写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。下面是小编收集整理的《高职高专2教案范文》，供大家参考借鉴，希望可以帮助到有需要的朋友。
第一篇：高职高专2教案范文
高职宣传部工作小结2
07-08学年第二学期高职学生会宣传部工作小结
临近学期末，高职学生会宣传部的工作将告一段落。下面就对本学期宣传部的工作做一个小结。
本学期3月底我们高职宣传部进行了新干事的招募，新生力量的融入给高职学生会宣传部带来了新气象。根据新干事的特长结合新老成员能力分配了本学期的工作方向。以及加强成员的团队合作精神，构建和谐的工作环境，努力做好本职工作并积极配合其他部门做好宣传工作，使宣传部的工作有序的进行。
能够圆满完成团委，学生会布置的各项工作，积极配合学生会各个部门做好海报的宣传工作。每年的上半个学期是学校展开活动最多的时段，也是学生会工作最忙的时间，尤其是宣传部，但我们每位宣传部的成员以及新干事都努力作好各自的工作，抓牢做好宣传部的常规工作。就是在这忙碌的工作中我们学到了很多，成长了很多。
三月底至四月初，高职学生会宣传部和中职学生会生活部共同举办了《校园文明大练兵》活动，让同学们深刻了解校园文明的重要性，大力推动和谐校园。以班级为单位，通过漫画的形式生动地画出文明与不文明的举动，给了大家展示才华的平台，让在校的每位同学都能积极参与到本次活动中。校园文明大练兵活动共收到高职作品45份，通过作品19份。此次活动为广大学生提供了一个表现自我体现自我的舞台，培养创新意识、提高综合素质、倡校园精神文明。 在学生会开展的“5-12汶川大地震抗震救灾的捐款活动”中，我们高职宣传部积极投入，配合其他部门作好组织捐款工作。并取得满意成果，为灾区人民送去了我们的爱心。
五月底至六月初为迎接08奥运的胜利举行，同时彰显新一代大学生的风采，丰富学生们的课余生活，高职学生会宣传部联手中职学生会宣传部一同负责举办 《海报创作大赛》。本次活动会以班级为单位，以融入奥运精神为主的海报。体现大学生的朝气积极向上的精神风貌。并评出一等奖二等奖三等奖。
以上就是本学期高职学生会宣传部的工作小结。我们一直在努力，在思考。一份耕耘一份收获，相信我们宣传部会越走越好。
高职学生会宣传部
2008-6-6
第二篇：高职高专听力教案1
Unit 1 Greeting People You Meet for the First Time
Teaching aims: 1) Students will be better able to improve their skill of prediction, listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
toothache
refer
customs
introduction
respect formal
discouraged
stranger
hurry
acquainted Phrases and Patterns: In some cases
in a great hurry
appear to be
lack of
first of all Get acquainted with
in common with
find out
lie in
instead of
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 1, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these converstions. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 3. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 3-Page 6 and compare the answers with the key on the back part of the book.
Unit 2 Introducing People to Each Other
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
realize
seldom
address
practiced
handshake occasions handshake
popular
argue
urge
Phrases and Patterns: argue with
take turns
feel relaxed
be respectful
sooner or later on such social occasions
a little late
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 7 to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 3) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 4) Ask learners to write down the content on page 9. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 9-Page 12 and compare the answers with the key on the back part of the book.
Unit 3 Getting and Giving Information About People
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
Thai
hostess
Singapore
diligently
contemporary Thrilled
Brazil
corporation
Italian
abroad Phrases and Patterns: make preparations
apply for
be afraid that
be left behind
as soon as sit down
take pictures
travel abroad
last minute trouble
first of all
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 13, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 15 Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 15-Page 19 and compare the answers with the key on the back part of the book.
Unit 4 Making a Telephone Call
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
dial switchboard extension check message available
offer
call Phrases and Patterns: put through
pick up
find out
take down
offer to put ab. through
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 21, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 22. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 23-Page 26 and compare the answers with the key on the back part of the book.
Unit 5 Can I See Your Magnager
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
electronic enjoy
interested
applicant
experience
appointement
Phrases and Patterns: look for
work as
enjoy oneself
make an appointment
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 27, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 29. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 29-Page 32 and compare the answers with the key on the back part of the book.
