中职高教版英语1基础模块(1--4单元教案).doc

NO： 1-2课程名称英 语授课时数1-2周 次第 2周教学内容Unit 1 Nice to meet you!Lead-in, Listening and Speaking, Reading and Writing教学方式Theory Practicing【主要教学内容】Content:1.Master the greeting statements.2.Understand the words and sentence patterns about ask and offer personal information. 1)Words and expressions: 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); name card and vocation.2)about greeting:Good morning.Hi.Nice to meet you. 3)about personal information:Whats you name? Where are you from? Which company are you from?3.Can design personal name card.【主要能力点与知识点应达到的目标水平】教学内容题 目职业岗位知识点、能力点与基本职业素质点目标水平识记理解熟练操作应用分析Listening and Speaking 知识点：Remember the words and phrases about greeting and personal information.能力点：Master the usages of greeting and personal information.职业素质渗透点： master the greetings in daily life .在目标水平的具体要求上打【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 of 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 :Lead-in 1.The teacher greets each student: Good morning. Nice to meet you. May I have your name, please? Which school are you from? 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. Lets make it a rule: Lets 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: Im 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 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 ones personal information.6.Make a similar dialogue with the classmates around you. Sample A: Good morning! Im Lu Zhongnan. Lu is my last name and Zhongnan is my first name. May I have your name, please.B: Good morning! Im Lin Chunning. Lin is my last name and Chunning is my first name.A: Nice to meet you. Im from No. 7 Middle school. Where are you from?B: Nice to meet you, too. Im 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 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 1. Make a short summary of what weve 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】1. Practice the dialogue with your partner and underline the sentences about asking ones 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. 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.课后分析: NO： 4课程名称英 语授课时数3-4周 次第 周教学内容Unit 1 Nice to meet you!language in use，vocabulary consolidation，unit task ， pronunciation practice教学方式Theory Practicing【主要教学内容】Content:1.Master the words about name card and vocation. eg:telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss)2.Master the usage of “be” verb.3.Design a personal name card and describe the occupation of others.教学内容题 目职业岗位知识点、能力点与基本职业素质点目标水平识记理解熟练操作应用分析Reading and Writing知识点：Master the grammar structure Verb “be” pronouns.能力点：Master the words about name card and vocation ,be verb.职业素质渗透点：Write personal information required in a name card.在目标水平的具体要求上打【教学策略】1. Let the students work in pairs to make the conversations by themselves.2. Ask questions and help the students to understand the main idea of the lesson.3. Grasp the grammar points by patterns, correcting mistakes, translation and description.4. Compare English with Chinese and find the differences in language points.5. Assign the students some homework.6. Review what the students have learned.【教学过程组织】Teaching processStep One Lead-in （ m）1.Have a comment on the students name cards. Pass the cards around the class.2. Ask the students to present and talk about the name cards they have collected in groups. Use the following sentence patterns.Step Two Language in use ( m)1.Game: Who am I? The teacher says “Im thinking of something and you guess what it is.” The teacher can describe anything that the students are familiar with, however, the teacher should use “am” as many times as possible.The teacher can decide if he want to score this game or not, and how.2. Grammar focus （page 15）. The teacher helps the students have a general idea of the usage of be. Then the teacher offers the following rhyme to help the students master the usage of be in a better and easy way.3.Activity 17. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together.4. Exercise. Fill in the blanks with be verb.Step Three Pronunciation Practice ( m)1.Teach the pronunciation rules of the given eight phonetics.2.Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation.3.Offer each student a phonetic chart【小结】Step Four: Summary ( m)1.We have learned the words about name card and vocation.2. Master the usage of “be” verb.3.We have learned the pronunciation rules of the given eight phonetics.【学生学习情况检测】1.Activity 19. Write and talk. Talk about your parents and the persons that you know with your partner and take notes of what your partner tells you. Eg. My fathers name is Li Ming. He is a doctor.2.Activity 20.Look and mark. Look at the name card and fill in the blanks.3.Activity 21. Think and write. Group competition: write down as many jobs as possible in the given time.4.Interview five classmates and write down their future jobs.( X XX wants to be )5.The students who greet the most people and get the most name cards will be the winner. The teacher may ask these students to talk about their experience and introduce the persons they meet.【作业及思考】Step Five: Homework ( m)1. Review the job words after class.2. Create ten sentences with the verb is, am or are.3. Finish self-check.4. Write a short article: my comment on the lesson (in Chinese or English) 课后分析: NO：5-6课程名称英 语授课时数2周 次第 周教学内容Unit 2 I can do it.Lead-in, Listening and Speaking, Reading and Writing教学方式Theory Practicing【主要教学内容】Content:1、Have a revision of key words and expressions of Unit 1.2、Let the students master the new words and expressions from the exercises.3、Teach the students use “can” to ask personal information about ability.【主要能力点与知识点应达到的目标水平】教学内容题 目职业岗位知识点、能力点与基本职业素质点目标水平识记理解熟练操作应用分析Listening and Speaking, Vocabulary知识点：Review and master the words and phrases of last unit.Remember the new words and expressions.能力点：Master how to use the word “can” to express.职业素质渗透点：Let the students t know different people of different country have different habits to ask about personal information.在目标水平的具体要求上打【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 of each lesson.4. Grasp the grammar points by patterns, correcting mistakes, translation and description.5. Listen more and improve the listening ability step by step, keep the sound symbol in mind.6. Compare English with Chinese and find the differences in language points.7. Assign the students some homework.8. Review what the students have learned.