中職職業(yè)英語基礎(chǔ)英語模塊第十單元教案

1、點(diǎn)擊職業(yè)英語教案教研室：教師姓名:課程名稱英語授課班級授課內(nèi)容Unit 10 You don ' t look well.授課學(xué)時6教學(xué)方法交際法，小組討論法，任務(wù)型學(xué)習(xí)法，翻轉(zhuǎn)課堂教學(xué)法教學(xué)目標(biāo)1知識目標(biāo)：掌握用來點(diǎn)餐的基本詞匯句型2能力目標(biāo)：讀懂請假信；掌握請假信寫作技巧3情感目標(biāo)：了解東西文化差異教學(xué)重點(diǎn)食物的名稱would like用法以及談?wù)擖c(diǎn)餐的詞匯句型；請假信的寫作技巧教學(xué)難點(diǎn)圍繞點(diǎn)餐進(jìn)行提問和回答請假信寫作技巧談?wù)撌虑榘l(fā)生的頻率教學(xué)手段多媒體、圖片、黑板教學(xué)過程1 .學(xué)習(xí)目標(biāo)2 .熱身活動 （ 1學(xué)時）3 .主題對話4 .語法欄目（1學(xué)時）5 .詞匯練習(xí)（1學(xué)時）6 .

2、聽力閱讀（1學(xué)時）7 .閱讀 （1學(xué)時）811實用閱讀及寫作（1學(xué)時）教學(xué)內(nèi)容Goals：.Have students look at the unit t itle" Yon ' t look well." Tell them that in this unitthey are going to learn to talk about their health, as well as about how often things happen to them. They' ll also learn ways to order in a restauran

3、t. Ask students how theyare feeling today.Warm UpA. Look at the soccer players. What parts of their bodies hurt? List the parts.Have students look at the illustration and present the different parts of the body, clarifying the meanings for students by pointing to your own body parts. To reinforce th

4、e vocabulary have students repeat the vocabulary as they point to each of their own body parts.Tell students to look at the two soccer players and to list the different body parts that hurt for each player.Answer key: the forward: knee, elbow, back the goalkeeper: leg, head, armB. Listen. Look at th

5、e picture above. Circle the names of the body parts you hear.Tell students they are going to listen to a conversation with a sports doctor.Tell them they don ' t need to understand every word they hear uut sohous on listening for key words.Answer key: foot, leg, elbow, head, wristConversationHer

6、e comes our food!A. Look at the story and listen.s?Have students look at the photos and ask“ Who can you see in the photo“Where are they? " and " Howydlook?”Responses:Andy, Susan, and Kevin in a restaurantAndy doesn ' t look good/looks sick.Tell students they are going to listen to and

7、 read the conversation to find out what ' s wrong with Andy.Responses:Andy' s stomach hurts, and he feels sick.Understand the vocabularyhungr y adj.饑餓的；渴望的；荒年的；不毛的Here's a bite to eat if anyone's hungry.thirsty adj. 口渴的，口干的；渴望的，熱望的Some kinds of food makes one thirstycheck. vt.檢查，核對；制

8、止，抑制；在上打勾A. What do Susan and Kevin order?What does Andy want to eat?Wha t ' s the matter with Andy?Ask students to look at the conversation and to underline what Susan, Kevin, and Andy order.Ask students what they think is the matter with Andy.Answer key:Susan: Hawaiian pizza, waterKevin: Sunse

9、t BurgerAndy: Galaxy Burger, fries, CokeAndy is not feeling well.GrammarOrdering in a restaurantntion toExplain that ' d Cotheacted form of would. Direct students' atteLanguage Zoom In to reinforce this point and model the pronunciation for them. Focus students ' attentiothe chart and go

10、 through the affirmative statements, yes/no questions, and short answers.Explain that in affirmative short answers we don' u se the contracted form of would ( ' d).'d = wouldA. PAIR WORK Complete the conversation. Then take turns. Role-play the conversation.Have students complete the dia

11、log using expressions from the chart above.Answer key : Would, like, like, What, like, I' dB. PAIR WORK Take turns. Order items on the menu.Working with their partner, have students take turns playing the role of waiter or waitress and customer. Tell students that the customer should order items

12、 from the menu and the waiter or waitress should write down the order. Then they should check together that the order is correct. Tell students to use the dialog in Exercise A to help them.C. Pair work. Practice these dialogs with your partner.Amy: I ' m hungry.John: Me too.Amy: Let ' s get

13、something to eat.John: Sounds good to me.Amy: Would you like to go to that new Chinese restaurant?John: Sure.Talking about how often things happenDraw the diagram on the board with the numbers along the baseline as percentages (0%, 25%,50%, 75%, 100%).Explain to students that they are going to learn

14、 to talk about how often they do things.Start with 100% and tell them when they do something every day, or 100% of the time, we use the expression always.Adverbs of frequency A: We alu as go oul for pizza cn Fridays.B: We usually go io Pizza Express A: I never go out during the week. Bi 1 know. You

15、al wavs work kte. ft 255075100i i ineverrarelvsomdimesusualkaliravs' ''V«never.raidy.sometimes.usually,always為頻度副詞,表示事物發(fā)生曲施率,一句中一般 放在i睛板襪這些副詞代表的撅率各柚吼|A. Read the lunch schedules and complete the sentences. Use never, rarely, sometimes, usually, or always.Elicit from students when we

