高职英语 教案1
高职国际英语1 教案
高职国际英语1 教案教案名称: "介绍自己" - 高职国际英语1目标学生: 高职一年级学生教学目标:1. 能够熟练用英语介绍自己的基本信息，包括姓名、年龄、职业、家庭和兴趣爱好等。
2. 掌握一些常见的英语口语表达，如问候和感谢。
3. 培养学生的口语交流和自信能力。
教学准备:1. PowerPoint演示文稿2. 学生笔记本和铅笔3. 学生手册教学过程:一、导入 (10分钟)1. 与学生打招呼并介绍自己。
2. 利用图片或视频激发学生的兴趣，并引导学生谈论相关话题。
二、呈现和演示 (15分钟)1. 使用幻灯片演示介绍自己的基本信息，并解释相关的英语表达方式。
2. 引导学生逐句跟读和模仿发音，并帮助学生纠正发音错误。
三、练习和训练 (20分钟)1. 将学生分成小组，让他们互相介绍自己的基本信息。
2. 监督学生练习对话，纠正他们的错误。
若有时间，可以请一些学生上台进行展示。
四、巩固和拓展 (10分钟)1. 和学生一起复习已学的表达方式，并提供一些情境练习，让他们用英语回答问题。
2. 鼓励学生互相交流，并提供适当的反馈和鼓励。
五、总结和评价 (5分钟)1. 回顾本课所学的内容，并提问学生对本课的理解和感受。
2. 鼓励学生提出问题和建议，以帮助教师改进教学方法。
六、作业布置 (5分钟)1. 要求学生在家中完成一篇100字左右的小短文，介绍自己的家庭和兴趣爱好。
2. 向学生强调重要性，鼓励他们充分运用所学的英语知识。
教学反思:这节课的教学目标是让学生熟练掌握用英语介绍自己的基本信息，并且能够在实际生活中运用这些语言表达方式。
通过小组讨论和互动练习，学生的口语交流能力和自信心得到了提升。
教学反馈显示大部分学生掌握了这些表达方式，并能够用英语流利地进行自我介绍。
但一些学生在发音和语法方面还存在一些问题，需要在后续的教学中加以改进和加强。
职高英语基础模块1 高等教育 unit1 教案 第一课时
Book1 Unit 1 Nice to meet you!（第一课时教学设计）一、学情分析本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。
就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。
因此，教师在教学过程中应充分利用学生的特点开展相应活动。
我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。
教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。
圆润的发音要靠长期的示范与坚持来实现。
名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。
职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。
本单元设计分为4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 + vocabulary consolidation第四课时 unit task + pronunciation practice第一课时 Lead-in + Listening & Speaking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）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。
2．教学重点、难点⑴教学重点招呼用语，听懂并掌握询问和提供个人信息的词汇、句型⑵教学难点个人信息的词汇、句型三、教学目标1.知识目标⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss);⑵掌握提供或询问个人信息时所使用的句型，如：1) about greeting:Good morning.Hi.Nice to meet you.2) about personal informationWhat’s you name?Where are you from?Which company are you from?2.能力目标⑴学生能听懂关于询问和提供个人信息的对话。
高职英语教案
高职英语教案【篇一：高职高专英语电子教案】英语教案topic: julia roberts---a hollywood film star授课日期：2015年4月 10 日授课班级：网络1402 授课人：张泓一、teaching aims (教学目标) 1.knowledge goals(知识目标) ① make students learn and master the new words and phrases.words: fancy, remind, award, trademark, tragedy, dreamy, kid, confidence, sweetheart.phrases: die of, take away, laugh at, couple with, lead to. ②enable students learn and understand the important grammar points. grammar: simple past tense. 2. ability goals(能力目标) ① help students learn to read a passage in three aspects:content, language, and structure. ② enable students learn to analysis the passage and complete the relative tasks. 3. emotional goals(情感目标) ① enable students learn to cooperate and take active part in the class. ② help students learn some emotional knowledge from the passage such as what to do when we are in trouble, and how to be faced with our changeable life. 二、teaching important points(教学重点)1. get students master and learn to use the vocabulary and structures.2. develop students’ speaking and reading ability.三、teaching difficult points(教学难点)1. let students master the reading skills.2. how to make students understand the passage better and better. 四、teaching methods(教学方法)task-based language teaching, bottom-up model, top-down model, interactive model, listening and reading, speaking and writing, discussing. 五、teaching aids(教学工具)blackboard, chalks, multi-media computer, ppt. 六、blackboard layout（板书设计）julia roberts----a hollywood film starstep1: pre-reading (lead-in)t: hello, everyone, first i will show you some pictures,(ppt展示brainstorm) can you tell me what are they about? and who isshe? or what do you think of them when you watched them first time? ss: i think she is a n actress…i think she comes from america … i think she act these films…i think she is famous for the films…t: ok, good! i want to know whether you like foreign film stars. and do you know who the most famous film actress is?ss: ……step 2 while readingt: now, turn to page 55, and look at the topic: julia roberts---a hollywood film star. first, you should skim the whole passage in 3minuutes with these questions. …… (ppt展示问题). later, i will pick out some volunteers to answer. ……second, t: i want you to scan the passage again to fill in the blanks following:…… five minutes. at the same time, you can find some new words and phrases you do not understand. …….third, t: discussion, four students in a pair to discuss the right answer to the questions. then someone will give their ideas to the class. ……fourth, t: i will tell you some basic information about the passage. you should take some notes from now on.language: 1.favourite motion picture actress award.最受欢迎女演员奖people’s choice awards 观众票选奖 2. as + 动词过去分词“ 正如、、、、”3.make full use of 充分利用eg: he makes full use of his spare time to read. 4. die of 死于（外因）die from 死于（内因） eg: he died of the flood. she died from the cancer. 5.一般过去式：表示过去的动作或者存在的状态。
