中职英语拓展模块教案第四周

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最新中职英语拓展模块授课教案：Unit4shopping04

中职英语拓展模块授课教案Book1 Unit4 shopping教案Lesson 15 speaking课前教师事先准备一条黑领带，一条棕色领带，一条其他颜色领带及一些带有标价的标签。

Step1: Lead-inT: National Day is coming soon. We will have a seven-day holiday. Besides National Day, what other holiday or festival do you know?Ss: Christmas Day, Valentine’s Day , Father’s Day, Mother’s Day,New Year’s Day ---T: Do you often buy gifts or make gifts for your father on Father’s Day?What gift will you choose for your father next Father’s Day?( flowers, a tie, a mobile phone, a watch, or awallet---)T: What facts will you consider to buy the gift at last?Ss: father’s likes, design, colour, price--- Step2 Present the dialogue1. ListeningT: We are going to listen to a dialogue between a salesgirl and a boy named Joe. He wants to buy a Father’s Day gift? Listen to the tape for the first time and try to get the answer to the question.Which gift does Joe buy at last?A. a black walletB. a tieC. a brown leather walletListen for the secondWhat gifts does the salesgirl suggest and what’s the price?( the black wallet $38.95 the brown leatherwallet $24.99the tie $12.95 $6.00 )1.Pair-workStudents practice the dialogue in pairs.Ask some pairs to act out the dialogue in front of the class.Step3: Practicepetition (team-work)Ask students try to think of some useful expressions that are often used when shopping is done. The team present the most expressions is the winner.2.Present the following expressions.customer: (asking the price)--- How much is it？--- How much are these things？--- What‘s the price of it？---That’s too expensive. Do you have any cheaper one. \Would you give me some discount? How about --- salesgirl:I can give you …off. That comes to …. It’s now or never.Salesgirl : (询问顾客想买的商品的特征时可以说)--- What colour do you want ？--- What size do you want？--- What kind do you want？Salesgirl : (售货员向顾客推荐商品)--- What about the ---one？--- The --- is nice and a bargain.---The ---are popular now.---How about the colour？买卖达成：customer:I‘ll have／take it. Here’s the money.salesgirl:Thank you. Here’s the change3.Ask students to read the expressions abovetogether.4.Match the sentences to make conversations.5. Choose one of the two situations to make a dialogue.Homework1.Write a dialogue about one of the situations on page 49 in your text book.2.Go over lesson 14 and try to repeat the text.Period4。

