下载文档原格式
Unit10 第五课时Step1 RevisionReview 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。
高教版中职英语拓展模块教学计划Title: Teaching Plan for the Expanded English Modulefor Vocational High School (Published by Higher Education Press)。
Introduction.As the global landscape becomes increasingly interconnected, the importance of English proficiency among vocational students cannot be overstated. The Expanded English Module for Vocational High School, published by Higher Education Press, aims to equip students with the necessary language skills to communicate effectively in their future professional environments. This teaching plan outlines the objectives, content, methods, and assessments for this module, ensuring a comprehensive and structured approach to language learning.Teaching Objectives.1. Communication Skills: Enhance students' ability to communicate effectively in English, including speaking, listening, reading, and writing.2. Vocational Vocabulary: Introduce students to industry-specific vocabulary and expressions relevant to their chosen vocational field.3. Cultural Awareness: Foster an understanding of cross-cultural communication norms and practices, enabling students to adapt to diverse work cultures.4. Independent Learning: Encourage students to develop independent learning strategies, including the use of technology and resources outside the classroom.Content Outline.1. Unit 1: Basic Communication Skills.Lesson 1: Introduction to Effective Communication.Lesson 2: Basic Speech Structure and Delivery.Lesson 3: Listening Comprehension Techniques.Lesson 4: Basic Writing Skills for Vocational Settings.2. Unit 2: Vocational Vocabulary and Expressions.Lesson 1: Industry-Specific Vocabulary.Lesson 2: Common Expressions in Vocational Contexts.Lesson 3: Using Vocabulary and Expressions in Situational Dialogs.3. Unit 3: Cross-Cultural Communication.Lesson 1: Understanding Cultural Differences.Lesson 2: Cross-Cultural Communication Strategies.Lesson 3: Role-Playing in Diverse Work Environments.4. Unit 4: Independent Learning Strategies.Lesson 1: Utilizing Technology for Language Learning.Lesson 2: Finding and Evaluating Resources Outside the Classroom.Lesson 3: Developing Personalized Learning Plans.Teaching Methods.1. Interactive Learning: Encourage active participation through group discussions, role-plays, and pair work.2. Technology Integration: Utilize digital tools and platforms to enhance language learning, such as online dictionaries, language exchange platforms, and multimedia resources.3. Cultural Immersion: Incorporate real-world scenariosand case studies to expose students to different work cultures and communication norms.4. Project-Based Learning: Assign projects that require students to apply their language skills to practical situations, such as creating a business proposal or a customer service script.Assessments.1. Formative Assessments: Conduct regular in-class activities and quizzes to monitor students' progress and identify areas for improvement.2. Summative Assessments: Administer end-of-unit tests to assess students' mastery of the content and skills covered in each unit.3. Performance Assessments: Evaluate students' ability to apply their language skills in real-world situations through role-plays, presentations, and project submissions.4. Self-Assessment: Encourage students to reflect on their learning progress and identify areas for self-improvement.Conclusion.The Expanded English Module for Vocational High Schoolis designed to prepare students for the linguistic challenges they will encounter in their future careers. By combining interactive learning methods, technology integration, cultural immersion, and project-based learning, this teaching plan aims to foster a comprehensive and engaging language learning experience that cultivates the skills and confidence necessary for success in the global workplace.。
Unit 10一、单项选择，从A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。
（共10小题，每小题1分，共10分）1. Not until I came to Hangzhou the beauty of the West Lake.A.I realizedB. did I realizeC. I didn’t realizeD. I couldn’t realize2. He talked to them as if they still children.A. areB. wereC. isD. was3. Everyone wants to go to the concert, ?A. does itB. don’t theyC. doesn’t itD. doesn’t everyone4. Would you please in the office?A. not to smokeB. not smokeC. no smokingD. not smoking5. Please more careful from now on.A. beingB. beC. isD. going to be6. Tom decided to quit the job rather than the new rules.A. to acceptB. acceptedC. acceptingD. accept7. This method is cheap and simple. , there may be some dangers.A. HoweverB. ButC. Let alone C. Since8. Jenny herself at her desk.A. satB. sitsC. seatedD. seat9. He stood at the corner of the street, bitterly.A. to cryB. cryingC. criedD. cry10. Don’t eat meat. If you do so, you’ll get fat.A. much too; too muchB. too much; much tooC. much too; much tooD. too much; too much二、用所给单词的正确形式填空。
高教版中职英语拓展模块英文回答：In this essay, I will explore the concept of motivation in the context of second language learning, examining both intrinsic and extrinsic factors that influence learners' willingness to engage in language learning activities.Intrinsic motivation refers to the internal drive that impels individuals to engage in an activity for its own sake, without the need for external rewards or punishments. In the context of language learning, intrinsic motivation may stem from a genuine interest in the target language, a desire to communicate with native speakers, or a thirst for knowledge about the language and its culture. Intrinsic motivation is generally considered to be more sustainable and effective than extrinsic motivation, as it is less likely to fluctuate based on external circumstances.Extrinsic motivation, on the other hand, refers to theexternal factors that can influence an individual's willingness to engage in an activity. In the context of language learning, extrinsic motivation may include factors such as grades, rewards, praise, or the desire to avoid negative consequences. While extrinsic motivation can be effective in the short term, it is often less sustainable than intrinsic motivation, as it relies on external factors that may not always be present.Both intrinsic and extrinsic motivation can play a role in second language learning, and the most effective approach to motivation will vary depending on theindividual learner. For some learners, intrinsic motivation may be sufficient to drive them to engage in language learning activities, while others may require moreextrinsic motivation to get started. It is important to note that intrinsic and extrinsic motivation are not mutually exclusive, and many learners may be motivated by a combination of both factors.In addition to intrinsic and extrinsic motivation, a number of other factors can also influence learners'willingness to engage in language learning activities. These factors include:Age: Younger learners are often more receptive to new languages than older learners.Learning style: Some learners prefer to learn through reading and writing, while others prefer to learn through listening and speaking.Cultural background: Learners from cultures that are more accepting of language diversity may be more motivated to learn a second language.Language learning environment: The learning environment can have a significant impact on learners' motivation. A supportive and encouraging environment can help learners to stay motivated, while a stressful or negative environment can discourage learners.By understanding the factors that influence motivation in second language learning, educators can create learningenvironments that are more likely to foster sustained motivation in their students. This may involveincorporating activities that appeal to learners' intrinsic interests, providing opportunities for learners to use the language in meaningful ways, and creating a supportive and encouraging learning environment.中文回答：在本篇文章中，我将探讨动机在第二语言学习中的概念，考察影响学习者参与语言学习活动的内在和外在因素。