Unit1教案高职高专实用英语
Unit 1 InvitationAims of this unit:1. Improve listening and speaking skills2. Learn the words and phrases in the text3. Complete the exercises after the text4. Applied WritingFirst Two hours:Talking Face to FaceSection I Talking Face to Face1. Free T alk: How about your winter vocation?Ask students to do free talks about their vocations and spring festival.2. Invitation cards and lettersAnswer following questions after readingSample 1Who – inviter and inviteeWhen- the sixth of March at 8:00pmWhere- 74 Salisbury Streets, Boston, NottinghamWhat –request the pleasure of your company at a dinner partyWhy–in celebration of Mr. and Mrs. W ang’s daughter’s eighteenth birthdaySample 2Who-Mr. Smith and Peter ChangWhat-to attend a hikeWhere-Great W allWhen-on Friday, November 17th3. Follow the Samples; read dialogues in roles (group work)4. Try to find useful patterns in the dialogues and translate them into Chinese, make up more sentences(1) Inviting Friends to a PartyWhat are you doing tomorrow evening?Nothing special.Drag yourself from television for a change.I’m having a few friends to have a dinner party tomorrow to celebrate my daughter’s birthday.How would you like to join us?W ould it be all right if brought somebody with me?W ell, indeed, thank you very much for inviting(2) Declining an InvitationAre you doing anything special on Friday?What did you have in mind?I wonder if we could make it some other time if it is convenient?Data BankI’d like to invite you to dinner.Why don’t you come and join us for disco?It’s very kind of you to invite me.How nice of you! Many thanks.I’d love to. That would be great.Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?Could you make it another time, perhaps next Sunday?It’s very kind of you, but you see I’ll have to prepare for my exam.I’m sorry I can’t, but thank you all the same.Some sentences often used in making invitationWe should be delighted if you could join us.I hope you will let me know that you can come.I would very much like you to come to our party.I would like it very much if you would be our guest at dinner.I am happy to invite to visit our university.We have pleasure in inviting you to our annual conference.We would appreciate it if you could confirm your participation at your earliest convenience.Should you find it possible to accept this invitation, would you be kind enough to let me know the date and time when you would like to come.Some sentences often used in accepting the invitationThank you for your letter of 25 May, and I am pleased to confirm my participation in this year’s conference in July.V ery many thanks for your invitation to dinner on 16th February.I am glad to come and look forward to seeing you again,I am delighted to accept your kind invitation to dine with you at the Peace Hotelon Sunday , at eight o’clock, and looking forward to that evening with great pleasure.Some sentences often used to decline an invitationI regret that I am mot able to accept your invitation at this time.Thanks so much for thinking of me.Jack and I regret so much that we will not be able to attend Susan’s wedding. It was very kind of you to ask me, but I am afraid that I will not be able to come.We are so sorry that we cannot accept your kind invitation because of another engagement.Unfortunately, I am not sure whether I will be able to come.Hoping all the same to see you soon.1. Extending invitationsWould you like to (do) …?Would you be interested in (doing) …?Are you free to (do) …?Do you want to (do) …?Y ou will (do) …, won’t you?WhatHow Do you fancy (doing) …? Do you feel like (doing) …? Why don’t you (do) …? Like to (do) …?I was (just) wondering like to (do) …?be interested in (do ing) …?I was thinking of (doing) …, and wondered if you would like to (do …)2. Accepting invitationsThat sounds very nice.That would be very nice. Thank you.That’s very kind of you.lovely . Y es, marvelous. I’d love to.What a nice idea! Thank you.I will, if I can.That sounds very nice (but I’m not sure if I can). Could I let you know?great! fantastic! (slightly informal) About (doing) …?if you would (Formal)That would be Thanks Y es, (Informal)Thank you very much for your invitation.I’d be delighted to.I’d love to.nice kind love like Thanks for asking me, but I can’t.I’d love to, but I’m sorry I can’t.I wish I could, but …Not really , thanks all the same. I can’t, I’m afraid.Thank you (very much) for the invitation,I’m not sure if I can. I don’t think I can I hate to turn you down, but I don’t really think I can.I appreciat e your invitation, but I’m afraid I can’t.5. Act outDivide Students into two groups; finish the first task togetherIsn’t it supposed to be very warm tomorrow?In that case, going skiing wouldn't be a very good idea.Let’s wait and see what the weather will be like tomorrow.Divide students into four groups. Two students in a team imitate the dialogue to finish their own task. After 3-minute practice, choose them freely and give scores6. Put in UseFor the first question, let Group One finish it individually. Every student in other two teams read the rest of the dialogue.For Question Two, one sentence for one pair in Group Two. Check the answers together , find a representative.The same is true with the third one after checking the answers; teacher chooses two teams to act it out.