高职高专英语第三单元教案

汨罗市职业中专学校教学方案设计（首页）从属连词：that ; whether连接代词：what( whatever) ; whose ;whom ; who( whoever)；which (whichever)连接畐【J词：when ;where;how ;why.1) 从属连词：that, whether引导主语从句只起引导作用，在主语从句中不充当任何成分，that本身无实际意义，但不能省略.whether意为是否”放在句首句末皆可。

Eg：That price will go up is certain.That he will come is certa in.Whether we go by train or by boat makes nodiffere nee.Whether he' II come here isn' t clear.2) 连接代词who ( whoever) , what (whatever ),which (whichever), whom, whose .Eg： Which side will win is not clear.Who will write the poem has not bee n decided yet.Whatever he did is right.Who killed the scie ntist rema ins a questi on.Whom she borrowed money from still puzzled him.3) 连接畐U词when，where，how，why 等。

Eg： How this happened is not clear to anyone.Whe n he will be back depe nds on the weather.Whe n we' ll start tomorrow will be told soon.Where the test will be give n is not yet decided.2.主语从句后置！。

第 1 次课程教案●Period 11. Warming-upTask: Complete the following table seating arrangement.Step1: What are the principles of seating arrangement?1.Seat people who have common interests together.2.Pair male and female guests.3.Seat guests of honor in order. The most important person should be seated at the right hand ofthe host.Step2: Ask Ss to match the guest names to seats A-E.Step3: Ask some Ss to give their answers and explain them to the class.Step4: Comment briefly on their work and give the suggested answers.●Period 22. New words and phrases in Reading AStep1: Read the new words and phrases in Reading AStep2: Analysis of the new words and phrases in Reading A1) entertain v. 招待；给…娱乐e.g. entertain friends at dinner 招待朋友吃饭A teacher should entertain as well as teach. 教师不仅要教书，也要能引起学生兴趣。

相关派生词: entertaining a. 使人愉快的，有趣的an entertaining story 一个有趣的故事entertainment n. 招待，娱乐A cinema is a place of entertainment. 电影院是公众娱乐场所。

