中职英语教案 unit 1 1
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 information
What’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。
⑵学生能编写关于询问和提供个人信息的对话。
(3)在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型.
3.情感目标
在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。
四、教学步骤
Step One Lead-in （8m）
1.The teacher greets each student: Good morning. Nice to meet you. May I have your name, please? Which school are you from? What do your parents do?
（设计意图:教师熟悉班上学生，也让学生尽快彼此熟悉，在自然交流中熟悉本单元重点之一）
2.Brainstorm the ways of greeting a person. Possible answers:
Good morning/afternoon/evening.
Hi./ Hello.
Nice to meet you.
How do you do?
How are you?/ How are you going?
(collect different answers on the blackboard)
（设计意图:团队做乘法，个人做加法，通过头脑风暴，我们可以快速搜集多种招呼用语，并让全体同学尽快掌握）
3.Let’s make it a rule: Let’s greet each other at the beginning of each English lesson, using the following patterns.
Teacher: Class begins.
The monitor: Stand up.
Teacher: Good morning/afternoon, boys and girls.
Students: Good morning/afternoon, teacher.
Teacher: How are you today?
Students: We are fine. And you?
Teacher: I’m fine, too. Thank you. Sit down, please.
（设计意图:固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进师生友谊）
4. Activity 3. Act and practice. How would you greet a person in the following
situations?
（教师可以利用教材中的图片或者另外搜集不同场合的图片，让学生学会灵活应用招呼用语）
Step Two Listening and speaking (22m)
1.Activity 4. Listen and underline. Listen to dialogue A and underline the sentences about greeting a person.
2.Practice a similar dialogue with your partner.
3.Activity 8. Listen and complete. Listen to dialogue B , and fill in the following
4.Guess the meaning of “last name” and “first name”. (The teacher may ask some students the question: Lu Zhongnan, what’s your first name? What’s your last name?) （设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和“first name”的含义和中英文名字表达顺序的差异）
5.Activity 9. Read and underline. Practice the dialogue with your partner and underline the sentences about asking one’s personal information.
6.Make a similar dialogue with the classmates around you.
Sample:
A: Good morning! I’m Lu Zhongnan. Lu is my last name and Zhongnan is my first name. May I have your name, please.
B: Good morning! I’m Lin Chunning. Lin is my last name and Chunning is my first name.
A: Nice to meet you. I’m from No. 7 Middle school. Where are you from?
B: Nice to meet you, too. I’m from No.15 Middle school.
(设计意图:实际应用所学内容，俩人小组相互询问对方的名和姓，以及对方的初中学校，既操练了英语，也增进了了解)
7.Ask some pairs to demonstrate their performance(greet each other and ask for personal information).
(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们快速了解彼此)
8.Activity 12. Talk and complete. Talk to five classmates and ask about their first
（设计意图:学习利用调查、询问的方式来获取信息，确保每一位同学都知道first name 和last name的意思，增进彼此了解）
Step Three Summary and Production (14m)
1. Make a short summary of what we’ve learned today.
(1)key vocabulary：first name, last name, name card
(2)everyday English about greetings and personal information.
Hi.
Good morning.
How are you?
How’re things?
Nice to meet you.
What’s your name?
What’s your first name?
What’s your last name?
Where are you from?
（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。）2. Think of ten ways of greetings.
Hi.
Hello.
How’s it going?
How do you do?
How are things?
How are you?
Haven’t seen you for ages.
Great to see you again.
Nice to meet you.
Good morning./ Good afternoon./ Good evening.
（设计意图:集思广益让学生罗列10条问候语，并请学生当堂记忆。明确数量，可以帮助学生记忆。）
3. What else would you like to know about your classmates? Ask them the following questions and make an introduction of your classmates. .
?What is your favorite animal?
?What is your favorite city in China?
?What is your favorite color?
?What is your favorite day of the week? Why?
?What is your favorite drink in summer?
?What is your favorite food?
?What is your favorite holiday? Why?
?What is your favorite kind of book?
?What is your favorite kind of movie?
?What is your favorite kind of music?
