课程名称 授课内容 教学方法 教学目标 英语 Unit 4 Let’s go rollerblading! 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“谈论活动、提出建议及回应”的基本词汇句型 2 能力目标：谈论活动；提出建议及回应；读懂电子邮件；掌握电子邮件写作技巧 3 情感目标：了解东西文化差异 谈论活动的词汇和句型；提出建议及回应的句型 电子邮件的写作 教学重点 教学难点 教学手段 教学过程 现在进行时的意义和用法；句子中单词的重读 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 and the goals. Explain that in this unit they are going to learn how to make suggestions and to talk about activities. Warm Up Have students look at the photos and ask students, “What are they doing?” “What is he/ she doing?” Have students listen and repeat the activities presented in each photo. A. Look at the pictures. Is there one person or more? Ask the students how many people they see in each photo. B. Check (√) the activities with one person. Use two checks for activities with two or more people. Tell students to put a single check next to each activity with one person and two checks next to activities with more than one person. C. PAIR WORK Discuss. Do you enjoy these activities? Write on the board, “I like/I don’t like...” and select several activities from the photos which you enjoy doing and don’t enjoy doing, as a model for the students. D. Listen. Circle the two activities you hear. Tell students they are going to listen to two conversations in which people talk about different activities. Tell students they need to listen for the activities listed here that the speakers are talking about. Tell students they should try to focus on listening for the key words. Conversation Is it helping? A. Listen and practice. Have students look at the photos and ask “Who is this?” “What are they doing?” Ask “Can Andy rollerblade?” “Can Susan/Nathan/Karen rollerblade?” Explain that “Let’s” means “Let us,” and that it is another way of making a suggestion. Have students make suggestions with “Let’s.” Also point out the expression “See you later.” Explain that this expression is used between friends and family to say “good-bye” whether or not the person is going to see the other person later. Let’s do something. = Making a suggestion for you and others to do. See you later. = Informal way to say“Good-bye” B. Circle the correct answers. Then compare your answers with a classmate. Have students circle their answers and then compare with a partner. Elicit the answers from a student. Answer key: Susan, Nathan and Karen; Andy Grammar Talking about activities Tell students they are going to look at ways to talk about what people are doing at the present moment (present continuous). Write a model sentence on the board using information from the situation in the class. I’m writing sentences on the board and you are looking at me. Amy is finishing her homework and Sun Yan and Cao Ying are talking in Chinese. Have students look at the sentences and ask them when (what time period) they refer to and elicit the structure. the present moment: be + verb + ing 一般现在时（The Present Indefinite）表示现在成为习惯或经常性的动作；现在进行时（The Present Continuous）则表示现在正在进行的动作。 现在进行时的构成 肯定句：主语 + am/is/are + 现在分词... 否定句：主语 + am/is/are + not + 现在分词... 疑问句：Am/Is/Are + 主语 + 现在分词...? 疑问代词/疑问副词 + am/is/are + 主语 + 现在分词...? 现在分词变化规则： 1 .一般情况下直接加ing sleep---sleeping study---studying speak---speaking say---saying 2 .以不发音的字母e结尾的单词,去掉字母e,再加ing come---coming take---taking leave---leaving write---writing 若发音,则不能去掉,如see→seeing 3.以重读闭音节结尾,呈现“辅,元,辅”结构的动词,先双写末尾的辅音字母,再加ing stop---stopping sit---sitting forget---forgetting begin---beginning 4.以ie结尾的动词,把ie改为y ,再加ing 如die→dying lie---lying Asking and answering questions about activities PAIR WORK Look at the picture on page 42. What are the people doing? Take turns. Ask and answer questions about the picture. Have students look at the picture on page 42 and ask “What are they doing? Are they ___ing?” Call on selected students to give the answers. Answer key: 1. What is Annie doing? Is she doing karate? Yes, she is. 2. What is Susan doing? Is she eating lunch? Yes, she is. 3. What are Karen and Nathan doing? Are they rollerblading? No, they aren’t. 4. What are Jason and Casey doing? Are they swimming? No, they aren’t. They are talking. 5. What is Ben doing? Is he working? No, he isn’t. He’s playing cards. 6. What is Ken doing? Is he playing cards? Yes, he is. Vocabulary in Context Making and responding to suggestions Write a list of five different activities suitable for making suggestions on the board. For example: go to a movie have dinner watch TV listen to music do the homework Tell students they are going to look at ways to make suggestions. Making suggestions Let’s + base form of verb. Let’s go rollerblading. Let’s not go swimming today. How about + verb + -ing? How about going rollerblading? How about not going swimming today? Responding to suggestions To say yes Sure. Sounds great. Okay. Great idea! Stacey: Come on, Casey. Let’s go to a movie. Casey: Great idea! Let’s go. To say no Sorry, but I have to… Sorry, I’m busy. Fred: Hey, Casey. How about going to a movie? Casey: Sorry, Fred, but I have to study. Fred: Oh, okay. Maybe another time instead. Listening in Context Listen. Write the name on the correct figure. Tell students they are going to listen to a conversation between Ben and Annie and they need to identify what each person in the picture is doing, then write the name of the person on the figure. Answer key: Left to right: Nathan, Casey, Jason Reading E-mails at home and at work Before you read A. PAIR WORK Circle. Who writes a lot of e-mails? Then compare your answer with a partner. Ask students if they use e-mail to communicate with friends or to communicate with family. While you read B. Read these e-mails. Two e-mails are from friends. Two e-mails are from people at work. Match the e-mails. Write W for the people at work. Write F for the friends. Tell students to read the e-mails and decide if each one was sent by a friend or by someone from work. Then have them match the e-mails. Answer key: 1. F 2. W 3. W 4. F Match: 4–1, 2–3 After you read C. Write T (True) or F (False). 