英語(yǔ)1基礎(chǔ)模塊第二單元教學(xué)設(shè)計(jì)方案(共28頁(yè))

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1、精選優(yōu)質(zhì)文檔-----傾情為你奉上 阿克蘇職業(yè)技術(shù)學(xué)院?jiǎn)卧虒W(xué)設(shè)計(jì)方案 課程名稱 英語(yǔ)1基礎(chǔ)模塊 教學(xué)項(xiàng)目名稱 Unit 2 I can do it! 本項(xiàng)目學(xué)時(shí)數(shù) 6課時(shí) 課程教學(xué)團(tuán)隊(duì) 中職英語(yǔ)課程教學(xué)團(tuán)隊(duì) 學(xué)習(xí)目標(biāo)分析 語(yǔ)言知識(shí)目標(biāo)： 學(xué)生能夠理解并運(yùn)用常用動(dòng)詞及can 詢問并給出有關(guān)個(gè)人能力的信息。 語(yǔ)言技能目標(biāo)： 聽 —— 學(xué)生能夠理解用情態(tài)動(dòng)詞can 表述的有關(guān)個(gè)人能力的介紹。 說 —— 學(xué)生能夠用情態(tài)動(dòng)詞can 做有關(guān)個(gè)人能力的介紹。 讀 —— 學(xué)生能夠讀懂有關(guān)個(gè)人信息及個(gè)人能力的表格及簡(jiǎn)單句。 寫 —— 學(xué)生能夠根據(jù)個(gè)人情況做簡(jiǎn)單介紹并用情態(tài)

2、動(dòng)詞can 表述個(gè)人能力。 學(xué) 習(xí) 策 略： 學(xué)生在英語(yǔ)學(xué)習(xí)中發(fā)現(xiàn)問題并及時(shí)尋求解決方法。 文 化 意 識(shí)： 學(xué)生掌握中國(guó)人與英美國(guó)家的人們?cè)谠儐杺€(gè)人信息時(shí)的不同習(xí)慣。 情 感 態(tài) 度： 學(xué)生了解不同職業(yè)所需的技能，并明確自己在學(xué)習(xí)過程中需要掌握的技能。 單 元 任 務(wù)： 學(xué)生能夠運(yùn)用所學(xué)語(yǔ)言填寫簡(jiǎn)單的求職表。 學(xué)習(xí)者分析 中職新生英語(yǔ)水平普遍較低、離散度高；缺乏英語(yǔ)學(xué)習(xí)動(dòng)力和自覺性，學(xué)習(xí)習(xí)慣不好，沒有掌握正確的學(xué)習(xí)方法和策略。但是他們好奇心強(qiáng)，精力充沛，動(dòng)手能力強(qiáng)，在自我認(rèn)知和人際交往方面有較強(qiáng)的內(nèi)在需求。因此，只要教師能從學(xué)生的實(shí)際水平出發(fā)，采用靈活多樣的教學(xué)手段和方法，激發(fā)學(xué)

3、生的學(xué)習(xí)興趣和動(dòng)力，并且在整個(gè)教學(xué)過程中，注意學(xué)習(xí)方法和策略指導(dǎo)，就能達(dá)到較好的教學(xué)效果。 學(xué)習(xí)內(nèi)容分析 In "Lead-in & Listening and speaking", understand talks about one’s abilities;Use”can”to talk about one’s abilities In "Reading and writing", understand description of one’s abilities; Use”can”to describe one’s abilities In "Language in Use a

4、nd Vocabulary Practice", master the usage of “can”; complete a job application form for yourself in 2015. 教學(xué)策略 1.對(duì)于自主學(xué)習(xí)能力較強(qiáng)的學(xué)生,在掌握書本知識(shí)的的前提下,可以學(xué)習(xí)同步練習(xí)冊(cè)上的內(nèi)容。 2.對(duì)于自主學(xué)習(xí)能力不強(qiáng)的學(xué)生,教師將給予相應(yīng)的指導(dǎo)和幫助。 3.對(duì)于英語(yǔ)基礎(chǔ)較差的學(xué)生,教師應(yīng)在其原基礎(chǔ)上給予相應(yīng)的指導(dǎo)和幫助. 使其在原基礎(chǔ)上得到相應(yīng)的提高.不必與學(xué)習(xí)成績(jī)好的同學(xué)作同等要求。 4.全體學(xué)生都要接受教師定期的課業(yè)抽查和測(cè)驗(yàn)，并在本學(xué)期內(nèi)參加英語(yǔ)應(yīng)用能力考試。精

