創(chuàng)新高職英語 基礎(chǔ)教程 綜合電子教案U1

PAGE1創(chuàng)新高職英語基礎(chǔ)教程綜合教案課程名稱：_____________________任課教師：_____________________學(xué)院：_____________________專業(yè)：_____________________班級：_____________________二〇二X年X月U-1No.01AcademicYearTermWeekDuration2periods,90minutesUnitUnit1OverviewUnittopic:TrafficSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;Grade:1Classsize:TeachingTasksWarm-upReadingA:BeijingSubwayNetworkObjectivesKnowledgeSkillValueEnlargevocabularyonmeansoftransportation.GraspthemainideaofTextA;Reviewandapplyskimmingandscanningduringreading.Arouseawarenessof

livingalow-carbonlifeandenvironmentalprotection.FocusandDifficultiesFocus:Vocabularylearningandpractice;Reviewandapplystrategiesforreading:scanning,skimming,word-attacking.Difficulty:Expressone’sopiniononpublictrafficandprivatecarsActivitiesQ&APresentation/SharingDiscussionRole-playLectureTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:Thefutureoftransportationisalreadyhere|()Fivereasonswhyusingpublictransportisbetterfortheenvironment-RidangoPublicTransportvsPrivateTransport:What'stheBestWaytoGetAround?()Stage&TimingsContentCoverageandInstructionsWarm-up115msWarm-up1Step1WelcomeSstotheclass;Step2MotivateSstofigureouttheEnglishwordsforthepictures;Step3AskSstomatchthepicturesoftransportwithrelevantEnglishversionsgivenonP3;Step4Ssexchangeanswerswiththeirpartners;Step5Ssjotdownmoreindependently.Forreference:Warm-up215msWarm-up2Step1LetSsrecalltheirexperienceoftakingdifferentmeansoftransportation;Step2ScaffoldSswithsomeusefulwordsandexpressionslistedonP3;Step3EncourageSstosharetheunforgettableexperiencewithdeskmates;Step4Invite2-3Sstosharewiththewholeclass.ReadingAPre-reading10msStep1Elicitdiscussionwiththequestion:Whenitcomestothesubway,whatbenefitscanyoulist?Step2Sscooperatetolistbenefitsofthesubway;Step3Ssexchangeandlearnfromeachother.While-reading20ms1)SsskimTextAtocatchthemainideaofthetext,andanswertheQs(P5Step1）;2)Ssunderlinetheirnewwordsandexpressionsandtrytoworkouttheirmeaningfromcontextorwiththehelpofanonlinedictionary;3)Ssscanthetextagainandsaysth.aboutthetopreasonsoftakingasubwayinBeijing.Thenmakeatravelplan(P6Step2).AskSstoreadthedirectionsandtrytounderstandthesituation;AskSstoworkingroupsof2–4tomakedialogueaccordingtothegivensituation;Invite2-3pairstorole-playtheirdialogue;InviteonestudentfromeachgrouptoillustratetheirtravelplanwiththeMapofBeijingSubwayonP7.Post-reading25msSsdiscusstheadvantagesanddisadvantagesofpublictransport(P8Step3).AskSstoreadthelistedfeatures;AskSstomarkthedisadvantageswithblackboxes;Theclassexchangetheiropinionswiththeirneighbors.Ssanalyzepeople’spreferencefortransports(P9Step4).AskSstofillintherighttwocolumnsaccordingtotherequirements;AskSstodiscusswiththeirpartnersonthetopic;Sscompletethetableasrequired;Invite1–2Sstopresenttheiranswers.Elicitgroupdiscussionwiththequestions:RDoyoupreferpublictransportorprivatetransport?RHowdoyoutraveltowork?Assignment5msVocabulary:MatchthepictureswiththeirEnglishversions.Keys:Car;bus;coach;minibus;taxi/cabTrain/trolley;bike;motorbike/motorcycle;scooter;boatShip;ferry;barge;truck/lorry;vantraintube/metro;airplane/plane;helicopter;spacecraft1)Basedontheclassroomdiscussion,makecomparisonbetweenprivatecarsandpublictransport(P9Step5).2)GetmoreinformationaboutthescenicspotsinBeijinglistedonP7-8.3)Befamiliarwithdifferentpartsofanautomobileiftimepermits(P10Portfolio).ReflectionU-1No.02AcademicYearTermWeekDuration2periods,90minutesUnitUnit1OverviewUnittopic:TrafficSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;Grade1Classsize:TeachingTasksReviewReadingB:AmazingTechnologyBehindChina’sHigh-SpeedTrainsObjectivesKnowledgeSkillValueEnlargevocabularyonmeansoftransportation;Reviewgrammar:PresentparticipleGetthemainideaofTextB;Thinkcriticallyonthetopic.Beproudofourcountrywithitsdevotiontotheworldandamazingachievement.FocusandDifficultiesFocus:Grammarrulesonpresentparticiples;wordformation(fromnountoadjective);Difficulty:Analyzelongorcompoundsentencesfromthetext.ActivitiesFeedbacklectureQ&ASharingE-readingOnlineresearchTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:ChinaBulletTrainFacts,EverythingaboutChinaHighSpeedTrains()China-LaosRailway,Kunming-VientianeTrain()High-SpeedRailHistory|UIC-InternationalunionofrailwaysStage&TimingsContentCoverageandInstructionsReview15msChecktheassignmentonP9AskSstoreadtheitemsonP9;Checkofftheproblemsofpublictransportationthatcanbeovercomebyprivatecars.Exchangetheironlineresearchonthescenicspots.Pre-reading15msApproachthetopicwiththeQs:Whatarethesynonymsofhigh-speedtrain?Haveyouevertraveledbyhigh-speedtrain?Canyoulisttop5advantagesofhigh-speedtraintravel?Practiceword-attackskill:guessthemeaningofthefollowingwordsfromcontextandwordformation.SslocatethewordsfromEx.1onP13whilereadingthetext;Guessthemeaning,andthencheckyourunderstandingwiththehelpofadictionary;FinishEx.2onP13.While-reading30msShortlectureonnewwordsandexpressionandanalyzedifficultorlongsentences;Encouragepeerorgroupworkfordeepunderstandingofthetext;SsdothesecondreadingofthetextandtrytoanswertheQsinEx.4cooperativelyandcorrectly.RSsworkinpairsorgroups;RTeacherofferthekeysandchecktheirreadingcomprehension.RemedialteachingbasedontheSs’responsetotheQs.Post-reading25msDoexplorationonthetopic:Ssreadmoreaboutthetopicbyclickingthelinks:ChinaBulletTrainFacts,EverythingaboutChinaHighSpeedTrains()China-LaosRailway,Kunming-VientianeTrain()Do“Languagepractice”onP15-16andchecktheanswers.Assignment5ms1.GrammarexerciseonP18.2.UnderlinethepresentparticiplesinTextsA&Bandanalyzethefunctions.3.Extrareading:High-SpeedRailHistory|UIC-Internationalunionofrailways4.Review:Ex.3.5.Preview:complaintletterwriting.ReflectionU-1No.03AcademicYearTermWeekDuration2periods,90minutesUnitUnit1OverviewUnittopic:TrafficSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;GradeClasssize：TeachingTasksListeningSpeakingWritingObjectivesKnowledgeSkillValueEnlargevocabularyonparkingandtrafficjam.Listeningforgeneralinformationanddetails;WritingacomplaintletterMakecomplaintreasonablyandpolitely.FocusandDifficultiesFocus:Locatethekeywordswhilelistening;Note-takingskill;Elementsofacomplaintletter.Difficulty:Listeningcomprehension;complaint-letterwriting.ActivitiesRoleplayQ&AGroupdiscussionPresentationTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:/Stage&TimingsContentCoverageandInstructionsFeedback15ms1.Checktheassignment.2.Doremedialteachingaccordingly.Listening30msExplaintheskillsofnote-takinginlistening;GuideSstodealwithlisteningExs.1-4.Blankfillingwithkeywords(Ex.1);Dojudgementaccordingtowhathavebeenheardandimitatethedialogue(Ex.2);HelpSswithsomewordsabouttrafficrulesviolationandfillintheblankswhilelistening(Ex.3);ListentothepassageandanswertheQsbrieflyandcorrectly(Ex.4).Ssarerequiredtosayafewwordsabouttrafficjam,especiallyonitsreasonsandmeasurestosolvetheproblem.Speaking20ms1.SsfamiliarizethemselveswiththesentencesintheframeonP19andcompletethedialogue;2.Ssrole-playthedialogueonfindingaparklot;3.Imitatethedialogueandmakeadialogueofyourownaccordingtothegivensituation.Writing20msLearnhowtowriteacomplaintletterAskSsthequestion:Inwhat