中職《英語基礎教程》第三冊-Unit6-電子教案

1、Unit 6English competence is a key requirement of this position一、 單元內容分析本單元的教學重點是掌握簡單的與面試和求職相關的詞匯、短語和表達方式。能夠聽懂談及工作經歷、職位要求和個人能力等相關方面的對話；能正確、 熟練運用英語面試和求職中的各種表達形式及句型；能讀懂簡單的求職信。本單元通過與職業(yè)相關的短語和圖片，引出面試和求職的話題，所涉及內容與學生的生活聯(lián)系緊密。職業(yè)名稱和一些與職業(yè)技能相關的單詞和短語，學生已經學習了一些。本單元圍繞主題，需要學習識記較多的單詞和短語。結合教材內容，針對學生的實際情況，通過合理的教學設計，幫助學

2、生有效地完成聽、說、讀、寫任務，提高能力，為學習任務之后的練習以及語言運用做準備。在教學過程中教師可在教材基礎上合理設計教學活動，充分、 有效的練習來掌握面試和求職的相關句型。并在教學過程中，培養(yǎng)學生良好的生活習慣和學習習慣，幫助他們提高解決問題的能力。真正做到學以致用。本單元分四個課時：第一課時Lead-in + Listening and speaking第二課時Reading and writing第三課時Language in use and writing第四課時Vocabulary practice + Supplementary Reading二、分課時教學設計第一課時Lead-

3、in + Listening and speaking一、教材分析1. 教學內容本課時為教材英語基礎教程（ 3） 第六單元的第一課時，包括 Lead-in & Listening andspeaking 兩部分，具體內容為：復習職業(yè)名稱和職業(yè)技能相關的詞匯與短語，聽懂并掌握面 試的簡單對話，能準確地表述工作經歷、教育背景、職位要求和個人能力。2. 教學重點、難點（ 1）教學重點復習職位名稱和相關的詞匯與短語；學習面試常用的句型；聽懂面試的簡單對話，準確地表述工作經歷、教育背景、職位要求和個人能力。（ 2）教學難點掌握并運用簡單的面試對話的句型和表達方式。二、教學目標1. 知識目標（ 1

4、） 學習并識記職業(yè)、職業(yè)技能和面試相關的詞匯與短語，如：schedule appointments and meetings interview major financial accounting communicate with work as competence used to correspond with look for requirement position（ 2）學會面試的相關句型，如：Would you please tell me something about yourself?My name is I graduated from My major is Can y

5、ou tell me about your last job?I began to work as in How do you think you can fit in our supermarket/ company ？I m very good at /I do well in We're looking for a who can How is your spoken English/written English / ?I can communicate with in EnglishI know English competence is a key requirement

6、of this position.2. 能力目標（ 1）能聽懂面試的簡單對話。（ 2）能準確地表述工作經歷、教育背景、職位要求和個人能力。（ 3）能記住職位名稱和相關詞匯與短語，能記住面試相關的句型，并熟練運用于簡單的面試對話中。3. 情感目標（ 1）讓學生了解參加面試的技巧和注意事項，培養(yǎng)學生善于交流溝通的能力，禮貌待人的良好品質。（ 2）培養(yǎng)學生學習英語的能力和解決問題的能力，提高他們對英語學習的興趣。三、教學步驟Step One Lead-in1. Ask Ss to look at the topic picture and read the title of this unit an

7、d guess what will be learnedin this unit. Elicit the topic of this unit to the Ss.（設計意圖：通過本單元的主題圖和題目引入本單元的話題，讓學生了解本單元所涉及的內容。 ）2. Activity 1 .Show the pictures in Activity 1 on PPT. Ask students to match the pictures with position requirements in pairs. Maybe 3minutes is enough. Then check the answer

8、s with the class. If it is difficult for students to understand the position requirements. Please explain the difficult and important words and expressions to help them:Key words:arrange handle receipt introduce maintainKey phrases:schedule appointments and meetings（設計意圖：復習職位名稱及相關的詞匯和短語，為完成后面的聽、說、讀、

9、寫等活動做詞匯準備。）Step Two Listening1. Activity 2.Get students to read the questions and possible answers in Activity2 and make sure they know the meanings of the possible answers. Get students to discuss the following question in group of four.Question: What may be listened to for each possible answer?（ 設

