生作业作出的适当评价，有助于激发学生英语学习的积极性。）
Step Two Vocabulary practice (10 mins)
1. Activity 17: Interview your partner.
Ss go through the questions individually first, and then interview their partners with these questions and write down the answers on the book. The teacher gets some Ss to tell the result.
（设计意图：让学生通过采访从而意识到积极的人生态度和健康的生活方式的重要性，同时也借由这一活动达到锻炼学生英语口语交际能力的目的。）
2. Activity 18: Match the verbs with the nouns.
（设计意图：训练学生通过搭配来学习和记忆短语的能力，复习、巩固本单元所学的有关描述病情的词汇。）
3. Activity 19: Use the expressions in Activity 18 to complete the sentences.
（设计意图：让学生利用上一活动中所学的词汇进行操练，巩固并加深印象。）
Step Three Unit task (20 mins)
Discuss in groups healthy / unhealthy living habits and make a wallpaper.
1. Ss work in groups of four and list out the healthy / unhealthy living
habits;
2. Ss discuss in groups the damages caused by unhealthy living habits;
3. Ss discuss the way to get rid of unhealthy living habits;
4. Each group makes a wallpaper to help people develop a healthy living style.
5. Show the wallpapers in class and pick out the best one.
（设计意图：本环节以竞赛的形式展开，通过小组合作，让全体学生都参与课堂讨论和墙报设计制作，以培养学生的团队合作的精神和自主学习的能力。教师则在语言方面给予适当的指导。学生在游戏中学，在动中学，既提高了学习兴趣，又激活了课堂气氛，使学生真正成为英语课堂的主人。）
Step Four Fun Time (6 mins)
1. Listen to the conversation and read after it for two of three times. Get the Ss to pay attention to the intonation.
2. Get the Ss to work in pairs. While one of them is reading, the other should listen carefully and point out if his / her partner reads it well.
3. Get some Ss to read the sentences. The Teacher explains the intonation to the class.
（设计意图：通过对话朗读，提醒学生在朗读时要注意语调的抑扬顿挫，教会学生英语语调的规则和技巧，提高语言表达能力。两人活动有助于相互促进提高。）
Step Five Homework (3 mins)
Make a survey on health. Design such a questionnaire（问卷）as follows and ask your parents or friends to tick their answers in the table. Write a short article according to the survey and give your own opinion on
（设计意图：通过问卷调查让学生了解家人和朋友的生活方式，从而对健康生活有更深刻的理解和认识，同时锻炼学生在生活中运用英语解决问题的能力。）
第七周 Topic Unit 4 Education Total16 Language goals Words & expressions: university intermediate advanced cooking register Key sentences: I want to enroll my child in your school. All of the regular courses are open. 8000 yuan per year. We offer three levels of scholarship. We only accept students from 15to 19. Ability goals Enable the students to listen to materials that describe education. Enable the students to talk about education. Emotion & attitude goals Enable the students to share their happiness with others Strategy goals Learn how to summarize information Culture awareness goals Learn the western attitude about education. Teaching important points Listening Teaching procedures and ways Steps Teacher’s activities Students ’ activities Teaching Time reference Step11 T: Do you offer any answer the questions Brainst5min Lead in scholarships 2. Learn the new words orming s Write the activities and phrases. that Ss talk about and read and tick the teach the phrases in activities they did Activity 1before in Activity 1 Step2 1. Play the tape and Listenin get the Ss to finish g Activity21. Ss read the sentences Tape5min and get the meaning of recordi s each sentence.ng 2. Ss listen and match. Step 3Which university will 1.Look and talk about Tape12 Listenin Mary study in the pictures.recordi mins g When will Mary begin 2.Ss listen and tick .ng
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.doczj.com/doc/7f5948326.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：
Unit 4 favorite food (The 3rd period--reading) 教学目标: 1、掌握重要单词 because hear problem answer enough leave computer game suddenly remember hurry hour late find talk busy angry table ticket minute news homework 2、重要短语的识记与运用 get to in the morning look forward to get up in great joy hurry to talk with be busy with be delighted to say a word next to on time 教学重点: 学习并掌握文章中的重要短语及句型 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） 本单元重要单词。 because hear problem answer enough leave computer game suddenly remember hurry hour late find talk busy angry table ticket minute news homework 重要短语的识记与运用 get to in the morning look forward to get up in great joy hurry to talk with be busy with be delighted to say a word next to on time leave for 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 get to in the morning look forward to get up in great joy hurry to talk with be busy with be delighted to say a word next to on time leave for 2、重要句型 I was very glad to hear this because I was looking forward to seeing my grandpa .
