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中职英语基础模块UnitNicetomeetyou

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简介:unit01Agenda教学目标教学目标语言知识目标:学生能够理解并运用在不同场景下的简单问候语,能够使用be动词的一般现在时介绍个人及他人信息。语言技能目标:听——学生能够听...
简介:unit01
Agenda
教学目标
教学目标
语言知识目标: 学生能够理解并运用在不同场景下的简单问候语,能够使用
be
动词的一般现在时介绍个人及他人信息。
语言技能目标:

——
学生能够听懂在不同场景下的简单问候语。

——
学生能够在不同场景下用简单的问候语问候他人。

——
学生能够读懂名片上的个人信息。

——
学生能够根据个人情况做出自己的名片。
学 习 策 略: 学生学习将事物归类排序的能力。
文 化 意 识: 学生掌握中文人名与英美国家人名的不同排序规则。
情 感 态 度: 学生了解不同的职业,并初步确定自己的求职意向。
单 元 任 务: 学生能运用所学语言拟订自己未来的名片。
Lead-in
Lead-in
1
2
3
Activity 1
Activity
2
Activity 3
Exercise-1
Activity 1
Look and tick.
看图,选出男孩要说的语句。
( ) Hi, Jenny!
( ) Good morning, Miss Jenny Brown!
Exercise-2
Activity 2
Hi, Jenny!
Listen and check.
听录音,核对活动
1
的答案。
Exercise-3
Activity 3
Act and practice.
看图,依据图中场景与同伴打招呼。
1
2
3
____________________
____________________
__________________
Hi, Jenny!
Good afternoon, Ms Smith!
Good evening, Jenny!
4
5
6
____________________
____________________
____________________
Good morning, Mr Brown!
Hello, Mr Smith!
Hi, George!
Listening and speaking
Listening and speaking
Dialogue A
Dialogue B
Everyday English
1
2
3
Listening and speaking-Dialogue A
Dialogue A
1
2
3
Activity 4
Activity 5
Activity 6
Nice to meet you!
Exercise-4-1
Activity 4
Listen and underline.
听录音,标出在活动
3
中用过的语句。
Mary: Hi! I’m Mary.
Li Xiaonian: Hi, Mary! I’m Li Xiaonian.
Mary:
Nice to meet you.
Li Xiaonian:
Nice to meet you, too.
Exercise-4-2
重点词汇和句型
Nice to meet you.
意为“见到你很高兴。”
meet
在这里意为“见到,遇到”。
eg meet a friend
遇见一个朋友
We often meet some difficulties in our life.
在生活中我们经常会遇到一些困难。
Exercise-4-3
重点词汇和句型
Nice to meet you, too.
意为“见到你我也很高兴”。
nice 在这里意为“好,不错”。
eg It’s a nice party. 这是个不错的晚会。
That’s a nice picture. 那是幅很好的画。
too 在这里意为“也”,需用逗号与前面的部分隔开。
eg Wang Yang is a student. I’m a student, too.
王洋是个学生,我也是个学生。
Li Xiaonian likes English. Wang Yang likes English, too.
李晓年喜欢英语,王洋也喜欢英语。
Exercise-5
Activity 5
Read and underline.
阅读上面对话,用下画线标出问候语。
Mary: Hi! I’m Mary.
Li Xiaonian: Hi, Mary! I’m Li Xiaonian.
Mary: Nice to meet you.
Li Xiaonian: Nice to meet you, too.
Exercise-6
Activity 6
Listen and repeat.
跟读对话,学说选出的语句。
Mary: Hi! I’m Mary.
Li Xiaonian: Hi, Mary! I’m Li Xiaonian.
Mary: Nice to meet you.
Li Xiaonian: Nice to meet you, too.
Listening and speaking-Dialogue B
Dialogue B
What’s your name, please?
学习策略提示
跟读对话对我们提高口语表达能力有很大帮助,你也试试吧!
1
2
3
4
5
6
Activity
7
Activity
8
Activity
9
Activity
10
Activity
11
Activity
12
Exercise-7
Activity 7
Think and answer.
思考并回答下列问题。
Question 1:
What does “last name” mean in Chinese?
—————————————————————
Question 2:
What is the last name of an English name?
—... 更多>> 简介:Unit 6 Would you like to order?
What do you often order in restaurants?
Foods
well-done
steak
medium
steak
全熟的牛肉
五分熟的牛肉
fried chicken
炸鸡
chicken burger
beef burger
fried fish
salad
dumplings
noodles
rice
tea
Drinks
Coca-cola
coffee
milk
orange juice
Let’s review !
beef steak
fried chicken
fried fish
chicken burger
beef burger
dumplings
noodles
rice
salad
Foods
牛排
炸鸡
炸鱼
鸡肉汉堡
牛肉汉堡
饺子
面条
米饭
沙拉
coffee
tea
milk
Coca-cola
orange juice
Drinks
咖啡

