新职业英语视听说教案U3-1-2次
周次：第周课次：第次授课时间：年月日
Unit 3 Business Meals
教学目标
Ss are introduced to the vocational skills covered in this unit and learn how to treat clients appropriately over business meals.
教学重点、难点
重点：Language summary, Extensive listening, intensive listening
难点：Extensive listening, Intensive listening
课时安排：
2 periods
教学方法
1.Discussing, listening, reading by the students;
2.Explanation and demonstration by the teacher.
教具
Multimedia, blackboard
教学内容和步骤
Listening 1
Task 1 Telephone Invitation
Step 1 Warming-up
Suppose you’re going to invite your friends to dinner. Make some preparations before you send an invitation by filling in the following blanks.
Step 2 Extensive Listening
New words and expressions
informal a.非正式的；日常使用的
I meant it to be an informal discussion, but it didn’t turn out as I intended. 我本想随便商量一下，结果事与愿违。
economic a.经济学的；经济的
the government’s economic policy 政府的经济政策
forum n.论坛；讨论会
The letters page serves as a useful forum for the exchange of readers’ views. 读者来信版是读者们交换意见的有益园地。
get-together n.聚会
We’re having a little get-together to celebrate David’s promotion.
我们为戴维的晋升开一个小型庆祝会。
pick sb. up 接人
I’ll pick you up at 7 o’clock. 7点钟我开车来接你。
●Extensive Listening ---Bill Smith invites Susan Jones to attend a dinner party. Listen to the
conversation and decide whether the following statements are true or false. Then write down the key words to support your answers.
Step 3 Intensive Listening
Listen to the conversation again and answer the following questions.
Step 4 Language Summary
Read the following sentences, paying special attention to the use of modal verbs (情态动词) to soften request.
1. ... if I could visit your company while I’m here.
2. It would be an honor to have you visit us!
3. I would like to invite you to a dinner party that evening.
4. ... that would be great!
5. Would Friday 6:00 p.m. be OK with you?
Task 2 Restaurant Reservation
Step 1 Warming-up
Different people have different eating habits or requirements. Tick (√) the proper food in the right column for the people in the left column.
Step2 Extensive Listening
●New words and expressions
Muslim a. 穆斯林的；伊斯兰教的n. 穆斯林（即伊斯兰教信徒）
Friday is a holiday in Muslim countries. 在伊斯兰教国家中星期五是假日。
taboo n. 禁忌；忌讳
Any mention of politics is taboo in his house. 在他家里一提政治就犯忌。
absolutely ad. 完全地；绝对地
I trust his discretion absolutely. 我完全相信他的判断。
vegetarian a. 吃素的；素食者的n. 素食者
Many of my friends are vegetarian. 我朋友中有不少是素食者。
cater v. 提供饮食及服务；迎合
Fifty is a lot of people to cater for! 承办50人的饮食可够多的！
buffet n. 自助餐；快餐
Dinner will be a cold buffet, not a sit-down meal.
正餐是凉的自助餐，不是坐着让人侍候的那一种。
beverage n.饮料
We do not sell alcoholic beverages. 我们不卖酒精饮料。
non-drinker n.不饮酒的人
I am a non-drinker. 我不喝酒。
mineral a.矿物的；含有矿物质的
We are digging for mineral deposits. 我们正在掘地探矿。
neat a.巧妙的；整洁的
She laid her dress on the bed to keep it neat. 她把连衣裙放在床上以保持平整。
cater for 提供饮食及服务；迎合
TV must cater for many different tastes.
电视节目必须迎合各种人的爱好。
in that case 若是那样的话
In that case you'll have to clear yourself. 那样，你只得自行辩白了。
Extensive Listening---Alice is making a dinner reservation at Mr. Collins’ restaurant. Listen to the conversation and answer the following questions.
Step 3 Intensive Listening
Listen to the conversation again and decide whether the following statements are true or false. Then write down the key words to support your answers.
Step 4 Language Summary
Use the suffix “-free” to form new words and write down their Chinese meanings after the example.
课后作业：
Finish the rest part of corresponding exercise
课后小结：
周次：第周课次：第次授课时间：年月日
Unit 3 Business Meals
教学目标
Ss are introduced to the vocational skills covered in this unit and learn how to treat clients appropriately over business meals.
教学重点、难点
重点：Language summary, Extensive watching , Intensive watching
难点：Intensive watching, Extensive watching
课时安排：
2 periods
教学方法
1. Discussing, listening, reading, presenting, and role-playing by the students.
2. Explanation and demonstration by the teacher.
教具
Multimedia, blackboard
教学内容和步骤
Watching 1
Task 1 Restaurant Reservation
Step 1 Warming-up.