unit3教案高职高专实用英语Unit 3 Communication By PhoneAims of this unit:1. Improve listening and speaking skills2. Learn the words and phrases in the text3. Complete the exercises after the text4. Applied WritingFirst Two hours:Talking Face to Face & Being All EarsSection I Talking Face to Face1. Duty report2. Fo llow the Samples; read dialogues in roles (group work)3．Try to find useful patterns in the dialogues and translate them into Chinese, make up more sentencesCan/May I speak to…May I help you?When will he be expected?How are you doing?This is George Richter.I’m sorry, but he’s not in at the moment.Any message, sir?W ould you mind telling him that his order will be ready on Friday?Who’s calling, please?I’m sorry. Y ou must have the wrong number.Data Bank1.Person callingCan you put me through to 23-5531?Could I have extension 443?Could you tell me the number of t he English Department?Hello, this is Jack Simpson.Good morning/afternoon. Jack Simpson speaking.Can/May I speak to Jack Simpson?Let me talk to Jack Simpson.I’d like to speak to Jack Simpson if I may.I would like to talk to Jack Simpson.When is he expected to be back?What time could I reach her?Can I contact him this evening?What if I call tomorrow around nine?Could you ask her to call me back?Please have him return my call.Please tell him to phone 77-8961, Jack Simpson. Would you tell her I called?I must have dialed the wrong number.Sorry, I must have got the wrong area code. Sorry to have trouble you.2.Person calledA moment, please. I’ll connect you.Just a minute. I’ll get the number for you.One moment. I’ll switch you over.The line is busy.Hello, this is Jack Simpson here. Who's speaking? May I have your name?I’m afraid he isn’t in at the moment.He’s on another phone.Hold the line. I’ll see if he’s in.Sorry, he is at a meeting now.Y ou can call again one hour later.In half an hour, I guess.Sorry, he won’t be here this evening.Sorry, he’s not available till tomorrow afternoon. Could I take a message for you?Do you want to leave a message?Is there any message I can give him?Do you want to leave word for him to call you? I’m sorry, it’s a wring number.No, this isn’t the number you want.Sorry, the number’s changed.I’d like service for my new apartment.To/For 交From 留言人Of 留言人单位名称Date 留言日期Time 留言时间Phone 留言人电话Area code 区号Extension 分机号Telephone number 电话号Telephoned/called 来过电话Please call 请打电话（给）Will call again 将再来电话Returned call 已回电话Will telephone later 过后回来电话Will return 将回电话Came to see you 来过，要见您Wants to see you 想拜访您Urgent 紧急电话Important 重要电话Was in 留言人在Message 留言内容Signed 签字Remarks 备注4. Act outDivide Students into two groups; finish the first task together Isn’t it supposed to be very warm tomorrow?In that case, going skiing wouldn't be a very good idea.Let’s wait and see what the weather will be like tomorrow.Divide students into four groups. Two students in a team imitate the dialogue to finish their own task. After 3-minute practice, choose them freely and give scores 5. Put in Use For the first question, let Group One finish it individually. Every student in other two teams read the rest of the dialogue.For Question Two, one sentence for one pair in Group Two. Check the answers together, find a representative.The same is true with the third one after checking the answers; teacher chooses two teams to act it out.Second Two hours:Section III Passage I For Conversation Press #1I.Review:1.Students act out their own dialogue.2.Dictation of words of last UnitII.Leading-in:Free talk about:How many of your have cell phones?What do you often do with your mobile phone?Have you ever used you mobile phone in class?Talk about your feeling of using cell phone.Introduction of the background information1. a cell phoneA cell phone is a small telephone you can carry with you that operates through networks of radio antennas or space satellites. other expressions of a cell phone:a cellular phonea mobile phonea handset2. ATMATM is the abbreviation for automated teller machine. ATMs are found in business districts and shopping malls. People use them to get cash from their bank accounts and in many places, to pay for gas, groceries, and other things.III. New Text1.New W ordspreferable: a.e.g.: Coffee is preferable to tea, I think.我认为咖啡比茶更好.Gradual change is preferable to sudden, great change.cf: preferI prefer coffee to tea.I prefer to swim in the hot summer afternoon.connect: v.e.g.: Will you connect this wire to the television.你把这根电线和电视机连上好吗？"If it is built, it will connect Britain to Europe for the first time in history.""如果隧道建成,它将有史以来第一次把英国和欧洲大陆连接起来。

浙江省中等职业学校课本《英语》第一册（浙江省教育厅职成教教研室编）Unit 3 School LifeSection C Reading教学设计The Lesson design on ReadingUnit 3 Section C, BookⅠ学情分析本班学生学习英语具有以下特点：1、学习英语动力不足,只停留在感官认识上——主要表现在喜欢接触新鲜英语材料，如图片，音像资料等，但是落实到学习实处时动力不足；2、只会简单操练，课堂会话欠加强——主要表现在对不同话题只会简单机械模仿，自由会话明显不够，小组讨论有待加强；3、学习目标明确但能力存在障碍——主要表现在希望通过出色的表现来实现被尊重的自我需求，但是学习基础低下、学习方式落后。

具体到本课时，同学们已经掌握谈论最喜欢的课程和最喜欢的校园活动这两个句型并能模仿操练；但对阅读方法掌握不够，影响阅读速度和质量。

教材分析本单元是浙江省中等职业学校英语第一册的第三单元，单元主题是“School Life”。

本课时为Section C的第一课时，仍延续“School Life”这个话题并加以延伸，是一节阅读课。

阅读是组成英语课程资源的基本要素。

Section C主要通过四个小标题：Courses、School Activities 、Friend 、Jobs，勾勒出本单元的话题，引出阅读文章“American high school life”，让学生了解美国学生高中生活。

通过略读、查读、精读和小组讨论等形式，让学生对课文的内容有所了解，并一起讨论中美高中生活的异同之处，同时培养学生的阅读技巧和方法，从而提升他们的阅读能力。

教学目标通过本节课的学习，学生们将会学习到：1、知识目标（1）正确朗读新单词yearly, prom, celebration, babysit, lawn，并掌握skill, include, through, social, education, besides, offer等四会单词。