(Formal) That’s very of you, but I’m afraid + (reason) I’d to, but I’m afraid + (reason) Y ou see + (reason)(Slightly informal) But (Formal) (Formal)Section III Passage IAre Y ou Really Being Invited?I. ReviewII. New WordsDutch:Go Dutch AA制, Dutch treat 各自付帐的聚会Dutchman, Dutchwoman荷兰人Commit: v. entrust, hand over, make oneself responsiblee.g. I think I can come tonight but I won’t commit myself till I know for sure.If you want to be an actor you have to really commit yourself to it.The government claimed to commit itself to improving health care.The president said that once he had committed to this course of action there was no going back.Invent: v. discoverer, create something newe.g. The first safety razor was invented by the company founder King C.Gillette in 1903.The fax is arguably the most useful machine to have been invented since the telephone.Over the past quarter century our advertising company has invented thousands of catchphrases.I didn’t invent the story; everything I told you is true.Instance: n. certain situation, circumstance or occasion, case or examplee.g. There have been several recent instances of planes taking off withoutadequate safety checks.I don’t usually side with the management, but in this instance I agree withwhat they’re saying.In the local industry, for instance, 5000 jobs are being lost.III. New Passage:Para.11. Model Reading: Para.1-22. Ask two questionsWhat should you do if someone only invites you, but doesn’t say what theinvitation is for?What is the proper sequence for refusing an invitation?3. Explain some sentences:You are not required to commit yourself until you know what the invitation is for.在你尚未弄清楚邀请的具体内容之前，你没有必要答应一定参加。
高职英语 教案1
Unit15 First AidTeaching aims:1.To help Ss learn and master the vocabulary and expressions related to the topic of First Aid2.To help Ss further develop reading skills, especially in grasping the main idea, getting andprocessing information.3.To raise the Ss’ consciousness of First Aid, and learn some knowledge on First Aid Important and difficult points1.Ss try to learn some important language points on the First Aid.2.Develop the Ss’ ability of carrying out “ Problem-based Learning as Co-development.”3.Learn to deal with some situations in First Aid.Teaching proceduresStep 1 Lead-inActivity1: BrainstormingThe teacher uses the multimedia to show some pictures and asks the Ss to have a discussion on the topic of First Aid. And asks the Ss to talk about them and answer the following question:T: These pictures show us some problems people meet in the daily life.Can you guess what these problems are?Ss: First AidAsk Ss to look at the topic of this class--- First Aid.Encourage Ss to think as many words related to “First Aid” as possible.The teacher makes a conclusion and writes the vocabulary on the blackboard.Activity 2: DiscussionHave Ss discuss the following questions:(1)What does First Aid mean?(2)What can we do if someone has had an accident?(3)How do you start one’s breathing at once?PresentationStep2 while-reading1.Fast-readingT: just now we expressed some examples on First Aid existing in the life.What situations do we meet in our life?Make the Ss read the passage and find the answer to the question.Remind Ss to focus on and identify the information needed.2.Detailed-readingPlay the tape for Ss to listen and followThen ask Ss to read the questions of Ex1 after textbook.Help Ss learn the new language points in the passage, and gives examples.(1) take one’s advice (2) do (no) harm (3) hold up(4) deal with (5) make sure (6) as…as possibleThen Teacher helps Ss finish the exercise2 after textbook.Then Teacher helps Ss check the answers to the questions.Step3 Post-readingAsk Ss to remind the knowledge on First AidRole-play the accidents existing in daily life..Divide Ss into five groups according to the five accidents existing in the life.Ask Ss to collect information on the ways to solve these accidents.Ss try to play roles to solve these accidents.ConsolidationThe teacher helps Ss review the important language points in the textbookThe teacher helps Ss review the text and finish the Ex3 after text bookSs try to have a discussion on First Aid and give a talk on how to deal with the accidents.Step4 summary and homeworkThe teacher sums up the contents of this lesson and calls on the students to know the importance of First Aid and learn some solution on it.Homework1.Ask Ss to review the important language points.2.Ask Ss to finish the Exercise after text.3.ask Ss to make a box to record the ways how to solve the five accidents on First Aid.。
