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Unit 6 You shouldn’t be careful with firesTeaching aims:1 Learn some suggestions ways, remindings and warmings.2 Be able to use the essential expressions in this unit.Teaching important points and difficulties:1 Learn the essential expressions by heart.2 Finish some exercises.Teaching methods:Reading, performanceTeaching CAI:Tape-recorder, BlackboardTeaching steps:Step 1 RevisionRevise some suggestions, remindings and warnings.Be careful! Take care!Look out! You don’t smoke here!You’d better (not) do …Step 2 PresentationLearn essential expressions:1.Listen to the tape of essential expressions on P45.2.Translate the sentences into Chinese.3.Ask the student to read them after the tape several times.4.Ask several students to read them one by one , and the teacher check their pronunciation.5.Teacher say the sentences in Chinese , and ask the students to say them in English quickly.Step 3 Communicative tasksExample :H: I think we’re lost. It’s so late and there might not be any bus now. What should we do? B: Let’s ask someone in the shop over there.H: It seems to me that the shop was closed.B: Let’s walk along the road and try to find a pay phone and call Jim and ask him to get us. H: Or try to find a taxi and it would send us right to the hotel.B: A good idea.Step 4 Do exercisesComplete the conversation according to the Chinese given.1 请下次不要迟到！2 你最好早点到这！3 你需要休息。
Unit 6 Go Out and Enjoy Life !第1课时教学目标：知识目标：掌握本单元讲要出现的词汇和日常生活中常见的几种打招呼的方式。
技能目标：能够听懂常用的问候语并作出应答，能够进行简单的自我介绍填写证件上的个人信息。
情感目标：培养中职学生愿意用英语沟通，对英语产生新鲜感，交流中能尊重他人。
教学重点：简单日常交流教学难点：能够熟练运用问路和指路的语言进行交流，并且能够介绍所在城市或小镇。
教学方法：情境交际法、项目教学法、归纳总结法学习方法：情境交际法，做中学，做中体会，合作学习教学媒体：多媒体教学过程：一、warming-upQ：Where will you go to the following things？Find the correct places on the street map.（gum 、chinese restaurant、bookshop、bus stop、park、supermarket、car park、cinema、phone box、shopping mall、music shop、bank、post office、library、museum）go boating ：parkbuy books ：bookshopbuy CDs ：music shopsave money ：banktake a bus ：bus stopsend a letter ：post officesee a movie ：cinemaeat out with friends ：Chinese restaurant二、work in groupsIn groups，ask and answer the question：Where are you going this weekend？A：Where are you going this weekend？B：I’m going to the park.C：I’m going to the library.三、常用问路的表达Excuse me, could you tell me __________________________________ (去……的路)？__________________________________（怎么去……）？__________________________________（……在哪儿）？__________________________________（我怎么到……）？(the way to 、how to get to 、where is 、how I can get to)四、基础梳理1、hang out 常去某处hang作为“悬挂，吊着”的意思是不及物动词。
职教英语课堂中巧用“Warming Up”激发好奇心，活跃课堂摘要：众所周知，warming up旨在鼓励学生自由讨论、大胆思考，激发学生已有的相关背景知识，补充新的背景知识，启发学生思考有关话题，帮助学生归纳已学的语言知识，让学生在课堂之始动起来，做好情绪与知识的准备，就像运动员在比赛前的预备活动。
分析了几种导入的方式，可合理利用这些方式来活跃课堂。
关键词：英语课堂；导入方式；warming up爱因斯坦说过：“兴趣是最好的老师。
”而好奇心是学生学习的动力，它可以使学生对知识的热情和渴求更强烈，并激发学生主动积极地探索知识。
在我看来，利用warming up 这一教学项目是个关键。
warming up 这一教学项目设置了多种活动，例如讨论、填空、搭配连线、智力测验、对话等。
在实际的教学与学习中，我总结了以下几种热身方法。
一、合作法让学生学会合作，培养合作精神与创新精神是英语教学任务之一。
教师在课堂上要善于为学生提供和创造合作机会，倡导和鼓励学生之间的合作。
例如，在江苏省中等职业学校使用的教材，英语第一册unit 5 warming up的教学活动中，教师就可以利用所给出的图片完成填词游戏，同时也可以让学生自己设计出形式多样的知识性强且趣味性浓的填词游戏、猜词等活动来丰富课堂合作活动。
二、图形结合法现代教育技术包括电脑、音响、录音机、影碟机等多媒体设备，它们可以传输图像、声音、视频、动画等形形色色的信息，它们具有较强的感染力，能调动学生的感官刺激，激发对新知识的兴趣。
【例1】在英语第二册unit 1 going place中，阅读部分是有关哥本哈根、美国大峡谷的，在“热身”活动时，可以通过多媒体设备下载些著名的名胜风景、雕像图片，比如自由女神像、艾菲尔铁塔等图片，设计出相应的搭配连线题目，让学生边欣赏图片边了解西方国家的一些象征性建筑，同时也可以设计出表格，让学生来列举英美国家的地理概况。
【例2】在英语第一册unit 11 pop music 和unit 12 films中，因为unit 11的教学目标之一是让学生学会谈论pop music，所以在warming up 这一环节的教学中，可以准备些乐器实物或模型让学生辨别欣赏（或让学生当堂演奏某种乐器，课堂效果更佳），也可通过下载各种类型的音乐供学生欣赏辨别。
Unit 6 Would you like to order now?InterpretationGood afternoon, ladies and gentlemen. It's my great honor standing here to share with you my teaching plan for dialogue B of Unit 6 from Book 1, published by Higher Education Press. According to English Syllabus for Secondary Vocational Schools, English teaching should focus on combining students' English learning with their majors and future occupations. I'd like to give a brief introduction from the following six sections: analysis of the students, analysis of the teaching material, teaching objectives, teaching procedure, teaching reflection and the blackboard design.1.Analysis of the StudentsLet's begin with the analysis of the students who major in hospitality. They're energetic, outgoing, active and creative while they lack of persistent interest in language