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中等职业教育课程改革国家规划新教材英语第一册教案

教学过程

中职英语教学设计教案

英语教学设计教案

教学设计过程 Step I Leading-in and Pre-reading 1. Asking some questions: a) What is the most traditional holiday of China? Spring Festival b) What is the most traditional holiday of America? Thanksgiving Day 2. Play the footage of the original of Thanksgiving. Let the students think over and discuss the original of Thanksgiving and celebrated time. Step II Fast reading. Let the students scan the text to get some information about the text and then answer the following questions. a)When is Thanksgiving Day always celebrated ? It’s always celebrated on the fourth Thursday in Novemeber. b)What are the Thanksgiving Day main dishes? The main dishes for Thanksgiving Day are turkey and pumpkin pie. Step III Intensive Reading 1.Let the students carefully read the text and accomplish Comprehension Exercises Comprehension Exercise 1) Thanksgiving Day is the most traditional holiday of _________. A. India B. America C. Canada D. Japanese 2) The first Thanksgiving Day was held in Massachusetts in ________. A. 1820 B.1683 C. 1621 D. 1863 3) They invited their Indian friends to ______ a big feast. A. take part in B. have C. cook D. celebrate 4) The main dishes for Thanksgiving Day are _______ and pumpkim pie. A. fish B. chicken C. beef D. turkey 5) Thanksgiving Day was officially revived by ________ in 1863. A. Lincoln B. Marco Polo C. Diana D. Frankfurt 6) Thanksgiving Day is not only a day to give thanks to ______ but also a day for the family to get together. A. Pilgrims B. farmer C. Indian D.God Step IV Words Searching Competition in groups The purpose of this step is to revise and consolidate the knowledge they learn

Unit 5新视野大学英语教案

Unit 5 I PURPOSE 1.To grasp the important words and phrases and understand the text; 2.To grasp the writing skill--- double clue 3. To grasp the reading skill--- understanding idiomatic expressions. II IMPORTANT AND DIFFICULT SPOTS 1.Words: Section A decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association Section B make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from 2.Sentences: L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience. L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide. L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done. L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings. L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare. L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me. B L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along. L3. I?ll tell you which choice I would make in this theoretical situation. L4. Sometimes such a transparent decision is more difficult to come by. L5. Let me sound one note of warning. SECTION A Graceful Hands

新视野大学英语1第三版电子教学案

课程名称新视野大学英语1 授课专业和班级教师专业技术职务学时授课内容（题目、章、节） Unit1 Fresh Start 教学目的与要求1.To know the meaning and usage of some important words, phrases and patterns 2.To study Passage A and understand the main idea of the text 3.To understand the structure of the text and the devices for developing it 4.To talk about college education 教学重点及难点1.The structure of the whole passage discussed and the writing ways mentioned in this passage 2.The reading skills mentioned in this unit 3.Listening practicing related to the contents learned in this unit 4.Talking about college education. 5.Writing paragraphs with the structure “a general statement supported by details”. 6.Applying the phrases and patterns. 教学方法教学过程、内容及时间分配 1. Warming-up activities for Section A (0.5 period) a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise.

新视野大学英语第四册教案Unit5

Teaching Planning & Teaching Lectures New Horizon College English IV Unit 5 1.教学目标及基本要求： Objectives: Students will be able to: 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学重点及难点： Important language points in the text: 3. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 4. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 5. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading (Paras 1-5) 3rd period: while-reading (Paras 6-13) 4th period: while-reading (Paras 6-13 continued, Para 14) 5th period: post-reading activities (Debate; Exercises) 6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)

新视野大学英语第三版第一册第一课教案

Unit 1: brighter future for all 教学重点： 1. The structure of the whole passage discussed and the writing ways mentioned in this passage 2. The reading skills mentioned in this unit 3. listening practicing related to the contents learned in this unit 教学难点： 1.Talking about college education. 2.Writing paragraphs with the structure “a general statement supported by details”. 3.Applying the phrases and patterns. 教学过程： 1. Warming-up activities a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise. d. Listen to a short passage concerning college education and fill in the missing information. 2. Text study