英语知识点高教版中职英语(拓展模块)Uint 4《Education》word教案-总结

Unit 4EducationThe suggested teaching time is 6 hours class work, 2 hours for each session.Session One (2 hours)1.Ask students to do “Before Reading” tasks. The topic about Educational Reform is a heated one. Youcan have students express themselves on this topic.2.Ask students the following questions to let them have a general idea about Text A1)What is the purpose of Education?2)Ask students to discuss two kinds of Educational systems: the education for all-rounddevelopment or the exam-oriented education?3)There are many factors influencing the quality of Education. Ask students to list some and tellwhich one is most important?4)Could students list some problems public schools encounter?5)In order to improve education quality, what measures should the country take?3.Ask students to look at the title, combined with what they have done above to guess what main idea ofText A. is.4.Ask students to share what they know about other countries’ educational system with the class.5.Ask students to read Text A with new words.6.Explain language points in Text A.Session Two (2 hours)1. Continue to explain language points in Text A.2. After finishing Text A, return to the former part that students brainstormed at the beginning of the lastsession.3. Check the answers of “A Glimpse at Words and Expressions”4. Explain the meanings of Text A and conclude the main idea of Text A.5. Check the understanding of Text A through questions in “Check Your Understanding”.Session Three (2 hours)1. Do “Build Your Vocabulary” “You’d Like to Be” section s. Check the answers with students.2. Read Text B to the students or ask students to do their own reading with “Comprehension Questions” section.3. Review what we have learned in this unit. Give students some advice to tell them how to make great achievements in their study.Optional Additional Sessions1. Explain the writing project that students will complete.2. Answer any questions, and allow students to begin their work on the project during the remaining class time.3. As students work, provide feedback and support. Encourage students to make their own plans and to make discussions with other students.Web Resources/blogs/19833/(How_Public_Education_Cripples_Our_Kids_and_Why)/DEBATES/public_education_failure.HTM（公立学校的讨论）/library/news/aa050400a.htm(debate on the school spending)/pubtopic.htm(education policy)/Research/ressinglesex.html/student/Is_single_sex_education_better.htmlAfter studying this unit, students should be able to:Understand the controversy over single-sex education; the main crux of public education and its temporary condition in AmericaToday, formal education serves a greater percentage of the U.S. population than at any time in history. It played an important role, but still exist some problems. The influence of modern psychology and of education reformers such as John Dewey caused schools to become less formal, more relaxed, and somewhat more centered on the individual child rather than on the institution or the society. School facilities improved for most students, except perhaps in the inner cities. More money was spent on education, resulting in both a general upgrading of teacher salaries and improvements in programs that focus on specific kinds of students, such as special education.Besides, some members of the school reform movement believe that too little power exists at the local level. They claim that teachers and schools can increase their effectiveness only by having greater authority over such fundamental matters as curriculum content, teaching methods, and hiring of staff. Other reformers contend that not all local communities have the resources to provide quality education. They argue that to meet goals of equity and excellence, all local districts should meet high educational standards and provide ample school budgets.What’s more, in America, as for education, people hold different point of view about this question which works better: single-sex education or co-education?The conventional thinking thirty years ago was that education would break down gender stereotypes. Also, promoting equality of the sexes and eliminating gender bias have been a huge societal theme for several decades now. With that in mind coeducation which is based on that laudable theme of equality seems like the right way to go. However, some believe that coeducation does not work for every child. The same sex education is the better choice for the education of the youth of today. Since students are the potential of the future economy, it is our responsibility to provide them with best that we can. Same sex education can help, and can help a lot.Also, we know the plain truth that boys and girls learn in different ways. Research shows that a girl's brain is different from a boy's brain. One size does not fit all. Besides, some view single sex education as an opportunity to capitalize on the learning differences inherent in boys and girls.From the above, we can know that as for education in America, there is a lot of debate. With the study of Text A and Text B, let students grasp the general idea of American education.Before moving into Text A, the instructors should lead students to doing “Before Reading” and “A Glimpse at Words and Expressions” which will help warm up the students. Students’ preview of both TextA and TextB should be strongly encouraged.☞ Develop the ability of critical thinkingIn this section, one should know what is critical thinking?Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinkerimproves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinkingand imposing intellectual standards upon them.Critical thinking can be seen as having two components: 1) a set of information and belief generatingand processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guidebehavior.What is a good critical thinker?•raises vital questions and problems, formulating them clearly and precisely; •gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; •thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and • Communicates effectively with others in figuring out solutions to complex problems.Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-correctivethinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. Itentails effective communication and problem-solving abilities and a commitment to overcome our nativeAfter studying this Unit, the instructors should teach students how to read texts critically? How todevelop a habit that while reading they should hold a question mark in their mind? And with Text A andText B, the instructors should set an example to students on how to read texts in a critical way, and thenencourage students to read books after class in a critical way.☞ Extend vocabulary through recognition of prefixes of degree and sizeIn this section, the instructor should explain to the students the prefixes of degree or size. Firstly, letstudents understand the meaning of the prefixes; then encourage students to put them into practice, teachingthem how to make up new words by adding such prefixes to original words. Through learning this section,instructors should cultivate the students to develop a habit that while encountering strange words, theyshould analyze the formation of the word to guess its meaning and in addition, teach students how to useprefixes of degree or size to enlarge their vocabulary. Instructors could teach prefixes of degree or size withexercises in “Building Your Vocabulary ”.1. Browse the Websites, /usaeducationsystem.htm, and try to get familiarwith the development of American Education System . 2. The instructors should introduce some good American newspapers to students such as USA Today,New York Times, Los Angeles Times, Washington Post, etc or some websites and read articles: for example /~cma8660/mirror//chapters/.After students search some material related to this Unit, the instructor should allow them to find theirpartners to have a discussion about the Education in America.e L e a a r r n n i i n n g gA Glimpse at Words and ExpressionsPlease read the following sentences. Pay attention to the underlined part in each sentence and see how these expressions are used in the context, and then write down their meanings in the blanks provided.1. Academic standards have sunk out of sight. (have decreased or even disappeared).2. When those poor results are recognized, the system and its defenders can be counted on to say that the problem is insufficient spending. ( sure that sth will be happen)3. Reich argues that while public school systems in affluent areas are turning out students who are college or work-ready because they have le arned “to identify and solve new problems, recognize patterns, and think critically,” schools in poorer areas are not able to do that. ( are making or producing)4. Therefore we have to do something to equalize spending so that all students will have an equal shot at a good education. ( the act of trying to do or achieve sth)5. We know that because there are many nongovernmental schools in poor urban areas that produce remarkably skilled graduates, despite the fact that they operate on shoestring budgets. (run nongovernmental schools with little money)6. He wants to do away with local property taxes to fund public education and institute a national wealth tax instead.（to make sth end）7. People are entitled to do what they want with their own income or wealth. ( given the right to have or to do)8. Education establishment’s appetite for money is unending, and once the camel had its nose inside the wealth-tax tent, it would continue pushing in.(it is a metaphor, meaning that once the Educational Institutions got the national wealth tax)9. The late Peter Bauer used to point out that foreign aid did far more to prop up tyrannical regimes that to help hungry people. (to help sth that is having difficulties)An introduction to Text AThe title of Text A points out its main theme that this text mainly concerns the issue whether national wealth tax should fund Education or not. And with the comparison of public education and nongovernmental education, this text states that the amount of money put into education is not in proportion to the education’s quality. In addition, it also mentions the problems besetting the public education and provides some solutions.Suggested explanations on Text A1. While some students graduate from public schools with sharp intellectual skills (often owing more to their home environment than to their school instruction), many others drift aimlessly through 12 years of classes where little is expected of them, academic standards have sunk out of sight, and discipline is a joke. “While”（used at the beginning of the sentence）The usages of “while”1) as the conj.a.during the time that sth is happening.eg (1) we have run into many famous stars while (we are) in BeiJing.(2) While I was waiting at the bus stop, three buses went by in the opposite direction.b. at the same time as sth else is happening.eg The burglar is decoding my safe while I unlock the door.c.. used to contrast two things.eg (1) While Jacky is well versed in mathematics, his sister is absolutely hopeless.(2）Other men live to eat, while I eat to live.2)as noun.a period of timeeg Every time I always wait for quite a while in order to get the cheapest goods.3) as verbThe phrase “while sth away” : to spend time in a pleasant lazy way.eg Every day, he whiled away the time playing cards and watching TV.graduate from: to complete a course in education especially at high school.eg She graduated from that famous high school.graduate (in sth) from sth: to get a degree, especially your first degree, from your university or college. eg She graduated from Harvard with a degree in psychology.2. many others drift aimlessly through 12 years of classes where little is expected of them,…….to drift (verb): to happen or change or to do sth without a particular plan or purposeeg I didn’t intend to be a teacher----I just drifted into it.to drift (verb): to move along smoothly and slowly in water or aireg Thousands of lanterns slowly drift out to sea guiding the dead on their return journey to the other world.to drift (verb): to move or go somewhere slowlyeg people drifted away from the scene of the accident.3. ……and discipline is a joke.discipline (noun) the practice of training people to obey rules and orders and punishing them if they do not; the controlled behavior or situation that results from this trainingeg 1) Stern discipline did not achieve the desired result.2) Strict discipline does not always work in terms of developing children's personal qualities. Too much pressure on children leads to rebellion and other extreme actions.to discipline (verb): to train sb, especially a child, to obey particular rules and control the way they behaveeg Schools try their best to take measures to discipline the students.to discipline yourself: to control the way you behave and make yourself do things that you believe you should doeg You must discipline yourself to finish your work on time.4. Thanks to strict state licensing laws, it is almost obligatory for anyone who wants to teach in public schools to go through a lengthy course of study in a college or university “school of education, “where the emphasis is on dubious pedagogical theories such as cooperative learning and multicultural sensitivity rather than on the mastery of subject matter and how best to impart that knowledge to students.thanks to (followed by the sb/sth), used to say that sth has happened because of sb/sth.eg Thanks to our clever leader, our company avoided going bankruptcy.It is for sb to do stheg It is for you to do the thorough cleaning.impart sth to sb/sth to pass information, knowledge etc to other peopleeg I have no news to impart (to you).rather thaneg We are to blame rather than they.The usages of “rather than”rather than 可作连词词组使用，连接两个并列成分，表示在两者中间进行选择，意为“是A 而不是B ”、“要A 不要B ”、“宁愿A 而不愿B ”等，后面可以接名词、代词、形容词、副词、动词和动词不定式等。