10、計意圖：讓 學生們復習和學習備選項中單詞，并通過討論明確各種主題設計的關鍵詞。本環(huán)節(jié)不應太深入。比如讓學生討論到面試可能會聽到教育背景，工作經歷這些名詞即可。）2. Get students to listen to the dialogue and choose the correct answer.3. Activity 3.Ask students to read the questions and possible answers in Activity 3 and get them to listen to the dialogue A again. Then students di

11、scuss the answers in pairs. At last, check the answers with the class.（設計意圖：先就對話內容有一整體印象，然后再聽對話，了解大意，為理解對話內容做相應準備。讓學生討論是讓學生有一個交流所聽信息的過程。學會分享。）4. Activity 4.Ask Ss to read Activity 4. Remind Ss to pay attention to the useful and important words about interview. Then play the audio once again and ask

12、Ss to complete Activity 4. Check the answer with the class, let students to listen again if necessary.（設計意圖：進一步聽懂對話部分細節(jié)，了解對話內容，培養(yǎng)學生聽細節(jié)的聽力技巧。）Step 3 Speaking1. Activity 51 ） Ask students to listen to Dialogue B and try to find out the answers to the following questions in pairs. If the students have

13、some trouble in completing the task, give them some time to discuss.Questions: What is Wangmei s major? What does Wangmei do well in? What position is Wangmei applying for?（設計意圖：讓學生能發(fā)現該對話和前一個對話不完全一樣，培養(yǎng)學生聽細節(jié)的聽力技巧。給學生時間討論，讓他們分享聽的資源和技能。）2 ） Get students to read the dialogue after the audio.（設計意圖：通過跟讀練習

14、使用正確的語音語調，如有必要可再讀一遍。）2. Activity 5.1） Ask students read the dialogue again and try to find out the useful and important sentences about interview in pairs. Then get students to look at the form in Activity 6 and check answers.（設計意圖：讓學生通過讀和小組活動能找出對話中與面試相關的重要句型。）Key sentences:I graduated from I began

15、to work as in I m good at /I do well in I communicate with I used to訓練學生的歸納能力，培養(yǎng)學生自Would you please tell me something about yourself?Could you tell me something about your last job?How do you think you can fit in ？How is your English?（設計意圖: 通過讓學生自己找出面試相關的重要句型，主學習的能力。）2） Let students practice the sen

16、tences in pair aloud. If necessary, give them some position names to practice.3） Get students to read Activity 6 and discuss the requirements of a bank-teller in pairs, then check the answers and write down the results on the blackboard to help them finish the task.Possible results:handle bank recei

17、pts and money be polite be careful hard-working Ask students to make up a similar dialogue according to the learned dialogue and the results of the discussion in pairs . Get several pairs to act out their dialogue after a few minutes, （設計意圖: 通過小組協(xié)作，讓學生將本堂課所學詞匯與句型能夠遷移到日常生活中，同時訓練學生口頭表達能力，并培養(yǎng)學生合作學習的好習慣

18、。）Step Four SummaryMake a short summary of what we ve learned in this period.1. Key vocabulary:schedule appointments and meetings interview major financial accounting communicate with work as competence used to correspond with look for requirement position 2. Sentence Patterns about interview:Would

19、you please tell me something about yourself？My name is I graduated fromMy major isCan you tell me about your last job?I began to work as in How do you think you can fit in our supermarket/ company ？I m very good at We're looking for a who can How is your spoken English/written English / ?I know

20、English competence is a key requirement of this position.（設計意圖：總結回顧本堂課所學內容，加深印象。 ）Step Five Homework1. Try to remember the vocabulary and important sentences in the dialogue2. Offer students some information, and ask them to make up another similar dialogue to practice the important sentences about

21、interview.（設計意圖：課后進一步練習鞏固本堂課所學內容。）四、板書設計Phrases:scheduleappointmentsandmeetingsinterviewmajorfinancialaccountingcommunicate withwork as competence used to correspond with look for requirement positionSentence patterns:Would you please tell me something about yourself?My name is I graduated from My m

22、ajor is Can you tell me about your last job?I began to work as in How do you think you can fit in our supermarket/ company ?I m very good at /I do well in We' re looking for a who can How is your spoken English/written English / ?I can communicate with in EnglishI know English competence is a ke

