语文版中职英语(拓展模块)Unit 2《Making Choices in Life》ppt课件1
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中职英语语文版(2023)基础模块2 Unit 2 Growing Up Healthy Grammar 教学设计Unit 2 Growing Up HealthyTeaching plan--- grammar课程Unit 2 Growing Up Healthy 建议学时About 4教学目标 1. Teachers help and cultivate students to distinguish between healthy and unhealthy lifestyles; 2. Guide students to form good habits and have a healthy lifestyle; 3. Help students master how to describe disease symptoms to doctors; 4. Instruct students to correctly use Modal verb such as can, must, should, and may; 5. Provide students with two persons group exercise and multi person group inquiry learning, establish the awareness of independent learning, and cultivate the good habit of group Cooperative learning and inquiry learning.教学重点重点词汇和短语healthy, effort, lifestyle, habit, medicine, medical, balance, protect, gym, temperature; grow up, stay up, fight against, be made up of重点句型What seems to be the problem I’ve had a toothache for two days. You shouldn’t... Remember to... Take this medicine three times a day.重点语法1. The concept of Modal verb 2. Common Modal verb: can, be able to, may, must, have to, should教法与学法 1. Group Cooperative learning method 2. Task based teaching method 3. Competitive Incentive Learning Method 4. Autonomous learning method教学手段PPT、Mp3Language in UsePart I Grammar 1. The teacher demonstrates reading and guides students to read sentences aloud. 2. Understand the concept of Modal verb and deepen the conceptual understanding through Exercise 1. Modal verb mainly express the speaker's attitude towards a certain action or state, and generally mean can, can, need, must, should, etc. Most Modal verb have no change in person or number, nor can they be used as predicate verbs alone. They must be followed by the original form of action verbs. 3. Understand the usage of common Modal verb 1) Can and could ① Table 'ability', could is the past tense of can. Being able to also means being able, striving to be able to be used in various tenses. He can speak English When Mike was young, he could swim quickly Mary will be able to drive in two months ② Table "guess" (mostly used in negative sentences and Interrogative), and could express less likely. Mark can't be here, for he has gone abroad ③ Please indicate 'request' and 'permission', and could's tone is more gentle at this point. Can/Could I borrow your bike You can borrow some books from the library ④ Sometimes. It can be quite cold in early May 2) May andMight ① The tone of 'request' and 'permission' is more tactful, and can be interchanged with 'can/could' in this case. May I ask you a question ② When may is placed at the beginning of a sentence, indicate "wish". May you succeed! May he live long! ③ The possibility of expressing 'guess' is less likely. Hurry up! They may be waiting for us I'm not sure, but I might go to the cinema this weekendPart II Pronunciation 1. The pronunciation knowledge in this unit is about continuous reading. The teacher first explains the two examples in demonstration exercise 1: turn off and Can I have a bit of egg Let students understand that the consonant at the end of the previous word should be read in conjunction with the vowel at the beginning of the following word, and repeat it to understand. 2. Each sentence in Exercise 2 can be read twice by the teacher, one slow and one fast. Afterwards, the students marked the connected parts and read the sentences independently. 1) Get up and go to bed at a proper time 2) Going to the gym is also one of your good choices 3) There is a small hole in your tooth 4) Look at the one on the corner of the street Finally, you can practice tongue twisters and have students read in pairs, striving to read quickly and well.Culture Corner The benefits of drinking hot waterSelf-check After completing the content of this unit, students will conduct a self check against the language knowledge such as vocabularyand phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities. After self testing, students can choose to complete a fun word filling game called 'Food Pyramid' in or out of class based on the progress of the class.。
Unit 2 Making Choices in Life基础知识闯关小测验Ⅰ. 汉译英。