中职英语拓展模块教(学)案第四周

Unit 3 Holiday
Total
12
Language goals
5.Words & expressions:check in ,luggage, return ticket,one way ticket, book,tour plan,boat rowing,swim ,restaurant
6.Keysentences:.
Teaching important points
Would you like to go by plane or train?
How much does it cost?
I think we can arrange that.
When do you want to go?
How many people are going?
Role-playing
10
mins
Step 5
Read and practice
Grammar Focus
Read and complete
Read and choose.
Role-playing
10
mins
Step 6
Assessing
Give marks to each group.
Ss talk about their performance
Enable the students to read the materials
Enable the students to buy tickets ,book rooms,disscuss the plan of holiday.
Emotion & attitude goals
Enable the students to share their happiness with others

2016中职英语拓展模块（高教版）授课教案：Unit1SocialCommunication

中职英语拓展模块（高教版）授课教案总第课时授课时间：年月日Unit1 Social CommunicationNew wordsTeaching aims: Learn some news words.Emotional aims: Enjoying learning English.Teaching important points: Learn some news words.Teaching difficult points: Learn some news words.Teaching method: practicing Teaching procedure:StepⅠ:Warm upLet students to describe their life during winter holidays.StepⅡ:Learn some new words.1. Read after the teacher.2. Read in groups.3. Read themselves.4. Read in turn.StepⅢ PracticeTranslate some new words into English or Chinese.StepⅣ Summary and homework Recite news words.Teaching thinking: Students are active in class, and they can react to the teac her.Blackboard design: Some word formation.native pretend misunderstand communicate meanscontact soap admit politely engagewave shake explain rude lostrather finger form switch conversation symbol consider taste face whenever president thus proper audience overview总第课时授课时间：年月日Warming upTeaching aims: Learn some news words.Emotional aims: Learn some manners in language communication.Teaching important points: Discuss some questions.Teaching difficult points: Learn some news words.Teaching method: practicing and discussing.Teaching procedure: StepⅠRevisionReview some words.StepⅡ Discussion 讨论课文插图Now look at the picture in the reading text "Etiquette in Language Communic ation".What can you see in it?-From the picture, we can see a woman is talking with a man. But the manlooks a bit uneasy, maybe he is nervous. Obviously it's not a smooth language c ommunication.StepⅢ提示相关生词和短语，如：native speaker, native language, have trouble in doing sth, pretend to do sth, repeat, explain, manner等。

最新中职英语拓展模块授课教案：Unit4shopping02英语

中职英语拓展模块（高教版）授课教案Unit4 shopping教案三、教学过程Period OneLesson 13 Warming-up and listening课前任务1．布置学生课前准备shopping方面的常用表达语和词汇。

