《點擊職業英語》2課程單元教學設計一教案頭本次課標題:Unit1Greatmovie!授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletotalkaboutpastevents.=2\*GB2⑵Tobeabletomakeinvitations.=3\*GB2⑶Tobeabletotalkaboutmovies.=1\*GB2⑴ToreviewthemainstructureofthePastTense.=2\*GB2⑵Toreviewtheregularandirregularsimplepastverbsandpasttensestatements.=3\*GB2⑶Tolearnthewordsandexpressionsaboutmovies.=4\*GB2⑷ToknowAmericanmovie.=1\*GB2⑴letSsgetmoregoodinformationfromthemovies.=2\*GB2⑵TocommunicatewithotherSspolitely.能力訓練任務=1\*GB2⑴Showsomemoviesandletstudentsguessitandtalkaboutthem.Thentrytosumupthetypesofmovies.=2\*GB2⑵Reading=3\*GB2⑶Talkingabouttheculturezoomin.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸Writing:anarrative.=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Lookatthepicturesandaskquestions“Howoftendoyougotothemovies?Howoftendoyougotoconcerts?Howoftendoyoueatout?“2Discussion.Havestudentsdiscussthequestions.ifnecessary,reviewlanguagefortakingaboutfrequency:“Ioften/sometimes/rarely/nevergotothemovies.”3AskSssomequestions,suchas:Doyoulikewatchingthemovies?Whatkindofmoviedoyoulike?Languagefordescribefrequency:often,sometimes,rarely,never,onceaweek/month/year.IntroducesomefamousmoviestoSs:STEP2:Presentation.1.Conversation.=1\*GB2⑴Toreadtheconversationanddoexercise.WordsandPhrasesspillsth.oversb.把東西灑在某人身上。eg.Ispilledthemilkovermyhusband.Iblewit:Imadeamistake.我犯錯了。haveatest:有一個測試eg.Wehaveatesttomorrowafternoon.

我們明天下午有考試。firstdate:第一次約會eg.Mostwomenliketobewinedanddinedonthefirstdate.

許多女人都喜歡第一次約會就享受到美酒佳肴的款待。2.Grammar.—Pasttense.=1\*GB2⑴TointroduceandshowthestructureofthePasttense.Makesomeexamples.=2\*GB2⑵Toexplainthechartandreviewtherules.=3\*GB2⑶①

一般情況下，在動詞原形后直接加ed。

如：wanted，played。

②

以不發音的字母e結尾的動詞，直接加d。

如：hoped，lived。

③

重讀閉音節單詞需雙寫最后一個輔音字母，再加ed。如：stopped,

shipped。

④

以輔音字母+y結尾的動詞變y為i，再加ed。

如：studied，worried。

⑤

有些動詞不符合上面的規則，需要特殊記憶。

如：am(is)-was,are-were,go-went,eat-ate,

swim-swam,buy-bought,see-saw,

teach-taught,bring-brought,think-thought,

fall-fell,hurt-hurt,break-broke,

win-won,

lose-lost[4]Topractice.A.Fillintheblanks.B.Makingdialogues.(pairworkandgroupwork)C.Matchexercise.[5]TalkingabouttheculturezoominwithSstheAmerican’slivinghabit3.Vocabulary.=1\*GB2⑴Askstudents“Howmanytypesofmovies?”Givesomepicturesofmoviesthattheyknown.Thenelicittheanswers.=2\*GB2⑵Sumupthetypesofmoviesandgivethenewwordsaboutmovie,andmatchthem.=3\*GB2⑶TalkingabouttheculturezoominMovieratingsintheU.S.Question:AretherespecialChinesemovieratings?[4]Wordstodescribemoviescomedy:喜劇

Doyouprefercomedyortragedy?

你喜歡喜劇還是悲劇?action:行動,活動

Thetimehascomeforaction.

行動的時候到了。horror:恐怖,恐懼,驚恐

Tohishorror,thebuscaughtfire.

使他驚恐的是,公共汽車著火了。western:西部片Ilikewatchingwesterns.我喜歡看西部片。dramas:戲劇,劇本

HeactedhispartverywellintheFrenchdrama.

他在這出法國戲劇中演得很成功。sciencefiction:科幻片Iliketoreadsciencefiction.