高职英语教案上册
高职英语教案上册一、教案目标本教案旨在帮助学生掌握上册的英语课程内容，提高其听、说、读、写的综合能力。
具体目标如下：1. 听力：能够听懂并理解上册所讲授的基本词汇和句型；2. 口语：能够运用上册所学的词汇和句型进行简单的口头表达；3. 阅读：能够理解并阅读上册所涉及的主要语言材料；4. 写作：能够运用上册所学的语言知识进行简单的书面表达。
二、教学内容本教案涵盖上册的主要教学内容，包括以下几方面：1. 课文研究：通过研究课文，提高学生的听力和阅读能力；2. 句型练：通过练常用句型，培养学生的口语表达能力；3. 词汇积累：通过积累常用词汇，丰富学生的词汇量；4. 写作训练：通过写作训练，培养学生的表达和组织能力。
三、教学方法本教案采用多种教学方法，以提高学生的研究效果：1. 听力训练：通过听音频材料，帮助学生提高听力理解能力；2. 互动口语：通过小组讨论和角色扮演，培养学生的口语交流能力；3. 阅读练：通过阅读短文和相关练，提升学生的阅读能力；4. 写作指导：通过写作指导和练，培养学生的写作能力。
四、教学安排1. 第一课：课文研究- 研究课文《My Family》，讨论家庭成员的关系，并进行听力练；- 研究相关词汇和句型，并进行口语练。
2. 第二课：词汇积累- 研究有关家庭和日常生活的常用词汇，进行词汇记忆和练。
3. 第三课：口语表达- 进行小组讨论和角色扮演活动，练运用所学句型进行口语表达。
4. 第四课：阅读训练- 阅读与家庭生活相关的短文，完成相关练提升阅读能力。
5. 第五课：写作训练- 练写一篇简短的关于家庭的短文，并进行互评和改进。
五、教学评估本教案设定以下几个教学评估项目：1. 听力理解测试；2. 口语表达评估；3. 阅读理解测试；4. 写作能力评估。
六、教学资源本教案使用以下教学资源：1. 课本《高职英语上册》；2. 听力音频材料；3. 相关课件和练题。
以上为《高职英语教案上册》的基本内容和安排，希望能够帮助学生有效学习上册的英语课程内容，提升他们的英语能力。
【顶级】职高英语教案
【顶级】职高英语教案一、教学目标- 帮助学生提高英语听说能力- 培养学生的英语阅读和写作技能- 培养学生的英语交流能力二、教学准备- 教材：《职高英语教材第一册》- 多媒体设备：投影仪、音响三、教学过程第一课时：英语口语训练1. 观看视频素材：播放一段英语对话视频，并提供字幕。
2. 听说训练：让学生根据视频内容进行对话练，鼓励他们用英语表达自己的观点和意见。
第二课时：英语阅读训练1. 分发阅读材料：给学生发放一份英语阅读材料，让他们自主阅读。
2. 阅读理解：让学生完成相关的阅读理解题目，以检查他们对文章内容的理解程度。
第三课时：英语写作训练1. 写作指导：向学生介绍写作的基本技巧和结构。
2. 写作任务：要求学生根据提供的题目，完成一篇短文写作。
第四课时：英语交流训练1. 角色扮演：将学生分成小组，进行角色扮演活动，让他们运用所学的英语知识进行情境模拟对话。
2. 分享交流：鼓励学生在小组之间分享他们的交流经验和感受。
四、教学评估- 听说能力测试：组织学生进行一次听力测试和口语表达能力的测评。
- 阅读能力测试：组织学生进行一次阅读理解测试，以评估他们对文章的理解水平。
- 写作评估：对学生的写作进行评估，主要考察他们的语法、词汇和句子结构运用情况。
- 交流评估：观察学生在交流活动中的表现，评估他们的英语交流能力。
五、教学反思与改进根据学生的实际表现和反馈，对教学内容和方法进行调整和改进，以提高教学效果。
同时，积极倾听学生的意见和建议，以适应他们的学习需求。
职高英语基础模块1高等教育unit1教案
Book1 Unit 1 Nice to meet you!（第一课时教学设计）一、学情分析本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。
就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。
因此，教师在教学过程中应充分利用学生的特点开展相应活动。
我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。
教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。
圆润的发音要靠长期的示范与坚持来实现。
名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。
职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。
本单元设计分为4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 + vocabulary consolidation第四课时 unit task + pronunciation practice第一课时 Lead-in + Listening & Speaking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）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。
2．教学重点、难点⑴教学重点招呼用语，听懂并掌握询问和提供个人信息的词汇、句型⑵教学难点个人信息的词汇、句型三、教学目标1.知识目标⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss);⑵掌握提供或询问个人信息时所使用的句型，如：1) about greeting:Good morning.Hi.Nice to meet you.2) about personal informationWhat’s you name?Where are you from?Which company are you from?2.能力目标⑴学生能听懂关于询问和提供个人信息的对话。
当代高职高专英语第一册教案
Unit1 Personal InformationSection ATeaching aims and demands1)to learn new words and expressions2)to learn how to make a self-introductionLanguage points1). New words1.nationality:国籍2. personal个人的3. information信息4. elder 年长的2).Phrasese from:eg. He comes from ZheJiang.2.(1)like to do 指某次具体的动作，一次性的倾向或爱好(2)like doing sth 指一贯的爱好eg.The twins likes singing,but they like to dance for us this time 3.do well ineg.They do well in maths4.be angry about/at sthbe angry with sbeg.Don’t angry about that5.not only…but alsoeg. Not only I but also she likes pop music攻击了那条船被视作战争行为.3).Notes of TextShe is blonde with short hairShe is very patient with her studentsShe is not only a good teacher but also a lovely friend. Procedure.Step1 warm-upSelf-introductionStep2 lead-inA:Look and sayTalk about Ben’s family membersB:Ask and answerStick ss’ family photos on their own books and make a dialogue like: How many members are there in your family?Who are they?Step 3 consolidationDraw a family tree on the paper and introduce the family members Grandfather grandmother grandfather grandmotherUncle father parents mother auntStep homeworkDo exercisesSection BTeaching aims and demands3)to learn new words and expressions4)to review the last lessonLanguage points1). New words1.vocational 职业的2. major 专业3. future 将来4. subject 科目5. choose 选择6. science 科学2).Phrases1.summer camp:eg. There is an English camp in Hangzhou.2. get on well with sbeg.I get on well with my classmates.3.in the futureeg.I want to be an English teacher in the future4. work foreg.I want to work for a website in the future3).Notes of TextI come from a vocational school in HangzhouMy major is Business EnglishComputer is my favorit subjectThat is why I choose computer Science as my majorProcedure.Step1 lead-in1)Show a world map on the blackboard2)Let’s ss say out the names of