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职业高中英语第三册Unit6语法部分教案unit6 Language in use ( 1)

汨罗市职业中专学校教学方案设计（首页）

教学内容Unit 6 Language in use

(PPT 29-40)

课型

学时

节次

授课班级授课日期

出勤情况纪律情况

教学目的

知识与技能过程与方法情感态度价值观语言技能目标：听-能够理

解职业场景中求职面试

时面试者所提出有关工作

经历、性格特征、求职目

的的询问

说-能在求职面试的场景

中询问相关信息和面试的

结果

读-能识别英文招聘广告

中的信息

写-根据个人情况写出英

文简历和求职信

学生能在学习中发现

问题和解决问题

1、小组合作法

2、情景教学法

3、自主学习法

4、探索发现法

文化意识：能了解中、

英文简历和求职信在表达

方式及内容方面的异同。

了解国内外的一些新兴职

业

情感态度：学生了解并

体验求职面试的场景，做

好求职面试的相关准备。

教学重点能掌握本单元的重点词汇和句型。

能够在求职时介绍自己的长处及工作经历和描述自己的性格特征能表达与求职有关的信息

教学难点能识别which，that，who引导的定语从句，能与which，that，who连接的其他从句区分，并理解所表达的意思。

能正确地使用which，that，who引导的定语从句来说明人或事物。

教学资源多媒体教学后记

引导词的分析

1.，which 指物，在句中作主语或宾语，作宾语时可以省略。

a) I received it this morning.

b) I showed him the letter.

I showed him the letter (which) I received this morning. Football is a game which is liked by most boys. 足球是大多数男孩所喜欢的运动

He likes to read books which are written by foreign writers. 他喜欢外国作家写的书。

2.Who指人，在从句中做主语或宾语（口语），做宾语时可省略

a)The man is a police man.

b)He is shaking hands with my father.

The man who is shaking hands with my father is a policeman.

The boys who are playing football are from Class One. 正在踢足球的男孩是一班的。

Yesterday I helped an old man who had lost his way. 昨天我帮助了一位迷路的老人。

3.Whom 指人，在句子中做宾语，不能做主语，常可省略。

The man (whom) you met just now is my father.

The woman (whom) she is talking with is my sister.

注意：关系代词whom 在口语或非正式文体中常可用who 来代替，也可省略。

The man ( whom / who )you met just now is my old friend.

4.That 指人时，相当于who 或whom；指物时，相当于which.。在定语从句中作主语或宾语，作宾语时常可省略。

a )They’re talking about the film.

b)I have seen the film.

They’re talking about the film (that) I’ve seen.

Where is the man that / whom I saw this morning? 我今天早上看到的那个人在哪儿？

The season that / which comes after spring is summer. 春天以后的季节是夏季。

5.whose 指人或物，表所属关系，在从句中作定语。

a)The girl got first.

b)Her father had given us a report.

The girl whose father had given us a report got first.

He has a friend whose father is a doctor. 他有一个爸爸当医生的朋友。

I visited a scientist whose name is known all over the country. 我拜访了一个全国知名的科学家。

注意：指物时，常用下列结构来代替：

The classroom whose door is broken will soon be repaired.

The classroom the door of which is broken will soon be repaired.

Do you like the book whose cover is yellow?

Do you like the book the cover of which is yellow?

总结：

The use of relative pronoun 关系词先行词所指关系词在从句中

作用

that 人/ 物主语/宾语关系

代词

which 物主语/宾语

Who 人主语/宾语

whom 人宾语

whose 人/物Whose + n Step 4 practice

七、Join the two sentences, using the attributive clause. Example :

1. a)The woman is a teacher.

b)The woman lives next door.

The woman ____________________ is a teacher.

The woman __________________ lives next door.

2.a)The nurse is kind.

b)The nurse looks after my sister.

3.a)We watched the play “ Teahouse”.

b)The play was written by Lao She.

4.a)The young man is a famous writer.

b)You saw the young man yesterday

5.a)This is the house.

b)Lu Xun once lived in the house.

6.a)I know the doctor.

b)His daughter studies abroad.

Step 5 consolidation

Activity 15 Read and underline 读一下由“that”，“who”或“whom”引导的句子，选出与上面框中黑体字部分结构相同的部分。

1) I don’t believe the story that you told me last night.

2) The man whom Mr Smith is complaining to is the store manager.

