中专英语1(基础模块)unit2
高教版中职英语基础模块-第1册unit-2《i-can-do-it》教案.doc
Book1 Unit 2 I can do it!(第一课时教学设计)一、学情分析本单元是教材的第二单元,关于个人能力描述,要求能进行口头能力描述,向别人了解能力,能看懂求职表,根据求职表安排合适的工作岗位,填写求职表等,实用性强,内容贴近学生生活,新的词汇量不大,句型简单。
但是职业学校的学生通常会说却不能正确拼写单词,会七嘴八舌地说出许多词组,但是不能长段地独立表达个人观点,课堂热闹但是课后较少主动复习。
因此,教学中应重视基本词汇的四会,重视指导性作文的写作,重视指导学生养成课堂记笔记的能力。
职业学校的学生普遍发散性思维较强,教师可以充分利用集体的力量开展教学,集思广益。
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)第二单元的第一课时,包括Lead-in & Listening and speaking中的Dialogue A两部分,具体内容为:描述个人能力的词汇、询问和谈论能力的语句。
这些内容为整个单元的学习活动做语言和知识的准备,也为学生用英语流利表达个人能力提供了模版,还利于教师挖掘学生的多元智能,学生间进一步促进了解。
2.教学重点、难点⑴教学重点通过与个人能力描述相关的词汇和句型的学习,学生采访同学、老师,并拟写采访单。
⑵教学难点学生了解词汇记忆的策略之一——分类记忆;学生区分出不同购物场所的特点;三、教学目标1.知识目标⑴学生能掌握描述个人能力的词汇,如speak Chinese, drive cars, repair puters, teach English, read in Chinese, serve customers。
⑵学生能掌握询问和描述个人能力时所使用的句型,如:Can you say something about yourselfCan you sing English songsWell, I can teach English and I can speak a little Chinese.2.能力目标⑴学生能听懂关于询问和描述个人能力的对话。
高教版中职英语基础模块一 Unit 2 Listening and Speaking精美课件
她向窗子的方向看了看,无奈什么也没有。
Language points analysis
Visitor: Oh! Maybe I should get off and take a taxi.
how long 多久 Eg: How long have you studied English?
你学英语多久了?
Language points analysis
Li Zixuan: Don’t worry about it. It’ll only take about half an hour. By the way, it’s much greener than taking a taxi.
Expressions
go straight go along
Expressions
Hale Waihona Puke turn leftturn right
Expressions
crossroads
turning
Think and act.
根据以下校园地图和提示信息,以校门为起点,进行问路与指路的简单对话。
Excuse me, could you tell me how to go to the …?
much 修饰比较级,much greener “环保得多”green 意为“环保得”
by the way 顺便一提
补充:
on the way home on the way to …
在回家的路上 在去…的路上
Eg:顺便一提,你的手机号码是多少?
英语1(基础模块)第2版--unit-2-知识点及练习
英语1(基础模块)知识点及练习Unit Two I can do it !一、词汇(一) speak, say, tell, talk几个词的区别1.speak (1)后面直接跟语言名词,例如:speak Chinese/ English(2)表示说话的能力。
e.g. The baby can’t speak.(3)speak可用于打电话时句型May I speak to sb. 请找xx 接电话好吗?e.g. ——Hello! This is Tom. May I speak to Mary? 请找玛丽接电话好吗?——Speaking .我就是,请讲。
2.tell, 告诉, 讲,分辨(1)告诉。
常有以下四个短语:告诉某人某事tell sb. sth . 给某人讲… 用tell sb. sth= tell sth to sb.e.g. 1.Can you tell me your phone number?2.Can you tell me the way to the post office?告诉某人要做某事tell sb. to do sth.告诉某人不要做某事tell sb. not to do sth告诉某人关于某事tell sb. about sth.(2 )讲。
后接故事、笑话、谎言。
e.g. 1.Jack likes telling stories. 2.He often tells us interesting stories.3,She often tell lies .(3 ) 分辨Can you tell the differences between the two books.3.say 说(1)后面接具体内容,有引号,想表达某个人说什么具体事情的时候用say(2) 你会用某种语言说某物吗?Can you say sth in English? / in Chinese?(3)对某人说:say to sb sthMy father often says to me “Be careful when crossing roads(过马路时)4.talk 动词:谈;名词:报告,讲座(1)谈论…,有词组talk about e.g. They are talking about the weather.(2)谈话交谈。
中职英语基础模块一 Unit 2 Transportation(考点串讲+精练)
Unit 2 Transportation一、教材知识梳理1.单元重点词组总结地铁subway train公交车道bus lane公交车站bus stop乘客passenger入口/出口entrance /exit停车场parking lot摩托车motorbike长途客车coach单行道one-way street新能源汽车new-energy car行人pedestrian人行道pavement路标road sign高速公路freeway / motorway2.单元重点句型总结(1)问路和指路:•I’m going to ...•You’d better ...•There’s ... near ...•How long will it take by ... ?•Don’t worry about it.•It would be•Excuse me, could you tell me how to get to ... ? /Excuse me, how can I get to ... ?/ Excuse me, where is ... ?/Excuse me, is there a ... nearby?•I’m going to ...•You’d better ...•There’s ... near ...•How long will it take by ... ?3.单元语法总结祈使句的概念祈使句是用于表达命令、请求、劝告、警告、禁止等的句子。
祈使句因对象(主语)是第二人称,通常省略主语。
祈使句的时态都为一般现在时,句末可以用感叹号来表达比较强烈的语气,也可以用句点结尾。
命令:Go and wash your hands!去洗一下你的手!请求:Be quiet,please. 请安静。
劝告:Be kind to your friends.善待你的朋友。
警告:Watch your steps.注意台阶。
(完整版)英语1(基础模块)第2版-unit-2-知识点及练习,推荐文档.docx
英 1(基模)知点及Unit Two I can do it !一、(一) speak, say, tell, talk几个的区1.speak (1)后面直接跟言名,例如:speak Chinese/ English (2)表示的能力。
e.g. The baby can ’t speak.(3)speak可用于打句型May I speak to sb. 找 xx 接好?e.g. —— Hello! This is Tom. May I speak to Mary? 找接好?—— Speaking 我.就是,。
2.tell, 告 , ,分辨(1)告。
