中职职业英语-基础英语模块第三单元教案

点击职业英语教案教研室：教师姓名：课程名称英语授课班级授课内容Unit3Where’sthephone?授课学时6教学方法交际法，小组讨论法，任务型学习法，翻转课堂教学法教学目标1知识目标：掌握用来“谈论所处位置”的基本词汇句型2能力目标：谈论所处位置；用英语打电话；读懂出租广告；掌握留言写作技巧3情感目标：了解东西文化差异教学重点谈论所处位置的词汇和句型以及打电话的词汇和句型；教学难点掌握应用文出租广告及留言的写作技巧掌握谈论家庭及所属的基本词汇句型教学手段多媒体、图片、黑板教学过程学习目标热身活动｝（1学时）主题对话语法栏目（1学时）词汇练习（1学时）听力阅读（1学时）阅读（1学时）8－11实用阅读及写作（1学时）教学内容Goals：Directstudents’attentiontotheunittitle“Where’sthephone?”Explainthatinthisunitwearegoingtolearntoaskaboutwherethingsareandtotalkonthephone.Askstudentsatrandomiftheyliketalkingonthephone,whomtheytalkto,wheretheytalk,etc.WarmUpHavestudentslookatthepictureandsaywhatitis(ahouse).Askstudentswheretheylive—inahouse,anapartment,etc.Suggestoptionsappropriatetothestudents’locale.Askthemhowmanyroomstheyhaveintheirhomes.Indicatethemeaningofroomsbypointingtotheillustration.Listen.NathanandKarenarevisitingNathan’sfamily.Check(√)theroomsyouhear.TellstudentstheyaregoingtolistentoNathan’smotheraskingKarenwherepeopleareinthehouseandtheyshouldlistenforthenamesoftheroomstheyhearandcheckthelist.______kitchen______bedroom________bathroom______livingroom______diningroom________hall______familyroomAnswerkey:kitchenbedroombathroomhallfamilyroomB.Listenandnumberthesentences(1-5)asyouhearthem.Havestudentsreadthesentencesofthetelephoneconversationandtellthemtotrytofindalogicalorder.Iftheyfinditdifficult,havethemworkwithapartner.________Oh,hi.ThisisSue.IsKarenthere?________Hi.Karen?________Yes,sheis.Justaminute.Karen,it’sforyou.________Hello?________Oh,thisisAshley.Answerkey:4,2,5,1,3ConversationItisn’tinhere!A.Listenandpractice.Havestudentslookatthephotosandaskthem“Whocanyousee?”and“Wherearethey?”TellstudentstheyaregoingtolistentoandreadtheconversationtofindoutwhatStaceyislookingfor(thephone).B.Circlethecorrectanswer.Thencompareyouranswerswithaclassmate.AskstudentshowtheyknowCaseyisastudentandnotateacher.AskthemwhytheythinkFrediscallingCasey.ThenaskthemhowJasonandBradlook(surprised)andwhy(theydidn’tknowStaceyhadatwinsister).Who’sthephonecallfor?StaceyCaseyJasonWho’sJasonaskingabout?FredCaseyWho’sCasey?Stacey’smotherStacey’sfriendStacey’ssisterWhatisCasey?ateacherastudentAnswerkey:1.Casey2.Fred3.Stacey’ssister4.astudentGrammarTalkingaboutlocationTellstudentstheyaregoingtolookatwaystoaskaboutwherethings/peopleare.Putupontheboard“Whereis=Where’s”andexplainthatweusuallyusethecontractedformwhenwespeak.Where’sthephone?Itisn’tinthekitchen.It’sinthebathroom.Where’sKaren?Sheisn’tatthepool.She’satthehospital.Wherearemyglasses?Theyaren’tathome.They’reatworktheoffice.PracticeWhereiseverybody?Completethesentences.Askstudents“Where’stheparrot?Isheinhiscage?”