基礎(chǔ)模塊-2-unit-3-教案

授課課題Unit3Haveyoueverdoneaparttimejob?課時安排Period1教學(xué)目標(biāo)及能力要求教學(xué)目的：1.Knowledgegoals掌握局部職業(yè)名稱、描述個人性格和才能等的短語及詞匯，如salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;掌握詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息時所使用的句型，如：1)詢問個人經(jīng)歷、才能及應(yīng)聘原因等信息時:Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?2)提供個人經(jīng)歷、才能及應(yīng)聘原因等信息時:Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2.Abilitygoals學(xué)生能聽懂關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。學(xué)生能熟記并表演關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。在日常生活中靈活應(yīng)用提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的句型.3.Eotionalgoals在模擬情景交流中，調(diào)教學(xué)生正確的應(yīng)聘穿著及言談舉止方面的禮儀。能力要求：學(xué)生能聽懂關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。學(xué)生能熟記并表演關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。在日常生活中靈活應(yīng)用提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的句型.教學(xué)重點通過與表達(dá)能力、性格和經(jīng)歷的相關(guān)的詞匯和句型的學(xué)習(xí)，學(xué)生模擬招聘及應(yīng)聘場景并展開相應(yīng)對話。教學(xué)難點生了解詞匯記憶的策略之一——分類記憶；學(xué)生讀懂招聘廣告并能據(jù)此展開對話。授課方法教學(xué)用具錄音磁帶教學(xué)過程補充內(nèi)容Step1Lead-in〔8m〕1.

Agame.Weplayagamefirst.Studentsguesswhothefamouspersoniswiththehelpofthekeysentencessbcandosth,sbworksas“Yaoming!Yaoming!〞Studentswillalwaysshoutwithgreatinterest.ThencomeLiuDehua,LuoXuejuan,ZhouJielun,J.K.Rowling,andthemostimportantpersoninthelessonBarackObama.Forexample:Apersoncansingsongsverywell.Heworksasasingerandanactor.Possibleanswer:LiuDehua2.Brainstorm.Studentsareencouragedtolistthevocabularyofjobstheyhavelearnedasmanyastheycan.Thengowiththethirdactivity,thistimestudentswillguessthejobaccordingtothekeysentences,whichconsistofsomenewwordsandexpressionsrelatedtoskills.

Forexample:Apersoncantypeveryfast.What’shis/herjob?

Possibleanswer:typist.3.Lead-inactivity1.Tickthetalentsthatyouhave.Makesurestudentsunderstandthemeaningofeachexpressionandhelpthemtofindthetalentstheyhave.4.Lead-inactivity2.Circlethejobsthatyouthinkyoumightdowell.Makesurestudentsunderstandthemeaningofeachjobinthelistandhelpthemtofindthesuitablejob，especiallythekeywordsintheunit,suchassalesperson,secretary,andsoon.Step2Listeningandspeaking(22m)Activity3.Listenandticktherightpictureforthequestion.Listentothedialogueandticktherightpicturefromthefourpicturesoffourdifferentplaces.Activity4.Listenagainanddecidewhetherthefollowingstatementaretrueorfalse.Makesurestudentsunderstandthemeaningofeachsentenceandhighlightthepresentperfecttenseinthefollowingsentencesandtrytoguesstheuseofthetense.Practiceasimilardialoguewithyourpartner.LiXiaohonghasvisitedthecompany’swebsite.LiXiaohonghaspassedthemarketingtest.3.Activity5.Listenagainandtick.ListentothedialogueagainandticktheadvantagesLiXiaohonghas.Helpstudentslearnthekeyexpressionsbyparaphrasingtheexpressions.Forexample:Anexpressionmeansbeinggoodatusingcomputer.(havegoodcomputerskills)Anexpressionmeansbeinggoodatcommunicatingwithothers.(havegoodcommunicationskills)AnexpressionmeansbeingabletospeakEnglishverywell.(speakfluentEnglish)4.Activity6.Readandunderline.Readthedialogueandunderlinetheinterviewquestionsandanswersaboutaskingandansweringtheinformationofone’spersonality,workingexperience,skillsandpurpose.Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.5.Readthekeysentencesaftertheteacher.Makesurethatstudentscansaythemoutfluentlyandtheirpronunciationofthewordsiscorrect.6.Practicethesentenceswiththeinformationfromstudents’own.7.Activity7.Practicethedialogueinpairs.UseActivity6asanexample.8.