1.求人帮助________________2. 陷入某情况________________3.多亏、由于_____________4. 坚持、坚决认为______________5.环顾四周_______________6. 容光焕发____________________7.为…付钱________________8. 与…争论____________________Ⅱ.词形变换。
1.choose_______________(名词)2.succeed_______________(名词)3.honest_______________(副词)4.empty_______________(反义词)5.stomach_____________(复数)6.attract_______________(形容词)Ⅲ.用所给词的适当形式填空。
1. Don’t feel__________ (depress) even if you are not successful.2. An ant has two ___________ (stomach).3. Thanks to the doctor’s __________ (treat), he was saved.4. Either you or I _____ (be) wrong.5. Tom and Mary succeeded in ________ (pass) the exam last week.6. We should earn money__________ (honest).单元综合练习语音知识:从A、B、C、D四个选项中找出其划线部分与所给单词画线部分读音相同的选项。
1. hate A. shape B. fall C. manager D. gather2. mood A. outlook B. foot C. cool D. blood3. general A. agree B. gladly C. engage D. argue4.depressed A. played B. watched C. wanted D.succeeded5. price A. middle-aged B. insist C. victim D. polite 第二节词汇与语法知识:从A、B、C、D四个选项中选出可以填入空白处的最佳选项。
《Making a Career Plan Warming Up》学历案(第一课时)一、学习主题主题:《Making a Career Plan Warming Up》——中职英语职业规划导论本节课的主题围绕着如何开启职业规划之旅进行预热。
在职业发展的十字路口,通过英语学习掌握一定的规划和自我表达能力,对中职学生而言尤为重要。
二、学习目标1. 知识与技能:了解职业生涯规划的重要性,学会如何表达自己的职业规划及兴趣方向;能够用英语介绍个人背景和兴趣点,并能够描述自己未来的职业目标和愿景。
2. 过程与方法:通过课堂互动讨论和角色扮演等形式,掌握有效规划个人职业的思路和策略,增强跨文化交际能力。
3. 情感态度与价值观:培养学生自主规划的意识和自我表达的能力,激发学生的自我成长和发展的内在动力。
三、评价任务1. 课堂参与度:学生能够积极参与课堂讨论,并使用英语进行职业规划相关的话题表达。
2. 口语表达:学生能够清晰、流利地用英语表达自己的职业规划及兴趣方向。
3. 作业完成度:学生提交的书面作业(如个人职业规划表)应包含个人对未来职业目标的明确描述及合理规划。
四、学习过程1. 导入新课:通过观看关于职业规划的短视频或图片展示,引起学生对职业规划的关注和兴趣。
2. 知识讲解:教师介绍职业生涯规划的重要性,以及如何用英语表达自己的职业规划和兴趣方向。
重点讲解常用句型和词汇。
3. 小组讨论:学生分组进行讨论,分享自己的兴趣爱好和未来职业目标,并尝试用英语进行表达。
教师巡视指导,提供必要的帮助。
4. 角色扮演:每组选派代表进行角色扮演,一个扮演求职者,一个扮演面试官,进行简单的职业规划相关对话练习。
其他同学进行点评和讨论。
5. 课堂总结:教师总结学生的讨论和角色扮演情况,强调职业生涯规划的重要性,并给予学生正面的鼓励和建设性的建议。
五、检测与作业1. 课堂检测:通过小测验或问答形式检测学生对课堂知识的掌握情况。
2. 书面作业:学生需完成一份个人职业规划表,包括个人背景介绍、兴趣点、未来职业目标和愿景等内容的英文描述。
Useful expressionUnit 11.be tolerant of _______2. ask for ______________3.have trouble in doing sth _____________________4.pretend to do _______5.explain sth to sb ________6.native language ________7.with confidence __ ______8.feel left out__________9.now that ________10.by means of____________ 11.be engaged in ______ 12.for instance ________ 13.agree with _______14.have difficulty in doing ___________15.take…for example________ 16. rather than____17.with the help of ________Unit 21.turn to ________2.turn to sb for help _______3.bottom line __________4.succeed in _______5.thanks to _________6.be in a good/bad mood7. insist on __________ e along _______9.look around________ 10.light up_________Unit 31.wear out_________2. step into _______3.put on ________4. a piece of _____5.make A into B______6.make A out of B _____7.at that time _________ 8.take notice of _______9.in the fashion _______ 10.each time _____11.step into__________ 12.lie down _______13.be known as________ 14. keep down _____15.prefer…to …______ 16.be suitable for______17.be rich in ________ 18.in a word ____19.be related to ______ 20. play an important role in ____ Un it 41. be associated with _____2. warn …of …_______2. be connected with_______ 4. stock market______5. of course __________6. traffic ticket ______6. jumping the red light ________ 8. be fined for ______9. regard…as…________ 10. refer to _______11.under the control of ________ 12. believe it or not_______ 13.on the contrary ________ 14.on the whole______第2/3页Unit 51.be familiar with ______2.lose one’s temper with ______3.feel ashamed of _______4. lose face ______5. face to face _________6. regret for_________7.in the East ________ 8. in daily life _________9.be about to ____________ 10. in other words ________11.in doubt __________ 12. thanks to __________13. no longer__________Unit 61. originate in __________2. in common with _______5.by order of ____________6. be characterized by_________7.in a circle ____________8. be accompanied by________9.at other times ___________ 10. be divided into ____________ 11. is based on ___________ 12.consist of ____________13. be made up of ___________ 14.in a state of _________15.corresponding to _________ 16.in terms of ___________17. as a whole _________ 18. aim at ________19.make an inquiry about _____________。