中等专业学校2022-2023-2教案
编号：
备课组别 | 英语组 | 课程 名称 | 英语 | 所在 年级 | 一年级 | 主备 教师 c 制作学生管理系统 | |||||||
授课教师 | 授课 系部 | 授课 班级 | 授课 日期 | ||||||||||
课题 | Unit3 Internship Warming Up Listening and Speaking（1） | ||||||||||||
教学 目标 | 1. Students can understand the conversation about the internship | ||||||||||||
location and job position, and get the key information. | |||||||||||||
2. Students can master the relevant vocabulary of internship position | |||||||||||||
and complete a simple conversation about internship position: | |||||||||||||
agreement, assistant, challenge, guest, colleagues, training, | |||||||||||||
definition, description, etc. | |||||||||||||
重点 | be able to master the sentences about the practice and training work. | ||||||||||||
难点 | Be able to talk and communicate about practical training work according to different internship situations. | ||||||||||||
教法 | Tascll码和字符的转换ask-based Teaching Method. Situational learning. | ||||||||||||
教学设备 | Multi-media .CD | ||||||||||||
教学 环节 | 教学活动内容及组织过程 | 个案补充 | |||||||||||
教学内容 | Step 1 Warming Up 1. Warming up: Brainstorm. (1) Activate vocabulary reserve: teachers can provide some working pictures as prompts to stimulate students' interest in learning. Students can name known occupation names and corresponding workplaces in English. （2）Present the situation: Introduce the position of a person close to you, be it your parents, your older brother, or a student friend who is taking part in the internship. （3）You need to know some information about the job: post, place, job duties. | ||||||||||||
教学内容 | 2. Think and match. Dealing with textbook activities 1.The teacher presents the vocabulary and phrases related to the practical training position, leads the students to activate and make use of the accumulated vocabulary knowledge by observing the pictures, and matches the corresponding words or phrases.After checking and giving feedback, the teacher leads the students to read the words and phrases, and carry out a group spot check or vocabulary game interaction to help the students consolidate.
3. Match and talk. (1) Deal with textbook activities 2.Students will match the internship position with the internship unit through simple dialogue, master the relevant vocabulary and expressions. (2) Students use the sentence patterns and vocabulary in Activity 2 of the textbook to practice their thinking ability.The teacher can invite a student to have a dialogue as a demonstration, and then the students can practice in groups. A: I want to be a(n)... B: Then you may have your internship in a(an)... B: Then you may have your internship in a(an)...... (Design intention: this part aims to connect students' existing knowledge reserve, stimulate their learning interest, introduce unit topics, introduce relevant vocabulary and expressions of this class, and get familiar with relevant expressions of practice and training under the prompts of sentence patterns, exercise students' thinking ability, and prepare for the next part of listening and speaking activities.) | ||||||||||||
教 学 内 容 |
Step 2 Listening position和location的区别1. Listen and tick. Deal with textbook activities 3.The teacher leads the students to read the pictures, predict the listening content, and focus on the judgment of the internship location.The teacher plays the recording to the students and makes an overall grasp and judgment of the listening material. The students make choices according to the options. After listening, the teacher checks and gives feedback. 2. Listen and decide. Deal with textbook activities 4.Students first read the options, draw the highlights, determine the information to record, and make a preliminary judgment.Then listen to the tape, check the key words, judge whether it is true or false and correct the wrong information.After listening, the teacher checks the explanation and gives feedback. 3. Listen and complete. 5. This activity requires students to listen to the recording for the third time on the basis of the first two activities. In the process of listening, summarize and obtain the key information in the conversation, and complete the internship list information. (1) Students first browse the contents to be filled in the information card (training location and name, internship related issues, such as planning or insurance, please refer to Warming Up 1), then listen to the recording and fill in the card according to the information given.After the listening, the teacher will check the answers, present the listening text, and analyze the key information briefly. * (2) Further activities: Think about what you need to know before the training if you are going to take part in it. Then listen to the tape and fill in the blanks with the correct words. | ||||||||||||
教 学 内 容 |
Li Zixuan: Hi, Samuel. Why didn’t Yuchen come for our movie activity? Samuel Anderson: Hello, Zixuan! He was busy. He was __________ for the internship program. Li Zixuan: That’s great! I just signed my three-party-agreement with our school and my _________ , No.1 Kindergarten. Samuel Anderson: So, you will be an __________ soon? Li Zixuan: Yes, but not before I finish the pre-service training program. How about you? Samuel Anderson: I was thinking of going to a 4S shop at the beginning. But I’ve __________ my mind. Li Zixuan: Why? Samuel Anderson: Well, Hongqi Auto Plant has __________ me a better chance to get to know the whole industry. Li Zixuan: Congratulations! By the way, have you checked your insurance? Samuel Anderson: Sure. And I’ve also finished my training plan with my teacher and the trainer. (Design intention: This part aims to train students to predict the listening content according to the existing information, obtain and summarize the key information in the listening process, complete the information sorting of the key content of the dialogue, and improve the understanding of the necessary affairs before the practice and training, focusing on the cultivation of students' language communication ability and language interaction ability.) | ||||||||||||