2．要求学生亲临购物环境，了解购物流程。

Step1 Greeting and lead-in1.GreetingT: What day is it today?What’s the date today?Ss: It’s September the second?T: Yes. National Day is coming soon. We’ll have a seven-day holiday. Is it right?What are you going to do on National Day?Ss: Travel \ visit friends\stay at home\shopping.T: Shopping, good idea. I’m going shopping too on National Day. Would you like to go with me.? I’ll wait for you.2.Lead inT :Look at the screen. Where are they? What are they doing?Ss: They are at the supermarket. They are shopping.T: Today we’ll have a new unit. Unit 4. Lesson 13 Shopping.(板书)Step2.Brainstorm ( class work)1,T: When talking about shopping, what do you think of?Ss: money goods shopT: (Lead the students to think of as many words as possible .)When we go shopping , what must we take with us?Where can we go shopping?What can we buy?What makes you decide to buy the thing you want at last.? ( the style, the Price.)If it is too expensive, what will you do ? . If it is a little more expensive what will you do ? .2.After the brainstorming show the following words through the computer，and learn the new words in red.Step3 Listen and choose the words youhear.(Page40)T: We’ve learnt so many words. Now let’s see if you have remembered them.Listen to the words twice and then tick the words you hear..Step4 Reading the following signsread the signs correctlyT: We can go to shops , stores , markets or supermarkets to buy things. If I want to buy many different things at a place, Where shall I go ?Ss: supermarket.T: Would you please tell me some supermarkets in Wenzhou\Shangtang---?Ss: 好又多，山姆士---T: Great, but they are all too large. How can I find what I want in such large markets. Just go here and there? Are there any signs I can follow?T: Signs can tell us a lot. If we can read the signs correctly in our life. It can help us a lot. Are you good at reading signs? Here are some signs for you to read.shoe shop stationerycashieron sale on sale bargain discountT: Discuss the following signs and pictures with your partner and then I will ask some of you to tell me what you know from the sign.What can we buy here? (shoe shop)What about the second one? (writing materials are sold here)Now the third one. If we have bought something , what must we do here? (pay money) The fourth one? What’s the meaning of the sign? (The things are cheaper than before)The fifth one ? It also means things are on sale. How much is it cheaper than it is before?The six one? Can you guess? What is the shop owner and the customer doing? (bargain, the customer is asking for the lower price)Read the new words again.Step5 listen and choose the right sentencePre-listeningT: suppose you are at the shoe shop. I am the shop owner and you are a custom. Can you make a small dialogue with me .2.The following are some dialogues between the shop assistant and the customer. Listen and choose the sentence you hear. (Page40-41)First go through all the sentences.Listen for the first time and choose the sentences.Listen for the second and check what they have chosen.Check the answers in pairs.Post-listening (pair work)2) Show some useful expressions between shop assistants and customers. Let them choose one item to make dialogues in pairs. Act out their in front of the class.Useful expressions between shop assistants and customers:AssistantsCan I help you?What can I do for you?Looking for something special ?Which one would you like?We won’t sell it at any price .You are short one dollar.customersI am looking for ---I’ve had my eye on ---for a long time.I just do window shopping.Not really,just looking around if you don’t mind. How much is it?How much does it cost?How expensive is it?How much do I owe you.?.I don’t have any more at hand.Here you go. Keep the change.。

中等职业学校英语4(基本版提高本)语法教案设计

中等职业学校英语4（基本版·提高本）语法教案设计教学内容：了解并初步掌握分词及分词短语的基本用法Teaching PlanDesigned by Lu GuangmeiUnit 5 English SpeakersTeaching AimLet the students have a general understanding of the Grammatical Structures.Teaching Important PointMake the students understand the Grammatical Structures better.Teaching Difficult PointGrasp the basic use of participle and participle phrase.Teaching MethodsA.Questioning and answering activitybining explanations with examplesTeaching AidsComputer and projecting apparatusTeaching ProceduresStep I . GreetingsGreet the whole class as usual.Step Ⅱ. OrganizationOrganize the students to have English class.Step Ⅲ. RevisionSB on Page 46, Word Bank. Go over the words, phrases and expressions, then spell some key words of Unit 5.Key words: admire, failure, ideal, tour, reserve, cruel, praise, modesty, unfortunate , suggest , criticism , tend , attitude , mentionStep IV . Lead-inMove to the topic of the Grammatical Structures: participle and participle phraseAsk the students several questions about participle and participle phrase.e.g.T:How many kinds of participle are there ?Ss:Two. Present participle and past participle.T:Do you know how to form present participle ?Ss:Yes , V.+ing .T:And then past participle ?Ss: V.+ed or irregular form.T:What is the difference between them ?Ss:Present participle is active / continuous and past participle is passive / finished .T:What is participle phrase ?Ss: p. p. + O. and / or A .(present / past participle) (object) (adverbial)T:Do you know the use of them ?Would you like to learn something more about the Grammatical Structures ?Step V . Grammar StudyExplain that as infinitive and gerund we had mentioned before,participle also belongs to non-predicate verb. It covers present participle and past participle. They both have their own object, adverbial and logic subject. Joining participle with its object or adverbial is to form participle phrase. Participle or participle phrase can be served as predicative, object complement, attribute and adverbial in sentences. The main points we know as follows:1.Served as predicativeServed as predicative,according to the logic, there is an active subject-predicate relationship between the present participle and the subject, but there is a passive subject-predicate relationship between the past participle and the subject.e.g.The film I saw last night is very exciting.(现在分词exciting与主语the film之间存在主动的主谓关系)I was excited to see the film.(过去分词excited与主语I之间存在被动的主谓关系)2.Served as object complement:Served as object complement, according to the logic, there is an active subject-predicate relationship between the present participle and the object,however there is a passive subject-predicate relationship between the past participle and the object.e.g Did you feel the house shaking just now?(house 是shake 这个动作的执行者)No wonder I had found the front door locked!(Book 3, Unit12)(the front door是lock这个动作的承受者)3.Served as attributeServed as attribute, according the logic, there is even more an active subject-predicate relationship between the present participle and the modified nouns.It usually can be extended to be an attributive clause of Active V oice. Meanwhile there is a passive one between the pastparticiple and the nouns. It usually can be extended to be an attributive clause of Passive V oice.e.g.Everyone knows that a sleeping dog often behaves as though he were dreaming.(Book 4, Unit4)→…a dog that is sleeping often behaves as though he were dreaming.She finally found a library which had not only the information, but even a book showing all sorts of nails.(Book 4,Unit 1)→…but even a book which sho ws all sorts of nails.Each of its collectors, placed on the roof, has a number of copper tubes under a special glass cover.(Book 3, Unit 11)→…Each of its collectors which is placed on the roof, …Notes: Single participle served as attribute should stand in front of the nouns to modify, while participle phrase should be placed behind the ones.4.Served as adverbial:Served as adverbial, according to the logic, there is ever more an active subject-predicate relationship between the present participle and the subject of this sentence, therefore it may be extended to be an adverbial clause of Active V oice. On the other hand there is a passive subject-predicate relationship between the past participle and the subject, so it may be extended an adverbial clause of Passive V oice.e.g.Working for this newspaper, he developed his famous writing style: simple, direct and objective.(Book 3, Unit 3)→When he was working for this newspaper…Given another chance, I will do it better.→If I am given another chance, I will do it better.Step VI. Grammar ExercisesA.SB on Page 47,complete the following sentences, using the verbs given in brackets in their proper forms.The keys are:1.seperated2.covering3.flooded4.Being5.limited6.plantedB.WB on Pages 28-29,correct the sentences that are wrong according to the grammatical functions of participle and participle phrase.Answers for reference:1.the whole city could be s een→We could see the whole city2.excited→excitinge→coming4.Not know→Not knowing5.filling→filled6.followed→following7.type→typed8.moving→moved9.arrived→having arrived10.leaving→left11.General→Generally12.u nderstanding→understoo dStep VII.Sum-upIn this period, we have learned the Grammatical Structures, the basic use of participle and participle phrase. We should know the forms of participle and participle phrase by heart, and try to grasp the basic use of them, that is, participle is non-predicate verb. It covers present participle and past participle. Present participle is V.+ing. Past participle is V.+ed or irregular form. Participle phrase is P.P.+O.or/and A. They can be served as predicative, object complement, attribute and adverbial in sentences.Step VIII.HomeworkToday’s homework:A.Review the Grammatical StructuresB.Finish Comprehensive Practice, D on WB Pages 25-26Step IX. The design of the writing on the blackboard。

