中职国家规划新教材《英语》教学设计专家讲座PPT-诸凌虹_ppt课件
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山东省中等职业规划教材《英语》第一册unit101精品PPT课件
Listen, read and judge
Zhang Lei: Merry Christmas! Alice: Merry Christmas!
Zhang Lei : What do children usually do on Christmas Eve? Alice: They usually hang up stockings(袜子)by the fireplace(火炉) to wait for Santa Claus(圣诞老人)
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Zhang Lei : Please send my Christmas greetings to your parents. Alice: Thank you.
True or False 判断正误 ( T )1.Zhang Lei and Alice met on Christmas Day. ( F ) 2.Alice sent wishes to Zhang Lei’s parents. ( F ) 3.Children hang up stockings on
Thank you ! Good bye!
为方便学习与使用课件内容， 课件可以在下载后自由调整
Learning Is To Achieve A Certain Goal And Work Hard, Is A Process To Overcome Various Difficulties For A Goal
（“M”代表她所给予我的无数）
"O" means only that she's growing old,
（“O”的意思是她在日渐老去）
"T" is for the tears she shed to save me,
职业学校英语精选教材PPT课件(49页)
设计思路2：如何选择教材内容
➢ 内容选择原则：
❖ 事实性知识factual knowledge:学生通晓一门学科所必须了解的基本要素。包括：术语 知识、具体细节和要素的知识knowledge of terminology;knowledge of specific details and elements
职业生涯
主题任务
活动设计
设计思路1：如何整体规划教材内容
➢话题分析
第一册（基础模块）
第二册（基础模块）
Hello, everyone
a wonderful time!
A different school
Family and friends
What do we eat
At the market
Spend your spare time Trends
设计思路2：如何选择教材内容
➢ 课程内容的基础性(基础扎实、适应性强，动态适 应社会需求)
➢ 课程内容贴近社会生活（趣味性，生活性，时代 性报刊、书信等极端行为是典型的功利主义）；
➢ 课程内容与学生和学校教育的特点相适应（职业 性人文性不偏离学生水平和兴趣，全面发展）
➢ 系统性：关注单元内部材料从内容到结构的合理 安排，关注各单元间从知识到能力的序列安排， 尽量做到前后呼应、循序渐进。（分层性）
意力引向意义.目的协商过程。 （如何学习焦点） （5）任务在教学中具有可操作性. （6）学生反思学习过程,增强对学习过程的理解. （7）培养认识问题,解决问题的能力（解决问题）
任务目标的作用
❖ 为教学材料选择和教学过程设计提供了最完满的 基础。
一、编写背景
(三) 英语教学中存在的问题(学科学习理论问题)
中职英语课堂教学PPT课件
Unit 9 Getting Around
教学过程
1、提供学生一张校园附近的街区图。并向学 生提问：Can you find our school in the map? What public transportations can you take to school? What kind of transportation is faster for you from home to school? Can you tell me how to get to downtown area from our school? Is it convenient for you to study there? Why?
教学目的
1-知识目的：掌握社区建筑物称号及交通工具 如：hospital, post office, subway, taxi等。 短语句型：go down, walk along, take the subway 功能句：Excuse me, where can we find a…? Let’s take the subway. It’s quicker … 语法：比较级 2-才干目的：可以运用所学词汇句型及比较级向来校学习的留学生引见学校周围的设备环境及 交通情况。 3-情感态度价值观：学生体验协作的乐趣， 学习与他人交流、讨论的沟通技巧
•
• 五、一 假期旅游地点引荐
• 义务要求：1、学生分5个游览社，不同称号。社
•
长、组员
•
2、调查同窗们假期曾去过的地方及活动
•
3、研讨调查结果，各游览社至少引荐3个旅
游地点并阐明理由。
•
4、把结果向全部汇报。汇报的方式不限。
•
• 义务要求： • 学生分成两大组，分别为游览社和游客两大类别。 • 其中游览社类分为三小组，每组成员4-5人。游客类分为
中职英语教育教学讲座PPT
• 为各国教育当局所重视。一个国家民众的英语交 流能力被认为是该国的软实力（soft power）之一。 一个开放的、走向世界的中国更是需要大量高素 质的劳动者。
• 英语作为我国中等职业教育重要的基础文化和专 业课程，为培养具有面向世界、面向未来、面向 现代化能力的亿万合格的劳动者起到了重要的作 用，中等职业英语教育需求巨大，发展迅速。
中等职业学校英语教学的现状不容
乐观
• 根据教育部职业教育专项研究课题《中等职业教育 对学生文化知识水平和学习能力要求的研究》的调 研结果显示，超过三分之二的中职学生入学时英语 水平没有达到九年制义务教育课程标准所规定的初 二年级的要求，学生对英语学习缺乏兴趣，学习动 机不足，没有养成良好的学习习惯，学习方法较差； 同时，学生的英语水平差异极大。
• INTERNATIONAL ENGLISH;
• TOWARDS A MORE DEMOCRATIC ENGLISH WORLD
以人为本的外语教育观
• 面向大众的英语教育与经典精英专业英语 教育
• 让大多数人真正获益 • 教育经济学---- 时间、精力的投入与真实能
力的提升之比 • 学生培养目标和规格?
