职高英语基础模块上册-Unit-1-(English)

“外研版”中职国规英语教材基础模块(修订版)第一册Unit 1 School becomes interesting.一、单元整体解读及分析二、分课时教学设计第1课时2. 匹配教师展示学校平面图。

通过提问，请学生将课程与上课地点匹配。

1) Where do we have these classes?2) All these classes below are called subjects. The classes in labs are called2. 模拟对话3. 自主对话第2课时2. 词汇学习播放听力（第一遍）Read and fill in the form.第3课时2. 学生展示作业1.阅读Read and learn2）连句成段表述Match the words with the pictures.第4课时2.阅读课文，回答问题1) Why did Schulman attend avocational school?2) When is the Speech Day?2.绕口令教师要求学生练习绕口令。

1) Silly sheep weep and sleep.2) I wish you were a fish in my dish.作者简介：沈碧红，中共党员，中学一级。

从教十年，一直坚守在中职英语教育第一线。

曾获得“外研社杯”全国中职英语教师基本功比赛一等奖和教学设计二等奖，慈溪市“青年骨干教师”和“教坛新秀”荣誉称号。

辅导学生参加各类英语类竞赛获得全国二等奖，浙江省一二三等奖。

系浙江省与宁波市优秀指导教师和慈溪市“五四奖章”获得者。

单元单词汉语Unit1welcome v. 欢迎Unit1welcome to欢迎到…来Unit1vocational adj. 职业的Unit1glad adj. 高兴的Unit1be glad to do...…很高兴做…Unit1meet v. 遇见:汇合:迎接Unit1look v. 看；瞧,link v. 看起来，显得……Unit1look at△看……Unit1classroom n. 教室Unit1building n. 建筑物；楼房Unit1classroom building教学楼Unit1lab n. 实验室Unit1floor n. 楼层；地板Unit1large adj. 大的Unit1bright adj. 明亮的Unit1class n. 班级；课节Unit1library n. 图书馆Unit1lot n. 批，块Unit1 a lot of...许多……Unit1read v. 读；阅读Unit1reading room阅览室Unit1study v. 学习Unit1after a dv. 在……之后Unit1after class课后Unit1see v. 看见Unit1next adj. 下次的；其次的Unit1next to△靠近；紧挨着Unit1dormitory n. 宿舍Unit1dining-hall n. 餐厅Unit1bedroom n. 卧室；寝室；Unit1let v. 让Unit1playground n. 运动场；操场Unit1way n. 路，途径，方法Unit1play v. 玩Unit1basketball n. 篮球Unit1football n. 足球Unit1every adj. 每一；每个Unit1love v. 热爱；爱好Unit1hard adv. 努力地；硬的；难的Unit1thank v.n. 感谢Unit1thank △for △为……而感谢……Unit1visit v. n. 参观Unit1time n. 时间；次数Unit1English adj. 英国的，英语的；n. 英国人，英语Unit1nice adj. 好的；令人愉快的Unit1want v. 想要Unit1great adj. 伟大的，巨大的，（口语）好极了Unit1how adv. 如何；怎样；多么Unit1later adv. 稍后；随后Unit1blackboard n. 黑板Unit1desk n. 书桌；办公桌Unit1chair n. 椅子Unit1seat n. 座位，座席Unit1handsome adj. 潇洒的，有风度的Unit1young adj. 年轻的Unit1man n. 人；男人Unit2grandfather n.(外)祖父Unit2grandmother n.(外)祖母Unit2uncle n. 伯，叔，Unit2manager n. 经理Unit2doctor n. 医生；博士Unit2family n. 家庭Unit2picture n. 图片；图Unit2woman n. 女人，妇女Unit2over adv. 越过；prep. 在……上方Unit2both adj. 两者，双方的Unit2retire v. 退休Unit2retired worker退休工人Unit2kind adj. 和蔼的；亲切的；n. 种类Unit2be kind to△对……和蔼可亲Unit2always adv.