职业高中英语第二册Unit10阅读与写作部分教案Book2 unit10 reading and writing

Unit 10 Why was it built（第一课时教学设计）一、教材分析1．教学内容第十单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：了解有关著名的建筑物，听懂关于著名建筑物的建造时间、所在位置及其他简单信息。

2．教学重点、难点⑴教学重点听懂关于著名建筑物的简单信息，并掌握有关表达建筑物的建造时间、所在位置等简单信息的词汇、句型。

⑵教学难点获得在相对真实的情境下用合适的方式和语句询问和回答有关建筑物信息的能力。

三、教学目标1.知识目标（1）了解世界著名建筑物的专有名词，如：the Palace Museum, the Golden Gate Bridge, Stonehenge, Sydney Opera House, the Pisa Tower, the Taj Mahal etc.（2）掌握与著名建筑物有关的词汇和短语，如guide, tourist, design, locate, revolution, pyramid, stair, expert, keep out, collection, congress，include, more than, rebuild, describe, description, electricity, etc（3）掌握表达建筑物的建造时间、所在位置等简单信息的词汇、句型。

如：①asking for some information of the famous building：Where was it built?When was it built?Who designed it ?How was it built?Why was it built?.What was it used for?How long was it?②Giving some information of the famous building：It was started in…It was completed in …It was designed by…四、教学步骤Step One Lead-in （7-8m）Show some symbols and let the students tell which country the famous building symbol stands for.Step Two Listening and speaking1. Listen and decide on the relationship of the speakers.2. Listen and circle the questions asked in the dialogue3. Listen again and complete the fact file4. Read and underline. Practice the dialogue with partners and then underline the sentences used to ask information about Statue of LibertyStep Three Development activities1. Give the following cards to the students. 0ne student acts as a tour guide , the other student acts as a tourist.(1) Key vocabulary(2) Sentence structure:Where was it built?When was it built?Who designed it ?How was it built?Why was it built?.What was it used for?How long was it?Step Four Homework(1) Read and copy the new words of this part.(2) Practice dialogues with your classmates after class.(3) Do Exercise Book P93-94.板书设计Unit10 Why was it built?(第二课时教学设计)一、教材分析1.教学内容阅读著名建筑物的故事，读懂和理解关于著名建筑物---美国国会图书馆的故事，并能有条理地讲解美国国会图书馆的历史。

【教学设计】BookII Unit 10 Section B 2a—2cUnit 10 I’d like some noodles. Section B (2a-2c)【学习目标】1.（90%学生）在阅读中，利用图片、构词法、上下文等有关信息推测理解运用生词world, different, candle, blow, candy, lucky, popular, idea 等词义。

2.（85%学生）通过运用预测、速读、扫读、寻读、mind-map等阅读策略获取相关信息，抓住主题句和支持细节，理解文章细节；注意到中外文化的差异。

3.（80%学生）通过小组合作讨论生日食物所蕴含的特殊含义，从得到从小爱到博爱的情感升华。

【目标——活动——评价设计】【课程设计】1. Show a short video and ask Ss one question: Whose birthday is it？Ss answer the question: It’s Anna’s birthday. Then ask Ss: What do you usually do on your birthday? What do you usually eat on your birthday? Show some possible answers and let Ss read the phrases together.2. Before reading, ask Ss to look at the title and picture below and guess: What is the passage about? A. party B. gift C. foodLet Ss Answer the question and show tip1 : The title and the picture can help us to predict.3. Fast reading. Ask Ss read the passage quickly and mark out the paragraphs. Then ask Ss to match the paragraphs with main ideas. Check the answers and show tip 2: The first sentence of each paragraph usually gives the main idea.4. Careful Reading. Ask Ss to read paragraph 1 and answer: What would people like to eat on their birthday? The answer would be different, but how different? Ask Ss to read paragraph 2 and complete the blanks. Check the answer and then let Ss answer questions:(1). What do people in the UK sometimes put in a birthday cake?(2). The child with the candy is _____________.Show the answer and tip3: Pay attention to the key words. Then ask Ss toretell paragraph 2.Ask Ss to read paragraph 3 and fill in the mind map, then retell this paragraph.Ask Ss to read paragraph 4 and fill the chart, then check the answer.5. Retelling. Ask Ss to retell the passage according to the mind map.6. Ask Ss one question: When you have a birthday cake, do you eat it yourself or share it with others?Because of love, we give best wishes to those close to us, and because of love, we care enough for living. Heal the world, make it a better place.10. Conclusion.11. Homework.。