3) The teacher said that we should learn from each other.

4) This is the contract that we signed last month.

5) No one knows who broke the window.

6) I would like to make friends with those who are easygoing.

7) It is exciting that our team won the football match.

8) Where is the book that I borrowed from the school library? Activity 17. Read and rewrite.仿照例句将下列各组句子改写为由“that”或“who”引导的句子。

Eg：I saw a film last night. It was about World War II.

→The film that I saw last night is about World War II.

1）Do you see the man over there. He is sitting at the assembly line and packing toys. He is our director.

The man ____________________________________________ is our director.

2）We will take back all the leaflets because they were incorrectly produced.

We will take back all the leaflets ___________________________.

3)I don’t like to make friends with those people because they never express their apology when they do something wrong.

I don’t like to make friends with those people ____________________________________________________.

4)The school arranges some social practice for it is very important for us to learn some practical skills.

The social practice _________________________ is very important for us to learn some practical skills.

5)Last week I bought an MP4 player in the store, but I’m rather disappointed at its quality.

I’m rather disappointed at the quality of the MP4 player _______________________________.

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is．/ No, there isn't.”并能在实际情景中熟练运用。 ⑶能完成“Draw and ask”部分的绘画和问答任务。 2、能力目标培养学生的听说能力。培养学生乐于表达，勇于展示自我的能力。提高学生感受美、欣赏美的水平，发展学生综合运用语言的能力。 3、情感目标 ⑴引导学生感受自然之美，培养学生热爱大自然的情感。 ⑵激发学生学习英语的兴趣，调动学习积极性，引导学生积极与他人合作，在活动中培养学生的协作精神和竞争意识。三、教学重、难点重点：掌握一般疑问句型Is there……?及其肯定回答:Yes, there is.否定回答：No, there isn’t. 难点： 1、能够在真实的情景中运用There be句型进行询问和回答，与他人进行交流。 2、单词mountain的发音较难，尤其是ou字母组合的发音。四、教学准备 1、老师准备多媒体课件，单词卡片，小组竞赛时使用

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Unit 1 Invitation Etiquette Unit Goals What you should learn to do Make an oral invitation to: Invite people to join daily activities Invite people to formal occasions Make a written invitation (write an invitation card or a letter) for: Personal invitation Official occasions Give a reply to: An oral invitation A written invitation What you should know about Invitation culture: western and Chinese Word order in a subordinate clause Requirements: After learning this unit, students should grasp: 1.Read and understand the meaning of invitation cards and letters 2.How to write invitation cards and letters and remember the patterns of invitation cards and letters 3.How to invite people to party or dinner, and how to accept and decline invitations 4.The customs of inviting people in different countries 5.Important words, phrases and language points in the passage In our daily life, we need to invite others to dinner or take part in all kinds of parties, so we should know about western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to

Unit6AtaFarm第一课时教案设计

Unit6 At a Farm ---Part A Let’s learn and Let’s do and let’s play 单位名称：格尔木市中山路小学姓名：张燕妮日期：2013-5-8

Unit6 At a Farm教案设计一、教学材料：PEP小学英语Book4 Unit6 Part A Let’s learn ，Let’s do and Le t’s play 二、学生分析：本班学生大部分学生能端正学习态度，课堂上能专心听讲，积极思考，大胆回答问题。个别学生的学习兴趣较浓，课内外都善于用英语交际，能够养成良好的学习习惯。由于英语教材极具特色，趣味性强，所以大部分同学能够积极参与，愉快地学习。三、教学设计思想本班大部分学生课堂积极活跃，善于动脑筋、动口，表现欲望强烈。根据本课的特点，从培养学生的语言能力入手，鼓励学生学会询问农场牲畜的句型。激起学生使用英语进行简单交际的欲望。通过group discussion等活动激发学生学习积极性；通过层层深入的学习活动，帮助学生利用已获的知识，合理地整合新旧语言材料，培养学生的思维与使用英语的能力。四、教学目标： 1.知识目标: 1)、能够听、说、认读本课时的主要单词：sheep，hen，cow，horse，goat，lamb 2)、能形成单复数的概念，并能根据单复数的概念进行实际运用。 3)、能够理解本节课学习的主要句型：What are they? They are…Are they…? Yes, they are./ No, they aren’t. 4）、听懂指示语，并按要求做出相应的动作，如: Milk a cow. Feed the hens. Ride a horse. Shear a sheep. Hold a lamb. 2.能力目标：（1）能够综合运用单词和句型：What are they? They are…Are they…?Yes, they are.或No, they aren’t.进行英语对话交流。（2）能以小组形式自编扩展性对话谈论农场并进行表演。 3.情感、文化、策略等有关目标：情感态度：能以得体的方式与人交际；懂得如何询问名称和数量学习策略：积极运用所学英语主动询问、合作、沟通五、教学重点、难点教学重点：（1）、新单词的发音，特别是horse和lamb （2）、能够综合运用单词和句型：What are they? They are…Are they…?Yes, they are.或No, they aren’t.进行英语对话交流。教学难点：新单词单复数形式与句型的结合使用六、教学准备：CAI、动物卡片(单复数各一套) 七、教学过程： Step 1、Warm-up A: Greetings (Free talk) T: Good morning. My name is Zhang Yanni. You can call me Miss Zhang.

