高教版中职英语(基础模块 第3册)Unit 5《We are going to work as packagers on the assembly line》语法
【中职专用】高教版2021基础模块3Part 5 Unit 1 教案
Complete the sentences and learn to describe the festivals.
Complete the passage about theSpring Festival.Share the answers and reasons.
2.Review the usage ofnon-predicate verbs.
对比弄清概念,明确在语法中的位置,和本节重点内容,同时激活知识储备,为接下的非谓语动词(不定时和动名词)作宾语讲解做铺垫。
Step 2:
Grammar
1.Summarize the usage of gerund or infinitive as objects.
2.Read and complete.
Review the words in the reading to know the usage of them,then fill in the sentences to finish task20.
3.Read and complete.
Review the words in the reading to know theusage of them,then fill in the passage about the Spring Festival.
Practice and recognize objects.
2.Group the sentences and remember the two group verbs.
3.Match the right part to make e the first part to make new sentence by themselves according to the guide of the teacher.
Unit5 We are going to work as packagers
It sounds a good idea.
听起来是一个好主意.
During the program students took part in activities such as sales training, video and poster production, and selling environmentally-friendly bags.项目中,学生们参加了很多活动,如销售培训
Writing第八课时
作业布置
敦促学生整理课堂笔记,下次课时引导回顾,整理课堂笔记
课后小结:
教务科、师傅检查记录
签名:
日期:
xxx市xx职业学校导学案内页
第一课时
1对话及课文回顾
2重点词汇和语句
We are to start working right now.
我们马上就要开始工作了。
be to“根据计划将要做某事”
I were starting to write my homework when my mother came home.
我妈妈回来时,我正打算写作业。
〈2〉谈及一项长期活动或开始一种习惯时,使用doing.
How old were you when you first started playing the piano?
能注意到间接引语中人称、时态的变化,宾语从句的陈述语序等
教学难点
能注意到间接引语中人称、时态的变化,宾语从句的陈述语序等
教具
PPT,粉笔
教法
情境教学法、活动教学法
授
课
内
容
及
课
时
分
配
Words and lead in第一、二课时
高教版中职英语基础模块第3册Unit5Wearegoingtoworkaspackagersonth
Unit5 We are going to work as packagers on the assembly line 教学目标语言知识目标能识别packager,workshop,success,wrap的意思能用social practice, hold, assembly line,wrap, dress, first.then, after that, the last来描述生产线上的工作过程语法能区分直接引语和间接引语能使用say,tell, ask等词把直接引语变成间接引语能注意到间接引语中人称、时态的变化,宾语从句的陈述语序等语言技能目标能识别流水线上的工作流程和具体工作内容能用first, then, after that, at last描述工作流程能读懂有关社会实践的文章并提取相关信息能根据提示完成一份简单的实习报告课时3课时第一课时1.对话及课文回顾2.重点词汇和语句We are to start working right now. 我们马上就要开始工作了。
be to“根据计划将要做某事”According to the timetable, we are to visit this farm this afternoon.根据时间表,我们今天下午要参观这间农场。
start doing sth “开始做某事”还可以用start to do sth,二者的主要区别如下:〈1〉start 用进行时态是,后面用不定式to do.I were starting to write my homework when my mother came home.我妈妈回来时,我正打算写作业。
〈2〉谈及一项长期活动或开始一种习惯时,使用doing.How old were you when you first started playing the piano?你几岁时开始弹钢琴?〈3〉当start后接表示心理活动的动词,如understand, realize等,后接to do sth.I start to understand the truth.我开始明白真相.We are going to work as packagers on the assembly line.我们要到流水线上去做包装工人.work as 当…作为…He worked as a doctor in a famous hospital.他在一间著名的医院当医生.This mobile phone can work as a mini camera.这个手机可以作为一个迷你相机.First, some of us should get the doll from the line and dress it up.首先,我们中的一些人要从流水线上把玩具娃娃拿下来,然后给他们穿上衣服.dress …up 给…穿上衣服Sound easy “听起来不难”sound 作为系动词,意为:听起来,听上去(给人以某种印象),常接形容词作表语,还可接名词,代词,介词短语或从句.This piece of music sounds beautiful.这音乐听起来很美.It sounds a good idea.听起来是一个好主意.During the program students took part in activities such as sales training, video and poster production, and selling environmentally-friendly bags.项目中,学生们参加了很多活动,如销售培训,音像和广告制作,销售环保袋等.take part in 参加,参与She took part in the Ninth School Sports Meeting.她参加了第九届校运会.…,were divided into three teams to sell the bags.被分为三组来销售袋子.divide into把…分成We should divide the class into two groups.我们应该把学生分成两组.Your task is to deliver all these bags.你们的任务是把所有的袋子送出去.Who is in charge of the work?谁负责这个工作?Where should we start? 我们从什么地方开始?第2课时语法:直接引语和间接引语一、间接引语的概念和变化规律1、间接引语是用自己的话去转述别人的话。
高教版中职英语(基础模块 )Unit 5《We are going to work as packagers on the assembly line》ppt课件3
【
】
【
】
Discuss and list.