16、 use always(= 100%), usually (= 75%), sometimes (= 50% 75%), rarely (= less than 25%), and never (= 0%). Have students look at the chart of lunch schedules and ask them“ How often does Mikehave lunch at a restaurant?” A And at the office? ” A And at home? ”" What about at schResponses: sometime

17、s, sometimes, rarely, never B. PAIR WORK Take turns. Ask and answer questions about Mike, Ken, Nathan, and Ben.Organize students into pairs and have them look at the example. Tell students to take turns asking questions similar to those in Exercise A about Mike, Ken, Nathan, and Ben. Partners should

18、 answer the questions using the information in the chart.C. Listen. What do you hear? Check the correct box.Tell students they are going to listen to six sentences with the adverbs of frequency and should listen for each adverb.Vocabulary in ContextTalking about health problems and giving adviceHave

19、 students look at the illustrations on this page and tell students these people are notfeeling well. Model the different health problems: " He/She has a headache/sore throat, etc. Point to the appropriate body part to help clarify the meaning for students.headache頭痛；麻煩事have a bad headachebackac

20、he 背痛stomachache 胃疼toothache 牙疼earache 耳痛在英語中表示人體某部位“痛”時常用以下幾種形式：1 . have a+身體部位名 + 詞綴 ache,如：have a headache頭疼 have a earache 耳痛 have a toothache 牙疼 have a stomachache 胃疼 have a sore+身體部位名詞。2 .sore為形容詞，意為“疼痛的；發(fā)炎的"，如： have a sore throat嗓子疼 have a sore arm 胳月底疼 have a sore foot 腳疼 have a sore ba

21、ck 背疼3 .人體部位+be+sore,如：My leg is still very sore.我的腿還是很疼。4 .人體部位+ache或hurt,意為疼痛，在句中作謂語。如： My head aches.5 .have a pain in the+ 身體部位，如：I have a pain in the arm.A. PAIR WORK Take turns. Practice the conversation.Use the health problems above.PronunciationB. Listen to the vowel a sounds in these words.

22、Write the words back and ache on the board and tell students to listen to the pronunciation of the letter a in each word.C. Listen. Check the correct box.Have students look at the list of words in the chart and make sure they understand all the vocabulary. Tell students to work with a partner and to

23、 decide if they think each word has the a sound as in back or as in ache.Listening in ContextA. Listen. Where are they? Match the people with the correct restaurants.Tell students they are going to listen to three conversations between Stacey and Casey, Ken and Mike, and Claire and Annie. Tell stude

24、nts they need to listen first to find out which restaurant each is in.Answer key : from left to right 2, 3, 1B. Listen again. Who has these health problems? Write the person ' s name.Have students identify the health problems in the illustrations and ask them if they remember who has each of the

25、se problems.Answer key: 1. Casey 2. Annie 3. KenReadingLetters to Dr. FeelwellBefore you readA. GROUP WORK Discuss. What newspapers do you read?Do you write letters to newspapers?Do you read letters to newspapers?Organize students into groups of three or four.Have them tell each other what newspaper

26、s and magazines they like to read and what kind of things they like to read about.While you readB. Read these letters and underline each person' s problem.Tell students that they are going to read three letters to a newspaper. Have them look at who each letter is from and ask them what they thin

27、k the letters are about.Responses:Dr. Feelwell; people ' s problemsAnswer key:Sleepless in Shanghai ' s neighbor listens to loud music, so he/she can' t sleepat night or work during the day;Noisy in Ningbo has a stomach that makes noise night and day and sometimes wakes him/her up at nig

28、ht;Not Noticed in Nanjing likes a girl in one of his classes but she doesn' t even knowwho he is.After you readC. Read Dr. Feelwell ' s answers. Who are the letters for? Write the names on the blanks.Tell students to read the answers to the letters on page 136 from Dr. Feelwell on this page

29、and to decide who each letter is for. Tell students they should write the name of the person in the blank.Answer key:top (left to right): Noisy in Ningbo; Not Noticed in Nanjing bottom: Sleepless in Shanghai.WritingBefore you writeA. Think of a problem for Dr. Feelwell.Tell students they are going t

30、o write a letter about a problem to Dr. Feelwell and they need to think of a problem they want some advice for. Let them know they can invent one if they wish.B. PAIR WORK Discuss your "problem. " What is it?Organize students into pairs and have them share their problems.WriteC. Write a le

31、tter to Dr. Feelwell about your problem.Practical Reading: Letters Asking for Leave of AbsenceA. Study the letters below.Ensure that students understand the purpose of the letters.Explain that at work an employee would be expected to ask for leave of absence and that the request often has to be in w

32、riting.Explain that sometimes it is a matter of good manners rather than company policy to ask for leave of absence; for example, you may write a letter asking for leave to a professor at a university.Practical Writing: Letters Asking for Leave of AbsenceUnderline the 6 different ways of asking for leave of absence.Answer Key:1. The doctor has signed me off work.2. Please may I be excused classes3. Please excuse Tom from school4. I am very sorry to miss .5. Please may I have permission to be absent6. Please may I ask for leave of absenceA. Read the sample again and discuss with your partne