总是，始终Unit2housework n. 家务Unit2parent n. 父母，双亲Unit2enjoy v. 喜爱，享受……的乐Unit2enjoy doing △喜爱做……Unit2live v. 生活，居住v. 过着Unit2live with与……在一起Unit2grandparent n.祖父母；外祖父母Unit2together adv. 共同，一起Unit2stand v. 站Unit2behind prep. 在…后边Unit2company n. 公司Unit2hardworking adj. 勤劳的；苦干的Unit2also adv.也，同样Unit2age n. 年龄Unit2lively adj. 生动的，活泼的Unit2interesting adj. 有趣味的Unit2popular adj. 受欢迎的；普及的；流行的Unit2be popular with受……欢迎Unit2right n. 右边；权利adj. 正确的Unit2on the right在右边Unit2tall adj. 高的Unit2thin adj. 薄的，瘦的Unit2wear v. 穿，戴Unit2T-shirt n. T恤衫Unit2rather adv. 相当，十分Unit2cool adj. 凉，凉爽，“酷”Unit2medical adj. 医学的Unit2college n. 学院Unit2dream v. 做梦；n. 梦；梦想Unit2pretty adj. 漂亮的，可爱的Unit2hair n. 头发Unit2left n. 左，左边；adj. 左边的Unit2on the left在左边Unit2guess v. 猜，推测Unit2full adj. 充满的，完全的Unit2be full of △充满……Unit2warmth n. 温暖，温馨Unit2arm n. 手臂Unit2meter n. 米，计量器Unit2body n. 身体，体Unit2eye n. 眼睛Unit2nose n.鼻子Unit2 a pair of一双Unit2glasses n. 眼镜Unit3letter n. 信函Unit3dear adj. 亲爱的Unit3△Jennifer n. 詹尼弗（女子名）Unit3greeting n. 祝贺；问候Unit3concern n. 关心Unit3tell v. 告诉Unit3learn v. 学习；学会Unit3cooking n. 烹饪Unit3month n. 月Unit3ago adv. ……以前Unit3when conj. 当……时候Unit3get v. 得到Unit3get to...到达……Unit3everything pron. 每件事物Unit3strange adj. 陌生的；奇怪的Unit3speak v. 说话；讲话Unit3understand v. 懂；理解Unit3at firs起初Unit3follow v. 跟随，领会Unit3in class课堂上Unit3feel v. 感觉Unit3nervous adj. 神经紧张的；不安的Unit3luckily adv. 幸运地Unit3friendly adj. 友好的；友谊的Unit3show v. 展示，显示，表示Unit3show concern about... 对……表示关心Unit3help n.v. 帮助Unit3with the help of在……的帮助下Unit3classmate n. 同班同学Unit3well adv. 好，妥善地；adj. 健康的Unit3go well进展顺利Unit3usually adv. 通常Unit3sometimes adv. 有时Unit3skill n.技能；技巧Unit3training n.训练，培训Unit3centre n.中心Unit3the skill training center技能训练中心Unit3practice n.v. 实践；实习Unit3activity n. 活动Unit3weekend n.周末Unit3on weekends在周末Unit3often adv. 常常，经常Unit3language n. 语言Unit3sightseeing n. 观光Unit3go sightseeing去观光Unit3beautiful adj. 美丽的；很好的Unit3city n. 城市；都市Unit3have a good time过得愉快，玩得高兴Unit3along adv.向前；prep. 沿着Unit3get along进展Unit3miss v. 思念Unit3telephone n. 电话；电话机；v. 打电话Unit3number n. 数目；号码Unit3e-mail n. 电子邮件Unit3address n. 地址Unit3send v. 送，发送Unit3message n. 消息，信息Unit3text message手机短信Unit3wish n. v. 祝愿，希望Unit3with best wish致以美好祝愿Unit3△David n. 大卫（男子名）。

