中職職業(yè)英語(yǔ)-基礎(chǔ)英語(yǔ)模塊第二單元教案

點(diǎn)擊職業(yè)英語(yǔ)教案教研室：教師姓名：課程名稱(chēng)英語(yǔ)授課班級(jí)授課內(nèi)容Unit2Thisisn’tyourapartment.授課學(xué)時(shí)6教學(xué)方法交際法，小組討論法，任務(wù)型學(xué)習(xí)法，翻轉(zhuǎn)課堂教學(xué)法教學(xué)目標(biāo)1知識(shí)目標(biāo)：掌握用來(lái)談?wù)摷彝ゼ八鶎俚幕驹~匯句型2能力目標(biāo)：能用英語(yǔ)談?wù)摷彝?、能力；能讀懂通知；掌握通知寫(xiě)作技巧3情感目標(biāo)：了解東西文化差異教學(xué)重點(diǎn)角色扮演；人稱(chēng)代詞和指示代詞的意義和用法談?wù)摷彝サ脑~匯和句型教學(xué)難點(diǎn)掌握通知寫(xiě)作技巧掌握談?wù)摷彝ゼ八鶎俚幕驹~匯句型教學(xué)手段多媒體、圖片、黑板教學(xué)過(guò)程學(xué)習(xí)目標(biāo)熱身活動(dòng)｝（1學(xué)時(shí)）主題對(duì)話(huà)語(yǔ)法欄目（1學(xué)時(shí)）詞匯練習(xí)（1學(xué)時(shí)）聽(tīng)力閱讀（1學(xué)時(shí)）閱讀（1學(xué)時(shí)）8－11實(shí)用閱讀及寫(xiě)作（1學(xué)時(shí)）教學(xué)內(nèi)容Goals：Teacher:Inthisunitstudentsaregoingtolearntotalkaboutthings(theirpossessions)andaboutpeople(theirfamily)IdentifyingthingsandpeopleTalkingaboutpossessionTalkingaboutfamilyWarmUpDiscuss:Doyouknowhowtoidentifythingsandgroupsofpeople?Howdoyouexpressyourthingsandothers’?Listthemembersofabigfamily.A.PAIRWORKMatchthehatswiththecorrectpeople.Pointtothehatsandthepeople.Identifythehats.Responses:John=cowboyhat;Julia=chef’shat;Bruce=baseballcap;Steve=constructionhat;Liz=policeman’shatB.PAIRWORK.Listen.Matchthepeoplewiththeirobjects.Writethenumberofthepersonnexttoeachobject.Havestudentslookattheillustrations.Modelthepronunciationofeachobjectforthem.Answerkey:a.3-Bruceb.2-Juliac.4-Steved.5-Lize.1-JohnConversationWhoareyou?A.Listenandpractice.Havestudentslookatthephotosandask“Whoishe/she?”“Wherearethey?”“What’sBradcarrying?”TellstudentstolistentotheconversationandfollowthetextintheirbookstofindoutwhereBradandJasonare.B.Didyounoticethelanguage?Canyoufillintheblanks?Putthesubjectpronounsontheboardandhavestudentslookbackattheconversationtoelicitasmanycorrespondingpossessiveformsaspossible.Thenprovidetherest.1.Staceyisin________apartment.2.JasonandBradare_______newneighbors.3.Jasonintroduces________brothertoStacey.GrammarIdentifyingthingsandgroupsofpeopleTellstudentstheyaregoingtousedemonstratives(this/that/these/those)totalkaboutthingsorobjectsandwritethemontheboard.Tellstudentsthatweusethistotalkaboutobjectsneartothespeaker.Weusethatwhentheobjectisfurtherfromthelocationofthespeaker.Repeatquestioningwithexamplesofpluralobjectsusingtheseandthose.指示代詞指示代詞是具有指示概念的代詞this這；that那；these這些；those那些；指示代詞的用法this、that、these、those在句子中作主語(yǔ)、賓語(yǔ)、表語(yǔ)或定語(yǔ)。Thatisourteacher.（主語(yǔ)）Thisbookisthickerthanthatone.(定語(yǔ))Ipreferthis(these)tothat(those).（賓語(yǔ)）Whathelikebestisthis/that?(表語(yǔ))5）this，these指空間上離說(shuō)話(huà)人較近的人或物；that，those指空間上離說(shuō)話(huà)人較遠(yuǎn)的人或物，可以與there連用。TalkingaboutpossessionPutafewexamplesof-’susedasapossessiveformandcontrastitwith-’susedasacontractionofis.Forexample:ThisisStacey’sapartment.Stacey’samodel.ThoseareBrad’skeys.Brad’sJason’sbrother.PronunciationHavestudentslookatthelistofwordsandcheckthattheyunderstandthem.Tellstudentstheyaregoingtoheareachwordonthelistandneedtolistentotheendingsofthewords.Thentellthemtheywillchecktheappropriatecolumnthatshowsthesoundoftheplurals.Modelthedifferentendingsforthem.Responses:students-/s/glasses-/Iz/purses-/Iz/friends-/z/neighbors-/z/VocabularyinContextTalkingaboutfamilyHavestudentslookatthephotosandaskthemwhattheysee,elicitinganyfamilywordstheyalreadyknow.Tellstudentstheyaregoingtopracticelearninghowtotalkaboutfamilies.Havethestudentsgivethepeopleinthephotonames.Thenpresentthevocabularybyshowingtherelationshipsbetweenthepeopleinthephotos.PracticeA.Matchthefamilymemberswiththedefinitions.Havestudentsmatchthewordswiththeirdefinitionsandthenchecktheiranswerswithapartner.