中职英语模块1Unit7全单元教案
Unit 7 Can 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 call
2 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 table tennis basketball swimming Step 2 Lead 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 B Meiwei Listen and tick. 再听录音，选择正确的表述。
The phone call is between __________.
a. Tang Hua and her father
b. Tang Hua and Wang Yang
c. Tang Hua and Wang Yang’s father
Listen and tick. 再听录音，勾出正确的便条。
From: Tang Hua Come to school this afternoon to play basketball.
From: Tang Hua Come to school this afternoon to play football.
From: Tang Hua Come to school tomorrow to play football.
Read and underline. 阅读对话，用下画线标出打电话和接听电话的语句。Wang Yang’s mother: Hello!
Ben: Hello! This is Ben. Can I speak to Wang Yang?
Wang Yang’s mother: This is his mother speaking. Wang Yang isn’t in at the moment. May I take a message?
Ben: OK, thanks. Please tell him to come to school this afternoon. I want to play basketball with him.
Wang Yang’s mother: All right. I’ll tell him.
Ben: Thank you. Good-bye!
Wang Y ang’s mother: You’re welcome. Bye!
师生活动：Explain the language points: 重点词汇和句型
This is Ben. 我是Ben。
英语中打电话用this 和that 来表示“我是?”和“你是?”。
Eg：Who’s that? 你是谁？Is that Wang Yang? 你是王洋吗？This is his mother speaking. 直译为“这是他的妈妈在说话。”在打电话时意为“我是他的妈妈。” He isn’t in at the moment. 他现在不在家。in 在这里意为“在家”。May I take a message? 可以捎个口信吗？take a message “捎口信”
学生活动: Listen and repeat. 跟读对话，学说选出的语句。
Step 5 Sum（小结）
板书设计：Unit 7 Can I speak to Wang Yang?
Wang Yang’s mother: Hello!
Ben: Hello! This is Ben. Can I speak to Wang Yang?
Wang Yang’s mother: This is his mother speaking. Wang Yang isn’t in at the moment. May I take a message?
Ben: OK, thanks. Please tell him to come to school this afternoon. I want to play basketball with him.
Wang Yang’s mother: All right. I’ll tell him.
Ben: Thank you. Good-bye!
Wang Yang’s mother: You’re welcome. Bye!
Homework:（家庭作业）Recite the dialogue A.
Feedback:（教学反馈）
Lesson Two
教学内容：Listen and Speaking Dialogue B
教学目标：
1知识目标：words and expressions; Making and answering a phone call
2 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
Activity 1：Ask students to Think and answer. 思考并回答下列问题。Question 1: I’m playing table tennis.
Step 2 Listen
学生活动: Look and choose. 看图，选择动词的适当形式填空。
Ben __________ a phone call. A. makes B. is making
Tang Hua __________ housework. A. doing B. is doing
Li Xiaonian and Zhang Qing __________ badminton. A. are playing B. play Listen and judge. 听录音，判断下列图片和表述是否正确。
( ) a. Ben is making a phone call with Sara.
( ) b. Wang Yang is making a phone call with Sara.
( ) c. Ben is doing housework.
( ) d. Sara is doing housework.
( ) e. Ben and Sara are playing table tennis.
( ) f. Ben and Wang Yang are playing table tennis.
Read and underline. 阅读对话，用下画线标出打电话和接听电话的语句。Tang Hua: Hello! This is Tang Hua. May I speak to Sara?
Sara’s roommate: Hold on, please.
A moment later.
Sara: Hello! This is Sara speaking.
Tang Hua: Hi, Sara. This is Tang Hua. What are you doing now?
Sara: I’m washing my clothes. What’s up?
Tang Hua: I’m playing badminton with Xiaonian at school.
Sara: Oh! I like playing badminton best.
Tang Hua: Would you like to join us?
Sara: Of course! I’ll come soon!
Tang Hua: Good! See you!