Asksomepairstodemonstratetheirperformance.Step3SummaryandProduction(14m)1.Makeashortsummaryofwhatwe’velearnedtoday.(1)keyvocabulary：salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;(2)expressionaboutaskingandansweringtheinformationofone’sworkingexperience,skillsandpurpose.Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2.Thinkofwordsofjobsandone’stalents.3.Thinkofmorewaystoaskaboutone’sinformationofworkingexperience,skillsandpurpose.Whydidyouleaveyourlastjob？Whatcontributiondidyoumaketoyourcurrent(previous)organization？Areyouamulti-taskedindividual？Doyouworkwellunderstressorpressure？Howwouldyourfriendsorcolleaguesdescribeyou？Howdoyounormallyhandlecriticism？Howdoyouhandleyourconflictwithyourcolleaguesinyourwork?Howdoyouhandleyourfailure？Step4

Homework(1m)1.Copyandmemorizethenewwordsandexpressions.2.Practicedialoguewithyourclassmatesafterclass.3.Makeasimilardialogue,talkingaboutpersonalinformation.板書設(shè)計Unit3Haveyoueverdoneaparttimejob?AskforinformationCanyoutellmesomethingaboutyourself?Haveyoudoneanyparttimejob？Whatareyourstrongpoints？……教學(xué)反思：授課課題Unit3Haveyoueverdoneaparttimejob?課時安排Period2教學(xué)目標(biāo)及能力要求教學(xué)目的：knowledgegoals進一步穩(wěn)固職業(yè)名稱、描述個人性格和才能等的短語及詞匯，如salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;進一步熟練掌握并穩(wěn)固詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息時所使用的句型，如：1)詢問個人經(jīng)歷、才能及應(yīng)聘原因等信息時:Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?提供個人經(jīng)歷、才能及應(yīng)聘原因等信息時:Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.ilitygoals學(xué)生能編寫關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。根據(jù)招聘廣告的要求和要點，展開人員招聘/求職應(yīng)聘對話。在日常生活中靈活應(yīng)用提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的句型.3.Emotionalgoals在模擬情景交流中，進一步調(diào)教學(xué)生正確的應(yīng)聘穿著及言談舉止方面的禮儀。能力要求：學(xué)生能編寫關(guān)于進行招聘/應(yīng)聘面試時的詢問和提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的簡單對話。根據(jù)招聘廣告的要求和要點，展開人員招聘/求職應(yīng)聘對話。在日常生活中靈活應(yīng)用提供個人經(jīng)歷、才能及應(yīng)聘原因等信息的句型.教學(xué)重點在創(chuàng)設(shè)的情境中，以上一課時掌握的對話為根底，自編對話并進行表演。教學(xué)難點根據(jù)招聘廣告的要求和要點，展開人員招聘/求職應(yīng)聘對話。授課方法教學(xué)用具教學(xué)過程補充內(nèi)容Step1Lead-in(10m)1.Teachershowspicturesofdifferentjobsandaskstudentstomatchthemwithwordsofjobs2.Brainstorm:listallthewordsstudentsknowaboutjobs.3.

