高教版职高英语2(基础模块)Unit_6课件
中职英语高教版(2021)基础模块2 Part 01 Unit 6 Craftsmanship 词汇
It makes it easy to admire their colors and craftsmanship. 让人很容易赞叹它们的色彩和工艺。
单词讲解
creative /kriˈeɪtɪv/ adj. 创造性的
create v.创造；创作；创新
例句
He was fond of doing creative artworks. 他喜欢制作有创意的作品。
单词讲解 in the end 终于；最后
例句 But in the end, the young man was found to be innocent . 但最后，这个年轻人被认定为是无辜的。
单词讲解
单词讲解
persistent /pəˈsɪstənt/ adj. 坚持不懈的；持续的
persist v. 坚持；持续，固执
例句
Persistent rain will affect many areas . 连绵阴雨会影响许多地区。
单词讲解
prepare /prɪˈpeə(r)/ v. 准备
prepare for 为...做准备
Her record of academic excellence continued through college. 她在大学里成绩一直优秀。
单词讲解
graceful /ˈɡreɪsfl/ adj. 优雅的；优美的
grace n. 优雅；魅力；慈悲
例句
She was a tall girl, slender and graceful. 她是个高个女孩，苗条优雅。
单词讲解
structure /ˈstrʌktʃə(r)/ n. 结构
struct v.建造, 建立
高教版中职英语(基础模块第2册)unit6《tellmewhenthepainstarted》word教学设计
Unit 6 Tell me when the pain started.教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。
该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。
每个单元都设计有Lead-in, Listening and speaking, self-check, lifeand culture等8项内容。
修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。
同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。
本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。
本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。
本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。
学情分析任教班级为旅游管理专业一年级学生，全班都是女生。
职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。
另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。
中职英语高教版2021基础模块2 Part1-2 Unit6 Craftsmanship教案
Before listening, let students readquestions in the outlinefirst andknow what they should get while listening .Then play the listeningto get the key information to fill in the blanksandcheck their answers.
通过小组讨论出恰当搭配，再结对练习，增加对话练习的有效性，逐步丰富说的内容，补充词汇量。
Step 3:
Listening
1.Listen andtick.
Read the phraseand let students predict the content of the listening. Then play the listening.（pay attention to speech,craftsmanship and craftsmen）
To be able to use these sentences skillfully:How did ...make it?/ually spend several months/years doing.../What qualities should ... have?/To be persistent./...need to focus on .../It is also important for... to be creative.
用同龄人的成功例子引出“工匠人”，展示在新时代背景下新生力量对工匠精神传承的意义和影响。激活学生的学习兴趣和积极性，为热身活动的职业和技能谈论做铺垫。
新时代高职英语基础模块2unit6
新时代高职英语基础模块2unit6In the new era of higher vocational education, the English language foundation module 2 unit 6 plays a crucial role in equipping students with the necessary linguistic skills to excel in their academic and professional pursuits. This unit delves into the intricacies of effective communication, emphasizing the importance of mastering the English language as a global lingua franca.The unit begins by exploring the fundamental aspects of communication itself. It delves into the various modes of communication, highlighting the significance of both verbal and non-verbal cues in conveying messages effectively. Students are encouraged to develop a keen understanding of the cultural nuances and context-specific norms that shape communication patterns across different regions and societies.One of the core components of this unit is the emphasis on developing proficiency in the four core language skills reading writing listening and speaking. Through a series of targeted exercises and activities students are guided to enhance their ability tocomprehend written texts interpret spoken discourse compose coherent written pieces and engage in meaningful dialogues.In the realm of reading students are exposed to a diverse range of materials ranging from academic articles to business reports and literary works. They are trained to employ effective strategies such as skimming scanning and close reading to extract key information and grasp the underlying themes and messages. This not only strengthens their comprehension skills but also broadens their intellectual horizons by introducing them to a wealth of knowledge across various disciplines.The writing component of the unit focuses on equipping students with the necessary skills to produce well-structured and coherent written pieces. From crafting persuasive essays to composing professional emails and reports students are guided through the writing process step-by-step. Particular emphasis is placed on developing a strong command of grammar vocabulary and organizational structures to ensure their written communication is both effective and polished.Listening skills are honed through the analysis of authentic audio and video materials covering a wide spectrum of topics. Students learn to distinguish between main ideas and supporting details identify speakers attitudes and intentions