2019-2020年高教版中職英語(基礎模塊第1冊)Unit1《Nicetomeetyou!》word教案

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1、2019-2020 年高教版中職英語(基礎模塊 第 1 冊) Unit 1 《 Nice to meet you!》 word 教案 一、學情分析 本單元是新生入學的第一單元，教學重點是活用招呼用語、相互了解個人基本信息、制作個人名片、 學習不同職業(yè)的表達與描述以及練習發(fā)音。就學習英語而言，職業(yè)學校的許多學生是膽大心粗，能說不會 寫或?qū)懖坏轿弧Ｒ虼?，教師在教學過程中應充分利用學生的特點開展相應活動。我們可以利用學生膽大、 敢說的特點，充分利用頭腦風暴法采集相關素材，開展如招呼用語集錦、刨根問底探隱私、名片欄目大薈 萃等活動。教學中名片欄目的設計、描述不同職業(yè)、圓潤的發(fā)音是本單元難點

2、。圓潤的發(fā)音要靠長期的示 范與堅持來實現(xiàn)。名片中各欄目的設計可以集體討論商定，個人名片設計則可以體現(xiàn)個性化、專業(yè)化，并 決出最佳名片設計獎，教師還可以請學生一起收集生活中的名片，探討名片的基本要素和個性特色。職業(yè) 的描述教師可以借助體態(tài)語、道具、圖片、視頻等來推進，還可以設計相應的練習強化學生的認知。 本單元設計分為 4 個課時： 第一課時 lead-in + listening and speaking 第二課時 reading and writing 第三課時 language in use + vocabulary consolidation 第四課時 unit task

3、 + pronunciation practice 第一課時 Lead-in + Listening & Speaking 二、教材分析 1．教學內(nèi)容 本課時系教材 《英語 1 》( 基礎模塊 高教版) 第一單元的第一課時 ， 包括 Lead-in & Listening and speaking 兩部分，具體內(nèi)容為：招呼用語，聽懂并掌握詢問和提供個人信息的詞匯、句型。 2．教學重點、難點 ⑴教學重點：招呼用語，聽懂并掌握詢問和提供個人信息的詞匯、句型 ⑵教學難點：個人信息的詞匯、句型 三、教學目標 1) 知識目標 ⑴掌握與個人信息相關的詞匯，如 name, first

4、name; last name; name card; telephone number; age; address; e-miladdress; job (engineer; manager; secretary; teacher; student; doctor;nurse; singer; fans); position(boss); ⑵掌握提供或詢問個人信息時所使用的句型，如： 2) about greeting: Good morning. Hi. Nice to meet you. 3) about personal information What’ s you nam

5、e? Where are you from? Which company are you from? 2. 能力目標 ⑴學生能聽懂關于詢問和提供個人信息的對話。 ⑵學生能編寫關于詢問和提供個人信息的對話。 （3） 在日常生活中靈活應用招呼用語以及詢問、提供個人信息時所用到的關鍵句型 . 3. 情感目標 在真實情景交流中，師生間、生生間建立融洽的關系，主動參與、相互賞識。 四、教學步驟 Step One Lead-in （5m） 1 .The teacher greets each student: Good morning. Nice to meet you. May I

6、 have your name, please? Which school are you from? What do your parents do? （設計意圖 :教師熟悉班上學生，也讓學生盡快彼此熟悉，在自然交流中熟悉本單元重點之一） 2.Brainstorm the ways of greeting a person. Possible answers: Good morning/afternoon/evening. Hi./ Hello. Nice to meet you. How do you do? How are you?/ How are you going?