Survey:Whatskillsdoyouthinkasalespersonandasecretaryshouldhave?Studentsdogroupworktodiscussitandwritetheanswersdown.Step2Speaking(25min)1.Askme.Studentshaveacompetitiontoaskteacherquestionsaboutpersonality,workingexperience,skills,personalityandpurpose.2.Activity8.Abigcompanyisholdingajobfairinyourschool.Thecompanywantstofindasecretaryandasalesperson.Youwanttofindajob.Nowpleaseroleplaythejobinterviewwithyourpartner.(1)Teacherexplainsthedifficultiesinthetwojobadvertisementsmakessurestudentsunderstandthemthoroughly,especiallythekeysentencesasfollowings:Applicantsshouldhave……arerequired.Wearelookingfor…who…(2)Teacherhandsoutthecards(intwocolors:redandyellow)oftworolesofinterviewerandintervieweerandomlyintheclass.Makesureeverystudentgetsacardandrole.(3)Teacherasksthestudentswhowillactouttheroleofinterviewertopreparethequestionstheywillaskandtheotherstudentstopreparethewaystoprovidetheirinformation.(4)Teacheraskseachstudentwitharedcardtofindanotheronewithayellowcardthentomakeupadialogue.(5)Teacherwalksaroundtheclassroomandgiveshelptothosewhohavedifficulties,andcorrectsthemistakesstudentsmake.3．Performance.Teacheraskssomepairstodemonstratetheirdialogueinfrontoftheclass.4.Evaluation.Teacherasksthestudentstojudgethefourbestinterviewersandintervieweesandgivereasons.5.Performanceguidance:Teachergivesmoredirectionsaboutone’swaysofappearance,apparel,speakingandbodylanguageinaformalinterviewtomakeitsuccessful,especiallytheattentiononpoliteness.6.Teachershowstwomorejobadvertisementsandasksstudentstoprepareforitandthenpracticeitinpairs.Twogroupsofstudentswillexchangetheirrolesthistime.MarketingassistantWearelookingforstudentswhoareabletoworkunderpressure.Applicantsshouldhavegoodcommunicationskills.KindergartenEnglishteacherApplicantsshouldlovechildrenandhavegoodEnglish.Goodcomputerskillsarerequired.7.Teacherasksthefourinterviewerstoactaspersonnelmanagersandtheotherspeoplewhowanttoapplyfortheposition.Step3Summary(9min)1.Teacherasksstudentstotrytomaketheirownjobadvertisementsbyfillingintheblankswiththemissinginformation.

________________Applicantsshould_____________andhave______________._____________arerequired.

_______________Wearelookingforstudentswhoareableto_____________.Applicantsshouldhave______________.2.Designaposter.Teacherasksstudentstodesignaposterofjobadvertisementwiththepicturesandthestyletheylike.Step4Homework(1m)1.Makeasimilardialogueaccordingtothedialogueinthebookandwriteitdown.2.

Polishyourposterofjobadvertisement.Collectasmanyjobwordsaspossible.板書設(shè)計Unit3Haveyoueverdoneaparttimejob?KindergartenPart-timeEnglishteachersIfyouareinterested,pleasesendyourresumetous,andwewillcontactyouassoonaspossible教學(xué)反思：授課課題Unit3Haveyoueverdoneaparttimejob?課時安排Period3教學(xué)目標(biāo)及能力要求教學(xué)目的：1.knowledgegoals學(xué)生能掌握描述職業(yè)名稱、個人職業(yè)能力及經(jīng)歷等詞匯及短語，如kindergartenteacher，marketingassistant，havegoodcomputerskills，havegoodcommunicationskills，beabletoworkunderpressure,

workas…，two-yearworkingexperience;學(xué)生能掌握簡單招聘廣告中的典型句型，如：Wearelookingfor…Ifyouareinterested,…Pleasecall…at…Pleasevisit…formoreinformation.Pleasesendyourresumetous.接觸現(xiàn)在完成時態(tài)的句子并進行初步講解;IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.2.Abilitygoals學(xué)生能讀懂簡單的招聘廣告，并能找出關(guān)鍵信息點。學(xué)生能根據(jù)關(guān)鍵信息點，填入恰當(dāng)?shù)脑~匯完成招聘廣告。3.emotionalgoals幫助學(xué)生發(fā)現(xiàn)自我能力和價值，幫助學(xué)生樹立信心，開展能力，為今后求職打下堅實根底。能力要求：學(xué)生能讀懂簡單的招聘廣告，并能找出關(guān)鍵信息點。學(xué)生能根據(jù)關(guān)鍵信息點，填入恰當(dāng)?shù)脑~匯完成招聘廣告。教學(xué)重點教學(xué)重點讀懂簡單的招聘廣告，并能找出關(guān)鍵信息點。教學(xué)難點根據(jù)關(guān)鍵信息點，填入恰當(dāng)?shù)脑~匯完成招聘廣告。授課方法教學(xué)用具教學(xué)過程補充內(nèi)容Step1Lead-in(10m)1.Vocabularymemory:theteachershowsagroupofpicturesabouttalents,skillsandabilitiesonpptandasksthestudentstodescribeeachpicture.2.Activity9.Matchthetalents,skillsandabilitieswiththetwojobs:kindergartenteacherandmarketingassistant.Andthenlistatleasttwoqualitiesrequiredbyeachjob.3.

