unit8-1中职英语基础模块第一册电子教案
《英语1(基础模块)》电子教案(教学设计)Unit 8
122英语1（基础模块）电子教案Unit 8 How can I get to the nearest bank?(第一课时)学情分析本教案的授课对象为高一年级旅游英语专业学生。
该班共有54名学生，其中女生42名，男生12名。
相对来说，该班学生英语基础较好，能用简单的英语进行交流，但由于词汇量缺乏和知识面相对狭窄，所以使用英语还不够流利、熟练。
教师可根据学生的实际情况设计教学目标与教学过程，既要通过情景设置，调动学生参与学习的主动性，又要分配交际和阅读任务，让学生在有目的有节奏的情景和活动中学，而且学有成效，为她们今后的职业生涯打下一定的英语基础。
一、教材分析1. 教学内容本课时系教材《英语1 (基础模块) 》第八单元的第一课时，包括Lead-in, Listening and Speaking中的Dialogue A两部分，具体内容：生活中表示方位的各种标识以及有关怎样去最近的银行的问路对话。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。
问路是学生日常生活中最常见的事例，也是作为旅游专业学生必须熟练掌握的内容，学生通过在真实的语言环境中体验英语，能积极而自信地加入到课堂教学活动中来。
2. 教学重点、难点1) 教学重点通过与问路相关的词汇和句型的学习，学生能听懂简单的问路对话并学说问路语句2) 教学难点学生能用所学问路句型学说问路对话二、教学目标1. 知识目标1) 学生能掌握部分表示路标及方位动作的词汇，如：bank, traffic lights, second turn,crossroads, roadside, go along the road, turn left / right。
2) 学生能掌握问路时的基本句型，如：Excuse me, how can I get to the nearest ...?Go along the road and turn ...Is it by the roadside?Y es. It’s just ...123 How long will it take me to get there?About ... Y ou can’t miss it.I see. Thank you.2. 能力目标1) 学生能听懂问路对话的基本信息；2) 学生能用问路基本句型开展关于问路的对话。
中职英语基础模块1第8单元四课时问路指路
Don’t cut the cake. Please don’t cut the cake. cut the cake, Don’t
please.
close the door
Don’t close the door.
Please don’t close the door.
•在句首加 Don’t 即可。
come in
Don’t come in.
Please don’t come in.
please.
Don’t come in,
Grammar
祈使句 Example: 肯定祈使句 1. Sit down. 2. Come in. 3. Eat at home. 4. Listen to music outside.
•
表示命令
blow out
Blow out the candles.
close
Close the de stand up.
Stand up, please.
come in
Please come in.
Come in, please.
祈使句的否定
Activity 17
1) Walk along and turn left. Your seat is number __________ (five, fifth) in the five __________ (three, third) row. third 2) The __________ (one, first) building is the bookstore. It’s just __________ first beside (beside, besides) the bank.