countries.and let them know aboutthe different countries in the world and their locationsStep 2 speaking1)look and talkuse the sentences to talk about the photos with your parents.then make up their own dialogues using the information given2)read and talklet ss read the dialogue and try to answer two short questionsthen ask ss to read the dialogue again and finish the form consolidation3）think and talkLet ss make up a new dialogue about information given in the books After,check ss’pronunciation and grammer when they finish dialogues It is very important for ss to communicate with others in English.Step 4 homework1)Do exercises2)Practice the dialogue and get ready for the role-playSection CTeaching aims and demands1)to learn new words and expressions2)to learn about the simple present Tense3)to improve ss’ reading abilityLanguage points1). New words1.blonde:白肤金发碧眼的女子2.spare 空闲的3.seldom 很少4.married 已婚的5.patient 耐心的6.museum博物馆2).Phrases1.in one’s forties:eg. Ben is in his forties.2.(ineg.The twins likes singing,but they like to dance for us this time 3.do well ineg.They do well in maths4.be angry about/at sthbe angry with sbeg.Don’t angry about that5.be patient with sbShe is very patient with her students.3).Notes of TextShe is blonde with short hairShe is very patient with her studentsShe is not only a good teacher but also a lovely friend.Who is your favourite teacher?What does he like doing in her spare time?Procedure.Step1 warm-upAsk ss what they will do in the future and their family members’jobs.Step2 lead-inLet ss recognize as many national flags as they can and know more Countries and national flags in the world.Step 3 readinga.discuss and finish the informationask ss to discuss the pictures in pairsb.read and choosechoose the main ider of the passage and draw a picture of MsBettyc.describe and guessplay a game named”Guess who he/she is”.you can use theinformation on the booksstep 4 describeask ss to describe their favorite teachers according to thequestions,like:who is your favourite teacher?What is she/he like?Why do you love him/her?Step 5 homeworkDo exercisesGrammer: the simple present Tense1.表示现在经常性或习惯性的动作。
高职英语教学教案
高职英语教学教案第一部分：教学目标本节课的教学目标是使学生能够：1. 掌握并正确使用与职业相关的英语词汇和短语；2. 完成与职业相关的听力和口语任务；3. 运用所学内容撰写一份简单的职业介绍。
第二部分：教学重点1. 职业英语词汇和短语的学习和掌握；2. 听力和口语技能的提高；3. 书面表达能力的培养。
第三部分：教学内容1. 学习与职业相关的词汇和短语- 职业名称：工程师、护士、会计师、建筑师、销售经理等；- 职业技能：电脑操作、沟通技巧、团队合作等。
2. 听力训练- 听取关于不同职业的简短介绍，学生根据听到的内容选择正确的职业；- 听取关于职业技能的对话，学生根据对话内容回答问题。
3. 口语实践- 学生分组进行角色扮演，模拟不同职业场景中的对话；- 学生就自己心仪的职业进行简单介绍，并回答同学们的提问。
4. 书面表达- 学生撰写一篇简短的职业介绍，包括个人对该职业的理解和看法。
第四部分：教学过程1. 导入- 利用图片和幻灯片展示不同职业的图片，引起学生的兴趣并介绍今天的主题。
2. 词汇和短语学习- 教师出示职业英语词汇和短语的卡片，学生进行词义和用法的讨论，并加以记忆。
3. 听力训练- 教师播放录音，学生选择正确的职业；- 教师播放有关职业技能的对话，学生回答问题。
4. 口语实践- 学生分组进行角色扮演，模拟职业场景中的对话，如客户咨询、团队讨论等。
5. 书面表达- 学生根据自己的兴趣爱好和职业选择撰写一篇自我介绍，表达对该职业的理解和看法。
第五部分：教学评价1. 听力评估- 学生能否正确听出并选择与职业相关的信息。
2. 口语评估- 学生能否在模拟职业场景中流利且准确地表达意见和观点。
3. 书面表达评估- 学生的自我介绍是否准确、连贯和具有表达个人看法的能力。
第六部分：教学延伸1. 学生可以进一步了解和研究自己心仪的职业，包括该职业的岗位要求、薪资待遇等信息。
2. 学生可以通过访谈真实从事该职业的人士来获得更多关于该职业的实际情况和经验分享。
高职高专英语第一册(校编)教案【全】
Unit 1 Why English Is So Widely Spread?I. Teaching Objectives:After the learning of this text, the students will be able to1. understand the main idea of the text (English is widely spread in the world);2. learn to analyse long difficult sentence patterns;3. grasp the key words, language points and grammatical structures in the text;4. conduct a series of reading, speaking and translation exercises related to the text. II. Time Allotment:Eight periods (six for intensive reading and two for Exercises)III. Text Analysis1. The English language is used by more people in the world than any other living languag e today.living在使用中，实践着的，活动中的living language现用的语言a living hope, faith, realit y现存的希望，仍在信奉的信仰，活生生的现实2. …the majority of people in the United States, Canada, Australia and New Zealand are also native English-speakers.majority: 多数，大多数e.g. The majority of people realize the importance of limiting population growth.大多数人认识到限制人口增长的重要性。
高职英语基础教程 教案_U1
教学目标
知识目标
能力目标
素质目标（含课程思政目标）
Tolearn the tips for business reception
To know the main idea of Text A
To know the strategies for skimming and scanning during reading.
Teacher guide the students to conclude the strategies for reading (to get the main idea, to read in skimming and scanning)
Step 2
Students simulate their identities, receive letters from customers, record flight information, and write back to customers expressing their willingness to pick them up at the airport
教学设计
1.Content Analysis
People living in different cultures have different habits, values, and ways of expression. These differences are cultural differences that cause problems when people communicate.Therefore, it is necessary to understand cultural differences and different etiquettes in business communication.