牛奶
可口可乐
橙汁
Do you often eat out?
What does the waiter usually say
when you eat out?
Exercise-7
Activity 8
Listen and check.
1) The waiter might say:
( ) a. Hello! Nice to see you!
( ) b. Welcome to Meiwei Restaurant.
2) The waiter might say:
( ) a. Would you like to order?
( ) b. What’s your favorite food?
Exercise-9
Activity 9
Listen and complete.
Sara:
1) ____________________
2) ____________________
Meiwei Restaurant
Tang Hua:
1) ____________________
2) ____________________
Meiwei Restaurant
A chicken burger
A glass of milk
A beef burger
A glass of orange juice
Waiter
:
Would you like to
________?
Sara: Yes, I’ d like a burger.
Waiter: A cheese burger?
Sara: No, a chicken burger, please.
Waiter: Would you like __________________?
Sara: Yes, a glass of milk.
Waiter: A chicken burger and ______________.
Sara: Right.
Waiter: ___________ you, Miss?
Tanghua: I’d like a beef burger and a glass of orange juice.
Waiter: All right.
________________
, please.
order
something to drink
What about
a glass of milk
Wait a minute
Exercise-10-1
Activity 10
Read and underline.
Waiter: Would you like to order now?
Sara: Yes, I’d like beef steak.
Waiter: Well-done or medium?
Sara: Well-done, please.
Waiter:
Would you like something to drink?
Sara: A glass of orange juice, please.
Waiter: Beef steak well-done and a glass of orange juice.
Sara: Right.
Waiter: What about you, Miss?
Tang Hua: The same, please.
Waiter: All right. Wait a minute, please.
well-done
指牛排做得全熟。根据个人口味, 也可以要求
medium (
中等熟度
)

rare (
半熟的
)

Are you ready to order?
What would you
like to eat?
What about you?
Would you like something to drink?
Welcome to our restaurant.
What a waiter or waitress might say.
Repeat
(重复)
what the guests order.
Would you like to order now?
I’d like some …
Do you take credit card
(刷卡)
?
Can I have the menu
(菜单)
?
Can I have the bill
(账单)
, please?
What a customer may say

What do you recommend
(推荐)
?
Exercise-12-2
Activity 12
steak
burger
boiled dumplings
salad
noodles
Foods
Exercise-12-3
Activity 12
coffee
tea
orange juice
milk
Coca-Cola
Drinks
Useful expressions
--- All right. Wait a minute, please.
--- Would you like to order now?
--- Yes, I'd like ...
--- Would you like something to
drink?
--- ...please.
--- What about you , Miss?
--- The same, please.
Make a summary
Homework
1.
Remember
those expressions.
记忆重点句型和词汇
2.
Make a dialogue by yourself
.
3.Preview page 93-95
Thank you!
更多>> 简介:2020/9/18 9:55
Unit 11
Career Planning
What job do you want to do?
accountant
office lady(white collar)
teacher
civil worker
courier
cyclists
entrepreneurship
How to prepare for a job interview?
1.Job ads in newspapers or on the Internet
collect the information about the comany
又托朋友找到了麦当劳的工作。。 但是对方很变态,让我唱麦当劳的歌曲, 当时哥就笑了,麦当劳的歌曲我从小就会。 于是我张口就来:有了肯德基,生活好滋味! 考官:出去
,
下一位
!
我应聘微软中国的工作职位。
考官问:
windows 7
专业版在中国大陆的零售价是多少?