最新中职英语基础模块教案：Unit8Howmuchisit(第二课时)
Unit 8 How much is it?（第二课时教学设计）一、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）第八单元的第二课时，包括reading and writing部分，具体内容为：熟悉收据和支票，了解并能读收据和支票，并根据要求填写收据和支票。
2．教学重点、难点⑴教学重点阅读并理解收据和支票⑵教学难点阅读简单收据和支票，根据要求获取相关信息。
并能根据要求填写收据和支票。
二、教学目标1.知识目标⑴理解，读懂收据和支票。
⑵根据要求填写收据和支票。
2.能力目标a)能根据要求从收据和支票中获取相应信息。
b)能根据要求填写收据和支票。
3.情感目标让学生在阅读支票和数据，填写收据和支票的同时培养他们认真仔细的做事的习惯。
三、教学步骤Step 1 Lead-in1.Check their homework. Have the students read their owndialogues.2.Revise what they have learnt in the previous period. Say: “Now,you are supposed to buy 50 pens and 50 pencils for your company.You’ve got only 100 yuan. Have them make a dialogue of their own. Ask them to show their own dialogues. The teacher can give encouraging comments on their performance.（设计意图:复习前一节课的内容，训练学生的语言的运用能力。
）3.Activity 9. Look and match. Talk about the pictures with thestudents and say what the symbols refer to.Tell them more about “money”.（设计意图:提供文化背景知识，也为后面学生学习收据和支票做好知识上的储备。
英语基础模块1 学生用书B1U8P1 教案(改)
3. T holds a sharing session about one certain traditional Chinese festival (including name, time, origin, celebrations, and significance). Some groups are invited to make their presentation.搭建真实的口语输出的平台，内化所学知识，介绍中国传统节日，提升综合运用语言的能力，培养学生对中国传统节假日的热爱。
能运用本课重点词句介绍中国传统节假日，思路清晰，观点正确。
Summary&Homework 2’ Summary: With the help of T, Ss try to sort out the knowledge points. Homework: Ss shoot a video introducing their favorite traditional Chinese festival and send the videoto parents and friends.梳理板书内容，高效整理本课思路，归纳知识点。
通过拍录视频，夯实所学，为下一阶段的阅读教学做铺垫。
运用本课重点词句，开展语言实践，促进交流与互动。
板书设计 Unit 8 Enjoy the Festivals5th of 5th lunar month eat zongzi/hold dragon -boat race honor Qu Yuan Chinese festivals 1th -15th of first lunar monthput up spring couplets andpaper -cutsreceive lucky money watch TV gala/set off fireworksscare Nian, the monster away Western festivals Spring FestivalLantern Festival Dragon Boat Festival name, time, celebrations, origin and significanceChristmas family reunion decorate home big family dinner do new year shopping Halloween 15th of first lunar month enjoy lantern shows/solveriddles/eat glutinous rice balls go trick or treatmake pumpkin lanterns Different festivals What festival to compare?。
中职高一英语基础模块1Unit 8 语法和词汇教案
课题Unit8 People andEvents(Grammar)课型Grammar课时2授课班级授课时间80mins授课教师教材分析本节课的主要内容为教材第八单元语言运用（Language Practice）板块，分为语法（Grammar）和词汇（V ocabulary）两部分，重点学习情态动词以及单元重点词汇的用法。
情态动词的学习能帮助学生进一步理解英文动词的基本用法，为他们理解一些英文语法现象打下基础。
单元重点词汇来自本单元听力和阅读材料，教师可进一步讲解并组织学生练习、检测，夯实所学内容。
学情分析学生经过初中阶段的英语学习，对情态动词有了一定的认识，但还不够深入和系统。
他们在理解情态动词的时候还不能从根本上把它们和普通动词分开，如他们主要还是从词义上去理解，而没有从具体所表达的语气上去把握不同情态动词的用法。
教师在处理本单元的语法知识的时候，可结合他们和行为动词之间的不同之处来帮助学生掌握情态动词的用法；也可借助中文中没有情态动词这一说法，让他们感知不同语言和文化之间思维模式的不同。
教师借助这种思维模式，帮助搭建起情态动词学习的特点，将学生所了解的零散的一般将来时知识系统化，从而确保学生更准确地理解并运用情态动词。
对于词汇学习，教师则要将其放进具体的语境中，帮助学生掌握词汇的运用。