【
】
【
】
Listen and order.
work on the assembly line
serve at the bus station
go to a factory to help make posters work as waiters / waitresses in a restaurant
Zhang Ming: That should be very interesting. What should we do exactly?
Mr Wang: Mr Zhang, director of the workshop, told us to go to Workshop 1 to learn how to wrap the dolls first. Then we’ll go to Workshop 2 to wrap the dolls on the assembly line. Zhang Ming: How should we wrap the dolls?
Listen and complete.
Memo
Workshop 1 to learn how First task: go to _________________ to wrap the dolls get the doll from the line and dress it up First group: _________________________________ wrap it in a plastic bag and put the Second group: _________________________________ package back on the line _________________________________ get the package from the line, put them Third group: _________________________________ into a box and seal it _________________________________
中职《英语基础教程》第三册-Unit5-电子教案
Unit 5 We are going to work as packagers on the assembly line.一、单元内容分析本单元的教学重点是掌握关于常见岗位工作指令的词汇与短语。
能够听懂就工作任务进行询问和部署的对话;正确并熟练运用就工作任务进行转述的相关表达与句型;能读懂简单的工作任务流程和指令的短文。
本单元通过复习常见岗位工作指令的短语,引出询问工作流程和部署工作任务这个话题,与学生的专业性、职业性都联系紧密。
就这些短语而言,学生在以前的学习中也有所接触。
本单元需识记的短语较多,针对学生的专业情况,教师应该通过合理的设计,帮助学生有效地完成听、说、读、写四个任务,为后面的练习以及语言的输出做好充足的准备。
在教学过程中教师可充分利用询问工作流程、部署工作任务和转述工作要求等相关活动,让学生在个体或集体活动中充分练习相关句型。
并在此基础上培养学生良好的工作习惯和职业习惯,帮助他们更合理高效地完成常见工作岗位中的一些任务。
本单元设计成四个课时:第一课时Lead-in + Listening and speaking第二课时Reading and writing第三课时Language in use第四课时V ocabulary practice + Supplementary Reading二、分课时教学设计第一课时Lead-in + Listening and speaking一、教材分析1.教学内容本课时系教材《英语基础教程》(3)第五单元的第一课时,包括Lead-in & Listening and speaking两部分,具体内容为:复习常见岗位工作指令的词汇与短语,听懂并掌握就工作任务进行询问和部署的简单对话,能准确地表达工作任务的各个步骤并进行转述。
2.教学重点、难点(1)教学重点复习常见工作指令的词汇与短语;听懂就工作任务进行询问、部署和转述的句型;听懂就工作任务进行询问和部署的简单对话,准确地表达工作任务的各个步骤并进行转述。
高教版职高英语3(基础模块)Unit_5精PPT课件
_in_t_o_a__b_o_x_a_n_d__se_a_l_i_t________________
work as waiters / waitresses
in a restaurant
.
6
Listen and speak.
first
then
after that
at last
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
A: What’s next?
B: After that, _______________________________________.
the dolls, another group to wrap the dolls,
and the last group to put the packages
into the boxes.
That’s good. We can’t wait to have a try.
Zhang Ming:
.
13
Ask and answer.
• get the toy car from the line • wrap the toy car into the
We are going to work as packagers on the assembly line中职英语基础模块 第3册Unit 5高教版
?
但是,那却是提升成绩最快的方法。学习要带有一定程度的紧张感,坐在前面,自然而然就会紧张起来。没有必要自己费心思集中精神,那种环境就能帮助你做到。虽然看上去好像不太方便,但其实那才是最便于学习的位置。
?
2 、不要看书,要看老师的眼睛
?