5、講多練,以練為主；側(cè)重聽說寫,兼顧讀譯。 5.采用啟發(fā)式教學(xué)法、任務(wù)型教學(xué)反、交際活動(dòng)教學(xué)法、講授法、自主學(xué)習(xí)法等，結(jié)合多媒體教學(xué)設(shè)備。 學(xué)習(xí)成果 通過本單元學(xué)習(xí)，學(xué)生能夠理解并運(yùn)用常用動(dòng)詞及can 詢問并給出有關(guān)個(gè)人能力的信息，掌握中國(guó)人與英美國(guó)家的人們?cè)谠儐杺€(gè)人信息時(shí)的不同習(xí)慣;了解不同職業(yè)所需的技能，并明確自己在學(xué)習(xí)過程中需要掌握的技能; 學(xué)生能夠運(yùn)用所學(xué)語(yǔ)言填寫簡(jiǎn)單的求職表。 教學(xué)評(píng)價(jià) 根據(jù)學(xué)生課堂及完成活動(dòng)任務(wù)的表現(xiàn)，以教師給學(xué)生評(píng)價(jià)和學(xué)生互評(píng)的方式，對(duì)本堂課的教學(xué)反思及心得做出小結(jié) 教學(xué)過程設(shè)計(jì)（I）（按照兩課時(shí)的教學(xué)內(nèi)容任務(wù)編寫） 步驟 教學(xué)內(nèi)容 時(shí)間分配

6、 明確 任務(wù) Lead-in & Listening and speaking掌握描述個(gè)人能力的詞匯、詢問和談?wù)撃芰Φ恼Z(yǔ)句。 2’ 項(xiàng)目 引導(dǎo) 教師用英語(yǔ)列出自己的諸多能力，并告訴學(xué)生其中有兩項(xiàng)是假的，讓學(xué)生選出，在游戲中引出描述個(gè)人能力的詞匯、詢問和談?wù)撃芰Φ恼Z(yǔ)句，導(dǎo)入本次課內(nèi)容：Listening and speaking 8’ 知識(shí) 講解 ⑴掌握描述個(gè)人能力的詞匯，如speak Chinese, drive cars, repair computers, teach English, read in Chinese, serve customers。 ⑵掌握詢問和描

7、述個(gè)人能力時(shí)所使用的句型，如： Can you say something about yourself? Can you sing English songs? Well, I can teach English and I can speak a little Chinese. ⑶聽懂關(guān)于詢問和描述個(gè)人能力的對(duì)話。 ⑷能羅列個(gè)人能力，并詢問和了解同學(xué)的個(gè)人能力。 30’ 操作 訓(xùn)練 1.Activity 4. Read and tick. 2. Activity 5. Listen and circle.. 3. Activity 6.Read and underl

8、ine. 4. Activity 7. Listen and repeat. 25’ 知識(shí) 深化 5.Activity 8 Listen and tick. 6.Activity 9 Read and underline. 7. Activity 10 Listen and repeat. 8. Activity 11 Act and practice. 20’ 歸納 總結(jié) 通過本課時(shí)的學(xué)習(xí)，學(xué)生應(yīng)該掌握描述個(gè)人能力的詞匯，掌握詢問和描述個(gè)人能力時(shí)所使用的句型，學(xué)生能聽懂關(guān)于詢問和提供個(gè)人信息的對(duì)話，能夠編寫關(guān)于詢問和描述個(gè)人能力的對(duì)話，能羅列個(gè)人能力，并詢問和了

9、解同學(xué)的個(gè)人能力。 3’ 作業(yè) 布置 1. Practice dialogue B with your classmate after class. 2. Make a similar dialogue, talking about personal information. 3. Make an introduction of your classmate. 4. Copy key vocabulary five times in English ang one time in English. 2’

10、 課堂教學(xué)內(nèi)容： Unit 2 I can do it (1-2) 1、Have a revision of key words and expressions of Unit 1. 2. NewWords 3. Lead-in 4. Listening & Speaking 教學(xué)方法： Communicative teaching method Listening and speaking method 教具： 1. Teaching material 2. The syllabus 3. The tape-recor

11、der 4. The blackboard 目的及要求： 1. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly. 2. Let the students work in pairs to make the conversations by themselves. 3. Ask questions and help the students to understand the main idea of the lesson.