学习目标Knowledge objectives:(1)To master the basic usages of modal verbs.(2)To be able to identify the differences between modal verbs and verbs. Ability objective:To correctly use modal verbs to express one’s feelings and attitude. Emotional objective:To understand the different thinking ways between westerners and Chinese.学习重难点(1)To master the basic usages of modal verbs.(2)To correctly use modal verbs to express one’s feelings and attitude.教学方法小组讨论法、任务教学法、情境教学法课前准备ppt课件，语音素材，视频与图片教学媒体PPT课件、多媒体设备、语音素材、拓展资源包等教学过程教学环节教师活动设计学生活动设计设计意图Step 1: Lead in Present a sentence: As a student,we should andshouldn’t do...：情态动词+(not) doTo know what is amodal verb导入主题，让学生初步了解情态动词是什么。
中职高教版基础模块1Unit 8 Language Practice Vocabulary 教案
授课日期节次专业班级授课章节Unit 8 People and Event Language Practice & V ocabulary教学目标Knowledge goal: Students can distinguish modal verbs, and master the basic usage of modal verbs.Ability goal: Students can use modal verbs accurately according to the tone needs in specific contexts; be able to use keywords accurately in specific contexts. Emotional goal:Through the learning and practical application of grammar knowledge, students can develop good study habits and improve their pragmatic ability.重点与难点Key points: Master the basic usage of modal verbs and apply them practically.(1) Determination of Modal Verbs(2) Basic usage of modal verbsDifficult points: Be able to use modal verbs accurately according to the needs of specific contexts.旧课复习或新课导入1.展示小组设计的手抄报。
2.回忆常见情态动词以及有关情态动词的相关知识。
教学方法时间安排教学过程设计Step 1 Presentation1. 处理教材活动14：Look and complete.（1）阅读教材第109页语法板块方框中的句子，观察斜体部分，说出情态动词的基本用法。
英语1基础模块第八单元教学设计方案
阿克苏职业技术学院单元教学设计方案教学过程设计（II）（按照两课时的教学内容任务编写）教学过程设计（III）（按照两课时的教学内容任务编写）后记：步骤教学内容时间分配明确任务Vocabulary Practice and Unit task 总结本单元关于交通标识；所涉及的关键句型及其运用情景，掌握音标[e], [], [], [],[][k][g]以及相关的字母、字母组合。
完成单元任务。
5’项目引导教师提前让学生搜集更多的实际生活中的路标进行讨论交流，以此导入新课。
10’知识讲解⑴本单元关于生日聚会交谈所涉及的关键句型及其运用情景，⑵能掌握音标[e], [], [], [], [][k][g]以及相关的字母、字母组合。
⑶能够运用本单元所学语言完成一个真实方位指示任务，即相信同学介绍学校附近的场所。
⑷学生能在日常交流中正确使用比较级。
⑸学生掌握正确的音标学习策略。
25’操作训练Activity14. Look and complete.Activity 15. Talk and guess.Acticity 16. Look and complete.30’知识深化Pronunciation practice Students murmur the chant after the tape in the firsttime. In the second time students read after the tape loudly and pay specialattention to the words with the pronunciation of [e], [], [], [],[][k][g].Unit task: Plan a birthday party for your classmates.15’归纳总结通过本单元的学习，学生应该能理解并掌握形容词性物主代词的用法，能掌握音标[e], [], [], [], [][k][g]以及相关的字母、字母组合。
中职英语高教版2021英语基础模块1Part1 Unit 8 People and Events教案
板书设计
同总结部分。
教学反思
（留白）
Present the pictures of some important inventions and ask students the question: What’s your favorite invention?
2.Listen, read and underline
Play the tape and ask students to read after it and underline the sentences talking about one’s favorite thing.
课题
Unit8 People and Events
(Warming up & Listening and speaking)
课型
Listening and speaking
课时
1
授课班级
授课时间
40mins
授课教师
教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），《英语1基础模块》中第八单元的热身（Warming Up）和听说（Listening and Speaking）板块，要求学生能交流关于重要人物与事件的看法，同时在交谈中获取重要人物与事件的相关信息，并能谈论最喜欢的事物。
Watch the video and get familiar with Cai Lun’s paper-making.
Listen to the tape three times and get familiar with it’s general idea and some important details such as the invention time, quality,price and importance.
