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Unit9 Food for Thought (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Listen drive pull lead still smile again mean happen fight ......②重要短语Lose one’s temper listen to keep one’s temper be able to take sb by the hand ......二、阅读理解Part1:warming up（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）Part2:Fill in the blanks with proper words from the text “Food for Thought?”Once there was a boy with bad temper. He often fight with his friends. One day,his father give him a good meathod. When he lost his temper ,he would hammer a nail into the fence . The boy listened to his father and did what his father told him to do. As the time gone by,the boy found that he was able to keep his temper and he learned how to get on with others.Form the text ,we learn that we all want to make friends with others,but we don’t know how to do that. After we red it,we know:When we in trouble, we have to keep calm. When we are in anger, we have to control our temper. When your friend is angry with you, you should not lose your temper,we have to find a way to solve the problem.Part2:Read the passage and choose the best answer to each of the following questions.Passage 1:Once there was a black and white cat．He was named Tom．One day he was asleep under a tree in the forest．Suddenly he was awakened by the song of a bird．Then he felt very hungry．He wanted tohave something good to eat．He looked around．He looked up at the blue sky and looked down at the green grass．Something was moving in the tree．It was a sparrow（麻雀）．He talked to the sparrow and asked it to be friends with him．When it came near，he caught the sparrow.He was going to eat it．The sparrow said，“No gentleman eats his dinner till he has washed his face．”The cat was surprised to hear that．He began to wash his face with his paw，and the sparrow flew away．The cat was sorry to lose his dinner and said，“As long as I live，I will eat first and wash my face afterward．”根据短文内容，完成下列问题。
Unit 9 May I help you?（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）第九单元的第三课时，包括language in use部分，具体内容为：各种场所的服务语言。
2．教学重点、难点⑴教学重点服务场所与服务语言。
⑵教学难点运用服务语言。
二、教学目标1.知识目标⑴掌握服务人员名称及场所词汇。
⑵掌握如何用英语在不同场合提供或获得服务的句型：What’s wrong with you?I have a bad headache.Can I take your order now?Can I help you?What can I do for you?2.能力目标学生能在不同的场所选择合适的服务用语。
3.情感目标学生设想未来的职业，建立初步的就业意识。
三、教学步骤Step One Lead-in1. The students show their documents they collect and describe the places where they got those documents and who served them. The teacher comments on it.（设计意图:学生展示前日所收集单据，并用所学语言描述服务地点与服务人员。
教师及时对学生的作业作出评价，对优秀作业的集体肯定，可以促使学生更积极主动地做作业。
）Step Two Language in Use1. Activity 14: Match the service expressions and sentences with the places where such services are offered.（设计意图:本活动是一个语言理解与运用的训练。
目的在于让学生巩固并正确辨别服务场所以及相应的服务用语，根据生活语境进行交流。
）2. Activity 15. Complete the dialogues with the sentences from Activity 14.（设计意图:训练学生在具体的对话语境下辨析运用服务语言的能力。
Unit 9 May I help you?（第一课时教学设计）一、学情分析职业学校的学生毕业后将走入社会，踏上工作岗位。
本单位将语言活动设置在真实的职业场景中，让学生模拟为顾客服务或作为顾客获得服务。
学生在真实的环境中运用英语处理问题，解决问题，从而提高英语运用能力，培养其职业意识。
职业学校的学生虽然大多数基础较差，英语表达能力欠缺，但他们有较强的表现欲望，好奇心强，有一定的求知卻，喜欢动手操作。
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，如借助图片，PPT，卡片，录音机等教学辅助手段，运用小组讨论，头脑风暴，海报制作等方式，让学生在语境中学习语言。
本单元设计分为4个课时：第一课时 Lead-in + listening and speaking第二课时 Reading and writing第三课时Language in use第四课时 Unit task第一课时 Lead-in + Listening & Speaking二、教材分析1．教学内容本课时系教材《英语》（基础模块预备级）第九单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：用英语在不同场合提供或获得服务，听懂并掌握提供或获得服务的词汇、句型。
2．教学重点、难点⑴教学重点用英语在不同场合提供或获得服务，听懂并掌握相关词汇、句型⑵教学难点服务场所名称词汇；提供或获得服务及其回答的词汇、句型三、教学目标1.知识目标⑴掌握服务场所名称及服务相关词汇，如hospital; bank;restaurant; airport; customer; patient; headache; pizza;department; vegetable salad; beef steak⑵学生能够掌握如何用英语在不同场合提供或获得服务，并做相应的回答，如：Would you like…?I’d like….How about…?2.能力目标⑴学生能听懂关于提供或获得服务的对话。
中职英语基础模块授课教案Unit 9 CultivationReading Food for ThoughtStep one Lead-in 导入通过观看图片，提出问题，猜测课文内容，导出本课的课题，Food for Thought (有益的教诲)。
1．What’s in the picture?2．What’s in the boy’s hands?3．What does the boy want to do?4．Why does he do like this?Step two Listening to the text 听课文培养学生的听力能力，掌握文章的语音语调，培养学生的阅读技巧。
Step three Skimming 略读Read the text as quickly as possible and then decide whether the following statements are true or false.( ) 1. The boy often had fights with his friends.( ) 2. The first day, the boy drove 18 nails into the fence. ( ) 3.His father asked his son to hammer a nail into the fence each time he was able to keep his temper.( ) 4. At last, the boy learned how to get on with others.任务型教学和小组活动：在本环节中，要求每个学生速读全文，完成课后练习1，然后小组进行检查。