12、 4. Listen more and improve the listening ability step by step, keep the sound symbol in mind. 5. Compare English with Chinese and find the differences in language points. 職業(yè)素質(zhì)滲透點(diǎn)：Let the students to know different people of different country have different habit to ask about personal inform

13、ation. 重點(diǎn)、難點(diǎn)： 1. Compare English with Chinese and find the differences in language points. 2.Understand the words and sentence patterns for asking about personal information.  教學(xué)過程：Teaching Procedures: 教學(xué)備注 復(fù)習(xí)問題：Revision: We have learned Unit 1 Nice to meet you last lesson.

14、 Who can introduce somebody make use of this sentence pattern “Nice to meet you./I see./ Where are you from?/I come from…” 教學(xué)內(nèi)容：Teaching Content: Step one: Vocabulary 1. repair1 The roof should be repaired soon. 這屋頂應(yīng)及早整修。 He had his car repaired yesterday. 昨天他把車子送去修好了。 Tom tried to rep

15、air his mistake. 湯姆努力糾正自己的錯(cuò)誤。 It took a long time for him to repair his health. 他過了好長(zhǎng)時(shí)間才恢復(fù)健康。 The road is badly in need of repair. 這路急需修理。 That building was out of repair. 那幢大樓年久失修。 2. serve英音：[s?:v]美音：[s?v] Children must be educated to serve their country when they grow up. 必須教育孩子

16、長(zhǎng)大后為國(guó)家服務(wù)。 She served me a cup of coffee. 她給我端上一杯咖啡。 He served eight years in prison. 他坐過八年牢。 My old car has served me well. 我那輛舊汽車對(duì)我很有用。 My father served in the navy during the Second World War. 我父親在第二次世界大戰(zhàn)期間在海軍服役。 Pearl is serving at the table. 珀?duì)栐谑毯蜻M(jìn)餐。 A simple example will ser

17、ve to illustrate the point. 一個(gè)簡(jiǎn)單的例子可以說明這一點(diǎn)。 3. customer[k?st?m?] The store has a lot of regular customers. 這家商店有許多老主顧。 Steven is a queer customer. 斯蒂文是個(gè)怪人。 4. teach英音：[ti:t?]美音：[tit?] She taught us how to pronounce those difficult words.  她教我們?nèi)绾伟l(fā)這些難字的音。 Ill teach you to swim. 我教你

18、游泳。 Mr. Smith teaches us English. 史密斯先生教我們英文。 What are you teaching this semester? 你這學(xué)期教什么課? That accident taught them a lesson. 那次事故給了他們一個(gè)教訓(xùn)。 Ill teach you to call him names! 如果你辱罵他,我就要對(duì)你不客氣了。 He teaches in Berlin. 他在柏林教書。 5. join英音：[d??in]美音：[d???n] He joined the two pieces of wood toge

19、ther with glue. 他用膠水將這兩塊木料粘在一起。 This path joins the highway up ahead. 與...會(huì)合;與...交接這條路在前面與公路相接。 Will you join us for dinner? 你和我們一起吃晚飯好嗎? Ill persuade him to join our club. 我將勸他加入我們的俱樂部。 The two houses join each other. 這兩棟房子相互毗連。 After a few days on shore the sailor joined his ship. 在岸上

20、待了幾天后,水手回到了他的船上。 He never joined in the usual sports of the boys. 他從不參加孩子們的一般體育活動(dòng)。 6. ability英音：[?biliti]美音：[?b?l?t?] She did the work to the best of her ability. 她已盡了力去做那件工作了。 He is a man of great ability. 他是位能力很強(qiáng)的人。 The acting abilities of both are well-known. 兩人的表演才能都是眾所周知的。 -ability后綴