我喜歡閱讀科幻小說。STEP3:Practice.1.Listening.2.Reading.Amagazinearticle.=1\*GB2⑴BeforereadingLookatthelistofdatingproblems.Checkthemostcommonproblems.Nameotherproblems.Compareyouranswerswiththeotherstudents.=2\*GB2⑵WhileyoureadGivethem3minutestoreadthetext.(fastreading).Circlethebesttitle.=3\*GB2⑶AfteryoureadThenletSsreadthetextscarefullyandcompletetheexercise.3.Writing.=1\*GB2⑴Lookatthepicturesandsupposethatyousawthissituationyesterday.Letstudentstrytodescribethepicturesandwriteane-mail.STEP4:ConclusionGame.—Puttingintogether.Askthreestudentsaboutthelastmovietheysaw.Talkaboutthemovieswiththeotherstudents.On-goingAssessmentActivity.Havestudentslookbackatthegoalboxatthebeginningoftheunitandevaluatehowconfidenttheyfeelwitheachoftheareasinthegoalbox(100%,75%,50%,25%,or0%).Invitestudentstosharetheirratings.Groupstudentswhohavealowratinginoneareawithastudentwhohasahighrating.Providesometimeforthestudentconfidentinthatareatoretouchthegoalfocustothestudentsinthegroupwhofeellessconfident.Monitorandprovideextrasupportwhennecessary.Beawarethatsomestudentsmaybereluctanttosharealowconfidenceratingwiththeclass.STEP5:Assignment1Doingtheworkbook.2Topreviewthenewunit.一教案頭本次課標題:Unit2Where’stheWalk?授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletodescribinglocation.=2\*GB2⑵Tobeabletoaskaboutlocation.=3\*GB2⑶Tobeabletoaskforandgivingdirections.=1\*GB2⑴Tolearntheprepositionsoflocation.=2\*GB2⑵Toreviewthestructure--therebe.=3\*GB2⑶Tolearntheexpressionsofaskingandgivingdirections.=1\*GB2⑴LetSstoexpresspolitely.=2\*GB2⑵Tohelptheothers.能力訓練任務=1\*GB2⑴Toshowamap,andletstudentstrytogivethelocation.Andmakedialoguetopractice.=2\*GB2⑵Reading=3\*GB2⑶TalkingabouttheLAandintroduceit.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸Writing:=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Lookatthepicturesandaskquestions“Howmuchdoyouknowabouttheseplaces?”2Discussion.Havestudentsdiscussthepictures.Whentheyfinished,asksomestudents.3Thenintroducesomeinformationabouttheseplacesinordertogetmoreinformation.4Lastlistentherecordingandfinishexercise.STEP2:Presentation.1.Conversation.=1\*GB2⑴Toreadtheconversationanddoexercise.askfor:saythatonewantstobegivenordirectedtosth.詢問eg.Let’saskforthedirections.asksb.forsth./asksth.ofsb.:requestthatsb.givessth.ordoessth.要求某人給某事物或者做某事情eg.Didyouaskyourbossforapayincrease?tellsb.sth.:saysomeinformationtosomeone告訴某人某事eg.Hetoldmethatyouwerepromotedlastmonth.2.Grammar.—Describinglocation.=1\*GB2⑴Tolookatthepicturesandreadsentences.Toexplaintheprepositionalphrasesinthesentences.=2\*GB2⑵Toshowamap,andletstudentstrytogivethelocation.=3\*GB2⑶Therebe(is/are)+a/one/alotof/any+主語+地點/時間狀語。表示存在，意為“在某處有……”如：ThereisaniceItalianrestaurantonMainStreet.主街上有一家漂亮的意大利餐館。Therearealotofwomendancingonthesquare.廣場上有很多女士在跳舞。2.主謂一致：采取就近一致原則，和靠近be的主語一致。如：Thereisawomanandmanychildreninthegarden.花園里有一位女士和很多孩子。Therearetwobanksandonepostofficeinthetown.鎮上有兩個銀行和一個郵局。3.主語后的動詞形式：句型中，主語與動詞是主動關系時用現在分詞；是被動關系時用過去分詞。如：Thereisasalverpromotingtheproducts.售貨員在促銷產品。Thereare10minutesleft.還有10分鐘。4.反意疑問句：反意疑問句應與therebe對應，而不是依據主語。如：Thereisaradioonthetable,isn'tthere?Therearemorethanfiftyclassesinyourschool,aren'tthere?5.