Unit 6 Greeting People You Meet for the First Time
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
block notice
respect
protect
attitude
disappointed
suggestion
entrance
remain polite Phrases and Patterns: whether...or
take off
from then on
care about
allow sb. to do care about
not...until
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 3) Ask students to describe the pictures on top of page 33, to activate their thinking and arouse their learning interest. 4) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 35. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 35-Page 38and compare the answers with the key on the back part of the book.
Unit 7 At the Information Desk of a Travel Agency
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
overseas
schedule
crafts
intend
pandas
professor
international
limited
president
particularly
Phrases and Patterns: In order to
start off
feel tired
arrange for
interested in Make a schedule for
see...performing
enjoy...particularly
arrange a reception for
leave for
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 47, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 49. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 49-Page 52 and compare the answers with the key on the back part of the book.
Unit 8 Flight Departures and Arrivals
Teaching aims: 1) Students will be better able to improve their skill of prediction,listening for main idea and specific information while listening to the recording in this unit. 2) Students will be better able to improve their spoken skill of fluency while discussing the exercises and describing pictures. 3) Students will be better able to improve their writing skill while describe picture in written form.
Teaching focus: New words:
nervous
seasick
hate
sleepy
ride
manage
high-heeled
comfortable
symposium
facility
Phrases and Patterns: by air
this field
make...feel
watch TV
make...fee in the different parts of the world
be interested in
Anticipated problems: It is possible that some of the exercises are too difficult for learners to find out answers within two times listening. In that case, the teacher replays the recording or reads the recording orally.
Teaching stages: Stage 1: warming-up 1) Ask students to describe the pictures on top of page 53, to activate their thinking and arouse their learning interest. 2) Ask Ss to discuss the following question: How will you greet people you meet for the first time in your language and in English? And why? It is a way to make some preparation for the next step. Stage 2 Prediction Ask learners to predict the content of these conversation. Stage 3 Reading Ask learners to look through the questions listed in Conversation part. Remind them of focusing their attention on specific information rather than all of the information while listening to the cassette. Stage 4 Listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 5 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 6 Reading and prediction Ask learner to predict the content of the passage after the looking through the questions. Stage 7 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 8 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 10Reading
Ask learner to read the questions quickly before they listen to the recording. Stage 11Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 12 Prediction Ask learners to predict the content of picture identification. Stage 13 listening Play the recording of the five conversations two times and ask learners to finish the exercises. Stage 14 Feedback 1) Ask learners to compare their answers with each other before we gonging over the answer. 2) Ask some learners to give the answers by reading both the questions and answers individually. Stage 15 Group work 1) Ask learners to describe the picture in the exercise of Picture description orally in small groups. 2) Ask learners to write down the content on page 55. Stage 16 Feedback Ask one reporter to the rest of the class a report orally.
Homework: Finish the exercises from Page 55-Page 58 and compare the answers with the key on the back part of the book.
第三篇：高职高专英语教案1（小编推荐）
I Title: Introduction
II Aims and Requirements:
1) Learn what is a college life;
2) Learn how to study English at college;
3) Learn more things about English exams;
III Difficulty:
1) Speaking
2) Talking
IV Focus 1) Introduction;
2) Useful expressions.
V References:
1) Teacher’s Manual;
2) Workbook
VI Type: Single
VII Period: Two
VIII Method: Explanation
Introduction Part I. Leading in 1. Ask students what elements are essential when introducing oneself to others? 2. Give the students the samples of business cards. Let them guess what information should be involved in it. 3. Self-introduction The teacher introduces himself/herself with the big business card that has been put on the blackboard.
Part II. Useful Expressions Meeting people for the first time or haven’t seen each other for a long time 1) Hello, nice to meet you! 2) This is my business card. 3) Nice to meet you! 4) Long time no see. 5) It’s a small world!
Part III Class Explanation: • We will spend 5 times to study one unit by means of listening, speaking, reading, writing, reciting. • Time limited, we will choose some units to learn. • Interesting class, preview, review • Learning Do It by Yourself!!!!!!!!
Part IV Analysis
The students in C class have got a higher mark in the College Entrance Exam. They have the ability to learn and understand more English knowledge by themselves. So in the future English class, I will show them more knowledge beside the textbook.