:5
元 考官
:
出去,下一位。
我投啊投啊, 终于得到了
google
面试的机会 但是,去
google
面试,才回答一个问题就又被赶出来了
...
考官
:
你从哪得到
google
面试的消息 我
:
百度的 考官
:
出去
,
下一位。
2. Something necessary
application letter
resume
diploma
ID card
recommendation
certificate
3. With confidence, dressing neat, in good manners

Reading
Job Hunting
Read the text and match.
Para. 1
Para. 2
Para. 3
Para. 4
Para. 5
b. Lily is facing the challenge.
e. Understand yourself before looking for a job.
f. How to prepare a resume.
a. List the honors and activities and make a reference section.
c. Make a neat, brief “cover letter.”
Lily
is graduating from
vocational school
with a diploma
in accounting.
graduate from
毕业于
Eg. Those who graduate from famous universities are easy to find good job.
本句中用现在进行时态表示将来时间,用于表示

确切的计划、明确的意图和为将来安排好的活动

,表示
最近或较近
的将来。主要用
come, go, stay, arrive, leave
等表示位置移动的动词
(
转移动词
)

The train is coming at 12 o

clock.
火车将在
12
点到达。
He is leaving for Beijing in two days.
他两天后要去北京。
表示交通方式、行程安排、约会的动词,例如
fly

walk, ride, drive, take(a bus, a taxi)
等的现在进行时也经常用于表示将来。这时动词可以不是转移动词。
When are you starting?
你什么时候动身?
I

m meeting you after class.
课后我找你。
with a diploma in accounting.
获得会计文凭
He has a diploma in English literature.
他有一个英语文学文凭。
She
is
surely
concerned about
job opportunities.
她肯定很关心就业机会。
be concerned about

……
关心
More and more people are concerned about environmental problems.
起来越多的人关心环境问题了。
Finding a suitable job is very important for us students, but it is not easy to find a good one at present in the world which is full of competition and challenges.
对于我们学生来说,找一份合适的工作非常重要。但是在目前充满了竞争和挑战的世界上,找一份好工作很不容易。
动词
ing
形式作主语
同位语。补充说明前面
but
it is not easy to find
a good one
at present
in the world
which is full of competition and challenges.
it is not easy to find…
It
为形式主语,真正主语为
to find

It is important to develop a good habit.
养成一个好习惯很重要。
at present
当前,目前
I don't need the dictionary at present.
我现在不需要这本字典。
which
引导一个定语从句,修饰
world
This is the book which she was looking for yesterday.
这就是她昨天找的那本书。
The first consideration when looking for a job is
not
how much you can ... 更多>> 简介:
4.
AFFECT
in
Secondary Vocational
School ELT
Prof. Yin Shiyin
School of Foreign Languages, Sichuan Normal University
Pre-tasks
Why affect and attitudes are so important in secondary vocational
school ELT

What are the affective factors in secondary vocational ELT?
As an EL teacher in a secondary vocational school, how do you motivate your Ss to learn English?
W
ho learns how much of what language
under what conditions
?
(Spolsky, 1989: 3)
W
ho
longs to
learn how much of what language
under what conditions
? (Zhang Zhengdong, 2001)
1. Affective objectives described by the
CURRICULUM
General objective of
National English Curriculum
Affect
and
attitudes
refer to the relative factors that can affect students, learning processes and learning effects such as
interest, motivation, self-confidence, volition, cooperation, etc., and their national awareness and international field of view
gradually formed in their learning processes. Keeping active learning attitude is the key to the success in the learning of English. Therefore, in his teaching, a teacher should try to constantly stimulate and strengthen the students’ interest in learning, and guide them in gradually transferring their interest into steady learning motivation, in order that they can have self-confidence, temper their willpower to overcome difficulties, realize their advantages and disadvantages in learning, willingly cooperate with others, and form concordant, healthy, and positive personalities. The following the descriptions of affect and attitudes for
the seventh level (senior leavers):
2. Why is Affect
so important
in ELT?
(1) The current situation
Exam-oriented education:
emotional illiteracy
modern robot
one-dimensional man
Competence-oriented education
Humanistic education:
education: educe/elicit/evoke/evolve
humanism
whole-person development
3. Main affective factors in primary and junior/senior middle school ELT
Anxiety
is quite possible the affect that most pervasively obstructs the learning process. It is associated with negative feelings such as uneasiness, frustration, self-doubt, apprehension, and tension.
(1) Anxiety
debilitating anxiety
facilitating anxiety
The degree of self-esteem; (2) Tolerance of ambiguity;
(3) Risk-taking; (4) Competitiveness;
(5) Society anxiety; (6) Test anxiety;
(7) Cultural identity and cultural shock;
(8) Beliefs of learners and teachers;
(9) Classroom activities and methods;
(10) Instructor-learner interactions
Horwrtz et al. (1986) describe three components of foreign language anxiety. The first is
communication apprehension
. They propose that the language student has mature thoughts and ideas but an immature second-language vocabulary with which to express them. The inability either to express oneself or to comprehend another person leads to frustration and apprehension. The second component, closely related to the first, is
fear of negative social evaluation
, because students are unsure... 更多>> 简介:3.Aviation English
航空英语
Your site here
Contents
1.
学情分析
2.
教学内容介绍
3.
教学案例
4.
教学实操
Your site here
15
2. 50
中职
200/40
高职
学情分析
Your site here
教学内容
中职:
基础英语、专业英语
Your site here
面试,就业
教学内容
3.
PETS
考试、
SCET-3
1.
基础英语
2.
专业英语
高职
Your site here
安检英语
航空服务英语
客舱英语
机务英语
空中乘务
航空服务
安检
机务
专业英语
词汇
2.
句型
3.
广播词
/
会话
Communication
&
Certificate
PETS
考试、
SCET-3
时间
2.
类别
培训:
教学方法
南航托业英语
厦航定向班
客舱英语会话
基础
英语
广播词
教学
案例
1.
Announcement for Boarding
登机广播
Ladies and Gentlemen
Welcome abroad
China Southern Airlines
. As you enter the
cabin
, please
take your seat
as soon as possible. Your
seat number
is indicated on the edge of the
overhead bins
. Please put your
carry-on baggage
in the overhead bin or under the seat in front of you. If you need any assistance, we are glad to help you. We wish you a pleasant journey. Thank you!
教学实操
The Colour Wheel
Thank you !
更多>> 简介:中职英语教材分析与使用
提纲
教材的内涵与功用
中等职业英语教材的特点