and recognize linguisticnuances such as tone and register. This training not only enhances their ability to comprehend spoken English but also prepares them to navigate real-world communicative scenarios with confidence.The speaking component of the unit is perhaps the most dynamic and interactive aspect as it allows students to put their linguistic knowledge into practice. Through role-playing discussions presentations and debates students develop the confidence and fluency to express their ideas clearly and persuasively. Particular attention is paid to developing strategies for effective turn-taking managing conversations and adapting one's language to suit different communicative contexts.Throughout the unit students are also introduced to the cultural dimensions of language use. They explore how cultural differences can influence communication styles and patterns and learn strategies for navigating cross-cultural interactions with sensitivity and respect. This exposure not only broadens their cultural awareness but also equips them with the tools to communicate effectively in diverse global settings.In addition to the core language skills the unit also emphasizes the development of critical thinking and problem-solving abilities. Students are challenged to analyze complex scenarios evaluate different perspectives and formulate well-reasoned responses. Thisnot only strengthens their intellectual capacities but also enhances their ability to engage in substantive discussions and make informed decisions.The assessment framework of this unit is designed to provide a comprehensive evaluation of students progress. It encompasses a range of assessment methods including written exams oral presentations group projects and individual assignments. This multifaceted approach ensures that students are evaluated holistically on their linguistic abilities as well as their broader cognitive and communicative competencies.Beyond the confines of the classroom the skills and knowledge acquired in this unit have far-reaching implications for students personal and professional development. Proficiency in English opens doors to a world of opportunities whether it is pursuing higher education abroad securing employment in multinational corporations or engaging in international business ventures. The ability to communicate effectively in English is increasingly becoming a prerequisite for success in the globalized world.In conclusion the English language foundation module 2 unit 6 is a pivotal component of the new era of higher vocational education. By equipping students with a comprehensive set of linguistic skills and cultural awareness it prepares them to navigate the complexities ofthe modern world with confidence. As the global demand for effective communicators continues to rise this unit serves as a vital springboard for students to realize their full potential and thrive in their academic and professional endeavors.。
高教版中职英语(基础模块 第2册)Unit 6《Tell me when the pain started》word教案
Book 2 Unit 6 tell me when the pain started课时：2课时一. 教学内容授课内容为课本包括Lead-in & Listening and speaking两部分，具体内容为：部分疾病名称、描述身体状态的短语及看病等信息的简单对话。
二. 教学重点、难点⑴ 教学重点通过与疾病和看病的相关的词汇和句型的学习，学生看病场景并展开相应对话。
⑵ 教学难点学生了解词汇记忆的策略之一——分类记忆。
三. 教学目标1.知识目标⑴掌握部分疾病的短语及词汇，如stomachache toothache fever cough headache back pain⑵掌握询问和提供看病时所使用的句型，如：1) 询问个人疾病状况，原因等信息时:What’s wrong with you?How long have you felt this way?2)提供个人疾病状况，原因等信息时:I have a runny nose. And I cough all the time.For about one day.2.能力目标⑴学生能听懂关于个人疾病状况，原因，看病等信息的简单对话。
⑵学生能熟记并表演关于个人疾病状况，原因，看病等信息的简单对话。
3.情感目标在模拟情景交流中，教育学生正确对待自己的身体状况。
四．教学步骤Step One Lead-in （20 mins）A game. We play a game first. Students guess what kind of illness is with the help of the action and expression--- sb felt, sb can not .... “cold! cold!” Students will always shout with great interest. Then com stomachache toothache fever cough headache back painFor example: A person cough and feel cold all the time. Possible answer: bad cold1. Play computer games for the whole night. ( )2. Eat sweets before going to bed. ( )3. Drink too little water. ( )4. Eat a lot of ice cream right after a meal. ( )5. Wear a short skirt in winter. ( )（设计意图:由学生表演动作和表情入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对疾病话题的兴趣和开口欲望，并初步接触本单元关键词汇。
英语(高职高专英语专业)(第二版)综合教程2电子课件PPT Unit6
Unit 6 Sports Hero
Jordan’s father was murdered during a robbery in 1993, and this tragic event partially led to Jordan’s temporary retirement from basketball that same year. He tried baseball, which he stuck with until 1995 when he returned to the NBA. He played a part in the movie “Space Jam” during the off season of his first year back in the NBA.