Brainstorm:Listtheskillsandabilitiesthetwojobsrequiredinordertodothejobsbetter.Step2Readingandwriting(20min)1.Activity10.Readthefollowingads,andtickthecommonqualificationsforthetwojobs.Teacherasksstudentstounderlinethekeywordsofthequalificationinthejobadsandtellwhatkindoftalentseachitembelongsto.2.Activity11.Readtheadvertisementsagainandcompletethechart.Teacherasksstudentstofindthekeyinformationinthejobads,includingthetitleoforganization,thepositionandthewebsiteaddress.Checktheanswerswiththestudents,explainingthedifficulties,especiallythemeaningofthewords:organization,positionandwebsiteaddress.Teachercangiveanexampletodemonstrateit.Forexample:Name:WeiZhe(衛(wèi)哲)Organization:Alibaba(阿里巴巴)Position:CEOWebsiteaddress:://china.alibaba2.Activity12.Discusswhoarethefittestforthetwojobs.Teacherasksstudentstoreadthedescriptionofeachpersonandunderlinethekeywords,whichshowstheskillsandtalents.Andfindthefitpersonforthejob.Teacherasksstudentstounderlinethesentenceswithpresentperfecttenseandtrytounderstandtheuseofthetense.

IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.3．Furtherreading.Findandunderlinethekeysentencesinthejobads.

Wearelookingfor…

Ifyouareinterested,pleasesendyourresumetous./call…at….

Wewill…youassoonaspossible.

Youshould…4.Activity13.Youarenowdesigningtwojobadvertisements.Finishtheadswiththegiveninformation.Teacherhelpsstudentstofillintheblanksinjobadswiththeinformationinthechart.5.Anadditionalactivity.Fillintheblankswiththemissinginformation.DesignajobadvertisementforUCcafé.Step3

Unittask:Prepareforajobfair(14m)1.Youandyourclassmatesaretoholdajobfair.Nowworkingroupandpreparethejobfair.Designajobadvertisementwiththekeysentencesinthejobads.1).Brainstormthepositions,suchasanEnglishteacher,asalesperson,andsoon.Thenwrite

downthemostpopularpositioninyourgroup.2).Decideatleast3qualificationsqualificationsofapplicationfortheposition.3).Designajobadvertisementforthisposition.4).Prepareatleast5interviewquestions.

Step4Homework(1m)1.Copythenewwordsandexpressions.2.Supposeyouaretoholdajobfair.Designajobadvertisementforyourcompany.Makeitimaginativeaspossible.3.Collectasmanyjobwordsaspossible.板書設(shè)計Unit3Haveyoueverdoneaparttimejob?OrganizationUCcaféPositionwaiters/waitressesWorkingtimepart-time

Qualification1.aged16to182.havegoodcommunicationskillsTelephone1395718321

Wearelookingfor…Ifyouareinterested,…Pleasecall…at…Pleasevisit…formoreinformation.Pleasesendyourresumetous.教學(xué)反思：授課課題Unit3Haveyoueverdoneaparttimejob?課時安排Period4教學(xué)目標(biāo)及能力要求教學(xué)目的：1.

