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英语基础模块二Unit10教案Salesperson WantedWe’re looking for an experienced salesperson. If you’re interested, please call us at 010-********, or visit our website: www.sports& for more information. You should:1. have at least one year of work experience in this field;2. be able to speak putonghua and basic English;3. have good communication skills;4. be able to work under pressure;5. be honest and responsible;6. be able to work well with others.Step4 Reading Practice (2)Dear Sir/Madam,I’m writing to apply for the position of secretary in your company. I major in secretarial skills, and I will graduate from a vocational school in July this year.I have studied Chinese, English, computer science and other subjects. I can use office software skillfully. Last year, I worked as a part-time office assistant for a company.I’m an open and responsible person. Though I’m young and still lack work experience, I believe I can learn new things quickly.Please contact me at 63201567 or email me at liuxin@.Thank you.Read again and fill.Step 5 Reading Practice (3)A successful interview includes the following things. First, shake hands with the interviewers to create a good impression. You have to appear to be confident. Make eye contact with the interviewers and thank them for inviting you.Second, make a brief and clear self-introduction, which is very important. Remember not to say too much about yourself as most of your information is already in your resume. Just highlight the important things or things you。
高教版基础模块第三册Unit 10 That’s what has been my dream work Grammar 教学设计（表格式）一、教学基本情况课题Unit 10 That’s what has been my dream work. 授课时长2课时（90 分钟）授课对象授课地点教室教材英语基础模块3 授课课型Grammar教材分析本课时系教材《英语3（基础模块）》（高教版）第十单元的第三课时，包括Language in us中的语法部分。
此部分内容主要是讲解“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
教学目标知识目标(1)学生能识别“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
(2)学生能区分“having+ V-ed”, “V-ed” 和“V-ing”作状语时语态和时态的特点。
能力目标(1)学生能够识别“having+ V-ed”, “V-ed” 和“V-ing”作状语的语法结构，并能正确运用在具体的语境中。
(2)学生能用“having+ V-ed”, “V-ed” 和“V-ing”说明事情的发展过程。
情感目标通过不同句子的学习，让学生明白英语句子种类繁多，需仔细观察，字字推敲，培养学生的观察能力。
教学重点使学生了解“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
教学难点区别和使用“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
教学方法教法任务驱动法启发式教学法示范教学法学法合作探究法自主学习法教学环境硬件环境希沃一体机软件环境希沃白板课件高教版中职英语基础模块（第三册）三、课堂教学过程课前课前活动自主学习教学内容与过程教师活动学生活动设计意图及资源平台环节一：课前活动教师发布课前学习任务，引导学生自主学习。
为学生课前的自主学习进行评价。
教师发布课前学习任务。
对学生的学习任务进行评价。
《英语》(基础模块)(修订版)第二册第三单元“外研版”基础模块(修订版)第二册Unit 3 My English is improving fast!一、单元整体解读及分析Unit 3 My English is improving fast!单元内容分析本单元围绕英语学习展开话题，介绍了英语学习方法和中西方不同的文化现象。
通过学习使学生进一步了解英语在生活和工作中的应用，意识到英语学习的重要性，探究更有效的英语学习方法，激发学习积极性，了解中西方不同的文化现象，了解语言的趣味性。
学生情况分析授课专业：商务英语专业优势：学生对英语学习比较感兴趣，而本单元内容主要对英语的学习和应用展开学习和讨论，非常符合学生的需求，学生会主动配合老师开展教学活动。
该专业已开设专门的语法课，对于语法知识无需再专门讲解，只要让他们在运用中多体验和巩固。
不足：学生语言基础不够扎实，英语应用能力不足；学生的学习水平分化较大，有些学生缺乏自信，想学但缺乏正确的学习方法。
对策：注重学习策略的培养，分层教学要求，充分开展合作学习，让每个学生在团队的探讨分享中找到适合自己的学习方法，并在分工合作中各尽其能，资源共享、提高自信。
课时划分根据语言的学习规律，遵循从输入到输出的过程，对本单元的教学内容进行适当整合，根据教学主题和任务进行重组，划分为4个课时，每课时45分钟。
第1课时：教学内容：Warming up①②Listening and Speaking①②③教学任务：以听说为主。
复习一些国家名称，讨论它们使用的语言，运用听力策略掌握录音内容、提高听力能力，讨论不同工作对英语的要求，使学生意识到英语学习的重要性。
第2课时：教学内容：Listening and Speaking④⑤More Activities①②教学任务：听说与读写结合。
学习对英语学习情况描述的表达方式，结合实际合作探讨英语学习中的各种困难及解决方法并记录和汇报讨论结果。
Unit 1Hunting for a Job一、教学目标1. 询问对方职业2. 掌握各种职业名称3. 掌握简单的面试技巧，学会写本人的简历4. 掌握复合宾语，区分复合宾语和双宾语的不同5. 学会如何发元音［a:］［ʌ］与［ɔi］二、教学用具录音机、磁带、图片三、教学向导Warm-up教学要求与建议1.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，英语（基础模块）第2册教学参考书在Warm-up中涉及一些。
2.提前布置学生预习单词或在课上指导学生看图片，进行配对。
在课上引导学生根据图片记住各种职业名称，练习如何询问对方的职业。
3.分角色问答各自的职业，鼓励学生提更多有关职业的问题。
❒Pronunciation Practice教授学生练习元音［a:］［ʌ］与［ɔi］，同时可以多举一些常见的带有这三个元音的例子，进行对比。
❒Listening and Speaking一、教学重点根据A，B两段对话，要求学生进行模仿练习二、教学建议1. 根据课文对话来学习。
2. 并学习新的英语单词。
3. 角色扮演（Role Play）(1) 明确口语活动的任务，要求学生仔细阅读Dialogue。
必要时可做简单的对话示范。
(2) 学生成对活动，轮流作Speaker A、Speaker B。
(3) 教师巡视全班,聆听学生的对话,并解答学生提出的问题。
(4) 挑出几个学生和老师做模拟招聘会。
(5) 总结学生的表现，并及时纠正学生中出现的错误。