新视野大学英语第一课教案

教案2016 ～2017 学年度第一学期课程名称大学英语学时学分 70学时4.5学分专业班级授课教师系部外语系

本课程教学总体安排课程名称：大学英语课程性质与类型：公共必修课总学时、学分：70学时，4.5学分教学目的与要求： 1.通过本学期的学习，使学生进一步加强基础知识。 2.扩大词汇量，熟悉并掌握大学英语教学大纲中规定的单词、词组和结构的用法，达到大学英语一级的水平及要求。 3.进一步提高学生的听力、阅读及写作技巧。 4.进一步加强学生的语言实际应用能力，尤其是听说能力和篇章理解分析能力。教材及参考书目： 1. 《新视野大学英语》（第三版）读写教程（第1册第1单元—第8单元）2．《新视野大学英语》（第三版）听说教程（第1册第1单元—第8单元） 3. 《新视野大学英语》（第三版）教师用书 4．《新视野大学英语》（第三版）配套光盘 5. 牛津英汉双解词典考核方式及成绩计算方法：综合成绩＝期末成绩*60％＋听力成绩*15%+读写成绩*10%+平时成绩*15%

课程教学日历课程名称：大学英语授课学期：2016－2017学年第一学期

第一章教学安排的说明章节题目：Book 1 Unit 1 Fresh start Text A Toward a brighter future for all 学时分配：8 本章教学目的与要求（分了解、熟悉、掌握三个层次）：一、了解课文有关的背景知识二、熟悉文章的中心思想和篇章结构三、熟悉文中所体现的记叙技巧四、掌握大学英语教学大纲中规定的单词和词组及其搭配五、掌握文中所包含的主要语法结构：其它：课堂教学方案课题名称、授课时数：大学英语、8课时授课类型：理论课、技法课、习题课教学方法与手段：讲授、讨论、指导、多媒体等教学目的要求： Students should be able to 1. grasp he main idea and structure of the text; 2. give reasons when they do the ranking activities and make predictions; 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

中职英语教案 unit 1 1(中职工作)

Book1 Unit 1 Nice to meet you! （第一课时教学设计）一、学情分析本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。因此，教师在教学过程中应充分利用学生的特点开展相应活动。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。本单元设计分为4个课时：第一课时 lead-in + listening and speaking 第二课时 reading and writing 第三课时 language in use + vocabulary consolidation 第四课时 unit task + pronunciation practice 第一课时 Lead-in + Listening & Speaking 二、教材分析 1．教学内容本课时系教材《英语1》（基础模块高教版）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。 2．教学重点、难点 ⑴教学重点招呼用语，听懂并掌握询问和提供个人信息的词汇、句型 ⑵教学难点个人信息的词汇、句型三、教学目标 1.知识目标 ⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss); ⑵掌握提供或询问个人信息时所使用的句型，如：

B1U1-新视野大学英语第一册教案

U n i t1F r e s h S t a r t I.T e a c h i n g o b j e c t i v e s By the end of the class, the students are supposed to: Know something basic information about college education Further understand the text Apply the phrases and patterns Master the paragraph writing skill I I.T e a c h i n g m e t h o d:task-based approach I I I.T i m e a l l o t m e n t：4 hours I V.T e a c h i n g c o n t e n t: 1.B a c k g r o u n d I n f o r m a t i o n 1.1I n the United States, the choices students have after high school include going to college, going straight to the workforce, attending a two-year community college before applying to a university. 1.2M ajor criteria for university admission include: A student’s high school course of study; High school Grade Point Average (GPA); Participation in extracurricular activities; SAT or ACT exam scores, a written essay; A personal interview with a representative from the admissions office. 1.3 Extracurricular activities students can participate in include Scholastic clubs, athletic teams, student government, and philanthropic (慈善) clubs. Through their voluntary participation in these kinds of activities, they can learn valuable life lessons, such as teamwork, leadership, or civic (公民) responsibility. 1.4 Vera Wang Vera Ellen Want (王薇薇, 1949-) is a Chinese-American fashion designer. She was born and raised in New York City. While trained as a

