中职英语(基础模块)教案unit

中职英语(基础模块)教案unit（精选6篇）

篇1：中职英语(基础模块)教案unit

英语（基础模块）教案

Unit2 Ready for Your Campus Life

一、教学目标 1.谈论人名。2.谈论来自何处。3.介绍自己所在班级。

4.掌握“主—系—表”结构和“there be”句型。5.掌握代词和介词的基本用法。6.学会如何发前元音［i:］与［i］

二、教学向导 语言功能

·介绍自己的个人信息 ·谈论来自何处

语 言 目 标

能用下列交际用语进行简短对话： What is his name? His name is….Where is he from? He is from….语言结构

“主—系—表”结构和“There be”句型

重点词汇

ready, campus, beautiful, search, important, practice, adapt, concern, repair, Russia, America, Britain, handsome

三、课文讲解

（一）Warm-up 1.老师首先用英语向全班学生作自我介绍，并提出新学习阶段的英语学习要求。例如： Hello, everyone.My name is….I’m your English teacher this year.Let’s do our best together to improve our Learning of English.Now at the beginning of this term, I would like to advise you to plan your time carefully.Be sure to have enough time to recite the new words and useful expression, to listen to enough English tapes, to read many English articles, to do oral practice as much as possible and to finish your homework on time.Second, I advise you to make good use of your time in class.Listening carefully in class really means less work later.Taking notes will help to remind you what the teacher said.Another important suggestion is that you should develop a good attitude towards your English reading, listening, speaking and writing.Don’t be afraid of making mistakes when you are speaking English.Just try your best to say what you want in English every time.I’ll do my best to help you and I hope everyone will get a great progress in the shortest possible time….此外，还可以设计一些常用口令、手势、规定一些纪律，以便在以后的教学中，形成良好的习惯，达成默契。

2.Warm-up 部分应在10分钟内完成。

3.Warm-up 部分的练习可以鼓励学生在课前独立完成，然后在课上检查，也可以在课上引导学生集体做。

4.除了将卡片上的信息补充完整外，教师还可根据具体情况，补充一些简单的问题。如： What’s your English name? Where are you from?

Which school were you at before you came here? 5.有奖励机制。例如：赏识性语言。无论回答情况怎样均应给予鼓励，建立说英语的自信心。6.最好能在开课前布置并引导和鼓励学生预先自学、预习并记忆本单元的生词和短语，在Warm-up中涉及一些。

（二）Listening and Speaking以及Reading and Writing--边讲边练习学会介绍自己及自己的班级。

（三）Grammar 例如：

再举例让学生自己划分。复习“be”动词的用法。“我用am,你用are, is跟着他/她/它。单数is，复数are。”

语法：按照本单元中Grammar的内容，举例讲解“主—系—表”结构和“there be”句型的用法。以及常用代词和介词的用法。例如：I am a teacher.I am not a doctor.Are you a student? 回答应是 肯定：Yes, I am.否定：No, I am not或No, I’m not There is a picture on the wall.墙上有一幅画。

There are seven days in a week.一个星期有七天。

Is there a map on the wall? 回答应是 肯定：Yes, there is.否定：No, there isn’t.口头完成语用练习。

Unit2 This is My Family Picture

一、教学目标

1.谈论家庭成员的姓名和关系 2.学会介绍他人应注意的问题 3.掌握冠词和名词的基本用法 4.学会如发前元音［e］与［æ］

二、教学向导 语言功能

·介绍自己的家庭成员 ·打电话常用语

语 言 目 标

能用下列交际用语进行简短对话： This…, …

Hello, … Nice to meet you.Nice to meet you, too.Morning, this is… speaking.May I speak to…? Hold on, please.He is hot available right now.语言结构

one...the other one 的用法

重点词汇

introduce, daughter, husband, wife, children, China, Japan, real, parent

三、课文讲解

（一）Warm-up 1.课前布置或在课上引导学生根据图片的内容，在相应的横线上填上相应的词。2.课上进行提问,有赏识性语言。

（二）Listening and Speaking以及Reading and Writing--边讲边练习介绍自己的家庭成员

语言运用要求：理解和正确朗读课文“FATHER”，完成课后练习中规定的任务。复习：举例复习人称代词的用法： She does not study hard.They are from China.语法：根据本单元Grammar的内容讲解冠词和名词的用法。He is a student.An English teacher teaches the students how to learn English.I bought an English-Chinese dictionary this moring.The dictionary is very good.I want to play the violin.There are some maps on the wall These babies are very lovely.注意：

1.定冠词“the”的用法，要求学生牢记。2.可数名词由单数变成复数的规则。3.前元音［e］与［æ］的读法。Unit3 Every Day

一、教学目标

1.掌握询问别人在什么时间做什么事情的基本会话。

2.掌握谓语动词的几种时态：一般现在时，一般过去时，一般将来时，现在进行时 3.学会发后元音[ɔ:]和[ɔ]

二、教学向导 语言功能

掌握询问别人在什么时间做什么事情的基本会话

语言目标

能用下列交际用语进行简短对话： When does she go to the supermarket? She goes to the supermakert every Saturday.When do you go to the supermarket? I go to the supermarket every….语言结构

