语文版中职英语(拓展模块)Unit 1《Social Communication》教案

Unit 1 social communication

Reading A Etiquette in Language Communication

Ⅰ. Analysis of the teaching materials

(1). Brief introduction of the teaching materials.

The title of my teaching materials is Etiquette in Language Communication. It’s Reading A of Unit1 from Book 3, which is published by Chinese Publication It’s mainly about American etiquette in language communication.

(2). Status and functions of the teaching materials.

The whole unit is about human communication. It is made up of Warm-up, Reading A, Listening, Speaking, Reading B, Writing and Grammar in turn. It can be said that Reading A is the core of this unit. It offers interesting reading materials, grammatical structures, hot words and useful expressions. Meanwhile, it broadens the students’ view of culture.

ⅡTeaching aims:

1.The aim of knowledge : mastering the new words and useful expressions

correctly.

2.The aim of ability : making proper language communication with

Americans.

3.The aim of moral education. : knowing some of the etiquette in language

communication is

Ⅲ. Key points :

1. Hot words : pretend annoy

2. useful expressions switch to be tolerant of ask for have trouble (in)doing/with sth. Leave out now that

3. etiquette in language communication

Ⅳ: Difficult points:

mastering the hot words and useful expressions and putting the knowledge of etiquette in language communication into reality.

Ⅴ:Conditions of the students.

The students of our vocational high school are poor in fundamental English comparatively. As a result, most of them have much less interest in learning English. But they are active in taking part in activities. Their destination of studying English is to develop necessary abilities needed in their work and lives.

ⅥTeaching and learning methods.

1. Teaching methods:

elicitation method, encouraging method, explaining method and situational method.

2. learning methods :

3. exploring, participating and practicing methods

Ⅶ: Teaching Design:

carry on this lesson in six steps: lead-in, fast reading, intensive reading, practice, summary and homework, which take 2 minutes, 5 minutes, 20 minutes, 15 minutes, 2 minutes and 1 minutes respectively. Before I end this part, I’d like to display my design of writing on the blackboard.

Ⅷ Teaching procedure:

Step 1 Lead in (2’)

Tell a story , showing some pictures with wrong manners → Find mistakes

Then ask the question: “What are wrong manners?”

The students needn ’t answer the question

Step 2 fast reading (5)

read fast → showing the pictures again → give their answers

Then ask the question: “What we should say/do here?” × ① ×

② × ③ ×

④

Step 3 Intensive reading (20)

1. read carefully ,then ask the question: “Why should we behave so?”

2. key words and useful expressions → long sentences → expansion

Key words and expressions: ok ① ok ②

？

①

？ ② ？ ④ ？

③

③ ok ③ ok

④

In this step, I’ll take three steps to present the key words and useful expressions. First, the usage. Then, show one or two model sentences. Last, to get the students to participate and practise, give them one or two sentences as exercises. The exercises can be in different forms, such as, filling in blanks, translating, correcting mistakes, and so on. All the exercises are done by the students themselves.

be tolerant of/towards:

Usage: be tolerant of/towards +n./ pron .

Model sentences:

1.Mr. Smith is not very tolerant of/towards others .

2.We should always be tolerant of the views of others even if we disagree with

them.

Exercises:

1.Fill in the blank with the right form of the given words:

Her own mistakes made her very____( tolerant) of/towards others.

Have some/no trouble(in)…

Usage: have some/no trouble(in) doing sth.

Model sentences:

I had some trouble (in) reading the letter . His handwriting is very bad.

They had no difficulty in understanding what he said.

Exercises:

Translate the Chinese sentence into English:

他们毫不费力就找到了我的家。

be annoyed with sb.

Usage: be annoyed with sb.

be annoyed at sth.

Model sentences:

1.These flies are annoying at me.

2.he is never annoyed with me.

Exercises:

Fill in the blank with the proper prep.

We are annoyed ___(at/with) his saying that.

pretend:

Usage: 1. pretend (not) to do sth.

2. pretend + that clause

Model sentences:

1. He pretended to be reading an important paper when the boss entered.

2. He pretended that he was reading an important paper when the boss entered.

Exercises:

1. Fill in the blank with the right form of the given words:

He pretended _____________(not know) the facts.

2. Translate the Chinese sentence into English:

昨天他假装生病以便呆在家里。

Switch

Usage:

Switch to + n.

Model sentences:

1.I don’t like this TV play , let’s switch to another program.

2. After answering this question ,he suddenly switched to a discussion of another question.

Exercises:

Leave out:

Model sentences:

1.He left out a word.

2.Leave me out of this quarrel !please---I don’t want to get involved.

Now that:

Model sentences:

1.Now that you have come ,you may stay here for some days.

2.Now that you are alone ,you can speak freely.

Long setences

To our students, long sentences are often barriers in understanding the text. Analysising the long sentences can remove the barriers and, what’s more, help to improve the students’ ability of reading.

The Americans certainly will feel lost because they can’t understand the conversation and may also feel that you are talking about them or saying something you don’t want them to hear.

Take this sentence as an example

Use multimedia teaching aids Guide the students to finish this step on their own. expansion

For more information, surf the internet : dbf30d0166ec102de2bd960590c69ec3d5bbdbb2/f?kz=85256753 step4 practice

1.Fill in the blanks with the right form of the given words and expressions.

pretend to do sth. annoy have trouble doing sth

switch to with confidence be tolerant of

1)We should always _________________ different views of others.

2)Don’t _______________know when you don’t kno w.

3) My English vocabulary is not large. I have some _____________

(learn) it.

4) After answering this question, he suddenly ________________

a discussion of another question.

5) He answered the questions ________________.

6) We are ____________ at his saying that.

2. To provide voice for the characters of the story or perform the story

↓↓

For poorer students to For better students

1.step 5 summary

In summary, I lead the students to go over all the knowledge presented in this class.

Lead the students to finish this part on their own

Hot words and useful expressions

Knowledge of etiquette

1. What should you do when you don’t understand what was said?

2. If you must speak to your native friend while talking to an American, what should you do?

3. How do you respond to a compliment about something related to you?

4. How do you respond to “Thank you.” or “ How are you?” or someone’s sneeze ？

5. What should you say if you cough in the middle of a talk or before an audience? Expanded knowledge

1.What do you say when you meet another person?

2. What should be said when you want to leave after talking with another person?

3. Do you know how to use the word “please”?

Give some examples.

step6 Homework

The four pieces of homework are assigned for students of different levels

1.To learn the new words and expressions

by heart

2.To read the text aloud

3.To make a sentence with each of the

key words and expressions.

4.To write a dialogue or short play about

etiquettes in language communication

1.pretend

2. annoy

3. switch to

4. leave out

5.ask for

6. now that

7. be tolerant of/towards

8. have trouble with sth. have trouble doing sth.

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