knowledgegoals學(xué)生能理解并掌握現(xiàn)在完成時態(tài)的意義和構(gòu)成。學(xué)生能進一步穩(wěn)固職業(yè)名稱及描述個人職業(yè)能力和經(jīng)歷的詞匯和句型。2.Abilitygoals學(xué)生能用現(xiàn)在完成時態(tài)描述職業(yè)或生活經(jīng)歷。學(xué)生掌握正確的詞匯歸類學(xué)習(xí)策略。Emotionalgoals學(xué)生通過討論學(xué)校生活，更熱愛學(xué)校，珍惜生活。能力要求：學(xué)生能用現(xiàn)在完成時態(tài)描述職業(yè)或生活經(jīng)歷。學(xué)生掌握正確的詞匯歸類學(xué)習(xí)策略。教學(xué)重點學(xué)生總結(jié)本單元關(guān)于求職應(yīng)聘的關(guān)鍵句型及其運用情境，并能正確理解和運用現(xiàn)在完成時態(tài)。教學(xué)難點理解運用現(xiàn)在完成時態(tài)的情境并在具體情境中運用現(xiàn)在完成時態(tài)。授課方法教學(xué)用具教學(xué)過程補充內(nèi)容Step1

Lead-in:現(xiàn)在完成時〔10min〕1.Teachershowssomepicturesindifferentplacesoffamousresortsorscenicspots,andtellsthetravellingexperienceinthepastyear.Ihavebeento…Ihavetastedthefamousdishesin…,suchas…Ihaveseenakindofstrangeanimal/bird/custom…2.Talkaboutthestudents’schoollifefromthefollowingtopics:Haveyoujoinedanyclubintheschool?Whatactivitieshaveyoutakenpartin?Haveyoumadeanynewfriendsintheschool?Haveyougoneshoppingtogether?Haveyouhadanew-yearparty?...HaveyouimprovedyourspokenEnglish?...HaveyouseenthemoviecalledTitanic?…HaveyoubeentotheDisneylandinHongKong?…Haveyoutakenapart-timejob?…Step2

Languageinuse

(Activity14,15,16,17)

(20min)1.Activity14.Readanddecidewhetherthestatementsaretrueandfalse.2.Activity15.Workinpairsandtaketurnstoaskandanswerquestions.3.Activity16.Answerthequestionswiththewordsgiven.

4.Activity17.Youarewritingtoafriend.Usethepresentperfecttenseofthewordsgiventofinishtheletter.5.Teacherasksstudentstowritemoresentencesaboutschoollife,usingpresentperfecttense.Step3

Vocabularypractice

(13min)1.Activity18.Completethechartfromthelist.2.Activity19.Checkyourexperiences.Tickthosethataretrueforyourself.3.Activity20.Completethesentenceswithproperformsofthegivenwords.4.Activity21.ThefollowingfourpicturestellastoryaboutMary.Useonesentencetodescribeeachpicture.Step4

Selfcheck

(1min)Studentscheckwhattheyhavelearntbytickingtheitems.Step5

Homework

(1min)Studentsfinishallexercisesinworkbookandgetreadyfordictation.

板書設(shè)計Unit3Haveyoueverdoneaparttimejob?現(xiàn)在完成時:have/h教學(xué)反思：肅南職教中心電子補充式教案授課課題Unit3Haveyoueverdoneaparttimejob?課時安排Period4教學(xué)目標(biāo)及能力要求教學(xué)目的：1.

knowledgegoals學(xué)生能理解并掌握現(xiàn)在完成時態(tài)的意義和構(gòu)成。學(xué)生能進一步穩(wěn)固職業(yè)名稱及描述個人職業(yè)能力和經(jīng)歷的詞匯和句型。2.Abilitygoals學(xué)生能用現(xiàn)在完成時態(tài)描述職業(yè)或生活經(jīng)歷。學(xué)生掌握正確的詞匯歸類學(xué)習(xí)策略。Emotionalgoals學(xué)生通過討論學(xué)校生活，更熱愛學(xué)校，珍惜生活。能力要求：學(xué)生能用現(xiàn)在完成時態(tài)描述職業(yè)或生活經(jīng)歷。學(xué)生掌握正確的詞匯歸類學(xué)習(xí)策略。教學(xué)重點學(xué)生總結(jié)本單元關(guān)于求職應(yīng)聘的關(guān)鍵句型及其運用情境，并能正確理解和運用現(xiàn)在完成時態(tài)。教學(xué)難點理解運用現(xiàn)在完成時態(tài)的情境并在具體情境中運用現(xiàn)在完成時態(tài)。授課方法教學(xué)用具教學(xué)過程補充內(nèi)容Step1