教师活动：Explain some key points:
May / Can I speak to Sara? Sara 在吗？Hold on, please. 请稍等。
hold on 表示“继续”，“不挂断”。What’s up? 怎么了？
Listen and repeat. 跟读对话，学说选出的语句。
Tang Hua: Hello! This is Tang Hua. May I speak to Sara?
Sara’s roommate: Hold on, please.
A moment later.
Sara: Hello! This is Sara speaking.
Tang Hua: Hi, Sara. This is Tang Hua. What are you doing now?
Sara: I’m washing my clothes. What’s up?
Tang Hua: I’m playing badminton with Xiaonian at school.
Sara: Oh! I like playing badminton best.
Tang Hua: Would you like to join us?
Sara: Of course! I’ll come soon!
Tang Hua: Good! See you!
Act and practice. 用下列句式与同伴练习打电话。
A: Hello! This is ... Can / May I speak to ...?
B: Speaking. / Hold on, please. / This is ... speaking. ... isn’t in at the moment.
Can / May I take a message?
A: OK. ... B: All right, I’ll tell him / her.
A: Thank you. Bye! ...
Act and practice. 与同伴练习打电话，依据图片中的场景互相介绍正在进行的活动。
Step 5 Sum（小结）
板书设计：Unit 7 Can I speak to Wang Yang?
Everyday English
Hello, this is Sally speaking. 你好！我是Sally。
Hi, Sally. Can I speak to John? 你好，Sally。John 在吗？
He is not in at the moment. May I take a message? 他不在，要留言吗？
OK. Please tell him to call me later. 好的，请他给我打电话。
Homework:（家庭作业）Recite the dialogue B
Feedback:（教学反馈）
Lesson Three
教学内容：Reading and Writing in Unit 7
1知识目标：words and expressions; Making and answering a phone call
2 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：
S tep One: Preparation
活动1：Look and match. 看图，将下列图片与框中的句子搭配。
a. She is selling goods.
b. He is driving a car.
c. He is putting up posters.
d. He is handing out booklets.
Look and tick. 在活动13的图片中勾出与奥运志愿服务有关的工作。
Read and circle. 阅读王洋发给美国网友Mike的邮件, 在活动13的图片中圈出王洋提到的奥运志愿服务工作。
Dear Mike,
I’ve got good news to tell you. I’ll be a volunteer for the 2008 Beijing Olympic Games.
Many of my classmates are working as volunteers. Some are handing out information booklets in the streets. Some are providing translation and other services for foreign visitors. I’m placing flowers and putting up posters on the roads. I’m very glad to see that Beijing is becoming more and more beautiful.
We’re all looking forward to the Olympic Game s.
Best regards,
Wang Yang
Step 2 Read and answer.教师活动：.(Language Points)
Many of my classmates are working as volunteers. 我的很多同学都在做志愿者。work as 做?工作。eg She is working as a nurse. 她在做护士工作。Some are handing out information booklets in the streets.
有些人在街上分发宣传册。
hand out 分发
eg Please hand out the homework. 请将作业发下去。
... put up posters on the roads. ?在路上张贴海报。put up 这里意为“张贴”
Step3 Presentation
Read and judge. 再读王洋的邮件，判断下列句子的正误。
( ) 1) Wang Yang is glad to be a volunteer for the 2008 Beijing Olympic Games.
( ) 2) Wang Yang’s classmates are all volunteers for the 2008 Beijing Olympic Games.
( ) 3) Wang Yang is inviting Mike to come to the 2008 Beijing Olympic Games.
Read and write. 再读王洋的邮件，用适当语句描述下列图片并写在横线上。Homework:（家庭作业）Exercise Book
Feedback:（教学反馈）
Lesson Four
教学内容：Language in use, Unit Task, Pronunciation practice, Life and culture
教学目标：
1知识目标：words and expressions; Making and answering a phone call
2 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: Revision
教师活动：什么叫现在进行时态，它有何句法功能。
学生活动: 小组讨论，并回答问题。
Step 2 P resentation 教师活动：Ask the Ss to read Grammar On p109 carefully.