learning and major studying, besides their English level is relatively low. So group cooperation and competition, situational and information teaching are adopted to trigger their interest and encourage them to shout out and have a broaden horizon.2.Analysis of the Teaching MaterialThen let's move on to the analysis of the teaching material. It is based on Dialogue B of Unit 6 about how to order at restaurants. The key points lie in the words, expressions and sentence patterns about ordering at restaurants while the difficult points are to help the students dig out the manners during ordering by video learning and enable them to act out their own dialogues in practice.3.Teaching ObjectivesBased on the analysis of the students and the teaching material, I set up four objectives, they are:Knowledge objective:The students are able to master the words such as hamburger,salad, menu, etc. the expressions like well-done steak, etc, the sentence patterns like would you like to order now?Ability objective:The students are able to use the knowledge points in daily life and create ordering situations to make dialogues and act out.Emotional objective:The students are interested and confident in expressing ideas and ordering in English, they are happy to do team-work and creative work.Cultural awareness:The students are familiar with the ordering manners.4.Teaching ProcedureThen here comes the most important section--- the teaching procedure. I divide the teaching procedure into five steps: lead-in, listening and reading, watching and thinking, acting, consolidation and homework.Step One: Lead-inInspired by the recent teaching researches about making full use of pre-class minutes to improve teaching effectiveness, I divide the lead-in step into three parts---warm-up(ask the students to name the dishes on the poster of Meiwei Restaurant), brainstorming (if you are now at Meiwei Restaurant, how will you order your favourite dishes?) and picture talking(look at the pictures and think about what probably they might say). They are closely linked to each other and step by step, from lower to higher difficult degrees in order to lead into the topic.Purpose: With the help of information technology, the students may be visually involved in the situation created by dishes on the poster of Meiwei Restaurant, may be mentally involved in their brainstorming about ordering those delicious food, may be actively thinking and freely talking, and that will trigger their curiosity in learning the proper way to order in English.Step Two: Listening and ReadingThen I play a piece of audio and ask the students to listen and check whether their guess in the picture talking is right as well as write down the food Sara and Tang Hua have ordered at Meiwei Restaurant. The buttons of PLAY and P AUSE are well prepared for the use of class teaching. Then I'll play the audio of Dialogue B and ask the students to fill in the blanks. After checking the answers, I ask the students to read the dialogue in roles and discuss in pairs to underline the words and sentences related to ordering and then give further explanations.Purpose: Through the information technology of audio teaching, the text-based knowledge has been fully applied to develop the students' ability to get key information from listening materials; to lay a foundation of basic knowledge points about ordering at restaurants; to develop the students' sensibility to ordering words and expressions to be prepared for the following video teaching.Step Three: Watching and ThinkingOn the foundation of the basic knowledge points about ordering, I'll show the students an animation video to make them visually experience a live action of ordering at a restaurant and ask them to list as many words and expressions related to food-ordering as possible. Then play the video again and lead the students to sort out the words and expressions as well as sentence patterns, at the same time inspire the students to think something more than the basic knowledge points such as "Is the waiter polite or rude?". After the third time of playing the video, I'll encourage the students to generalize the manners during ordering. In order to check and enhance their mastery of the previous learning, I'll play two pieces of self-made DV about a real ordering experience at a restaurant and encourage the students to figure out the bad manners of the