與其它詞連用構成復合謂語,這里的be必不可少，如：Theremaybearainthisafternoon.Thereusedtobeacinemaherebeforethewar.6.Therebe結構中的be有時可用live,stand,remain等代替。如：Oncetherelivedakingwhocaredmoreaboutnewclothesthananythingelse.從前有位國王喜歡新服勝過別的任何東西有一家電影院。[4]Topractice.A.Fillintheblanks.B.Makingdialogues.(pairworkandgroupwork)[5]Readtheexamplesandtoreviewthestructure—therebe.[6]Usethemaponpage15,letstudentstaketurns.Askandquestions.3.Vocabulary.=1\*GB2⑴Readtheconversationandexplainthesomeexpressions=2\*GB2⑵Sumuptheusefulexpressions.=3\*GB2⑶Practice.Letstudentsusethemaptoaskforandgivedirections.[4]Phrasestodemonstratethedirections:Goeast/gowest/gonorth/gosouth.Turnleft/turnright/gostraight/goup/godown.STEP3:Practice.1.Listening.2.Reading.Asubwaymap=1\*GB2⑴BeforereadingIntroducethetopicandanswerthesequestions.-=2\*GB2⑵WhileyoureadStudythemapoftheShanghaimetroandfind=3\*GB2⑶AfteryoureadUsethemapoftheShanghaimetrotogivedirections.3.Writing.=1\*GB2⑴Writedetaileddirectionfromschooltothehouseofsomeoneinyourgroup.Addtheiraddressattheendofyourdirections.STEP4:ConclusionPuttingintogether.Letstudentslookatthemapofthezoobelow.LetstudentssupposetheyareattheLakesideCafé.Askeachotherfordirectionstogettofiveplaces.Thisactivityprovidesstudentswithpracticalexperiencewithgivingandunderstandingdirections.On-goingAssessmentActivity.Havestudentslookbackatthegoalboxatthebeginningoftheunitandevaluatehowconfidenttheyfeelwitheachoftheareasinthegoalbox(100%,75%,50%,25%,or0%).Invitestudentstosharetheirratings.Groupstudentswhohavealowratinginoneareawithastudentwhohasahighrating.Providesometimeforthestudentconfidentinthatareatoretouchthegoalfocustothestudentsinthegroupwhofeellessconfident.Monitorandprovideextrasupportwhennecessary.Beawarethatsomestudentsmaybereluctanttosharealowconfidenceratingwiththeclass.STEP5:Assignment1Doingtheworkbook.2Topreviewthenewunit.教案頭本次課標題:Unit3We’rejoggingatGriffith授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletotalkabouthealthyeatinghabitsandexercise.=2\*GB2⑵Tobeabletomakesuggestions.=3\*GB2⑶Tobeabletomakeexcuses=4\*GB2⑷Tobeabletogiveexplanations.=1\*GB2⑴Tocomparethedifferencebetweensimplepresentandpresentcontinuoustense.=2\*GB2⑵Tolearnthevocabularyaboutexercising.=1\*GB2⑴Letstudentslearnthehealthyhabitsandkeepit.=2\*GB2⑵Letstudentsexpresspolitely.能力訓練任務=1\*GB2⑴Takingaboutthehealthyeatinghabitsandexercise,comparewithothersandbooks,thenletstudentssumup.=2\*GB2⑵Reading=3\*GB2⑶Talkingabouttheculturezoomin.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸Writing:supportinganopinion=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Lookatthechartandaskquestions“canyoudotheexercisesforyourage?”2Discussion.Whentheyfinished,asksomestudents.3A:Lookatthechart.Canyou1:Canstudentsdotheseexercises?Askvolunteersforanswers.2:Ask,“Doyouthinkthisisagoodtest?Whataresomeotherwaystocheckifyouarehealthy?”Writesuggestionsontheboard.Example:Canyouwalk3km?B:PAIRWORKTalkwithapartneraboutthreewaystoimproveyourhealth.1:Studentscompletethesentenceswiththeirpartners.2:Asktheclassforanswers.Makelistsontheboard.3:Ask,“Haveyoutriedanyofthesethings?Howdidyoufeel?Doyouthinktheyimprovedyourhealth?”4:Directstudents’attentiontoCultureZoomIn.Ask,“Whataboutyourcountry?Isexercisepopularthere?Whatkindofexercise?Whatpercentageofpeopledoyouthinkexercise?”5Thenintroducesomeinformationabouttheseexercisesinordertogetmoreinformation.STEP2:Presentation.1.Conversation.