Suppose you’re booking a table at a restaurant. Make sentences according to the tips g iven below. People: I’d like to book a table for me and my parents.
Time: 7 p.m. on Friday
Would you please hold the table until 7 p.m. on Friday?
Requirement: a table by the window
I would appreciate it if you can give us a quiet table by the window.
Step 2 Extensive Watching
Alice is making a reservation on the phone. Watch the video clip and decide whether the following statements are true or false. Then write down the key words to support your answers.
New words and expressions
available a.可用的；可得到的
Do you have a room available? 你们有空房间吗？
bother v.打扰，烦扰；麻烦
Does my smoking bother you? 我吸烟会不会影响你？
prohibit v.禁止；阻止
Smoking is prohibited. 禁止吸烟。
confirm v.确认；证实
The announcement confirmed my suspicions.
这项通告证明了我的猜疑属实。
under/in the name of... 以/用??的名字
I claim this land in the name of the king.
我代表国王宣布拥有这块土地。
make sure 确保，确定
Make sure you read all the small print before signing.
一定要先看清小号字体印刷部分再签字。
make it 及时到达，赶上；办成，做到
We’ll keep on trying until we make it.
我们要坚持不懈直到成功。
in advance 提前，预先
Before visiting him, I called him up in advance.
在拜访他之前，我先给他打电话了。
Step 3 Intensive Watching
Watch the video clip again and complete the reservation form taken by the receptionist.
Step 4 Language Summary
The following are some useful expressions of making a restaurant reservation. Translate them into Chinese.
1. book a table预订餐位
2. under the name of...以??之名
3. non-smoking area无烟区
4. confirm one’s reservation确认某人的订位
5. a table available有位子
Task 2 Ordering Food
Step 1 Warming-up
Match the following dishes with the names given, paying attention to different cooking methods.
Step 2 Extensive Watching
New Words & Expressions
light a.（食物）易消化的
I don’t eat much for lunch—just a light snack.
我午餐没吃很多，就一些易消化的小吃。
calorie n.卡（路里）（热量单位）
Her diet restricts her to 1,500 calories a day.
她的规定饮食限制她每天摄入1,500卡的热量。
homemade a.自制的；家里做的
The machines here are all homemade. 这里的机器都是国产的。
be popular with... 受??欢迎
I’m not very popular with the boss at the moment. 我现在不称老板的心。
stick to 坚持
We must stick to our task till it is finished. 我们必须继续工作，直至做好为止。
for a change 为求变化起见
This year we're going to Spain for a change. 今年为了换个地方我们去西班牙。
Extensive Watching
Bill Smith and Laurent White are ordering their food. Watch the video clip and tick (√) what they order.
Step 3 Intensive Watching
Watch the video clip again and tick (√) the correct answer to each question.
Step 4 Language Summary
Review the following sentences from the video clip, paying special attention to the expressions of offering and ordering.
Offering Ordering
◆… which one would you
prefer?
◆… I suggest you try the
fish.
◆I also strongly recommend
our new dish—Fried
Bamboo Shoots.
◆What would you like to
drink? ◆Well, they both sound very
nice…
◆OK, we will have the fish
and the mushroom.
◆I would love to try the
panda’s diet for a change.
◆Two glasses of rice wine,
then.
Unit 3 Business Meals---Listening 2
教学目标
Ss are introduced to the vocational skills covered in this unit and learn how to treat clients appropriately over business meals.
教学重点、难点
重点：Language summary, Extensive watching , Intensive watching
难点：Intensive watching, Extensive watching
课时安排：
2 periods
教学方法
1. Discussing, listening, reading, presenting, and role-playing by the students.
2. Explanation and demonstration by the teacher.
教具
Multimedia, blackboard
教学内容和步骤
Task 1 Dinner Toast
Step 1 Warming-up
People propose toasts on certain occasions. What will you say on the following occasions?
Step 2 Extensive Listening
New Words & Expressions
toast n.祝酒辞；敬酒
propose a loyal toast to the Queen 提议向女王敬酒
target n.目标
The embassy is an obvious targe t for terrorist attacks. 大使馆是恐怖分子攻击的明显目标。
volume n.量；额
The volume of this container is 20 cubic meters. 这个集装箱的体积是20立方米。
propose v.提议，建议
He proposed that a change should be made. 他建议做一些改变。
Extensive Listening
Bill proposes a toast at a dinner party. Listen to the toast and tick (√) his main points.