Unit 10 Why was it built?InterpretationGood morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.1.Analysis of the StudentsI’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.2.Understanding of the Teaching MaterialsTeaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.1)The Content and Function of the LessonThis period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary fora good tour guide. So how important this lesson is for my students.2) Key Points and Difficult Points of the LessonThis lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.3) Teaching ObjectivesBased on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge:①Students are able to command words about buildings such as build, design, locate andrevolution.②Students are able to command expressions asking for and introducing buildings:When was it built? It was built in/on…Why was it built? It was built to …Who design ed it? It was designed by…What was it used for? It was used for…Language Skills:①Students are able to predict before listening and listen for detailed information by catching thekey words to understand the dialogues talking about the famous buildings②Students are able to talk about the famous buildings with each other by using the key wordsand expressionsCultural Awareness: Students are able to get familiar with the history of some famous western buildings.Affection:①Students are able to broaden their eyes by getting familiar with some famous buildings in theworld and love their own hometown by introducing its famous buildings.②Students are able to cooperate with others by selectively putting the materials together tomake an introduction of one famous building.3.Teaching MethodsTo achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.4.Teaching ProceduresT eaching procedures are the most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps:Step 1: Lead-inI will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere.With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm.Step 2: ListeningThe students may know a lot about one famous building, but how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment.Step 3: SpeakingThe Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ ability to summarize and help students command the key expressions in an explicit way.After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.Step 4: TaskEnsuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:First, share the materials they have collected with their group members and choose a famous building they all like.Then discuss with each other about the building and put together the materials to make an introduction of it.(Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...)At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards:The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.Step Five Self-checkThe following step is self-check. It presents the key contents of this lesson to deepen students ’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels.Step Six HomeworkAfter class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.5. Teaching ReflectionAs teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students ’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.6. LayoutAt last, I’d like to show the layout as follows:Self-check Sheet。

中职英语导学案book2 unit10 Listening and Speaking 潘仲位教学目标：1.掌握词汇position, apply for ,decision, several, , subject,Have something to do with ,major……2.能获取一些与招聘面试有关的对话。

3.掌握几个常用句式have something to do with ,Do you have work experience?教学过程一单词过关（写出汉语）Lead inApply for positionSeveral subjectDecision majorInform work experienceResume . lead二新课学习讲解并训练1.(职位申请) 我想要在你们公司申请一工作职位。

I’d like to a position in your .What would you like to ?2.(与有关与电脑有关) 与电脑有关的任何工作。

Any job that computer.3.(工作经历当导游) 你有当导游的工作经历吗？Do you have any work experience a tour guide .4.(决定两天后) 两天后告诉你我们的决定。

I’ll tell you our in two days .5.(专业旅游) 你的专业是旅游。

Y our major is.三听力训练。

听录影带，然后角色朗读课文.比一比，练一练（每组推荐两人）四判断正误。

完成【3】.小组合作完成，并核对答案。

五小组合作完成【4】，并通过录音带核对答案。

六知识训练连线。

教学内容Book 2 unit10 Why was itbuilt?language in use(ppt 24-35)课型学时节次授课班级授课日期出勤情况纪律情况教学目的知识与技能过程与方法情感态度价值观听—能够听懂建筑物的建造时间、所在位置及其他简单信息。

说—能够进行有关建筑物修建历史的简单对话。

读—能够读懂著名建筑的简单介绍。

写—能够正确使用一般过去时的被动语态简述建筑物的历史学生能够通过略读等阅读技巧，巧取文章大意提高阅读能力。

1、自我探究法2、情景教学法3、讲授法4、小组合作法文化意识：学生能够简单了解西方国家建筑物的特点情感态度：学生能够了解古今中外的著名建筑物，开阔眼界。

教学重点能够本单元与建筑有关的词汇和常用表达方式。

能够听懂建筑物的有关信息和询问建筑物有的问题。

能够正确使用一般过去时的被动语态简述建筑物的历史教学难点能够运用所学的语言知识介绍一个世界著名建筑，并写出有关文章。

能够正确使用一般过去时态。

教学资源多媒体、相关建筑资料教学后记教学程序重、难点诠释、教学方法等Step1 Review1.抽查学生到黑板上默写上节课所学习的单词。

2.做activity 15的练习，教师在班里举办一个Speech contest. 把学生按小组划分，每个小组选出代表以导游的身份介绍国家图书馆，班上评出最佳演讲者。

Step 2 Lead—inIt was built in 1889.It was designed by Alexander Eiffel.The books were kept in one room of the Capitol building.All of them were burnt that year by British soldiers.In 1980, a third building was completed near the first two.1.学生自己阅读方框内的句子2.教师引导学生说出一般过去时被动语态的基本结构。