最新中职英语拓展模块授课教案：Unit4shopping03

中职英语拓展模块授课教案Unit4 shopping教案Step6.Listen and imitateLearn the eight phonetic symbols.Listen and imitate. Try to read every phonetic symbol and word correctly.Think of some more words in which there is the same sound as the given phonetic symbol.Step7Listen and chantEnjoy the beautiful picture and chant the poem.Recite the poem in pairs ,groups and the the whole class together.Pay attention to the intonation and pronunciation.Home work1.Remember and recite the new words and expressions in this lesson.2.Read the phonetic symbols correctly.1.Prepare the text.Period Two Lesson 14 readingStep1.Lead-inT: I like shopping very much and I also know most of you like shopping too. Where do you like to go shopping? In a supermarket, in a small shop, on line, on TV or anywhere else?S1:S2:T: Now look at the slide. What are they doing? Where are they?Ss: They are doing shopping in a supermarket.T: What can you see in the supermarket?(learn the following new words with the help of the slide: supermarket, customer, shopping basket, cart, shelf, shelves, shelves full of food, diarydepartment ,milk powder, jars of milk---Step2.Pre- readingDiscussionWhat kind of music is always played in the supermarket?Why is music played in the supermarket while shopping is done?Step3.SkimmingWhat kind of music is always played in the supermarket ? And why?Ss:The supermarket plays slow music and you walk slowly and have more time to buy things.Step4.ScanningGo through the text quickly and find out the key words of each paragraph.Step5.Careful readingRead the text carefully to get detailed information.Para.1.and 2Fill in the blanks according the two paragraphs.In the supermarkets you see shelves______food. You walk between the_______. You probably hear _____ _____music and you will walk_______ and buy more thingsPara. 3Decide True or False and give reasons why it is false.1.The cheaper meat is near the entrance of the meat department.2.The expensive meat is put near the entrance of the supermarket.3.Maybe at last the customer will buy the cheaper meat.4.The manager knows the customers’psychology(心理) well.Para.4Answer the following two questions.1.What is dairy department?(The department selling milk and milk products such as butter and milk is called dairy department)2.Are the three kinds of milk mentioned the same? What about the price?(Yes, they are the same. But they have different prices.)Show some pictures on the slide to give some explanation to some difficult language points such as: in small letters, in big letters and so on.Para.5Show some pictures to outstand the word“ pleasing”.Step 4 Listening and reading aloudStep7. ConsolidationFill in the blanks with the words or phrases in the box .People in cities all over the world shopin___________Who decides what you buy in the supermarkets? Do you decide? Does the supermarket decide?When you enter the supermarket, you see shelves_______________ food. You walk_____________ the shelves and put your food in your shopping basket. Soft, slow music is always played there._______ you hear it, you will walk slowly and buy more things.In the meat department the cheaper meat is put the ___________ entrance of the meat department. Maybe you will buy some of the expensive meat ________the meat you has planed to buy.The dairy department sells milk and milk products ______butter and cheese. One store has three different jars of low fat milk. One says “1percent（1%）”fat on the jar. The second says “99percent（99%）fat free”. The third says “Low fat ____________and“1%”_______ . In fact all the milk has the same amount of fat and is allthe same. However in this store the three jars of milk have different prices. Maybe the customer will buy most expensive one.All the things and the jars in departments are very pleasing, _____ they were saying “ buy me!”Step5.Discussion1. Who decides what you buy in the supermarkets? Do you decide? Does the supermarket decide? Why?2.Do you think the more expensive goods the better?Homework:1. Finish the exercises of Lesson 14 in workbook.2. Have a discussion with your partner about the supermarket in your hometown, and write it down.3. Read the text. Period Three。