7、 （collect different answers on the blackboard） （設計意圖 : 團隊做乘法，個人做加法，通過頭腦風暴，我們可以快速搜集多種招呼用語，并讓全體同學盡 快掌握） 3.Let ’ s make it a rule: Let ’ s greet each other at the beginning of each English letshseofno,lluoswiningg patterns. Teacher: Class begins. The monitor: Stand up. Teacher: Good morning/afte

8、rnoon, boys and girls. Students: Good morning/afternoon, teacher. Teacher: How are you today? Students: We are fine. And you? Teacher: I ’ m fine, too. Thank you. Sit down, please. （設計意圖 :固定課堂開始時的招呼問候語，問候時間適當增長，可以固定紀律，增進師生友誼） 4. Activity 3. Act and practice. How would you greet a person in the

9、 following situations? （教師可以利用教材中的圖片或者另外搜集不同場合的圖片，讓學生學會靈活應用招呼用語） Step Two Listening and speaking （22m） 1 .Activity 4. Listen and underline. Listen to dialogue A and underline the sentences about greeting a person. 2 .Practice a similar dialogue with your partner. 3.Activity 8. Listen and comple

10、te. Listen to dialogue B ,and fill in the following form. First name Last name From Ben Wang Hunan 4 .Guess the meaning of “l(fā)astname" and "firstname' (The teacher may ask some students the question: Lu Zhongnan, what ' s your first name? What ' s your last name?) （設計意圖：教師通過詢問班上多名同學的

11、名和姓幫助學生掌握 “l(fā)ast name和“first name的含義和中英 文名字表達順序的差異） 5 .Activity 9. Read and underline. Practice the dialogue with your partner and underline the sentences about asking one' s personal information. 6 .Make a similar dialogue with the classmates around you. Sample: A: Good morning! I ' m Lu Zhongna

12、n. Lu is my last name and Zhongnan is my first name. May I haveour name, please? B: Good morn ing! I ' m Lin Chunning. Lin is my last name and Chunning is my first name. A: Nice to meet you. I ' m from No. 7 Middle school. Where are you from? B: Nice to meet you, too. I ' m from No.15 Middle scho

13、ol. (設計意圖：實際應用所學內(nèi)容，倆人小組相互詢問對方的名和姓，以及對方的初中學校，既操練了英語， 也增進了了解) 7 .Ask some pairs to demonstrate their performance(greet each other and ask for personal information). (設計意圖：上臺展示對話，既鍛煉了當事者的膽量，也讓學生們快速了解彼此 ) 8 .Activity 12. Talk and complete. Talk to five classmates and ask about their first name, last

14、 name and which school they are from. And then fill in the form. First name Last name From （設計意圖：學習利用調(diào)查、詢問的方式來獲取信息，確保每一位同學都知道 first name和last name的意 思，增進彼此了解） Step Three Summary and Production (12m) 1. Make a short summary of what we ' vetodaye (1)key vocabula

15、ry : first name, last name, name card （2）everyday English about greetings and personal information. Hi. Good morning. How are you? HoW re things? Nice to meet you. What' s your name? What' s your first name? What' s your last name? Where are you from? （設計意圖：對本課時所學集體做個小結(jié)，讓學生明確單元教學目標，方便學生補充

16、筆記。） 2. Think of ten ways of greetings. Hi. Hello. HoW s it going? How do you do? How are things? How are you? Haven' t seen you for ages. Great to see you again. Nice to meet you. Good morning./ Good afternoon./ Good evening. （設計意圖：集思廣益讓學生羅列 10條問候語，并請學生當堂記憶。 明確數(shù)量，可以幫助學生記憶。） 3. What els

17、e would you like to know about your classmates? Ask them the following questions and make an introduction of your classmates.. ? What is your favorite animal? ? What is your favorite city in China? ? What is your favorite color? ? What is your favorite day of the week? Why? ? What is your favor

18、ite drink in summer? ? What is your favorite food? ? What is your favorite holiday? Why? ? What is your favorite kind of book? What is your favorite kind of movie? w What is your favorite kind of music? w What is your favorite magazine? w What is your favorite memory of childhood? w What is