Part V Homework
Ask the students to preview Unit One by themselves.
第四篇：新世纪高职高专英语教案(第二册)
新世纪高职高专英语教案(第二册) Unit One Patriotism 教学目的(teaching objective)：
Master the key words and structures, and learn something about what a true patriot is. The students should not only know what patriotism really means, but learn from the heroic spirit of some famous Chinese patriots. 教学内容、课时安排及方法设计
教学进程 教 学 内 容 教学课时 教学方法设计
1 Study of the Text: Lead in, New words and text, explaining Summary of the text
提问、讲授、板书或课件，师生互动
2 Focus on and Work out
讲练，板书或课件，师生互动 3 Grammar Tips: Attributive Clause (1)
讲练，板书，师生互动
4 Reading Skills: How to Identify the Topic Practical Reading: Reading Holiday Schedules
讲练，板书，师生互动
5 Practical Writing：E-mail
讲练，板书，师生互动
6 Study Guide
讲练，师生互动
7 Listening Skills: Asking & Expressing One’s Likes & Dislikes 讲练，板书，师生互动
教学重点(key points)： Vocabulary arise
command
conquer
destroy
obey resist
risk sacrifice
scenery be bound to do
carry out
hand down
in the hour of
at the mercy of
yield to
hand on
to the last
all the more
obedience to
in spite of Structure In order that
as well as Practical Reading Reading Holiday Schedules Grammar Attributive Clause (1) Listening and
Speaking Dislikes 教学难点(teaching difficulties)：
1. Understand every sentence correctly in the text; eg. The answer is that nowhere in such countries have men been found…
Why is it that some other nations disappeared? 2. the usage of some special expressions：in order that „; It is „ that/ who 教学方法(teaching methods)：
课文以启发式提问导入，采用讲授法。通过教师分析、讲解、提问使学生掌握重点难点。
阅读采用阅读指导法：重点指导阅读技巧。 练习采用练习辅导法：指导学生正确完成课后练习。 实验法：主要应用于听力训练和课堂讨论;
Asking & Expressing One’s Likes & 教学手段 (teaching instruments)：
板书和多媒体教学相结合，使用语音设备进行听力训练。 教学过程(teaching procedures)： Topic: Patriotism The first period: 1.
Lead in Directions: (1)
Ask some questions for the students to answer freely: for example: What they think a true patriot would be like before they read the text? (2)
Ask some students to give their opinions on Patriotism 2.
Background information Directions: The teacher introduces the background information of the text 1). what is a Patriot? A patriot is a man who loves his country, works for it, and is willing to fight and die for it if need be. 2). National Flag, Emblem and Anthem of the People’s Republic of China The national flag of China was adopted at the First Plenary Session of the Chinese People’s Political Consultative Conference held in September 1949, shortly before the founding of the People’s Republic of China. The flag of the People’s Republic of China is red in color and it has five yellow stars. The color red symbolizes the spirit of the revolution and the five stars signify the unity of the people of China under the leadership of the Chinese Communist Party. The flag first went up in Tiananmen Square on October 1, 1949, upon the formal proclamation that the People’s Republic of China was founded.
The design of the national emblem of the People’s Republic of China published by the Central People’s Government on September 20, 1950, shows Tiananmen under the light of five stars and it is framed with ears of grain and a cogwheel. Tiananmen is the symbol of modern China because the May 4th Movement of 1919, which marks the beginning of the new democratic revolution in China, was launched there. It is also the place where the inauguration of the People’s Republic of China was held. The cogwheel and the ears of grain represent the working class and the peasantry respectively, and the five stars symbolize the solidarity of the various nationalities of China. The emblem clearly indicates that the People’s Republic of China is a socialist state led by the working class and based on the alliance of the workers and the peasants. Tian Han wrote the words for the national anthem, and Nie Er set the music in 1935. Originally known as the March of the Volunteers, it was the theme song of The Sons and Daughters in Times of Turmoil, a film that depicts how Chinese intellectuals marched bravely to the front in the War of Resistance Against Japan. During the Second World War the people of other countries who sympathized with the Chinese people in their anti-Japanese struggles also sang it. In 1949 it was made the national anthem of the People’s Republic of China. 3.