21、 suf. (構(gòu)成名詞)表示"能力","可能性"(如:probability, reliability) 7. application,plikei??n] Biology has practical applications. 生物學(xué)有實(shí)用性。 I made an application for a loan. 我申請(qǐng)一筆貸款。 The application of varnish made the desk shine. 上了清漆桌子發(fā)亮了。 application to ones work專心工作 8. employment A large office requires

22、 the employment of many people.  一個(gè)大事務(wù)所需要雇用許多人。 He found employment as a mechanic. 他找到了一份機(jī)修工的工作。 The employment of airplanes sped up delivery. 使用飛機(jī)加快了投遞的速度。 Picnicking is a pleasant employment for our holidays. 外出野餐是我們假日喜愛的活動(dòng)。 9. position[p?zi??n]美音：[p?z???n] The bed used to be in t

23、his position. 床原來是放在這兒的。 He has a high position in society. 他社會(huì)地位很高。 He made a study of the position of the middle class in Britain. 他研究過英國(guó)中產(chǎn)階級(jí)的狀況。 Whats your position on this problem? 你對(duì)這個(gè)問題持什么態(tài)度? 10. apply[?plai] The nurse applied the ointment to the wound. 護(hù)士把藥膏敷到傷口上。 We should apply bot

24、h theories in the language classroom. 我們應(yīng)把兩種理論都運(yùn)用到語(yǔ)言教室中去。 This rule can not be applied to every case. 這條規(guī)則并不是在每種情況下都能適用的。 He applied himself to learning French. 他致力于學(xué)習(xí)法語(yǔ)。 He has applied for a post in England. 他已申請(qǐng)?jiān)谟?guó)供職。 Step two: Lead-in 1. Draw the game into the activity and give the ex

25、amples. 2. Ask some students to discuss the answers according to the pictures on the book. 3. Give the students some new words about the pictures and ask the students to practice the pronunciation of them. Step three : Listening 1. Give the students some sentences and ask the student

26、s to find out the words about personal ability . 2. Display the important words, expressions and sentences.  3. Ask the students to finish the exercises themselves. 4. Check the answers and let students use the important sentences to talk with their partner. Step four: Speaking 1. Gi

27、ve the students some explanation about the words in the exercises. 2. Ask the students to discuss the answers with their partner. 3. Give different tasks to the students and ask them to act out. 4. Ask the students to make new conversations themselves.

28、 課堂小結(jié)(3分鐘) 教學(xué)備注 Understand and Talk about one’s abilities. After learning this unit, make sure the students can use the new words and expressions they have learnt to talk about one’s ablities. At the same time, the students can ask and give information by using the knowledge tey ha

29、ve learnt in this unit. 課堂練習(xí)及作業(yè)布置(2分鐘) 1. Practice dialogue B with your classmate after class. 2. Make a similar dialogue, talking about personal information. 3. Make an introduction of your classmate. 4. Copy key vocabulary five times in English ang one time in English.

30、 后 記： 教學(xué)過程設(shè)計(jì)（II）（按照兩課時(shí)的教學(xué)內(nèi)容任務(wù)編寫） 步驟 教學(xué)內(nèi)容 時(shí)間分配 明確 任務(wù) Reading and writing ：掌握求職申請(qǐng)表的內(nèi)容、填寫、閱讀等，并能根據(jù)求職申請(qǐng)表為應(yīng)聘者安排合適的工作崗位。 5’ 項(xiàng)目 引導(dǎo) 教師將一組表示個(gè)人能力的圖片一ppt的形式展示給學(xué)生，并請(qǐng)幾個(gè)學(xué)生用所學(xué)句型描述，使學(xué)生練習(xí)了can在陳述句，一般疑問句，以及簡(jiǎn)短問答中的用法，對(duì)上次課的內(nèi)容進(jìn)行了復(fù)習(xí)鞏固，同時(shí)8教師適時(shí)簡(jiǎn)單介紹本部分的目的和任務(wù)，由此導(dǎo)入新課。 15’ 知識(shí) 講解 ⑴掌握求職表中的各欄目名稱:name, age, abil