In 1984, he left UNC after his junior year to play in the NBA when the Chicago Bulls drafted him. He was the third pick of the first round. In 1985, he was named rookie of the year. In 1991 Michael Jordan won his first of six NBA championships. The next year he won a gold medal in the Barcelona Olympics. During the off season, he returned to UNC to finish his Bachelor of Arts degree.
Unit 6 Sports Hero
Michael Jordan is my hero for many reasons. He was a great basketball player. In his busy schedule, he always found time to give back. He was not greedy with his money. He always worked hard at everything that he did. He was very determined and never gave up. He always found a way to triumph in any situation. He always found time to spend with his family. All of these things make him one of the greatest heroes of all time.
高教版(2021)基础模块2-Part6-Unit1-Travel-教案精选全文完整版
学生对旅行相关的词汇、句型进行了学习，有一定的知识储备可以进行房间预定、目的地景点问询、旅游产品进行推介，能读懂介绍人物生平的传记类文章，了解其文体特征及语言特点。但还未综合使用本单元所学语言知识，真实解决职业场景中旅行相关的具体问题。小组活动中学生运用本单元所学完成真实任务，让学生进一步巩固本单元有关旅游的语言知识，制定一份北京五日游旅行计划，让外国友人体验北京的美。巩固友谊增强文化自信。
2.Classify the purposes of their travel according to the following pictures information.Teach the famous scenic spots and food in Beijing.
3.Discuss in groups and choose one foreign student to design a travel plan for him/her.
可编辑修改精选全文完整版
课题
Unit 1 Travel
(Culture Understanding& Group Work)
课型
Culture Understanding and Group Work
课时
1
授课班级
授课时间
45mins
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，《英语2基础模块》中第一单元的Culture Understanding and Group Work板块，要求学生拓展阅读，了解游客与旅行者的区别。小组活动中运用本单元已掌握的语言信息，结合三位外国学生的个人信息完成仿真任务，锻炼思维差异感知能力。
中职英语高教版2021基础模块2 Part 6 Unit 8 Green Earth 课件
save resources take public
transportation
garbage sorting
PART 02
Earth Hour
Earth Hour is a global event held on the last Saturday of March every year. It calls on people to turn off their lights and other electrical appliances(电器) like computers for one hour. In this way, people can pay more attention to climate change and realize the importance of saving our planet. Earth Hour first started in 2007 in Sydney and many cities around the world followed its lead in the following year. On March 28th, 2009, up to 88 countries and 4 000 cities participated(参加) in it. From 8:30 pm to 9:30 pm on that day, many cities in China such as Beijing, Dalian and Hangzhou also took part in the activity. It seems to be a dark world when the lights are turned off. People are trying to do something special to protect the environment through such a beautiful “dark moment”.
中职英语基础模块2(修订版)第六单元Unit-6单词
be connected to
与……有联系
基础模块2（修订版） U6 Craftsmanship
focus on be connected to
stand for
once upon a time
take up
stand for
代表
基础模块2（修订版） U6 Craftsmanship
focus on be connected to
stand for
once upon a time
take up
once upon a time
从前
基础模块2（修订版） U6 Craftsmanship
focus on be connected to
stand for
once upon a time
take up
take up
从事；拿起
/ˈstændəd/ n. 标准
基础模块2（修订版） U6 Craftsmanship
unique standard movement outstanding achievement
movement
/ˈmuːvmənt/ n. 移动
基础模块2（修订版） U6 Craftsmanship
unique standard movement outstanding achievement
product
/ˈprɒdʌkt/ n. 产品
基础模块2（修订版） U6 Craftsmanship
process require patience exactly impressive
process
/ˈprəʊses / n. 过程
基础模块2（修订版） U6 Craftsmanship
高教版职高英语2(基础模块)Unit_6完整ppt课件
.