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：
Unit1 Our new school 一、教学目标 1.步入新的人生阶段-----职业中专，要知法，懂法，守法。 2.谈论人名及来自何处。 3.介绍自己所在班级。 4.掌握“主—系—表”结构和“there be”句型。 5.掌握代词和介词的基本用法。 6.学会如何发前元音［i:］与［i］ 二、教学向导 三、课文讲解 （一）Warm-up 1.老师首先用英语向全班学生作自我介绍，并提出新学习阶段的英语学习要求。例如： Hello, everyone. My name is…. I’m your English teacher this year. Let’s do our best together to improve our Learning of English. Now at the beginning of this term, I would like to advise you to plan your time carefully. Be sure to have enough time to recite the new words and useful expression, to listen to enough English tapes, to read
many English articles, to do oral practice as much as possible and to finish your homework on time. Second, I advise you to make good use of your time in class. Listening carefully in class really means less work later. Taking notes will help to remind you what the teacher said. Another important suggestion is that you should develop a good attitude towards your English reading, listening, speaking and writing. Don’t be afraid of making mistakes when you are speaking English. Just try your best to say what you want in English every time。 Besides,we should obey the rules of the school ,be polite to our teachers and be glad to help the others.We should also learn the laws,understand the laws,obey the laws ,otherwise we will be punished by the laws. I’ll do my best to help you and I hope everyone will get a great progress in the shortest possible time…. 此外，还可以设计一些常用口令、手势、规定一些纪律，以便在以后的教学中，形成良好的习惯，达成默契。 2.Warm-up 部分应在10分钟内完成。 3.Warm-up 部分的练习可以鼓励学生在课前独立完成，然后在课上检查，也可以在课上引导学生集体做。 4.除了将卡片上的信息补充完整外，教师还可根据具体情况，补充一些简单的问题。如： What’s your English name? Where are you from? Which school were you at before you came here? 5.有奖励机制。例如：赏识性语言。无论回答情况怎样均应给予鼓励，建立说英语的自信心。 6.最好能在开课前布置并引导和鼓励学生预先自学、预习并记忆本单元的生词和短语，在Warm-up中涉及一些。 （二）Listening and Speaking以及Reading and Writing--边讲边练习学会介绍自己及自己的班级。
Book1 Unit 1 Nice to meet you! （第一、二课时教学设计） 一、学情分析 本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。因此，教师在教学过程中应充分利用学生的特点开展相应活动。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。 本单元设计分为8个课时： 第一、二课时 lead-in + listening and speaking 第三、四课时 reading and writing 第五、六课时 language in use + vocabulary consolidation 第七、八课时 unit task + pronunciation practice 第一、二课时 Lead-in + Listening & Speaking 二、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）第一单元的第一、二课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。 2．教学重点、难点 ⑴教学重点 招呼用语，听懂并掌握询问和提供个人信息的词汇、句型 ⑵教学难点 个人信息的词汇、句型 三、教学目标 1.知识目标 ⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss); ⑵掌握提供或询问个人信息时所使用的句型，如： 1) about greeting:
中职英语基础模块1 教学设计 Unit 5 第一课时 What’s your hobby (第一课时教学设计) 一、教材分析 1．教学容 本课时系教材《英语1》（基础模块高教版）第五单元的第一课时，本单元主要是是关于兴趣的话题，该话题与学生的生活联系密切，能引起学生的共鸣。第一课时的容包括Lead-in & Listening and speaking中的Dialogue A两部分，主要容是关于兴趣爱好的词汇和对话。这些容为整个单元的学习活动做语言的必要准备，也让学生知道表达兴趣爱好的部分短语，同时也为完成本单元的任务做语言上的准备。 2．教学重点、难点 （1）教学重点 ①通过对图片的理解，能听懂关于兴趣爱好的词汇和句型。 ②通过对话学习，学生能够口头表达关于业余爱好相关的词汇和句型。 （2）教学难点 学生能在真实的情境中运用与兴趣爱好有关的词汇和句型。 二、教学目标 1. 知识目标 （1）学生能掌握关于兴趣爱好的词汇，如hobby, music ,fishing, stamp, chess, jogging, painting etc 。 （2）学生能够掌握关于兴趣爱好的词组如：play chess, go fishing, listen to music, collect stamps, fly kites ,play computer games etc。 （3）学生能掌握讨论兴趣爱好时所使用的句型，如： What’s your hobby ? Do you like/love ….? I like/love…… I am crazy about …… 2. 能力目标 （1）学生能听懂关于个人喜好的词汇和对话。 （2）学生能用I like…, I love…等句型口头表达个人爱好。 3. 情感目标 了解并明确自己在专业学习中所需的技能极其重要性。 三、教学步骤 Step One Lead-in ( 4 min ) 1. Brainstorming Teacher : “What are in your minds when you see the word ‘ hobby’ ? (Write the word “hobby” on the blackboard) Students : Compete with each other and write the related words about
Unit4 Would You Like to Go Shopping with Me? 课题：Would you like to go shopping with me? 课时：6学时 授课人：张燕凌 教学目标 1.谈论服装(颜色、尺寸、喜欢和不喜欢) 2.谈论要求服务或向别人提供服务。 3.掌握金钱数额的表达方法。 4.掌握形容词和副词的三个等级 5.掌握元音的正确发音方法 教学难点
教学重点: 学会简单的购物交际用语 教学方法：讲解法、提问法、分析法、角色扮演法 教学过程: 角色扮演(ROLE PLAY) 1.教师可根据初中学过的知识丰富谈话的内容，例如 A: May I help you? B: Yes, please. These shoes are too small A: Oh，I’m sorry. Do you have the receipt? B: No，I’m sorry. It’s at home A: I need a shirt, please B: Ok.What size? A: Small. And do you have this jacket in medium? B: Yes, I think so 2.明确口语活动的任务，要求学生仔细阅读图片。必要时可做简单的对话示范。 3.学生成对活动，轮流作SpeakerA和SpeakerB。 4.教师巡视全班，聆听学生对话，并解答学生提出的问题。 5.挑出几个学生在班上表演。 6.此外还可以通过做游戏来训练学习的口语表达能力，例如;让学
生以小组为单位或全班一起做一次连锁游戏，在这个游戏中每一个学生必须在I’m looking for 这个句子后添加内容，例如：教师说：“I’m looking for a green shirt”这个穿绿体恤的学生就来说“I’m looking for…”以此类推。或者是教师在黑板上图表中的NAME下画一个问号，描述班级内一个同学的服装。把它写在CLOTHING下面，让全班的同学猜一猜他是谁。 7.总结学生的表现，必要时纠正学生中带普遍性的错误。 语法：按照本单元中GRAMMER的内容讲解形容词和副词的三种形式的用法。此外还可以参照以下内容进行更细致的讲解。 1. very，so，quite，too，as 后只能用原级。 2. 没有比较用原级。 3. as原级as“和…一样…” The tree is as as that building John runs as as Tom 4. not so/ as 原级as“和…不一样…，…不如…” He doesn’t have as many books as I have. 5. 比较级是两者进行比较，句中常出现than(比)..., ...or (2) 选择) 6. 比较级前常用的修饰语： a little/a bit(一点)，much/a lot(非常), even /far/any等词语表示程度。 例如: ①She is a little taller than I (me)
Revision 1 total 27 Listening and Speaking 一、教材分析 1. 教学内容Revision 1 Activity 3---4 2. 教学重点、难点 ⑴教学重点 能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。 ⑵教学难点 根据病情描述，能写出英文病假条。 二、教学目标 1. 知识目标 ⑴帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc； ⑵能够看懂教材中描述三位病人病情的小短文。 2. 能力目标 ⑴学生能够根据病情写出病历和英文请假条； ⑵学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。 3. 情感目标 学生能用积极的人生态度、健康的生活方式面对生活。 三、教学步骤 Step One Lead-in （8 mins） 1. The teacher greets the Ss with the following sentences. How are you? When did you go to bed last night? How do you feel now? It seems that you’re not yourself. Why? …. 2. Ask and answer.