只要老师不是在一味地读教材,那老师的“话”就不可能和你低头看着的教材上的“文字”一致。头脑聪明的学生,也许能做到既集中精神听老师的话,又集中精神看眼前书上的内容。可是实际上大部分的学生都做不到这一点。
?
1 、往前坐
?
坐的位置越靠后,注意力就越难集中。老师不会注意到你的事实可以让你不再紧张,放心去做别的事情。坐在后面,视线分散,哪怕你是在看老师,如果有人移动,你的视线就会飘到那个同学的后脑勺上去,也就无法集中注意力。
而且,坐在后面很
难读到老师的表情。认真听讲不单纯是指听老师说的话,把握老师的表情和语调之类的小细节也是很有必要的。说话比平时更用力,或者表情严肃地强调的那个部分几乎百分之百地会出现在考试中。但是如果坐在后面,那种重要的提示就全都错过了。
help the customer check out
Millionaire Quiz Game
Homework
1. Exercise 2,3 on page 72 2. Translate the dialogue into Chinese
编者语
? 要如何做到上课认真听讲?
?
我们都知道一个人的注意力集中时间是有限的,一节课 45 分钟如何保持时时刻刻都能认真听讲不走神呢?
Unit 5 We are going to work as packagers
on the assembly line. 我们上生产线做包装工人 .
【中职专用】高教版2021基础模块3Part 5 Unit 4 教案
学生通过观察、对比分析、归纳总结,得出不同语境中连接词的语用功能。复习总结状语从句的种类,及本课要学的三种状语从句的引导词。
学生根据三种状语从句的基本分类和用法来判断所写的句子应该选择哪个连接词。
学生通过在具体的语境中准确选择连接词,对三种状语从句的知识加以巩固,同时提高语言综合运用能力,并养成准确使用语言的习惯。
SinceI practise speaking English every day, I can improve my English score.(原因状语从句)
I practise speaking English every dayso thatI can improve my English score.(目的状语从句)
学情分析
状语从句是较复杂的一个语法项目,学生经过以往的英语学习,对时间、条件等状语从句比较熟悉,但状语从句种类较多,而学生碎片化、不够系统的语法知识会影响到他们对该部分知识的吸收和运用。因此本节课要从状语从句的结构、分类、功能等方面更系统地帮助学生通过任务完成、逐步掌握让步、原因和目的这三种状语从句。结合旧情景、创设新情景进行词汇学习,帮助学生掌握词汇并能灵活运用。
2.Read and group.
1)Read and group the sentences in task16 by themselves.
2)Ask some students to check answers,then tell the function of the relative words.
2.Read and complete.
Review the words in the reading to know the usage of them,then fill in the sentences to finish task20.
高教版中职英语(基础模块 第3册)Unit 5《We are going to work as packagers on the assembly line》ppt
8. Ask and answer.
A: What should we do first? B: First, you should __g_e_t_t_h_e_t_o_y_c_a_r_f_ro_m__t_h_e_l_in_e_____.
participate v. 参加,参与 take part in 参加 training n.培训 production n.产品 environment-friendly
adj.环保的 mainly adv. 主要/大部分地 senior 高级的 senior one/three 高一/三
pre-sale 售前 design v.设计 process n.过程 competitive adj.有竞争性的 chain n.连锁店 experience n.经历 opportunity n.机会 look forward 期待
B: Oh, I saw Jack this morning. He ___t_o_ld_____ me that Sue was on her holiday in Australia.
A: Really? But her doctor ____s_a_id____ that she should rest for at least a month.
12. Read and order.
1) T 2) T 3) T
13. Read and complete.
I took part in _a_t_w_o_-w_e_e_k_s_o_c_ia_l_p_r_ac_t_ic_e__pr_o_g_r_a_m_ this summer. It is the third time that I _h_av_e__pa_r_t_ic_ip_a_t_e_d_i_n_s_u_ch__s_oc_i_al_p_r_a_c_ti_c_e_. I find _th_e_y__ar_e_v_e_r_y_u_s_e_f_ul_. It is really a good opportunity for us to know about the society. This summer, we were asked to __to__se_l_l _en_v_i_ro_n_m_e_n_t_al_ly_-_f_ri_e_n_d_ly_b_a_g_s___. We were divided into three groups to _c_o_m_p_e_t_e_. With team work, we managed to _c_o_op_e_r_a_te__ and became the best group. I look forward to the social practice next year.
【中职专用】高教版2021基础模块3Part 3-4 Unit 5 教案
Toidentify and distinguish the basic information and the features of natural wonders in a brochure.