学生活动: Learn by themselves.
Step3 Practice
教师活动：Ask students to do the exercises on P110. 学生活动: Do the exercises. 师生互动：The whole class check the answers
学生活动:
What am I / are you / is he / she / are they / is Wang Yang / are the students doing?
I am / I’m / You are / You’re / He / She / It is / They are / They’re / Wang Yang is / The students playing basketball.
Am I / Are you / Is he / she / Are they / Is Wang Yang / Are the students playing basketball? Yes, I am. / he / she / they are .
No, I am not. / he isn’t./ she isn’t. / they aren’t .
Look and write. 观察班上的同学和老师，用现在进行时写出他们正在做的动作。Look and complete. 看图，仿照例子补全对话。
Read and match. 如例所示组词，一词可多次使用。
Give a presentation of your favorite sport star.
1) Work in groups of 4, decide what your favorite sport is and who your favorite sport star(s) is / are. Our favorite sport is ________. Our favorite sport star(s) is / are _______.
2) Think about the information you know about the star(s), try to find some pictures and introductions of the sport star(s) from magazines, books or the Internet.
3) Work in groups and put all your materials together. Select the most suitable ones for your presentation.
4) Work in groups and make a poster to introduce your favorite sport star(s) to your
classmates.
5) Choose one group member to introduce your favorite sport star(s) to the whole class. Hello, I’m in Group ________. We all like ________ (sport) and this is our poster. ________ is our favorite sport star. In this picture, he / she is ________.
6) Students vote to choose the best poster and presentation.
Listen and repeat. 听录音跟读，并注意以下发音。
All my friends are doing sports. Charles is jogging. George is shooting.
Jane is swimming. But what am I doing? I am working in the garage (车库)!
I learned: ( ) badminton ( ) station ( ) information ( ) foreign ( ) message ( ) volleyball ( ) volunteer ( ) translation ( ) provide ( ) service ( ) place ( ) baseball ( ) tennis ( ) housework ( ) poster
I can: ( ) make phone calls in English. ( ) talk about sports.
( ) use present continuous tense to describe actions.
volleyball n. 排球baseball n. 棒球badminton n. 羽毛球
tennis n. 网球message n 信息housework n. 家务poster n. 海报booklet n. 小册子volunteer n. 志愿者information n. 信息
provide v. 提供translation n. 翻译service n. 服务
foreign adj. 外国的place v. 摆放，放置table tennis 乒乓球
take a message留信息，带口信put up张贴hand out 分发Hold on! 稍候！
look forward to期待，盼望the Olympic Games 奥林匹克运动会
The Olympic Motto
The Olympic motto is made up of three Latin words, “Citius, Altius, Fortius”, which means “Swifter, Higher, Stronger”. These three
words encourage (鼓励) the athletes to do their best during the competition, and to view this effort as a victory (胜利) in itself. It can apply equally to athletes and to each one of us.
The three Latin words became the Olympic motto in 1894, the date of the IOC’s (International Olympic Committee, 国际奥委会) creation. To better understand the motto, we can
compare it with another well-known phrase — The most important thing is not
to win but to take part. This idea was developed by Pierre de Coubertin (皮埃尔·德·顾拜旦) during the Games of London in 1908.
Homework:（家庭作业）Finish all the rest exercises.
Feedback:（教学反馈）
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Revision 1 total 27 Listening and Speaking 一、教材分析 1. 教学内容Revision 1 Activity 3---4 2. 教学重点、难点 ⑴教学重点 能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。 ⑵教学难点 根据病情描述，能写出英文病假条。 二、教学目标 1. 知识目标 ⑴帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc； ⑵能够看懂教材中描述三位病人病情的小短文。 2. 能力目标 ⑴学生能够根据病情写出病历和英文请假条； ⑵学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。 3. 情感目标 学生能用积极的人生态度、健康的生活方式面对生活。 三、教学步骤 Step One Lead-in （8 mins） 1. The teacher greets the Ss with the following sentences. How are you? When did you go to bed last night? How do you feel now? It seems that you’re not yourself. Why? …. 2. Ask and answer.