职业高中英语第三册第三单元语法部分教案unit3languageinuse汨罗市职业中专学校教学方案设计（首页）教学内容Book3 Unit3What courses doyou prefer?Language inuse (PPT34-40)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语言技能目标：听--能听懂关于课程名称、时间、证书、和注册方式等的问题说：能使用有关培训课程的句子进行咨询读：能从文章中提取作者留学期间做兼职工作的类型；能转述作者的留学经历写：能运用关键词简单介绍培训内容；能根据提示完成一段培训经历描述。

学生能在学习中发现问题和解决问题1、小组合作法2、情景教学法3、游戏教学法4、探索发现法文化意识：能认识到终身学习对于个人职业发展的重要性。

情感态度：了解终身学习的重要性，努力培养自己终身学习的习惯和能力教学重点能听懂关于课程名称、时间、证书和注册方式等的问题。

能使用有关培训课程的句子进行咨询能运用关键词简单介绍培训内容教学难点能识别“what”引导的主语从句和“It is ...”的主从句结构能区分“what”引导的主语从句和“what”引导的感叹句教学资源多媒体教学后记Step 1 Review1.默写上节课所学习的单词。

2.学生背诵Everyday English。

3.学生自己朗读activity 14的作文。

Step 2Lead-inGrammar focus:What I want to learn is something new about computer programming.It is good news to me that I can register online.It impressed me that many Australian students earn their tuition fees through part-time employment.1.学生自己阅读例句。

Unit 3 Time一、教学目标Teaching aims1、知识目标：（1）能听说认读表示日期，时间，周几等词汇。

（2）能听懂，会说询问时间，时期等句型。

（3）掌握动词不定式做主语，定语，状语，表语等用法。

2、语言技能目标：（1）能够用英语进行时间等相关话题进行询问对话。

（2）能够用英语畅谈自己的日常生活。

（3 能够用英语以小组形式交换计划，畅想未来。

3、情感态度目标：培养学生友好协作的精神和乐观自信的学习态度。

4、学习策略目标：积极运用所学的语言进行表达和交流；注意观察生活和媒体中使用的简单英语；鼓励自主、合作、探究的学习行为。

5、文化意识目标：掌握中英在时间和日期表达上的差别。

二、重点难点Key points本单元主要学习有关询问时间和回答的词汇和基本句型，并能在模拟情景中交流互动。

学生对于如何英语询问他人计划有初步的认知。

本课要求在此基础上进一步拓展听说读写能力。

重点Teaching key points：认读date, quarter,start,leave等词汇，并能熟练运用这些词汇。

运用句子What time is it? What’s the date today? When does the school begin? What do you intend to do? ……进行交际。

难点Teaching difficulties：运用所学词汇和句型模拟对话。

三、教学策略Teaching & Learning Methods（1）任务型教学途径The Task-based Language Teaching Approach（2）情境教学法The Situational Teaching Approach（3）自然教学法The Natural Approach（4）整体语言教学法The Whole Language Teaching Approach四、教学过程Teaching StepsStep 1 Warming-up通过一段简短的日常对话交流，引导学生对于时间，日期，周几有着深刻的认知，并且运用相关的词汇进行抢答游戏，调动学生的学习兴趣。

高职高专英语说课稿Unit 3 Passenge One I Hate Flying各位专家，老师，大家好！我今天说课的题目是《大学英语1 》第三单元I Hate Flying。

下面我将从教学目标和教学实现分上、下两篇进行阐述。

一教学目标1 .1学情分析《大学英语1》开设在非英语各专业大学第一学期，此时学生正处于从高中英语向专业英语学习的过渡阶段，还没有完全摆脱高中应试教育的学习模式。

为了更好地了解学生英语学习的现状，我们对大英的学生展开了问卷调查，调查显示大部分学生表示对英语学习感兴趣，认为英语对其专业课程学习和将来的工作有帮助；但也有不少学生认为自己英语基础不好，对于怎样学好该门课程没有足够的信心。