常有以下四个短:告某人某事 tell sb. sth . 某人⋯用 tell sb. sth= tell sth to sb.e.g. 1.Can you tell me your phone number?2.Can you tell me the way to the post office?告某人要做某事tell sb.to do sth.告某人不要做某事tell sb. not to do sth告某人关于某事tell sb.about sth.(2 )。
后接故事、笑、言。
e.g. 1.Jack likes telling stories. 2.He often tells us interesting stories.3, She often tell lies .(3 ) 分辨 Can you tell the differences between the two books.3.say(1)后面接具体内容,有引号,想表达某个人什么具体事情的候用say(2)你会用某种言某物? Can you say sth in English? / in Chinese?(3)某人: say to sb sthMy father often says to me“ Bewhencarefulcrossing roads(路)4.talk :;名:告,座(1)⋯,有 talk about e.g. They are talking about the weather.(2) 交。
职高英语基础模块1UnitTwoIcandoit
Methods to improve listening skills
Regular practice
Active listening
Using subtitles
Students should practice listening regularly, both in and out of class They can listen to English language podcasts, news reports, movies, and music to improve their listening skills
• Active Listening: Encourage students to listen actively by asking questions, paraphrasing, and summarizing what they hear
• Vocabulary Expansion: Encourage students to expand their vocabulary by learning new words and phrases related to their interests and topics of conversation
Oral practice and demonstration
Role plays
Students will engage in role plays to practice speaking in different scenarios, such as making a phone call, ordering food, or asking for directions
Vocational High School English
中职英语-基础模块1-Unit2-说课稿
Book 1 Unit 2 I can do it!(Lesson 1 Teaching Design)H ello. everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is talking about one’s abilities taken from Unit 2. My presentation is made up of four parts.I.My understanding of this lessonThis is the second Unit of this book. It’s about describing one’s abilities. It demands students describing their abilities by spoken English, asking for and giving information, understanding the application form and filling in it, and so on. The knowledge in this lesson is very useful. These topics are closed to students’ life. At the same time, the sentences structures are very simple, and the new vocabulary is not large at all. That is to say, this lesson is easy enough for the students to learn. What’s more important, it plays a very important part in this book. Only the students learn this unit very well so that maybe they can learn the following units well. For example, Unit 4(Welcome to our party!), Unit 5 (What’s your hobby?), Unit 9(What club would you like to join?)I. Analysis of Textbook1.Learning Content:This is the first lesson of Unit 2 of this book,Including Lead-in & Listening and speaking. To be specific:vocabulary about abilities 、sentences about asking for and giving information, and sentences of talking about one’s abilities.This part is a good preparation of language and knowledge for the Ss learning this unit. And it also provides formworks for the Ss describing their abilities in English fluently. The students can know much more about each other after learning this lesson.2.Learning key points, difficult points2.1 Key pointsa. Asking for and giving information;b. Understand talks about one’s ability.2.2Difficult pointsUse “can”to talk about or to describe one’s abilities3.Learning aims3.1.Knowledge aims:a. The students can grasp the vocabulary about abilities, such as, speak Chinese, drivecars, repair computers, teach English, read in Chinese, serve customers.b. The students can grasp these sentences for talking about abilities. For example,Can you say something about yourself?Can you sing English songs?Well, I can teach English and I can speak a little Chinese.3.2.Ability aimsa.The students can understand the dialogues about asking and describing abilities.b.The Ss can list one’s abilities, and can ask for and know abilities of their classmates.3.3.Emotional aims:To cultivate the students’ confidence, at the same time, they can appreciate