• CONFIDENT SPEAKER TO
COMPETENT USER
理解吗,怎么看?
• You against China, you no good! • Tree new wind----???
Going global
“The future of English lies in the hands of the Chinese and Indians.”
---information era has made English one of the basic skills for social and personal development；
• 英语作为我国中等职业教育重要的基础文化和专 业课程，为培养具有面向世界、面向未来、面向 现代化能力的亿万合格的劳动者起到了重要的作 用，中等职业英语教育需求巨大，发展迅速。
中等职业学校英语教学的现状不容
乐观
• 根据教育部职业教育专项研究课题《中等职业教育 对学生文化知识水平和学习能力要求的研究》的调 研结果显示，超过三分之二的中职学生入学时英语 水平没有达到九年制义务教育课程标准所规定的初 二年级的要求，学生对英语学习缺乏兴趣，学习动 机不足，没有养成良好的学习习惯，学习方法较差； 同时，学生的英语水平差异极大。
• INTERNATIONAL ENGLISH;
• TOWARDS A MORE DEMOCRATIC ENGLISH WORLD
以人为本的外语教育观
• 面向大众的英语教育与经典精英专业英语 教育
• 让大多数人真正获益 • 教育经济学---- 时间、精力的投入与真实能
力的提升之比 • 学生培养目标和规格?
• CONFIDENT SPEAKER TO
COMPETENT USER
理解吗,怎么看?
• You against China, you no good! • Tree new wind----???
Going global
“The future of English lies in the hands of the Chinese and Indians.”
---information era has made English one of the basic skills for social and personal development；
中职英语1 课件ppt课件ppt
Vocabulary knowledge
Job-related vocabulary
introduce common job-related English words and phrases that are useful for students' future careers.
Basic greetings and introductions
introduce common English expressions that can be used to
describe daily activities.
03
Conversational skills
help students improve their English conversation skills,
teach students the appropriate ways to greet and introduce themselves in English.
Common expressions for daily communication
introduce common English expressions that can be used in daily communication.
Grammar knowledge
Simple present tense
introduce the usage and structure of the simple present tense, including its context and meaning.
Present continuous tense
Speaking and Listening
中职英语教案课件ppt课件ppt
meanings) and antonyms (words with opposite meanings) and
give examples of each
03
Skill improvement
Reading skills
Reading comprehension
Provide exercises and activities to improve students' ability to understand and analyze the content of the text
Provide opportunities for students to practice giving presentations, focusing on voice control, language clarity, and audience engagement
Debate and discussion
Course outline
Business negotiations and deals with clients Unit 3: Cross cultural Communication
Understanding cultural differences in business communication
Subordinate
clauses
Teach students how to recognize and analyze sub ordinate clauses, including their structure and function in sentences
Vocabulary knowledge
Oral skills
中职-英语Unit-5-Asking-the-wayPPT课件一等奖新名师优质课获奖比赛公开课
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5. across prep. across from 在……对面 横穿，穿过 强调从一边到另一边
He swam across the river. She is walking across the street. ☆ 穿过 through, over , cross，across through: 从某物中间穿过（内部空间） They went through the woods quickly. The thief came in through the window.
34
3. 情态动词 表达祈求，可能性等; 后加动词原形 (1) English novels. 表可能性 Could I take the book out of the classrom? 表祈求 Could you tell me the way to...? ④表许可 You can not smoke here.
The house is on the street. → Where is the house? 陈说 Her name is Mary. → What is her name?
I should go now. → What should you do now? 总结：特殊疑问词+be/助动词/情态动词+主语+谓语
14
(4) Is there a bus station nearby? (5) I am looking for...
look for: 寻找 look up ? 查阅（字典等）
15
Lesson 2 You can take Bus No. 5.
1,by bus by 介词 “经过” 表达方式
Unit 5 Asking the Way
5. across prep. across from 在……对面 横穿，穿过 强调从一边到另一边
He swam across the river. She is walking across the street. ☆ 穿过 through, over , cross，across through: 从某物中间穿过（内部空间） They went through the woods quickly. The thief came in through the window.