What do you often do when there is something wrong with you? What do you say to the doctor when you are in hospital? （设计意图：通过日常的师生问候让学生对一课时所学语句作简单回顾，然后借由两个提问导入本课话题——就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。） （设计意图：通过讨论激发学生对健康话题的兴趣，为接下来的阅读做好铺垫。） Step Two Reading (23mins) 1. Activity 9: Read and fill in the forms. Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary. （设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能力。） 2. Activity 10: Read and complete the dialogue. Read the text again and complete the dialogue between Doctor Linda Smith and her patients. （设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。） 3. Read aloud. Step Three Writing (12 mins) 1. Activity 11: Complete the following sentences to describe the pictures. Students work in pair and discuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains any language points. （设计意图：先通过小组活动，让不同程度的学生都参与讨论。然后教师让个别同学发言，
职高英语基础模块上册教案 Unit 2 My family Period I Vocabulary 学习目标： 通过复习，掌握本单元的单词和短语。 一．预习检测。 Ⅰ.词汇检查。 小组互查：Ⅰ.牢记以下单词和短语。 grandfather manager uncle family picture both always stand hardworking lively interesting popular right wear thin rather dream guess medical warmth cool retired worker、be kind to、enjoy doing、live with、be popular with、 on the right on the left、be full of、a pair of Ⅱ.补全音标。 1. parent \′p___r__ nt\ 2.lively \′l__ vl___\ 3.family \′f__m__l__\ https://www.doczj.com/doc/7f5948326.html,pany\′k__mp__n__\ 5.grandparent\′gr__ndp__r__nt\ 6.glasses\′gl__s__z\ 二．自主探究 Ⅰ.英汉互译。 1.我的全家福_____________ 2.retired worker ___________ 3.喜爱做_________________ 4.be kind to _______________ 5.受…欢迎________________ 6.live with ________________ 7.在左边__________________ 8.a pair of glasses _____________ 9.相当酷 ___________________ 10.be full of _________________ Ⅱ.词汇。 1.woman _______(反义词)______(复数) 2.body _________(复数) 3.stand _______ ________ 4.wear_______ ________ 5.tall__________(反义词) 6.left _________(反义词) 7.thin ________ (反义词)__________(比较级) _______(最高级) 8.medical __________(名词) 9.warmth _________(形容词) 三．课后作业 1)预习本单元的阅读：My family. 2.)课后补充练习。 1..Mr Wang ________________(受…欢迎) his students because his class is ________(生动的)and ____________(有趣的). 2. Who is the man standing____________________(在…左边)you. 3.My family __________________(充满了) love and warmth. 4.He is a ________________(经理)at a __________(公司)and he is a ____________(勤劳的)man. 5.Mr Wang is a ________(退休工人),he enjoys _________(live)with us. 6.The old man with ____________(一副眼镜)is my ____________(叔叔). 7.Our teachers ___________________(对…和蔼可亲)us. 8.Jenny is _________(tall)and _______(thin). but Lucy is __________and
中职英语拓展模块教案第二周
第二周 Topic Unit 1 Communities Total 4 Language goals 1. Words & expressions: donated ,put up ,performance,move 2. Key sentences: After supper, Jerry and his friends began Jerry and his friends have to Jerry and his classmates planned to Ability goals Enable the students to read the materials Enable the students to talk about the story. Emotion & attitude goals Enable the students to share their happiness with others Strategy goals Learn how to summarize information Culture awareness goals Learn the western attitude about Communities. Teaching important points Writing Teaching procedures and ways Steps Teacher’s activities Students’ activities Teaching reference Time Step 1 Lead in 1 T: How was your Communities. 2.Write the activities that Ss talk about and teach the phrases in Activity 11 3.checktheanswers4,1 ,2,3 1. Read and match 2. Learn the new words and phrases. Brainst orming 5min s Step 2 Look and complete . 1.get the Ss to finish Activity12 2. Check their work 1. Ss read the words and get the meaning of each words. 2. Look and complete Tape recordi ng 5min s Step 3 get the Ss to Look and complete Tape 12