中职高教版英语1基础模块 (1--4单元教案)

【小结】Step Three: Summary and Production
1. Make a short summary of what we’ve learned today.(1)key vocabulary. (2)everyday English about greetings and personal information. 2.Think of ten ways of greetings. 3.Remember how to design a personal name card.
Step Two: Listening and speaking
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 form. 4.Guess the meaning of “last name” and “first name”. 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. 7.Ask some pairs to demonstrate their performance(greet each other and ask for personal information). 8.Activity 12. Talk and complete. Talk to five classmates and ask about their first name, last name and which school they are from. And then fill in the form.

外研社版中职英语拓展模块教案unit4

Unit 4 Teaching Plan of Extracurricular Module of Foreign Language Teaching and Research Press Vocational EnglishI. Basic InformationA. Course Name: Extracurricular Module of Vocational EnglishB. Unit Name: Unit 4C. Publisher: Foreign Language Teaching and Research PressD. Target Students: Vocational school studentsE. Teaching Objectives:1. To improve students' readingprehension and language skills2. To enhance students' understanding of English in a vocational context3. To develop students' ability tomunicate effectively in EnglishII. Analysis of Teaching MaterialA. Overview of Unit 4:The unit is focused on workplacemunication, including job application, resume writing, and interview skills. It also covers vocabulary and phrases related to employment and career development.B. Key Points and Difficulties:1. Understanding and using professional vocabulary and expressions2. Mastering job application and interview skills3. Improving readingprehension and writing ability in a vocational contextIII. Teaching StrategiesA. Task-based Learning:Engage students in role-plays, group discussions, and real-life scenarios to practice workplacemunication skills.B. Multimedia Teaching:Utilize audio and video resources to provide authentic English language input and to stimulate students' interest.C. Interactive Teaching:Encourage students to participate in class activities, ask questions, and share their thoughts and experiences.IV. Det本人led Teaching PlanA. Pre-reading Activities:1. Warm-up: Discuss students' aspirations and career goals.2. Vocabulary Preview: Introduce key terms related to employment and job interviews.B. While-reading Activities:1. Reading Comprehension: In-class reading of an authentic job advertisement or interview transcript.2. Language Practice: In-class exercises to practice using professional language and expressions.C. Post-reading Activities:1. Role-play: Perform mock job interviews or simulate workplace interactions.2. Discussion: Reflect on the reading and share personal insights on the topic.V. Evaluation and AssessmentA. Formative Assessment:1. In-class participation and engagement2. Completion of readingprehension exercisesB. Summative Assessment:1. Written assignment: Resume writing or cover letter drafting2. Oral assessment: Role-played job interviewsVI. Extension and HomeworkA. Self-study:Encourage students to explore additional reading materials on job application and career development.B. Homework Assignments:1. Vocabulary Review: Memorize and practice using new workplace-related vocabulary.2. Writing Practice: Complete a draft of a resume or cover letter for a specific job posting.VII. Reflection and FeedbackA. Class Reflection:Discuss the effectiveness of the teaching strategies and activities used in the unit.B. Student Feedback:Encourage students to provide honest feedback on the unit, including their learning experience and any challenges faced.VIII. ConclusionA. Summary of Teaching Objectives:The unit 本人ms to equip students with practical workplacemunication skills and enhance their English language proficiency in a professional context.B. Future Directions:Continuously improve and adapt teaching materials and strategies based on student feedback and the evolving needs of vocational English learners.In conclusion, the teaching plan for Unit 4 of the Extracurricular Module of Foreign Language Teaching and Research Press Vocational English is designed to engage students in real-life workplacemunication scenarios, improve their English language skills, and provide them with practical tools for career development. Through abination of task-based learning, multimedia teaching, and interactive classroom activities, this unit 本人ms to equip students with the necessary language proficiency and confidence to succeed in their future careers.。

unit4 making friends中职教材教案

unit4 making friends中职教材教案
一、教学目标
1．知识与技能
● Knowledge object (知识目标)：
1）. play a part in… 2）. make friends … 3）. get on (well) with sb 4）. share … with … 5）. rely on … 6）. be willing to do … 7）. expect sb to do …
●Ability object（能力目标）：
2．过程与方法
通过引导学生速读、精读课文，看视频讨论，了解朋友的真正涵义，形成对友谊的正确认识，提高学生运用语言的能力。

3．情感态度与价值观
1. 培养学生学习英语的兴趣；
2. 培养他们的合作意识和竞争意识。

3. 让学生了解朋友的真正涵义，形成对友谊的正确认识，从而珍惜友谊，珍惜身边的朋友，与周围的人友好相处。

好相处。

二、学生分析：
由于所面对的是职业高中的学生，文化基础比较薄弱，但他们的求知欲是很强的，因此要求老师要善于采用各种方法激发学生兴趣，树立学生信心，以顺利完成教学目标，达到教学预期目的。

因此，为了学生能切实掌握所学知识，课堂调动学生的学习积极性，在教学设计中我充分利用直观教具和电化教学手段创设情景，利用多媒体课件教学，录音机等辅助设备，组织了学生听录音，朗读、讨论。