Step 3 Intensive Listening
Listen to the toast again and decide whether the following statements are true or false. Then write down the key words to support your answers.
Step 4 Language Summary
Look at the following table and learn the basic structure of a toast.
Part: Introduction
Purpose: To welcome/introduce guests and show your gratitude.
Task 2 Paying the Bill
Step 1 Warming-up
Match the different ways of paying a bill with the corresponding pictures.
Step 2 Extensive Listening
New Words & Expressions
budget n.预算
Congress has approved the new educational budget.
国会通过了新的教育预算。
charge n.费用
All goods are delivered free of charge. 一切物品免费送货。
receipt n.收据；发票
We only take goods back if customers can produce the receipt.
顾客如能出示收据，我们才能予以退货。
come to 等于，总数为
The bill came to 30. 账款共计30英镑。
go through 检查
She went through the company’s accounts, looking for evidenc e of fraud. 她仔细审核公司的帐目，查找欺骗作弊的证据。
Extensive Listening
Alice settles the bill with Mr. Collins. Listen to the conversation and decide whether the following statements are true or false. Then write down the key words to support your answers.
Step3 Intensive Listening
Listen to the conversation again and complete Alice’s bill.
Step 4 Language Summary
Review the calculations in the conversation, paying special attention to how to say them in English.
3,000+300+700= 4,000
3,000 add 300 add 700 is 4,000.
4,000×5%=200
5% of 4,000 is 200
200+4,000=4,200
Add 200 and 4,000 together, you get 4,200.
课后作业：
Finish the rest part of corresponding exercise
课后小结：
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新一代大学英语视听说1-参考答案U1第二三部分
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小学英语教学案例分析与教学反思
小学英语教学案例分析与教学反思 在上三年级名字这节一课时，我为每位学生准备了一个英文名字的卡片，教师指着自己的卡片说：“My name is Ann .”示范性地告诉学生自己的名字，接着教师又使用两只手偶对话，教师的对话里一只是机灵的小猴子，说话要用童音，而狗是一个戴眼镜的老者，教师用了老年人的说话声音。教师的设计安排是从培养学生学习兴趣出发，改变了以往的教学模式，你叫什么名字：What’s your name ?我叫------。My name is --- .一问一答式，把枯燥的形式在情景中进行，学生对两只手偶既新奇，又感到有趣，他们都竖着耳朵观看表演，更使他们不由自主的产生了要模仿的念头。教师经过2—3遍的情景表演，让手偶与学生对话，学生指着自己的卡片基本上都能回答出来，这时老师的任务只是给少数几个发音不正确的同学正正音而已，老师经过1—2次的示范很快就完成了教学任务，这一简洁又生动的案例，要说明的是教师在设计教学活动时，一定为完成教学目标而服务，克服教学的盲目性，努力探索优化课堂教学的有效途径。 案例分析和反思： 小学英语的教学应以学生活动为主要教学形式，教师是活动的组织者和指导者。课改的基本理念是学生的需要和利益为依据，就学习语言的特点应是“学习活动化”“活动交际化”的原则。老师就每个重点教学内容都设计了课堂游戏的环节，教学活动的设计体现了学习语言是为了做事情；在做事情的过程中学习语言的原则。师生共同参与，使学生体会到真正地什么叫“用英语做事情”。这样改变了过去以教师为中心