.
Find the right words for the pictures.
stomachache cough
toothache headache
fever back pain
_h_e_a_d__a_c_h_e_
.
Tick the activities you did before.
stomachache cough
.
Tick the activities you did before.
stomachache cough
toothache headache
fever back pain
___t_o_o_t_h__a_c_h_e___
.
Tick the activities you did before.
stomachache cough
Patient Name Symptoms (症状) Possible causes
Appointment Report Card Tom a headache, _a__b_a_d__b_a_c_k_p_a_i_n__, hurting eyes playing computer games
Appointment time _at_3__th_i_s_a_ft_e_rn_o_o_n________________
.
Read aloud after the tape and underline.
Nurse: Betty:
Nurse:
Betty: Nurse:
Betty: Nurse: Betty:
I see. Do you feel cold? Yes, I feel very cold. I think I have a fever. Well, Dr. King is free at 2 this afternoon. Will this be OK for you? Can you make it earlier? Well, let me see. What about 11 this morning? 11 is fine. OK, see you then. Thank you very much.
中职英语高教版2021基础模块2 Part3-4 Unit6 Craftsmanship教案
3.Read carefully to find the methods of work when Ding butchered cows.Share their answers.Then repeat the factors and method twice to remember better.
判断是否具有庖丁精神，小组交流分享解释原因，锻炼学生的语用能力。重复工匠精神，为接下来的语言输出作准备。
充分理解文章内容的基础上，加上已有信息，再根据自身理解，组织语言为外国朋友介绍有关庖丁解牛的故事，培养学生整合信息的语言输出能力。增强积极传播中华民族敬业的传统美德。
Step5:
Summary
1.Butcher v.宰杀
Ability objectives:
To be able to master the key information of the craftsman story.
To be able to write an email to tell the story about Paoding.
Emotional objectives:
E.g：Pigs were butchered and hums were hung to dry.猪被宰了，猪腿挂着风干。
2.Movement n.移动
E.g：Loose clothing gives you greater freedom of movement.衣服宽松，可以活动自如。
中职英语高教版(2023)基础模块2 Unit 6 Craftsmanship 被动语态课件(32张
中职英语高教版（2023）基础模块2 Unit 6 Craftsmanship 被动语态课件（32张PPT）(共32张PPT)被动语态教学目标1. 知识目标：学生能够理解和掌握被动语态的基本知识点。
2. 能力目标：通过本课对被动语态的学习，学生可以熟练灵活地运用被动语态。
3. 情感目标：让学生了解被动语态的重要性，鼓励学生不断学习，养成良好的学习习惯。
Play a game击鼓传花A story被打的豆豆遥远的小岛上，住着一个倒霉蛋，它叫豆豆，那里的人只有三件事要忙，吃饭，睡觉，打豆豆。
你看，它总是被打，还不知道是谁打的。
Doudou is always beatenby someone.昨天晚上，夜黑风高，它又被打了。
Doudou was beatenyesterday evening.明天，豆豆还会面临n顿暴打，可怜的豆豆啊。
Tomorrow ,Doudou will be beaten several times .可怜的豆豆，已经被这样打了很多年。
命运一直没有改变。
Poor Doudou has been beaten for many years.我们亲爱的豆豆现在在干嘛，不用问，一定是正在被打。
Our dear doudou is being beaten now .随时可能被打的豆豆啊，谁来救救它啊。
Poor Doudou may be beaten anytime .被动语态The Passive Voice英语动词有两种语态：主动语态(the Active Voice)被动语态(the Passive Voice)A. 主动语态表示主语是动作的执行者。
B. 被动语态表示主语是动作的承受者。
We plant the tree.The tree is planted by us.注：后面能接宾语的动词才有被动语态We speak English.主语谓语宾语English is spoken by us.主语谓语宾语主动语态被动语态They clean the classroom .他们打扫教室。
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstarted1-精品
高教版中职英语基础模块第2册Unit6Tellmewhenthepainstarted1-精品2020-12-12【关键字】英语、基础The first period授课班级：12秋旅游授课：王叶 2014.3.4Teaching content:Lead-inTeaching objectives:Knowledge and ability objectives:1.Get the students to grasp the words and the phrases about illness: fever, cough, stomachache, toothache, headache, back pain, etc.2.Get the students to grasp some sentences by acting the dialogues:What’s wrong with you \him\her\them?I \He\She\They …3.Students can understand the common dialogues between patients and doctors.4.Get the students to learn how to grasp the listening skills.Moral Objects:1.Students’ awareness of autonomous thinking and cooperative learning will be strengthened.2.Let the students realize the importance of healthy lifestyle.Teaching focus and difficulty:1.Expressions and sentence structures about talking