=1\*GB2⑴Toreadtheconversationanddoexercise.★Introducethetopic:Askstudents,”Doyouexercise?Whatdoyoudo?Howoftendoyouexercise?Doyoulikeit?Whyorwhynot?Doyouexercisealoneorwithfriends?”★Presentthesituation:AnnieandBenarejoggingtogetherinthepark.★Booksclosed:Playtheconversation.Studentslistentoconversation.★Booksopen:Playtheconversation.Studentslistenandreadalonginthebook.★Askstudents,DoesBenreallylovetoexercise?Howdoyouknow?”Explainthatthetitleisanexampleofsarcasmsometimespeoplesaytheoppositeofwhattheyreallymean,tobefunny.AskstudentsiftheydothisintheirnativelanguageII.TaskStudentsswitchroleswiththeirpartnerandpracticeagainB:Answerthequestions:Studentsanswerthequestionsintheirbooks.Callonselectedstudentstogivetheanswers.Makenotesontheboard.=3\*GB2⑶Topractice.A.Fillintheblanks.B.Makingdialogues.(pairworkandgroupwork)=4\*GB2⑷Tointroducetheideaofsuggestion:peoplepresentideasforotherpeopletofollow=5\*GB2⑸Readtheexamplesandtointroducethestructure—.Whydon’t+subject+verb=6\*GB2⑹Topractice.2.Grammarsimplepresentvs.presentcontinuous/suggestionexpressions=1\*GB2⑴Tolookatthechartandreadsentences.Tointroducetwotenses.=2\*GB2⑵Tomakesomeexamplesandreviewthestructure.Simplepresent:I/you/we/they+verbHe/She+verb-sPresentcontinuous:be+berb+-ing[3]MakingsuggestionsandexcusesWhydon’t+subject+verb.用于提出建議，表示“某人應該做某事”Part6ListeninginContextA:Readthequestionsbelow.Listentothenewsreportforthecorrectanswers.B:PairworkCompareyouranswerswithapartner.C:PairWork:Discussthefollowingquestions.Areyouingoodshape?Howdoyoucomparetoyourpartner?Howdoyoucomparetoyourpartner?Howimportantisitforpeopletobeingoodshape?Howdoesfitnessaffectyourlife?3.Vocabulary.--exercising[1]ExercisingPresentthevocabularyinthepictures.Askstudents,“Doyoueverswimlaps?”etc.A:Usesomeoftheexpressionsfrompage27tocompletethefollowingconversations.Youranswerswillvary.B:PairWorkPracticeyourconversations.Havestudentspracticetheirconversationswithapartner.C:Listen.Youwillheareachsentencetwice,firstinslowspeechandtheninnaturalspeech.D:Listenagain.NoticethedifferentpronunciationoftoE:ListenagainandrepeatStudentslistenoncemoreandrepeat.[2]Lookatthepictureandexplainthephrase.[3]Readthewordsandpracticethepronunciation.[4]Practice.STEP3:Practice.1.Listening.2.Reading.Eatingandexercisehabits[1]EatingandexercisehabitsA:Lookatthetitleofthisarticle.Whatisthearticleabout?B:Whatdoyouthink?Isitbettertobeheavyandexerciseregularly,orthinandnotexercise?Why?C:Findoutwhichisbetterforyourhealth:tobeheavyandexerciseregularly,ortobethinandnotexercise.D:Readthefollowingquestions.Skimthestoryagaintofindtheanswers.[2]BeforereadingLookatthetitleofthisarticle.Whatisthearticleabout?Whatdoyouthink?Isitbettertobeheavyandexerciseregularly,orthinandnotexercise?[3]WhileyoureadFindoutwhichisbetterforyourhealth:tobeheavyandexerciseregularly,ortobethinandnotexercise.