鉴于高职学生目前这种现状，《大学英语》课程在实现人才培养目标中处于怎样的地位呢？下面我们来看看本课程的定位。

1.2本课程的定位高职高专院校肩负着为社会培养各种应用型技术人才的重任，大部分学生毕业后将从事电子、文秘、社工等工作，《大学英语》课程作为一门公共基础课，主要任务是培养学生听、说、读、写、译等方面的综合能力，为其专业课程学习、乃及今后的实际工作打下良好的语言基础。

由此看来该门课程主要起着工具的作用，具有一定的通用性和可持续发展性。

1.3教材分析该门课程选用的是由高等教育出版社出版的《新编实用英语综合教程》系列教材，该教材以“应用为目的，实用为主，够用为度”，注重学生应用能力和实用能力的培养。

《新编实用英语综合教程1 》一共分为十个单元，每一单元都以特定的话题为主题，通过Talking Face to Face, Being All Ears, Maintaining a Sharp Eye以及Trying Your Hand 4个环节共6个学时的教学展开了听、说、读、写、译等各项技能的培养与训练，并通过 Having Some Fun这一趣味阅读来培养学生的文化欣赏能力。

今天我所的是第三单元第3、4课时Passage One I Hate Flying这一内容，本堂课是建立在听说课的基础上，为第5、6课时的语法和写作打基础。

Unit 3May I Help You?Goals: Ss should be able to know customer s’ needs by asking questions.Ss should be able to understand the important role of a server.Ss should be able to use up-selling techniques.Period1-2 Words ,Warm-up, part A of Listening and SpeakingTeaching contents: Warm-up, part A of Listening and Speaking.Teaching aims and demands: The Ss should be able to ask questions to know customers’ needs Catch the main idea of the materials of listening and speaking and complete the tasks.Teaching key and difficult points: Understand the request of each customer and be able to ask for information from each guest.Teaching methods: Listening and exercising.Teaching procedures:Step one:Lead-in: In service industries, we should be able to use various techniques to serve the customers. Step two:Learn the words and expressions of this part.Ask the Ss to read the new words and expressions by themselves according to the given phonetic symbols. Then ask some Ss to read the new words before class and let some other Ss correct the wrong ones if there any and they can. And at last lead all the Ss to read all the new words after the teacher until they all can read them .Some explanations:1. check in 登记签到(opposite): check out 结账离开2. reservation n. 预定，保留reserve v. 预定，保留，保存，储备3. fill v. 填写fill out/fill in4. form n. 表格，形式take the form of /take a form 以。

中职英语基础模块授课教案Unit3 Campus LifeTeaching goals:1.Knowledge:To master these new words and useful expressions, and can use them to make sentences.To understand parts of speech, know about n(c) and n (u), singular form and plural form.2.Skills:To listen to and talk about something.To read article about campus life.To imitate the text and describe campus life about themselves.3.GrammarTo master the regular of Plural Form of n(c)To write the Plural Form of n(c) smoothly.To use the possessive case of nouns.Teaching Important Points:1. Students can read articles about campus life and master key words and expressions.2. The usage of nouns.Teaching Difficult Points:1.How to train the students’ reading ability.2.How to train the students’ ability to use nouns.Teaching ways:Combine speaking with reciting, teach by a large number of oral practice.Teaching steps:Reading:ⅠWarm upAsk students to read pictures on page 18, then make sentences according to these pictures.e.g. This is our school classroom building. There are many classrooms in the building.Ask more students to practice.ⅡFast reading1.Read new words and explain hot words in proper.2.Ask students to read the passage, and do practice on page 20.3.Ask students to read the sentences of the practice and then try totranslate it.4.Summarize the main idea of the passage.ⅢLanguage points1.agoe.g. three days ago; a year ago★Simple Past Tense:Come—came get—got feel—felt2.whene.g. When I got to the station, I found no one here.3. get to4. followe.g. Sorry, I can’t follow you.If you follow your parents advice, you’ll do it better.5.show concern about6.with the help of7.get along＆go wellⅣHomeworkRead passage again and do practice on Page 21.Correct them next class.Grammar：ⅠIntroduce new grammar: the part of speech, nouns.(page119—120) Important points：The Plural Form of Nouns1.Take many words for example.2.Sum up the regular of Plural form of countable nouns.3.Then do practices on page 22.Ⅱ The possessive case of nouns1.Give many examples of the possessive case of nouns.2.Do some exercises about the possessive case of nouns.Ⅲ HomeworkAsk students to do exercises in exercise book.Listening and Speaking1.Ask students to look at the pictures on the page 22 and 23, and talkabout them.2.Listen to the tape, and fill the blanks. Then correct them.3.Sum up the sentence pattern about talking about something.4.Write down them on the blackboard.★What’s this/that(in English)? It’s a .../This is a…★What are these/those? These/Those are…★Is this/that a…? Yes, it is. / No, it isn’t.★Are these/those…? Yes, they are. / No, it isn’t.5. Students practice in groups.6. Ask some students to role play.Writing1.Ask students to read the text of Unit 3 again.2.Ask students to read the expressions on the envelope.3.Ask one or two students to speak out the differences between theChinese envelope and English envelope.4.Ask students to complete the letter. Then discuss how to write it better. Homework●Remember the words and useful expressions.●Recite the text.●Do practices about nouns.。