2019-2020年语文版中职英语(基础模块上册)Unit8《BraveItOut》word教案
2019-2020 年语文版中职英语（基础模块上册）Unit 8《BraveIt Out》word 教案ObjectivesWhen the students finish the unit, they should know :1.t he useful expressionsremind challenge experience successagree with give up go on to do be active inWhat ’s wrong (with you)?What’ s the matter (with you)?2.the grammar itemCategories of sentencesFocus1.Make the students master the useful expressions2.Help the students to understand the grammar.3.Initiate a conversationTeaching proceduresI.Warming upLook at the pictures and think about the following questions. Which job do you prefer? Why?Do you think life is hard or easy for you? Why?Do you think everybody’ s life should be the same?If everybody’ s life is not the same, can we say that life is fair? Students can express their different opinions freely.II.Reading1.Lead-inNow, I ’ ll tell you something about “challenge” . For students, school is the most challenging place in the life of young people today, because a good education is the only way to success. Everyone has different experiences, so we may say life is unfair for each one. Patrick is an American-born Chinese. When he was young he was hurt in a diving challenges to finish his school courses. Finally he became a good English teacher. Life is unfair for Patrick, but he has been successful.Please read the text as fast as possible and fill in the blanks with proper words and phrases orally in the practice exercises after reading the text.Ask the students to skim the reading material and answer the questions.Have you heard of the story of Patrick and what do you think of him?What will you do if you fail many times some day ？2.Make the students read the material carefully, try to understand the main idea of the text.Five minutes later, ask students to complete the blanks on page63.Tell the students to look through the passage again and check the answers.111.L anguage studyA.Deal with some difficult language points(1)Do you agree with the idea that life is fair?agree with sth.E.g. : I agree with your answer.(2)It reminded me of something a teacher said when I was a highschool student.remind sb. of sth.The picture reminded me of the days we worked on the farm.(3)But he never gave up and went on to finish school.give upgo on to do sth.e.g. : She has given up the idea.After he finished writing the letter, he went on to read the text.(4)Now he is very active in teaching English and helping childrenwho are out of school.be active in doing sth.He is active in helping classmates who have difficulty inlearning.(5) A man can fail many times, but he isn ’t a failure until hebegins to blame somebody else.not…until …He didn ’t go to bed until 10 o ’ clock.B.GrammarCategories of sentences1.Declarative sentencesI go to school by bike every.She doesn’ t like playing basketball.Tom can speak English.2.Interrogative sentences1)General questions-- Does she like music?-- Yes, she does-- Is there a map on the wall?-- No, there isn ’t.-- Did you to school yesterday?-- Yes, I did.2)Special questionsquestion word:who, whom, whose, what, which, when, what time, where, why, how, how many, how much-- Who is the man over there?-- He is our English teacher.-- Why are you late for school today?-- I miss the early bus.-- Whose coat is this?-- It ’s Tom’ s.3)Alternative questions-- Is this a basketball or a football?-- It ’s a basketball.-- which is your bag, the blue one or the yellow one? -- The blue one.4)Disjunctive questions-- You are from Australia, aren’ t you?-- No, I ’m not. I ’m from Canada.-- She didn’ t visit her aunt yesterday, did she?