Unit 10 When was it built?（第二课时教学设计）一、教材分析1．教学内容本课时系教材《英语基础教程》（2）第十单元的第二课时，包括Reading and writing 部分，具体内容为：了解认识介绍大英博物馆的英文表达；读懂介绍大英博物馆的短文；能根据关键句型写出关于大英博物馆的简要介绍；感受世界最大博物馆的辉煌。

2．教学重点、难点1. 知识目标⑴教学重点学会用be open to, be used as, be put up, originated from, donate ... to, start with, was established… be keen on, be moved to, people of all ages, because of.等单词和短语介绍建筑特点的句型；⑵教学难点灵活正确使用介绍建筑特点的的句型；二、教学目标1. 知识目标⑴ 掌握大英博物馆相关的词汇，如:be open to, be used as, be put up, originated from, donate ... to, start with, was established… be keen on, be moved to, people of all ages, because of, increase, landmark，lecturer，mysterious，originate，preserve，prison，public，attract, annually, appoint, release, remarkable.⑵掌握介绍大英博物馆使用的句型，如：It was established…The natural history col lections were moved to…When was it built?It is one of the…It originated from…2. 能力目标(1) 灵活正确使用介绍大英博物馆的句型；（2）能根据关键句型写出大英博物馆的简要情况。

Unit10 Why was it built?(第三课时教学设计)一、教材分析1. 教学内容具体内容为一般过去时的被动语态，与介绍著名的建筑物有关的词汇、短语以及巩固练习。

2．教学重点、难点（1）教学重点1.有关建筑物介绍的词汇、句型的复习巩固和运用2.一般过去时的被动语态的正确运用二、教学目标1.知识目标(1) 掌握与建筑物相关信息的主要词汇，如：design; open; complete; change; locate; rebuild(2) 掌握与建筑物相关的短语，如: be used for; be started (opened );be famous for; be located in; set up; move into(3) 练习用本单元学过的重点词句写出完整的句子教学步骤Step one Lead-in1. Visit the library of Congress: the Internet, (at)Step two Writing1. Give the historical changes of the National Library of China.1909 opened and named/Beiping libraryStep Three Language in use1. Ss answer some questions about the Eiffel Tower in complete sentences.When was it built?Who designed it?Why was it built?Step Four ReadingStep five Talk in pairsEg. What happened in…The school was …What about 2000?It was …Step six Homework板书设计Unit10 Why was it built?(第四课时教学设计)1、教学内容总结了本单元的重要词汇和语法，并在所设置的真实的场景中完成任务，从而达到综合运用本单元所学语言的能力。

中职基础模块第二册英语赵雪主编Unit10教学设计本教学设计针对赵雪主编的《中职基础模块第二册英语》教材中的第十单元进行设计。

以下是教学设计的大纲：教学目标通过本单元的教学，学生将能够：- 理解并正确使用与运动和健康有关的词汇- 研究并运用与建议和劝告有关的语法结构- 听、说、读、写与谈论运动和健康有关的话题教学内容本单元的教学内容主要包括以下几个方面：1. 词汇：与运动和健康有关的词汇，如exercise, diet, fitness等。

2. 语法：与建议和劝告有关的语法结构，如should, shouldn't, had better等。

3. 听力练：通过听力材料，学生能够提高听力理解能力，研究运动和健康方面的知识。

4. 口语练：学生通过与同学进行对话，练运用所学词汇和语法。

5. 阅读和写作：学生通过阅读材料，了解更多关于运动和健康的知识，并通过写作练展示自己的理解能力。

教学步骤1. 导入：通过一些引入活动激发学生对运动和健康话题的兴趣，如播放一段相关视频或带来一些与之相关的图片。

2. 词汇研究：教师通过课件或手册呈现与运动和健康相关的词汇，让学生研究并牢记。

3. 语法教学：引导学生理解与建议和劝告有关的语法结构，如should, shouldn't, had better等，并通过例句进行实际应用训练。

4. 听力练：播放听力材料，让学生根据听到的内容回答相关问题，加深对运动和健康话题的理解。

5. 口语练：学生分组进行对话练，每组以运动和健康为话题进行对话，并通过学过的词汇和语法进行交流。

6. 阅读和写作：学生阅读相关文章或阅读材料，了解更多关于运动和健康的知识，并通过写作展示自己的理解和观点。

教学评估在教学过程中，教师可以通过以下方式进行评估：- 教师观察学生的参与度和理解程度来评估他们对课程内容的掌握情况。

- 教师可以布置一些书面作业，要求学生运用所学词汇和语法进行写作练，并根据学生的作业进行评分。