19、your favorite season? Why? w What is your favorite sport? w What is your favorite time of day? w What is your favorite TV program? w What is your favorite Website? ? What is your favorite vegetable? ? What's your favorite word in English? Why do you like it? ? Who is your favorite actor? ? W

20、ho is your favorite actress? w Who is your favorite athlete? w Who is your favorite singer? w What is your best friend's name? w Who is your favorite teacher? Why? w What is your favorite subject in school? ? … (設計意圖：利用調(diào)查、詢問的方式來獲取同學信息，問題的設置迎合學生的口味，促使活動順利開展；請 學生當堂匯報采訪結(jié)果，訓練學生的口語和聽力以及語言組織能力。課后要

21、求學生以海報形式介紹班上一 位同學，并在班級英語角展出。) Step Four Homework (1m) 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. 五、板書設計 Greeting: Good morning/afternoon/evening. Hi./ Hello. Nice to mee

22、t you. How do you do? How are you?/ How are you going? Ask for personal information: A: Good morning! I ' m . is my las name and is my first name. May I have your name, please. B: Good morning! I ' m . is my last name and is my first name. A: Nice to meet you. I ' m from Middle School. Whe

23、re are you from? B: Nice to meet you, too. I ' m from School. Middle 中職英語 基礎模塊1教學設計（教案、學案） Unit 1第二課時 Bookl Unit 1 Nice to meet you! （第二課時教學設計） 一、教材分析 1 .教學內(nèi)容 本課時系教材《英語1? （基礎模塊 高教版）第一單元的第二課時，包括 reading and writing部分，具體內(nèi) 容為：了解并讀懂名片上的個人信息，制作個人名片。 2 .教學重點、難點 ⑴教學重點 名片欄目名稱，名片設計。 ⑵教學難點 名

24、片設計 二、教學目標 1. 知識目標 ⑴掌握名片欄目詞匯和職業(yè)詞匯，如 telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) ⑵ understand personal information in a name card; (3)design a personal name card 2. 能力目標 （1）學生能掌握有關個人信息、制作個人名

25、片相關的主題詞匯; （2）學生能讀懂不同名片上的相關信息，設計個性化的個人名片，在班級中設立英語展示角; 3. 情感目標 學生盡情展示自己的名片創(chuàng)意設計能力 三、教學步驟 Step One Lead-in （10m） I.The teacher greets each student: Good morning. Nice to meet you. Would you please tell us something about yourself? May I have your name, please? Which school are you from? What do yo

26、ur parents do? （設計意圖：復習第一課時教學內(nèi)容，讓學生學會用英語表達個人信息，讓師生進一步彼此熟悉） 2. Demonstrate some posters. Introduce some students fhvorites. And read some students favorites and ask the students to guess who they are. （設計意圖：展示優(yōu)秀作業(yè)，請學生根據(jù)信息猜測同學名字，可以牢牢把握學生的聽課關注度。） 3. Brainstorm factors about designing a name card. H

27、u Xiao, our monitor, asks us to design a name card for him. What should be included in his name card? （Possible answers: Name, company, address, telephone number, job, e-mail address, fax number etc） （設計意圖：團隊做乘法，個人做加法，通過頭腦風暴，我們可以快速搜集名片基本內(nèi)容，并讓全體同學盡 快掌握。請學生為班長制作名片，將內(nèi)容真實化，也可以激發(fā)學生的集體榮譽感） 4. Show the

28、 students some name cards and discuss what are included in these name cards. （設計意圖：欣賞生活中的真實名片，直觀了解名片主要信息點，為個性化名片設計打下伏筆。） Step Two Reading （20 m） （設 I.What do they mean? 87394996 Yang Jian 18 885#SangtianRd English@ Taxi driver 計意圖：了解這些短語或表達的內(nèi)涵，學生也許會表達出不同的答案，此題只要合理即可，應鼓勵學生的發(fā) 散性思維和想象力）

