杭州技师学院
第 周 月 日 第 课时 第 页 3. 情感目标 快乐学习，享受影视音乐等娱乐活动带来的精神愉悦。 三、教学步骤 Step One： Lead-in Vocabulary memory: Teacher shows a group of pictures about movies, TV programs and music on PPT and asks students to describe each picture. （设计意图: 展示各类海报或图片，让学生更直观、形象地区分理解不同电影、电视节目和音乐的词汇；复习词汇，锻炼学生的短时记忆能力和看图说话能力。） Step Two：Presentation Teacher plays different kinds of short movies, TV programs and music. Students enjoy them and think about: What type of movie / TV program / music is it? What do you think of the movie / TV program / music? （设计意图:放映几段电影视频、电视节目片段和音乐片段，让学生判断他们的类别，写出单词；再用相关形容词和简单句型描述对这些影音的感受。该活动是本单元学习中的适度放松环节，既巩固复习本单元的重点词汇句型，又拓展学生的知识面，激发学生的学习兴趣。 Step Three Practice 1. Complete the chart with words from the list in Activity 19. 2. Choose the proper adjectives to describe the pictures in Activity 20. 3. Complete the conversation with the correct forms of the words given in Activity 21. （设计意图:通过各种不同的形式，充分练习巩固本单元的重要词汇和语法，培养学生在真实语境中使用词汇，运用语言的能力。） Step Four： Group work Do a survey in groups of six. 2013~2014 学年第 2学期
杭州技师学院
第 周 月 日 第 课时 第 页 Interview the classmates with the chart in Activity 7 on P28. Then ask the leader of each group to give a short report. （设计意图:在熟练掌握所学句型之后，给学生设计一个调查任务。六人一组，调查小组成员对不同电影的喜好，然后推选一人报告调查结果。小组活动有助于培养学生的合作学习意识。） Step Five Grammar focus - Simple Past Tense 1. Present the simple past tense with some examples. 2. Complete the sentences and make a dialogue in pairs in Activity 16. 3. Complete the sentences and make a dialogue in pairs in Activity 17. 4. Ask your classmates what they did last weekend Activity 18. （设计意图: 总结本单元所学语法内容，在语境中让学生熟练掌握一般过去时的用法，并进一步运用于对话中。） Step Six： Homework Prepare for the Unit Task in groups. （设计意图: 自主学习，小组准备单元任务。） 四、板书设计 Unit 2 I saw a terrible movie. Simple Past Tense Words about 1. What did you do last weekend? 2. Did you play football yesterday afternoon? entertainment 3. Was Zhang Hong in the library this morning? 2013~2014 学年第 2学期
杭州技师学院
第 周 月 日 第 课时 第 页 Unit 3: Have you ever done a part-time job？ (1) 一、教材分析 1．教学内容 本课时系教材《英语2》（基础模块 高教版）第三单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：部分职业名称、描述个人性格和才能的短语、进行人员招聘/求职应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。 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。同时，应聘的话题也为学生在进入职场进行必要的准备。 2．教学重点、难点 ⑴教学重点 通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景 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； 学生读懂招聘广告并能据此展开对话。 二、教学目标 1.知识目标 ⑴掌握部分职业名称、描述个人性格和才能等的短语及词汇，如salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills; ⑵掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如： 1) 询问个人经历、才能及应聘原因等信息时: Can you tell me something about yourself? Have you done any part-time job? What are your strong points? Why do you want to work for our company? 2)提供个人经历、才能及应聘原因等信息时: I am a student at… 2013~2014 学年第 2学期
杭州技师学院
I will graduate … I am (creative and hard-working…) 第 周 月 日 第 课时 第 页 2. 能力目标 ⑴学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。 ⑵学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。 (3) 在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型. 3.情感目标 在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪。 三、教学步骤 Step One: Lead-in （8m） 1. A game. We play a game first. Students guess who the famous person is with the help of the For example: A person can sing songs very well. He works as a singer and an actor. Possible answer: Liu Dehua （设计意图:由学生熟知的明星人物入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对话题的兴趣和开口欲望，并初步接触本单元关键句型。） 2. Brainstorm. Students are encouraged to list the vocabulary of jobs they have learned as many as they can. Then go with the third activity, this time students will guess the job according to the key sentences, which consist of some new words and expressions related to skills. For example: A person can type very fast. What’s his/her job? Possible answer: typist. （设计意图:通过头脑风暴，我们可以快速呈现和温习已掌握的旧知，自然而然带出新知。） 3. Lead-in activity1. Tick the talents that you have. Make sure students understand the meaning of each expression and help them to find the talents they have. （设计意图:再次接触教材中的关键词汇和短语，为下一步听力和口语练习打好伏笔。） 4. Lead-in activity2. Circle the jobs that you think you might do well. Make sure students understand the meaning of each job in the list and help them to find the 2013~2014 学年第 2学期
杭州技师学院
第 周 月 日 第 课时 第 页 suitable job，especially the key words in the unit, such as salesperson, secretary, and so on. （设计意图:再次接触教材中的关于职业名称的关键词汇，为下一步听力和口语练习打好伏笔。） Step Two: Listening and speaking (22m) 1. Activity 3. Listen and tick the right picture for the question. Listen to the dialogue and tick the right picture from the four pictures of four different places. 2. Activity 4. Listen again and decide whether the following statement are true or false. Li Xiaohong has visited the company’s website. Li Xiaohong has passed the marketing test. （设计意图:通过猜测，帮助学生初步了解现在完成时的含义。） 3. Activity 5.Listen again and tick. Listen to the dialogue again and tick the advantages Li Xiaohong has. Help students learn the key expressions by paraphrasing the expressions. For example: An expression means being good at using computer. ( have good computer skills) （设计意图:通过词汇释义，帮助学生掌握关键词汇的含义。） 4. Activity 6. Read and underline. Read the dialogue and underline the interview questions and answers about asking and answering the information of one’s personality, working experience, skills and purpose. Can you tell me something about yourself? Have you done any part-time job? 5. Read the key sentences after the teacher. Make sure that students can say them out fluently and their pronunciation of the words is correct. 6. Practice the sentences with the information from students’ own. 7. Activity 7.Practice the dialogue in pairs. Use Activity 6 as an example. (设计意图:从词到句，从句到对话，每一步骤都要确保学生能扎实掌握。从领读到齐读到互相读再到个别读，教师要确认学生能正确掌握发音和语音语调。) 8. Ask some pairs to demonstrate their performance. (设计意图:展示对话，锻炼了当事者的胆量。) 2013~2014 学年第 2学期
英语基础模块2教案1-18(1)