三、练习参考答案A Listen and fill in the blanksinterview position reasonable excited opportunity handle make good luckB2. Answer the questions(1) Lily is applying for a position of accountant.(2) Lily worked in Thomas company 4 months ago.(3) She was responsible for checking the balances, paying the bills, transferring money and soon.Unit 1 Hunting for a Job3. Complete the following sentences.(1) in her place(2) business(3) working(4) a good education.(5) white-collar4. 略5. D A A B D听力原文A2. Listen and fill in the blanks.I’m going to have an interview for a job tomorrow. It is a position in a trade company. The company offers a reasonable salary. I am very excited. It is a great opportunity for me to start my career. I think I can handle this job very well. I will make a progress if I can work in this position. But I must get this job first. So wish me good luck.B3. Complete the following sentences.(1) Could you work in her place?(2) What business are you in?(3) I’m tired of working all day.(4) He has the advantage(优势) of a good education.(5) He has a white-collar job.5. Listen to the dialogue and answer the questions.Miss Smith：Good morning, Mr. Sharp. I’m really sorry I’m late.Mr. Sharp：You’re late every morning. Miss Smith. You were late on Tuesday and yesterday. Miss Smith：But it wasn’t my mistake. I stood in the rain for an hour this morning. I waited and waited for a bus, and then when a bus came, it was full.Mr. Sharp：How about yesterday?Miss Smith：Well, I came by taxi yesterday and…Mr. Sharp：And you were still late! And the day before yesterday?Miss Smith：On Tuesday I went to see the doctor and waited for two hours there.Mr. Sharp：And tomorrow, Miss Smith.英语（基础模块）第2册教学参考书❒Language Bank教授学生练习记忆这些日常口语，也可让学生自行学习，然后课后抽查。
新视野⼤学英语第⼆版第三册全部教案（unit1-10）New Horizon College EnglishBook III新视野⼤学英语（第⼆版）教案第三册Unit1, Book3I. Section A: Love Without Limitations1. Teaching Objectives:To read with the skill ―problem + response+evaluation‖;To write a composition with the structure ―problem + response + evaluation‖;To learn how to scan a passage.2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading SkillsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upStep1. Guess the themeLook at the following pictures that share the same theme. What is it? (See projects)Step 2. Family loveWatch a movie clip and answer the questions followed. (See projects)3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father‘s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy‘s birthda y party?Q6. What did the party remind the writer and her friends of?Step 3. Structure analysisWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is:―Problem + Response + Evaluation‖Step 4. Summary.Ask students to fill in the blanks with the proper words or phrases.3.3 Notes to the textStep1. Active expressionsIn English, you may find some expressions formed by very common words, but they are active and powerful. Try to find out the active expressions in the following sences.See projects)Step 2. Focus studyPay attention to some sentence structures which are very commonly used in English.e.g.1… so I urged the neighborhood kids to come to my house for some out-of-control kid-centered fun.out-of-control kid-centered fun= to have as much fun as the kids likeout-of-control和kid-centered是复合形容词more examples: up-to-date; color-coded; student-centered2. Usually very agreeable, he now quit speaking altogether and no amount of words could penetrate the vacant expression he wore on his face.no amount of word could penetrate the vacant expression he wore on his face= nothing could change the empty look on his face3. I hired someone to live with him and drive him to work, but no matter how much I triedto make things stay the same, even Jimmy grasped that the world he‘d known was gone.no matter (how, who, what, where, etc.) = however, whoever, whatever, whereverstay the same = keep things as they weregrasp = understand4. Just as my father‘s death had changed the world overnight, September 11th changed our lives; the world we’d known was gone.―just as‖ = ―in the way that so meone says, or in the same condition something is in”.e.g. Just as we gained fame in victory, we lost nothing in defeat.3.4 Words and ExpressionsStep 1. Word UsingChoose some words for explanation and practice, such asjustice n.e.g. Everyone should be treated with justice.At last the criminals are being brought to justice.See Teaching Projects for more words.Step 2. TranslationPlease translate the following from Chinese to English.See projects.Step 3. Old to NewPlease find the words or phrases with the same meaning as the words or phrases given.See projects.3.5 Idea SharingStep 1. Group workStudents can work in group by discoing the following questions.1.What is “love”like in your mind?e one word or one thing to describe “love”. And why is that? Share your thoughts withyour group members.Step 2. PresentationA representative from each group is going to show the group‘s idea after the discussion.3.6 WritingStep 1. A Problem – Response – Evaluation Structure(See Projects).This is a very commonly used structure in English. Normally, some part of a