英语

基本版(
2
)教材分析与使用
I.
教材的内涵
广义的教材:
课堂上和课堂外教师和学生使用的所有的教学材料
课本、练习册、辅导资料、自学手册、录音带、录像带、计算机软件、幻灯片、挂图、卡片、报刊杂志、广播电视节目、网络资源
狭义的教材:
教科书
学生用书、教师用书、练习册、挂图、录音带、录像带、软件
教材的功用
体现一种对语言本质和学习本质的认识
提供正确和恰当的语言使用的范例
提供学习刺激
帮助组织教学过程
有利于教师发展
语言本质、学习的本质
语言是一个体系:
语法、逻辑、词汇、篇章
语言是交际的工具
技能;策略;行为;语用
语言是文化的载体
知识、交际
行为主义:刺激
——
反应
建构主义
认知发展
图式
最近发展区
意义学习
情景学习
体验学习
发现学习
提供正确的范例
话题、目的、交际对象、交际方式:语言差异
语言
vs
语言学
语言学习
vs
语言学学习
真实性、职业性
广告、新闻、告示、海报、通知、信件、公司介绍、产品使用说明
提供学习刺激
刺激的种类
感观刺激:视觉、听觉刺激
心理活动刺激:记忆、联想、构思、分析、比较、推理、判断等
刺激的形式
创设语境
图片、视频、文本
问题
设计变化
学习者的认知差异:学习风格的差异、多元智能的差异
学习者的认知差异:学习风格的差异、多元智能的差异
帮助组织教学
目标明确
程序性:
课堂教学程序
循序渐进
由易到难,由低层到高层,由知识到理解到应用
灵活性:
教师可以自由调控
多样性
活动形式多样,实践机会充足
中等职业英语教材的特点(
1

历史背景
“以服务为宗旨,以就业为导向”
1
)就业为导向,满足社会需求
2
)学生为主体,促进学生全面与个性发展
3
)能力为本位,突出生活与职业场景
4
)多元评价,突出评价的表现性和真实性
中等职业英语的教学
面向全体学生
以能力为本位
以学生为中心
以实践为导向
中等职业英语教材的特点(
2

是否以英语的学科体系为主线?
以话题为主线
是否以知识为目标?
以能力培养为目标
以知识的应用、语法的应用、策略的应用
语言形式还是语言应用?
形式教学依然重要
但最终目标是培养应用能力
新版教材特点(
1

教师友好型
方便教师使用
按照教学程序设计
什么样的教学程序?
准备
呈现
训练
应用
任务
教材的结构
预备级
一级
二级
三级
Revision 2 Unit 10
Unit 6
Revision 1
Unit 5
Unit 1
Lead in; Listening and speaking;
phonetics
,
task
Lead-in
Listening and speaking
Reading and writing
Language in use
Unit task
按照行为目标的难度分级
新版教材特点(
2

学生友好型
根据中等职业学生的语言基础要求
按照认知发展的要求
活动设计既符合学生的年龄特点又符合学生的认知需求
现状调查
教学方式
学习方式
评价方式
话题、功能、策略、语法
语言技能:难度校准
布卢姆教育目标分类
听力等级
教材特点(
3