31、ity, phone number, e-mail, address, parents, family, position applied ⑵看懂求職表各項(xiàng)內(nèi)容。 (3)訓(xùn)練學(xué)生閱讀表格并從中獲取信息的能力 ⑷ 掌握輔音讀音 10’ 操作 訓(xùn)練 Activity 12. Think and tick. Activity 13. Read and circle. 35’ 知識(shí) 深化 Activity 14 Read and answer.Activity 15. Compare and choose. 20’ 歸納 總結(jié) 通過本次課的學(xué)習(xí)，學(xué)生應(yīng)該掌握求職申請(qǐng)表

32、的內(nèi)容、填寫、閱讀等，并能根據(jù)求職申請(qǐng)表為應(yīng)聘者安排合適的工作崗位。同時(shí)掌握閱讀材料中所涉及的重點(diǎn)及常用詞匯短語(yǔ)的含義及用法，并能夠根據(jù)閱讀材料所提供的信息，看懂求職表各項(xiàng)內(nèi)容，根據(jù)閱讀材料的表述，學(xué)生能夠通過寫作的方式操練閱讀中獲得的信息。 3’ 作業(yè) 布置 1. Review the key words after class. 2. Create ten sentences with the modal verb “can”. 3. Finish self-check. 4. Complete the application form in 2015. 2’ 課后

33、體會(huì) 課堂教學(xué)內(nèi)容：Unit 2 I can do it (3-4) 1. Reading and Writing 2. language in use 3. Mastering some useful expressions. 教學(xué)方法： Communicative teaching method Listening and speaking method 教具： 1. Teaching material 2. The syllabus 3. The tape-recorder 4. The bl

34、ackboard 目的及要求： 1. Master the words about ability and job application. 2. Master the usage of modal verb “can”. 3. Design a personal job application and describe the ability for job.. 職業(yè)素質(zhì)滲透點(diǎn)：Write personal information required in a job application 重點(diǎn)、難點(diǎn)： 1. the grammar structure “

35、can” modal verb. 2. the words about ability , job application and modal verb “can”. 3. Writing Practice  教學(xué)過程：Teaching Procedures: 教學(xué)備注 Step I Warming-up 1. Review and check the homework; 2. Lead-in Step II Reading and Writing 1. Ask students some questions about the content of t

36、he hobbies and discuss what job or jobs they can do in the future. 2. Give the students some pictures and let them to choose correct words to describe. describe. 3. The students will be asked to read the practice and find out the troubles. 4. Explain the importance words, expressions an

37、d sentences. 5. Ask the students to finish the exercises below themselves and check their answers. 6. Give the students some questions and ask them to answer. 7. Ask the students to discuss and write down how to fill in the application form. Use some useful phrases and sentence pattern be

38、low 8. 1.Have a revision about ask for personal ability. List the important sentence pattern. pattern. 9. Ask the students to present and talk about the ability for apply a job . Use the following sentence patterns. Step III Language in use 1.Give some exmples to the usage and meaning

39、 of modal verb “can”. 2. Grammar focus （page 28） The teacher helps the students have a general idea f the usage of “can”.Then the teacher offers the following form to help the students master the usage of “can” in a better and easy way. can用法 can為情態(tài)動(dòng)詞, 不存在人稱變化，所以無論是第幾人稱都一律用can原型 但是ca

40、n存在過去式，它的過去式為could,此外could也可以用在疑問句中表示請(qǐng)求 情態(tài)動(dòng)詞在句中放在謂語(yǔ)動(dòng)詞之前, 謂語(yǔ)動(dòng)詞前若有助動(dòng)詞,則在助動(dòng)詞之前,疑問句 中, 情態(tài)動(dòng)詞則在主語(yǔ)之前。 1. (表示能力、功能)能,會(huì) The classroom can seat thirty students.這教室能坐三十位學(xué)生。  June can drive now.瓊現(xiàn)在會(huì)開車了。 2. (表示可能性)可能,可能會(huì) I think the work can be completed ahead of time.我認(rèn)為這項(xiàng)工作能提前完成。 3. (表示允許