29、2. Activity 13. Read and tick. Which of them may be included in a name card? a. telephone number b. name c. age d. address e. e-mail address f. job （設計意圖：再次明確名片設計要素。） 3. Activity 14. Read and check. Answer the following questions. 1）What is Li Wenzhong? Where is he from? What' snis email addres

30、s? Where is his company? What's his telephone number? 2）What is Sara Smith? Where is she from? What’ sher email address? Where is her company? What’ s her telephone number? 3）What is Zhang Qing? Where is she from? What’ sher email address? Where is her company? What’ s her telephone number? 4）Wh

31、at is Gao Bin? Where is he from? What ’ s his email address? Where is his company? Whast his telepho’ ne number? （設計意圖 :閱讀的同時操練口語與聽力 ） 4. Activity 15. Read and complete. Ask the students to do it as quickly as possible. The first ten fastest can get a small prize. （設計意圖 : 學會快速查找信息，并將信息歸類 ） 5. Ac

32、tivity 16. Act and practice. Suppose you are a reporter, and you are interviewing one of them. Make a conversation with them, using the following sentence patterns. You may ask more other questions, if you like. 1）Excuse me. May I have your name, please? 2）What is your first name? And what is your

33、 last name? 3）What ’ s your company ’ s name? Where is it? 4）What are you? 5）May I have your telephone number? 6）Do you have an email address? （設計意圖 :閱讀的同時操練口語與聽力，學會采訪他人，鍛煉現(xiàn)場應對能力，允許學生創(chuàng)意發(fā)揮 ） Step Three Production （8m） 1 .Now would you please design a creative name card for Mr.xx or Ms.xx? （設計

34、意圖 : 請學生為老師制作名片，引發(fā)學生學習興趣，為學生制作個人名片做示范） 2 .Can you design a name card for yourself? （Imagine a future company and a future job for yourself） （設計意圖 : 讓學生設想自己今后會加盟的公司名稱 、 職業(yè) ， 讓同學們樹立就業(yè)意識 ， 了解學生的就業(yè)傾向， 學習職業(yè)的英語表達 ; 可以再布置課后作業(yè)，并在教室英語角展示學生設計的名片，如果可能，可以讓學生 印制英文名片并相互贈送名片，評選出十佳名片） 3 . Ask some students to

35、design their name cards on the blackboard. Make some comments. （設計意圖 : 上臺展示即可以鍛煉當事者的膽量，也可以讓學生的注意力更集中，還方便教師形象評價學生 設計的名片） 4 . Show each student or each group a name card. Ask the students to talk about the information in the name card. （設計意圖 : 教師事先收集一些中英文名片，請學生描述名片中的信息，使任務真實可信，教學形象直觀， 還為學生自制名片提供了

36、范本。假如教師能搜集到盡可能多的與學生所學專業(yè)相關的人員的名片，則更 佳?？梢怨膭顚W生在適當時機給這些人士打電話，了解相關信息。） Step Four Homework(2m) 1. copy words: name, company, address, telephone number, job, e-mail address, fax number 2. design a special name card for yourself. 3. collect as many name cards as possible. 四、板書設計 Name cards: Jobs: en

37、gineer; manager; secretary; teacher; Name, company, address, telephone number, job, e-mail address, fax number student; doctor; nurse; singer; fans 中職英語 基礎模塊1教學設計(教案、學案) Unit 1第三課時 Bookl Unit 1 Nice to meet you! (第三課時教學設計) 一、教材分析 1 .教學內(nèi)容 本課時系教材《英語1? (基礎模塊 高教版)第一單元的第三課時，包括 language in use和

38、vocabulary consolidation兩部分，具體內(nèi)容為：be動詞的用法和名片各欄目詞匯的表達，職業(yè)詞匯收集。 2 .教學重點、難點 ⑴教學重點：be動詞的用法和主題詞匯的積累，未來職業(yè)的描述 ⑵教學難點：主題詞匯的積累 二、教學目標 1. 知識目標 (1)掌握與名片設計相關的主題詞匯 ,如 name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student;