waitress and learn the good way to order by comparison. Purpose: The highlights of this step are the application of video teaching---animation video and self-made DV---based on and higher than the text, offering the students agood chance to consolidate newly learned knowledge in step two and the extension of the text---digging deeper to the manners.Step Four:ActingAfter the two steps of gaining energy, now it's time for the students to shout out.I will ask the students to work in groups of 2 or 3 and imagine an eating place to make up dialogues with the newly learned words, expressions and manners. At the same time, i will give every group an observation guide to help adjust their actions. "If you need any help, just hands up and let me know, i'll be always around you." Purpose: This activity is a good stage for the students to put what they've learned into practice and to fully develop their imagination and creativity by the guidance of the observation guide in the group work.Then comes the Show it & Find flaws I will ask some groups of students to act out their dialogues within one minute while other groups observe their classmates' performance and make comments according to the observation guide and make marks on the Powerpoint slide by using information skills.After that, I will give further and deeper advice on how to use ordering words, expressions and manners properly in our daily life.Purpose: This activity enables the students to perform themselves as well as make comments on each other, thus the students are active to find out problems and solutions, at this time the teachers' guidance will be more effective. What’s more, the use of information technology to time and mark their performance will no doubt attract the students’ interest and motivation in the competition and show.Step Five: Consolidation and HomeworkLook back on the knowledge points learned today and have a general review of the manners.Purpose: With the help of Powerpoint slide, the students may visually review the new learned knowledge points and ordering manners which will further consolidate their mastery of the class.As for the homework, I design two kinds of homework: compulsory homework (which must be done by all the students) and selective homework (from which the students can choose a more suitable one). The compulsory homework asks the students to finish and polish self-check sheet and write a class summary. The selective homework is: (1) Ask the students to go to a western restaurant and a Chinese restaurant to experience different ways of ordering and table manners and shoot a video. Then write an interpretation paper for the presentation next class. (2) Ask the students to work in groups of 2 or 3 and have a good discussion on "what will happen next?""If 1 or 2 emergency happens, how would you deal with it", then make up a sitcom and shoot a video to show next class.Purpose: The compulsory homework pushes the students to review the whole lessen and practice their writing skills. The selective homework aims to encourage the students to make full use of the information technology as well as the basic knowledge and manners about ordering food to develop their skills of listening, speaking, writing, creative thinking and even acting.5.Teaching ReflectionWith the belief of student centered teaching, I designed the following aspects with the help of the information technology:(1)Audio teaching and video teaching will not only make the text-based knowledgeenhanced but also extended to ordering manners, besides will attract the students’ears and eyes more efficiently.(2)The use of observation guide and timing software not only light the classatmosphere to actively involve the students, but also encourage the students to make self and mutual comments, thus the students will benefit most from the cooperation and competition.(3)Creative homework make the students on one side master the basic knowledgeand manners about ordering, on the other side offers the students stages to put the new learned points into real practice and even do creative work with the help of information technology such as DVDs or cameras for showing themselves. Of course, it is really challenging and demanding for the students but don’t forget “Life is full of challenge, let’s embrace and conquer it!”6.Blackboard DesignIn the end, I'd like to show the blackboard design as follows:。