掌握谓语动词的几种时态:一般现在时，一般过去时，一般将来时，现在进行时。用when来提问的疑问句

重点词汇 check, make, supermarket, famous, popular, support

三、教学建议

角色扮演（ROLE PLAY）

1.明确口语活动的任务，要求学生仔细阅读图片。必要时可做简单的对话示范。2.成对活动，轮流作SpeakerA和SpeakerB。

3.学生教师巡视全班，聆听学生对话，并解答学生提出的问题。4.挑出几个学生在班上表演。

5.总结学生的表现，必要时纠正学生中带普遍性的错误。

6.在黑板上写上January，Sunday，today，tomorrow,在每一个单词的第一个字母下面划线并指出一年中的月份和一星期中的每一天的单词首字母都要大写，而表示别的时间的单词不用大写。

语法：按照本单元中GRAMMAR的内容讲解一般过去时的方法。此外还可以参照以下内容进行更细致的讲解。一般过去时表示：

(1)过去某个特定时间发生，并且一下子就完成了的动作(即：非持续性动作)，也可以表示(2)过去习惯性的动作。一般过去时不强调动作对现在的影响，只说明过去。(1)I had a word with Julia this morning.今天早晨，我跟朱丽亚说了几句话。

(2)He smoked many cigarettes a day until he gave up.他没有戒烟的那阵子，烟抽得可凶了。一般过去时常与表示过去的时间状语或从句连用，如：yesterday，last week，in 1993，at that time，once，during the war，before，a few days ago，when 等等。

句子中谓语动词是用一般过去时还是用现在完成时，取决于动作是否对现在有影响。Have you had your lunch? 你吃过午饭了吗？(意思是说你现在不饿吗？)Yes，I have.是的，我已经吃过了。(意思是说已经吃饱了，不想再吃了。)When did you have it? 你是什么时候吃的？(关心的是吃的动作发生在何时。)I had it about ten minutes ago.我是大约十分钟以前吃的。

used to do something 表示过去常做而现在已经停止了的习惯动作。I used to work fourteen hours a day.我过去常常一天干十四个小时。一般过去时的基本用法：

1.带有确定的过去时间状语时，要用过去时

如：yesterday(昨天)、two days ago„(两天前„„)、last year„(去年„)、the other day(前几天)、once upon a time(过去曾经)、just now(刚才)、in the old days(过去的日子里)、before liberation(解放前„)、When I was 8 years old(当我八岁时„)Did you have a party the other day？前几天，你们开了晚会了吗？ Lei Feng was a good soldier.雷锋是个好战士。

※注意：在谈到已死去的人的情况时，多用过去时。2.表示过去连续发生的动作时，要用过去时

这种情况下，往往没有表示过去的时间状语，而通过上下文来表示。The boy opened his eyes for a moment, looked at the captain, and then died.那男孩把眼睛张开了一会儿，看看船长，然后就去世了。

3.表示过去一段时间内经常或反复的动作常与always，never等连用。Mrs.Peter always carried an umbrella.彼得太太过去老是带着一把伞。(只是说明她过去的动作，不表明她现在是否常带着伞。)Mrs.Peter always carries an umbrella.彼得太太老是带着伞。(说明这是她的习惯，表明她现在仍然还习惯总带着一把伞)I never drank wine.我以前从不喝酒。(不涉及到现在，不说明现在是否喝酒)4.如果强调已经终止的习惯时要用used to do He used to drink.他过去喝酒。(意味着他现在不喝酒了。喝酒这个动作终止了)I used to take a walk in the morning.我过去是在早晨散步。(意味着现在不在早晨散步了)I took a walk in the morning.我曾经在早晨散过步。(只是说明过去这一动作)5.有些句子，虽然没有表示过去确定时间的状语，但实际上是指过去发生的动作或存在的状态的话，也要用过去时，这一点，我们中国学生往往出错，要特别注意！I didn’t know you were in Paris.我不知道你在巴黎。(因为在说话时，我已经知道你在巴黎了。这句话指的是说话之前，所以只能用过去时表示。实际上，这句话暗指：But now I know you are here.)I thought you were ill.我以为你病了呢。

(这句话应是在说话之前，我以为你病了。但是现在我知道你没病)辨别正误：

Li Ming studied English this morning 把此句变为一般疑问句(×)1.Did Li Ming studied English this morning？(动词应该用原形)(×)2.Does Li ming Study English this morning？(时态应该用原句子的时态)(×)3.Was Li Ming studied English this morning？(应该用一般动词，而不是be动词)(√)4.Did Li Ming study Enghish this morning？一般过去时的句子的谓语形式有： 肯定① be 分为was,were② v+ed 否定① was/were not ②didn’t+v 疑问① was/were+主②did+主+v 一般将来时和现在进行时初中已经有所涉及，教师可以根据书上的内容做简单复习。Unit4 Would You Like to Go Shopping with Me?