职高一年级英语基础模块修订版一单元作文全文共3篇示例，供读者参考篇1Unit 1 - My WorldThe first unit of this revised English foundation module is called "My World" and it's all about introducing ourselves and describing the world around us. As a first-year vocational student, I feel like this unit is the perfect way to ease into learning English again after being out of an English class for so long.The very first lesson was just getting us comfortable using simple phrases and vocabulary words to talk about ourselves. We learned how to say our names, where we're from, how old we are, and what we like to do in our free time. Seems pretty basic, but it was a good refresher on foundational English skills. The activities had us going around introducing ourselves to our classmates which was a little awkward at first, but it definitely helped build confidence.After that initial icebreaker, the unit moved into describing our daily routines and schedules. We covered vocabulary for days of the week, times of day, common activities like "wake up","eat breakfast", "go to school", etc. This was all vocabulary I had learned before in earlier English classes, but it was good practice putting it into coherent sentences about my typical day. The exercises had us writing out our schedules and then sharing them which helped solidify the language.Next up was learning to describe the places that make up our world - our homes, our schools, our neighborhoods. The module had tons of pictures and visuals to teach words for different rooms, furniture, buildings, and public places. We learned how to describe locations using prepositions like "next to", "across from", "between", etc. One of the activities had us drawing maps of our neighborhoods and labeling all the places which I thought was a creative way to apply the new vocabulary and skills.Speaking of being creative, that's exactly what we had to do for the unit project - make a short video tour of our personal spaces like our bedrooms or backyards. We had to script it out beforehand describing what was in the space, where things were located, and expressing our opinions about our favorite/least favorite parts. Some students went all out and it was fun to see the variety of living situations. Definitely brought the lesson to life in a very real way.The final part of the unit was about describing people's personalities, interests, and relationships. We learned adjectives for describing someone's character like "outgoing", "shy", "ambitious", etc. We also covered vocabulary for hobbies, talents, and interests which could branch off into lots of subcategories like sports, arts, academics, and more. Describing relationships was about using family vocabulary like "brother", "aunt", "cousin" but also vocabulary for friends, classmates, and other non-family relationships.For this section, we did an activity where we had to write a brief biography about one of our family members describing their personality, hobbies, relationships and other key details about their life. It was a good way to pull together all the new vocabulary and language skills from this final part of the unit. We also did some fun role playing activities pretending to interview each other about our interests, skills, friend groups, etc. Overall, this final section really rounded out our ability to fully describe ourselves and the people in our lives.Looking back over the entire unit, I'm actually pretty impressed by how much practical and relevant vocabulary and language ability we covered. What started as basic introductions ultimately led to us being able to comprehensively describe ourdaily personal, social, and physical worlds using precise vocabulary and language constructions. The activities, projects, and visuals made it feel tangible and applicable to our real lives rather than just dull academic exercises.While a lot of the core vocabulary was a refresher from previous English study, the revised module seemed to place more emphasis on using that vocabulary in coherent and contextualized ways to describe ourselves and our surroundings. The progression from self to daily routine tohome/neighborhood to people in our lives felt like a logical flow that really laddered and spiraled the learning. I feel like I've solidified my fundamental verbal and written skills for talking about my world as a first-year vocation student in Taiwan.Of course, this is just the start and the foundation. English study will progressively get more challenging from here covering broader topics and more advanced grammar, writing, and conversation skills. But this opening unit made for a smooth and approachable on-ramp. Provided we keep building from this strengthened base, I'm optimistic we'll keep making steady progress toward true English proficiency and fluency over the course of the full program. The revised material at least seems thoughtfully designed to make the early stages of languagelearning engaging, practical and achievable. That's a promising start that makes me motivated to stick with it for the long haul.