-- Yes, she did.3.Imperative sentencesSit down, please.Close the door, please.Don’ t put the flowers on the table, please.Never do it again.4.Exclamatory sentences1)How + adj. /adv. + subject + verb!How nice the flowers are!How fast Tom is riding on his bike!2)What + a (an) + adj. + noun(single) + subject + verb!What a big apple it is!What an interesting book it is!3)What + adj. + noun(pl.) or uncountable noun + subject + verb! What good students they are!What bad news it is!IV. Comprehensive Language SkillsA. ListeningListen to the dialogues between Mary and Jack and fill in the missing words to complete each of the dialogues according to what you have heard. Then answer the questions orally.The question of the first dialogue:Why is Jack late?(The key：Because he got up late this morning.)The questions of the second dialogue:1)Who is making the noise? What ’s Jack doing?(The key: Jack. He is fixing the door.)2)Does Mary care much about noise?(The key: No, she doesn’ t.)Play the tape again and fill in the blanks then check the answer.If needed, play the tape the third time.B.Reading & SpeakingThis dialogue is about expressing concern.Read the dialogue with your partner. Understand the dialogue between Mary and Jack.Invite some of them to act it outShow more useful expressions:Take the dialogue between Mary and Jack as an example to have a talkwith your partner in the following situations. The usefulexpressions may help you.1.You have lost your money.2.Your computer is down.Act it out in the class.C.WritingIn this part ,help the students write a text message on the mobile phone.The text message on the mobile is brief and simple.1.You new telephone number.2.Ask when to go and see your teacher.(Example:Dear Mary, when shall we go and see our teacher? Please tell me, my new phone number is 3456789.)V. Sum- upFrom this unit, you have learned:useful verbs:useful nouns”useful expressions:a new grammar item:AssignmentWrite down what you have learned from “Brave it outRole-play activityExpressing ConcernStep1Warming up the dialogue on page 66.Step2Explaining the situation of the task, then work in pairs to act it out with their partner.Step3Helping the students deal with necessary expressions about the topic.Step4Carrying on group work to prepare the following situations:1.You have lost your money.2.Your computer is down.Step5Inviting two or three pairs to act them out.。
中职《英语基础教程》第一册Unit8-1
Unit 8 Turn right at the second turning.一、单元内容分析本单元的教学重点是掌握关于指引方向与位置的词汇与短语。
能够听懂谈及问路与指路相关话题的对话；正确并熟练运用英语问路与指路的相关表达与句型；能读懂简单的表述位置信息的短文。
本单元通过复习指路的短语，引出问路与指路这个话题，与学生的生活联系紧密。
就这些短语而言，学生在以前的学习中也有所接触。
本单元需识记的短语较多，针对学生的实际情况，教师应该通过合理的设计，帮助学生有效地完成听、说、读、写四个任务，为后面的练习以及语言的输出做好充足的准备。
在教学过程中教师可充分利用问路与指路等相关活动，让学生在个体或集体活动中充分练习问路与指路的相关句型。
并在此基础上培养学生良好的生活习惯和学习习惯，帮助他们更合理高效地完成日常生活中的一些事情。
本单元设计成四个课时：第一课时Lead-in + Listening and speaking第二课时Reading and writing第三课时Grammar focus （Imperatives）第四课时Vocabulary practice + Supplementary Reading二、分课时教学设计第一课时Lead-in + Listening and speaking一、教材分析1. 教学内容本课时系教材《英语基础教程》（1）第八单元的第一课时，包括Lead-in & Listening and speaking 两部分，具体内容为：复习指引方向与位置的词汇与短语，听懂并掌握问路与指路的简单对话，能准确地表达相应位置并根据交通方式确定达到时间。
2. 教学重点、难点（1）教学重点复习指引方向与位置的词汇与短语；听懂问路与指路的句型；听懂问路与指路的简单对话，准确地表达相应位置并根据到达方式确定所花费的时间。
（2）教学难点进行问路与指路的简单对话，准确指引或表达位置。
中职英语基础模块1教学设计
中职英语基础模块1教学设计中职英语基础模块1 教学设计（教案、学案）Unit 1【教学策略】1. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly.2. Let the students work in pairs to make the conversations by themselves.3. Ask questions and help the students to understand the main idea the lesson.4. Listen more and improve the listening ability step by step, keep the sound symbol in mind.5. Assign the students some homework.6. Review what the students have learned.【教学过程组织】Teaching processStep One :1.The teacher greets each student: Good morning. Nice to meet you. May I have your name, please? Which school are youfrom? What do your parents do?2.Brainstorm the ways of greeting a person. Possible answers:Good morning/afternoon/evening.Hi./Hello. Nice to meet you. How do you do? How are you?