高职英语1整体课程设计
高职英语1整体课程设计一、教学目标本课程的教学目标是使学生掌握高职英语的基础知识和技能，提高学生的英语听、说、读、写能力，培养学生运用英语进行日常交流和职业沟通的能力。
具体目标如下：1.知识目标：学生能够掌握英语的基本语法、词汇和发音规则，了解英语的文化背景和习俗。
2.技能目标：学生能够听懂日常英语对话和短文，能够流利地进行英语口头表达和书面写作，能够正确使用英语进行阅读和翻译。
3.情感态度价值观目标：学生能够增强自信心，培养对英语学习的兴趣和主动性，培养跨文化交际的意识和平等、参与的国际视野。
二、教学内容教学内容以高职英语教材为主线，包括以下几个方面：1.语音：学生能够正确发音，掌握重音、连读、语调等语音现象。
2.词汇：学生能够掌握日常生活中的基本词汇和短语，了解专业词汇的用法。
3.语法：学生能够掌握基本的语法规则，包括时态、语态、句型结构等。
4.听力：学生能够听懂日常英语对话和短文，能够理解口头信息并进行适当的应答。
5.阅读：学生能够阅读并理解简单的英文文章，能够进行快速阅读和信息检索。
6.写作：学生能够撰写简单的英文文章，包括日记、书信、故事等。
7.口语：学生能够流利地进行日常英语交流，包括自我介绍、问答、讨论等。
三、教学方法本课程采用多种教学方法，包括讲授法、讨论法、案例分析法、实验法等，以激发学生的学习兴趣和主动性。
1.讲授法：教师通过讲解知识点和示例，帮助学生掌握英语的基本语法和词汇。
2.讨论法：教师学生进行小组讨论，培养学生的口头表达能力和团队合作意识。
3.案例分析法：教师提供实际案例，学生通过分析案例来运用所学知识和提高解决问题的能力。
4.实验法：学生通过听力和口语实践，提高实际运用英语进行交流的能力。
四、教学资源本课程需要以下教学资源：1.教材：高职英语教材，用于引导学生学习和练习。
2.参考书：提供额外的学习资料和练习题，帮助学生巩固知识。
3.多媒体资料：包括音频、视频、图片等，用于辅助教学和丰富学生的学习体验。
新世纪高职高专英语第一册教案1-Unit--(3)
新世纪高职高专英语第一册教案1-Unit--(3)Unit 3 FriendshipTEACHING OBJECTIVES:1. Master the key words and structures;2. Get to know the new definition of friends and the importance of wider social circles in our life and career;3. Develop the students’listening and speaking skills including the knowledge of phonetics (Central Vowels);4. Master the rules related to word-building;5. Learn how to write e-mail.TEACHING TIME: 4 periods/weekIMPORTANT POINTS:1. Vocabulary2. Some useful expressions3. Study dialogues and practice4. Central vowels5.Word building (prefix+stem+suffix)DIFFICULT POINTS:1. Text understanding2. Word Usage3. Practical writing.TEACHING AIDS: Blackboard, chalks, tape-recorder, CDTEACHING APPROACHES: Task Based Language Teaching, Communicative Teaching MethodTEACHING PROCEDURE:I. Lead In1. Warm up activities1）Greetings (T-Ss; Ss-Ss)A. Good morning/ afternoon/ evening.2) Question-discussingA. What do you think is the friendship? What kind of person is regarded asa friend?2. Background information1) friendalholism (交友狂症)A word coined from friend with the second element from “alcoholic” and the third element “-ism”, meaning a doctrine, theory or practice of having too many friends.2) Social NetworkSocial network is a social structure made of individuals (or organizations) called “nodes,” which are tied (connected) by one or more specific types of interdependency, such as friendship, kinship, common interest, financial exchange, dislike, sexual relationships, etc.3) FacebookFacebook is a social networking website that is operated and privately owned by Facebook, Inc. Since September 2006, anyone over the age of 13 with a valid e-mail address can become a Facebook user. Facebook’s target audience is more for adults than youths. Users can add friends and send them messages, and update their personal profiles to notify friends about themselves. Additionally, users can join networks organized by workplace, school, or college. The website’s name stems from the colloquial name of books given to students at the start of the academic year by university administrations in the US with the intention of helping students to get to know each other better.4) TwitterTwitter is a social networking and microblogging service that enables its users to send and read messages known as tweets. Tweets are text-based posts ofup to 140 characters displayed on the author’s profile page and delivered to the author’s subscribers who are known as followers. Senders can restrict delivery to those in their circle of friends or, by default, allow open access. Since late 2009, users can follow lists of authors instead of following individual authors. All users can send and receive tweets via the Twitter website, Short Message Service (SMS), or external applications (notably including those developed for smartphones). While the service itself costs nothing to use, accessing it through SMS may incur phone service provider fees. The website currently has more than 100 million users worldwide.Since its creation in 2006 by Jack Dorsey, Twitter has gained notability and popularity worldwide. It is sometimes described as “SMS of the Internet.” The use of Twitter’s application programming interface for sending and receiving text messages by other applications often eclipses direct use of Twitter.II. Reading of the text1. Global readingQuestions and AnswersDirections: Skim the paragraphs for answers to the following questions. Paragraph 1:Question: According to the paragraph, what can help you make a fortune in the future?Answer: Good education and friends.Paragraph 2:Question: According to this paragraph, what are the important factors for success?Answer: Social skills, networking, talent and hard work are all important factors.Paragraph 3:Question: Wh at does the word “friendalholism” mean?Answer: It means young people are fond of making too many friends. Paragraph 4~5:Question: Should a friend necessarily be a friend you know personally? Answer: No, the friend of a friend of some other Facebook frie nd you don’t know could also be your friend.Paragraph 6~7:Question: What’s Meghan Daum’s understanding of a friend?Answer: She thinks a friend should be an actual person with whom she has an actual history and whom she enjoys actually seeing.Paragraph 8~9:Question: What’s the friendaholic’s idea of friends?Answer: They think having one real friend is not as fun as having thousands of Internet friends.2. Detailed readingLanguage points and the paraphrases of difficult sentences:1.essay: n. a piece of short writing on one subject 文章e.g. Students must write a