?What is your favorite magazine?
?What is your favorite memory of childhood?
?What is your favorite season? Why?
?What is your favorite sport?
?What is your favorite time of day?
?What is your favorite TV program?
?What is your favorite Website?
?What is your favorite vegetable?
?What's your favorite word in English? Why do you like it?
?Who is your favorite actor?
?Who is your favorite actress?
?Who is your favorite athlete?
?Who is your favorite singer?
?What is your best friend's name?
?Who is your favorite teacher? Why?
?What is your favorite subject in school?
?…
（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后要求学生以海报形式介绍班上一位同学，并在班级英语角展出。）
Step Four Homework (1m)
1. Practice dialogue B with your classmate after class.
2. Make a similar dialogue, talking about personal information.
3. Make an introduction of your classmate.
五、板书设计
宁波市职教中心学校胡名名
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《新世纪英语专业综合教程》（Unit 9, Book 1）教案 Unit 9 Hollywood Teaching objectives: Students will be able to: Language knowledge (认知目标) 1.Grasp the main idea and general structure of Text A; 2.Master the key language points and learn how to use them in context. Language skills (技能目标) 1.Appreciate the expository writing skills demostrated in Text A (selection of details, coherence, etc.); 2.Express themselves more freely on the theme of Hollywood after doing a series of theme-related listening, reading, and speaking activities Culture awareness (文化目标) Understand the historical and cultural background of Hollywood Affects (情感目标) 1.Be encouraged to appreciate the splendid and glamourous impact of Hollywood; 2. Take a serious consideration of the development of the movie industry in China. Strategies （策略目标） 1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaning in the context https://www.360docs.net/doc/924860907.html,municate and express themselves freely and smoothly in the relevant topic with the text by means of the communicative strategies. Teaching important and difficult points: 1. Important points: 1) Key words & Expressions 2) Sentence Interpretation 3) Summarization of the main ideas in each paragraphs 2.Difficult points: Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively. Teaching Time Allotment: Pre-reading activities& Global reading (2课时） Detailed reading (4课时) Consolidation activities(4课时) Teaching Methods： Use task-based language teaching method, reading approach, communicative approach and total physical response method.
中职英语模块1unit7全单元教案
Unit 7Can I speak to Wang Yang 教学内容： Unit 7: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用正确的打电话用语，并正确使用现在进行时态表达正在进行的动作，了解部分与体育相关的词汇。 语言技能目标： 听——学生能够听懂打电话用语。 说——学生能够使用正确的方式打电话。 读——学生能够读懂介绍正在进行的动作或行为的与体育相关的文章。 写——学生能够运用正在进行时态写出正确的句子。 学习策略：学生能够将动词词组与名词词组进行正确的搭配。 文化意识：学生能够了解英语中打电话的习惯用语与汉语的打电话用语的区别。 情感态度：学生能够了解和正确运用英语与他人通电话。 单元任务：学生就最喜欢的体育明星作报告。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions; Making and answering a phone call2能力目标：Understand talks about sports. Describe actions 教学重点：Understand an e-mail on sports games;Write a report on a famous player