1. Ashley is writing to James. 2. Ashley is answering James. 3. Jenny is writing to Alice. 4. Jenny is answering Alice. Answer key: 1. T 2. F 3. F 4. T D. Underline the suggestions in the e-mails. Elicit from students different expressions for making suggestions (Let’s.... Let’s not.../How about...? How about not...?) Tell students to read the e-mails again and underline the suggestions that they can find. Answer key: 1. Let’s not go shopping today. How about going on Saturday? 2. Let’s discuss it later today. How about 4:00? If not today, then how about tomorrow morning at 9:00? 3. How about meeting at 8:30 instead? 4. How about going shopping later? Let’s go! Writing An e-mail to a friend Before you write A. You are writing an e-mail to a friend. Make a suggestion. Write it here. Have students look at the sentence prompts and elicit from students the expressions for making suggestions (Let’s.../How about...?) Tell students to think of a friend they might send an e-mail to and a suggestion they might make to that friend, and complete the sentences. My friend’s name is:_______________________________________________ My suggestion is: _________________________________________________ Write B. Use your suggestion and write an e-mail to your friend. Have students look back at the e-mails to friends on page 46 and tell students to use these as an example to help them write an e-mail to the friend they chose in Exercise A. Remind them to make a suggestion to their friend. Practical Reading: Emails A. Read the text. Students should be asked to read before class and underline difficulties. In class, ask students to work together to guess meanings they don’t know and only to look words up if necessary. Discuss the use of emails. How do they think emails are used in business? What are the benefits and drawbacks of using emails in business? What is the difference between a customer and a colleague? B. Complete the statements by filling in the blanks. Answer Key: 1. Email is short for electronic mail. 2. Email started in the United States. 3. Messages could be sent using a computer. 4. Small computers were linked to form a network. 5. These networks were joined up to form the Internet. 6. This made messaging possible around the world. 7. Business people use email a lot. 8. Email is used to communicate with customers and colleagues. 9. The average business person receives 75 emails every day. 10. Business people spend half their working day emailing. Practical Writing: Emails A. There are three main parts in an email. Ask your students: What are the main elements of an email? What are the conventions when writing an email? Who is a recipient and who is a sender? 1. The recipient’s address — the address of the person who will receive the email 2. The subject — what you are writing about 3. The message — the content of the email B. In the workplace, emails are the same as letters. They are important. The language must always be polite and sensible. The content must be clear and concise. Discuss the importance of politeness in business. Why? What might happen if you write a rude email to a customer or colleague? What if the language is not clear? What if the message is confusing? Polite and sensible language = remembering you are in the workplace and are not writing to family or friends. Clear and concise language= writing short sentences and only giving the information needed. Explain the meaning of ‘being available’. In Chinese, people say they ‘have time’ or that they will ‘wait for you’ if you ask to meet them. In English, this is confusing. Being available means that during a certain period of time, you will be doing other things but that you will be in your office or normal place of work and that you will not mind being disturbed. Being available = you have time. For example, “I’m available in my office this afternoon between 4:30 and 6.” This means that you have no other meetings and that you will be in your office working but won’t mind if the person comes to see you during those hours. C. Look at the two emails. Which is better? Answer key: Email 2 is better because it is succinct and clear. First names are being used so it is between people who know each other. D. Write an email. Answer Key: Answers will vary but students should model their email on Email 2 above and also add a sentence about the purpose of the meeting. Putting It Together PAIR WORK Student A: look at the picture below. Student B: turn to page 173. There are four differences between the picture on this page and the picture on page 173. What are they? Take turns. Ask and answer questions. Circle the differences. Organize students into pairs and tell them one of them should look at this picture and the other should turn to page 173. Tell students that the pictures they are looking at have four differences and they need to find the differences by asking their partner what the people in the picture are doing. Tell students to use the example to help them. Summary Talking about activities Asking and Answering questions about activities Making and responding to suggestions Homework To do exercise Role play Review unit 1-4 Write an email. Reflection After Class
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