situation is introduced before the problem. Then, solutions are taken to solve the problem. Afterwards, some evaluation might occur in the actions taken.Step 2. Writing models (See projects)Step 3. Tips for writinga. understanding the situation being faced;b. analyzing the specific problem to be tackled;c. creating, analyzing, and refining a solution;d. further evaluating, improving, and implementing.3.7 Assignments1). Write a paragraph with a problem-response-evaluation structure.Topics:a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smog2). Exercise DoingDo the exercises from Pages 8 to 15II. Section B The Framework for LoveTeaching Procedures:1. Reading Skills -- ScanningStep 1. The ways to scanScanning is to read quickly in order to locate and find a piece of information without reading in any detail. Here are some ways to scan.a.Look at the title.b.book for the subtitles (⼩标题).c.Look at pictures, charts, or drawings if there are any.d.Look at the first sentence of each paragraph.Step 2. Scanning stepsa.Decide exactly what information you are looking for and think about the form it maytake.b.Next, decide where you need to read.c.Move your eyes as quickly as possible down the page until you find the information.d.When you find what you need, do not read further.Step 3. Practice (See projects)2. Text UnderstandingSee projects for the structure of the text.3. Notes to the Text-Sentence Structure3.1 Active ExpressionsFind out the active expressions: (See projects)3.2 Focus StudyBut I would hedge to bet, there is a framework you must live within to let this gift that has no rivals mature.hedge to bet: dare saythis gift that has no rivals: the best gift (love)let this gift …mature: let love develop fullySee projects for more examples.4. Words and ExpressionsStep 1. Learn to use the following words and expressions.Lodge, inspire, rival, parallel, provoke, farewell, respective, mislead…into doing, acknowledge, soar,Step 2. Chinese to English5. Idea SharingStep 1.Express Your LoveGiven a chance to express your love to someone whom you deeply love, what way would you like to use? What do you want to say?Step 2. Group Work : DubbingYou‘ll see a classical movie clip from A Chinese Odyssey (⼤话西游) starred by Zhou Xingchi. Translate the script into English and dub.Unit 2, Book 3I. Section A: Iron and the Effects of Exercise1. Teaching Objectives:λLearn more about iron and the benefits brought by exercise.Develop related vocabulary.Write an article in the cause-and-effect pattern.λ2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading Skills-Distinguishing between facts and opinionsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upAsk students to have a nutrition detective and determine which nutrients do we need.3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. What is the use of iron to our body?Q2. What kind of people mostly lack iron?Q3. How does iron influence our body?Q4. What can you eat to get iron?Step 3. SummaryAsk students to write a summary of the text with about 100 words, among which one of the students can write on blackboard..3.3 Notes to the textStep1. Sentence analysisChoose some sentences with appositive (同位语) for analysis to make students understand the use of appositives in a sentence, such as1.…, says Roseanne M. Lyle. She is an associate professor at Purdue University.2.The first and most common is having low iron reserves. It is a condition that typically hasno symptoms.Step 2. Sentence combinationGive students some simple sentences to combine into one sentence using appositive structure, such asThe ancient Chinese were a people of inventors and discoverers.The ancient Chinese were a people of philosophers and soldiers.The ancient Chinese were a people of poets and craftsmen.The ancient Chinese gave the world many of its most useful things.Students can write these sentences into oneThe ancient Chinese, a people of inventors and discoverers, philosophers and soldiers, poets and craftsmen, gave the world many of its most useful things.Step 3.ParaphraseList some sentences and let students to do some paraphrase. (See teaching projects)Step 4. TranslationIntroduce the skill of translation—word transformation, that is how to transform a word from a noun to a verb in translation, such asFor a woman who already has a poor iron status , any additional iron loss from exercise may be enough to tip her over the edge into a more serious deficiency … (L27) tip … over the edge:bring about a noticeable change对于那些已经缺铁的⼥性，任何因锻炼⽽产⽣的更多铁离⼦流失都⾜以导致体内缺铁状况的恶化。