新视野大学英语第三版 book unit A教案

Unit 5 Section A Spend or save — The student's dilemma 花钱还是存钱，学生进退维谷 1 Do you feel as confused and manipulated as I do with this question, "Should I spend or should I save?" I think that the messages we get from our environment seem to defy common sense and contradict each other. The government tells us to spend or we'll never get out of the recession. At the same time, they tell us that unless we save more, our country is in grave danger. Banks offer higher interest rates so we increase savings. Then the same banks send us credit card offers so we can spend more. 1 你是不是跟我一样对“我应该花钱还是存钱”这个问题感到困惑，且有被操纵的感觉？我觉得我们从生活的环境里所获得的信息似乎是有违常识、互相矛盾的。政府告诉我们要花钱，否则我们将永远走不出衰退；与此同时，他们又告诉我们，除非我们节省更多的钱，否则我们的国家会处于严重危险之中。银行提供较高的利率以增加储蓄。然后，同样是这些银行又提供信用卡让我们可以花更多的钱。 1 Do you feel as confused and manipulated as I do with this question, “Should I spend or should I save?” (Para. 1) Meaning: When asking yourself whether you should spend or save, do you feel puzzled and controlled as I do? Meaning beyond words: According to the conventional concept, we are the master or the boss of the money we have earned. It is up to us to decide how to use our money. However, the sentence gives us the hint that we are actually no longer in control of our money. 2 I think that the messages we get from our environment seem to defy common sense and contradict each other. (Para. 1) Meaning: In my opinion, the messages we get in our daily life about the question “Should I spend or should I save?” are against common sense and they often don’t agree with each other. Usage note: defy, deny defy和deny都是及物动词，词形相近，但实际上两者词义有别，用法也不同。 1 defy主要表示“违抗；反抗；蔑视”，后接名词；而deny主要表示“否认；拒绝承认”，后接名词或that引导的从句。 Nearly 11 thousand people have been arrested for defying the ban on street trading. 近一万一千人因违抗在街上交易的禁令而被捕。 The government has denied that the authorities have uncovered a plot to assassinate the president. 政府已否认当局发现了一个暗杀总统的阴谋。 2 defy后接动词不定式表示“挑战；刺激某人做某事”时，不能用动名词形式；deny表示“否

中职英语教学设计-tellmewhenthepainstarted

Unit 6 Tell me when the pain started. 教学设计基本信息章节名称《英语》（基础模块2）Unit 6 Tell me when the pain started (Listening and Speaking) 学科英语授课班级15旅游班授课时数1课时设计者任云雅所属学校汨罗市职业中专学校教材分析本课内容选自高等教育出版社《英语》基础模块2第二版第六单元“Tell me when the pain started”。该教材是中等职业教育课程改革国家规划新教材，各单元内容充分体现任务性、实践性、应用性等特点，以任务为导向，以活动为依托，以语言为载体，话题贴近生活，设置多个职场环境，体现职业特色。每个单元都设计有Lead-in, Listening and speaking, self-check, life and culture等8项内容。修订后的教材内容更精炼，重点更突出，更加注重职场环境中英语语言应用能力的培养。同时，新版教材设计了全新的版式，情景更真实，教材更美观，使学生们更具学习乐趣。本单元的任务是掌握有关疾病、健康的常用词语，就病情进行简单描述，电话中预约医生，进行简短对话等。本单元话题“叙述病症和就医”是《中等职业学校英语教学大纲》涵盖内容，与实际生活紧密结合，容易激发学生的学习热情，调动学生的学习积极性。本课为本单元的听说环节，重在词汇和句型的应用，为阅读和写作打下基础。学情分析任教班级为旅游管理专业一年级学生，全班都是女生。职校学生普遍英语基础较薄弱，英语词汇量有限，学习上缺乏自信心，自主学习能力，理解和分析问题的能力、书面和口头表达能力较欠缺，但旅游专业学生大都属于外向型性格，热情，活泼，喜欢交流，表现欲望强，活动能力、协调能力、交际能力、组织能力、应变能力等方面明显优于其他专业或普高学生，在英语课堂上对感兴趣的活动会积极参与。另外，班级还有半数学生为对口高考生，学习目标明确，基础较好。鉴于这些特点，教师要因材施教，分层教学，设置学生感兴趣的活动，让他们投入到课堂活动中来。此外，学校标准的多媒体教室、丰富的数字化资源、全面覆盖的校园网络等也为学生的学习提供了便利条件。设计思路根据教材的特点，结合任教学生的具体情况，把教学内容分成一个个小任务，对话练习时进行情景模拟，让学生进行小组合作，探究式学习，针对不同层次的学生有不同的要求（如脱离材料表演、带着材料表演、带着材料朗读、跟着老师或同学读、）。为了吸引学生对话题的兴趣，教师在导入环节设置了一组生动有趣的图片和一个猜词游戏来导入课堂内容，充分利用多媒体教室、智能手机、数字化资源库、互联网等信息化教学手段。课前，利用班级微信群向学生布置任务，让每个学生利用多方面途径登陆学校资源库或者互联网，搜索相关资料，自主学习。课上，在多媒体教室播放教学视频、课文录音、知识点微课录像等, 有效提高课堂效率，激发学生参与各项任务的热情，从而培养学生在日常生活和职业场景中的英语应用能力。