41、、請(qǐng)求)可以 You cant take the book out of the room.你不可以將這本書拿出室外。 Can I use your pen?我可以用一下你的筆嗎? 4. (表示命令)必須 If you wont keep quiet you can get out.你如不保持安靜,就請(qǐng)你走。 5.表示可能性，常用于否定句和疑問句。 Can it be true? 那會(huì)是真的嗎？ Today is Sunday. He can’t be at school. 今天是星期天。他不可能在學(xué)校里。 can 和 be able to 的比較 1.can 只有一般現(xiàn)在時(shí)

42、和一般過去時(shí)兩種時(shí)態(tài)，其他時(shí)態(tài)要用 be able to 的形式。 I haven’t been able to get in touch with her. 我一直沒能和她聯(lián)系上。 2.通常can 和 be able to 可以互換 He will come if he can./ He will come if he is able to. 如果可能的話，他一定會(huì)來。 I couldn’t understand him./ I wasn’t able to understand him. 我不明白他的意思。 He said he could come and see me t

43、he next week. He said he was able to come and see me the next week. 他說下周他能來看我。 Step IV pronunciation practice 2、輔音 （1）輔音總數(shù)：／b／／p／／m／／f／／v／／d／／t／／n／ l／／g／k／／h／／z／／T／／j／／w／／dr／tr／r／V／dz 與漢語(yǔ)拼音對(duì)照： b p m f d t n l g k h jq x zh ch sh r z s y w 輔音的分類: 清濁成對(duì)的： 清：／p／／t／／k／／f／／F／s／／W／／tF／／ts／／tr／

44、 濁：／b／／d／／g／／v／／V／／z／／T／／dV／／dz／／dr／  課堂小結(jié)(3分鐘) 教學(xué)備注 In this part, we have learned reading ang writing and language in use. 1.We have learned the words about ability and job application. 2. Master the usage of modal verb “can”. 3.We have learned the pronunciation rules of the given phonet

45、ics. 課堂練習(xí)及作業(yè)布置(2分鐘) 1. Review the key words after class. 2. Create ten sentences with the modal verb “can”. 3. Finish self-check. 4. Complete the application form in 2015. 后 記： 教學(xué)過程設(shè)計(jì)（III）（按照兩課時(shí)的教學(xué)內(nèi)容任務(wù)編寫） 步驟 教學(xué)內(nèi)容 時(shí)間分配 明確 任務(wù) Language in Use and Vocabulary Pr

46、actice 掌握can的基本用法，掌握能力描述,詞匯歸類,對(duì)未來的職業(yè)設(shè)想, 完成求職表 5’ 項(xiàng)目 引導(dǎo) 教師對(duì)申請(qǐng)表上所涉及的信息用以下含有can的句型進(jìn)行訓(xùn)練，導(dǎo)入本次課內(nèi)容： eg: Teacher: I can drive a car. Ss: Can you drive a car? T: Yes, I can./ No, I can’t. They can swim. He can use the computer. We can play basketball. She can serve visitors. You can sp

47、eak English. 10’ 知識(shí) 講解 ⑴學(xué)生能掌握描述個(gè)人信息和能力的詞匯，如Class 3 Grade 1 , send e-mail, play computer games, drive a car, use the computer, speak English, write in English ⑵學(xué)生能掌握詢問和描述個(gè)人信息及能力時(shí)所使用的句型，如： What’s your name? How old are you? Which class are you in? Can you use the computer? Yes, I can send e-

48、mails, and I can play computer games. （3）掌握can的基本用法 You/ I / He/ She/ We/ You/They can/can’t … Can you/I /he/she/we/you/they…? Yes, I /you/she/we/you/they can. No, I / you/ she/ we/ you/they can’t. （4）完成求職表 25’ 操作 訓(xùn)練 Grammar focus Activity 17. Think and write Activity 18. Talk and guess.

