课程名称 授课内容 教学方法 教学目标 英语 Unit 6 What’s it like? 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“描述地点”的基本词汇句型 2 能力目标：谈论所处的位置；描述地点；读懂游客指南；掌握预订类文本 的写作技巧 3 情感目标：了解东西文化差异 介词“in, on, near”的意义和用法以及谈论地点的词汇句型； 应用文游客指南的设计 教学重点 教学难点 多音节单词的重音 预订类文本的写作 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, “What’s it like?” and explain to students that they are going to learn how to talk about places in this unit. Ask at random what the city they live in is like and prompt with questions like, “Is it big?” “Is it modern? ” etc. Ask students what kind of places they like to go to on vacation. Warm Up A. PAIR WORK Choose a place for your vacation. Is it Los Angeles, New York, or Beijing? Discuss your answer. Look at the pictures of the three cities and ask“What can you see in the picture?” and “What’s Los Angeles like?” B. Listen. What city is the person describing? Circle the correct answer. Tell students they are going to listen to a description of a city and should decide if it is Los Angeles, New York, or Beijing. TAPESCRIPT It’s a big city. You can see the ocean and mountains. There are a lot of houses in the hills. And there are a lot of freeways. You can drive very fast. You can visit Hollywood. Answer key: Los Angeles; ocean, mountains, houses in the hills, freeways, Hollywood Conversation New York is very exciting! A. Look at the story and listen. Have students look at the photos and ask them who they see. Then ask “What does Jason do?” Ask students if they know where they are from. Responses: Jason and Casey; he’s an actor Jason is from Stony Brook on Long Island near New York City, and Casey is from Hollywood, Los Angeles. B. Answer the questions. Have students look back at the conversation and answer the questions individually. Call on selected students to give the answers. 1. Where is Jason from? _______________________ 2. Jason is in Los Angeles. Why? There are a lot of people. He’s an actor. Hollywood is exciting. Answer key: 1. Stony Brook 2. He’s an actor. Grammar Talking about location Ask students to look at the map of Los Angeles. Direct their attention to the notes and explain that a freeway is a main road where you don’t pay tolls, a route is an older main road and a boulevard is a large city street, and a street is a term used to describe any kind of road that isn’t a major highway in towns and cities. Responses: in: for a city or suburb or for a country on: for a road, street, boulevard, etc. A. Complete the sentences. Use Where is? or Where are? Then answer the questions. Read the instructions and ask students when we use “Where is...” and when we use “Where are...” 1. _________________________ the Rocky Mountains? (Colorado) They’re in Colorado. 2. _________________________ Orlando? (Florida) 3. _________________________ the Lakeside Apartments? (Park Street) 4. _________________________ China? (Asia) 5. _________________________ Italy? (Europe) 6. _________________________ the Empire State Building? (Fifth Avenue) 7. _________________________ your house? (street and city) 8. _________________________ your school / office? (street and city) Answer key: 1. Where are 2. Where is 3. Where are 4. Where is 5. Where is 6. Where is 7. Where is 8. Where is B. Listen. What is the person saying: in or on? Check (√) the correct box. Tell students they will listen to eight sentences about different places and need to decide if the speaker says “in” or “on”. Tell them to check the box with “in” or “on”. C. PAIR WORK Look at the maps. Take turns. Ask and answer questions. Have students look at the maps and ask at random “Where’s Tacoma/Chongqing/Long Island?”, etc. and elicit “It’s in/near...” D. Student A: look at the addresses on the cards and matchbox below. Student B: look at page 175. Ask each other questions to get the information you need to fill in the blanks. Tell students that some of the information is missing (the words in the box) and they need to work with a partner and ask and answer questions to fill in the blanks. Describing specific features of places A. PAIR WORK Take turns. Ask and answer questions. Use There’s a... or There are a lot of... B. Hollywood has three syllables with the stress on the first syllable: Hol -ly-wood. Listen to these words. Circle the stressed syllable. Tell students to underline or draw a box above the syllable that they think takes most stress or emphasis in each word. Vocabulary in Context Describing places Have students look at the photos, indicate one and introduce the vocabulary by asking “What’s it like?” “It’s...” To reinforce the concept, ask students the places they know that are quiet/ noisy/busy, etc. Focus students’ attention on the note and present the negative forms there isn’t/aren’t by describing places the students know. A. You are working at the new Visitor’s Board. Prepare the information you need to answer