Lead-in:現(xiàn)在完成時〔10min〕1.Teachershowssomepicturesindifferentplacesoffamousresortsorscenicspots,andtellsthetravellingexperienceinthepastyear.Ihavebeento…Ihavetastedthefamousdishesin…,suchas…Ihaveseenakindofstrangeanimal/bird/custom…2.Talkaboutthestudents’schoollifefromthefollowingtopics:Haveyoujoinedanyclubintheschool?Whatactivitieshaveyoutakenpartin?Haveyoumadeanynewfriendsintheschool?Haveyougoneshoppingtogether?Haveyouhadanew-yearparty?...HaveyouimprovedyourspokenEnglish?...HaveyouseenthemoviecalledTitanic?…HaveyoubeentotheDisneylandinHongKong?…Haveyoutakenapart-timejob?…Step2

Languageinuse

(Activity14,15,16,17)

(20min)1.Activity14.Readanddecidewhetherthestatementsaretrueandfalse.2.Activity15.Workinpairsandtaketurnstoaskandanswerquestions.3.Activity16.Answerthequestionswiththewordsgiven.

4.Activity17.Youarewritingtoafriend.Usethepresentperfecttenseofthewordsgiventofinishtheletter.5.Teacherasksstudentstowritemoresentencesaboutschoollife,usingpresentperfecttense.Step3

Vocabularypractice

(13min)1.Activity18.Completethechartfromthelist.2.Activity19.Checkyourexperiences.Tickthosethataretrueforyourself.3.Activity20.Completethesentenceswithproperformsofthegivenwords.4.Activity21.ThefollowingfourpicturestellastoryaboutMary.Useonesentencetodescribeeachpicture.Step4

Selfcheck

(1min)Studentscheckwhattheyhavelearntbytickingtheitems.Step5

Homework

(1min)Studentsfinishallexercisesinworkbookandgetreadyfordictation.

板書設(shè)計Unit3Haveyoueverdoneaparttimejob?Eg.Ihaveseenafilm.Hehaslivedhereforthreeyears.教學(xué)反思：肅南職教中心電子補充式教案授課課題Unit4Ihavetriedallthemeansoftransportation.課時安排Period1教學(xué)目標(biāo)及能力要求教學(xué)目的：knowledgegoals學(xué)生能理解并運用有關(guān)交通工具的詞匯，如：subway,train,bus,taxi,plane,car,lightrail,ferry等。學(xué)生能理解并運用描述交通工具、出行方式的詞匯與句式，如：cheap,comfortable,dangerous,expensive,safe,fast,slow等。What’sthetransportationlikein…?Thetransportationthereis….Didyoutake…?Yes,…wascomfortable.Howdidyougothere?Iwentthereby….學(xué)生能聽懂有關(guān)交通工具、出行方式的對話。Abilitygoals學(xué)生能運用有關(guān)詞匯與句式對交通方式進行簡單描述。學(xué)生能運用所學(xué)語言談?wù)撃车氐慕煌顩r并發(fā)表簡單評論。motionalgoals學(xué)生通過與他人合作學(xué)習(xí)來共同解決問題。能力要求：學(xué)生能運用有關(guān)詞匯與句式對交通方式進行簡單描述。學(xué)生能運用所學(xué)語言談?wù)撃车氐慕煌顩r并發(fā)表簡單評論。教學(xué)重點學(xué)生能聽懂有關(guān)交通和出行的簡單對話，并在仿真的情景中運用相關(guān)的詞匯和句式對交通工具和出行方式進行簡單描述和評論。教學(xué)難點學(xué)生通過與他人合作學(xué)習(xí)來共同解決問題授課方法合作學(xué)習(xí)教學(xué)用具教學(xué)過程補充內(nèi)容Step1Lead-in(7min)1.Brainstorm(1min〕Theteacherasks,“Whatwouldyouconsiderwhenyoulookforapart-timejob?〞(ability,salary,opportunity,worktime,workplace,trafficormeansoftransportation,boss,distance…)2.Match(1min)Theteacherasks,“Whichmeansoftransportationdoyoutakewhenyougotowork/gotoschool?〞Showsomepicturesofmeansoftransportation.Matchthepictureswiththewords.Thenreadthewordsaftertheteacher.