To finish travel brochure according to the features of the natural wonders.
impressive,rift,vary,towering,buffalo,gorilla.
The first wonder we will introduce to you is the Stone Forest in China,which lies about 80miles from Kunming city.
学习目标
Knowledge objectives:
Tolearn words and phrasesto introduce the wonders:Argentina,travel agency,travel destination,formation,lifelike,distance,locate,border,range,impressive,rift,vary,towering,buffalo,
5.Analyze and recommend.
Suppose you are a travel reporter, please select the recommended landscape in a group discussion based on the natural landscape in the article, and explain the reasons.
【中职专用】高教版2021基础模块3Part 5 Unit 5 教案
1.Here are the dialogues of travel reporter Kevin. Please match column A with column B.
E.g:Kevin says,“I am a travel reporter”.
Review the words in the reading to know the usage of them,then fill in the sentences to finish task20.
Check the answers together ,correct the errors and explain the reason.
3.Read and complete.
Fill in the description about Mount Tai.Check the answers together ,correct the errors and explain the reason.
1.Read and review the usage of the vocabulary while finishing task 19.
4.Conclusion.
1.直接引语:引述说话人原话;用,和“”引号
间接引语:转述说话人的话;不用引号,ቤተ መጻሕፍቲ ባይዱ宾语从句
2.人称变化口诀:
时态变化:(主句为过去时)
1.Read the model sentences to conclude the features of grammar and finish task16 in group.
1.Remember the grammar rules and key vocabulary in the unit.
高教中职版英语3(基础模块)电子教案完整版Unit 1-10
Giving the invitation Refusing the invitation Accepting the invitation
Jack
/
/
Lynn /
(设计意图:本活动的设计,将underline的形式改变成填写表格的形式,除了找出文中
发出邀请的句型以外,还增加了解释或拒绝邀请的表达方式,更好地完成本单元所要求
教学设计 (Unit 1) 3
Teacher: I’d like to invite you to go to the Christmas party in my class. We will sing
Christmas songs and dance. Would you like to come? (If the student answers “No.”, the
teacher will say: Oh, That’s a pity. We will hold a Christmas party in the class. We will sing
Christmas songs and dance.)
Student: I’d like to.
(设计意图:根据提供的句子,预测听力内容,引导学生有意识去捕捉信息,提高听力
dialogue while listening to the tape.
(设计意图:通过选出相关的节日活动,让学生在把握对话主旨的基础上提高提取细节
信息的能力,更好地理解对话,为重点句型的学习和对话练习做好准备。)
4. Listen and finish the form. (Activity 6)
Step II Listening and speaking 1. Listen and answer. (Activity 3) Ss listen to the short dialogue and pick out the correct sentences. The teacher makes another similar dialogue with one student. The dialogue is as follows: Teacher: Are you free this weekend? Student: Yes / No.
【中职专用】高教版2021基础模块3Part 5 Unit 8 教案
PPT课件,语音素材,图片
教学媒体
PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节
教师活动设计
学生活动设计
设计意图
Step1:
Warming up
1.Review the usage of non-predicate verbs as objects and attributive.
学生按照思维导图,将词语填入相应位置组成完整的句子,检测本单元重点词汇的学习情况。
在具体语境中选用合适单词的正确形式进行填空,并注意意义搭配和词性,帮助学生正确使用词汇。
在阅读并理解短文的基础上,填写适当的词汇补全短文,锻炼学生正确运用词汇表达思想的能力。
Step4:
Summary
Grammar
状语:用于修饰动词、形容词、副词等的句子成份叫状语。
3.Read and complete.
Work in group to complete the sentences choosingright non-predicate verb.Share the answers and explain the usage of different non-predicate verb.
现在分词表主动、进行
过去分词表被、完成
不定式表示将来、某一次具体的动作
(非谓语动词做状语通常可改为状语从句。)
Step5:
Homework
1.Draw a mind map about the usage of non-predicate.
2. Try to repeat the passages about the models in task 21.
中职英语第三册unit5
security
• [si'kjuəriti] • 安全
cheap Don't need to queue up!
advantage
more kinds
convenient
Lesson 3 Blog
owner
• own • 动词;拥有
post
• • • • • 邮递 post office 邮递员 postman 邮箱
三、 So 引导的强调句式 So + 主语 + be动词/助动词/ 情态动词. 翻译为“的确如此”。
1. ----- The book is a good book. ----- So it is.