一、教学目标

1.谈论服装(颜色、尺寸、喜欢和不喜欢)2.谈论要求服务或向别人提供服务。3.掌握金钱数额的表达方法。4.掌握形容词和副词的三个等级 5.掌握元音的正确发音方法

二、教学向导 语言功能

谈论服装(颜色、尺寸喜欢和不喜欢)掌握金钱数额的表达方法 购物时的简单对话

语言目标

能用下列交际用语进行简短对话 Do you want a jacket? Yes，I do.Do you want a white jacket? No,I don’t.I want a blue one Here is a nice blue jacket

语言结构

形容词和副词的三种形式

重点词汇

enough, money, want, enjoy, change, different, opinion, towards, allow, without, other, service

三、教学重点

学会简单的购物交际用语

四、教学建议

角色扮演(ROLE PLAY)1.教师可根据初中学过的知识丰富谈话的内容，例如 A: May I help you? B: Yes, please.These shoes are too small A: Oh，I’m sorry.Do you have the receipt? B: No，I’m sorry.It’s at home A: I need a shirt, please B: Ok.What size? A: Small.And do you have this jacket in medium? B: Yes, I think so 2.明确口语活动的任务，要求学生仔细阅读图片。必要时可做简单的对话示范。3.学生成对活动，轮流作SpeakerA和SpeakerB。

4.教师巡视全班，聆听学生对话，并解答学生提出的问题。5.挑出几个学生在班上表演。

6.此外还可以通过做游戏来训练学习的口语表达能力，例如;让学生以小组为单位或全班一起做一次连锁游戏，在这个游戏中每一个学生必须在I’m looking for 这个句子后添加内容，例如：教师说：“I’m looking for a green shirt”这个穿绿体恤的学生就来说“I’m looking for„”以此类推。或者是教师在黑板上图表中的NAME下画一个问号，描述班级内一个同学的服装。把它写在CLOTHING下面，让全班的同学猜一猜他是谁。7.总结学生的表现，必要时纠正学生中带普遍性的错误。语法：按照本单元中GRAMMER的内容讲解形容词和副词的三种形式的用法。此外还可以参照以下内容进行更细致的讲解。

1.very，so，quite，too，as 后只能用原级。2.没有比较用原级。

3.as原级as“和„一样„” The tree is as

as that building John runs as

as Tom 4.not so/ as 原级 as“和„不一样„，„不如„” He doesn’t have as many books as I have.5.比较级是两者进行比较，句中常出现 than(比)„, „or„(2者选择)6.比较级前常用的修饰语：

a little/a bit(一点)，much/a lot(非常), even /far/any等词语表示程度。例如: ① She is a little taller than I(me)② Who is much more careful，Ann or Elisa? 7.最高级前常用的修饰语：the 8.the+最高级+ of/in(三者及以上范围的)„ My mother is the busiest in my family.9.the + 序数词 + 最高级 + 名词 + in/of The Yellow River is the second longest river in China.10.one of the + 最高级 + 名词复数 + in/of Shenzhen is one of the biggest cities in China.11.This is the+最高级+名词(that)I meet/know/„ This is the most beautiful city that I have ever visited 注意：

(1)the+比较级+ of the two “两个中比较„的这一个”

Lucy is the

(高)of the twin sisters.My hat is the

(漂亮)of the two.(2)比较级and比较级相同表示“越来越„” It is getting

and

.Our country is becoming

and

.(3)The 比较级„，the 比较级„“越„越„” The

the

.The

he is, the

he feels.(4)„数量 + 比较级 than „

My father is three years older than my mother 使用形容词和副词比较级和最高级应注意事项

1.形容词的最高级前必须有the，而副词的最高级前the可以省略。2.在进行比较时，必须是同类事物相比较。① His ruler is longer than I.(×)② His ruler is longer than mine(√)3.以不发音的e结尾时加-r/-st.eg.: fine—finer—finest 4.重读闭音节结尾的词,如末尾是一个辅音字母,双写这个辅音字母,再加-er/-est.eg.: big→bigger→biggest 5.不规则adj的比较级与最高级如下: 原级

比较级 最高级

good/well

better best

bad/badly

worse

worst

many/much

more

most

old

older/elder

oldest/eldest

far

farther/further

farthest/further

little less least

注：older 一般比年龄，新旧；

elder指长幼关系(一般修饰名词);elder brother/sister farther指距离更远；

further指抽像的.I want to study English further.练习：

用形容词的正确形式填空

1.Which do you like

best

(well)，apples，pears or bananas? 2.I think this story is

more interesting(interesting)than that one.3.In the morning he is early(early).His father is earlier(early)than he.His mother is the earliest(early)of the three.4.The Yellow River is the second longest(long)river in China.5.He thinks his corn is

the most delicious(delicious)of all the food.6.I feel math is more difficult(difficult)than Chinese.句型转换

1.Tom is tall.Jim is short.(比较级合并)Tom is

taller than

Jim.2.My hair is long.Mary’s hair is longer.(合并成一句)Mary’s hair

is longer

than mine.3.Pedro is thinner than Sam.(改为同义句)Sam is fatter/heavier

than

Pedro.4.My sister is better at study than me.She is clever.(改为同义句)My sister is more intellectual(聪明的)than me at study 5.Peter is funny.Paul is funny, too.(合并成一句)Peter is as funny as Paul.

篇2：中职英语(基础模块)教案unit

Reading ﹠ Speaking

Teaching goals: 1.New words and phrases:

in total, in cash, credit card, available, receipt, pay for, wrap up, expensive, 2.Make the students master the expressions about shopping.3.Train their reading, listening and speaking skills.Key points: Make the students master the expressions about shopping.May I help you? I want to buy…

How about this one? What color/what size do you … How much is it/are they? How would you like to pay? Difficult points:

Speak smoothly and use the expressions about shopping correctly.Teaching procedures:

Step 1 Lead in 1)Free talk

Do you like going shopping?