(No,heisn’t.He’sinthekitchen.)Asksimilarquestionsabouteachofthepicturesinturntocheckthatstudentsunderstandthevocabularyandthenhavethemfillintheblankswithinthe,at,oratthe.Havestudentschecktheiranswerswithapartnerandtheninvitevolunteerstowritetheiranswersontheboard.1.Heisn’tinhiscage.He’s________thekitchen.2.They’renot________work.They’re________livingroom.3.Heisn’t________home.He’s________hospital.4.Sheisn’t________apartment.Sheis________office.Answerkey:1.inthe2.at,inthe3.at,atthe4.inthe,attheB.PAIRWORKCompletethequestionsbelow.Thenlookatthepicturesonpages28–29.Taketurns.Pointtothepictures.Askandanswerthequestions.Writetheexerciseontheboardandinvitevolunteerstocompletetheblankswithisorare.ListeningWordswithmorethanonesyllablehaveonesyllablewithmorestressthantheothers.Listentothesewords:bedroomtelevisionapartmentTellstudentstheyaregoingtolistentosomewordstoidentifythestressedsyllablesineachword.Writethethreeexamplesontheboardseparatedintosyllableswiththestressedsyllableunderlined:bedroom:bed+roomtelevision:te+le+vi+sion.apartment:a+part+mentHavestudentslistentotherecordingandidentifythestressedsyllablesineachword.Havethemrepeatthewordsexaggeratingthestressedsyllables.Listen.Markthestressineachword.Tellstudentstoreadthewordslistedtothemselvesanddecidewhichsyllableisstressed.Showthematechniqueformarkingthestressedsyllables,suchasdrawinganaccentlineoverthestressedsyllable.directortelephoneoccupationdesignerinterestingimagineintroduceconversationquestionAnswerkey:director:rectelephone:teloccupation:padesigner:signinteresting:inimagine:maintroduce:duceconversation:saquestion:questAskingquestionsaboutlocationTellstudentstheyaregoingtolookatwaystomakequestionsandanswerswithwhoandwhat.Tellstudentstotaketurnsaskingeachotherquestionsabouttheillustrationusing“Who’s...?”and“What’s...?”Who’sinthebedroom?Who’sinthelivingroom?What’sinthebathroom?What’sinyourpocket?VocabularyinContextMakingtelephonecallsReadtheconversations.Noticetheusefulexpressions.Tellstudentstheyaregoingtolearnsomeusefulexpressionsforspeakingonthephone.WORDBANKHoldonamoment,please.dialanumberI’llcallbacklater.CanIleaveamessage?CanItakeamessage?makeaphonecallWho'scalling,please?Who'sspeaking,please?MayIhaveyourname,please?MayIaskyourname?Yourname,please.MayIaskwho'scalling,please?Whoisthis,please?Whoisthatcalling?WhoshouldIsayiscalling?Who(m)amIspeakingto?CouldItellhimwho'scalling?Who'sthatspeaking,please?Listentotheconversation.Numberthesentencesaboveinthecorrectorder.Tellstudentstheyaregoingtolistentoatelephoneconversationandshouldwritetheorderinwhicheachoftheexpressionsisused.Pointoutthatthefirstexpressionis“Hello.”Answerkey:64,46,3,12,5,21,7ListeninginContextA.Listen.Who’scalling?Circlethenameofthecaller.Tellstudentstheyaregoingtolistentofourdialogsandneedtodecidewhothecallerisineachdialog.Directtheirattentiontotheoptionsandaskthemwho’scallingJasoninthefirstdialog(Brad).Tellstudentsnottoworryabouttheconversationbetweenthetwocallers,butjusttofocustheirattentiononthenameofthecaller.Answerkey:1.Brad2.Andy3.Stacey4.KarenListenagain.Wherearethecallers?Writethecallers’namesonthelinebelowthecorrectpicture.Havestudentslookatthepicturesandask“Whereareweinpicture1/2/3/4?”Remindstudentsweuseatforagenerallocationandinwhenweareinsideabuildingorplace.Responses:atthepark,inthehospital,atschool,atworkTellstudentstheyaregoingtolistentofourconversationsandshouldlistenforthenameofthepersonwhocallsfromeachoftheseplaces.Askthemwhoiscallingfromtheuniversity.Elicitthetwopiecesofkeyinformationtheyneedtolistenforineachconversation.Answerkey:Brad—university,Karen—hospital,Andy—school,Stacey—workReadingRooms,apartments,andhousesforrentBeforeyoureadWritetheword“homes”ontheboardandelicitfromstudentsdifferenttypesofhomes(apartments,houses,caravans,igloos,boats,caves,etc.).A.Decide.Isyourhomeahouseoranapartment?Havestudentsraisetheirhandsiftheyliveinanapartment.Askstudentsforinformationabouttheirhomesatrandom.B.Lookattheadsbelow.Circlethekindsofinformationyousee.Tellstudentstheyaregoingtoscan(lookveryquicklyat)theadsonthebulletinboardbelowtoseewhichoftheatinformationlistedtheycontain.GothroughthelistofwordstomakesuretheyunderstandthevocabularyWhileyoureadC.Readtheads.Ratethehomesbysizeonascalefromsmall(1)tobig(4).Focusstudents’attentionontheillustrationforbigandsmallandaskthemwhichofthehomesintheadstheythinkissmall.Askthemwhatwordshelpedthemtodecidethis.Tellthemtowritenumber1nexttothead.Answerkey:1.Niceroominabigthree-bedroomapartment.2.Greatapartmentintownwithtwobedroomsandtwobathrooms.3.Bighousewiththreebedrooms,twobathrooms,livingroom,diningroom,andbigkitchen.4.Bighousewithniceyardforrent,fourbedrooms,threebedroomsbathrooms,livingroom,diningroom,andbigkitchen.D.PAIRWORKDiscussyouranswers.Thenlookattheadsagain.WhatWhichhomeisgoodforyou?Tellstudentstoreadtheadsagainandthistimedecidewhichplacetheywouldliketolivein.AfteryoureadMatchthefamilieswiththehomesonpage34.Writethecorrectphonenumberfromtheadsonthelinesbelow.Tellstudentstolookbackattheadsonpage34andtodecidewhichhomeeachfamilyneeds.Tellthemtowritethephonenumbersofthehomesinthespaces.WritingFORRENTadsBeforeyouwriteCircletheroomsorspacesinyourhouse.A.ThenwWritethenumberofeachkindofroominyourhouse.WriteB.WriteaFORRENTadforyourhome.Havestudentslookbackattheadsonpage34andreviewwhatkindofinformationcanbefoundinanad.TellstudentstousetheseadstohelpthemwritesomethingsimilarforaFORRENTadfortheirownhome.RemindthemtoincludethecorrectnumberofroomsorspacestheycircledinExerciseA.PracticalReading:MessagesModernTechnologyAskstudentsiftheyfindbeingavailable24/7agoodorbadthing.Askthemtothinkaboutwhentheyhavemoreresponsibilitiesatworkandathome,willtheyfeelthesame?Dotheythinkworklifeshouldbeseparatedfromhomelife?B.Readthetext.Studentsshouldbeaskedtoreadthetextbythemselvesunderliningwordsorphrasestheydon’tknow.(Itwouldsaveclasstimeifthisweredoneashomeworkaspartofpreviewingthelesson.)Explainunknownmeaningswherenecessary,providinganexamplewherepossible.beavailable有空的；可供使用的Wemustutilizeallavailableresources.Whatmattersisthatthecustomizefunctionbeavailable.switchvt.转换；用鞭子等抽打vi.转换；抽打；换防switchon接通，开启switchoff（用开关）关掉；切断（电源）switchin接通；合闸C.WriteT(true)orF(false)againstthestatements.Ensurestudentsunderstandthequestions.1.Maybemessagesareimportant.2.Peoplecanbecontactedatalltimes.3.Peoplecanbecontactedeverywhereintheworld.4.Peoplecannotbecontactedeverywhere.5.Peoplearealwaysonduty.6.Noonetakesmobilestothebeach.7.Takingmessagesgivesotherspe