each other. II.Analysis of studentsGenerally speaking, the students in vocational school often speak just English words, they can’t spell them rightly. They usually speak out many words but they can’t express their ideas with long sentences. They are not willing to review the lessons by themselves. Thus the application of the new vocabulary, the writing, and the notes the Ss taken should be taken seriously. On the other side, the Ss have strong divergent thinking ability so that the teacher can take most use of it and have a good atmosphere.III.Teaching MethodsGames and Competition, Situational teaching, Group work, Performance, Mission,Imatation.IV.Teaching ProcedureStep One Lead-in (8 min)1.Facts or lies: Start with a game. The teacher makes a list of his abilities, and two ofthem are lies. Ask the students to pick them out.Eg. I can read in English.I can sing many English songs….(Design intent: the teacher set examples with herself so that attracting Ss’ attention and shorten the communication distance between teacher and students. And thesevocabularies can appear naturally. It also lays a solid foundation for their fluent oralEnglish.)2.Guess Who I am: The teacher gives each student a card and ask each of them tomake a list of their abilities (at least five abilities) on the card. Two of the abilities should be lies. ..(Design intent: to make the Ss find their advantages, exercise their writing and spelling abilities. Ss reading in the front of the class are good to for them to cultivateconfidence and bravery, but also their oral English. The teacher do this game can grasp students eyes tightly. What’s more, it’s also a presentation of their works.)3.Look and complete. (activity 1 on page16) Show the students a group of pictures.Then ask the students to describe each picture, using the sentence pattern“He/She/They can …” After that, the teacher may ask the students to listen to thetape and circle what Ben can do.(Design intent: the teacher can collect much more pictures to describe abilities. Through the presentation by PPT, the Ss can practice their observation ability, languageexpression ability, and fast reaction ability. )Step Two Vocabulary teaching (8 min)1.Group competition: What can we do? (1 min)The teacher divides the whole class into four groups and asks each group to write down what they can do on the blackboard in the given time. The group that offers the most phrases about abilities will be the winner.(Design intent: Group competition is good for the Ss cultivating their awareness of teamwork and fair. They practice their braveness and spelling ability when they writing on the blackboard. The four groups do it at the same time, so that the teacher can collect many vocabularies as soon as possible. And that is a good way for Ss to accumulating words. )2.The teacher types these abilities phrases on PPT (the teacher may ask a student to typethese phrases if there is a good typist in class).(Design intent: this is an important part for Ss to memorize words. Typing phrases on PPT arouse the enthusiasm of showing up. )Step Four Production (20m)1.Make a similar dialogue with your partner. Ask some group to act their dialogue. (Design intent: Imitating the dialogue is easy for Ss to do, and good for them to familiar the dialogue and grasp important words and sentences. )Step Three Listening ( Activity 4,5,6,7 ) (12 min)1.Activity 4. Read and tick. Are these abilities necessary for applying a job?2.Activity 5. Listen and circle. What abilities does Zhang Qing have?3.Activity 6.Read and underline. Read after the tape and underline the sentences about a4.Activity 7. Listen and repeat. And practice the dialogue with your partner.(Design intent: After the former part, it is easy for Ss to finish Activity 4-7. And it is mainly practice Ss’ listening and pronunciation here. )Step Five Homework(1m)1.Recite the dialogue (activity6) and make a similar dialogue.2.Remember and copy the following sentences twice.I can speak Chinese. I can drive cars. I can repair computers.…(Design intent: to strengthen all the knowledge of this lesson. )。