/ How are you going? (collect different answers on the blackboard)3.Let’s make it a rule: Let’s greet each other at the beginning of each English lesson, using the following patterns. Teacher:Class begins.The monitor: Stand up. Teacher: Good morning/afternoon, boys and girls. Students: Good morning/afternoon, teacher.Teacher: How are you today? Students: We are fine. And you?Teacher: I’m fine, too. Thank you. Sit down, please.4. Activity 3. Act and practice. How would you greet a person in the following situations?Step Two: Listening and speaking ( 10 m)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. 7Middle 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.Step Two: Readinging and writing ( 15 m)1.Activity 13. Read and tick. Which of them may be included in a name card?2. Activity 14. Read and check.Answer the following questions.3. Activity 15. Read and complete. Ask the students to do it as quickly as possible. The first ten fastest can get a small prize.4. Now would you please design a creative name card for Mrs. Hu?5.Can you design a name card for yourself? (Imagine a future company and a future job for yourself)6.Ask some students to design their name cards on the blackboard. Make some comments.7.Show each student or each group a name card. Ask the students to talk about the information in the name card.【小结】Step Three: Summary and Production ( 5 m)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.【学生学习情况检测】( 2 m)1. Practice the dialogue with your partner and underline thesentences about asking one’s personal information.2.Show each student or each group a name card. Ask the students to talk about the information in the name card.【作业及思考】Step Four: Homework ( 1 m)1. Practice dialogue B with your classmate after class.2. Make a similar dialogue, talking about personal information.3. Make an introduction of your classmate.4. Copy key vocabulary five times in English ang one time in English.5.design a special name card for yourself.。
中职英语基础模块一第八单元教案
中职英语基础模块一第八单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 8 How can I get to the nearest bank?Period 1Teaching contents：Lead-inTeaching aims：1、Knowledge objective：to know the key words and expressions2、Ability objective：to know how to give directions using the phases Teaching important points：Enable students to understand the words and expressions. Teaching difficult points：Enable students to master and use the words and expressions. Teaching methods：elicitation method, interaction method Teaching instruments：the textbook，multimedia classroom Teaching procedures：Step 1 GreetingsStep 2 Famous sayingA burden of one's choice is not felt. 自己选的担子不嫌重。
Step 3 Lead in1、Look and match.2traffic lights the second turn turn rightroad crossroads turn left go across the road2、Read the phases for many times and ask the students to remember them.Step 4 Presentation1、Look and choose.a. Go across the road.b. Turn right.c. Turn left at the crossroads.d. Take the second turn on the right.e. Turn left at the first traffic light.f. Go along the road.2、Read and understand the phrases.Step 5 Oral practiceShow the students some traffic signs, and ask them to practice the words and phrases in act.1 and act.2.Step 6 HomeworkRead and practice the phrases and sentences.Feedback:3Unit 8 How can I get to the nearest bank?Period 2Teaching contents：Dialogue A How can I get to the nearest bank? Teaching aims：1、Knowledge objective：know the sentences about asking for and giving directions2、Ability objective：can use the sentences to ask for and give directionsTeaching important points：Key sentences about asking for and giving directionsTeaching difficult points：Students know how to ask for and give directions.Teaching methods：elicitation method, Situational Teaching Method Teaching instruments：the textbook，multimedia classroom Teaching procedures：Step 1 GreetingsStep 2 Famous saying4A clean hand wants no washing. 身正不怕影子斜。