的讲授方式和学生被动的接受学习方式。努力鼓励每个学生都参与到教学活动实践中去，使学生在活动过程中逐步建构语言知识和形成语言技能。培养用语言进行交流的能力，从而也激发、调动学生学习英语的积极性和兴趣。 (1)目前我们经过培训，在理念上有了一定的认识，在教学中注重以学生活动为主，设计了大量的游戏。但上课过程中发现，我们教师的设计试只图表面上的热热闹闹，不重实效性，不重教学效果，我们要将教学的双基和课堂活动紧密结合，课堂上的各种活动是为了使教学产生更良好的效果而服务，是为课堂教学内容和目标服务的，这一本质的东西教师一定要掌握好。教参为教师提供了许多活动范例。但教师不能一一照搬，如果这样的话，根本完成不了教学任务。培养学生动手、动恼的能力，使英语课与活动课紧密结合，学生动手图画上的颜色，然后剪下图形，再让学生在小组内摆图形，小组内学生相互讨论，合作着用图形搭建自己美丽的家园。最后，同学们结合自己的作品用英语进行描述，一节课下来，学生不但学会了简单的英语会话，还陶冶了艺术情操，真正的学会了用语言做事情。 (2)英语教师应具备扎实地基本功 课改对老师的基本要求，除具有良好的语言素质，语言基本功和广博的科学知识和文化素养，同时还要在教学中充分体现：听、做、说、演、玩（游戏）的特点。课程改革与实验提出了更高的要求。老师在教学中应调动学生学习的积极性和兴趣，我们要在教师技能要不断的提高。
视听说教程1(第二版)答案Unit1-10解析
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初中英语教学案例与反思
初中英语教学案例与反思
初中英语教学案例与反思 ---- 英语课堂教学的几点思考 大庆市杜蒙四中王海文 好的教法是开展好教学活动的基本保证，在教学活动中善于总结，善于应用，才能不断的推进教学活动的开展。教师要明确教学任务，熟悉教学内容，能够做到承上启下，准确授课。不仅备教材，还要备学生，为准确制定目标奠定基础。该“会运用”，就要能当堂运用，不能人为地降低或提高要求。让学生在上课时就明确学习目标，使其学习有方向，激发其学习动机，调动其学习积极性，从而促进学生在以后各个环节里主动地围绕目标探索、追求。 案例片段（一）思考的问题：在单词教学中如何变单一为多样,变死板为生动? 我在教授单词的过程中十分注重单词的使用语境, 如在教授cook和cooker这两个单词的时候,我分别出示了几张图片(一些橱具和两位橱师）,让学生通过对图片的直观感知,从第一印象开始就对他们有一个清晰而明确的认识, 从而避免了对这两个词汇的混淆. 然后再通过"He is a good cook, he has a lot of cookers."这样的例句加深学生对他们的理解和运用．在教授American，America, Canada，Canadian等这样的单词时，我从网上下载了这些国家的一些标志性建筑，国旗和
民族等图片，让学生简单而明了的就掌握了他们的用法，而同时又扩展了他们的知识面． 教学反思：仁爱版的教材词汇量大,单词长,生僻词较多,自然也就增加了教学的难度，但我们又必须让学生掌握，否则难以适应新教材的要求。那么我们该采取什么方式来教学单词呢？美国学者埃克斯雷指出：＂能够引起学生学习兴趣的方法就是最好的方法．＂实践证明，拼图法，数字游戏，单词接龙游戏，小歌诀，顺口溜等传统教学方法并不过时，教师再辅以现代化的教学手段，借助图片，幻灯片，动漫等手段，真正达到重情景，重趣味，重运用，使单词具有语言的意义，使其在特定的语境中被引出，这样既便于学生理解，印象也深刻，从而达到学以致用的效果。在英语教学中适时地加入这些美味的＂作料＂，无疑是一种优化组合的创新，它不但能极大的激发学生的学习兴趣，更能提高学生的学习积极性． 案例片段（二）思考的问题：如何把英语对话教学引入到生活中，达到学以致用？中国学生的英语学习现状是往往学习了几年，甚至是十几年的英语，还不能开口说英语，而只能纸上谈兵．我在教学中十分注重学生对对话的理解和运用，但在实际的操作中效果并不理想．如我在教授"A:Are you free this Sunday ? B: No, I'm afraid I have no time . A: How about tomorrow? B: OK, I have time
初中英语听力教学案例分析及反思
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英语教学案例及其反思
英语教学案例及其反思 Unit 3 Lesson 15 学科：英语年级：五年级姓名：钟洁 Teaching goals： 知识目标：学习如何介绍自己的家庭成员的职业。 句型：I want to be a doctor. What’s your dad? He’s a doctor. What’s your mum? She’s a nurse. 扩展句型：What does your father/mother do? He/she’s a/an ---. 技能目标：1、能在模拟的采访情景中，介绍自己家庭成员的职业以及自己的 理想职业。 2、要求学生会快速阅读短文并能根据短文进行回答。 3、能在掌握句型后，模仿写出一封E-mail。 情感态度目标：通过本课学习，培养学生热爱家庭，并为实现自己的理想而努力学习。Teaching key points：能够熟练地掌握询问家庭成员的职业的句型，并能进行交际。Teaching difficult points:1、学生对未来理想职业的问与答。（普遍学生都要掌握） 2、拓展部分给Lily写封E-mail回信。（要求部分学生能 够写出并能读。） Teaching tools：ppt、words card and so on. Teaching procedure: 一、Warming-up T: Who’s on duty today? S: I am. Duty: Who’s she? S: She’s Yang Lan. Duty: She’s a hostess. S: Read. Duty: Who’s he? S: He’s Li Yong. Duty: He’s a host. S: Learn these words. T: Who want to teach some job’s words? S: Teach. 二、Presentation T: Who’s he? S: He’s Zhu Qingxuan.