外研社中职英语基础模块第一册unit2教案
英语课程教案一、复习:通过上一单元的学习,我们学习了如何介绍一个地方的基本表达。
在这里复习下重点知识。
①write countries’ names in English.美国澳大利亚英国埃及中国法国②words.好久不见法国人全世界友好的礼貌的热动发电厂锅炉二、新课导入毕业后,童鞋们都有何打算呢?如何表达这些职业呢?面试时,如何进行自我介绍呢?Warming up首先用PPT给出书上的图片及单词,然后让学生进行连线。
Then let’s study the words.教学光盘及下载的网络知识可以活跃课堂气氛,亦可以增加学习效果。
Then do ②Then study the words ③Listening and SpeakingTo learn the new words. then listen to the dialogue and repeat.首先,让学生先自己听录音,然后将难点在书上标记,这样便于听讲,之后,根据录音跟读对话。
老师进行对话的讲解,学生练习朗读,然后合作完成练习题,各小组交换答案,教师对练习题进行讲解,最后互相批阅答案。
目的是合作学习,起到了强帮弱,增加了学生的竞争意识,也可以使更多的同学参与到课堂中。
然后要回答这些问题哦。
⑤中有些单词需要学习下哦。
然后回答问题。
巩固一下练习。
Reading and Writing首先,学习这部分单词吧。
然后,先听录音跟读课文,自学课文,各组将课文翻译给我。
之后,教师讲解,最后做练习题。
学习课文吧。
完成下面的练习题。
Termselectricity电plug插头wire电线electricity flow 电流grid输电网小结:通过本章节的学习,我们学习了如何描述一个职业,进行自我介绍。
并且学习了一些专业词汇。
作业:练习册教学反思:通过这个章节的学习,感觉到学生的英语基础非常薄弱,在今后的英语中,还要不断地进行复习,巩固基本知识。
中职英语基础模块1第2版Unit Test (Unit 2)测试题Unit 2
中职英语基础模块1(第2版)Unit Test (Unit 2)测试题一、听力(10Points)1.听下面两人认识的对话,判断哪个是Jack的名片。
(1points)A BC2.听下面的求职对话,看下面的三位都能做什么,将名字与图片连线。
(3points)3.听下面的求职对话,在求职表中勾出王杨的相关信息。
(2 points)4.听下面的求职对话,帮助Jack完成个人信息卡。
(4 points)二、阅读(14 points)1.假设你是经理,阅读Jane的求职表,判断她能胜任哪份工作。
(4 points)A. B.2.A. B. C.3.阅读下面的四份求职表,完成下面的判断,把名字写在相应的空格内.(41)________ can join the basketball club.2)________ can join the teachers’ club.3)________ can join the IT club.4)________ can join the waiters’ club.4.下面是王扬的一些个人信息,请把这些信息放入求职表适当的位置(只填写字母即可),帮助他完成求职表。
(4points)A. Wangyang,B. 20C. 1234449999,D. ****************,E. He can speak English. He can drive cars.三、语言应用(18 points)1.阅读下面的对话,选择适当的选项补全对话使其完整。
(6 points)A.I’d like toB. say somethingC. application formD. Can youE. teach EnglishF. positionDialogue AA: Good morning. What 1)___________ do you apply for?B: A waiter.A: 2)_________ you speak Chinese?B: Yes, I can.A: Good. Fill in this 3)_________ please.Dialogue BA: Welcome to our club. Can you 4______ about yourself?B. Yes. I can 5)________.A: You want to be a teacher?B: Yes. 6)________ your club and teach English.2.下面是丁丁的个人信息,请参照图片帮助她完成她的求职表. (8 points)Ding Ding, 26,010-***********************can:3.模仿下面的海报,根据提示帮助用人单位完成招聘海报信息。
中职英语基础模块1 UNIT2教案language in use
3.improve students’oralEnglish.
重点、难点
To grasp how to use modal auxiliary“can”
教学方法
TBL
课型
Grammar
教学过程设计
备注
Step 1 Pre-task
Allow them touseபைடு நூலகம்“can he/she/it…” to ask questions.
Eg.Can she/he dance?
Can she/he swim?
……
4.Finish Activity 18 on book.
Let students write down what theymightbe able to do in three years time.
Show some pictures and ask themto describe the pictures by using“can”and answer some questions according to the pictures.
Afterthat, remind the Ss the usage of“can”.
I/You/He/She/It/We/You/They can/can’t…
Can I/you/he/she/it/we/you/they…?
Yes,/No, I/you/he/she/it/we/you/they can/ can’t.
3.Play a game: What does he do or what is it?
Listen to the song of“I BelieveIcan Fly”and let Ss relax and know today’s topic.
湖南中专英语高一基础模块第一册Unit2 period 1-2
Text 1 My family 我的一家 My name is Peter.I am a student. 我的名字叫彼得,是一名学生 My father is a policeman.He is very busy. 我爸爸是警察。他非常的忙碌。 on weekdays, he gets up very early in the morning and works late into the night. 上班的时候,他每天早晨都起得很早,工作到很晚才回家。 Sometimes, he has to work on weekends for special tasks.He hardly eats at home and I seldom have chance to stay with him. 有时候,周末他也会因为特殊任务工作。他几乎不在家吃饭,我也很少有机会 和他待在一起。 My mother is a saleswoman.She always does housework after work 我的妈妈是销售员。她总是下班后还做家务活。 She is a good cook and usually cooks delicious pizza on weekends. 她是一位好厨师,周末通常做好吃的披萨。 My mother is very kind, and she often helps people in need. 我的妈妈非常友善,经常帮助有需要的人。
Questions about text 2
1,Who is Jimmy?
2 ,What does Peter’s father do? 3,What does Peter’s mother do?