真实性:
职业性:
实践性:
任务性:
人文性:
发展性:
时代性:
语言材料的真实性、活动的真实性、任务的真实性
场景的职业性、语言的职业性、活动的职业性(公司实习)
应用活动:听后说,读后写,语法词汇中的应用活动
单元任务:板报、调查、表演、明信片、
情感态度,文化策略
认知的要求,活动的梯度、形成性评价
网络、减肥、求职、博客
材料的真实性
真实性材料
真实性材料
真实性活动
教材特点:实践性
实践性
学习策略
搭配
分类
话题
分类
职业性
文化性
文化性
活动的文化性
时代性
时代性
教材分析:听力活动设计
语音识别
事实信息识别
事实信息转述
观点、态度信息识别
观点态度信息转述
应用
判断、匹配、行为反应
正误判断、匹配、行为反应
回答问题、图表填充、完成句子、口头陈述、角色扮演、采访
匹配、判断、比较、选择
陈述表达、辩论、对话、表演、交际任务
更多>> 简介:中西方饮食文化差异
饮食是人类生活、生存与发展的必需,可是由于中西方文化传统的差异,导致了中西方饮食文化在观念、对象、方式、归属与性质方面产生了差异。
翻译:
Diet is absolutely necessary in the life of mankind

and even in the existence or development.Because of the differences between Chinese and western cultural traditions

the Chinese and western dietary cultures are different in concept

target

pattern

attribution and nature.
★The Different Culture between China & The Western World
The dining product as a result of factor and so on region characteristic, climatic environment, manners and customs influences, will appear in raw material, the taste, the cooking method, the food habit varying degree difference.
餐饮产品由于地域特征,气候环境,风俗习惯等因素的影响,会出现在原料、口味、烹调方法、饮食习惯上的不同程度的差异。
正是因为这些差异,餐饮产品具有了强烈的地域性。中国人注重 “天人合一”,西方人注重 “以人为本”。
Was precisely because of these differences, the dining product had the intense localization. Between The Chinese pays great attention “the beauty to unite”, the westerner pays great attention “humanist”.
中国
—We pay attention to the diet therapy (
讲究食疗
),
食补
,
食养
,Chinese seek delicious food, The actions during cooking may destroy the nutrition constituent (
加工过程中会使菜肴的营养成分被破坏
)

As a result of a nutrition problem, in fact touched on the Chinese culinary culture to the greatest weakness(
因而说到营养问题,实际上就触及了中国饮食文化的最大弱点
)
中国传统饮食习俗是以植物性食料为主
,
主食是五谷
Five Cereals
,辅食是蔬菜外加少量肉食。以热食、熟食
cooked food
,这和中国文明开化较早和烹调技术的发达有关。
西方国家秉承着游牧民族
nomadic people
、航海
navigation
民族的文化血统传统饮食习俗以动物性食料为主。蔬菜很多时候以前菜沙拉方式出现。专吃大块肉、整块鸡等
"
硬菜
"
。有较为发达的食品工业如罐头、快餐等口味千篇一律但省时。
Chinese and other Asians use chopsticks
(筷子)
and soup spoons
(汤匙)
. We use the bowls as containers of rice.
The Western use plates as containers of food. They eat food as soon as they cut them. They also have special tbsp (table spoon).
西方人,则是盘子盛食物,用刀叉
knife and fork
即切即吃,喝汤则有专门的汤匙。
?
中国饮食文化的特征
食物来源:素食为主,肉食为辅
烹饪方法:熟食(热食)为主,讲究调味
饮食方式:聚餐制
饮食强调:经验、味道
饮食内容:饮、食结合
?
西方饮食文化的特征
食物来源:肉食为主,素食为辅
烹饪方法:注重生食(冷食),讲究原味
饮食方式:分餐制
饮食强调:科学、营养
饮食内容:饮、食分开
接下来
next
,我们可以介绍一下中国的美食
hot pot
火锅
Dongpo‘s pork
东坡肉
braised pork chops
红烧排骨
Chinese hamburger
肉夹馍
twice cooked pork
回锅肉
还有各种熟食
西方
生菜
鸡肉卷
意大利面
汉堡包
更多>>

文章来源: http://www.cuplette.com文章标题: 中职英语基础模块UnitNicetomeetyou

原文地址:http://www.cuplette.com/lxxrzw/482.html

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