高教中职版《英语1(基础模块)》WORD电子教案B1U8
Unit 8 How can I get to the nearest bank?（第一课时教学设计）一、学情分析本教案的授课对象为高一年级旅游英语专业学生。
该班共有54名学生，其中女生42名，男生12名。
相对来说，该班学生英语基础较好，能用简单的英语进行交流，但由于词汇量缺乏和知识面相对狭窄，所以使用英语还不够流利、熟练。
教师可根据学生的实际情况设计教学目标与教学过程，既要通过情景设置，调动学生参与学习的主动性，又要分配交际和阅读任务，让学生在有目的有节奏的情景和活动中学，而且学有成效，为她们今后的职业生涯打下一定的英语基础。
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）第八单元的第一课时，包括lead-in & Listening and Speaking中的Dialogue A How can I get to the nearest bank?两部分，具体内容：生活中表示方位的各种标志以及有关怎样去最近的银行的问路对话。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。
问路是学生日常生活中最常见的事例，也是作为旅游专业学生必须熟练掌握的内容，学生通过在真实的语言环境中体验英语，能积极而自信地加入到课堂教学活动中来。
2、教学重点、难点（1）教学重点通过与问路相关的词汇和句型的学习，学生能听懂简单的问路对话并学说问路语句。
(2) 教学难点学生能就所学问路句型学说问路对话三、教学目标1、知识目标（1）学生能掌握部分表示路标及方位动作的词汇，如：bank, traffic lights, second turn, crossroads, roadside, go along the road, turn left/right（2）学生能掌握问路时的基本句型，如：Excuse me, how can I get to the nearest….?Go along the road and turn…..Is it by the roadside?Yes. It’s just…..How long will it take me to get there?About….. You can’t miss it.I see. Thank you.2、能力目标（1）学生能听懂关于问路对话的基本信息。
最新中职英语基础模块教案：Unit8Howmuchisit(第一课时
Unit 8 How much is it?一、学情分析本单元的教学重点是收集商品类的词汇，如：食物类，文具类，衣物类；能够听懂询问和回答有关商品价格和数量的简单对话；正确及熟练运用英语询问商品的价格和数量；能读懂简单的收据和支票并能根据提供的收据写支票。
本单元所学习的内容和学生的生活联系较紧密，并且语言的环境也较易设置。
因此利用这一特点教师应该尽量让学生在一种真实的语言环境里练习本单元的重要的句型和对话。
并且改变以往固定的partners的方法，不仅可以训练学生的应变能力，也可以更好的巩固所学的句型及用语。
同时支票和收据的阅读也充分体现了职业教育的特点，教师在教学中应该设置一定的语境让学生充分体验工作的环境并且有意识的培养学生认真、仔细的处事作风。
本单元设计成四个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use第四课时 unit task + self-check第一课时 Lead-in + Listening & Speaking二、教材分析1．教学内容本课时系教材《英语预备级》（基础模块）第八单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：收集常见的食物类、衣物类、文具类词汇，听懂并掌握购物相关的用语或句型。
2．教学重点、难点⑴教学重点食物类、衣物类、文具类词汇；购物相关句型和用语。
⑵教学难点购物的简单对话三、教学目标1.知识目标⑴掌握生活用品或事物相关的词汇，如socks、shirt、T-shirt、suit、skirt、trousers、sweater tie、pencil、milk、cola、bread、chicken 等（2）掌握购物时的常用语，如：Can I help you?/May I help you?What can I do for you?I would like…/I want …I will take…(3) 掌握询问物品数量和价格的相关句型How much is it? / How much are they?How much do you want? / How many do you want2.能力目标⑴学生能听懂简单的购物相关对话。
高教版中职英语(基础模块 第1册)Unit 8《How can I get to the nearest bank》ppt课件1
c
Question: the ATM Answer: the first floor; right side of the gate; opposite to the lift
d
Question: Room 304 Answer: go upstairs; the 3rd floor; turn left; on your right
Excuse me, Where is the …? How can I get to the …? Could you tell me the way to the …? Is there … near here?
Give directions
Go straight / along. Turn right / left. Turn right at the second crossroads. Turn left at the third traffic light. It is on your right / left. You can see it in front of you.
Excuse me,How can I get to the …? Go straight the road. It's on your right.
Go along the road. It's on your left.
Excuse me, Could you tell me the way to …?
Go along the road, and turn left.
Go along the road, and turn right.
Read maps
Turn left when you come to the corner of the road
中职英语新基础模块1高教Unit8People and Event教案
处理教材活动8。教师引导学生确定相关信息，讨论可能会用到的语句。学生两人活动，选择情景和角色进项对话。教师选出部分学生进行展示，然后引导学生互评并给予反馈。
参考答案：
A: What do you do?
B: I am a teacher.
A: Can you think of an important person or event related to your work?
2. Read and guess
处理教材活动2，可分两步。
（1）学生两人小组活动阅读谜题并讨论，猜出谜题后迅速举手告知教师，看哪组最先猜对。教师请举手学生给出答案并给予反馈。教师对谜题中的重点词汇和表达（如：painting、record and share，knowledge等）进行讲解。
（2）教师可拓展以下活动。
Why does Jane like smart phone best?
Why does Lin Yang like ebook readers best.