教学难点：Four-skill words and expressions 教学方法：启发式，互动式 教学工具：教科书，收音机 德育要点：学生能够了解和正确运用英语与他人通电话。 教学步骤： Step One: Presentation 教师活动：Look and match.看图，将下列北京奥运会的运动项目图标与项目名称搭配。 volleyball baseball badminton football swimmingtable tennis basketball Step 2Lead in 学生活动：Read and tick.选出每组中更适合用于打电话的语句。 (1)( ) A. Hello! ( ) B. How do you do (2)（）A. Can I speak Ben Bush ( ) B. I want to talk to Ben Bush. (3) ( ) A. Who are you ( ) B. Who is that (4)( )A.I am Ben Bush. ( )B.This is Ben Bush speaking.(5) ( ) A. Is that Ben Bush ( ) B. Are you Ben Bush Step 3 listening and speaking 教师活动：Can I speak to Wang Yang 学生活动: Listen and choose.听录音，选择正确答案。 They will go to __________ restaurant. A Yueguang
中职英语教案 unit 1 1(中职工作)
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：
(完整版)综合英语课程标准第一册
一、课程性质及定位 本课程是应用英语和商务英语专业的一门岗位素质课，属于A类课程。本课程是应用、商务英语专业的专业基础课，也是英语专业基础阶段的综合技能课。它旨在发展学生听、说、读、写等语言单项技能的课程相辅相成，使学生在得到语言技能的分项训练的同时，得到全面、严格的听、说、读、写、译等语言基本技能的整合性训练，达到对英语基础语法和基本词汇的熟练掌握和正确运用，各种语言技能协调发展，从而获得语言实际运用的能力；它还致力于使学生通过阅读和语言材料的课堂讲解分析，打开独立思考的空间，使他们的批判思维能力得到发展，人文知识得到增长，人文素养得到提高，为进入高年级的专业知识课程和相关专业知识课程的学习打下扎实的专业基础。 二、本课程教学目标与任务 通过本课程的学习，学生应能掌握全面严格的基本语言技能。本课程的目的在于传授英语基础知识，对学生进行全面的、严格的基本技能训练，以精读课文为重点引导学生扎实掌握英语基础知识及常用语法知识，掌握相当的词汇量，培养学生正确的学习方法、较强的逻辑思维能力和独立工作能力，丰富学生的英美社会文化知识，增强学生对文化差异的敏感性，为学生学习高年级专业课程打下扎实的基础。 在具体的教学过程中，本课程秉承实用为主、够用为度的原则，一方面通过对精选的语言材料进行详细的讲解和分析，系统的向学生传授语音、词汇、语法、修辞和篇章等英语语言基础知识；另一方面，通过较多的师生互动和课内外练习，培养和提高学生听、说、读、写、译等方面的技能；此外，还应在整个教学过程中注意培养学生跨文化交际的能力和对英语语言学习的兴趣。同时使学生通过两年的综合英语学习，最终达到大学英语四、六级水平。 三、先修及后续课程 无 四、本课程教学内容及基本要求 Unit 1 Education 1. read what Bill Gates says about education 2. build up the students’ vocabulary relating to campus life 3. learn something from an ancient Greek educator 4. study different types of nouns 5. write an introduction of oneself Students are required to master: the plural form of nouns, the skill of self introduction, words and phrases concerning education. Unit 2 Friendship 1. read two stories about friendship 2. learn some frequently-used words and phrases to do with making friends 3. get to know different types of pronouns 4. write a personal letter to a pen-friend Students are required to master: different types of pronouns, words and phrases concerning making friends, the skill of writing a personal letter.
英语综合实践活动教案
学会辨认物品的所有者； 1、学会根据场景询问物品的所属，以及英语中对应的表达法； 2、学会如何写寻物启事和失物招领。 活动过程 活动1、找主人：这是谁的┅┅？ 课前准备：教师收集一些学生物品：书、笔记本、手表、铅笔、钢笔、尺子、铅笔盒、橡皮、书包等 活动步骤： 1、把课前收集的物品展示给学生，问他们这些东西是谁的。 2、询问几个学生某些物品是谁的，然后把学生的名字填在表格里。 3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还他们。 完成任务所需要的语言结构： 1．Is this your book ? Yes, it is . It’s my book . 2．Is that your ruler? No, it isn’t. It’s her ruler .
介绍家人 课前准备：学生课下准备两三张全家福照片。 活动步骤： 1、把4-6个学生分成一组。 2、小组活动，让学生互相介绍自己的父母。、 3、每一组出一个学生向全班介绍自己组员的父母。 完成任务所需的语言结构： 1、This is my mother .Her name is … That is my father. His name is … 2、This is Jack’s father . His name is … That’s Jack’s mother .Her name is… 3、Is his name …? Is her name…?