篇2My First English Module of the YearAs a first-year vocational high school student, the English foundation module is crucial for building the basics before we delve into more specialized content. The revised Unit 1 has been an engaging introduction, covering essential vocabulary, grammar concepts, and practical scenarios. Let me walk you through my experience with this unit.The unit kicked off with a comprehensive vocabulary section, introducing words and phrases related to personal introductions, hobbies, and daily routines. I found the interactive exercises particularly helpful in reinforcing these new terms. Repetition through fill-in-the-blanks and matching activities ensured the words stuck in my memory. Surprisingly, some of the vocabulary items were quite relatable, making the learning process more enjoyable.Next up was the grammar section, which initially seemed daunting. However, the clear explanations and abundant examples made it much more approachable. We covered thefundamentals of subject-verb agreement, verb tenses, and sentence structure. The exercises gradually increased in complexity, allowing us to practice and solidify our understanding. I particularly enjoyed the group activities where we collaboratively constructed sentences, correcting each other's errors in a supportive environment.One aspect that stood out to me was the emphasis onreal-life situations. The unit presented dialogues and scenarios centered around common social interactions, such as introducing oneself, discussing hobbies, and describing daily routines. These practical examples not only made the content more engaging but also highlighted the immediate applicability of what we were learning. I could envision myself using these phrases and structures in my daily interactions, both within and outside the school environment.The listening and speaking components were particularly challenging yet rewarding. We practiced active listening by identifying key details and overall meanings from audio recordings. The speaking exercises encouraged us to construct and deliver our own introductions, articulating our interests and routines. Initially, I felt self-conscious about speaking in front ofmy classmates, but the supportive atmosphere and constructive feedback from our teacher helped me gain confidence over time.The reading and writing sections further solidified our comprehension and expression skills. We analyzed short texts related to the unit's themes, identifying main ideas, supporting details, and making inferences. The writing assignments, ranging from simple paragraphs to longer compositions, challenged us to apply the vocabulary and grammar concepts we had learned. Peer review sessions were particularly valuable, as we could learn from each other's strengths and weaknesses.Throughout the unit, our teacher incorporated a variety of engaging activities and multimedia resources. From interactive whiteboards to language learning apps, the incorporation of technology made the lessons more dynamic and interactive. We even had the opportunity to collaborate with students from other schools through online platforms, practicing our English skills in authentic conversations.One aspect that I particularly appreciated was the emphasis on cultural awareness. The unit included insights into different cultural norms and perspectives regarding introductions, hobbies, and daily routines. This exposure not only expanded our understanding of the world but also highlighted theimportance of being respectful and adaptable in cross-cultural interactions.As we neared the end of the unit, we had the opportunity to put everything we had learned into practice through a culminating project. Each student created a multimedia presentation introducing themselves, their interests, and their daily routine. We then shared these presentations with the class, receiving feedback and celebrating our achievements.Looking back, the revised Unit 1 of the English foundation module has been a solid foundation for my language learning journey. The comprehensive coverage of vocabulary, grammar, and practical scenarios has provided me with the necessary building blocks to communicate effectively in English. The engaging activities and real-life applications have made the learning process enjoyable and meaningful.However, the journey doesn't end here. As I move on to the subsequent units, I am excited to build upon the skills and knowledge acquired in Unit 1. The emphasis on continuous practice and application will undoubtedly reinforce and expand my English proficiency.Overall, the revised Unit 1 has been a positive and enriching experience. It has instilled in me a newfound appreciation for theEnglish language and a curiosity to explore its nuances further. With the solid foundation laid by this unit, I am confident in my ability to navigate the challenges that lie ahead, both in my academic pursuits and future endeavors.