中职英语基础模块一Unit 2 Transportation 单元测试题)基础模块1
Unit 2TransportationⅠ. Listen to the dialogues and choose the best answer to each question. 听对话,选择最佳答案。
(10%) 1. Who are the speakers?A. business peopleB. teachersC. students2. Wheredoes the man wanttogo?A. bookstoreB. bankC. library3. What language can the woman speak?A. EnglishB. ChineseC. Japanese4. Where is the man going?A. the Summer PalaceB. the Great WallC. the zoo5. Which kind of transportation is better in rush hour?A. subwayB. taxiC. bus6. How long does it take by subway?A. five minutes.B. fifteen minutes.C. fifty minutes.7. What kind of transportation is he likely to choose?A. private carB. shared bikeC. subway line8. How long does it take to get there by taxi?A. two hours.B. half an hour.C. one hour.9. What might this conversation take place?A. a planeB. a busC. a boat10. What’s the weather like in this conversation?A. sunnyB. rainyC. cloudyⅡ. Listen to the short passage and fill in the blanks. 听短文,补全内容。
高教版中职英语基础模块-第1册unit-2《i-can-do-it》教案
高教版中职英语基础模块-第1册unit-2《i-can-do-it》教案.docIn this lesson。
we will be discussing XXX that we have。
Can anyone give an example?Step Two Listening and Speaking (30 min)Dialogue A: In this part。
we will listen to a XXX:1.What can Tom do?2.What can Lily do?3.XXX?4.Can Lily play the piano?After listening。
XXX.Step Three Vocabulary and Grammar (20 min)We will learn some new XXX such as "drive cars" and "teach English"。
We will also learn XXX describing personal abilities。
such as "Can you say something about yourself?" and "Well。
I can teach English and I can speak a little Chinese."Step Four Interview and Writing (20 min)We will practice interviewing our classmates about their personal abilities and writing down their answers。
This will help us practice using XXX.Step Five n (10 min)We will take some time to reflect on what we learned today and how it can be applied in our daily lives。
中职英语基础模块一Unit2完整教案 (2)
Unit3 Every Day课题:Every day课时:4学时授课人:张燕凌教学目标1.掌握询问别人在什么时间做什么事情的基本会话。
2.掌握谓语动词的几种时态:一般现在时,一般过去时,一般将来时,现在进行时3.学会发后元音[ɔ:]和[ɔ]教学重、难点教学方法:讲解法、提问法、角色扮演法、分析法教学过程:角色扮演(ROLE PLAY)1.明确口语活动的任务,要求学生仔细阅读图片。
必要时可做简单的对话示范。
2.成对活动,轮流作SpeakerA和SpeakerB。
3.学生教师巡视全班,聆听学生对话,并解答学生提出的问题。
4.挑出几个学生在班上表演。
5.总结学生的表现,必要时纠正学生中带普遍性的错误。
6.在黑板上写上January,Sunday,today,tomorrow,在每一个单词的第一个字母下面划线并指出一年中的月份和一星期中的每一天的单词首字母都要大写,而表示别的时间的单词不用大写。
语法:按照本单元中GRAMMAR的内容讲解一般过去时的方法。
此外还可以参照以下内容进行更细致的讲解。
一般过去时表示:(1) 过去某个特定时间发生,并且一下子就完成了的动作(即:非持续性动作),也可以表示(2) 过去习惯性的动作。
一般过去时不强调动作对现在的影响,只说明过去。
(1) I had a word with Julia this morning. 今天早晨,我跟朱丽亚说了几句话。
(2) He smoked many cigarettes a day until he gave up. 他没有戒烟的那阵子,烟抽得可凶了。
一般过去时常与表示过去的时间状语或从句连用,如:yesterday,last week,in 1993,at that time,once,during the war,before,a few days ago,when 等等。
句子中谓语动词是用一般过去时还是用现在完成时,取决于动作是否对现在有影响。
高教版中职英语基础模块一 Unit 2 Language Practice 精美课件
change
for Line
1 at the next station. That is very 5) convenient .
Thank you
• B. Please tell me the way. • C. Take your raincoat. • D. Watch out! • E. Don’t be late for the train
at 10:10. • F. Let’s use the shared bikes.
1) It is already 10 o’clock. 2) The floor is wet. 3) I need to go to the post office. 4) It’s rush hour now. 5) We are taking off soon. 6) It is raining.
Police Officer: Don’t 5) worry about it. The bus lane is always clear.
…
get off worry about you’d better
rush hour get to
Read and complete.
用所给单词的适当形式补全以下短文。
祈使句—否定句
DDoo型n’t 动词原形 + 其他
Don’t take 6 Line.
BDeo型n’t Be + 形容词/名词 + 其他
Don’t be quiet.
LDeotn型’t Let + sb(宾格) + 动词原形+ 其他 Don’t let him clean the room.