通过此题的练习，检查学生对课文中事实的表层理解，培养学生的阅读习惯和技巧。
Step four Scanning 查读Task 1Understand the text 理解课文Task 2Finish Exercise 2 完成练习21.have fights with 与......打架他经常和别人打架。
中职英语拓展模块unit9介绍这是中职英语拓展模块的第九个单元。
本单元主要讨论了关于职业规划和面试技巧的内容。
通过学习本单元，学生可以了解到如何进行职业规划，以及如何在面试中展示自己的能力和技巧。
本文档将详细介绍本单元的核心内容和学习要点。
学习目标本单元的学习目标包括： - 了解职业规划的重要性 - 学习如何制定短期和长期职业目标 - 掌握面试中的常见问题和应对策略 - 提高自我介绍和面试技巧职业规划职业规划是一个个人未来职业发展的规划和安排过程。
在职业规划中，学生需要认清自己的兴趣、能力和价值观，并制定相应的职业目标。
职业规划有助于指导个人在职业发展方面做出明智的选择，并为个人职业生涯的成功奠定基础。
制定职业目标制定职业目标是职业规划的重要步骤之一。
在制定职业目标时，学生应该考虑以下几个方面： 1. 兴趣和激情：什么样的工作能够激发你的兴趣和激情？你对哪个领域感兴趣？ 2.能力和技能：你有哪些能力和技能？哪些工作需要你目前已有的能力和技能？3. 价值观和目标：你的价值观和目标是什么？你希望通过工作实现什么样的目标？ 4. 市场需求：你所选择的职业是否有市场需求？是否具有发展潜力？通过综合考虑以上要素，学生可以制定出符合个人兴趣和目标的职业目标，并为实现这些目标设定相应的行动计划。
面试技巧面试是求职过程中的重要环节，成功的面试表现可以为你赢得心仪的工作机会。
在面试中，学生应当注意以下几点面试技巧： 1. 充分准备：在面试前，了解公司背景、岗位要求和行业动态。
准备好自己的简历和面试常见问题的答案。
2. 形象仪表：穿着得体、仪表整洁，给面试官一个良好的第一印象。
3. 自我介绍：介绍自己时要简明扼要地介绍个人背景、教育经历和工作经验。
强调与岗位要求相关的能力和技能。
4. 回答问题：在回答问题时要清晰明了，重点突出，且结合自己的实际经历给出具体的例子和证明。
5. 沟通能力：与面试官保持良好的沟通，积极参与面试对话。
附件3中等职业学校优质课教案样式南宁市第六职业技术学校英语教案1234(2) Practice reading the sentences according to the pictures shown one by one56（Map----NO.1 ）(listening text)1.Man: Excuse me, can you tell me the way to the supermarket, please?Woman: Go along this street, and then turn left at the first crossing. The shopping centre is on your leftt.Man: Thank you very much.A BC E F GD ￥78 （Map----NO.2 ）Step 6 skill practice (7minutes)Identify the places by asking and showing the way.1., Show a map whice is not marked with the addresses on the board2Teacher ask four students to come to thefront of the classroom .Tell them that theyBank B us StationSupermarketCinemaLibrary HospitalHotel（Map----NO.4 ）will show the way with the senteces learnt just now. The teacher5.Each of the four students will choose one card and then indentify the place by asking the way and listening to the directions given by the volunteers .6. Tell the students this method could be used to practice their skills after class.The class will be ended up with a song of volunteersMake up a dialogue ,asking how to get to the nearest supermarket, library or post910。
Unit 9 Reading: Job HuntingTeaching Aims:1. Get Ss. to learn the important expressions of the reading.2. Let Ss. know something about Interview Experience.3. Develop Ss. reading ability and let them learn different reading skills. Teaching Important Point:Get Ss. to read the passage to know about Interview Experience. Teaching Difficult Point:Develop Ss. reading ability.Teaching Procedures:Step1. Greeting and Revision.Check the useful words and expressions of Unit 9.1. accountant 5.refuse9.recommend2.salary6. fluently10.traffic jam3.quit7.promote4.translator8.promotion(设计说明：通过考查本单元重点词汇，督促学生及时识记单词，扎实学生的基础知识。
)Step2.Warming up. (free talk)1. Do you have a dream? If you do, then what is it?2. what kind of person would you want to be?T: Well done! You have many good dreams. But society develops very quickly. It is not easy to find a good job. After graduation from University,you must interview to find a job. Today ,Let us learn the reading about author’s interview experience.(设计说明：从学生熟知的话开始，有助于学生展开话题，营造轻松愉悦的课堂氛围，自然过渡到本节课的阅读学习。
学科English课题Use of whatever, whoever, however...班级14-17/18人数授课时数 2 课型Basic class 周次12 授课时间5-16教学目的知识目标：master the Use of whatever, whoever, however. 能力目标：improve the ability of language情感目标：train the confidence of the learning English教学重点Use of whatever, whoever, however教学难点Understand the meaning of whatever, whoever, however.教具computer/ multimedia教学小结通过加强练习来理解从属连词引导的让步状语和名词性从句的意义。
教学过程设计教学组织方式备注一、复习旧知（10分钟）Use of whatever, whoever, however...二、本堂课教学效果评价方式：1.Participation rate2. Correction rate三、新课导入（10 分钟）Translate the words and sentences:Whatever/ whoever/ whichever/ whenever / wherever / however疑问词+ever 构成的复合词是一种表示陈述含义的从属连词，可以引导让步状语成句，含义和作用与no matter+疑问词一样。
四、教学内容（67 分钟）（重点）1、1）从属连词引导让步状语：You can’t come in ,whoever you are.Don’t change your plan whatever happens. However busy he is, he will find time to help us. Ask the students to read and translate the practice in the book.Free talking .Task teaching method. Teacher explained and the students spoke.•Translate the sentences,and understandthe meaning oftheDon’t believe him whatever he says.注意：在这类让步状语从句中要用一般现在时来表示将来时的含义。