How often do you go shopping?

Who do you usually go shopping with?

What do you usually buy when you go shopping?

2)Review some expressions about shopping.Step2 Reading

1.Read the dialogue on Page 16 and answer: What does Mrs White want to buy?

How many T-shirts does she want to buy? How much are they in total? How would she like to pay? 2.Check the answers.Step 3.Groupwork

Student work in groups and finish these tasks: Task 1: translate the important words and sentences.Task 2:read the dialogue.Task 3:make dialogues.Task 4: run a mini-mart.Step 4.Show time Step 5.Consolidation 1)Sum up

2)Exercises

篇3：中职英语(基础模块)教案unit

2010年12月份, 广州市中职英语教研会组织中职英语教师学习了中职英语课型理论, 课型分为横向综合技能课型和纵向单项技能课型, 其中纵向单项技能课型为特色课型。但是由于老师们的疑惑较大, 广州市中职英语教研会又在2011年4月份, 在全市的教研活动中对中职英语特色课型理论作深入说明, 释疑解惑。

横向综合技能课型即传统的课型, 课堂上先教授词汇语法知识, 然后再教授听、说、读、写等语言技能, 即一节课所要掌握的语言技能较多。该课型对学生要求较高, 适合英语水平较好的学生。

纵向单项技能课型即特色课型, 每节课只要求学生掌握一项语言技能, 经过任务的分割后, 降低了难度, 能够保证单项任务的完成。单项任务的完成是由易到难, 每个单项任务都有讲授词汇和语法的环节, 词汇越学越多, 语法不断重复, 学生易于识记所学的内容。该课型适用于英语基础较薄弱的学生, 即中职学生。该课型采取任务驱动教学模式, 学生在完成各项任务的同时掌握了本课要求掌握的语言任务。

二、中职《英语 (基础模块) 》的分析

中职英语基础模块的教材有上下册, 每册八章, 共十六章。它包括许多与学习和生活密切相关的话题, 比如个人信息、学校生活、时间、食物、购物、住房、工作等。根据《中职英语新思维评价手册》的要求, 这两册书要求学生掌握42个语言任务。每章节的要求不同, 有的章节要求学生能够完成听、说、读、写四项任务, 但有的章节则只要求学生完成其中的某项任务。

根据中职英语基础模块的42个语言任务, 教师就能准确地抓住每章要求学生掌握的语言技能, 教师的教学目标就更加明确和具体。在上课过程中, 以章为单位授课, 对每一章里面四课的内容进行重新整合, 确定哪些内容属于听力、口语、阅读或写作的语言任务, 再将这些语言任务由简单到难地排列。在讲授每个语言任务的时候, 都会涉及词汇和语法的内容, 词汇量由少到多, 语法内容不断重复。学习完一章的内容后, 学生能熟练掌握每章的重点词汇和语言任务。

三、纵向单项技能课型在教学实际中的应用

以中职《英语 (基础模块) 》第一册第二单元School为例, 简单分析纵向单项技能课型在中职英语课堂教学中的应用。根据《中职英语新思维评价手册》中的42个语言任务, 第二单元要求学生掌握的语言技能有Listening (Location听懂地点位置) , Speaking (ask for and give directions问路和指路) 。根据纵向单项技能课型理论, 结合教学实际, 本单元的教学任务从易到难是listening、speaking。具体如下图：

(1) 教学对象情况分析

2011级学前教育班的学生, 全班均为女生, 共41人。该班大部分学生的英语基础较差, 但是她们都喜欢上英语课, 想把英语学好。在学习本单元教学内容前, 学生完成了《中职英语新思维评价手册》第二章的学习评价题, 她们得分的级别分布如下:

从上表看来, 大部分学生处于C和D两个级别, 这表明大部分学生不太熟悉本单元的词汇。根据实际情况, 在教学过程中充分考虑到学生的基础, 设置难易适中的任务去完成第二章要求的听力和口语的语言技能。

(2) 语言任务的设计

听懂独白较难, 因此采取分组讨论合作学习的方式, 共同讨论独白的大意。

指出本节课的重点难点，评价各小组和各同学的表现。

学生分享自己问路和指路的经历, 引入本节课的内容, 即用英语如何问路和指路。

介词 (in, on, across from, under, between, nextto) 的学习对后面环节问路和指路的学习有很大作用。

学生按老师的指令摆放箱子和杯子, 加深对介词的理解和掌握, 为下面学习问路和指路做好准备。

分组对课文对话的学习, 学生掌握问路和指路的英语表述。特别是通过让学生补充单词完成句子的方法, 让学生掌握问路和指路的常用语, 加强学生对常用句子的记忆, 为下一环节模拟问路做好准备。

本环节任务的难度比上一环节有所增加, 每组同学拿到一张印有不同任务的纸, 每组根据情景创立对话, 内容涉及到日常生活中的问路和指路, 学生做到活学活用。

指出本节课的重点和难点, 评价各组的表现。

(三) 章后问卷调查

从上面的数据分析可知, 学生基本上掌握了第二章的知识点和听说两个语言任务, 而且大部分学生觉得自己掌握得非常好, 只有个别学生觉得自己掌握得不好。因此, 纵向单项技能课型对中职英语基础模块的教学是有效的。