[4]AfteryoureadSkimthestoryagaintofindtheanswers..3.Writing.Supportinganopinion.STEP4:Conclusion1.Puttingintogether.Letstudentsanswerthefollowingquestions.Thenturnbooktochecktheiranswers.Comparetheanswers.2.On-goingAssessmentActivity.Havestudentslookbackatthegoalboxatthebeginningoftheunitandevaluatehowconfidenttheyfeelwitheachoftheareasinthegoalbox(100%,75%,50%,25%,or0%).Invitestudentstosharetheirratings.Groupstudentswhohavealowratinginoneareawithastudentwhohasahighrating.Providesometimeforthestudentconfidentinthatareatoreteachthegoalfocustothestudentsinthegroupwhofeellessconfident.Monitorandprovideextrasupportwhennecessary.Beawarethatsomestudentsmaybereluctanttosharealowconfidenceratingwiththeclass.STEP5:Assignment1Doingtheworkbook.2Topreviewthenewunit.教案頭本次課標題:Unit4Theywantatallermodel授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletoaskforandgetinformation.=2\*GB2⑵Tobeabletomakecomparisons.=3\*GB2⑶Tobeabletoexplainproblemwithclothes.=4\*GB2⑷Tobeabletomakechoices.=1\*GB2⑴Tolearnthecomparativeformofadjectives.=2\*GB2⑵Tolearnthevocabulary.=3\*GB2⑶Tolearnhowtouse“too”and“notenough”=1\*GB2⑴LetstudentslearnclothescultureinAmerican.=2\*GB2⑵Letstudentsexpresspolitely.能力訓練任務=1\*GB2⑴Pairwork–practicetheconversationinroles=2\*GB2⑵Pointsomestudentanddescribingtheclothes.=3\*GB2⑶Talkingabouttheculturezoomin.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸Writing:Advertisement=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Introducethetopic:Tellstudents”Iamwearingablackcoat”,thenpointtoastudentsandsay”Heiswearingabluesweater”Askstudentstolookatthepicture”whataretheywearing?”2Pairwork—labelthepicturesusingtheclothingvocabularybelow.3Askandanswer.e.g.T:whatisthemanwearing?S:Heiswearingasuit.4Readingthewords.STEP2:Presentation.1.Conversation.=1\*GB2⑴Askstudentstoreadtheconversationandpracticetheconversationwiththeirpartner.=2\*GB2⑵Answerthequestions.2.GrammarAdjectiveofcomparison=1\*GB2⑴DrawthetwopeoplewhicharenotDrawthetwopeoplewhicharenottaller”Andexplainthatweusethecomparativeformtosayhowtwothingsaredifferent.=2\*GB2⑵Tomakesomeexamplesandexplaintheform.adjective+ershort+er=shorter=3\*GB2⑶Topractice.A.lookatthepictureandgivetheseadjs’comparisonB.Makingdialogues.(pairworkandgroupwork)=4\*GB2⑷Explain“too”and“not..enough”+adj=5\*GB2⑸Readtheexamplesandlookatthepictures.=6\*GB2⑹Topractice.—Askandanswer[7]Explainingproblemswithclothes基本結構：too+adjectiveandnot…enoughA:Doyoulike…?/Doyouwanttodo…?B:No,it’stoo…./it’snot…enough.“too+形容詞”表示“太…,過于…”,“not+形容詞+enough”表示“不夠…”3.Vocabulary.—Describingclothes=1\*GB2⑴.Phrasestodescribeclothes★Describethetightness:loose,relaxedfit/tightsnug★Describetheshapeofneck:V-neck,femininestyle/roundneck,classicstyle★Describetheshapeofsleeve:longsleeve,casualstyle/shortsleeve,lighttopⅡ.Sentencestructure1.Excuseme,canIhelpyou?2.Iwanttochange…3.What’stheproblem?/What’wrongwithit?4.Iwanttowearonewith….5.Itdoesn’tsuitme.[2]Lookatthepictureandreviewthepronunciation.[3]Practicewiththesewords.STEP3:Practice.1.Listening.—listentotheadvertisementandcompletetheexercise.2.Reading.comparisonshopping=1\*GB2⑴BeforereadingDiscussshoppingwithapartner.Doyoulikeshoppingforclothes?Whatdoyoubuy?Doyoureadadvertisementsbeforeyoubuy?