23、y requirement of this position.第二課時Reading and writing一、教材分析1. 教學內容本課時系教材英語基礎教程（ 3）第六單元的第二課時，包括Reading and writing 部分，具體內容為：閱讀一篇短文，讀懂短文內容并根據短文內容完成短文后練習題，學會求 職相關的常用句型和表達方式，能寫簡單的英文求職信。2. 教學重點、難點（ 1）教學重點讀懂簡單的英文求職信，學習求職信相關的詞匯和表達方。學習寫簡單的求職信（ 2）教學難點掌握寫英文求職信的常用句型，寫簡單的英文求職信。二、教學目標1. 知識目標（ 1）學習英文求職信相關的詞匯與短語，

24、如：apply for advertise Tourism English major course obtain Guide Certificate part-time travel agency cooperate with sightseeing spots in addition be active in participate in positive responsible diligent pressure seek for challenge ideal appreciate（2） 學會寫求職信的常用句型I m writing to apply for the position

25、of I m going to graduate from I do well in I ve obtained I ve gained a wealth of experience in and cooperating with others.I m active in I feel the job you are offering is the one I am hunting for.I ll appreciate the opportunity to meet with you for personal interview.2. 能力目標（ 1）能讀懂簡單的英文求職信。（ 2）掌握寫英

26、文求職信的格式和有用句型。（ 3）能根據自己的情況或提供的信息寫簡單的應為求職信。3. 情感目標（ 1）讓學生掌握怎樣寫簡單的英文求職信，培養(yǎng)學生樂觀積極對待生活的態(tài)度。2）培養(yǎng)學生在日常生活中運用英語的習慣，提高他們對英語學習的興趣。三、教學步驟Step One Lead-in1. Ask two pairs to act out their dialogue made up after the last period. Correct their mistakes.（設計意圖：檢查上一課時布置的作業(yè)，復習所學詞匯與句型。）2. Activity 7 Ask students to look

27、 at Activity 6 and ask them to discuss the question in groups of four. After several minutes, collect their answers and introduce the topic of this period.（設計意圖：讓學生討論找工作考慮的因素，引出本課時的話題，為后面的閱讀做準備。）Step Two Reading1. Activity 8. Ask student to go through the passage and circle the factors referred to i

28、n the Activity 7 in pairs. Then check the answers with the class. （collect 5 pairs answers, if there are some different answers, let students discuss and find out the correct answers.） Work experience: I m working as a part-time tour guide in a travel agency.Good study results: During the past three

29、 years, I ve worked hard and done well in all the major courses. In fact, I m the top student in my class.Teamwork : I ve gained a wealth of experience in carrying out guide duties and cooperating with others.Communication skills: I can introduce sightseeing spots in English and communicate with Eng

30、lish speakers freely.（設計意圖：讓學生通過快速閱讀，了解短文大意，并按要求找出所需信息。若有不正確答案，通過討論辨明文章內容，找出正確信息。）2. Activity 9 Ask students to read the passage again and try to find out the answers to Activity 9 in pairs. Then check the answers with the class. （ask a few pairs to show their answers and ask other pairs to tell whe

31、ther their answer are right or not）（設計意圖：再次閱讀，讓學生對短文內容進步了解，為更好地掌握句型做好準備。）3. Ask students to read the passage carefully and try to find out the important, useful expressions and sentences in groups of four. They have to write down their expressions and sentences and try to explain them to the others.

32、 Several minutes later, ask several groups to show their results. In the end, read the expressions and sentences aloud.（設計意圖：本環(huán)節(jié)旨在讓學生學會合作學習，并更好地了解學生的需要。注意： 教師做好指導和控制工作。不花太多時間，必要時給予學生適當的幫助，以達到較好理解短文的目的。 ）4. Activity 10.1） Ask Ss to read the whole passage aloud and pay attention to the important and u

33、seful expressions and sentences.2） Get students to complete the sentences in Activity 10 in pairs without looking at the passage.3） Ask several pairs to check the answers. (設計意圖：通過完成習題檢測學生對短文的理解程度，對重要短語和句型的掌握程度。Step three Writing1. Activity 11.1） Ask Ss to read Activity 11 and discuss in groups of f

34、our.2） Ask Ss try to fill the form in groups of four. Each group has to finish one application form.3） Get 5 groups to show their application forms. Other groups can correct the mistakes. Ifnecessary, the teacher offers some help.（設計意圖: 通過學生討論和小組合作完成有關工作申請表的填寫，通過小組間糾錯，讓學生更好地掌握相關的句型和表達方式。）Step Four S

35、ummaryMake a short summary of what Ss have learned in this period.1. Key vocabulary:apply for advertise Tourism English major course obtain Guide Certificate part-time travel agencycooperate with sightseeing spots in addition be active in participate in positive responsible diligentpressure seek for

