中职职业英语-基础英语模块-第八单元教案.doc

点击职业英语教案
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课程名称
英语
授课班级

授课内容
Unit 8 Jason doesn’t have any lines.
授课学时
6
教学方法
交际法，小组讨论法，任务型学习法，翻转课堂教学法
教学目标
1 知识目标：掌握用来“谈论日常生活”的基本词汇句型
2 能力目标：谈论日常生活；询问及给出看法；掌握日记的写作技巧
3 情感目标：了解东西文化差异
教学重点
一般现在时的意义和用法
以及谈论日常生活的词汇句型；应用文日记的写作
教学难点
掌握表达日常生活”的基本词汇句型
日记的写作技巧
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 them students that in this unit they are going to learn how to talk about their daily life and
how to give advice. Ask students at random “What do you do in the morning/afternoon/
evening?” Elicit from students responses such as “I go to work/come to English class/
watch TV with my family.”
Warm Up
A. PAIR WORK These are commercials. What do you see in each commercial?
Check your answer
Focus students’ attention on the lists of words and check that they understand the meanings.
Then tell students to put a check in front of all the objects on the lists they can see in the
illustrations.
Answer key: a suit, earrings, a watch, a necklace, a gown;
sunglasses, a car, gas tanks, a scarf, a purse

B. Listen. What are these commercials describing? Circle the items in the
pictures above.
Tell students they are going to listen to the commercials. They should choose the product
being advertised from each of the lists in Exercise A.
Answer key: 1. watch 2. the sports car
C. PAIR WORK Discuss. Are these commercials good or bad?
WORD BANK
clever exciting mysterious flashy
subtle ironic a cliché
embarrassing terrible awful
Conversation
Tasty Chicken saves the day!
A. Look at the story and listen.
Have students look at the photos and ask them“Who can you see in photo 1/2/3/4/5?”
Responses:
1. Karen, Susan, and Nathan
2. a husband and wife
3. a husband and wife and Tasty Chicken(Jason)
4. Ben, Annie, and Casey
5. Ken and Mike
Ask students “What do you think they are doing in photos 2 and 3?”
Responses:
a commercial
Tell students to listen and read the conversation and find out if it is a good commercial
or a bad one.
B. Who is Tasty Chicken? Is this a good acting job? Why or why not?
Reinforce comprehension by asking students“Who is Tasty Chicken?”
Answer key: Jason. No, because there aren’t any lines and you can’t see his face,
Explain the two phrases in the conversation to the students.
for example.
save the day = help with a problem
have lines = speak in a movie or commercial
Grammar
Talking about daily life
Tell students we use the simple present tense to talk about daily activities
Simple present
表示经常性，/习惯性,/永久性的动作或存在的状态.。通常与副词sometimes, often, usually, always, every day (year, month ), once (twice, three times) a day,等时间状语连用。
They usually go to school by bike.
I take the medicine three times a day.
She helps her mother once a week.
表示客观真理，、科学原理，、自然现象，等客观事实或格言，、谚语等。
The sun rises in the east and sets in the west every day.
Tomorrow is Tuesday.
一般现在时的句子结构
主+BEbe动词（am, is, are）+表语,
否定式是在beBE动词后加not,
疑问句是将beBE动词提前到句首（即在主语之前）
陈述句：She is a student.
疑问句→ Is she a student? 
否定句→ She is not a student.
当谓语由实义动词充当,主语不是第三人称单数时, 句子结构为：
主语+动词原形+其它
否定式为：主语+don't+动词原形+其它
疑问句为：Do+主语+动词原形+其它?
陈述句：We get up at 7:00 every morning.
疑问句→Do you get up at 7:00 every morning?
否定句→We don’t get up at 7:00 every morning.
当主语是第三人称单数时：
句子结构为 ：主语+动词（词尾加s或es）+其它.
否定式为：主语+doesn't+动词原形+其它.
疑问句式：Does+主语+动词原形+其它
陈述句：She has a little brother.　　
疑问句→ Does she have a little brother?　　
否定句→ She doesn’t have a little brother.
只有在第三人称单数用动词的“三单变化”，其他用动词的原形。
三单变化：
规则变化：
直接在动词词尾加-s. ask---asks     work---works 
以字母s, x, ch, sh或o结尾的动词，在词尾直接加-es.
　　 watch---watches   wish---wishes  fix---fixes        　　go---goes        
以“辅音字母加 - y”结尾的动词，要先变y为i再加-es.
　　try---tries     study---studies cry---cries    　