Study the New words and expressions Directions: 1) Listen to the tape recording or ask the students to read the new words, 2) Correct the pronunciation, ask the students to read after the teacher. 3) Explain some usage of words and phrases and the methods of learning new words such as word building. The second and third periods: Study the text in detail : Directions: 1). Listen to the tape recording or ask students to read the text 2). Explain the text paragraph by paragraph. 3). Language Points of the text Useful expressions be willing to: ready to help, to do what is needed, asked, etc. e.g. Are you willing to help them? die: stop being alive die for love/ for one’s country
e.g. To die for the people is a glorious death! bound: 1) certain, sure ;2) placed under the lawful or moral need to act; 3) determined; having a firm intention; 4) fastened by or as if by a band; kept close e.g.① In spite of the heavy rain, they are bound to come to this meeting. ②I do not feel bound to give you everything you want. ③He’s bound to go, and nothing will stop him. ④The ball bounded from the wall and hit a little boy. to the last: until the latest moment; till the end e.g. She is an honest girl to the last. conquer: defeat conquer a country/ the enemy/ a bad habit e.g. The company has succeeded in conquering the China market. The little boy conquered his fear and walk alone through the woods at night. Pay attention to the pattern “It is … that/ who …”. This is an emphatic structure often used in written language. e.g. It is because the book is so useful for my work that I bought it.
It was Tom who broke the window. disappear: go out of sight suddenly e.g. The sun disappeared behind a cloud. depend upon: e.g. Whether we will go hill-climbing or not depend upon the weather. in order that: (used to introduce an adverbial clause that explains the reason for something) so that; to the end that
①in order to: (used to introduce a phrase to explains the reason for something) as a means to; with the purpose of →so that / so as to e.g. He raised his hand in order that the bus might stop.
He stood up in order to see better.
Speak more slowly, so that they may understand you.
I’ll have everything ready so as not to keep you waiting. compare: examine or judge (one thing) e.g. He compare London with Paris. in spite of: despite e.g. I went to the school in spite of rain. The answer is that nowhere in such countries have men been found… Inversion: Please pay attention to inversion. Inversion means changing the normal word order in a sentence by putting part or all of the verb group in front of the subject. Usually the word order in sentences beginning with a negative word or phrase such as never, hardly, little, only (+adverbial), no sooner…than, nor, scarcely, etc. e.g. Never have I heard such a funny story.
Only then did I fully understand what my teacher said.
No sooner had I gone out that he came to see me. yield to: allow oneself to be overcome by pressure e.g. The government has not yielded to public opinion. At no time should we yield to the enemy. for a time: 暂时，一度
e.g. For a time we lived together peacefully, soon trouble started. at the mercy of: entirely in the power of 任凭„摆布
e.g. They were lost at sea, and were at the mercy of winds and weather. give in: yield e.g. Don’t give in to him.
opportunity: a chance or time to do something e.g. May I take this opportunity to thank you all for your help? come: arrive e.g. Christmas is coming soon.
Come + to do: take place; happen; occur e.g. You will come to realize that someday. win back: 赢回;重新获得 e.g. How can I win back her trust? arise: 1) come into being or notice
2) get up e.g. Surprisingly, new problems arise every day. Tom arose early in the morning to deliver milk from door to door. carry out: complete e.g. Nothing could prevent him from carrying out his plan. value: calculate the value, price; consider somebody or something to be of great worth e.g. I was offered $500 for my old car but its value is much higher.
I’ve always valued your friendship. as well as: in addition to e.g. I’m learning French as well as German. all the more: to a greater degree; by an added quantity e.g. If you say something openly against his plan, he will stick to it all the more. familiar (with, to): generally known, seen, or experienced; common e.g. Are you familiar with this type of car?. He is familiar with the ancient history of China. put something first: make something the most important thing e.g. Rob seems to put money first, and happiness second in his life. hand down: hand on, give or leave to people who are younger or come later hand on: hand down, give from one person to another (esp. something which can be used by many people one after another) e.g. This ring has been handed down from generation to generation in my family. Please read this note and hand it on to your classmates. add (to): put together with something else so as to increase the number, size, importance, etc. e.g. Learning English will add to our understanding of the world. Paraphrases of Difficult Sentences “Why is it that some nations have disappeared altogether?”
