中职英语拓展模块教案第十三周教学提纲

Revision 1 total 27

Listening and Speaking

一、教材分析

1. 教学内容Revision 1 Activity 3---4

2. 教学重点、难点

⑴教学重点

能够看懂描述病人病情的短文，并根据短文写出医生和病人之间的对话。

⑵教学难点

根据病情描述，能写出英文病假条。

二、教学目标

1. 知识目标

⑴帮助学生理解并掌握以下词汇：hurt, exercise, pill, symptom, cause, treatment, clinic, prescription, etc；

⑵能够看懂教材中描述三位病人病情的小短文。

2. 能力目标

⑴学生能够根据病情写出病历和英文请假条；

⑵学生能够在理解短文的前提下，根据所给提示词语，复述病人病情。

3. 情感目标

学生能用积极的人生态度、健康的生活方式面对生活。

三、教学步骤

Step One Lead-in （8 mins）

1. The teacher greets the Ss with the following sentences.

How are you?

When did you go to bed last night?

How do you feel now?

It seems that you’re not yourself. Why?

….

2. Ask and answer.

What do you often do when there is something wrong with you?

What do you say to the doctor when you are in hospital?

（设计意图：通过日常的师生问候让学生对一课时所学语句作简单回顾，然后借由两个提问导入本课话题——就医，并对该话题表达自己的观点，为阅读内容的学习做好准备。）

（设计意图：通过讨论激发学生对健康话题的兴趣，为接下来的阅读做好铺垫。）

Step Two Reading (23mins)

1. Activity 9: Read and fill in the forms.

Fast reading. Get the Ss to read the letters as quickly as they can and fill in the forms. Then check the answer with the whole class. The teacher explains any language points if necessary.

（设计意图：通过阅读病人的病情描述，培养学生快速阅读、捕捉信息的能力。）

2. Activity 10: Read and complete the dialogue.

Read the text again and complete the dialogue between Doctor Linda Smith and her patients.

（设计意图：让学生对短文再作细读，并完成与之相应的对话，借此训练学生在阅读中查找细节信息的能力。）

3. Read aloud.

Step Three Writing (12 mins)

1. Activity 11: Complete the following sentences to describe the pictures.

Students work in pair and discuss the pictures. Get some pairs to complete the sentences to describe the pictures. The teacher explains any language points.

（设计意图：先通过小组活动，让不同程度的学生都参与讨论。然后教师让个别同学发言，

再全班校对，最后让学生把句子写下来。这种循序渐进的做法有助于克服学生写作上的心理障碍，为下一步的英文请假条的书写做好铺垫工作。）

2. Activity 12: Complete the note for sick leave.

Suppose you were Jack, complete the note for sick leave. Get the Ss to finish it individually first, then check the answer with the whole class.

（设计意图：在上一活动中连词成句的基础上，让学生将请假条内容填写完整，这样既可锻炼学生的转述能力，也初步学会了英文请假条的书写格式。)

Step Four Homework (2 mins)

1. Suppose you’ve caught a bad cold and have a high fever. You want to see the doctor tomorrow. Write a note for sick leave to your headteacher Mr Fox.

2. Read the text fluently.

（设计意图：通过创设情境，让学生运用课堂所学知识结合实际写出一篇英文请假条，培养学生在生活中运用英语的能力。流利朗读课文，可增加学生的英语语感，巩固课堂学习效果。）

四、板书设计

Revision 1 total 28

Reading

一、教材分析

1. 教学内容Revision 1 Activity 5---6

2. 教学重点、难点

⑴教学重点

a.学习带有疑问代词和疑问副词的宾语从句的用法；

b.学习感叹句的两种表达方式。

⑵教学难点

带有疑问代词和疑问副词的宾语从句的用法。

二、教学目标

1. 知识目标

⑴学生能够理解并掌握带有疑问代词和疑问副词的宾语从句的结构；

⑵学生能够理解并识记感叹句的两种结构：

What +（形容词）+ 名词+ 主语+ 谓语；

How + 形容词/ 副词+ 主语+ 谓语。

2. 能力目标

⑴学生能在口头及书面表达中正确运用带有疑问代词或疑问副词的宾语从句，表达意愿和观点；

⑵学生能用感叹句表达个人情感。

3. 情感目标

学生能用积极的人生态度、健康的生活方式面对生活。

三、教学步骤

Step One Lead-in（8 mins）

1. Have a comment on the Ss’ writings. Read some good examples in class. Then ask and answer.

（设计意图：教师对于上一课时的家庭作业进行讲评，帮助学生及时查漏，找出学习中的不足。对于范文的朗读，则有助于激发学生学习的积极性，对其他学生也是一种促进。）

2. Compare the two sentences and tell the difference between them.

“What do you eat every day, Sam?” the doctor asked.