祈使句—否定句
中职英语,基础模块1 Unit2 说课稿
Book 1 Unit 2 I can do it!(Lesson 1 Teaching Design)H ello. everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is talking about one’s abilities taken from Unit 2. My presentation is made up of four parts.I.My understanding of this lessonThis is the second Unit of this book. It’s about describing one’s abilities. It demands students describing their abilities by spoken English, asking for and giving information, understanding the application form and filling in it, and so on. The knowledge in this lesson is very useful. These topics are closed to students’ life. At the same time, the sentences structures are very simple, and the new vocabulary is not large at all. That is to say, this lesson is easy enough for the students to learn. What’s more important, it plays a very important part in this book. Only the students learn this unit very well so that maybe they can learn the following units well. For example, Unit 4(Welcome to our party!), Unit 5 (What’s your hobby?), Unit 9(What club would you like to join?)I. Analysis of Textbook1.Learning Content:This is the first lesson of Unit 2 of this book,Including Lead-in & Listening and speaking. To be specific:vocabulary about abilities 、sentences about asking for and giving information, and sentences of talking about one’s abilities.This part is a good preparation of language and knowledge for the Ss learning this unit. And it also provides formworks for the Ss describing their abilities in English fluently. The students can know much more about each other after learning this lesson.2.Learning key points, difficult points2.1 Key pointsa. Asking for and giving information;b. Understand talks about one’s ability.2.2Difficult pointsUse “can”to talk about or to describe one’s abilities3.Learning aims3.1.Knowledge aims:a. The students can grasp the vocabulary about abilities, such as, speak Chinese, drive cars, repaircomputers, teach English, read in Chinese, serve customers.b. The students can grasp these sentences for talking about abilities. For example,Can you say something about yourself?Can you sing English songs?Well, I can teach English and I can speak a little Chinese.3.2.Ability aimsa.The students can understand the dialogues about asking and describing abilities.b.The Ss can list one’s abilities, and can ask for and know abilities of their classmates.3.3.Emotional aims:To cultivate the students’ confidence, at the same time, they can appreciate each other.II.Analysis of studentsGenerally speaking, the students in vocational school often speak just English words, they can’t spell them rightly. They usually speak out many words but they can’t express their ideas with long sentences. They are not willing to review the lessons by themselves. Thus the application of the new vocabulary, the writing, and the notes the Ss taken should be taken seriously. On the other side, the Ss have strong divergent thinking ability so that the teacher can take most use of it and have a good atmosphere.III.Teaching MethodsGames and Competition, Situational teaching, Group work, Performance, Mission, Imatation.IV.Teaching ProcedureStep One Lead-in (8 min)1.Facts or lies: Start with a game. The teacher makes a list of his abilities, and two of them are lies. Askthe students to pick them out.Eg. I can read in English.I can sing many English songs….(Design intent: the teacher set examples with herself so that attracting Ss’ attention and shorten the communication distance between teacher and students. And these vocabularies can appear naturally. It also lays a solid foundation for their fluent oral English.)2.Guess Who I am: The teacher gives each student a card and ask each of them to make a list of theirabilities (at least five abilities) on the card. Two of the abilities should be lies. ..(Design intent: to make the Ss find their advantages, exercise their writing and spelling abilities. Ss reading in the front of the class are good to for them to cultivate confidence and bravery, but also their oral English. The teacher do this game can grasp students eyes tightly. What’s more, it’s also a presentation of their works.)3.Look and complete. (activity 1 on page16) Show the students a group of pictures. Then ask thestudents to describe each picture, using the sentence pattern “He/She/They can …” After that, theteacher may ask the students to listen to the tape and circle what Ben can do.(Design intent: the teacher can collect much more pictures to describe abilities. Through the presentation by PPT, the Ss can practice their observation ability, language expression ability, and fast reaction ability. )Step Two Vocabulary teaching (8 min)1.Group competition: What can we do? (1 min)The teacher divides the whole class into four groups and asks each group to write down what they can do on the blackboard in the given time. The group that offers the most phrases about abilities will be the winner.