49、Activity 19. Write and talk. 30’ 知識(shí) 深化 Vocabulary Practice ：Activity20 read and mark; Activity21 Think and Write; Activity 22 Write and Talk 15’ 歸納 總結(jié) 通過本次課的學(xué)習(xí)，學(xué)生應(yīng)該掌握can的用法描述個(gè)人信息和能力的詞匯，掌握詢問和描述個(gè)人信息及能力時(shí)所使用的句型，完成求職表 3’ 作業(yè) 布置 1.Recite the new words of this unit. 2. Finish all the exercises

50、in this section. 3. Prepare for the next unit. 2’ 課后 體會(huì) 課堂教學(xué)內(nèi)容：Unit 2 I can do it (5-6) 1. Knowledge about a job application form 2. vocabulary consolidation 3. unit task 教學(xué)方法： 1. Communicative teaching method 2. Grammar-Translati

51、on Method 教具： 2. Teaching material 2. The syllabus 3. The tape-recorder 4. The blackboard 目的及要求： 1. Let the students work in pairs to make the conversations by themselves. 2. Let students master the phonetics and spelling to pronounce words, phrases and sentences correctly. 3

52、. Grasp the grammar points by patterns, correcting mistakes, translation and description. 4. Have a overarching revision of the unit one and two. 5. Have a revision of Unit one and two 職業(yè)素質(zhì)滲透點(diǎn)：Can master the sentence pattern about shopping, greeting, personal information and ability i

53、n daily life . 重點(diǎn)、難點(diǎn)： 1. the words and sentence patterns about shopping, greeting, personal information and ability. 2. the grammar structure Verb “be” pronouns and “can” modal verb. 3. the requirement of name card and application form.  教學(xué)過程：Teaching Procedures: 教學(xué)備注 Step I Warm

54、ing-up 1. Review and check the homework; 2. Draw into the activity and give the examples. 2. Ask some students to discuss the answers according to the pictures on the. book 3.Give the students some words about the pictures and ask the students to practice the pronunciation of them. 4.

55、 Lead-in StepII Knowledge about a job application form My j姓名：李杰 ob application 姓名：李杰 性別：男 年齡：23歲 工作年限：1~2年 學(xué)歷：大專 期望工作區(qū)域：上海周邊 求職意向 期望從事職業(yè)： | 期望月薪：4500元 工作經(jīng)歷 2010-01/2010-12 Fuchun Resort Guest relationship operator 2010-12至今 Derbysoft（shanghai)company,. Ltd reservation oper

56、ator 教育經(jīng)歷 2007-07/2009-06 The Tourist management of Jiujiang University 自我描述 My personality extrovert, the thought is good quality, honesty,serious and responsible work actively. During the accumulated experience and work ability, loose but do not lose cool-headed, work conscientiously, and

57、 perseverance have patience.Solid professional knowledge and culture, and a strong ability to learn, to adapt to the new environment. Rich social practice that I have a strong sense of responsibility and teamwork ability, accept others modestly opinion and the suggestion. Hard-working, passion,

58、 through active efforts to achieve their own value,  and work in the largest contribution to make. Objective To obtain a challenging position as a software engineer with an emphasis in software design and development. Education 1997.9-2000.6 Dept.of Automation, Graduate School of Singh Un

59、iversity, M.E. 1993.9-1997.7 Depts. Automation, Beijing Institute of Technology, B.E. Academic Main Courses Qualifications General business knowledge relating to financial, healthcare Have a passion for the Internet, and an abundance of common sense StepIII vocabulary consolidation I can us

60、e the computer then. He can speake English. she can read Chinese. Tom can drive cars. Simth can repair computers. He can serve customers. StepIV Unit Task Complete a job application form for yourself in 2015. 【Check the students for their study】 1.Activity 16 Write and talk. Talk about the

61、person in the following picture. Complete the sentence make use of “can”. 2.Activity 17 Choose one job in the following picture. Then talk with your partner about the employment. 3.Activity 18 Think and write. Group competition: write down as many things you can doas possible after three years

62、. 4.Read and match . Choose the word from group A and match the right word or expression in the group B. 5.Show the unit task : Complete a job application form for yourself in 2015. Then read the application form of your partner  課堂小結(jié)(3分鐘) 教學(xué)備注 In this part, we have a revision of Unit

63、one and two, then we master the words and sentence patterns about shopping, greeting, personal information and ability. We review the grammar structure Verb “be” pronouns and “can” modal verb. At last, we master the requirement of name card and application form. 課堂練習(xí)及作業(yè)布置(2分鐘) 1. Recite the new words of this unit. 2. Finish all the exercises in this section. 3. Prepare for the next unit. 后 記： 專心---專注---專業(yè)