The doctor asded Sam what he ate every day.

The teacher get some students to tell their answer, and then check with the whole class. Present the basic structure of the object clauses starting with how, where and what, ect.

（设计意图：带有疑问代词和疑问副词的宾语从句的用法学习是本课的难点。通过句子比较，让学生能对宾语从句和简单句的区别有直观的认识。然后教师再帮助学生归纳出疑问词引导的宾语从句在以下几个方面的特点：引导词、语序、人称和时态变化等等。）

Step Two Grammar focus (30 mins)

1. Activities 13: Read and underline.

Read the following sentences and underline the clauses that are similar to those in the box above.

（设计意图：通过比较，让学生明确疑问词引导的宾语从句的结构特点，认清它与简单句之间的区别。）

2. Put in the missing word.

Get the students to Put in the missing word and complete the following sentence.

I don’t know __________ Helen will come to my party.

Discuss the answer and check. Then show the answers and translate the sentences.

I don’t know whether / if Helen will come to my party.

I don’t know when Helen will come to my party.

I don’t know why Helen will come to my party.

I don’t know how Helen will come to my party.

（设计意图：通过启发式的练习，让学生对宾语从句的引导词的用法产生兴趣，并有初步的认识。）

3. Activity 14: Complete the sentences with the words in the box.

Get the Ss to finish it individually. Then discuss with the partner. The teacher ask some Ss to read and translate the sentences. Check the answers. The teacher explains any difficult language points.

（设计意图：通过练习，训练学生掌握和运用带有疑问词的宾语从句的用法，尤其是重点掌握宾语从句的引导词的用法。）

4. Activity 15: Complete the dialogue with proper phrases or clauses from the box.

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2单元 一、完形填空（本大题共1小题; 共10分．） 1.Not long ago, I made up my mind to read a lot of books to get more knowledge.So I went to the library and 1 happily with several books. But after a few days,I felt impatient. The 2 of finishing all of them seemed impossible, because I always found it 3 to calm down to read a whole book. I didn’t know what to do with it. Then 4 one day I thought of “Why not make reading fun?”. It gave me 5 again. Reading is a journey of spirit. Every time we read a book, we are actually talking 6 the writer. I tried to put all my effort into his or her books, 7 I could feel all of his or her happiness and suffering. Now books have become a part of my life. See? Attitude (态度)can make a great 8 . Someone once said,“Even though the situation is bad, people still have one freedom(自由)to 9 their attitude.” So, don't complain about study or work. It helps 10 .Try to see things from a different way. Believe me, this will change the situation and help you a lot. 1. A. sang B. jumped C. returned D. danced 2. A. way B.habit C.suggestion D. idea 3. A. hard B.interesting C. happy D.easy 4. A. sadly B.quickly C. suddenly D. hardly 5. A. advice B.hope C.time D. knowledge 6. A. with B.about C. of D. at 7. A. because B. though C. but D. so 8. A. decision B. difference C. discussion D. promise 9. A. announce B. choose C. show D. hide 10. A. nothing B.anything C. everything D.something 二、完成对话（本大题共1小题; 共10分．） 2.A:I need to get car insurance. 1 ? B: Well, you could try my company. 2 . A: Do they insure older cars? B: 3 ,they insure all kinds of vehicles. A: How long have you had a policy with them? B: Oh, I don’t know. 4 . A: And you say their rates are low? B: 5 .I’ve always gotten good service from them. Let me give you their phone number and you can call them. A. Not low, reasonable B. As far as I know C. You got any ideas D. It seems to have fair rates E. Maybe five years 三、改错（本大题共5小题; 共10分．） 3.You can make your life either happy or depressed. A B C D 4.He chose to be at a good mood. A B C D 5.I got involve in the quarrel between Tom and Jack. A B C D 6.He had his car repair last Sunday. A B C D