篇3My First Year of Vocational High School EnglishHey there! I'm a first-year student at a vocational high school here in China. This year, we've been using the revised English foundation module textbooks. I have to say, English class is way different from middle school!In Unit 1, we jumped right into some solid vocabulary and conversation practice around the topic of personal introductions and interests. The unit started off pretty basic with words like "name," "age," "hobby," etc. But it quickly ramped up to more advanced phrases for describing our personalities, talents, hopes and dreams.At first, I felt a bit overwhelmed trying to memorize all the new vocabulary. But our teacher had us do lots of engaging exercises to really drill the words into our brains. We did flashcard games, conversational roleplays, even some funsinging activities. She made sure we were using the vocabulary actively instead of just doing rote memorization.Once we had a solid grasp of the key words and patterns, the real challenging work began - putting it all together through speaking and writing. We spent a ton of time practicing introducing ourselves and interviewing our classmates. Our teacher pushed us to use increasingly complex sentences and really stretch our abilities.For me, the writing prompts were the biggest hurdle. Having to compose coherent paragraphs about my interests, future goals, and personality traits really forced me to pull together everything I'd learned. Let me tell you, staring at a blank page wondering how to start was brutal at first! But getting constant feedback and doing drafts really helped.I remember one writing assignment in particular where we had to introduce a friend or family member. I decided to write about my cousin who is a few years older than me. Trying to find the right adjectives to describe her personality was so tough. Is she more "outgoing" or "sociable"? Is she an "ambitious" person or just "hard-working"? Little word choices like that really made me stop and think.What helped a lot was the example passages and model dialogues in the textbook. They gave me something to analayze and emulate in terms of vocabulary, grammar patterns, and organizational structure. The textbook writers did a great job making the examples relatable to vocational school students like me.By the end of Unit 1, I could finally introduce myself fairly fluently. Writing about my life still took a bunch of drafts and error correction. But I could feel my skills improving in leaps and bounds compared to just a few weeks earlier. Putting together clear, grammatically-correct sentences was getting easier and easier.Looking back on it now, Unit 1 could feel basicat times with its focus on self-introductions. But honestly, that simplefoundation was vital. If I couldn't describe myself well, how could I bemexpected to handle more complex topics? Establishing that solid base ofvocabulary and sentence patterns prepared me for the challenges ahead.For example, Units 2 and 3 took my English abilities to the next level byhaving me learn vocational terminology related to my specific trainingtrack. As someone studying automotive repair and maintenance, I had tomaster tons of words aboutvehicle components, tools, diagnosticprocedures, and more. Knowing how to introduce myself first made thistechnical vocab just a bit more approachable.The revised foundation module has definitely been an intense batchallenge so far. Looking ahead to the rest of my first year, I knowthere's still a long road of vocabulary, grammar, and comprehensionahead of me. But I feelready to tackle whatever towers of flashcards and writing promptscome my way next!I'm sure my English abilities will continue improving immenselythrough hard work and practice. While verbal communication is stillawkward for me at times, I can clearly see the progress I've made. Justcompare my shaky self-introductions at the start of the semester to thesmooth paragraphs I can write now about my life and interests. The gapsare shrinking every day.For any other vocational high school students out there feeling overwhelmed by English, I hear you! It can definitely be a struggle,especially with all the technical vocabulary and emphasis on realcommunication rather than just rote memorization. But don't get discouraged!If you put in the effort and take advantage of all the activities andresources, your English skills can grow in leaps and boundstoo. Stay focused on building that strong vocabulary and grammar foundation,especially on topics relevant to your future career. Listen to theexamples and use them as guides for your own speaking and writing. Mostimportantly, don't be afraid to make mistakes! Thafs how we learn.Believe me, if I can go from stumbling through basicself-introductionsto writing smoothly about myself and my interests in just a semwter,you can accomplish incredible English growth too. Just stick with it,work hard, and enjoy the journey! English is tough, but extremelyrewarding once you start seeing the fruits of your labor. Keep grindin'!。

Book1 Unit 1 Nice to meet you!（第一课时教学设计）一、学情分析本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。

就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。

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。

我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。

教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。

圆润的发音要靠长期的示范与坚持来实现。

名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。

职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。

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 + vocabulary consolidation第四课时 unit task + pronunciation practice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1》（基础模块高教版）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。

2．教学重点、难点⑴教学重点招呼用语，听懂并掌握询问和提供个人信息的词汇、句型⑵教学难点个人信息的词汇、句型三、教学目标1.知识目标⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss);⑵掌握提供或询问个人信息时所使用的句型，如：1) about greeting:Good morning.Hi.Nice to meet you.2) about personal informationWhat’s you name?Where are you from?Which company are you from?2.能力目标⑴学生能听懂关于询问和提供个人信息的对话。