中职职业英语-基础英语模块第十一单元教案.doc

点击职业英语教案
教研室： 教师姓名：
课程名称
英语
授课班级

授课内容
Unit 11 Oops! Where did our website go？
授课学时
6
教学方法
交际法，小组讨论法，任务型学习法，反转翻转课堂教学法
教学目标
1.知识目标：掌握用来“谈论季节与天气”的基本词汇句型
2.能力目标：能用英语谈论季节、天气；读懂非正式信函；
掌握非正式信函写作技巧
3.情感目标：了解东西文化差异
教学重点
一般过去时的规则和用法以及谈论季节与天气的词汇句型；应用非正式信函的写作技巧
教学难点
“谈论季节与天气”的基本词汇句型
应用非正式信函的写作技巧
教学手段
多媒体、图片、黑板
教学过程
1. 学习目标
2. 热身活动｝（1学时）
3. 主题对话
4. 语法栏目 （1学时）
5. 词汇练习 （1学时）
6. 听力阅读 （1学时）
7. 阅读 （1学时）
8－11实用阅读及写作（1学时）
教学内容
Goals：.
Tell students that in this unit they are going to learn to talk about things that happened in
the past, as well as about the weather. Ask students “What’s the weather like today?”
“Is it a nice day or is the weather bad?” “What was the weather like yesterday?”
Warm Up
A. Listen and order the pictures as you hear them.
Have students look at the illustrations and ask them “What can you see? What’s happening?”
for each picture. Introduce the key vocabulary (hit, spill, drop, bowl).
Answer key: 1. c 2. a 3. B
B. Match the sentences with the pictures.
Tell students to look at the sentences and elicit which sentence describes which picture.
Answer key: 1. b 2. c 3. a
C. GROUP WORK Discuss. Phil is very clumsy.
Are you sometimes clumsy? Do you have a clumsy friend?
Present the word clumsy by miming dropping something and by having students look at the
definition on the post-it.
clumsy = not careful; often breaks things
Conversation
All that work!
A. Look at the story and listen.
Have students look at the photos and ask “Who can you see?” “Where are they?” “What are
they doing?”
Responses:
Mike and Phil.
They are in Mike’s new office.
They are looking at Mike’s websites.
Tell students they are going to read and listen to the conversation to find out what happened
to Mike’s website.
B. What are Phil and Mike looking at? What did Phil do? Is Mike’s website okay?
Ask students the questions.
Answer key: Mike’s new website.
He pulled out a wire.
Yes, because he saved it before Phil arrived.
Grammar
Talking about the past

Casey: Was Phil at Mike’s office?
Annie: Yes, he was.
Casey: Were you there, too?
Annie: No, I wasn’t. I was at karate class.
一般过去时
构成
be→was— ( am,is 的过去式 )
were— ( are 的过去式 )
V.→V-ed ( 动词过去式 )
用法
表示过去发生的动作或状态,通常会有明确的表示过去的时间状语.
I went to the zoo yesterday.
I stayed up last night ..
一、动词的变化
1．直接加ed：work— worked look—looked
2．以不发音e结尾的单词，直接加d：live —lived hope—hoped use—used
3．以辅音字母+y结尾的，变y为i加ed：study—— studied carry——carried
4．以重读闭音节结尾的，双写最后的辅音字母+ed：stop—— stopped plan——planned
6．不规则变化的动词过去式：

have—---had are—---were get—---got say—---said feel—---felt do/does—---did is—---was go—---went
drink—--drank eat—--ate bring—----brought think—----thought buy—----bought catch—---- caught
teach—---taught sit—sat wear—----wore cut-—---cut sweep—----swept sleep———slept become—----became

Pronunciation
Past tense endings of regular verbs can be pronounced /t/, /d/, or /Id/. Listen to these
past tense verbs.

Vocabulary in Context
Talking about the seasons and weather
Write the months of the year on the board from January through December and ask students
which month it is at the moment. Have them listen and repeat the months of the year. Point
out that we always write the months with a capital letter. Reinforce understanding by asking
students at random which month their birthday is in.
Have students look at the photos and present the season and the weather for each. Explain
that fall is more common in the United States and autumn is used more in Great Britain.

A. PAIR WORK What was the weather like last year? Take turns. Ask and answer questions about the weather.

B. PAIR WORK Student A: look at the website map below. Student B: turn to page 176.
Have students look at the website weather map for March 5th. Establish that you are looking at a date
in the past. Focus students’ attention on the temperatures and review the numbers marked
in Fahrenheit and Centigrade. Choose a couple of cities on the map and ask students
“What was the weather like in...?”
Elicit sentences such as, “It was warm.” “It was cold.” “It was 72 degrees Fahrenheit.” “It was 8
degrees Celsius.” and so on.