(Design intent: Group competition is good for the Ss cultivating their awareness of teamwork and fair. They practice their braveness and spelling ability when they writing on the blackboard. The four groups do it at the same time, so that the teacher can collect many vocabularies as soon as possible. And that is a good way for Ss to accumulating words. )2.The teacher types these abilities phrases on PPT (the teacher may ask a student to type these phrases if thereis a good typist in class).(Design intent: this is an important part for Ss to memorize words. Typing phrases on PPT arouse the enthusiasm of showing up. )Step Four Production (20m)1.Make a similar dialogue with your partner. Ask some group to act their dialogue.(Design intent: Imitating the dialogue is easy for Ss to do, and good for them to familiar the dialogue and grasp important words and sentences. )Step Three Listening ( Activity 4,5,6,7 ) (12 min)1.Activity 4. Read and tick. Are these abilities necessary for applying a job?2.Activity 5. Listen and circle. What abilities does Zhang Qing have?3.Activity 6.Read and underline. Read after the tape and underline the sentences about a4.Activity 7. Listen and repeat. And practice the dialogue with your partner.(Design intent: After the former part, it is easy for Ss to finish Activity 4-7. And it is mainly practice Ss’listening and pronunciation here. )Step Five Homework(1m)1.Recite the dialogue (activity6) and make a similar dialogue.2.Remember and copy the following sentences twice.1I can speak Chinese. I can drive cars. I can repair computers.…(Design intent: to strengthen all the knowledge of this lesson. )。
中职英语 基础模块1 Unit2
Unit 2 I can do it一、知识点1.I can speak a little Chinese. 一点儿a little +____名词(一点儿,表____ ) a few+ ____名词(有几个,表____) little+ ____名词(几乎没有, 表____) few +____名词(没几个,表____) 即时巩固:①My father has ______books, but he has ______English books.②There is ______ink in my bottle. Can you give me _______.③He has ______friends here, so he feels lonely.④Can you speak Chinese? Yes, but ______.⑤This book is ________ more difficult than that one.2.Can you say something about yourself?①say说;讲(vt.) 着重指说话的内容say sth. Please say it in English. / What are you saying?say sth.to sb.对某人说某事I often say “hello” to her with a smile.②speak讲话;演讲着重指说话的动作speak to sb. (vi.)同某人说话She is speaking to her patient.speak Chinese(vt.)说汉语He can speak Japanese.③talk谈论;谈话(vi.)着重强调两者之间的相互交谈talk to/with sb.与某人交谈She is talking with John in English.④tell告诉;讲述(vt.)tell sb.sth.=tell sth. to sb.告诉某人某事tell sb. about sth. 告诉某人关于某事tell a truth 说实话,tell a lie 撒谎tell a story讲故事She is telling the children a story.3.teach English 教英语,teach us English教我们英语4.I’d like to join the Computer Club.(vt.)join the army 参军,join the Party 入党join a football club参加足球俱乐部would like to do something想要做某件事5.send e-mails 发送邮件,receive e-mails 接收邮件6.May I have your name?/ Your name, please? 你叫什么名字?7.have the ability to do sth. 能做某事He has the ability to read and write in English8.get a position 获得一个职位,找到一份工作He wants to get a position in a big company.9.apply for 申请, I’d like to apply for a new job.10.I can serve customers 为顾客服务,serve sb. 为某人服务11.get upset 感到不安Now, don’t get upset about your illness.get angry变得生气If you do that again, I'll get angry.二、语法: can 的用法情态动词;没有人称和数的变化;后接动词原形;①表示能力,意为“能、会”,可与be able to转换。
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Listening and speaking
3. Listening and Speaking
( ) a. I can drive a car. ( ) b. I can swim. ( ) c. I can use the computer. ( ) d. I can play basketball. ( ) e. I can serve visitors. [‘vɪzɪtə(r)] (为游客服务) ( ) f. I can speak English.
这些方法适用于英语学习。
Language in use (Grammar focus)
Can 的练习题
二、把下列句子变为否定句。
• 1、Lingling ccaan’t ride a horse. • 2、He ccaann’t speak Chinese. • 3、Lingling and Daming ccana’nt play the
apply的用法搭配
2. apply to 适用(运用)于 如: 1)The book does not apply to beginners.
这书不适合于初学者。
注:该结构中的 to 为介词,若后接动词,要用动名词。 如:These methods apply to learning English.
2) He didn’t use his ink. He used mine.
他没有用他自己的墨水,他用了我的。
3) That book is hers, not yours. 那本书是她的,不是你的。
重点词汇和句型
三、反身代词表示“我自己”、“你自己”、“他自己”、“我们自己”、
“你们自己“”他们自己“等代词, 也称”自身代词“。反称代词有人
4. want to be 想要成为 e.g. I want to be a teacher. I want to be No.1.
apply的用法搭配
1. apply for sth 申请或请求得到某物。 如:apply for a position [pə’zɪʃn] 申请职位
I’ll apply for the job tomorrow. 我明天去申请这份工作。
反身代词作动词的宾语 enjoy oneself 玩得高兴; help oneself (to) 随便用„„; hurt oneself 伤害自己; teach oneself 自学; get dressed oneself 自己穿衣
◆人称代词速记口诀: I是主格me是宾, you是主格,也是宾, he是主格him宾, she是主格her宾, it是主格,也是宾。 we是主格us宾, you是主格,也是宾, they是主格them宾, 请你一定记在心;主格用在动词前,动词介词后用宾。
Unit 2 I can do it.