【教学过程组织】Teaching process复习问题：Revision: We have learned Unit 1 Nice to meet you last lesson. Who can introduce somebody making use of this sentence pattern “Nice to meet you./I see./Where are you from?/I come from”教学内容：Teaching Content:Step one: Lead-in and Vocabulary1. Draw into the activity and give the examples.2. Ask some students to discuss the answers according to the pictures on the book.3. Give the students some new words about the pictures and ask the students to practice the pronunciation of them.Step two : Listening 1. Give the students some sentences and ask the students to find out the words about personal ability .2. Display the important words, expressions and sentences.3. Ask the students to finish the exercises themselves.4. Check the answers and let students use the important sentences to talk with their partner.Step three: Speaking1. Give the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner.3. Give different tasks to the students and ask them to act them out.4. Ask the students to make new conversations themselves.Step four: Reading1. Ask students some questions about the content of the hobbies and discuss what job or jobs they can do in the future.2. Give the students some pictures and let them to choose correct words to describe. 3. The students will be asked to read the practice and find out the troubles.4. Explain the important words, expressions and sentences.5. Ask the students to finish the exercises below themselves and check their answers. Step five :Writing1. Give the students some questions and ask them to answer.2. Ask the students to discuss and write down how to fill in the application form. Use some useful phrases and sentence pattern below小结:Step six: FeedbackMake a summary about what we have learned this class.学生学习情况检测:Give the test to the students. The content is about the words, expressions and the important sentence structure.【教师参考资料及来源】Teachers Reference： English【作业及思考】Homework：1. Correct the homework of Unit One. 2. Complete the application form.【指定学生阅读材料】Reading Materials：Passage课后分析: NO： 7-8课程名称英 语授课时数2周 次第 周教学内容Unit 2 I can do it.language in use，vocabulary consolidation，unit task ， pronunciation practice教学方式Theory Practicing【主要教学内容】Content:1. Master the words about ability and job application.2.Master the usage of modal verb “can”.3.Design a personal job application and describe the ability for job.教学内容题 目职业岗位知识点、能力点与基本职业素质点目标水平识记理解熟练操作应用分析language in use，vocabulary consolidation， pronunciation practice知识点：Master the grammar structure “can” modal verb.能力点：Master the words about ability , job application and modal verb “can”.职业素质渗透点：Write personal information required in a job application在目标水平的具体要求上打【教学策略】1. Let the students work in pairs to make the conversations by themselves.2. Ask questions and help the students to understand the main idea the lesson.3. Grasp the grammar points by patterns, correcting mistakes, translation and description.4. Compare English with Chinese and find the differences in language points.5. Assign the students some homework.6. Review what the students have learned.【教学过程组织】Teaching processStep One Lead-in （ m）1.Have a revision about asking for personal ability. List the important sentence pattern.2. Ask the students to present and talk about the ability for applying a job . Use the following sentence patterns.Step Two Language in use & vocabulary consolidation （ m）1.Give some exmples to present the usage and meaning of modal verb “can”.2. Grammar focus （page 28） The teacher helps the students have a general idea of the usage of “can”.Then the teacher offers the following form to help the students master the usage of “can” in a better and easy way.3. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together.Step Three Pronunciation Practice ( m)1.Teach the pronunciation rules of the given six phonetics.2.Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation.3.Offer each student a phonetic chart【小结】Step Four: Summary ( m)1.We have learned the words about ability and job application.2. Master the usage of modal verb “can”.3.We have learned the pronunciation rules of the given six phonetics.【学生学习情况检测】1.Activity 16 Write and talk. Talk about the person in the following picture. Complete the sentence make use of “can”.2.Activity 17 Choose one job in the following picture. Then talk with your partner about the employment.3.Activity 18 Think and write. Group competition: write down as many things you can doas possible after three years.4.Read and match . Choose the word from group A and match the right word or expression in the group B.5.Show the unit task : Complete a job application form for yourself in 2015. Then read the application form of your partner and check if he / she is likely to get his / her job. Give him / her your reasons.【作业及思考】Step Five: Homework ( m)1. Review the key words after class.2. Create ten sentences with the modal verb “can”.3. Finish self-check.4. Complete the application form in 2015. 课后分析: NO： 9-10课程名称英 语授课时数2周 次第 周教学内容Unit 2 I can do it.Test & Revision教学方式Theory Practicing【主要教学内容】Content:1.Have a revision of Unit one and two2.Master the words and sentence patterns about shopping, greeting, personal information and ability.3.Review the grammar structure Verb “be” pronouns and “can” modal verb.4.Master the requirement of name card and application form.5.Have a test.【主要能力点与知识点应达到的目标水平】教学内容题 目职业岗位知识点、能力点与基本职业素质点目标水平识记理解熟练操作应用分析Test & Revision知识点：Master the words and phrases about Unit one and two.能力点：Master the usages of shopping, greeting, personal information and ability.职业素质渗透点：Can master the sentence pattern about shopping, greeting, personal information and ability in daily life .在目标水平的具体要求上打【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 important knowledge.4.Have a overarching revision of the unit one and two.【教学过程组织】Teaching process教学内容：Teaching Content:Step one: 1. Draw into the activity and give the examples.2. Ask some students to discuss the answers according to the pictures on the book.3.Give the students some words about the pictures and ask the students to practice the pronunciation of them.Step two : Listening 1. Give the students some sentences and ask the students to find out the words about shopping.2. Display the important words, expressions and sentences.3. Ask the students to finish the exercises themselves.4. Check the answers and let students use the important sentences to talk with their partner.Step three: Speaking1. Give the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner.3. Give different tasks to the students and ask them to act o