课程名称 授课内容 教学方法 教学目标 英语 Unit 2 This isn’t your apartment. 点击职业英语教案
授课班级 授课学时 6 教研室： 教师姓名：
交际法，小组讨论法，任务型学习法，翻转课堂教学法 1 知识目标：掌握用来谈论家庭及所属的基本词汇句型 2 能力目标：能用英语谈论家庭、能力；能读懂通知； 掌握通知写作技巧 3 情感目标：了解东西文化差异 角色扮演；人称代词和指示代词的意义和用法 谈论家庭的词汇和句型 教学重点 教学难点 掌握通知写作技巧 掌握谈论家庭及所属的基本词汇句型 教学手段 教学过程 多媒体、图片、黑板 1. 学习目标 2. 热身活动｝（1学时） 3. 主题对话 4. 语法栏目 （1学时） 5. 词汇练习 （1学时） 6. 听力阅读 （1学时） 7. 阅读 （1学时） 8－11实用阅读及写作（1学时） 教学内容 Goals： Teacher: In this unit students are going to learn to talk about things (their possessions) and about people (their family) Identifying things and people Talking about possession Talking about family Warm Up Discuss: Do you know how to identify things and groups of people? How do you express your things and others’? List the members of a big family. A. PAIR WORK Match the hats with the correct people. Point to the hats and the people. Identify the hats. Responses: John = cowboy hat; Julia = chef’s hat; Bruce = baseball cap; Steve = construction hat; Liz = policeman’s hat B. PAIR WORK. Listen. Match the people with their objects. Write the number of the person next to each object. Have students look at the illustrations. Model the pronunciation of each object for them. Answer key: a. 3-Bruce b. 2-Julia c. 4-Steve d. 5-Liz e. 1-John Conversation Who are you? A. Listen and practice. Have students look at the photos and ask “Who is he/she?” “Where are they?” “What’s Brad carrying?” Tell students to listen to the conversation and follow the text in their books to find out where Brad and Jason are. B. Did you notice the language? Can you fill in the blanks? Put the subject pronouns on the board and have students look back at the conversation to elicit as many corresponding possessive forms as possible. Then provide the rest. 1. Stacey is in ________ apartment. 2. Jason and Brad are _______new neighbors. 3. Jason introduces ________ brother to Stacey. Grammar Identifying things and groups of people Tell students they are going to use demonstratives(this/that/these/those) to talk about things or objects and write them on the board. Tell students that we use this to talk about objects near to the speaker. We use that when the object is further from the location of the speaker. Repeat questioning with examples of plural objects using these and those. 指示代词 指示代词是具有指示概念的代词 this 这； that 那； these 这些； those 那些； 指示代词的用法 this、 that、 these、 those 在句子中作主语、宾语、表语或定语。 That is our teacher. （主语） This book is thicker than that one. (定语) I prefer this (these) to that (those). （宾语） What he like best is this/that? (表语) 5） this，these 指空间上离说话人较近的人或物； that，those 指空间上离说话人较远的人或物，可以与 there 连用。 Talking about possession Put a few examples of -’s used as a possessive form and contrast it with -’s used as a contraction of is. For example: This is Stacey’s apartment. Stacey’s a model. Those are Brad’s keys. Brad’s Jason’s brother. Pronunciation Have students look at the list of words and check that they understand them. Tell students they are going to hear each word on the list and need to listen to the endings of the words. Then tell them they will check the appropriate column that shows the sound of the plural s. Model the different endings for them. Responses: students-/s/ glasses-/Iz/ purses-/Iz/ friends-/z/ neighbors-/z/ Vocabulary in Context Talking about family Have students look at the photos and ask them what they see, eliciting any family words they already know. Tell students they are going to practice learning how to talk about families. Have the students give the people in the photo names. Then present the vocabulary by showing the relationships between the people in the photos. Practice A. Match the family members with the definitions. Have students match the words with their definitions and then check their answers with a partner. ____ 1. cousins ____ 2. nieces ____ 3. nephews ____ 4. mother and father-in-law ____ 5. aunts ____ 6. uncles ____ 7. grandparents ____ 8. sisters and brothers-in- law a. my mother and father’s brothers. b. my uncle and aunt’s children. c. my husband or wife’s parents. d. my mother and father’s parents. e. my sister or brother’s daughters. f. my wife or husband’s brothers or sisters. g. my mother and father’s sisters. h. my brother or sister’s sons. B. Look at the picture. Write the words under the correct person. On the board draw a family tree representing three generations. For example, GRANDMOTHER + GRANDFATHER MOTHER + FATHER GRANDDAUGHTER GRANDSON