39、doctor; nurse; singer; fans); position(boss)。 ⑵掌握be動詞的用法。 (3)能描述自己或他人的職業(yè)。 2. 能力目標 ⑴學生能清晰表達名片各欄目。 ⑵學生能熟練掌握職業(yè)詞匯以及 be動詞的用法。 3. 情感目標 學生清楚自己的職業(yè)夢想，建立初步的就業(yè)意識。 三、教學步驟 Step One Lead-in （ 10m） 1. Have a comment on the students ’ name cardes.cPaardsss athround the class. （設計意圖 :教師及時對學生的作業(yè)作出評價，對優(yōu)秀作業(yè)

40、的集體肯定，可以促使學生更積極主動地做作 業(yè)。） 2. Ask the students to present and talk about the name cards they have collected in groups. Use the following sentence patterns. His name is … He is from … He is a … His telephone number is … （設計意圖 :讀懂名片信息，掌握動詞 be 的用法之一 :用 is 的情況。） Step Two Language in use （20 m） 1 .

41、Game: Who am I? The teacher says “ I ’ tmhinking of something and you guess what it is. ”The teacher can describe anything that the students are familiar with, however, the teacher should use “ am” as many times as possible. The teacher can decide if he want to score this game or not, and how. Eg.

42、I am yellow. I have a thick skin that you peel off before you can eat me. I am white inside. I am sweet. What am I? Answer: BANANA （設計意圖 : 復習詞匯，掌握動詞 be 的用法之二：用 am 的情況 ,猜謎語是學生感興趣的游戲之一，可以讓 學生快速集中注意力，主動參與學習。） 2 . Grammar focus （ page 15） . The teacher helps the students have a general idea of the u

43、sage of be. Then the teacher offers the following rhyme to help the students master the usage of be in a better and easy way. 英語語法學習順口溜 be 的用法口訣 我用am,你用are, is連著他，她，它； 單數(shù)名詞用is,復數(shù)名詞全用are。 變疑問，往前提，句末問號莫丟棄。 變否定，更容易， be 后 not 莫忘記。 疑問否定任你變，句首大寫莫遲疑。 （設計意圖 : 讓學生對動詞 be 的用法有個總的概念，采用順口溜可以讓背誦更有趣更有效，學生也會

44、主動 記筆記。） 3 .Activity 17. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together. Eg. I am a student. I am a teacher. I am a doctor. I am a manager. I am a secretary. I am a cat. I am a dog. : 考驗學生的組句能力和思維的開放程度，也通過一定量的機械操練讓學生

45、對動詞 be 有深入了 解。) 4 . Activity 18. Talk and guess. Game: What am I? The teacher says “ I ’ m thinking of a job and you guess what it is. ” The teacher can describe way of life, where they work, what they wear, etc. And the students have to guess the job. The teacher can decide if he want to score

46、 this game or not, and how. The teacher may also offer more jobs. The teacher may also invite one student to describe the job, if possible. Eg. I stay in the hospital. When people are ill, they ask me for help. I take care of patients. I usually wear in white or green. ANSWER: DOCTOR (設計意圖 : 學會描述

47、職業(yè)特性，掌握職業(yè)詞匯。) 5. Exercise. Fill in the blanks. 用 be 的適當形式填空。 (1) The man a science teacher. (2) Mary's new dresses colorful. (3) Mother in the kitchen now. (4) the woman an English teacher? (5) I a student. (6)your father a worker ? Yes, he . (7) They in the classroom ． (8) This a

48、n apple ． (9) Where my books ? (10) We friends. (11) You a good student. (12) These her pens. (13) How much the T-shirt? (14) How much the socks? (15) Our mother forty. (16) you in our school music club? (17) I want to __ a teacher. (18) Let ’ s __ friends. (19) He and I