about illness .2.How to motivate students to speak English as much as possible.Teaching approaches and learning strategies:TPR, games, task-based teaching approach, cooperative learning method and autonomous learning method.Teaching aids:The pictures about illness, the blackboard.Teaching procedures:Step1: Warming-up .1.Greet the class as usual.2.Let’s chant.What’s wrong with you ?I have a cough.I have a cough.What’s wrong with you ?I have a headache.I have a headache.What’s wrong with you ?I have a toothache.I have a toothache.What’s wrong with you ?I have a stomachache.I have a ...Step 2: Presentation.1.T:I’m a teacher.What does he do ?(To show a picture.)S:He is a doctor.T:When we are ill,we should go to the hospital and see a doctor. (引入主题：Unit 6 Tell me when the pain started.板书并教读。
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Tick the activities you did before.
stomachache cough
toothache headache
fever back pain
___t_o_o_t_h__a_c_h_e___
Tick the activities you did before.
stomachache cough
Find the right words for the pictures.
stomachache cough
toothache headache
fever back pain
_h_e_a_d__a_c_h_e_
Tick the activities you did before.
stomachache cough
Treatment (治疗方法)
Take the pills three
times a day for 3 go home and use ice
exercise more days. Remember on his foot for 5
and eat less to wear warmer minutes each hour for
Read and fill in the forms.
Sophie was the second. It was a cold day, but she was in a very short skirt. She looked pale and kept coughing all the time. After a careful check, Dr. Smith said, “You’ve caught a cold. It is not serious. Take the pills three times a day for 3 days. Remember to wear warmer clothes on cold days.”
Discuss the possible illnesses.
Example: Wear a short skirt in winter. ( cold )
1. Play computer games for the whole night. ( headache ) 2. Eat sweets before going to bed. ( toothache ) 3. Drink too little water. ( cold ) 4. Eat a lot of ice cream right after a meal. (stomachache )
toothache headache
fever back pain
__c_o__u_g_h___
Tick the activities you did before.
stomachache cough
toothache headache
fever back pain
_s__to__m_a__c_h_athe first 2 days. Stay
Read and fill in the forms.
The last was Henry. He hurt his left foot during a football match. Dr. Smith asked him to lie down and put an ice bag on his foot. Henry felt much better. Dr. Smith smiled, “OK, go home and use ice on your foot for 5 minutes each hour for the first 2 days. Stay in bed for a week.”
the time
left foot.
Causes
he had 3 big hamburgers She was in a very and a large box short skirt. of ice-cream
He hurt his left foot during a football match.
toothache headache
fever back pain
___f_e_v_e__r__
Tick the activities you did before.
stomachache cough
toothache headache
fever back pain
_b_a__c_k__p_a__in___
Read and fill in the forms.
Linda Smith works at the school clinic. Yesterday afternoon, three students visited her office.
The first one was Sam, a very fat boy. He said that he had a stomachache. Linda asked what he had for lunch. Sam said that he had 3 big hamburgers and a large box of ice-cream. “What a huge lunch!” said Dr. Smith. “Well, it is nothing serious. Just remember to exercise more and eat less!”
What a busy afternoon!
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Patient No.1
Patient No.2
Patient No.3
Name
Sam
Sophie
Henry
Symptoms
had a
looked pale and Something is
stomachache kept coughing all wrong with his