初二英语教学案例与反思
初二英语教学案例与反思 好的教法是开展好教学活动的基本保证，在教学活动中善于总结，善于应用，才能不断的推进教学活动的开展。教师要明确教学任务，熟悉教学内容，能够做到承上启下，准确授课。不仅备教材，还要备学生，为准确制定目标奠定基础。该“会运用”，就要能当堂运用，不能人为地降低或提高要求。让学生在上课时就明确学习目标，使其学习有方向，激发其学习动机，调动其学习积极性，从而促进学生在以后各个环节里主动地围绕目标探索、追求。 教学案例片段思考的问题：如何把英语对话教学引入到生活中，达到学以致用？中国学生的英语学习现状是往往学习了几年，甚至是十几年的英语，还不能开口说英语，而只能纸上谈兵．我在教学中十分注重学生对对话的理解和运用，但在实际的操作中效果并不理想．如我在教授 A: What were you doing at 9 o’clock last Sunday morning? B: I was sleeping. How about you? A: I was doing my homework. B: You’re kidding ! 这个对话，在第二天提问时，学生的背诵情况很好，但当我要求他们重新组织一个对话时，效果不尽人意．要么两人一组的搭配不
合适，按照固定的座位进行操练，有的搭配过于悬殊，开展不了对话；要么只会运用近期的知识点，稍微久远的就遗忘． 教学反思：针对以上所出现的现象，我认为创设情景，营造英语氛围，充分发挥学生学习的主动性是至关重要的．从单词教学到对话独立运用，整个过程处处注意创设情景，营造轻松愉快的课堂氛围；充分发挥道具和肢体动作，进入角色对话．在操练过程中，充分注意到对不同层次的学生提出不同的要求，因材施教。改变按照固定座位进行操练的传统做法，让学生自由搭配，这样就满足了不同层次学生的需要．对于基础较差的学生，让好学生做示范，反复操练，这样就避免了会出现好学生越好，差学生越差的现象．＂基本上每节课堂五分钟，英语口语带回家＂，短短的五分钟，不但让学生张开了嘴，还让他们争先恐后的去尝试，去演练，去表演，极大地帮助他们树立了学好英语的信心，创设机会让他们去体验成功的快乐。 为此，态度决定一切。老师的态度直接影响学生的学习，学生只有以积极的态度，持之以恒的决心，才能促使他们自主的学习。只要在平常的教学中，教师能做一个有心人，努力学习新课程理念，加强对学生的学法指导，我想我们一定能教出数不胜数的不怕“艰难险阻”的学生。
英语教学案例及教学反思
“问题导学进课堂”带给我和孩子们的...... ----------- 英语教学案例及教学反思 郑坊小学：周婵娟 上午第三节课，我揣着上周精心设计的教案<
新职业英语2视听说教程unit1-4课文内容
Unit 1 Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in the workplace. Procedures: Step 1: Elicit typical workplace situations from students. Step 2: ask students to read unit objectives to get a clearer idea. Step 3: remind students to bear the objectives in mind while studying. Step 4: explain new words or expressions if necessary. Listening Task 1 Objective: students learn how to ask for leave and how to grant leave. Procedures: Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening. Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening. Step 4: students review expressions concerning asking for leave in language summary. Script: (Frank, a sales representative in the Sales & Marketing Department, comes to his manager, Bill Smith’s office, to ask for sick leave) Bill: Good morning, Frank. You look pale. What’s the matter? Frank: Mr. Smith, I think it’s not a good time to ask for some time off as we’re up to our eyeballs, but I really have to. I’ve got a terrible headache. Bill: have you caught a cold? Frank: No. But recently I’ve been feeling really stressed and I’ve not been sleeping well. Bill: perhaps you need to slow down a bit. Frank: That’s the reason why I’ve come to ask for leave. And on top of it all, my mother had a heart attack yesterday. She’s in hospital. Bill: I’m really sorry to hear that. Frank: I really need some personal time to spend with my mother. Could I have a week off? Bill: That’s going to be difficult as we’re so understaffed at the moment…But Frank, family comes first, so take some time off. All I ask is: could you please submit a detailed progress report before you go? Frank: Yes, of course. I can get that done this afternoon. By this way, Lisa has offered to do some work on my project while I’m away. And I’ll get back as soon as possible. Bill: Good, thanks for that. Give my best wishes to your mother. I hope she gets better soon. Frank: thank you. Key: 1.warming up fatigue concentration trouble muscle trouble headaches stomach problems restless sleep