Lead in
1. Look and tick.
1) I can speak chinese. 2) I can read [ri:d] in Chin.ese [tʃaɪ’ni:z] 3) I can serve [sɜ:v] custo.mers [‘kʌstəmə(r)] 4) I can repair [rɪ’peə(r)] c.omputers [kəm’pju:tə(r)] 5) I can teach [ti:tʃ] Englis. h [‘ɪŋglɪʃ] 6) I can drive [draɪv] a car.[kɑ:(r)]
11. Read and Answer
want的用法
1. want sth.想要某物 e.g. I want two books.
2. want to do sth.想要做某事 e.g. I want to buy a computer.
3. want sb. to do sth.想要某人做某事 e.g. I want you to eat an apple.
□ name □ age □ ability □ family
□ phone number □ e-mail □ address □ parents
ability 在这里意为“能力”,一般用于词组“ability to do sth”,意
为“能做某事”。 e.g. He has the ability to read and write in English.
重点词汇和句型
3. I can speak a little Chinese. 我会说一点儿汉语。
a little 意为“一点儿” little, a little, few, a few的用法: a little:一点点,用于修饰不可数名词,肯定用法。 little:几乎没有,用于不可数名词,否定用法。
• 3、Lingling and Daming can play the piano.
Can Lingling and Daming play the piano? Yes,they can. / No,they can’t .
• 4、My father can play table tennis (乒乓球).
can.
3、那个女孩不会打网球。
The girl _c_an_’_t _p_la_y_ tennis.
4、托尼会游泳吗?——不会。 _C_a_n_ Tony s_w_i_m_ ? No , he c_a_n_’t_.
13.Look and complete. 看图,完成句子。
2) He _c_a_n__s_w_im________. 3) She _ca_n__r_e_a_d_in__E_n_g_l_is_h.
piano. • 4、My father ccaann’t play table tennis. • 5、She ccaann’t swim.
情态动词can没有人称和数 的变化,即表达“某人会(不 会)做某事”用“can(can’t)+ 动词原形”。
含情态动词 can的一般疑问 句,直接将can提至句首,回 答的主语和问句的主语要一 致。
4) We __c_a_n_s_in__g_______.
5) They _c_a_n_s_p_e_a_k_E__n_g_lis_h_. 6) It __c_a_n__fl_y________.
16.Read and match. 读下列词或短语,仿照例子配 词组句。
a. ___A_f_is_h______can ____s_w_i_m______ . b. __A__te_a_c_h_e_r___ can _r_e_a_d_a_n_d__w_r_ite__. c. A__n_E_n_g_l_is_h__b_o_y can __sp_e_a_k__E_n_g_li_s_h_.
Can your father play table tennis? Yes,he can. / No,he can’t .
1、贝蒂会说英语,但她不会说汉语。 Bettyc_a_n__sp_e_ak__ English,_b_u_t _she_ca_n_’_t speak
Chinese.
2、你的朋友会骑马吗?——会。 _C_a_n_ your friends _r_id_e_ __a__ h_o_rs_e_ ? Yes , t_h_e_y_
形式:形容词性物主代词和名词性物主代词。
1) 形容词性物主代词,放在名词或名词短语前作定语。
如:This is my book. 2) 名词性物主代词起名词的作用,后面不可以再接名词。在句子 中可以作主语、宾语或表语。
e.g. 1) Your pen is red. Mine is black.
你的钢笔是红色的,我的是黑色的。
6.Read and underline. 阅读对话,用下画线标出询问和 谈论能力的语句
Bill:
Good morning, sir!
Mr Zhang: Good morning! Your name, please?
Bill:
I’m Bill Brown.
Mr Zhang: Can you say something about yourself?
例:
1. There is a little fish in the pool. 池塘里有几条鱼。 2. There is little fish in the pool. 池塘里几乎没有鱼。
Reading and writing
9. Think and tick. 从下列条目中勾出你认为在求职申请表中应 包含的内容。
我今天不舒服。 3、作同位语: e.g. The thing itself is not important.
事情本身并不重要。
5、作主语 a. 反身代词本身不能单独作主语。 (错) Myself drove the car. (对) I myself drove the car. 我自己开车。 b. 但在and, or, nor连接的并列主语中,第二个主语可用反身代 词,特别是myself 作主语。 例如:Charles and myself saw it. 6.反身代词不能做主语,但可以放在主语后或句末。 例如:I did it by myself.
2. say something about yourself? 英语人称代词表:
重点词汇和句型
一、人称代词指代人或物,是表示“我”、“你”、“他”、“她”、“它”、 “我们“、”你们“、”他们“的词。
人称代词有人称、数和格的变化,在句中作主语或宾语,所以有主
格和宾格。
例如:I am a student. (I 主语)
成的。如:she--herself he --himself it--itself
they--themselves
one--oneself