49、 friends. (20) A: this a bird? B : Yes, it. A: Thank you. B: That OK. (設計意圖 :專題練習檢測和鞏固教學效果，確保學生能靈活使用動詞 be 的基本用法。 ) 6. Activity 19. Write and talk. Talk about your parents and the persons that you know with your partner and take notes of what your partner tells you. Eg. My father ' s name is

50、 Li Ming. He is a doctor. (設計意圖：將動詞be用法與職業(yè)描述結(jié)合起來，將說和寫結(jié)合起來，不留知識盲點。將寫部分改成記錄對方 所說會更有意義，可以讓學生學會傾聽他人。 ) Step Three Vocabulary consolidation (9m) 1. Show job flash cards and ask the students the following questions: What are they? What is he? What is she? Is he a doctor? Are they students? Is she a te

51、acher? (設計意圖：展示大量有關職業(yè)的圖片，通過提問和回答讓學生自然掌握動詞 be的用法和大量職業(yè)詞匯。) 2. Activity 21. Think and write. Group competition: write down as many jobs as possible in the given time. (設計意圖：小組競賽體現(xiàn)團隊合作意識，也測試學生對工作詞匯的掌握程度 ，并指導學生記筆記，讓學生養(yǎng) 成記筆記的良好習慣。) 3. Activity 20.Look and mark. Look at the name card and fill in the b

52、lanks. (設計意圖：標注名片中各欄目名稱，鞏固檢查名片欄目短語的表達。 ) 4. Interview five classmates and write down their futu re jobs.( X XX wants to be …) (設計意圖：復習了工作詞匯，學會采訪，了解彼此。) 5. More exercises. Fill in the blanks with the verb BE. (1)Who you ? I new here. (2) What _ your job? I _ a nurse. (3) How old _ your mother?

53、 She _ forty. (4) The old man _ Helen' s grandfather. (5) We _ late for school. (6) How _ you? Fine thank you. ⑺ What _ their jobs? They _ waitresses. (8) Who _ the old women? Sorry. I don ' t Know. (9) _ she teacher? No, she _. she _ a nurse. (10) The girl in orange _ Helen. (設計意圖：對本課時教學做個小

54、結(jié)，既復習了工作詞匯、問候語，也鞏固了語法。) Step Four Homework (1m) 1. Copy job words three times. 2. Create ten sentences with the verb is, am or are. 五、板書設計 英語語法學習順口溜 be的用法口訣 我用am,你用are, is連著他，她，它； 單數(shù)名詞用is,復數(shù)名詞全用are。 變疑問，往前提，句末問號莫丟棄。 變否定，更容易，be后not莫忘記。 疑問否定任你變，句首大寫莫遲疑。 Name cards: Name, company, address,

55、telephone number, job, e-mail address, fax number Jobs: engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans … 中職英語 基礎模塊1教學設計（教案、學案） Unit 1第四課時 Bookl Unit 1 Nice to meet you! （第四課時教學設計） 一、教材分析 1 .教學內(nèi)容 課時系教材《英語1》（基礎模塊 高教版）第一單元的第四課時，包括 unit task和pronunciation practice兩

56、部分，具體內(nèi)容為：單元任務和發(fā)音練習。 2 .教學重點、難點 ⑴教學重點：詞匯、語法、單元任務總復習 ⑵教學難點：發(fā)音練習 二、教學目標 1. 知識目標 ⑴掌握個人信息、制作個人名片相關的詞匯、句型 ⑵正確朗讀8個音標 （3）互換名片并自我介紹 2. 能力目標 ⑴學生能流利使用關于個人信息和名片設計的詞匯、句型。 ⑵學生正確朗讀所教的 8個音標。 （3）學生能正確使用名片。 3. 情感目標 學生能利用自制名片與同學進行名片互換，并了解職場禮儀。 三、教學步驟 Step One Lead-in （5m） 1. Make a comment on the stud