1.subway2.train3.bus4.taxi5.bicycle6.motorbike7.plane8.car9.ferry10.lightrail3.Activity1.Discussion(2min)“Whatkindoftransportationhaveyoutaken?Workinpairsanddiscussthemeansoftransportationyouhaveused.〞Example:A:Haveyouevertakenthesubway?

B:Yes,Ihave./No,Ihaven’t.Activity2.Description(3min)Whichmeansoftransportationwillyouchoosewhenyou…?Andwhywillyouchooseit?Whatdoyouthinkthesubway/…islike?a.gotoNewYork.b.gotoschoolc.gotoZhoushand.gotoShanghaie.…Encouragethestudentstodescribethemeansoftransportation.Encouragethestudentstomakeuseoftheadj,suchascheap,comfortable,dangerous,expensive,safefast,slow….Givethestudentsanexample.Getthemtomakesentences.Example:ThelightrailinShanghaiiscomfortable.Step2Listening(10min)1.Activity3.Listenandtickwhatyouhear.Listentothetapeandanswerthequestion,“Whatmeansoftransportationmentionedinthedialogue?〞1)ferry2)taxi3)train4)bus5)subway6)plane7)lightrail8)boat2.Activity4.Listenagainandanswerthequestions.1)HowdidSaragotoShanghai?2)WhatplacedidshevisitinShanghai?3.Activity5.Listenagainandfillintheform..Listentothetapeagainandcatchthekeywords.Step3Speaking(20min)1.Readandunderline.

(2min)StudentsreadthedialogueinActivity6individually,andthentheyunderlineimportantsentencesaboutmeansoftransportation.Teacherasks2or3studentstotellotherstheiropinions.Teacherwritesdowntheusefulsentencesontheblackboard:What’sthetransportationlikein…?Thetransportationthereis….Didyoutake…?Yes,…wascomfortable.Howdidyougothere?Iwentthereby….2.Readthedialoguetogether.

(2min)Studentsreadthedialoguetwicetogether.Thefirsttimeisbetweentwogroups,andthesecondisbetweenboysandgirls.Roleplay(16min)

Workinpairs.Thestudentscanmaketheconversationoftheirown.Thestudentspracticethedialoguethemselves.Thentheteacherinvitesseveralpairstoshowtheirplays.Theteachercangivethemsomehelpiftheyareintrouble.Studentscanchoosedifferentlevelstoactout.Step4SummaryandProduction(7m)(1)Makeasurveyaboutthetransportationinthecitythatyourclassmatehasbeento.Youcanask:Whatcityhaveyoubeento?Whatwasthetransportationlikeinthecity?Didyoutake…?Whichmeansoftransportationdidyoulikebest/least?

(2)EverydayEnglish:Haveyouevermissedyourlasttrainorushome?Haveyoueverriddenahorse?Howaboutamotorbike?Howmanytimeshaveyoutraveledbyairplane?Whatkindoftransportationdoyouusedoften?Thetransportationthereisveryconvenient.Step5Homework(1min)

(1)Practicethedialogueandrepeatthedialogue.(2)Dosomeexercisesintheworkbook.(3)Writedowntheirdialogueoftheirownaboutthetransportation.板書設(shè)計Unit4Ihavetriedallthemeansoftrasnsportation.1.subway2.train3.bus4.taxi5.bicycle6.motorbike7.plane8.car9.ferry10.lightrailHaveyouevertakenthesubway?