(四) 教学评价与反思

在听力课上, 学生能把语言信息点抓住, 听出基本的地点和方位。在口语课上, 学生能独立开展问路对话, 虽然不是很流利而且带有语法错误, 但是基本的意思能表达出来。本单元的教学内容源于生活, 利用学校附近的地点手绘地图用于给学生练习问路和指路, 因此, 在教学中大大提高了学生参与学习的热情, 使他们感到英语能学以致用。同时, 教学形式不拘泥于简单的讲授与操练, 而是采用了竞赛、情景表演等灵活多样的形式, 学生能寓乐于学之中。

四、总结

根据纵向单项技能课型, 第二章的内容分割成两个语言任务, 学生每次课只需要掌握一个语言技能。教学以生活实际为主线, 把课本中的相关教学内容进行整合并相应拓展, 由易到难, 一步一步地引导学生完成任务, 在完成任务的同时, 学生掌握了相关任务的语言技能。另一方面, 在课堂教学中, 教师力图充分展现学生的主体地位, 教师作为引路人, 在每个教学环节中都注重启发学生, 留给学生思考的空间, 使学生能在潜移默化中形成自己的思维体系。

教学实践证明, 学生学习英语的兴趣加强, 他们在课堂上的表现比以前更自信, 他们能积极主动参与课堂。因此, 纵向单项技能课型在中职英语课堂教学中效果明显, 适合中职英语基础模块的教学

摘要：纵向单项技能课型适合中职层次学生学习需要, 在每节课上, 学生只需掌握听、说、读和写任务其中的一个任务, 经过语言任务的分割, 学生较容易完成学习任务。在中职英语基础模块教材中运用纵向单项技能课型进行教学能提高中职英语课堂教学的有效性。

关键词：纵向单项技能课型,中职英语基础模块,语言任务

参考文献

[1]中华人民共和国教育部《中等职业学校英语教学大纲》, 高等教育出版社, 2009年4月1日

[2]陈咏《中职课型的思考与实践》PPT, 2011年4月

[3]中职英语教材编写组《中职英语新思维评价手册》, 中国人民大学出版社, 2011年8月第1版

篇4：中职英语(基础模块)教案unit

关键词：中职英语；语言教学；文化渗透

“采取只知语言而不懂文化的教法，是培养语言流利的大傻瓜的最好办法。”美国著名语言教育家温斯顿·布伦姆伯格的一句话一针见血地指出了语言教学中缺乏文化渗透的弊端。语言和文化两者密不可分。语言是文化的重要载体，不了解语言背后的文化，就很难全面地掌握语言。举一个简单的例子，语文和英语是两个不同的语言科目。中国的学生必定觉得语文更好学，那是因為他们对中国文化再熟悉不过了，这对于语文学习是有辅助作用的。而对于中国学生来说，英语国家的文化是比较陌生的，这是英语学习的一个不利因素。

英语教学不仅是语言知识的教学，而且还包括文化知识的教学。英语课程标准中强调“提高跨文化意识，帮助学生了解世界和中西方文化的差异”。语言教学中，文化知识渗透的重要性已经得到了足够的重视。除了教学第一线的英语教师需要在教学过程中注意文化知识的渗透之外，如果所使用的教材本身能够结合教学内容并增加与之相关的文化知识，那么无论是教师的教还是学生的学都将会事半功倍。目前，广州中等职业学校的英语教学普遍采用高等教育出版社出版的《英语（基础模块）》系列教材。此教材的一大特色就是加入了文化注释（Culture Tip）。

一、《英语（基础模块）》的教学设计

《英语（基础模块）》这套教材是在引进美国圣智学习出版公司Downtown： English for Work and Life的基础上，结合学生的实际情况以及我国中等职业教育的特点改编而成。每个章节由以下部分组成：学习目标（Goals），主题图（Picture Dictionary-style Chapter Opener），课文（Text），家庭作业（Homework），游戏环节（Game Time），文化注释（Culture Tip），网上冲浪（Internet Idea），自我检查（I can…）。

《英语（基础模块）》这套教材的一大特色就是设计了文化注释部分。教材编写者为这套教材总结的“教材特色”中包含了以下的说明：“文化贴士（即为Culture Tip的字面翻译）：语言的背景介绍，传递影响语言表达的习惯风俗、价值观等文化因素。”文化因素是影响语言理解和运用的重要因素，英汉文化差异直接影响中国学生对英语语言的理解和掌握。接触和了解英语国家文化有益于学生对英语的理解和运用。这套教材中“文化注释”部分的设计确实做到了将语言教学和文化渗透有机结合，潜移默化地让学生了解文化差异，丰富文化背景知识，提高跨文化交际能力。

二、“文化注释”的内容

文化是一个很广泛的定义，包括了所学语言国家或民族的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等。要让教材面面俱到地把涉及语言教学内容的文化背景知识都介绍给学生，这样是不现实的。《英语（基础模块）》这套教材选取了影响语言表达的风俗习惯、价值观等文化因素进行介绍，而且语言简单、内容简明扼要，学生读起来很轻松，不会有说教的感觉。《英语（基础模块）》共有一、二两册，每册共有八个单元，现将每单元的主题及每单元“文化注释”的内容列举如下。