Unit 3 The Lazy ManI. Teaching Objectives:After the learning of this text, the students will be able to1. understand the main idea of the text;2. learn to analyse long difficult sentence patterns;3. grasp the key words, language points and grammatical structures in the text;4. conduct a series of reading, speaking and translation exercises related to the text. II. Time Allotment:Eight periods (six for intensive reading and two for Exercises)III. Text Analysis1.The passage is adapted from Letters from a Self-Made Merchant to His Son, by John Graham.2.….but he kept on pestering me so I put him to work just to get him out of my way.keep on — to continue (keep on doing something.)e.g. She kept on working although she was tired.她虽疲劳但仍继续工作。

pester — annoy persistentlye.g. He pestered her with requests for help.他缠著她要她帮忙.He told her not to pester him with trifles.他告诉她别拿些琐事来烦他。

Unit 3 Learning EnglishReading 说课稿邱锦梅说课内容：一、教材分析二、教学目标及重点难点分析三、教学对象四、教学方法五、教学过程六、教学反思一、教材分析：本节课内容选自语文出版社出版的由王立善、戴宗显主编的中等职业教育课程改革国家规划新教材------《英语》（基础模块）下册第三单元的Reading 部分，讲授内容是学习英语。

本教材紧密结合中职学校教学实际与学生实际，选材话题与生活贴近，比如上网、吸烟、污染等话题，富有时代气息；在每一单元的教学内容上，包括Reading、Listening、Speaking、Writing and structures几个模块，满足了中职学生的学习需求，兼顾不同基础水平学生的提高，培养了学生综合语言运用能力。

在课堂教学中逐步培养这一能力。

二、教学目标及重点难点分析：1）知识目标掌握常用的词、短语、句型，并能够灵活应用：discount/ admire/ recommend commodity to sb./ foreign/ customer/ fluent/ keep on doing/put sth. into practice/ with confidence/ set a good example to sb./ try one’s best to do / think over/the more…the more…2)情感目标激发学习英语的兴趣，增强学习英语的信心；培养了同学小组合作的意识。

3)能力目标培养学生综合语言运用能力方面的听、说和理解的能力；提高学生的学习能力。

4）教学重点及难点：根据本节课的教学目标，确定：教学重点：词汇、短语及句型的用法。

教学难点：流利的朗读课文及理解大意，能将学到的英语学习方法学以致用。

三、教学对象分析：学生是教学活动的主体，正确的进行教学对象的分析是达到教学目的的重要保证。

本次授课的对象是11-7班的电子技术专业的学生。

中职英语授课教案Unit 3 What were you doing when the UFO arrived ? Teaching goals1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .2.when , while 引导的时间状语从句。

3.学习过去进行时态。

4.利用知识谈论过去发生的事情。

5.复习过去式，学会讲故事。

6.了解一些自然科学知识和社会科学知识。

Important and difficult points：1.when , while 引导的时间状语从句。

2.学习过去进行时态。

Teaching aids : a tape-recorder , cards .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free-talk .2.Check the Homework .3.Dictate the words in Unit 2 .Step 2 SB Page 18 , 1a .1.Point to the sentences .Read the sentences .Explain what each one means .2.Look at the picture .Point out the six people .Match the statements with the people in the picture .3.Check the answers .4.Practice reading .Step 3 SB Page 18 , 1b .1.Read the instructions .Make sure the Ss understand what they should do .2.Look at the dialogue in the picture .语法：过去进行时态的构成: was / were + doing .用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