Tell students we use the simple present tense to talk about daily activities.
A. PAIR WORK Take turns. Talk about the daily lives of the people at Hollywood Oaks
Apartments.
Answer key:
1. Brad studies business at UCLA.
2. Casey has classes at UCLA, too.
3. Casey and Brad study at night.
4. Ben writes books.
5. Andy goes to school in the morning.
6. Andy does homework at night.
7. Karen and Kevin work at the hospital.
8. Susan teaches in the afternoon.
B. Complete the sentences. Write the correct form of the verb. Use don’t or doesn’t.
Answer key: 1. doesn’t go 4. don’t live
2. doesn’t play 5. doesn’t have
3. don’t go 6. doesn’t teach
Pronuncation
C. Listen to the sound of s in the simple present.
Tell students to look at the examples in the exercise and to listen to the recording for the different pronunciations of third person singular -s.
Answer key:
makes /s/, acts /s/, watches /Iz/, studies /z/, has/z/, fixes /Iz/, plays /z/

Asking questions about daily life

A. PAIR WORK Complete the sentences. Take turns. Ask and answer the questions.
Answer key: 1. Does, go 4. Does, play
2. does, do 5. does, study
3. Do, live
B. PAIR WORK Write the questions. Take turns. Role-play the conversation.
Answer key (suggested answers):
Do you watch TV and go to the movies a lot? Do you go to the movies a lot?
What do you do at night? What do you do in the afternoon?
C. PAIR WORK Look at Jason’s diary. Practice asking and answering questions about
Jason’s life.
Have students look at the time expressions on the note. Check students’ understanding by
asking questions. For example, “Do you come to English classes on the weekends?”
or “What do you do during the week?”
Vocabulary in Context
Asking for and giving opinions

Tell students they are going to learn some words to express their opinion. Draw the diagram from the chart on the board and the scale from like a lot to don’t like. Make sentences appropriate to local usage to help students understand. Fill inUse the word in the diagram. For example, “You can find everything you need in the new shopping mall downtown. It’s wonderful!”
A. Complete the sentences. Use words from the box. Two words are extra.
Have students work individually to complete the blanks in the conversation using words
from the box. Explain that there are two extra words.
Answer key: 1. think, like, awful, don’t
2. do, good
3. terrific
B. GROUP WORK Practice the conversation above.
Tell students to act out the conversation and encourage them to look up as they speak
to make it sound more natural.
C. Complete the chart. List things you like and don’t like.
Have students look at the chart and complete it according to their own preferences.
Listening in Context
A. Listen to these commercials. Number the commercials in the order you hear them.
Have students look at the illustrations and check that they understand the vocabulary.
Tell students they are going to listen to a commercials about each of these products.
They need to write the number of the commercial they hear underneath the picture of
the product the commercial is about. Tell students to listen for key concepts. Elicit from
students the names of the products (detergent, vitamins, frozen dinner) and discuss how
we use each product. Explain to students that they will not hear the name of the product
or the product type. They need to infer the answer.
Answer key: 3, 1, 2
B. Listen again. Circle T (True) or F (False).
Have students read the statements and decide if they think they are true or false.
Reading
Television ratings
Before you read
A. Circle the number of hours you watch TV.
Ask students “Do you like watching TV?” “What kind of programs do you like watching?”
“How many hours do you watch TV during the week?” and “On weekends?”
B. GROUP WORK Name a good TV program and a bad TV program. Discuss
the programs.
Tell students to think of a TV program they like and one they don’t.
While you read
C. What’s the problem? Underline the answer in the reading.
How many ratings are there? Write the number.
Focus students on the two reading questions: What’s the problem?
How many ratings are there?
Tell students to read the text “Television Ratings” for the answers to the first
question and “Ratings” for the answer to the second question.
Have them write the number of ratings on the blank and underline
the problem in the reading.
suitable for = good for
Answer key:
Children in the United States watch from one to five hours of
television every day, 5.
After you read
D. Read about these television programs. Give the programs a rating:
TV-Y, TV-G, or TV-14.