第一册：

Chapter 1 Personal information：1.Introduction； 2.Titles

Chapter 2 School：Teacher’s name

Chapter 3 Shopping：Polite language

Chapter 4 Time：Full time / part time

Chapter 5 Busy lives：1.Sports； 2.Break time

Chapter 6 Housing： 无

Chapter 7 Food： 1.Most popular fruit； 2.Where to pay； 3.Tipping

Chapter 8 Work： 1.Changing jobs； 2.Handshakes

第二册：

Chapter 1 Daily Activities：无

Chapter 2 Food：无

Chapter 3 The Past：How many jobs？

Chapter 4 Free Time：1.Small talk； 2.Travel and tourism

Chapter 5 Shopping：无

Chapter 6 Health and Safety： 无

Chapter 7 On the Job： What to do when you’re late？

Chapter 8 A Better Job： Nonverbal communication

由此可概括出《英语（基础模块）》中“文化注释”部分的一些特点。

1.《英语（基础模块）》中“文化注释”部分并不像课文（Text）或家庭作业（Homework）那样固定出现在每个单元，它并不是必备的教学部分。在一、二两册教材中，共计有16个单元，其中包含“文化注释”部分的共有11个单元。

2.每个单元中的“文化注释”数量不是固定的，通常会包含1个或2个，最多的单元包含有3个“文化注释”。

3.所有“文化注释”的内容都是和所在单元的主题内容紧密相关的。比如：第一册第七单元的主题是食物（Food），在这个单元共有3个“文化注释”，分别是“最受欢迎的水果（Most popular fruit）”，“在哪里付钱（Where to pay）”以及“小费（Tipping）”。这三个文化背景知识都是紧扣着课文内容展开的。“最受欢迎的水果（Most popular fruit）”这一“文化注释”出现在第七单元第一课，主题是食物和饮品（Food and Drinks），教学的主要内容是常见蔬菜水果的英语名称，“文化注释”为学生介绍了几种美国人比较喜欢的水果。“在哪里付钱（Where to pay）”以及“小费（Tipping）”这两个文化注释出现在第七单元第三课，主题是餐厅（Restaurants），教学的主要内容包括如何用英语在餐厅进行点餐、英语餐牌以及小费的计算方式。这两个“文化注释”分别为学生介绍了美国人在餐厅的两种常用付款方式（直接到收银台处付款或者交由侍应生付款），以及英国人和美国人在付小费上的差别。中国人在餐厅用餐时，并没有给侍应生付小费的习惯。大部分学生只是大概知道英美国家的人有付小费的习惯，但是对于付多少、怎么付这些问题是完全没有概念的。通过“文化注释”的介绍，学生就能弥补由于文化差异而造成的文化知识缺漏，从而更好地理解语言知识背后所蕴含的文化背景。

英语新课程标准指出：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。语言知识、语言技能、情感态度、学习策略和文化意识等素养的整体发展是综合语言运用能力形成的基础。”而其中，文化意识的增强是得体运用语言的保证。不掌握文化背景就不可能学好语言。在英语教学中，教师应该将语言教学和文化渗透相结合，潜移默化地培养学生的跨文化交际能力，有意识地提高学生的文化意识，最终目的是使学生更好、更全面地掌握语言。

参考文献：

[1]朱昊岑.中职学校英语教材《英语（基础模块）》评析[J].考试周刊，2011，（12）.

篇5：中职英语(基础模块)教案unit

1.houses cottage ，Flat/apartment detached/semi-detached house，Wood cabin

2.Kinds of buildings Palace，bank，castle ，skyscraper

3.Rooms Sitting/ dining /living/games room，wash/bathroom，bedroom，basement，hall，Study Toilet ，kitchen garage

4.Furniture Curtains, chair , sofa, table , desk, bookshelves ,bed, lamp

5.materials stone ，marble 大理石，glass 玻璃，Grantie花岗岩,metal金属，concrete 混凝土

6.features balcony 阳台，Ceiling 天花板 ，Floor ，tower 塔，Wall ，roof 屋顶，statue 雕像，Air conditioning ,garden, swimming pool, lift, gallery ,

7. style/period in architecture Modern, early twentieth, century, in the 1980’s ancient

8. Paintings: realistic ,abstract, modern

9. shapes : square, circle

II.居室描写

a.写出描述方位的短语。

in front of, at the back of, in the middle/center of, at the end of, at the corner,on the left, on the right

ahead of , next to, close to, above, below, by the side of, in/on/to the east/ south/ north/ west of…, between…and …, beside, opposite of, along, upstairs, downstairs, against, in the face of, etc.

b.写出有关居室的性质的描写形容词。

beautiful, clean, comfortable, tidy, cozy, shabby, simple ____good, bright, wonderful, small, large, damp, dark, old, new, dirty, etc

2)常用句型

It covers an area of …square meters. be located in… Between A and B is …

There is … with… furnish… with… On the left is … Next to it is …

III. sample

The Palace of the Doges, in Venice, is one of the best medieval buildings anywhere in Europe. It was finished in 1498. it has beautiful pink and white marble walls. From St Mark’s Square you can see the balcony with statues on either side