graduation essay in order to get a diploma.2.fortune: n.1) fate; chance 运气e.g.He has the good fortune to be immune to certain disease.2) whatever comes by chance, good or bad; that which will happen to a person in the future 命运e.g.The old man is very famous for fortune telling.3) success; good luck 大量财产e.g.Many people from Wenzhou made their fortunes doing business in Europe. Collocations: make a fortune; seek one’s fortune3.the more..., the more...: used for saying that sth. is increasing in number or degree all the time 越……，越……e.g. The more angry he became, the more she laughed at him.4.earn: v.1)receive money for work that you do 赚得，挣得e.g. Some students earn pocket money by mowing lawns for their neighbors.2)acquire or deserve as a result of effort or action 博得；赢得e.g. They earned a reputation as hard workers.5.The idea that popularity could have a serious impact on one’s earning potential shouldn’t come as too much of a surprise.Paraphrase:It’s not very surprising that some people hold the idea that how much money one can earn depends greatly on how popular he/she is.6.note: v. call attention to; make known 注意e.g.Many foreigners have noted a great change in Shanghai since 1990.7.kid: v. deceive 欺骗e.g. When you said that you were not hurt, I knew that you were just kidding.8.If you want to get ahead in life, social skills and networking are easily as powerful as talent and hard work.Paraphrase:If you want to gain success in your life, skills in communication and interacting with others to expand your friend circle are almost as important as your talent and hard work.9.get ahead: continue going forward; advance 前进e.g.The government granted our proposal to get ahead with the expansion of our company.10.A woman even complained that the networking website Facebook’s5,000-friend limit was too low for her large reserve of social contacts. Paraphrase:A woman even complained that the limit of 5,000 friends on the networking website Facebook was not large enough for her to keep all her friends.11.regard as:consider someone or something as something 把……看作，把……认为e.g. Yang Liwei has been regarded as a hero.12.In any case, these friends have been assigned value not necessarily because of an ything they’ve actually done with you or for you, but because, well, they just exist in the world and so do you.Paraphrase:But anyhow, you still think such friends valuable. They become your friends not because they have done something with you or for you, just because they exist in the world, as you exist in the world.13.“Call me uncool, but I think of a friend as an actual person with whom I have an actual history and whom I enjoy actually seeing. It seems, however, that this is no longer the definition (定义) of ‘friend’.”Paraphrase:You may t hink I’m not cool, but I think a friend should be a person with whom I have spent some time and whom I can actually meet in my life. However, it seems that my idea of a friend is out of date now, and it’s quite differ ent from the popular definition of “friend” now.think of … as: regard … as 认为e.g.People think of the Great Wall as one of the four world wonders.14.She thought the idea of friendship, at least among the growing population of Internet social networkers, was to get as many of not-really-friends as possible. Paraphrase:In her mind, more and more people are making friends through the Internet. Their idea of friendship is to make as many friends as possible without caring whether there is true friendship or not3. Text analysisParagraphs Main Ideas1 What factors can help a person to make big money in thefuture.2 Social skills and networking are as powerful as talent and hardwork in influencing one’s earning power.3 Young people are crazy about finding friends.4~5 A friend may not necessarily be one you know personally.6~7 Ms. Daum prefers to have friends she knows personally.8~9 People with more friends whether they know personally or not may earn more money.4. SummaryTo summarize the textIII. Exercises1.Let students do the exercises on pages 39-41.2.Check the exercises.3.Teacher explains important points in detail.IV. Listening and speaking1. Listening1.Give students a few minutes to read through the printed materials for eachlistening item.2.Listen to the material for the first time without looking at the book.3.Listen to the material for a second time, and ask students to try to do theexercises.4.If the class finds it a difficult job fulfilling the tasks, teacher can play therecordings third or more so that most of them can understand.5.Listen to the material for one more time with a pause after each sentence,and ask students to repeat the sentence during the pause.6.Do exercises in the section.2. SpeakingUseful Expressions:I really want to apologize to you.I’m really sorry about sth.Forget it. (It doesn’t matter./ Never mind.)It was a terrible thing to say. (thing to say说出的话)Please forgive me.I accept your apologies.What happened to sb.Sorry about that.Forget about it. (Never mind.)V Grammar and Phonetics1. Grammar: Word-building (Prefix+Stem+Suffix)1. Introduce the common prefixes, stems, and suffixes in grammar tips.2. Ask students to do the exercises.3. Check the answers.2. Phonetics: Central Vowels (|Λ| |ə:| |ə|)1. Invite some students to read the vowels, words and sentences.2. Play the recording.3.Tell the students the different positions of the speech organs for these vowels.4. If the class finds it an easy job fulfilling the task, play the recording onceand check the students’ answers.5. If not, better play the recordings two or three times and let the studentslisten and repeat after the recordings.6. Ask the students to read and translate the sentences in Task III and thenpresent the references.VI. Practical Writing1. Teach the Format of e-mail.1) 电子邮件的格式是从备忘录发展而来的。