四、练习题
1. ----- They are good students. ----- _________. A. So we are. B. So are we. C. Nor are we. D. Nor we are.
因材施教
allow
[ə'lau] v. 允许
allow sb to do sth. 1. Please allow me to introduce myself. 请允许我自我介绍一下。 2. Please allow me to pay. 请让我来结账。 3. The teacher does't allow the students to eat in the class.
英语语序
自然语序: 倒装语序:
主语放在谓语的前面
谓语放在主语的前面
倒装的分类
全部倒装
部分倒装
In came the teacher. Never before have I
seen a film so moving.
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
5)当直接引语表示客观事实或普遍真理时,变为间接引语,时态不变。
The teacher said, “The earthgoesround the sun.”
→ The teacher said that the earthgoesround the sun.
教学资源
多媒体
教学后记
Step 1 Review
1.请学生背诵Everyday English
2.阅读课文。
Step 2 lead—in
Grammar focus
“Please tell the class to get ready.”
“I find my communication skills have greatly improved,” said Zhang Ming.
She said,”I am very happy to help you.”
She said that she was very happy to help you.
2)当我们要转述的话语是个一般(选择、反意)疑问时,我们要用连词whether或if来引出我们要转述的话。如:
She asked me,” Do you like playing football?”
She asked me if / whether I liked playing football.
She asked me whether he could do it or not.
She hesitated about whether or not to take the train.
3)当我们要转述的话是特殊疑问句时就要用相应的疑问词who,whom,whose,how,when,why,where等引导。如:
My sister asked me ,”How do you like the film?”
My sister asked me how I liked the film.
4)直接引语如果是祈使句,通常变成ask / tell/ order sb (not) to do sth的结构。
“Please open the door.” the teacher said to me.
5)He said nothing about the social practice.
6)Tom said “New York is more lively than London.”
7)He told me about his summer experiences.
8)I told her that I had no interest in such movies.
语言技能目标:听—能识别流水线上的工作流程和具体工作内容
说—能用first, then, after that, at last描述工作流程。
读—能读懂有关社会实践的文章并提取相关信息
写—能根据提示完成一份简单的实习报告
学生能在学习中发现问题和解决问题
1、小组合作法
2、情景教学法
3、自主学习法
4、探索发现法
直接引语和间接引语:
直接引语是引用别人的原话,把讲话内容放在引号内。
间接引语是用自己的话加以转述,被转述的话不放在引号内。
直接引语的用法显而易见就是把别人的话不加任何改变地说出来,而间接引语在大多数情况下是一个宾语从句。
我们在运用间接引语时,要注意人称、时态和语序。
1)如果我们要转述的话语是个陈述,那么这样的间接引语要由连词that引导(that在口语中常省略)。
1)Tom said that he was feeling ill.
2)“Don’t shout,” I said to Jim.
3)Tom said that this summer practice was very meaningful.
4)“Let’s have fish for dinner,” mother said.
汨罗市职业中专学校教学方案设计(首页)
教学
内容
Unit 5 We are going to work as packagers on the assembly line Language in use(PPT 34-47)
课型
学时
节次
授课班级
授课日期
出勤情况
纪律情况
教学目的
知识与技能
过程与方法
情感态度价值观
“These activities are very useful,” Xu Liyan said.
Mr Zhang told us to go to Workshop 1.
Li Kai said cooperation with Beijing Xinxing Vocational School was a big success.
文化意识:简单了解中外学生的社会实践活动形式、目的等的异同
情感态度:了解今后要进入工作的场所,初步树立敬业的工作态度。
教学重点
能掌握本单元的重点词汇和句型。
能用first,then,after that,at last描述工作流程。
教学难点
能区分直接引语和间接引语
能使用say,tell,ask等词把直接引语变成间接引语
指示代词
this
these
that
those
时间状语
1.now
2.today
3.this afternoon( week, month)
Mr Zhang said we should be divided into at least three groups.
1.教师引导学生读句子,并发现左右两句子的区别。
2.教师引导学生发现句子结构。
Step 3 presentation
Activity 17 Read and choose.读一下句子,找出与上面结构一样的句子。
6)当直接引语中有具体的一般过去时间作状语时,变为间接引语时,时态不变。
She said, “Iwasborn in 1990.”
→ She said that shewasborn in 1990.
7)当我们用间接引语进行表述时,还要注意指示代词、时间状语、地点状语等作相应的变化。
直接引语
间接引语