教学方法我则选择使用任务型教学法和情景教学法，在具体教学中适当布置任务，再辅以情景教学。

通过讨论方式培养学生直接用英语表达和思维的能力。

在具体教学过程中力求真正以学生为本，将课堂还原为学生的课堂、师生共同拥有的精神畅游的场所。

职专英语拓展模块教学工作计划

职专英语拓展模块教学工作计划Teaching Work Plan for the English Extension Module in Vocational and Technical Schools.Introduction.With the changing landscape of education, it has become imperative to provide students with a more comprehensive and practical approach to language learning. Vocational and technical schools play a crucial role in preparing students for the workforce, and English, as an international language, is essential for their professional success. This teaching work plan outlines the approach, objectives, and strategies for the English Extension Module in vocational and technical schools, aiming to enhance students' language skills and prepare them for the globalized workplace.1. Approach.The English Extension Module will adopt a student-centered approach, focusing on active learning and hands-on experience. The module will integrate language skills with vocational and technical content, providing students with opportunities to apply their English in real-world scenarios. The use of technology and digital resources will be encouraged to enhance learning and engagement.2. Objectives.The objectives of the English Extension Module are to:Enhance students' vocabulary and grammar skills, enabling them to communicate effectively in English.Develop students' listening, speaking, reading, and writing skills, preparing them for professional communication.Introduce vocational and technical terminology, familiarizing students with the language of their chosen field.Foster critical thinking and problem-solving skills through discussions and practical applications.Promote cultural awareness and cross-cultural communication, preparing students for a global workforce.3. Strategies.To achieve these objectives, the following strategies will be employed:Interactive Classroom Activities: Engaging students through role-plays, discussions, and group work to promote active learning.Integrated Vocational Content: Incorporating vocational and technical content into language lessons to create relevant and meaningful learning experiences.Use of Technology: Utilizing digital resources, online platforms, and multimedia materials to enhance learning and engagement.Practical Applications: Providing opportunities for students to apply their English skills in real-world scenarios, such as simulations and projects.Collaborative Learning: Encouraging students to work together in pairs or groups to solve problems and share knowledge.4. Course Outline.The English Extension Module will be divided into several units, covering different aspects of language learning and vocational content. Each unit will include a mix of theory and practical activities, designed to engage students and promote active learning. The course outline may include units such as:Unit 1: Basic Vocabulary and Grammar.Unit 2: Listening and Speaking Skills.Unit 3: Reading Comprehension.Unit 4: Writing Skills.Unit 5: Vocational Terminology and Applications.Unit 6: Cross-Cultural Communication.5. Assessment.Assessment will be ongoing throughout the module, focusing on both process and product. Formative assessments will be conducted regularly to monitor students' progress and identify areas for improvement. Summative assessments at the end of each unit will evaluate students' achievement of the learning outcomes. Assessment methods may include tests, quizzes, assignments, projects, and presentations.6. Conclusion.The English Extension Module in vocational andtechnical schools aims to equip students with the languageskills and vocational knowledge they need to succeed in the globalized workforce. By adopting a student-centered approach, integrating vocational content, and utilizing technology and practical applications, this module will foster active learning and prepare students for the challenges of the modern world.。

中职英语拓展模块教案第四周

中职英语拓展模块教案第四周教案名称：中职英语拓展模块第四周教案教学目标：1.学习并掌握拓展词汇和短语；2.学习并掌握拓展语法知识；3.培养学生的口语表达能力和交际能力；4.提高学生的阅读和写作能力。

教学重点：1.拓展词汇和短语的学习及应用；2.拓展语法知识的学习及应用。

教学难点：1.拓展词汇和短语的灵活运用；2.拓展语法知识的综合应用。

教学准备：教材、多媒体设备、笔记本电脑、教学课件。

教学过程：Step 1：导入 (5分钟)1.教师与学生互相问候并介绍本周教学主题：拓展模块第四周。

2.分享一段关于拓展词汇和短语的视频，并与学生一起回顾上周的教学内容。

Step 2：词汇与短语学习 (15分钟)1.教师通过多媒体展示本周所学词汇和短语，并详细解释其意思和用法。

2.教师提供例句并要求学生进行模仿并造句。

Step 3：语法知识学习 (20分钟)1.教师通过多媒体展示本周所学语法知识，并进行讲解。

2.教师提供例句并要求学生进行模仿并造句。

Step 4：口语训练 (15分钟)1.教师以班级分组形式进行口语对话练习，每组选择一位组长并给予一个主题。

2.组长在一分钟内让组员们就该主题展开对话，并教师进行点评和指导。

Step 5：阅读与写作训练 (20分钟)1.教师提供一篇关于拓展词汇和短语的短文，要求学生阅读并理解文章内容。

2.学生根据所学词汇和短语，完成一篇关于自己的文章，并与同桌进行互评和修改。

Step 6：小结与作业布置 (5分钟)1.教师进行本节课内容的小结，并与学生进行互动讨论。

2.布置下节课的作业，要求学生根据所学知识完成一篇关于生活习惯的作文。

Step 7：课堂延伸 (5分钟)1.教师安排学生进行一个小组竞赛游戏，游戏内容为拼写所学词汇和短语。

2.游戏结束后，教师对学生表现进行点评，并颁发奖励。

Step 8：课堂分享 (5分钟)学生坐回座位，教师将学生的作文进行汇总整理，并选取几篇优秀的作文进行课堂分享。

中职职业英语基础英语模块第四单元教案

Let’s do something. = Making a suggestion for you and others to do.
See you later. = Informal way to say“Good-bye”
B. Circle the correct answers. Then compare your answers with a classmate.
D. Listen. Circle the two activities you hear.
Tell students they are going to listen to twoconversations in which people talk about
different activities. Tell students they need to listen for the activities listed here that the
Ask “Can Andy rollerblade?” “Can Susan/Nathan/Karen rollerblade?”
Explain that“Let’s”means “Let us,”and that it is another way of making a suggestion.
Have students make suggestions with “Let’s.”
Tell students to put a single check next to eachactivity with one person and two checks
next to activities with more than one person.
C. PAIR WORK Discuss. Do you enjoy these activities?