《Internship Language Practice》作业设计方案（第一课时）一、作业目标本次作业旨在帮助学生巩固英语基础知识，提高他们的职场英语应用能力，培养他们在实习岗位上用英语进行沟通交流的意识和技巧。

二、作业内容1. 词汇练习：学生需复习与实习岗位相关的英语词汇，如工作描述、设备、流程等。

可以通过填空、选择、词义配对等形式进行。

2. 听说练习：学生需观看与实习岗位相关的英语视频，并尝试模仿视频中的对话进行口语练习。

教师可以选择一些真实的工作场景，如入职培训、工作汇报、问题解决等。

3. 阅读理解：学生需完成一篇与实习岗位相关的英语阅读理解文章，提高他们的阅读理解能力和信息提取能力。

4. 写作练习：学生需根据实习岗位的特点，撰写一篇英文邮件或报告，锻炼他们的英文写作能力，并要求尽可能地使用所学的英语词汇和表达方式。

三、作业要求1. 独立完成：学生需独立完成作业，不得抄袭或让他人代写。

2. 质量要求：作业内容应符合实习岗位的特点，真实且具有实际意义。

3. 提交时间：学生应在规定时间内（如周末前）提交作业，以便教师及时批改和反馈。

4. 反馈与修改：教师将对作业进行批改，并针对学生的错误和不足进行反馈和指导，帮助学生改进和提高。

四、作业评价1. 评价标准：教师将根据作业的完成情况、词汇和表达的正确性、对话和报告的真实性和逻辑性等方面进行评价。

2. 成绩记录：学生每次作业的成绩将记录在个人成绩单中，作为期末总评的一部分。

3. 激励措施：对于表现优秀的学生，教师将给予适当的奖励和表扬，以激励他们更加努力地学习和提高自己的英语应用能力。

五、作业反馈部分教师将在批改完作业后，将给出详细的反馈和指导，包括对学生在词汇、语法、表达等方面的错误和建议。

学生应认真阅读教师的反馈，并根据建议进行修改和提高。

同时，学生也可以将作业中的问题和疑惑与教师进行沟通交流，以便更好地理解和掌握英语知识。

通过本次作业，学生将能够巩固英语基础知识，提高职场英语应用能力，并培养在实习岗位上用英语进行沟通交流的意识和技巧。

汨罗市职业中专学校教学方案设计（首页）教学内容Book3 Unit3What courses doyou prefer? Lead —inListening andspeaking(PPT-17)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语言技能目标：听--能听懂关于课程名称、时间、证书、和注册方式等的问题说：能使用有关培训课程的句子进行咨询读：能从文章中提取作者留学期间做兼职工作的类型；能转述作者的留学经历写：能运用关键词简单介绍培训内容；能根据提示完成一段培训经历描述。

学生能在学习中发现问题和解决问题1、小组合作法2、情景教学法3、游戏教学法4、探索发现法文化意识：能认识到终身学习对于个人职业发展的重要性。

情感态度：了解终身学习的重要性，努力培养自己终身学习的习惯和能力教学重点能听懂关于课程名称、时间、证书和注册方式等的问题。

能使用有关培训课程的句子进行咨询能运用关键词简单介绍培训内容教学难点能识别“what”引导的主语从句和“It is ...”的主从句结构能区分“what”引导的主语从句和“what”引导的感叹句教学资源多媒体教学后记Step 1 lead-in1.教师可以先询问学生们参加过什么培训？如果参加过，有什么培训课程？得到了什么证书？2.做Activity 1 的练习，学生两人一组讨论并列出咨询培训项目时应当了解的信息。

Eg：Do they offer the course I want to learn? Can I get a certificate ?What is the schedule ?Is the school far away from my home ?Are there teachers qualified?Is the tuition fee expensive?How to register?3.学生可以自己或与同伴完成Activity2和Activity3的练习。