课程名称 授课内容 教学方法 教学目标 英语 Unit 3 Where’s the phone? 点击职业英语教案
授课班级 授课学时 6 教研室： 教师姓名：
交际法，小组讨论法，任务型学习法，翻转课堂教学法 1 知识目标：掌握用来“谈论所处位置”的基本词汇句型 2 能力目标：谈论所处位置；用英语打电话；读懂出租广告； 掌握留言写作技巧 3 情感目标：了解东西文化差异 谈论所处位置的词汇和句型以及打电话的词汇和句型； 掌握应用文出租广告及留言的写作技巧 掌握谈论家庭及所属的基本词汇句型 教学重点 教学难点 教学手段 教学过程 多媒体、图片、黑板 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： Direct students’ attention to the unit title “Where’s the phone?” Explain that in this unit we are going to learn to ask about where things are and to talk on the phone. Ask students at random if they like talking on the phone, whom they talk to, where they talk, etc. Warm Up Have students look at the picture and say what it is (a house). Ask students where they live—in a house, an apartment, etc. Suggest options appropriate to the students’ locale. Ask them how many rooms they have in their homes. Indicate the meaning of rooms by pointing to the illustration. A． Listen. Nathan and Karen are visiting Nathan’s family. Check (√) the rooms you hear. Tell students they are going to listen to Nathan’s mother asking Karen where people are in the house and they should listen for the names of the rooms they hear and check the list. ______ kitchen ______ bedroom ________ bathroom ______ living room ______ dining room ________ hall ______ family room Answer key: kitchen bedroom bathroom hall family room B. Listen and number the sentences (1-5) as you hear them. Have students read the sentences of the telephone conversation and tell them to try to find a logical order. If they find it difficult, have them work with a partner. ________ Oh, hi. This is Sue. Is Karen there? ________ Hi. Karen? ________ Yes, she is. Just a minute. Karen, it’s for you. ________ Hello? ________ Oh, this is Ashley. Answer key: 4, 2, 5, 1, 3 Conversation It isn’t in here! A. Listen and practice. Have students look at the photos and ask them “Who can you see?” and “Where are they?” Tell students they are going to listen to and read the conversation to find out what Stacey is looking for (the phone). B. Circle the correct answer. Then compare your answers with a classmate. Ask students how they know Casey is a student and not a teacher. Ask them why they think Fred is calling Casey. Then ask them how Jason and Brad look (surprised) and why (they didn’t know Stacey had a twin sister). Who’s the phone call for? Stacey Casey Jason Who’s Jason asking about? Fred Casey Who’s Casey? Stacey’s mother Stacey’s friend Stacey’s sister What is Casey? a teacher a student Answer key: 1.Casey 2.Fred 3.Stacey’s sister 4.a student Grammar Talking about location Tell students they are going to look at ways to ask about where things/people are. Put up on the board “Where is = Where’s” and explain that we usually use the contracted form when we speak. Where’s the phone? It isn’t in the kitchen. It’s in the bathroom. Where’s Karen? She isn’t at the pool. She’s at the hospital. Where are my glasses? They aren’t at home. They’re at the office. Practice A. Where is everybody? Complete the sentences. Ask students “Where’s the parrot? Is he in his cage?” (No, he isn’t. He’s in the kitchen.) Ask similar questions about each of the pictures in turn to check that students understand the vocabulary and then have them fill in the blanks with in the, at, or at the. Have students check their answers with a partner and then invite volunteers to write their answers on the board. 1. He isn’t in his cage. He’s ________ the kitchen. 2. They’re not ________ work. They’re ________ living room. 3. He isn’t ________ home. He’s ________ hospital. 4. She isn’t ________ apartment. She is ________ office. Answer key: 1. in the 2. at, in the 3. at, at the 4. in the, at the B. PAIR WORK Complete the questions below. Then look at the pictures on pages 28–29. Take turns. Point to the pictures. Ask and answer the questions. Write the exercise on the board and invite volunteers to complete the blanks with is or are. Listening C. Words with more than one syllable have one syllable with more stress than the others. Listen to these words: bedroom television apartment Tell students they are going to listen to some words to identify the stressed syllables in each word. Write the three examples on the board separated into syllables with the stressed syllable underlined: bedroom: bed + room television: te +le + vi + sion. apartment: a+ part + ment Have students listen to the recording and identify the stressed syllables in each word. Have them repeat the words exaggerating the stressed syllables. D. Listen. Mark the stress in each word. Tell students to read the words listed to themselves and decide which syllable is stressed. Show them a technique for marking the stressed syllables, such as drawing an accent line over the stressed syllable. director telephone occupation designer interesting imagine introduce conversation question Answer key: director: rec telephone: tel occupation: pa designer: sign interesting: in imagine: ma introduce: duce conversation: sa question: quest Asking questions about location Tell students they are going to look at ways to make questions and answers with who and what. Tell students to take turns asking each other questions about the illustration using “Who’s...?” and “What’s...?” Who’s in the bedroom? Who’s in the living room? What’s in the bathroom? What’s in your pocket? Vocabulary in Context Making telephone calls Read the conversations. Notice the useful expressions. Tell students they are going to learn some useful expressions for speaking on the phone. WORD BANK Hold on a moment, please. dial a number I’ll call back later. Can I leave a message? Can I take a message? make a phone call Who's calling, please? Who's speaking, please? May I have your name, please? May I ask your name? Your name, please. May I ask who's calling, please? Who is this, please? Who is that calling? Who should I say is calling? Who(m) am I speaking to? Could I tell him who's calling? Who's that speaking, please? Listen to the conversation. Number the sentences above in