36、 challenge ideal appreciate2. Sentence Patterns about how to write an application letterI m writing to apply for the position of I m going to graduate from I do well in I ve obtained I ve gained a wealth of experience in and cooperating with others.I m active in I feel the job you are offering is th

37、e one I am hunting for.I ll appreciate the opportunity to meet with you for personal interview .（設計意圖: 總結回顧本堂課所學內容，加深印象。）Step Five Homework1. Read the passage again and try to remember the word, expressions, and sentences learned in this period.2. Ask students to read the passage again to get to kno

38、w how to write an application letter.（設計意圖: 課后進一步練習鞏固本堂課所學內容。）四、板書設計Words and expressions:Sentence patterns:apply foradvertiseTourismEnglish major course obtain Guide Certificate part-time travel agency cooperate with sightseeing spots in additionbeactive inparticipate in positiveresponsiblediligent

39、pressureseekfor challengeidealappreciateIm writing to apply for the position of I m going to graduate from I do well in I ve obtained -I ve gained a wealth of experience in and cooperating with others.I m active in I feel the job you are offering is the one I am hunting for.I ll appreciate the oppor

40、tunity to meet with you for personal interview .第三課時Language in Use and writing一、教材分析1. 教學內容本課時系教材英語基礎教程（ 3） 第六單元的第三課時，包括 Language in use 和 writing部分，具體內容為：定語從句的概念和功用，關系代詞引導的定語從句的基本用法; 根據要求完成一封求職信。2. 教學重點、難點（ 1）教學重點定語從句的概念和功用，關系代詞引導的定語從句的基本用法。（ 2）教學難點定語從句中關系詞的作用，關系代詞引導的定語從句的基本用法，that/which 的用法。二、教學目

41、標1. 知識目標（ 1）理解定語從句的用法和關系詞的作用。（ 2）學習定語從句的基本用法：2. 能力目標（ 1）能正確運用定語從句。（ 2）能在含定語從句的句子中正確選用關系代詞。3. 情感目標學習使用含定語從句的復合句，培養(yǎng)學生日常生活中恰當使用語句的良好習慣。三、教學步驟Step One Lead-in1. Check the homework with the class.2. Ask students to translate the following sentence. If necessary, the teacher helps them.我寫信申請你們公司廣告的護士的職位。（

42、 I m writing to apply for the position of nurse your company has advertised ）我專業(yè)課好。（I do well in all major courses.）我希望有機會面試（ I ll appreciate to the opportunity to meet you in personal interview. ）（設計意圖：檢查上一課時布置的作業(yè)，復習所學詞匯與句型。）3. Ask Students to translate the following sentences我們在招聘一名可以用英語和外國客戶交流的銀行

43、柜員。We re looking for a bank-teller who can communicate with foreign clients in English.你們提供的書正式我們想買的。The books you are offering is the ones we want to buy.（設計意圖：翻譯這些包含定語從句的復合句，為學生學習定語從句做鋪墊。）Step Two Language in use1. Grammar focus. Ask Ss to read Grammar focus on P76, pay attention to the structure

44、of the attributive clauses. Ss read aloud the example sentences altogether.2. Explain the structure and usage of the attributive clausesAttributive Clause1. 定義在復合句中修飾或限定名詞或代詞的從句。被定語從句修飾的名詞或代詞叫先行詞。引導定語從句的詞叫關系詞。e.g. The girl who is talking with our teacher is good at English.其中， who is talking with ou

45、r teacher 是定語從句，修飾“the girl ” “the girl ”被稱為先行詞，“who”是關系詞。2. 基本用法關系詞的作用：1 ）指代先行詞，引導定語從句（通常在定語從句句首）2）在定語從句中充當句子成分。關系詞分為關系代詞和關系副詞。關系代詞。關系代詞有who/whom/whose/which /aswho/whom 指人，在定語從句中做主語或賓語。Whom 做賓語時可以省略。The boys who are interested in football can enter for the match.The man （whom） Mary mentioned yeste

46、rday is very famous.That 指物或人，在定語從句做主語或賓語。作賓語時可以省略。Do you know the boy that is reading the story book?The machine that is running was bought last week.Is this the book （that） you are looking for?which 指物，在定語從句中作主語或賓語。作賓語可以省略。I like the dress which was bought yesterday .I like the dress （which）my mot