中职英语(高教版)拓展模块教案：Finding a job(全6课时)

Step2:Listening
Listen and underline
Listen the dialogue about job hunting and underline the important sentences .
Then check the answers.
B E A C D
Revision
2.Be able to understand conversations about job applications and
ideal careers .
教学重难点
Understand job application and discuss ideal careers.
Master the vocabulary and sentence patterns in job application.
ideal careers .
教学重难点
Able to communicate verbally about the basic situation of their ideal career and complete interview conversations .
教法
Discussion method, task-based teaching method, situational teaching method
板
书
设
计
Unit 7 Finding a job
Listening and Speaking I
Key words and phrases:
1)How is everything?
2)Could you recommend me for the position?

中职英语基础模块上unit4 time教案

Unit4 TimeReading:A Gift from GrandpaTeaching aims：[知识与技能]1.训练学生的阅读技巧。

2.提高学生的阅读能力。

[情感态度与价值观]1.培养学生学习英语的兴趣；2.通过对课文的学习，教育学生做一个有时间观念的人。

Teaching important and difficult points：1.了解文章大意并能复述。

2.对一些词汇用法的掌握：get to , look forward to, online ,be busy with, get to ,hurry to, be glad to , too...to, next to , on time.Teaching methods:1.多媒体辅助教学。

2.任务型语言教学。

3.以学生为中心的教学。

Class(课时)：1课时Teaching procedures:Step1：Lead-inIt has no feet（脚）, but it can walk（走） with its hands （手）. It has no mouth（嘴巴）, but it can speak to you. It calls Tick, Tick, and Tick every day.一个猜物游戏引出本课单元标题—Time.Step2: warming up复习初中知识：如何询问时间及相应的回答What time is it?/What’s the time?It is...Review the expression of the time (复习时刻的表示方法)Step3：SkimmingRead the text quickly,and find out the main idea.找出本文的主题句。

（抢答）No matter what to do, just do it on time.Step4：ScanningParagraph 1:How did the boy feel when he heard his grandpa would come? Why?给出问题，要求同学朗读本段，之后完成。

中职英语基础模块优秀教案

三、Reading
Reading the newwords.
四、Sum Up
Sum Upthe greetings and responses,key words,useful expressions.
五、Homework
Preview the text.
教学过程设计：
一、Presentation(20mins)
There is a book on the desk.
There is a teacher and two students in the classroom.
There are two students and a teacher in the classroom.
如果句中主语有两个以上的名词，be的单复数形式由靠近be的决定。
否定形式：There is(are)+no(not any)+主语+状语
There is no(not any)book on the desk.
There are no(not any) students in the classroom.
疑问形式：Be+there+主语+状语?
Is there a book on the desk? ---Yes, thereis. /No, thereis not.
短语：
Welcome to... Look at... Be glad to do... A lot of... Thank...for...
Next to... There be... ...be glad to do... Do you see...?
句子：
1.Welcome to Xinhua Vocational School.

最新中职英语教案：Unit4(SpeakingA)英语

Would you like to share your opinion on…?
What do you suggest…?
What do you think of…?
How about…?
教学过程
主要教学内容及步骤
Step1
Step2
Step3
Step 4
Step5
Revision
Dictate some words and expressions in warm-up.
( )Have a date
( )Have a party
( )Have an interview
Listen again. Then underline thesentences asking for and giving.opinions in the conversation.
Sandy:Idon’t know what to wear today?
Useful expressions
Asking for opinions Giving opi) think that…?Ifeel (really) that…
How do you feel about…?In my opinion…
Is that ok…?Why don’t you?
A: Do you think it’s appropriate to wear ( ) at school?
B: ( ).
A: If you ask me ,( )
Language points:
1.prevent sb .from doing阻止某人做某事
2.be good for对……有好处
多吃蔬菜对你的健康有好处。

中职职业英语基础英语模块第四单元教案

in each photo.
A. Look at the pictures. Is there one person ormore?
Ask the students how many people they see in each photo.
B. Check (√) the activities with one person. Use two checks for activities withtwoor more people.
D. Listen. Circle the two activities you hear.
Tell students they are going to listen to twoconversations in which people talk about
different activities. Tell students they need to listen for the activities listed here that the
点击职业英语教案
教研室：教师姓名：
课程名称
英语
授课班级
授课内容
Unit 4 Let’sgorollerblading!
授课学时
6
教学方法
交际法，小组讨论法，任务型学习法，翻转课堂教学法
教学目标
1知识目标：掌握用来“谈论活动、提出建议及回应”的基本词汇句型
2能力目标：谈论活动；提出建议及回应；读懂电子邮件；掌握电子邮件写作技巧
8－11实用阅读及写作（1学时）
教学内容
Goals：.
Direct students’ attention to the unit title and the goals. Explain that in this unit

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职专英语拓展模块教学工作计划

中职英语拓展模块教案第四周

中职职业英语 基础英语模块第四单元教案

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中职职业英语基础英语模块第四单元教案

中职职业英语基础英语模块第四单元教案