57、ents homeW ork. Read some good sentences made by the students. Type some of the sentences on ppt and ask the whole class to fill in the blanks with be. （設計意圖：作業(yè)點評是學生最喜歡的環(huán)節(jié)之一 ，值得教師長期堅持。讓學生出練習題，是半開放性的作業(yè), 可以激發(fā)學生的求異思維，帶給教師許多驚喜，更好地推進教學。） 2. Review the ways of greeting a person and the job words. （設計意

58、圖 : 復習單元重點，為下面的名片交換環(huán)節(jié)打基礎。） Step Two Video& Exchange name cards （25m） 1 .Do you know how to offer your name card? Do you know how to accept a name card? Collect the students answers on the blackboard. （設計意圖 : 摸底調(diào)查，了解學生對名片禮儀的現(xiàn)有知識。） 2 .Watch a video clip about how to use your name card. （百家講壇《金正昆談禮

59、儀之名片禮儀》 ） Ask the students to take some notes while they are watching the video. （設計意圖 :通過視頻來全面掌握名片設計技巧、交換禮儀等。） 3 .Now let ’ s exchange name cards with each other. （設計意圖 : 職場虛擬情境模擬，教師也參與名片互換環(huán)節(jié)。要求學生互換名片時能用英語打招呼，簡單自 我介紹，注意名片交換禮儀等。） 4. The students who greet the most people and get the most name

60、cards will be the winner. The teacher may ask these students to talk about their experience and introduce the persons they meet. （設計意圖 : 決出職場高手，要求學生轉(zhuǎn)述他們所接觸的人，避免學生只拿名片不對話。） Step Three Pronunciation Practice （9m） 1. Teach the pronunciation rules of the given eight phonetics. [i:] 是個長音，靠口腔發(fā)出，發(fā)聲處靠前，

61、口型很扁，嘴唇向兩邊張開成微笑狀。 Eg. bee meat key jeep sea sleep tea sheep pea sheet [i] 是個短音，靠喉嚨發(fā)出，發(fā)聲處靠后，口型略窄，發(fā)這個音時，要短促有力。 Eg. dig pig win twin lip ship pin tin skip this 下面讓我們來讀一下這些句子。注意，朗讀速度一定要慢，并仔細體會兩個音標之間的區(qū)別。 This is a sheep. These are ships. … （設計意圖 : 明確發(fā)音規(guī)則，讓學生快速掌握發(fā)音要點，從已知導入未知，克服學生的畏難情緒。） 2. Listen

62、and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation. （設計意圖 : 跟磁帶和教師朗讀，正確發(fā)音。） 3. Watch the flash.（英語發(fā)音規(guī)則和練習測試） （設計意圖 :利用網(wǎng)絡資源促進教學，動畫能吸引學生注意力。） 4. Offer each student a phonetic chart. : 讓學生對音標有個全部了解。） Step Four Homework (1m) 1

63、. Finish self-check. 2. Write a short article: my comment on the lesson (in Chinese or English) 四、板書設計 名片禮儀 遞名片： 接受名片： 第一要尊卑有序 第一接過名片一定要看 第二要放置到位 第三把名片正前方對著對方 第四要寒暄幾句 第五要回敬對方名片 第二要把對方的名片收藏到位 五、教學反思 本單元教學為開學的第一堂課，師生間需要彼此熟悉，有信息差，利于招呼語、詢問個人信息、設計個人 名片等活動的開展。所以，本單元的教學注重交際的實用性，既操練單元教學要求，又將英語知識點巧妙 地融入日常交際中。同時，個人名片設計、展示、評比、互贈等環(huán)節(jié)的設計突出了職業(yè)學校教學的特點， 使得任務更加真實可信。職業(yè)詞匯的搜集、描述、未來職業(yè)的設想等既讓老師初步獲知學生的擇業(yè)傾向， 為今后職業(yè)指導打基礎，也讓學生初步形成職業(yè)意識。本堂課整體設計通俗易懂，利于學生積極參與，利 于培養(yǎng)學生的積極開創(chuàng)思維。