the correct order. Tell students they are going to listen to a telephone conversation and should write the order in which each of the expressions is used. Point out that the first expression is “Hello.” Answer key: 4, 6, 3, 2, 5, 1, 7 Listening in Context A. Listen. Who’s calling? Circle the name of the caller. Tell students they are going to listen to four dialogs and need to decide who the caller is in each dialog. Direct their attention to the options and ask them who’s calling Jason in the first dialog (Brad). Tell students not to worry about the conversation between the two callers, but just to focus their attention on the name of the caller. Answer key: 1. Brad 2. Andy 3. Stacey 4. Karen B. Listen again. Where are the callers? Write the callers’ names on the line below the correct picture. Have students look at the pictures and ask“Where are we in picture 1/2/3/4?” Remind students we use at for a general location and in when we are inside a building or place. Responses: at the park, in the hospital, at school, at work Tell students they are going to listen to four conversations and should listen for the name of the person who calls from each of these places. Ask them who is calling from the university. Elicit the two pieces of key information they need to listen for in each conversation. Answer key: Brad—university, Karen—hospital, Andy—school, Stacey—work Reading Rooms, apartments, and houses for rent Before you read Write the word “home” on the board and elicit from students different types of homes (apartments, houses, caravans, igloos, boats, caves, etc.). A. Decide. Is your home a house or an apartment? Have students raise their hands if they live in an apartment. Ask students for information about their homes at random. B. Look at the ads below. Circle the kinds of information you see. Tell students they are going to scan (look very quickly at) the ads on the bulletin board below to see what information listed they contain. Go through the list of words to make sure they understand the vocabulary While you read C. Read the ads. Rate the homes by size on a scale from small (1) to big (4). Focus students’ attention on the illustration for big and small and ask them which of the homes in the ads they think is small. Ask them what words helped them to decide this. Tell them to write number 1 next to the ad. Answer key: 1. Nice room in a big three-bedroom apartment. 2. Great apartment in town with two bedrooms and two bathrooms. 3. Big house with three bedrooms, two bathrooms, living room, dining room, and big kitchen. 4. Big house with nice yard for rent, four bedrooms, three bathrooms, living room, dining room, and big kitchen. D. PAIR WORK Discuss your answers. Then look at the ads again. Which home is good for you? Tell students to read the ads again and this time decide which place they would like to live in. After you read E. Match the families with the homes on page 34. Write the correct phone number from the ads on the lines below. Tell students to look back at the ads on page 34 and to decide which home each family needs. Tell them to write the phone numbers of the homes in the spaces. Writing FOR RENT ads Before you write Circle the rooms or spaces in your house. A. Write the number of each kind of room in your house. Write B. Write a FOR RENT ad for your home. Have students look back at the ads on page 34 and review what kind of information can be found in an ad. Tell students to use these ads to help them write something similar for a FOR RENT ad for their own home. Remind them to include the correct number of rooms or spaces they circled in Exercise A. Practical Reading: Messages A. Modern Technology Ask students if they find being available 24/7 a good or bad thing. Ask them to think about when they have more responsibilities at work and at home, will they feel the same? Do they think work life should be separated from home life? B. Read the text. Students should be asked to read the text by themselves underlining words or phrases they don’t know. (It would save class time if this were done as homework as part of previewing the lesson.) Explain unknown meanings where necessary, providing an example where possible. be available有空的；可供使用的 We must utilize all available resources. switch vt. 转换；用鞭子等抽打vi. 转换；抽打；换防 switch on接通，开启 switch off（用开关）关掉；切断（电源） switch in接通；合闸 C. Write T (true) or F (false) against the statements. Ensure students understand the questions. 1. Maybe messages are important. 2. People can be contacted at all times. 3. People can be contacted everywhere in the world. 4. People cannot be contacted everywhere. 5. People are always on duty. 6. No one takes mobiles to the beach. 7. Taking messages gives others peace. 8. We should all take our computers on holiday. Answer Key: 1. T 2. T 3. T 4. F 5. T 6. F 7. T 8. F Practical Writing: Messages A. Taking a message can be very important. Discuss with students why messages are important and why it is necessary to pass on all the relevant information to the person who the message is for. What happens if it is incomplete? B. Write messages giving Ms Brown the following information: Answer Key: While You Were Out 12th January 2012, 11.15 am Ms Brown, Tom Baker in the Finance Department called. He would like a meeting at 2 pm tomorrow to discuss holiday arrangements. Please could you call him back on 123 987 456 While You Were Out 12th January 2012, 4 pm Ms Brown, Carol Williams from Alpha Electrics Ltd called. She needs to talk to you urgently. Please would you call her back as soon as possible on 2345 2378 Putting It Together GROUP WORK Make up questions. Write your own information. Then ask your partners and write their answers. Summary 1. Asking questions about location 2. Making telephone calls 3. Talking about location 4. Writing messages Homework Exercises：To do exercise Role play: “Who can you see?” and “Where are they?” Preview：Preview unit 3 Writing Messages Reflection After Class
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