用五句话写“我舒适的家”

1.我住在25平米的小公寓里。

2.这间房家具齐备，室内漂亮、干净、舒适。

3.在厨房与卧室之间有间书房，里面的书桌上 有台电脑。

4.在客厅的前面有个阳台，站在阳台上，你可以 看到前面的花园。

5.左边是洗手间，右边是起居室。

6.这就是我的公寓，简单又舒适。

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Answers:

Disco is a form of social dance popular around the world, which first came from Paris,France. In the late 1970s, it quickly became popular all over the world,

It is easy for young boys and girls to learn disco , which has a strong rhythm and many kinds of forms. Young people get together in bars or night club to dance to the music, singing and dancing happily as much as possible . Now it has become a way of fun and relaxing, as well as a way of culture of life.

词组和句子

Lesson1

1. across this painting 在画中

2. at high speed 以高速

3. in a…way 以一种…方式

4. fix one’s eyes on sth. 注视

5.sell for 以…价钱出售

6. be deep in thought 在沉思

7. add …to… 把…加到…上

8. pain sth. (colour) 把…油成…色

Lesson2

9. sort of 有积分地

10. a type of 一种型号的…

Lesson3

11. an article on sth. 有关…的文章

12. date back to= date from 追溯到

13. the look of surprise on one’s face

在某人脸上惊奇的表情

14. be used for sth. 被用于某物上

15. be used as sth. 被用作

16. be used to do sth. 被用于做某事

17. ring good luck 带来好运

18. relate …to… 把…和…联系起来

19. make patterns on clothing 把图案印在衣服上

20. try out 尝试

21. in the shape of… 以…形状

22. come up to sb. 周到某人面前

23. share sth. with sb. 与某人分享某物

24. accept one’s offer 接受某人提供的东西

Lesson4

25. pay rent to sb. 付某人租金

26. too much +n. 太多的..

much too + adj./adv. 太…

27. take a bath 洗澡

28. dream up 梦想

29. hold one’s breath 屏住呼吸

Communication workshop

30. at the back/front 在后面/前面(部位)

31. in the background/ foreground

在后院/前院里

32. at the top (of)/ bottom (of) 在顶部/底部

Culture corner and bulletin board

33. A.is … away from B A地离B地有…远

34. It’s one’s turn to do sth. 轮到某人做某事

35. be determined to do sth. 决定了做某事

36. do the wallboard 出墙报

必背句子：

1. Across this painting, named Racing Horse, we can see a horse running at high speed.(Lesson1)

2. His interest changed later to simple pictures from everyday life, such as vegetables, flowers, birds

and insects. (Lesson1)

3. It looks as if it’s in the water. (Lesson2)

4. It really looks like something from a fairytale. (Lesson2)

5. Chen Zijiang is a paper-cutting expert whom I interviewed for my article on Chinese Art.(Lesson3)

6. Paper-cutting is something that he learned to do from an early age. (Lesson3)

7. A young farmer who wanted a wife would look at a young woman’s paper-cutting skills before

marrying her. (Lesson3)

8. Paper cuts which show the Chinese character for double happiness are often used to celebrate

weddings. (Lesson3)

9.A present for couples whose child has recently been born might show a paper cut of children, for example. (Lesson3)

10.People to whom the dead person was related would make these offerings on special days and

during festivals. (Lesson3)

= People whom the dead person was related to would make these offerings on special days and

during festivals.

11. By the time we got to Mango street we were six. (Lesson4)

12. But the house on Mango street is not the way they described it at all. (Lesson4)

篇6：中职英语(基础模块)教案unit

一、教学课型: 阅读理解课

二、教材分析 1.教材内容

见《牛津高中英语》模块一 Unit 1（Pages 2—3）2.教材处理

该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。

针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。3.教学目标

① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。

②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。

③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。4.教学的重点和难点

① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。

② 难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。

三、教学设计 1.总体思路

本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。2.教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives.But do you know what the British school life is really like? If you want to know the answer, please watch the following video.(设计说明: 由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。)Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.(设计说明: 通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)Step 2 Presentation T: From this the video, we have already gained some brief impression about the British school life.If you want to get something more about it, let’s come to today’s passage.T: Today we are going to read a passage by Wei Hua, who once studied in the UK.She will give us some detailed information about the school life in the UK.(设计说明: 由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)Step 3 Reading(1)Skimming T: Now please skim the passage quickly and try to find the answers to the following questions.Hand up when you get them.(Show the questions on the screen.)1.What is the main idea of this passage?(Suggested answers: 1.It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)2.What are the key points you can conclude from each paragraph?(Suggested answers: Para 1: School hours;Para 2: Attending assembly;Para 3: Teachers and classmates;Para 4-6: Homework and subjects;Para 7: British food and her activities;Para 8: feeling and hope.)(设计说明: 通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)(2)Scanning Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.1.How long did Wei Hua stay in Britain? 2.What was the name of Wei Hua’s class teacher? 3.What did Wei Hua make in her woodwork class?(Answers: 1.For one year.2.Mr Heywood.3.A small table.)(设计说明: 该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)(3)Detailed information T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:

Para Main idea Detailed information 1

School hours a)Was she happy with the school life?(Yes.)b)School in Britain _____ around 9 am and _____ about 3:30 pm.(starts;ends)2