寻物启事 Teacher: Have you ever lost anything ? How could you find it ? 活动步骤： 1、先想想，你曾经丢过东西吗？丢过什么？ 2、你通常如何寻找自己丢失的东西呢？ 3、写一份寻物启事，来寻找你丢失的东西。 4、四人一组，把你的寻物启事读给你同组的人听。 完成任务所需要的语言结构： 1. My book is … 2. My name is … 3. Please call …
中职英语教学设计-tellmewhenthepainstarted
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。鉴于这些特点，教师要因材施教，分层教学，设置学生感兴趣的活动，让他们投入到课堂活动中来。此外，学校标准的多媒体教室、丰富的数字化资源、全面覆盖的校园网络等也为学生的学习提供了便利条件。 设计思路 根据教材的特点，结合任教学生的具体情况，把教学内容分成 一个个小任务，对话练习时进行情景模拟，让学生进行小组合作， 探究式学习，针对不同层次的学生有不同的要求（如脱离材料表演、 带着材料表演、带着材料朗读、跟着老师或同学读、）。为了吸引学 生对话题的兴趣，教师在导入环节设置了一组生动有趣的图片和一 个猜词游戏来导入课堂内容，充分利用多媒体教室、智能手机、数 字化资源库、互联网等信息化教学手段。课前，利用班级微信群向 学生布置任务，让每个学生利用多方面途径登陆学校资源库或者互 联网，搜索相关资料，自主学习。课上，在多媒体教室播放教学视频、课文录音、知识点微课录像等, 有效提高课堂效率，激发学生参与各项任务的热情，从而培养学生在日常生活和职业场景中的英语应用能力。
综合英语第一册教案
牡丹江师范学院教案 教研室：教师姓名：授课时间:第周
教研室主任签字年月日 1 Unit 8 My Forever Valentine (Period one) 【Learning Objectives】： 1．Read the words and expressions in this unit. Pay attention to the correct pronunciation. 2．Find out the sentences with new words and expressions. Try to understand the meaning of these sentences. 3．Understand the type of writing and the structure of this passage. 4．Get the general information of the whole passage. 【Preparation before class】 1．Read the words and expressions in this unit and write down the ones that you don't know how to read correctly. 2. read the text 3 times before the class. 【Classroom activities】 1．Listening and speaking (1)Dictation:
2 (2). Father The father is often seen as an authority figure. A common observation among scholars is that the authority of the father and of the political leader are closely intertwined, that there is a symbolic identification between domestic authority and national political leadership.The fundamental common grounds between domestic and national authority, are the mechanisms of naming (exercise the authority in someone's name) and identification. In a patriarchal society, authority typically uses such rhetoric of fatherhood and family to i mplement their rule and advocate its legitimacy. In Western culture patriarchy and authority have been synonymous. In the 19th century Europe, the idea was common, among both traditionalist and revolutionaries, that the authority of the domestic father should e made omnipotent in the family so that it becomes less necessary in the state. In the second part of that century, there was an extension of the authority of the husband over his wife and the authority of the father over his children, including increased demands for absolute obedience of children to the father. 2．Preparation sharing Work in groups. Exchange the difficulties that you meet when preparing for this class.
教案 综合英语II教案
教案课程名称：综合英语II
年月日课题 Unit 1 Understanding Chinese Culture-Part One 教学目的 In this unit, the students will learn: The origin and traditions of the Chinese New Year How to use present participles as adverbials How to introduce Chinese New Year traditions to foreign friends 教学重点、难点 The important points: The words and expressions of this unit Using present participles as adverbials The difficult points: The traditions of Chinese and western traditions of some festivals Learn to introduce Chinese New Year traditions to foreign friends 教学方法 Lecturing method 教学设备与器材 Multi-media equipment 课时量 2 periods
教案续页第页
年月日课题 Unit 1 Understanding Chinese Culture-Part Two 教学目的 In this unit, the students will learn: The origin and traditions of the Chinese New Year How to use present participles as adverbials How to introduce Chinese New Year traditions to foreign friends 教学重点、难点 The important points: The words and expressions of this unit Using present participles as adverbials The difficult points: The traditions of Chinese and western traditions of some festivals Learn to introduce Chinese New Year traditions to foreign friends 教学方法 Lecturing method 教学设备与器材 Multi-media equipment