34
3. 情态动词 表达祈求，可能性等; 后加动词原形 (1) English novels. 表可能性 Could I take the book out of the classrom? 表祈求 Could you tell me the way to...? ④表许可 You can not smoke here.
The house is on the street. → Where is the house? 陈说 Her name is Mary. → What is her name?
I should go now. → What should you do now? 总结：特殊疑问词+be/助动词/情态动词+主语+谓语
14
(4) Is there a bus station nearby? (5) I am looking for...
look for: 寻找 look up ? 查阅（字典等）
15
Lesson 2 You can take Bus No. 5.
1,by bus by 介词 “经过” 表达方式
Unit 5 Asking the Way
中职英语教案ppt课件ppt课件
Course outline
Unit 1
Introduction to Vocational English
Unit 2
Business Meeting Communication
Unit 3
Presentation Skills in English
Course outline
Unit 4
Business Correspondence in
THANKS
要点二
Training on educational technology
These courses focus on teaching teachers how to use various educational technologies effectively in their teaching. They help teachers understand how to integrate digital tools and resources into their PPT courseware to enhance student engagement and learning outcomes.
Common Vocabulary
积累常用词汇
扩大词汇量是提高英语水平的关键。PPT课程中，将精选出 各行各业常用的专业词汇，通过生动的图片和实例帮助学生 记忆，提高学生在专业领域的英语交流能力。
Daily Conversations
模拟日常对话
通过模拟真实场景的对话练习，学生可以更好地掌握日常 生活中的英语表达方式。PPT课程将设置多种职场情境， 让学生在模拟对话中提高口语交际能力。
By observing excellent teachers, teachers can identify and adopt effective teaching strategies, techniques, and classroom management methods that can be applied to their own teaching practice.
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教学设计与传统教案
教学设计旨在为学生创设丰富的教学情境， 以培养学生的学习兴趣，激发学生的学习动 机，同时要设计出学生易于理解并能调动学 生积极主动参与的教学方式，将学生的被动 学习方式转变为主动学习方式。
教学设计与传统教案
教学理念：教师中心----学生中心 课堂焦点：教师教学----学生学习 教学成果：被动学习者----主动学习者
Unit task ： Make a survey to compare three restaurants near your school. Unit task: Make a name card for yourself in 2030. Unit task: Work out an application form for yourself in 2015.
Objectives
Definition Stages Practice
What is Instructional Design? Instructional Design is the
systematic process of translating
general principles of learning and instruction into plans for instructional materials and learning activities.
Stages of instructional design
Analyzing course content Analyzing learner factors Setting the objectives Designing activities Using teaching aids Assessment
教学设计
教学设计是教师依据教育教学理论，为了达
到某阶段教学目标，根据受教育者认知结构，
对教学课程、教学内容、教学组织形式、教
学方法和需要使用的教学手段进行的策划。
教学设计与传统教案
传统教学中的备课，教师更关注的是如何将 教材规定的知识“教”给学生，因此教案中 所谓的教学方法更多的是教师单方面构思出 的“教”的方法，而忽略学生“学”的方法， 它体现了以教师为中心的教学理念。
Stages of instructional design
Analyzing course content （教学内容分 析） Analyzing learner factors （学生情况分 析） Setting the objectives （设定目标） Designing activities （设计教学活动） Using teaching aids （运用教学资源） Assessment (评价）
Tomato & Onion Salad is expensive. Mixed Leaf Salad is more expensive than Tomato & onion salad. Fruit Salad is the most expensive among the salads.
Example from the course book
Example from the coursebook
Tick (√) the restaurant lexis know about restaurants. ( ) food ( ) ball ( ) waiter ( ) waitress ( ) teacher ( ) sunny ( ) cloudy ( ) juice ( ) tomato ( ) manager to see what you
( ( ( ( ( ) chicken ) menu ) delicious ) book ) meat
Example from the coursebook
14. Look at the prices of the items and guess the meaning of the underlined words. Coca-cola is cheap. Orange juice is cheaper than Coca-cola. Sprite is the cheapest among the drinks.
中职国家规划新教材 《英语》教学设计专家 讲座PPT-诸凌虹
The teaching and learning process
Willingness
Understanding
Application
Tell me, I just forget. Show me, I only remember. Involve me, I will learn.
Analyzing course content
Task 1: Study Unit 6 and think about the content of the unit.(5mins) Task 2: Work in group and try to answer the following questions: A. What content is covered here? B. Do you think our students can use this to do things in English now? How well can they do? C. Do you think our students can learn to do these things in English? D. How is the material presented?
Analyzing course content
What is it that students should know by the end of the course?
What exams are students required to take after completing the course? What professional requirements does this course satisfy?