Listening in Context Listen. Number the pictures (1–4) as you hear the conversations. Tell students they are going to listen to Annie introducing her children (Daniel and Claire) to Ben. Tell students they will need to order the pictures from 1–4 according to the conversation. Have students look at the illustrations and ask“Who’s this?” while pointing to Annie, Ben, Sebastian—the parrot, Daniel, and Claire. Call on selected students to give the answers. Answer key: top left: 2 top right: 4, bottom right: 3 Reading A letter from Louise Before you read A. PAIR WORK Talk about the people below. Bring some photos of friends and family members and share them with students. Tell them a little about the people in the photos. For example, “This is my son James. He’s a student in high school.” Organize students into pairs or small groups and invite them to share any photos they might have with them and describe the relationship they have with the people in the list. While you read B. Match the sentences with the pictures. Have students look at the illustrations and ask them who they might recognize in the photos. Then ask who the other people might be and what the relationships could be between them. Responses: Nathan, Karen; parents, sister, children Tell students that Louise, Nathan’s mother, is writing a letter about her family. Have students read the sentences in a–d and decide which sentence describes which photo. Have them write the letter in the blank by the number. Have students compare their answers and call on selected students to give the answers. After you read C. Circle the correct answers. Tell students to look back at the letter on page 22 and to choose the correct answer in sentences 1–4. Have students check their answers with a partner and call on selected students to give the answers. Have students give reasons for the choices they made. For example, “Number 3 is friends because Martha doesn’t know Louise’s family.” Writing Writing about your family Before you write A. Write your name and the names of your parents, grandparents, brothers, sisters, aunts, uncles, cousins, nieces, and nephews. Don’t write them in the correct order of ages. You may want to model this by doing it yourself on the board. Write B. Write a sentence about each person. Tell students to look at the example and then have them label their chart of names with each family member’s occupation and to write a sentence about each person. Invite students to share their work with a partner and to help each other correct mistakes. Monitor students as they do this and give them guidance in identifying and correcting errors. Practical Reading: Notices A. Here are some notices. Explain the difference between a warning, an instruction, and a piece of information Discuss what notices are seen in China and their purposes. Ask students to say where or in what situation they might see the notices given. B. Write the notices in the appropriate column. Answer Key: Warnings: 1, 9 Instructions: 2, 4, 5, 6 Information: 3, 7, 8 C. Office notice boards Explain the notices. Draw students’ attention to the direct and clear language used. Draw students’ attention to the Western convention of signing names with the given name first and the family name last. This may also be a good time to indicate that in the West there is greater informality with names. Many managers are called by their given names by staff and they would not sign themselves Mr. Carter or Miss Wang. D. Choose the correct answer from each of the 2 questions. Answer Key: 1. b, d 2. a, c Practical Writing: Notices A. A notice must be very clear and easily read and understood. B. Write a notice about a power cut. Discuss why notices are necessary and where they might be found. Answers will vary but possible answers include 12/08/2014 Power Cut 2 5 pm Power Cut from 1 am to 6 am 5/10/2014. C. Write a notice about a restaurant. Answer Key: Lovely Bites Open 11am Closed 11pm Putting It Together A. PAIR WORK Give your list of names from Section 8 Writing to your partner. Take turns. Ask questions. Use your partner’s list of names. Take notes. As an example, put a list of names from your family on the board. Ask students to guess the relationship of each person to you. For example, “Is James your husband?” “No, he isn’t.” “Is he your son?” “Yes, he is.” Organize students into pairs and have them exchange lists. Then have them take turns guessing the relationship between their partner and each person on the list using the example to help them. B. PAIR WORK Use your partner’s answers. Make a family tree with your partner’s family names. Show the family tree to your partner. Is it correct? Tell students they are going to use the information on their partner’s list of family members to draw their partner’s family tree. When students are ready, have them share the family tree with their partner and check that the relationships are correct. Monitor students as they work and help them with vocabulary and pronunciation. Summary 1. Identifying things and people 2. Talking about family 3. Talking about possession 4. Writing notices Homework Exercises：To do exercise D Role play: Who are you? Preview：Preview unit 3 Reflection After Class
中职职业英语 基础英语模块第二单元教案