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Useful expression Unit 1 tolerant of _______ 2. ask for ______________ trouble in doing sth _____________________ to do _______ sth to sb ________ language ________ confidence __ ______ left out__________ that ________ means of____________ engaged in ______ ] instance ________ with _______ difficulty in doing ___________ …for example________ 16. rather than____ the help of ________ Unit 2 to ________ to sb for help _______ line __________ in _______ to _________ in a good/bad mood > 7. insist on __________ along _______ around________ up_________ Unit 3 out_________ 2. step into _______ on ________ 4. a piece of _____

A into B______ A out of B _____ that time _________ notice of _______ the fashion _______ time _____ 、 into__________ down _______ known as________ 14. keep down _____ …to …______ suitable for______ rich in ________ a word ____ related to ______ 20. play an important role in ____ Unit 4 1. be associated with _____ 2. warn …of …_______ 2. be connected with_______ 4. stock market______ 5. of course __________ 6. traffic ticket ______ 【 6. jumping the red light ________ 8. be fined for ______ 9. regard…as…________ 10. refer to _______ the control of ________ 12. believe it or not_______ the contrary ________ the whole______ 第2/3页Unit 5 familiar with ______ one’s temper with ______ ashamed of _______ 4. lose face ______ 》 5. face to face _________ 6. regret for_________

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. Unit 1 I laughed till I cried! The first period 一. 教学内容 能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。 二. 教学重点、难点 ⑴教学重点 能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。 ⑵教学难点 提供以及询问过去的经历的词汇和句型 三.教学目标 1. 知识目标 ⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent 等 ⑵帮助学生掌握询问和提供过去的经历所使用的词组和句型，如： a. useful expressions about some activities: visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc. b. ask for and give information on past experiences: How was your vacation? It was wonderful / great / not bad. We had great fun. Where did your family go? / Where did you go? I went to …. / We went to …． What did you do there? 2. 能力目标 ⑴学生能听懂关于询问和提供过去的经历的对话。 ⑵学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。 3. 情感目标 在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。 四、教学步骤 Step One Lead-in （25 min）

