英语基础模块2UNIT-6导学案

[PPT 13-16]Ss evaluate the stories of the Step 7other groups.Homework1.Groups work: Write down one idiom story.2.Page 41: Ex.103.Page 82/ 5,6GW 通过小组互相评价提升学生对定语从句的认识和理解。

5’第一课时学案I. Read the text quickly and try to decide which of the following are talked about in the text.1. the history of paper cuts2. the sales of paper cuts3. the types of paper cuts4. the customs of paper cutsII.Read the text again and answer the following questions.1.When were paper cuts of animals found in China?2.How many types of paper cuts do people like to make today?3.How do you know that there is a long tradition of paper-cutting in China?III. Read the passage carefully for specific information.Introduction:It is a art with a history. It dates back to.By the Southern SongDynasty,.It is used for.1)2)Paper cuts3)It is used for.The types1)2) be used asIt is used for.1)2)IV .If you have a chance to learn paper-cutting, which kind of paper cuts will you like to try?Why?Tips:121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯。

Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。

该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。

每个单元都设计有Lead-in, Listening and speaking, self-check, lifeand culture等8项内容。

修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。

同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。

本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。

本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。

本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。

学情分析任教班级为旅游管理专业一年级学生，全班都是女生。

职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。

另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。

Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。

教材围绕三个著名的画家以及他们的作品展开。

大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。

本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。

本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。

因此在几个活动中分层次帮助学生识记并运用这些词汇。

本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。

第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。

教学内容话题：A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配:bine… with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to:e the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：第一课时学案I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women"2.Who is more good at drawing simple pictures we often see in our life"3. Who held exhibitions abroad to advance Chinese art"4. Why did Chen Yifei use black as the background of Poppy"5. What is Xu Beihong’s masterpiece"III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter"第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance, art grew more _______, for works of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.Lesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。

Book 2 Unit 6 tell me when the pain started课时：2课时一. 教学内容授课内容为课本包括Lead-in & Listening and speaking两部分，具体内容为：部分疾病名称、描述身体状态的短语及看病等信息的简单对话。

二. 教学重点、难点⑴ 教学重点通过与疾病和看病的相关的词汇和句型的学习，学生看病场景并展开相应对话。

⑵ 教学难点学生了解词汇记忆的策略之一——分类记忆。

三. 教学目标1.知识目标⑴掌握部分疾病的短语及词汇，如stomachache toothache fever cough headache back pain⑵掌握询问和提供看病时所使用的句型，如：1) 询问个人疾病状况，原因等信息时:What’s wrong with you?How long have you felt this way?2)提供个人疾病状况，原因等信息时:I have a runny nose. And I cough all the time.For about one day.2.能力目标⑴学生能听懂关于个人疾病状况，原因，看病等信息的简单对话。

⑵学生能熟记并表演关于个人疾病状况，原因，看病等信息的简单对话。

3.情感目标在模拟情景交流中，教育学生正确对待自己的身体状况。

四．教学步骤Step One Lead-in （20 mins）A game. We play a game first. Students guess what kind of illness is with the help of the action and expression--- sb felt, sb can not .... “cold! cold!” Students will always shout with great interest. Then com stomachache toothache fever cough headache back painFor example: A person cough and feel cold all the time. Possible answer: bad cold1. Play computer games for the whole night. ( )2. Eat sweets before going to bed. ( )3. Drink too little water. ( )4. Eat a lot of ice cream right after a meal. ( )5. Wear a short skirt in winter. ( )（设计意图:由学生表演动作和表情入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对疾病话题的兴趣和开口欲望，并初步接触本单元关键词汇。

英语基础模块2UNIT 6导学案Unit 6 Tell me when the pain started.一、教学目标1、语言知识目标1）学生能够运用本单元有关疾病、身体健康的常用词语和句式理解和询问健康状况。

2）学生能够在口头及书面表达中正确使用带有疑问代词和疑问副词的宾语从句，表达意愿和观点。

3）学生能够用感叹句表达个人感情。

2、语言技能目标听——学生能听懂就医的常用语以及叙述病症、接受医生建议的常用表达方式。

说——学生能够运用相关语句和句式对就医等话题进行交流。

读——学生能够读懂描述就医经历的对话和有关描述病人病历的短文。

写——学生能够根据已知病症写出英文假条。

3、文化意识学生能够了解英美国家在就医时的预约习惯。

4、情感态度学生能够用积极的人生态度、健康的生活方式面对生活。

二、教学重点、难点1）教学重点（1）通过与疾病和看病的相关的词汇和句型的学习，就有关就医话题展开相应对话。

（2）能正确理解和运用现在完成时态。

（3）准确地使用英语中的感叹句。

2）教学难点（1）理解运用现在完成时态的情境并在具体情境中运用现在完成时态。

（2）准确地使用英语中的感叹句。

三、教学知识点1、看病就医常用语句1）医生询问病情的常用问句：What's wrongwith you？你怎么了？What's the matter with you? 你怎么了？What's your trouble? 你怎么了？How are you（feeling）now？你现在感觉怎么样？How long have you felt this way? 你出现这样的症状有多久了？=Hoe long have you been like this? 回答此问题时一定要用for引导时间状语。

如，---How long have you felt this way?---For a week.2）病人诉说病情的常用语句：I'm not feeling well．我感到不舒服。

Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。

该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。

每个单元都设计有Lead-in,Listening and speaking, self-check, life and culture等8项内容。

修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。

同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。

本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。

本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。

本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。

学情分析任教班级为旅游管理专业一年级学生，全班都是女生。

职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。

另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。