Writing
Television
Before you write
A. What TV programs do you like? What times do you watch TV?
List the TV programs, the days, and the times.
Ask students what kind of TV programs they like to watch and if they like
to watch TV in the morning, the afternoon, or at night. Why?
Write
B. Write about your television habits. Remember to indent the first line
and use periods and capital letters.
Have students look at the example and tell them they are going to write a paragraph about their
TV habits using the information in Exercise A to help them.
I don’t like TV very much.
I watch about two hours of television every week.
I watch ...
Practical Reading: Diaries
A. Read the text.
Before reading the text, it would be useful to discuss the writing of diaries.
Do any of your students keep a diary? Do they just record what they are doing
or do they write about their feelings? Who do they have in mind when writing?

(You may like to mention Anne Frank’s Diary in which she writes about her feelings and
experiences of being a teenage Jew in hiding in wartime Germany.)
comment n. 评论；意见；批评
vi. 发表评论；发表意见
vt. 为…作评语
A comment is something that you say which expresses your opinion of something or
which gives an explanation of it.
Failure n. 失败；故障；失败者；破产
Failure is a lack of success in doing or achieving something, especially in relation
to a particular activity.
It's difficult to assign any reason for the failure.
recipe n. 食谱；[临床] 处方；秘诀；烹饪法
In fact, could I ask you for the recipe?
B. Answer each of the following questions by giving the best answer.
Answer Key:
1. a 2. b 3. b 4. a
5. c 6. b 7. a 8. b
Practical Writing: Diaries
A. Useful expressions when writing a diary.
Students should study the useful expressions and useful vocabulary.
a. Today, I ... I felt so ... because ....
b This morning, I ... It was ... I do hope ...
c. In the afternoon, ... I ... It was so ...
d. This evening ...
e. I so want to ...
f. I really wish ...
g. Next time I will ...
h. I must remember to ...
i. I heard that ... Why? I think ...
j. It was very ...
k. There was an accident, a... It was ...
l. What fun, it was so ...
m. I am going to talk to him about ...
n. I wonder what will happen if ...
Useful Vocabulary
what you did what you felt what happened
went to happy it rained
had a sad she was late
worked annoyed he was early
visited ecstatic it was horrible
met disappointed it was so cool
studied excited it was very romantic
dreamt bored it was disappointing
collected worried it was hilarious
B. Add appropriate words in the spaces.
Answer Key:
Hello Diary, This morning I went to work as usual. It was so busy. I do hope we get a new
manager soon. Mr W. is such a pain. All he does is grumble. Never a kind word! This evening I
met J., she was early and I was late but she is so good and wasn’t annoyed with me. We went to
the Extra coffee bar together. It was cool and that guy I told you about before was there. He
smiled at me! Ah well, maybe next time he’ll speak! Best get off to sleep, work tomorrow.
Night night.
Putting It Together
Play True or False
Preparation: Think about three different things to say about your daily activities,
your hobbies, your likes, and dislikes. Two must be false; one must be true for each topic.
WORD BANK
playing soccer/football/ dancing
basketball/baseball/ walking
volleyball relaxing at home
going to the movies/ cleaning the house
the theater/a concert/ doing the laundry
a party gardening
doing house/car repairs reading
Summary
Talking about daily life
Asking questions about daily life
Asking for and giving opinions
Homework
To do exercise
Role play
Preview unit 9
Write a diary entry for yesterday

Reflection after After classClass