47、her bought for me yesterday.3. Ask students to read the sentences in Grammar Focus and underline the attributive clauses.And then point out the relative pronouns.（設計意圖：讓學生通過分析句子結構，找出定語從句和關系代詞，學習和進一步掌握關系代詞引導的定語從句的用法。）Step three Practice1. Activity 12.Ask Ss to finish Activity 12 in pairs. Check the a

48、nswers with the class and ask several pairs to give the reasons why they choose so.（設計意圖：通過學生完成有關定語從句的練習，進一步明確定語從句的基本用法。）2. Activity 13.Ask students to match the expressions on the left with the ones on the right to make some sentences in pairs. Check the answers later and get students to translate

49、them into Chinese. （設計意圖：讓學生通過配對的方式連接出完整的句子，進一步掌握定語從句的機構以及 關系代詞的用法。）Step Three writingActivity 14.1. Ask students to read Activity 14 and discuss it in pairs, then try their best to complete the application letter in pairs. Get them to use some attributive clauses. Give students enough time to finis

50、h the task. In the end, check the answers by showing several pairs results. Other students try to correct the mistakes. If necessary, the teacher helps them.2. Show students the model essay.（設計意圖：加深對定語從句的用法的了解，復習怎樣寫求職信。）Step Four SummaryAsk Ss to make a short summary about the attributive clause lea

51、rned in this period in pairs and show their results to the class. If necessary, the teacher offers some help.定義在復合句中修飾或限定名詞或代詞的從句。被定語從句修飾的名詞或代詞叫先行詞。引導定語從句的詞叫關系詞。（Give some examples）基本用法關系詞的作用：1 ）指代先行詞，引導定語從句（通常在定語從句句首）2）在定語從句中充當句子成分。關系詞分為關系代詞和關系副詞。關系代詞。關系代詞有who/whom/whose/which /aswho/whom 指人，在定語從句中

52、做主語或賓語。Whom 做賓語時可以省略。that 指物或人，在定語從句做主語或賓語。作賓語時可以省略。which 指物，在定語從句中作主語或賓語。作賓語可以省略。（give some examples）.（設計意圖: 總結回顧本堂課所學內容，加深印象。）Step Five Homework1. Ask students to try to remember what was learned about the attributive clause.2. Do more exercises.（設計意圖：課后進一步練習鞏固本堂課所學內容。四、板書設計Attributive Clause定義在復合

53、句中修飾或限定名詞或代詞的從句。被定語從句修飾的名詞或代詞叫先行詞。引導定語從句的詞叫關系詞?；居梅P系詞的作用：1）指代先行詞，引導定語從句（通常在定語從句句首）2）在定語從句中充當句子成分。關系詞分為關系代詞和關系副詞。關系代詞。關系代詞有 who/whom/whose/which /aswho/whom指人，在定語從句中做主語或賓語。Whom做賓語時可以省略。that指物或人，在定語從句做主語或賓語。作賓語時可以省略。which指物，在定語從句中作主語或賓語。作賓語可以省略。第四課時Vocabulary practice + Supplementary Reading一、教材分析1.

54、教學內容本課時系教材英語基礎教程（ 3）第六單元的第四課時，包括Vocabulary practice 及Supplementary Reading 部分，具體內容為：復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。2. 教學重點、難點（ 1）教學重點復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。（ 2）教學難點讀懂拓展閱讀中的文章內容并完成相關閱讀練習。二、教學目標1. 知識目標（ 1）熟記本單元有關面試和求職的詞匯與短語。（ 2）學習拓展閱讀短文中出現的詞匯

55、和短語，如：（ via effective connection target professional capability state paragraph concrete achieve contact signature a letter of interest job opening get in touch with2. 能力目標（ 1）復習本單元詞匯與短語及定語從句的基本用法，能熟練運用這些詞匯及句型，完成相關練習。（ 2）能讀懂拓展閱讀中的短文并完成相關閱讀練習。3. 情感目標培養(yǎng)學生尊重文化差異的意識以及運用英語幫助他人的良好習慣。三、教學步驟Step One Lead-in

56、1. Check the homework with the class to see if the students have known the attributive clause.2. Ask several students to say something about the attributive clause learned in last period.（設計意圖：檢查上一課時布置的作業(yè)，復習有關定語從句的內容。）3. Ss read the words and expressions on P79-80 after the teacher, then read in groups or altogether.(設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。Step Two Vocabulary practice1. Activity 15. Get students to read Activity 15 and try to match the words and the word meanings. Then check the answers with the class.Keys: d /a/b/c（設計意