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Unit 1 语言交际中的礼仪 美国人对理解英语有困难的非本国人一般比较宽容。但是如果有人假装听懂了而实际上并没有听懂，并且由于误解对方的话而引起了问题时，他们就会烦恼。当我们想要soup （汤）时，谁也不想得到soap(肥皂)。所以如果你不明白别人对你讲的话时，就要承认并且有礼貌地请这人重说一遍或解释一下。 第二，只顾用你的本国语同人讲话而让你没过朋友在一边站着，这种做法是非常无礼的。这些美国人一定会不知所措，因为他们听懂不懂你们的谈话，他们也可能会觉得你们是在谈论他们或者你们在说一些不想让他们听见的事情。如果你必须向你不讲英语的同伴转成用母语解释什么时，至少要告诉你的美国朋友一下，那么他们就不会觉得受到冷落了。第三，只要再学习那么几句英语的礼貌用语，你就会把我地面对美国人了。别人夸你的外貌或工作时，有礼貌的回答是：“Tank you（谢谢你）。”仅仅微笑和点头是不够的，对“Tank you”的回答然是“You’re welcome”或“It’s OK(别客气)。”如果有人问你“How are you (你好吗)？”不必告诉他你的医疗历史，只要说“Fine,thanks(很好。谢谢。)，and you（你好吗）？”就够了。 最后，如果有人打喷嚏，你应当怎么说？听起来似乎不合适，但正确的回答是“上帝保佑你”。还要记住你在和别人谈话中华在听众面前咳嗽时，你都必须先说，“Excuse me（对不起）”。既然你已经对没过的礼貌有了简单的了解，那么你就完全可以有礼貌地运用英语了。希你的美国朋友也是一样礼貌。 Unit 1 非言语交际 我们互相之间用语言进行交流。但如果我们彼此不懂得对方的语言，我们还能交流吗？答案是肯定的。我们可以借助收拾、眼神和面部表情进行交谈。 当我们通过收拾和面部表情进行交流时，我们进行的就是非言语的交际。这是不用语言来表达我们的意图或感受的一种方式。比如，微笑和握手表示欢迎。潮人摆手表示“你好”或“再见”的意思。当我们赞同别人时，我们用点头来表示，而摇头意思是“不赞同”。在我们难以做出决定时，我们皱眉。讲汉语和讲英语的人赋予这些手势同样的意义。 然而，来自不同文化的人们在理解相互间非言语交流的方式时会感到困难。就拿点头来作为例子。在一些亚洲国家，点头表示的是“否点”而不是“肯定”的意思。再举一个例子。美国人用两个手指围城一个圈来表示好几种意思：“OK（好的，行）”，或者“很好”。但这个用来表示“OK”的收拾在日本是钱的标志。同样这个收拾在一些拉丁美洲国家被认为“格调很低”。这就是为什么一家拉丁美的报纸喜欢刊登尼克松总统用两只手来表达“OK”的照片。 这样我们就爱明白了不同文化的非言语交际的方式不是一致的。然而就像没有声语言一样，非言语交易也表达一定的意义。虽然没有声音，有时它表达的要比语言还清楚。当我们使用一种外语时，了解一些首饰或身体动作在外国文化中的意义是很重要的。恰当地使用提示语将有助于我们同别人交流，实际我们在国外生活得更为轻松，更为舒适。 Unit2 生活就是这样 迈克是那种让你又疼又爱的家伙。他总是心情很好，总是讲让人振奋的话。如果有人问他进来怎么样时，他总会回答“再好不过了！”他真正是一个精力充沛、无忧无虑的年轻人。 迈克常说：“每天早晨我醒来就对自己说，‘迈克，你今天又两种选额，你可以选择一个好心情，也可以选择一个坏心情。’我选择了好心情。每当有事情阿生的时候，我可以选择一个受害者，也可以选择从中汲取好的经验。我选择向生活学习。” 我努力去理解他说的这番话，生活实际上就是选择。每种情况都是一种选择。你可以选择乐观的态度，也可以选择悲观的态度。说到底你是在生活，是你使生活幸福或沮丧。后来，我离开了我们在一起工作过的那家大公司。不过当我做出一个选择时，我常想起迈克。我学会了在有选择时采取积极的态度，而不会失去希望，不会沮丧。 几年后，我出了一场车祸，双腿受了重伤。我躺在地上时，记起了我有两种选择：我可以选择活下去，也可以选择死。我选择了活下去。 我或了下来，而且生意做得很成功，这多亏了一声的治疗，也归功于迈克对待生活非凡的态度。人们常说：“选你所爱，爱你所选。”为什么我们不选自己所爱，并且快乐地生活着呢！ Unit2 正正当当三美元 那是1867年.马克·吐温没有钱花了.他在街上游荡，想找个办法赚些钱。最后，他进了一家旅馆，在大厅里坐了下来。一只可爱的狗过来了。马克·吐温把它放在了自己大腿上这时一位陆军将军走过来，他被这只狗吸引住了。他对马克·吐温说：“这只狗棒极了，你愿意卖掉吗？” 想着自己空空的肚子，马克·吐温觉得这似乎是一件极好的事情，就说道：“行” 将军问：“你要多少钱”？ “三美元” 将军大吃一惊，说“只要三美元！真的吗？” “就是三美元。” “那好，既然你坚持要三美元，”将军说。他把钱给了马克1吐温，带着狗上楼去了。大约十分钟之后，一位中年绅士过来了，开始四处查看。马克·吐温问他是否在找一只狗、 这个男人本来看上去很悲伤，很苦恼，但现在他脸上露出了喜悦的神情，他回答说：“是的。你见到了吗？” “见到了。一分钟之前它还在这儿，接着我就看见它跟以为绅士上楼去了。我想我能帮你把它找回来，如果你愿意让我试试的话。” 这位绅士请求马克·吐温试试，并答应为这个麻烦付他报酬。他问马克·吐温想要多少钱。 “三美元。” “噢，没什么。我愿意多付一些。” “不，（价钱）就是三美元。” 马克·吐温想旅馆接待员要来了那位将军的房间号。门开了，马克·吐温请求将军归还