Attending assembly a)Who was the girl sitting next to her on the first day?(Diane.)b)The headmaster told them about _____ during assembly.(Rules, the best way to earn respect from the school.)3

Teachers and classmates a)Who was her favorite teacher?(Miss Burke.)b)Was it easy for her to remember all the students’ faces and names? Why?(No.Because they had to move to different classrooms for different classes.)4

Homework and subjects a)The homework was not heavy, but why was it a bit challenging for her at first?(Because all the homework was in English.)5 a)Why did her English improve a lot?(Because she used English every day and spent an hour each day reading English books in the library.)b)Did she enjoy cooking? How do you know?(Yes.She thought it was really fun as she learned how to buy, prepare and cook food.)6 a)Do students have to learn all the subjects even if they don’t like them?(No.)7

British food and her activities a)Why did she miss Chinese food a lot at lunchtime?(Because British food is very different, and British people eat lots of desserts after their main meal.)b)She usually played on the school field.Sometimes she played _____.Sometimes she _____.(football with the boys;relaxed under a tree or sat on the grass)8 Feeling and hope a)She felt _____ and hopes _____.(lucky, to be back and study there again.)

(设计说明: 通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。)(4)True or false T: Please read the passage again, and then decide the following sentences true or false according to the article.If it is false, please try to correct it.1.Wei Hua likes the school hours in the UK.2.Chinese schools encourage students to work hard.3.Wei Hua’s favorite teacher was Miss Burke.4.The average number of the students in each class in Britain is over 30.5.British students have fixed classroom and classmates.6.British students can only study two languages: English and French.7.Wei Hua enjoyed British food.8.Wei Hua enjoyed playing football.9.Wei Hua is now back in Manchester again.(Suggested answers: 1.T 2.T 3.T 4.F The average number of the students in each class in Britain is 29.5.F They move to different classrooms for different classes.6.F They have to study English, but they can drop French if they don’t like.They can choose Spanish or German.7.F She missed Chinese food a lot.8.T 9.F She hopes that someday she can go back and study in Manchester again.)(设计说明: 在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)(5)Consolidation Ask the students to read the passage carefully one more again to find the answers to the following questions.Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.1.Which of the following statements is Not Wrong according to the passage? A.She used to get up at 8 a.m.in China.B.What the headmaster told them sounded like what she used to hear in her school in China.C.She was such a good cook that she liked cooking British food.D.She didn’t like History or Art, so she chose Woodwork.2.What is the main idea of the passage? A.Her English improved a lot as she used English every day.B.School life in the UK is busy and bitter.C.She had a wonderful experience in a British school.D.She wanted to go back to China and enjoy Chinese food.3.Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ? A.I could e-mail my family and friends back home without paying money.B.I could e-mail my family and friends back home freely.C.I could e-mail my family and friends in my free time.D.I could be free to e-mail my family and friends back home.4.The writer’s purpose of writing the passage is to __________.A.tell us that she doesn’t like school life in Britain B.excite more students to study abroad C.improve her English D.introduce her exciting and happy life in Britain 5.She felt lucky because __________.A.she could get up an hour later than usual B.the headmaster told them to earn respect by working hard and achieving high grades C.she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students D.she improved her English(Suggested answers: 1.B 2.C 3.A 4.D 5.C)(设计说明: 该环节问题的设置遵循了文章阅读的整体性和连贯性原则，要求学生不仅要读懂设置的题干问题，还要能够理解文章中有关内容及其内在联系，即不仅考查学生对阅读中语言形式的掌握，而且考查他们对语言知识的灵活运用。)Step 4 Group work Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?

Aspects In the UK In China similarity

difference

After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic.The teacher should give them some help if necessary.(设计说明: 通过组织学生对中国和英国中学的异同进行比较讨论，从而进一步加深对英国中学生活差异的体会和感悟。这样，有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力，既可以为教师教学提供反馈信息，又可以让学生之间的相互启迪，使他们在学习过程中学会学习。)Step 5 Reading strategy At first the teacher may ask the class how they can get the main idea and detailed information from the passage.If necessary, the teacher may give the students some minutes to think about it or work together with their partner.After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.Skimming: We skim a passage when we want to get a general idea of what it is about.We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc.We do not need to read the whole passage word by word.(设计说明: 该步骤通过让学生对学习过程中所采用的无意识阅读策略加以思索、讨论和分析，然后，在老师的启发引导下，对阅读策略进行总结归纳，使学生对学习方法的掌握由无意学习发展到有意学习，从而使得学生进一步有效掌握阅读技巧和方法，不断提高阅读能力。Step 6 Discussion T: Nowadays, more and more young students are going abroad to study.What effects(影响）will the new school life have on them? Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer.Each group should choose a representative to summarize the opinions of the group and then report them to the class.When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad.If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.Advantages: 1.Widen their view;2.Improve their English;3.Learn to be independent and cooperate with others;4.Learn about foreign customs and culture;5.Let the foreigners learn about China and attract them to invest in China;6.Learn advanced technology;7.…

Disadvantages: 1.Cost a lot of money and become a heavy burden on their parents;2.Feel homesick;3.Form some bad habits;4.Stay in a foreign country and refuse to come back;5.…