（2）教师引导学生阅读要求，选择一位学生进行示范，利用活动所给信息谈论自己最喜欢的发明并阐述理由。学生两人小组活动，根据提示完成替换练习。教师请学生上台展示，并予以反馈。
Step 4 Post-reading
1. Read and complete.
处理教材活动13,可分两步。
*（1）请学生讨论从哪一些方面来描述京张铁路，完成下图。
Jiangzhang Railway
Length
教师结合活动13中信息卡的内容引导学生说出Chief engineer(designer),Time spend, The main designer, Why people remember it等
中专英语1(基础模块)教案Unit 8
c. Turn left at the crossroads.十字路口
d. Take the second turn on the right.在第二个路口向右拐
_________________
e. Turn left at the first traffic light.在第一 个红绿灯处左 转
重点难点解决措施 1.make some sentences using some verb phrases , 2. recite everyday English about asking directions 归纳小结 1.some verb phrases and some important sentences
a. Go across the road.过马路
b. Turn right.
c. Turn left at the crossroads.十字路口
d. Take the second turn on the right.在第二个路口向右拐
_________________
e. Turn left at the first traffic light.在第一 个红绿灯处左 转
教学过程设计： 导入 1. making phone call 2. receiving phone call
3.Do you how to make phone call and receive phone call in English ? 知识要点
1.Excuse me. How can I get to No. 1 Vocational School? 2.Go along the road and turn left at the second traffic light. 3.Can you tell me the way to the nearest bus stop? 4.Would you like to go by bus or by subway? 5.How long will it take me to get to the park?
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Consolidation Exercise 1 at page 110
Summary 教 学 环 节 设 计
Homework
Key Vocabulary: give somebody a hand, problem, printer…
Key Sentences: I don't know how to start the machine. I’ll show you. What does B/F mean? Look at the board. I’ll have a try. Is it out of order? I’m new here. …
III. Ask them to listen to the conversation and fill in the blanks using the given words in the box (SB, p106) while listening.
IV. Ask them to do exercise 6 at page 106.
II. Ask the students to listen again and finish exercise 3 at page 105.
III. Ask them to read the dialogue in pairs. IV. Ask the students to act out the dialogue in pairs
Listening Practice
Ask the students to finish exercise 2 at page 110.
Speaking Practice
Ask the students to work in groups and do exercise 7 at page 106. *Encourage students to work in pairs and do exercise 1-3 at page 112-113.
I. Tell the students they are going to listen to a dialogue happened between Susan and Bill. Look at what’s happening. Teach students how to use the words and expressions in the box before listening: give somebody a hand, out of order, problem, button, printer…
2009-2010 学年
序号
课时
教学设计
2
班级
第 1 学期 Speaking
日期
主任 签字
课 题 Unit 8 Can You Start It?
学 To understand the dialogue. 习 To master the functional sentences related to the topic. 目 To talk about how to use machines. 标
according to the example given in exercise 4 at page 105. V. Give students some advices on listening skills, using the learning tips at page 105.
2
Listening Practice
教 学 重 To master the functional sentences. 点 教 学 难 To talk about how to use machines in simple English. 点
教 具 Tape recorder, Multi-media computer
教
学
环 节
教学步骤 教学过程设计
1. Ask the students to read the dialogue. 2. Exercises of Unit 8 in workbook
3
设
计
1
Warming up
教 学 环 节 设 计 Presentation
of Listening
I. Give the students time to look at the picture at the first page of Unit 8. And discuss the following questions:
I. Help the students learn the new words and expressions by reading aloud after the recorder.
II. Ask the students to read a short conversation, which has several missing words.
1. Who are they? 2. Where are they? 3. What are they looking at? II. Then show the students some pictures related to different machines. Let them to listen to the recorder and match the pictures with the words in the box. (SB, p104) III. Ask the students the questions: 1. Do you know how to use these devices and
machines? 2. Have you ever used them? 3. Do you know any other devices and machines? IV. Then ask them to listen to a dialogue and do exercise 4 at page 104.