Listening in Context
A. Listen. Write the names of the seasons.
Tell students they are going to listen to four conversations and should pay attention to the season that is referred to in each conversation.
Tell them to refer to the list on the board to help match the month to the season.
1._____________ 2. ______________ 3. ______________ 4. ______________
Answer key: 1. Winter winter 2. fall 3. Summer 4. spring
B. Listen again. Match the clothing to the person.
1. _______ Casey 2. _______ Brad 3. _______ Ken 4. _______ Ben
Answer key: 1. c 2. a 3. d 4. b
Reading
Weather changes
Before you read
A. PAIR WORK Think about five years ago. Think about now. Is the weather
in your country the same or different? Discuss.
In the middle of the board, write the question“Why is the weather changing?”
Ask students if the weather in the places they come from is the same today as it was
five or ten years ago.
Elicit possible reasons for changes in world weather and focus students’ attention
on the illustrations and vocabulary at the bottom of the page. Put up the ideas students
give in the form of a graphic organizer.

While you read
B. The Greenhouse Effect causes problems. Underline the problems.
Explain to students that the changes in temperature in the world’s climate are called the
“Greenhouse Effect” and that they are going to read a text about the kinds of
problems caused by the warming of the earth’s temperatures.
Tell students to read the text and to underline all the problems in the text caused by the
Greenhouse Effect.
Answer key:
health problems, can create new diseases, can make very young and very old people sick, can also cause changes for the plants and animals in that area, birds and fish
can die, food crops can die.
health problems 健康问题
But they are also a major cause of health problems and death.
create vt. 创造，创作；造成
When the conditions exist, go ahead; when they don't exist, then create them
and go ahead.
After you read
B. PAIR WORK Some things in this picture can cause the Greenhouse Effect.
How many can you find? Circle them.
Answer key: industrial waste, car exhaust from many cars, spray painting

Writing
Before you write
A. GROUP WORK Look at the picture above. What can cause the Greenhouse Effect
in the picture? Make a list.
Have students look at the picture in Exercise C and ask them to name a few of the problems
they found in the picture.
Answer key: There is a lot of industrial waste. There is exhaust from cars.
Chemicals are used in painting.
Write
B. Look at the picture above. Write a letter to a newspaper about the causes of the
Greenhouse Effect in your city. Talk about the causes of the Greenhouse Effect
in the picture. Give your opinion of these things.
Tell students to write a letter to a newspaper about the causes of the Greenhouse Effect in
their city. If they don’t live in a city contributing to the problem, tell them to imagine
that they live in a larger nearby city. They are going to write a letter listing the causes
and giving their opinions.

Practical Reading: Informal Letters Giving News
A. Read the letter below.
Draw students’ attention to the layout.
Draw students’ attention to the Language Zoom In box.
Do students think of the weekend as being very different from weekdays?
Why/why not?
stuff n. 东西；材料；填充物；素材资料
I like my stuff.
put up张贴；提供；建造；举起；提高；推举，提名；供给…住宿；直接行动

提供；建造；举起；提高；推举，提名；供给…住宿；直接行动
Put your hand up the cupboard and see if you can feel anything.
She's put her hair up.
go for去找；被认为；主张；拥护；努力获取
Anna asked Philip if he would like to go for a walk with them.
B. What is the main purpose of the letter?
Explain that paragraphs are used to separate different topics.
C. There are 5 paragraphs. Put the main point against the paragraph number.

D. Answer T (true) or F (false) to the following questions about the letter.
1. Mary’s new address is 92 Tower Bridge Apartments.
2. John and Mary painted the living room and bathroom.
3. The living room is small.
4. Mary has put up some pictures.
5. Jane has invited Mary to visit for a weekend.
6. Jane wants Mary’s Noodle recipe.
7. Bill’s Mother is called Mrs Proctor.
8. Bill hasn’t passed his driving test.
9. Jane thinks Bill likes Mary.
10. Jane hopes Mary will visit her in July.
Answer Key:
1.T 2.F 3.F 4.F 5. T
6.T 7.T 8.F 9.T 10. F
Practical Writing: Informal Letters Giving News
A. Ask yourself some of these questions:
What have you done lately?
What was it like?
Why?
What happened?
How did you feel?
Have students answer some or all of the questions and then write a plan modeled on the plan
in the box on the previous page.
B. Write a short letter to your partner telling them your news.
Emphasize the necessity of an accurate layout.
Students should review previous units and their own lists for useful expressions.
I went to ... It was great fun. I was so excited. I saw ...
It wasn’t very good. I was quite disappointed. I met ... He/she said ...
I think ... because ... I passed/failed ... It was very hard but ... I am so happy/fed up.
I didn’t go ... It was great because ... I found it easy because ... He/She looked ...
Putting It Together
A. GROUP WORK Talk to the students in your class. Who did these things last
weekend or last year? Write their names on the chart. Then ask that person other
questions. Use where, when, and what?
Have students look at the list of activities and check that they understand the vocabulary.
Review the structure for forming yes/no questions and short answers (Did you + verb...?
Were you + verb...? Yes, I did/was. No, I didn’t/ wasn’t.).
Have students look at the examples. Elicit questions forms with “Where/When/What did
you...?”
B. Tell the class about one person.
Have volunteers choose one person they talked to from their chart and tell the rest of the
class what they found out about that person.

Summary
Talking about the past
Talking about the seasons and weather
Homework
To do exercise
Role play
Preview unit 12
Reflection after After classClass