=2\*GB2⑵WhileyoureadReadtheadvertisement.Howmuchisthedifferencebetweenthepricesofthetwooutfits?=3\*GB2⑶AfteryoureadPairwork.Doyoucomparepriceswhenyoubuyclothes?Wheredoyouusuallyshop?Doyouthinkfashionisimportant?Discusswithapartner.3.Writing.Advertisements.STEP4:ConclusionPuttingintogether.Letstudentsanswerthefollowingquestions.Thenturnbooktochecktheiranswers.Comparetheanswers.supportwhennecessary.Beawarethatsomestudentsmaybereluctanttosharealowconfidenceratingwiththeclass.STEP5:Assignment1Doingtheworkbook.2Topreviewthenewunit.一、教案頭本次課標題:Unit5Ilovetheholidays.授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletodescribeobjects.=2\*GB2⑵Tobeabletotalkaboutholidays.=3\*GB2⑶Tobeabletotalkaboutwhatthingsaremadeof.=1\*GB2⑴Tolearnthevocabularyaboutthematerials.=2\*GB2⑵Tolearntheusefulexpressions.=3\*GB2⑶Tolearnthestructureofthesuperlatives.=1\*GB2⑴LetstudentslearntheholidayscultureinAmerica.=2\*GB2⑵Letstudentsknowhowtoarrangetheirholidays..能力訓練任務=1\*GB2⑴Pairwork–practicetheconversationinroles=2\*GB2⑵Pointsomearticlesanddescribetheirmaterials.=3\*GB2⑶Talkingabouttheculturezoomin.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸listeningandreading.=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Introducethetopicofholidays.AskstudentWhichisyourfavoriteholiday?Whatdoyouusuallydothen?”,2Pairwork—lookatthepicturesandaskstudentstotalkabout:“Whatarethesepeoplethinkingabout?Howaretheygoingtospendtheirholidays?”Thenaskthemfortheiranswers.3IntroductiontheimportantholidaysinAmerica.(languagezoomin)ChristmasKwanzaaHanukkahSTEP2:Presentation.1.Conversation.=1\*GB2⑴Askstudentstoreadtheconversationandpracticetheconversationwiththeirpartner.helpwithsth:theactofhelpingsbtodosth幫助；協助；援助eg.Doyouneedanyhelpwiththat?givesbahand:(informal)helpindoingsth幫助；協助eg.Letmegiveyouahandwiththosebags..=2\*GB2⑵Answerthequestions.=3\*GB2⑶Explainthelanguagepoints.2.GrammarDescribingobjects=1\*GB2⑴Explainthechart:thenounthatisusedasadescriptiongoesfirst.=2\*GB2⑵Letstudentslookatthepicturesthefillinthebankswithwordsfromthebox.=3\*GB2⑶Explainthatweusethesuperlativeformofanadjectivetocompareagroupofthings.=4\*GB2⑷Tomakesomeexamplesandexplaintheform.A:adjectiveswithonesyllabletheadjective+estnounthegreatestmoviethesaddestexperienceB:adjectiveswithmorethanonesyllablethemost+adjectivenounthemostexcitingtrip=5\*GB2⑸Readtheexamplesandgivesomewordsandcomplete.=6\*GB2⑹Topracticeexercise.[7]Superlatives形容詞的比較級和最高級1.單音節詞比較級詞尾加er,最高級詞尾加est.lowlowerthelowestsadsadderthesaddesthappyhappierthehappiest2.多音節詞比較級前加more,最高級前加most。excitingmoreexcitingthemostexcitingwonderfulmorewonderfulthemostwonderfulfantasticmorefantasticthemostfantastic注意：形容詞最高級與the連用。eg.Heisthetallestboyinourclass.AnnaisthemostbeautifulgirlIeverseen.3.Vocabulary.—talkingaboutwhatthingsaremadeof=1\*GB2⑴Lookatthepictureandreviewthepronunciation.=2\*GB2⑵Practicewiththesewordsandexpress.[3]Sentencestructure1.Whatis/are…madeof?2.It’smadeof…3.Paper/silk/woolcomesfrom…STEP3:Practice.1.Listening.—listentotheradioannouncementandcompletetheexercise.2.Reading.NewYear’scelebrations.=1\*GB2⑴BeforereadingPairwork:discusswithapartnerwhatyoudotocelebratetheNewYear.