visitors’ questions. Complete the sentences. Have students look at the photos of Suzhou and Shanghai and ask “Which is a bigger city?” “What can you see in Suzhou/Shanghai?” WORD BANK polluted peaceful pretty smelly run down cosmopolitan modern old hot cold humid dry Answer key (suggested answers): Suzhou: nice; noisy; rivers; bridges; lakes Shanghai: crowded; busy; exciting; skyscrapers; rivers; quiet B. GROUP WORK Ask and answer questions to compare your work. Listening in Context A. Jason is planning a vacation. Stacey and Casey are helping. Listen. Write Newport Beach or Malibu under the correct photograph. Focus students’ attention on the photos. Ask“What can you see?” and “What’s it like?” Have students listen to the descriptions and decide which photo is Newport Beach and which is Malibu. Explain that the line “You and food, Stacey” means that Stacey is always talking about food. Answer key: 1. Newport Beach 2. Malibu B. Listen again. Circle the words about Newport Beach. Underline the words about Malibu. Have students look at the pictures and ask them which adjectives can be used to describe each picture. Have them circle words describing Newport Beach and underline those describing Malibu. Answer key: Newport Beach: busy, crowded, noisy, near, exciting Malibu: clean, boring, beautiful, quiet, empty C. PAIR WORK What’s good or positive according to Stacey and Casey? What’s negative? Look at the words above. Write them in the correct box. Answer key: Malibu: positive: beautiful, clean, quiet; negative: empty, boring Newport Beach: positive: busy, exciting, near; negative: noisy, crowded Reading Tourist brochures Before you read A. PAIR WORK Discuss. What information is there in a tourist brochure? Answer key: information about hotels, restaurants, stores, places to visit, etc. While you read B. Circle the answers. In this brochure, you can find information about: Have students look at the list of items they can find information about and make sure they are familiar with the vocabulary. Tell students to look quickly at the brochure. Explain the map’s legend. Point out that the numbers and letters on the map correspond to the information below. Have students circle the kinds of information they find in the brochure that is in the list. Then have them circle the information in the list. Answer key: hotels (a–f) airports (a) places to visit (1–4) schools and universities (5) After you read C. Look at the map on page 78. Answer the questions. Where’s UCLA? Where’s Griffith Park? Where can you go shopping? What can you see in downtown? Where’s the Hollywood Bowl? Answer key: UCLA–5 Griffith Park–1 shopping–2 The Chinese American Museum and shopping malls near Hollywood or between West Hollywood and Hollywood Writing Before you write A. Think of a place. Write five words describing it. Model the activity for the students by writing the name of a place you and your students know well on the board and eliciting five words to describe it. Write B. Write five sentences about your place on a piece of paper. Use your five words. Tell students to write sentences about the place they chose, using the five words and the sentence structure It’s and There is/are. Monitor students as they work. Practical Reading: Bookings A. Read the text. Tell students to read the text and to try to guess the meaning of any words they don’t know. built on以…作基础 at the mouth of 在……的出口处 be famous for以…出名 It was famous for its ornate fountain and its attractive forum. be separated by被……所分离 Multiple jobs should be separated by spaces. B. Choose the best answer. Ensure students understand the questions. Answer key: 1. c 2. b 3. b 4. b 5. c 6. a 7. a 8. a Practical Writing: Bookings A. Making a reservation or booking. Both words are usually interchangeable. e.g. I’d like to book a table. I’d like to reserve a table. B. Availability Explain the use of the word in this context. Write to book a table at a restaurant. Ask students to select a scenario in which they might want to book a table, e.g. for a family party, friends celebrating the end of the exams, a romantic dinner for two. I would like to book a table for 6, for dinner on the 5th June, at 7pm. I confirm your booking of a table for 6, on 5th June, at 7pm. Putting It Together GROUP WORK Take turns. A: Write the name of a famous place on a piece of paper. Don’t show anyone. B: Your group asks questions. Guess the name of the place. Are you right? Model the activity by writing down the name of a well-known place on a piece of paper and telling students they need to guess the name of the place on the paper by asking you questions. Summary Talking about location Describing places The prepositions: in , on , near Booking Homework To do exercise Role play Preview unit 7 Write a Booking Reflection After Class
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