板 书 设 计 | Unit3 Internship Warming Up Listening and Speaking New words and expressions | ||||||||||||
教后札记 | |||||||||||||
| eclipse与php区别 | |||||||
中等专业学校2022-2023-2教案
编号：
备课组别 | 英语组 | 课程 名称 | 英语 | 所在 年级 | 一年级 | 主备 教师 | ||||||||||||||||||
授课教师 | 授课 系部 | 授课 班级 | 授课 日期 | |||||||||||||||||||||
课题 | Unit3 Warming Up Listening and Speaking（2） | |||||||||||||||||||||||
教学 目标 | 1. Students can understand the conversation about the internship | |||||||||||||||||||||||
location and job position, and get the key information. | ||||||||||||||||||||||||
2. Students can master the relevant vocabulary of internship position | ||||||||||||||||||||||||
and complete a simple conversation about internship position: | ||||||||||||||||||||||||
agreement, assistant, challenge, guest, colleagues, training, | ||||||||||||||||||||||||
definition, description, etc. | ||||||||||||||||||||||||
重点 | be able to master the sentences about the practice and training work. | |||||||||||||||||||||||
难点 | Be able to talk and communicate about practical training work according to different internship situations. | |||||||||||||||||||||||
教法 | present the various activities and exercises of this course | |||||||||||||||||||||||
教学设备 | PPT, computer | |||||||||||||||||||||||
教学 环节 | 教学活动内容及组织过程 | 个案补充 | ||||||||||||||||||||||
教学内容 | Step 3 Speaking 1. Listen, read and underline. (1) Preparation activity: Teachers present three questions about the following dialogue. Students are required to browse the questions, then listen to the dialogue and answer the questions. ① What will be Ella's position after the internship? (She is an assistant receptionist.) ② What is Ella's main job? (She receives guests at the reception and help with check-ins and check outs, and pick up telephone calls.) ③ How does Ella like her new job? (She thinks it is very challenging.) | |||||||||||||||||||||||
教学内容 | (2) Deal with textbook activities 6. ① The teacher introduces the background of the dialogue and asks the students to underline the sentences that ask for the information of the people.The teacher leads the students to listen to the tape and read after the class. ② The teacher invites one student to demonstrate a group dialogue. The students are invited to practice in groups. Then the two students are invited to demonstrate a dialogue. * (3) Extension activities: Teachers show and explain the following key phrases, on the basis of which, students focus on practicing sentence patterns: pre-service training, organize, Human Resource Department, an assistant receptionist, receive guests, at the reception, help with, check-in, check-out, pick up, in the real workplace, get along well with, colleague 2 Imitate and practice. Deal with textbook activities 7. * (1) Preparation activities: students match the internship position with the job content in the form of group competition.
(2) The teacher leads the students to recall the communicative sentence patterns of Activity 6. The students work in pairs and practice with the information according to the communicative framework of activity 6.The teacher makes comments and gives feedback. A: How is it ? B: So far, so good. A: How do ? B: It was a at the beginning. he staff here were more than happy to offer help. A: Do you get along ? 3. Role play. Deal with textbook activities 8, there are two steps: (1) Suppose you are in an internship environment in Activity 7. Have a conversation with your partner based on the following situations to solve the problems you encounter | |||||||||||||||||||||||
教学内容css设置滚动条不隐藏 | ① Discussion: ① Read the table and discuss the following two questions: What problems did you encounter during your internship? What are the steps to solve the problem? ② The teacher invites the students to demonstrate the dialogue. The students choose the role, arrange the dialogue and practice. 2. What do you think of it? Trainee: I've got a problem. Could you please help me? Colleague: Sure. What happened? Trainee: The machine stopped working suddenly. Colleague: First, you should cut off the machine's power supply. Trainee: OK. Colleague: Second, report to the workshop director. Trainee: OK. And then? Colleague: Third, contact the maintenance group. And don't forget to write a brief report after the problem is solved. Trainee: Got it. Thank you very much. Colleague: Pleasure. * (2) Extension activities: The teacher sets two scenarios and students do group activities. Choose one of them and use the key sentence patterns in this part to do alternative exercises and show them to the whole class.The teacher comments and gives feedback on each group of activities
2. Trainee: I've got a problem. Could ? Trainer: Sure. What happened? ... | |||||||||||||||||||||||
教 学 内 容 | Trainer: Don't (Design intention: In this part, students are trained to extract the required information in the process of listening, select and fill in the blanks, follow the pattern of key sentence patterns, replace the key words and imitate exercises, so that students can master the basic language expressions to talk about the specific situation of the internship.According to the students' language basis, use the structure of the framework to replace the practice, so as to achieve the effect of consolidating the learning content, understanding the characteristics and specific content of the practice, sorting out the key information of the practice.) Step 4 Conclusion To sum up what you have learned in this lesson, ask the students to answer the following three questions: How is it ? How do ? It was a at the beginning. Do you get along ? Step 5 Homework 1. Imagine your future internship and work scenarios and introduce them to the class. *2. Group work: Work in pairs (1) Choose an internship, design scenes and dialogues according to the dialogues learned in the article, ask and answer questions, and complete the dialogue content
(2) Evaluate the entire class and award prizes to the top three candidates with the most votes. | |||||||||||||||||||||||
板 书 设 计 | ||||||||||||||||||||||||
教后札记 | ||||||||||||||||||||||||
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