=2\*GB2⑵WhileyoureadUnderlinethedishesandobjects.Circlewhattheyaremadeof.=3\*GB2⑶AfteryoureadFillinthechartwiththeinformationyouread.Checkyouranswerswithapartner.3.Writing.theworstvacation.STEP4:ConclusionPuttingintogether.STEP5:Assignment1Doingtheworkbook.2Topreviewthenewunit.一、教案頭本次課標題:Unit6Weshouldtakeavacation!授課班級：11級中職上課時間：5課時上課地點：教室教學目標能力目標知識目標情感目標=1\*GB2⑴Tobeabletotalkaboutpossibility.=2\*GB2⑵Tobeabletomakeweatherpredictions.=3\*GB2⑶Tobeabletomakesuggestionsforvacationplans.=4\*GB2⑷Tobeabletoaskabouttouristattractions=1\*GB2⑴Tolearn“should/haveto/can/could”toexpresssuggestions.=2\*GB2⑵Tolearnthedifferencebetweencould,shouldandwillintalkingaboutpossibility.=3\*GB2⑶Tolearnthevocabulary.=1\*GB2⑴Letstudentsknownmoreabouttheothercountries.能力訓練任務=1\*GB2⑴Pairwork–practicetheconversationinroles=2\*GB2⑵lookingatthepicturesandguesswhereisitandtalkingaboutwhatareinthesecountries.=3\*GB2⑶Talkingabouttheculturezoomin.=4\*GB2⑷Exerciseinpairorgroupoffour.=5\*GB2⑸listeningandreading.=6\*GB2⑹On-goingAssessmentActivity.參考資料Zoomin點擊職業英語Teacher’sBook.StudentBookWorkbook.二、教學過程STEP1:Warm-up1Introducethetopicofholidays.Askstudents“whatdotheydoonyourvacation?”,thentalkingaboutwithstudents.2Pairwork—lookatthepicturesandaskstudents:“whichplacewouldyouliketovisitonyournextvacation?”Thenaskthemdiscuss.=1\*GB3①Checkthatstudentsarefamiliarwiththeseplaces.=2\*GB3②Ask“whatcanyoudointheseplaces?”Possibleanswers:Hawaii—gotothebeach,goscubadivingSwitzerland—seethemountains,gohiking,eatchocolate,buyclocksSTEP2:Presentation.1.Conversation.=1\*GB2⑴Askstudentstoreadtheconversationandpracticetheconversationwiththeirpartner.=2\*GB2⑵Askandanswerthequestions.=3\*GB2⑶Explainthelanguagepoints.=4\*GB2⑷Readingconversationagain.2.GrammarAskingforandmakingsuggestions=1\*GB2⑴.Review:themeaningandusageofthemodals：could,should,haveto,can=2\*GB2⑵Pairwork:letstudentslookatthepicturesandexamples,thenletstudentsmakedialogue.=3\*GB2⑶Newpoints:remindstudentsthatmodalsgiveanewmeaningtothemainverb.Ontheboard:possibilityweakest——————→strongerCouldshouldmustwill50%75%90%100%情態動詞可以用來表示建議。1.Should表示“應該”或“不應該”的概念。e.g.Youshouldbeherewithcleanhands(你應該把手洗干凈了再來吃飯)Withallthisworkonhand,heshouldn’thavegonetothecinemalastnight.(他手頭又這么多工作，昨夜不該看電影)2.Haveto表示"不得不"、"必須"的概念。它比must更含有"客觀條件使得必須如此做"的意思，并有較多的時態e.g.Mr.Johnsonhastoworkveryhardtoearnaliving.(約翰遜先生為了謀生不得不拼命干活。)Ihadtoleavethepartyearlylastnight.Iwasn'tverywell.(昨晚我只得早點離開晚會，我不大舒服。)3.Can和Could表示能力，意為“能”、“會”，表示現在的能力用can，表示過去的能力用could：Hecan’tdriveacar.(他不會開車。)Icouldrunfasterthen.(我那時能跑得更快一些。)=4\*GB2⑷Tomakesomeexamples.Icouldstayatschoolverylatetomorrow.MaybeI’llstaylate.(possible)Ishouldplanmylessonstomorrow.(likely)Imustmarkalotofpaperstomorrow.(90%sure)Iwillcometoschooltomorrow.(100%sure)=5\*GB2⑸Topracticeexercise.3.Vocabulary.—askingabouttouristattractions=1\*GB2⑴Lookatthepictureandreadingthedialogue.=2\*GB2⑵Pointoutthemainstructure:Howfar….?Howlong…?Howhigh….?Howold…?Howdeep…?Howwide..?Howmany..?=3\*GB2⑶Letstudentspractice.STEP3:Practice.1.Listening.—listenanddecide.Writeanswers(usecould,should,andwill)2.Reading.VisitingHawaiivolcanoesnationalpark.=1\*GB2⑴BeforereadingPairwor