What do you often do when there is something wrong with you? What do you say to the doctor when you are in hospital? （设计意图：通过日常的师生问候让学生对一课时所学语句作简单回顾，然后借由两个提问导入本课话题——就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。） （设计意图：通过讨论激发学生对健康话题的兴趣，为接下来的阅读做好铺垫。） Step Two Reading (23mins) 1. Activity 9: Read and fill in the forms. Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary. （设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能力。） 2. Activity 10: Read and complete the dialogue. Read the text again and complete the dialogue between Doctor Linda Smith and her patients. （设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。） 3. Read aloud. Step Three Writing (12 mins) 1. Activity 11: Complete the following sentences to describe the pictures. Students work in pair and discuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains any language points. （设计意图：先通过小组活动，让不同程度的学生都参与讨论。然后教师让个别同学发言，
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中职英语拓展模块教案第二周
中职英语拓展模块教案第二周
第二周 Topic Unit 1 Communities Total 4 Language goals 1. Words & expressions: donated ,put up ,performance,move 2. Key sentences: After supper, Jerry and his friends began Jerry and his friends have to Jerry and his classmates planned to Ability goals Enable the students to read the materials Enable the students to talk about the story. Emotion & attitude goals Enable the students to share their happiness with others Strategy goals Learn how to summarize information Culture awareness goals Learn the western attitude about Communities. Teaching important points Writing Teaching procedures and ways Steps Teacher’s activities Students’ activities Teaching reference Time Step 1 Lead in 1 T: How was your Communities. 2.Write the activities that Ss talk about and teach the phrases in Activity 11 3.checktheanswers4,1 ,2,3 1. Read and match 2. Learn the new words and phrases. Brainst orming 5min s Step 2 Look and complete . 1.get the Ss to finish Activity12 2. Check their work 1. Ss read the words and get the meaning of each words. 2. Look and complete Tape recordi ng 5min s Step 3 get the Ss to Look and complete Tape 12
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语文版中职英语拓展模块unit 6《chinese heritage》优秀教案(重点资料).doc
2016年河北省职业院校信息化教学大赛 语文出版社中职英语拓展模块 Unit6 Chinese Heritage Reading: Beijing Opera （Period Two） 教学设计 2016年8月14日
Unit 6 Reading Beijing Opera 教学设计 一、教学内容分析 本课选自语文出版的中等职业教育课程改革国家规划新教材全国中等职业教育教材审定委员会审定《英语(拓展模块)》Unit 6 National treasures Reading。是满足中职学生个性发展和继续升学需要选修的公共基础英语教学内容。主要围绕Beijing Opera这一话题展开的，讲述了京剧的历史、特点、角色、象征、名角名家等，为中职生了解、学习、传扬中国传统文化艺术提供了良好的契机。新课程标准强调英语教学要从学生的生活经验和认知水平、兴趣出发，倡导体验，实践、参与、合作与交流的学习方式和任务型教学途径，发展学生的综合运用能力。作为一单元的核心和基础部分，本节教学重点是提高学生阅读能力及如何通过阅读获得知识、运用知识的能力。因本课文较长，内容较为深奥，在有限的时间内，如何在以阅读为主的教学过程中引导学生学习语言知识并运用这些知识进行语言交际、交流成为本课的难点。为此教师要在教学中把握重点，突破难点，为下面的Speaking and Speaking和Writing部分提供语言输入，奠定了内容基础和能力基础。 二、教学目标分析 根据教学大纲的要求以及授课对象确定教学目标如下: 1.知识与技能目标 （1）. 在学习和掌握30个hot words and 10个useful expressions 的用法基础上，通过阅读从历史、特点、角色等五个方面了解京剧，引导学生理解、感悟京剧艺术。 （2）.逐步提高阅读能力和交流沟通能力；培养学生对京剧的欣赏能