新视野大学英语教案模板

教案 Practical College English 新认知大学实用英语综合教程教研室：公共课部教师姓名：freefishwang 授课专业和班级11机电01、02、03 课程名称Practical College English 授课学时 6 授课内容Unit 1 Bill Gates in His Boyhood 教学目的Understand the main ideas of text A and text B, grasp the words, expressions, structures and word formations used in the text, and discuss the text among students and offer their opinions on the topic of learning styles and techniques. 教学重点Study the language points and know how to write a letter in English. 教学方法Student-oriented communicative teaching, free discussion and interaction. 教学过程 1.Warm-up activities (10 minutes) 2.Understanding the text (15 minutes) (Ask the students some questions related to the text.) 3. Detailed studies of the text(50 minutes) 4. Grammar and exercises(30 minutes) 5. Writing skills introduction (20 minutes) 作业Assign homework: 1. how to make friends. 2. Translation and after-class reading. 辅助手段Multimedia software 教学内容 1.Warm-up activities Introductory Remarks: Step 1: Show some pictures and watch a video, discuss in groups. Step 2: 1.Are you familiar with Bill Gates? Please say something about him. 2.Please list some other successful persons’ names and give a brief comment on them. 3.People often say that family education plays an important role in one’s life, what’s your opinion about it? II. Understanding the text 1. Analyze the structure of the passage. 2. Introduce the main idea of the Text A. Explain and illustrate the cultural background and language points in the text.

中职英语全册

吉木萨尔中等职业技术学校机电教研组教案本课程名称：中职英语授课教师：谢仁古丽授课班级：新生班时间： 2016年

机电教研组基础课教案一

学法 2、新课教学 1.生词解读，纠正发音（详见课本）； 1. lesson A）名词 n 功课，课，课业，课程 Lesson 1 第一课让学生用其他数字代替掌握该词，比如 Lesson 2，同时要理解中英文数字与课程位置的差异。可延伸出第一单元 Unit 1一班 Class 1 三年级 Grade 3 B) 名词 n 经验，教训 Learn one’s lesson 吸取教训 We can learn his lesson. 我们可以吸取他的教训。 2. excuse 对不起。用于提醒人注意，请人让路，打断别人说话，中途退席，请人再说一遍，请人原谅，也可用于当碰撞别人或打呵欠、打嗝时或者表示异议或转换时，其后接but 连接的句子 Excuse me， but I have to go now. 不好意思我现在得走了。 excuse + 动名词 Excuse sb for + 动名词(原谅某人什么) Excuse me for bothering you. （原谅我打扰你）讲授法生词和短语详细延伸

3. Me人称代词 pron 4. is联系动词原形是be，用于第三人称单数现在时 am 用于第一人称单数现在时 are 用于第一、二人称复数和第二人称单复数现在时

5. this指示代词 pron 这复数 these 这些；反义词 that 那；复数 those 那些6. your 形容词性物主代词 possessive adjective

新视野大学英语第三版第一册Unit 6教案

Unit 6, Book One Section A: To work or not to work- That is the question 1. Teaching Objectives: To talk about the effects of part-time employment To further understand the text To apply the phrases and patterns To master the paragraph writing skill 2.Time Allotment: Section A (3 periods): 1st---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions; difficult sentences) 3rd period: While-reading activities (text structure; main ideas) Post-reading activities (comprehension questions; exercises) Section B(1period): 4th periods: Practice of the reading skill (reading for the key idea in a sentence); T checks on Ss’ home reading by asking questions based on the passage. T explains some difficult sentences 3.Teaching Procedures: Pre-reading Activities Step 1. Greetings Greet the whole class warmly. Step 2. Lead-in and preparation for reading Let them talk to each other about the following questions: 1. Why do some students like to take part-time jobs? 2. What problems will students face with when they take part-time jobs? 3. What suggestions will you put forward toward students planning to work part-time? Step 3. Fast reading Ask the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writing ) The passage can be divided into 3 parts. Part1 (para.1) Research methods Part 2 (para2-4)Research findings Part 3 (Para.5-8) Explanations for the negative effects Part 4 (Para.9) Conclusion of the research Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.