B:Yes,Ihave./No,Ihaven’t.教學(xué)反思：肅南職教中心電子補充式教案授課課題Unit4Ihavetriedallthemeansoftransportation.課時安排Period2教學(xué)目標(biāo)及能力要求教學(xué)目的：1.knowledgegoals學(xué)生能掌握有關(guān)交通博客的詞匯，如trafficjam,rushhour,carpooling,asecondhandcar,publictransportation,blog,workplace,strange。⑵能夠讀懂有關(guān)交通方面的短文。2.Abilitygoals學(xué)生能快速閱讀，總結(jié)、歸納及概括文章大意。學(xué)生能在閱讀中查找關(guān)鍵信息。

學(xué)生能根據(jù)提示和要求完成寫作。3.Emotionalgoals學(xué)生能比擬各種交通方式的異同，并在實際出行時選擇適合的交通方式。能力要求：學(xué)生能快速閱讀，總結(jié)、歸納及概括文章大意。學(xué)生能在閱讀中查找關(guān)鍵信息。

學(xué)生能根據(jù)提示和要求完成寫作。教學(xué)重點能夠讀懂有關(guān)交通方面的短文；能夠根據(jù)提示，寫出完整的文章。教學(xué)難點能夠根據(jù)提示寫出最正確出行方式的建議。授課方法教學(xué)用具教學(xué)過程補充內(nèi)容Step1Lead-in〔5min〕1.Freetalk.(3min)

GetthestudenttointroducetheHangzhoupublicbicycletransportationsystem.Gettheotherstudentstolistencarefullyandanswersomequestionsaboutthepublicbicycletransportationsystem.2.Revision(2min)Theteachercanasksomethingaboutlocaltransportation.Thenaskthestudents:Haveyoutakenthebus?Haveyoutaken…?Howabout…?What’sthetransportationlikein……?/How’strafficinyourcity?Whichmeansoftransportationdoyoulikebest/least?Howdoyoutraveleveryday?Whatkindoftransportationdoyouusemostoften?ArethereterribletrafficjamsinHangzhou?Haveyoueverbeencaughtinatrafficjam?WhatdoyouknowthetransportationinNewYorkislike?Step2Reading(20min)1.Activity8Brainstorm.(3min)Workingroupsoffourandbrainstormaboutthecausesoftrafficjamsinbigcities.Theycangiveanysuggestionfortheimprovementofthetrafficinbigcities?

2.Activity9Fastreading.(2min)GettheSstoreadWangLu’sblogasquicklyastheycanandchoosethebesttitle.Thenchecktheanswerwiththewholeclass.

(1)MyfirstjobinNewYork.

(

)(2)TransportationinNewYork.

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)(3)TrafficjaminNewYork.

(

)3.Activity10.ReadthearticleagainandfinishWangLu’sfactfile.Getsomestudentstogivetheiranswersandchecktheanswers.(6min)

4.Activity11Readthearticleagainandcompletethefollowingchart.Getsomestudentstoshowtheirchartandchecktheanswerwiththewholeclass.(9min)Step3Writing(20min)1.Activity13Fastwriting.(6min)WangLuhaswrittenabouthertriptotheUnitedStatesinherblog.Usethepicturesandkeywordstofinishthearticle.StudentsreadtheinformationinActivity13individually.Theycanusethegiveninformationtodescribethepictures.Workingroupsandwritedownthesentencesaccordingtothepictu2.Activity12Discussionandwriting.(14min)SupposeyouaregoingtoNewYorknextmonth.WhereareyougoingtovisitinNewYork?Whichmeansoftransportationwouldyouliketotry?Andwhy?Discussingroups.Example:A:WhereareyougoingtovisitinNewYork?B:Wearegoingto…A:Whichmeansoftransportationwillyouchoose?B:Wewill…A:Why?B:Because…Studentswritethediscussionintoacomposition.Getsomestudentstoreadtheircompositions.Step4Homework(1min)(1)Dosomeexercisesintheworkbook.(2)Writedowntheircompositionaboutthe