____1.cousins____2.nieces____3.nephews____4.motherandfather-in-law____5.aunts____6.uncles____7.grandparents____8.sistersandbrothers-in-lawa.mymotherandfather’sbrothers.b.myuncleandaunt’schildren.c.myhusbandorwife’sparents.d.mymotherandfather’sparents.e.mysisterorbrother’sdaughters.f.mywifeorhusband’sbrothersorsisters.g.mymotherandfather’ssisters.h.mybrotherorsister’ssons.B.Lookatthepicture.Writethewordsunderthecorrectperson.Ontheboarddrawafamilytreerepresentingthreegenerations.Forexample,GRANDMOTHER+GRANDFATHERMOTHER+FATHERGRANDDAUGHTERGRANDSONListeninginContextListen.Numberthepictures(1–4)asyouheartheconversations.TellstudentstheyaregoingtolistentoAnnieintroducingherchildren(DanielandClaire)toBen.Tellstudentstheywillneedtoorderthepicturesfrom1–4accordingtotheconversation.Havestudentslookattheillustrationsandask“Who’sthis?”whilepointingtoAnnie,Ben,Sebastian—theparrot,Daniel,andClaire.Callonselectedstudentstogivetheanswers.Answerkey:topleft:2topright:4,bottomright:3ReadingAletterfromLouiseBeforeyoureadA.PAIRWORKTalkaboutthepeoplebelow.Bringsomephotosoffriendsandfamilymembersandsharethemwithstudents.Tellthemalittleaboutthepeopleinthephotos.Forexample,“ThisismysonJames.He’sastudentinhighschool.”O(jiān)rganizestudentsintopairsorsmallgroupsandinvitethemtoshareanyphotostheymighthavewiththemanddescribetherelationshiptheyhavewiththepeopleinthelist.WhileyoureadB.Matchthesentenceswiththepictures.Havestudentslookattheillustrationsandaskthemwhotheymightrecognizeinthephotos.Thenaskwhotheotherpeoplemightbeandwhattherelationshipscouldbebetweenthem.Responses:Nathan,Karen;parents,sister,childrenTellstudentsthatLouise,Nathan’smother,iswritingaletteraboutherfamily.Havestudentsreadthesentencesina–danddecidewhichsentencedescribeswhichphoto.Havethemwritetheletterintheblankbythenumber.Havestudentscomparetheiranswersandcallonselectedstudentstogivetheanswers.AfteryoureadC.Circlethecorrectanswers.Tellstudentstolookbackattheletteronpage22andtochoosethecorrectanswerinsentences1–4.Havestudentschecktheiranswerswithapartnerandcallonselectedstudentstogivetheanswers.Havestudentsgivereasonsforthechoicestheymade.Forexample,“Number3isfriendsbecauseMarthadoesn’tknowLouise’sfamily.”WritingWritingaboutyourfamilyBeforeyouwriteWriteyournameandthenamesofyourparents,grandparents,brothers,sisters,aunts,uncles,cousins,nieces,andnephews.Don’twritetheminthecorrectorderofages.Youmaywanttomodelthisbydoingityourselfontheboard.WriteB.Writeasentenceabouteachperson.Tellstudentstolookattheexampleandthenhavethemlabeltheirchartofnameswitheachfamilymember’soccupationandtowriteasentenceabouteachperson.Invitestudentstosharetheirworkwithapartnerandtohelpeachothercorrectmistakes.Monitorstudentsastheydothisandgivethemguidanceinidentifyingandcorrectingerrors.PracticalReading:NoticesA.Herearesomenotices.Explainthedifferencebetweenawarning,aninstruction,andapieceofinformationDiscusswhatnoticesareseeninChinaandtheirpurposes.Askstudentstosaywhereorinwhatsituationtheymightseethenoticesgiven.B.Writethenoticesintheappropriatecolumn.AnswerKey:Warnings:1,9Instructions:2,4,5,6Information:3,7,8C.OfficenoticeboardsExplainthenotices.Drawstudents’attentiontothedirectandclearlanguageused.Drawstudents’attentiontotheWesternconventionofsigningnameswiththegivennamefirstandthefamilynamelast.ThismayalsobeagoodtimetoindicatethatintheWestthereisgreaterinformalitywithnames.ManymanagersarecalledbytheirgivennamesbystaffandtheywouldnotsignthemselvesMr.CarterorMissWang.D.Choosethecorrectanswerfromeachofthe2questions.AnswerKey:1.b,d2.a,cPracticalWriting:NoticesA.Anoticemustbeveryclearandeasilyreadandunderstood.B.Writeanoticeaboutapowercut.Discusswhynoticesarenecessaryandwheretheymightbefound.Answerswillvarybutpossibleanswersinclude12/08/2014PowerCut25pmPowerCutfrom1amto6am5/10/2014.C.Writeanoticeaboutarestaurant.AnswerKey:LovelyBitesOpen11amClosed11pmPuttingItTogetherA.PAIRWORKGiveyourlistofnamesfromSection8Writingtoyourpartner.Taketurns.Askquestions.Useyourpartner’slistofnames.Takenotes.Asanexample,putalist