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Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周日 3、4节/5、6节——浆24班/浆23班日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.wendangku.net/doc/d82536749.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:

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Unit 1 第一课时课时内容 A Let’s learn Do a survey and report 课时分析本课时是人教版六年级下册第一单元第一课时。围绕How tall are you?这一话题展开，主要通过对话学习词汇younger, older, taller, shorter, longer及句型How tall are you? I’m... You’re ...than...的表达。引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学其他课时，对于学生来说就很容易。本课时的的重点是四会单词的掌握以及能够运用四会单词描述人物的外貌特点。本课时包括Let’s learn 和Do a survey and report两个板块。Let’s learn呈现了Sarah 和Miss White比较年龄，张鹏和John比较身高，Amy 和Chen Jie 比较裙子长短的情景，体现了单词比较级的词性和意义。此板块呈现的对话情境是张鹏通过问John身高，得出了张鹏更高的结论。此情境是发生在校园里，学生很容易接受，也因为贴近学生的实际生活，更能激发学生学习的兴趣。Do a survey and report 板块是一个综合性的语用活动。学生可以通过这个活动将A 部分Let’s learn所学的词汇和句型描述自己和同学的实际情况，做到学以致用。本课时虽然是新授课，但是四会单词的原级已经学过，所以学生接受新知比较快。在设计教学过程时，遵循以学生为主体的原则。采用听、说、读、写、玩的方法调动全体学生的参与。通过任务型教学法、合作探究教学法等引导学生自主学习。课时目标（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。（2）能够运用上述单词描述人或动物的外貌特征。（3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.（5）引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。课时重难点 1.重点（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。（2）能够运用上述单词描述人或动物的外貌特征。（3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me. 2.难点（1）正确的使用四会单词描述人或动物的外貌特征。（2）能够灵活运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than m e. （3）单词meter的认读。教学准备多媒体课件、卡片、录音机、磁带、调查表。教学过程 Step 1 Warm up

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Unit 1 Hello, Hi Unit Goals 1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name/address/telephone number/job/study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card What should you know about 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures Section I Talking Face to Face 1.Imitating Mini-Talks 2.Acting out the Tasks 3.Studying Email Information on the Internet 4.Following Sample Dialogues 5.Putting Language to Use Section II Being All Ears 1.Learning Sentences for Workplace Communication 2.Handling a Dialogue 3.Understanding a Short Speech / Talk

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Unit 5 Our weather and Climate I.Teaching objectives 1.Enlarge vocabulary related to weather and climate. 2.Get some tips about the use of basic sentence structures. 3.Practice writing: describe the weather in form of weather forecast. 4.Appreciate passages and complete exercises well. 5.Practice to understand easy weather forecast. 6.Practice to talk about the weather. II. Key points 1.Master the vocabulary about weather and climate. 2. Understand the passages 3. Practice writing: describe the weather in form of forecast. 4. Practice to talk about the weather and understand easy weather forecast. III. Difficult points 1. Get some tips about the use of basic sentence structures. 2. Practice writing a short weather forecast. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks. Key for reference: 1.Task: Ask for Mark’s comments on the weather. 2.Task: Ask about and describe the weather at this time of year. 3.Task: Ask Mr. Green about the weather condition tomorrow and plan an activity. 4.Task: Talk about the change of the weather from long rainy days. 5.Task: Complain about a cold day.