Unit10 第五课时 Step1 Revision Review the new words and phrases learnt in the text “Climate and People’s Life” Step2: Grammar: 1. 方式状语从句表示动作的方式，常见的引导方式状语从句的关联词有：as （），as if/ as though ( ), the way ()等。 I have changed it as you suggested. He paused as if /as though he found a difficulty. 如果方式状语从句所表示的不是真实情况，则用虚拟语气。 He loves me as if I were his son. The old man runs very fast as if he were a young man. The injured man acted as if nothing had happened to him. 2. 比较状语从句引导比较状语从句的从属连词有：as……as ….. ( ) not as/so……as……( ), than ( )等。比较状语从句通常用省略的形式。 （1）as……as…..和not as/so……as……用于同级比较，句中使用形容词或副词的原级。 This ruler is as long as that one. This ruler is not as/so long as that one. Mary dances as well as Kate. Mary doesn’t dance as/so well as Kate. (2) than 用于不同级比较，句中使用形容词或副词的比较级, 在比较级前可以加表示程度的状语。如：much, far, a lot, even, still, a little, a bit, slightly 等。 She looks （much）younger than she is. She studies (even) harder than I. He does his homework less carefully than his brother. (3)表示数量的词也可以修饰比较级。 She is a head taller than I. He arrived half an hour than the teacher. (4) as……as+具体数字表示“（高、长）达…… The temperature here is as high as 39℃. He has learned as many as 4000 English words. (5) 表示倍数。倍数要放在比较级前，once, twice, three times , four times…… “这间房比那间房大三倍”可以说成：This room is three times bigger than that one. This room is four times as big as that one. This room is four times the size of that one. Step3 Complete the exercises on Page123. Step4 Homework Review the Adverbial Clauses and finish the following exercises. 1.We’ll go to visit the Great Wall _____ it rains tomorrow. A. since B. as soon as C. when D. unless
Unit 5 favorite food (The 3rd period--reading) 教学目标: Train and improve the reading ability of the students 教学重点: Have the students master some reading skills 教学过程: 一、复习与准备（听写、小组互查） ①重要单词 favorite especially order become health save think way ②重要短语 get together , in fact, on weekends ,by themselves , too much 二、阅读理解 Reading skill: 阅读技巧提示 1、If we meet new words when reading, we can guess the meaning of them in terms of word foot (词根)and context(上下文). 2、we must pay attention to the key words(关键词) in the questions ,and then locate them（定位）in the passage,and then find the best answers.（最佳答案） Part1:decide T or F 1、people in different countries have same favorite food .( ) 2、The favorite food of italians is pizza.( ) 3、Chinese's favorite food is dumpings.( ) 4、Chinese usually eat dumplings on the spring festival.( ) 5、Some young couples like to make dumplings at home by themselves.( ) 6、Ordering food from a restanrant can save time.( ) 7、Chinese doesn't like american food at all.( ) 8、Children in china like ice cream ,hamburgers and patato chips .( ) 9、Some parents go to KFC with their children only because children can eat fast food there.( ) 10、In the eyes of some parents ,fast food is healthy food .( ) 11、Some parents think children should eat more fast food .( ) Part2:find the best answers Once there was a man who had two children, a boy and a girl. The boy was good-looking(看好) but the girl was not.
中职英语基础模块教案 【篇一：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 several 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 ge t 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/