高职高专英语教案1
I Title: IntroductionII Aims and Requirements:1) Learn what is a college life;2) Learn how to study English at college;3) Learn more things about English exams;III Difficulty:1) Speaking2) TalkingIV Focus1) Introduction;2) Useful expressions.V References:1) Teacher’s Manual;2) WorkbookVI Type: SingleVII Period: TwoVIII Method: ExplanationIntroductionPart I. Leading in1. Ask students what elements are essential when introducing oneself to others?2. Give the students the samples of business cards. Let them guess what information should be involved in it.3. Self-introductionThe teacher introduces himself/herself with the big business card that has been put on the blackboard.Part II. Useful ExpressionsMeeting people for the first time or haven’t seen each other for a long time1)Hello, nice to meet you!2)This is my business card.3)Nice to meet you!4)Long time no see.5)It’s a small world!Part III Class Explanation:•We will spend 5 times to study one unit by means of listening, speaking, reading, writing, reciting.•Time limited, we will choose some units to learn.•Interesting class, preview, review•LearningDo It by Yourself!!!!!!!!Part IV AnalysisThe students in C class have got a higher mark in the College Entrance Exam. They have the ability to learn and understand more English knowledge by themselves. So in the future English class, I will show them more knowledge beside the textbook. Part V HomeworkAsk the students to preview Unit One by themselves.。
职业技术学校英语教案unit01
Vocabulary Study Listening Listening Script Dialogue Role Play Words and Expressions
Dialogue 2
Vocabulary Study
are
v.
是
You are my friend.
great adj. 了不起的；非常好的 Jack is a great friend.
this
pron. 这个
This is my English book.
friend n.
朋友
I have many good friends.
she pron.
她
She is a great teacher.
he
pron.
他
He comes from America.
Dialogue 2
Dialogue 2
Wu Gang: Glad to meet you, Lily. Lily: I’m glad to meet you, too.
Dialogue 2
Role Play 2
A: How are you? B: Great, thanks. This is my friend
She’s from America . Canada
Vocabulary Study
see v.
看见
It is nice to see you.
fine adj. 好的 I am fine, thank you.
bye int. Bye-bye.
再见
Dialogue 3
Dialogue 3
go
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Unit15 First Aid
Teaching aims:
1.To help Ss learn and master the vocabulary and expressions related to the topic of First Aid
2.To help Ss further develop reading skills, especially in grasping the main idea, getting and
processing information.
3.To raise the Ss’ consciousness of First Aid, and learn some knowledge on First Aid Important and difficult points
1.Ss try to learn some important language points on the First Aid.
2.Develop the Ss’ ability of carrying out “ Problem-based Learning as Co-development.”
3.Learn to deal with some situations in First Aid.
Teaching procedures
Step 1 Lead-in
Activity1: Brainstorming
The teacher uses the multimedia to show some pictures and asks the Ss to have a discussion on the topic of First Aid. And asks the Ss to talk about them and answer the following question:
T: These pictures show us some problems people meet in the daily life.
Can you guess what these problems are?
Ss: First Aid
Ask Ss to look at the topic of this class--- First Aid.
Encourage Ss to think as many words related to “First Aid” as possible.
The teacher makes a conclusion and writes the vocabulary on the blackboard.
Activity 2: Discussion
Have Ss discuss the following questions:
(1)What does First Aid mean?
(2)What can we do if someone has had an accident?
(3)How do you start one’s breathing at once?
Presentation
Step2 while-reading
1.Fast-reading
T: just now we expressed some examples on First Aid existing in the life.
What situations do we meet in our life?
Make the Ss read the passage and find the answer to the question.
Remind Ss to focus on and identify the information needed.
2.Detailed-reading
Play the tape for Ss to listen and follow
Then ask Ss to read the questions of Ex1 after textbook.
Help Ss learn the new language points in the passage, and gives examples.
(1) take one’s advice (2) do (no) harm (3) hold up
(4) deal with (5) make sure (6) as…as possible
Then Teacher helps Ss finish the exercise2 after textbook.
Then Teacher helps Ss check the answers to the questions.
Step3 Post-reading
Ask Ss to remind the knowledge on First Aid
Role-play the accidents existing in daily life..
Divide Ss into five groups according to the five accidents existing in the life.
Ask Ss to collect information on the ways to solve these accidents.
Ss try to play roles to solve these accidents.
Consolidation
The teacher helps Ss review the important language points in the textbook
The teacher helps Ss review the text and finish the Ex3 after text book
Ss try to have a discussion on First Aid and give a talk on how to deal with the accidents.
Step4 summary and homework
The teacher sums up the contents of this lesson and calls on the students to know the importance of First Aid and learn some solution on it.
Homework
1.Ask Ss to review the important language points.
2.Ask Ss to finish the Exercise after text.
3.ask Ss to make a box to record the ways how to solve the five accidents on First Aid.。