→Why is it that some countries have been conquered and become a part of others? ”„.., when the great test came,….”
→„, when the country faced a severe national crisis,„”
“The answer is that nowhere in such countries have men been found willing to yield to the enemy.’
→ The answer is that the people in all these countries have refused to give in to the enemy. “For a time they may have seemed to be at the mercy of a conqueror, but….”
→ For a period of time, they may have appeared helpless before a conqueror, but„
“„., and getting first-hand knowledge of their scenery,…” → „, and getting intimate knowledge of their scenery,„” ”„, and we put them first.’
→ „, and we should take them as the first things to know. The fourth period: Directions: Review the text by reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely. 1. Comprehensive Questions l
What is a patriot according to the text? A patriot is a man who loves his country, works for it, and is willing to fight and die for it if need be. l
What qualities does a true patriot have? A true patriot should learn to obey if he wants to command. He must be a selfless person, and value what he has worked for and helped to make. A true patriot knows his country thoroughly as well as loves his country deeply. l
How can a small nation remain free and independent in the great wars that threatened it? The most important thing for such a nation is that all the people refuse to yield to their enemy. They should be determined to fight to the last and make every effort to drive the enemy out of their country. They can thus win freedom and independence. l
As far as the training of a patriot is concerned, what is the most important thing in knowing the people of his own country? The most important thing is that he should not only know the people who lived before him and handed down to him the result of their own work and sacrifice, he should also know the people who will live after him so that he could hand down to them what he has been given and what he has added to it. 2. Summary of the Text Directions: The teacher concludes the text A patriot is a man who loves his country, works for it, and is willing to fight and die for it if need be. History has repeatedly proved that when a nation was caught in war, there would often be a great patriot who, by exercising all his influence, could lead his people to eventually save the nation. 3. Homework Directions: Assign the students to do all the exercises. The fifth and sixth period: Exercises: Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points. 1.
Focus on: 2.
work out: A: Read the text again and complete the statements. B: Fill in the blanks with words and phrases from the Vocabulary Snapshot. C: Complete the sentences with the proper forms of the words given in blanks. D: Rearrange the words into sentences E: Translate the Chinese into English. F: Make sentences according to the models of sentence structure. The seventh period: Grammar: Adverbial Clause of Reason Directions: The teacher explains the definition of the grammar, and then asks the students to practice 1). 作直接宾语时，关系代词可以省略。 2)关系代词放在介词后作宾语时，不能省略。
3)介词后面的关系代词不能用that或who，只能用which或whom。 4)如果先行词是all, anything, nothing等不定代词，关系代词一般只用that, 不用which。
5)在 “it is + 名词 + 定语从句 + 定语从句” 结构中，后一定语从句要用that。
6)如果先行词被形容词最高级以及first, last, any, few等词修饰，关系代词常用that, 不用which, who或whom。
7)在非限制性定语从句中，不能用that，做宾语用的关系代词也不能省略。
8)有时which用于引导修饰整个主句的定语从句。 9) Practice about the grammar above. The eighth period: 1. Reading skills: Directions: The teacher introduce the reading skills and ask the students to read the passages, trying to use the skills to find out the concerning information. (How to Identify the Topic) 2. Practical Reading: Reading Holiday Schedules Directions: Use the information to answer the questions: 1)
What day Martin Luther King, Jr.Day in 2003? 2)
How many days will the bank be closed during the Independence Day holidays in 2003? 3)
On what date can the laboratory employees have during the Christmas holiday? 4)
How many free days will the laboratory employees have during the Christmas holiday? 5)
Which holiday do the bank employees have that laboratory workers will not have? The ninth and tenth periods: Practical Writing: E-mail A. The teacher introduces the following contents and simple. 1)
To somebody (收件人) 2)
Subject(主题) 3)
CC(副本抄送) 4)
BCC(暗抄送)
B. The students imitate the sample to complete the exercises. The eleventh and twelfth period: (listening and speaking) Directions: 1) Ask the students to read the phonemes and the teacher corrects their pronunciation.
2) Listen to the tape and finish doing the followings: Section A: After listening, circle the word the students hear, then repeat them. Section B: Listen and repeat, paying attention to the pronunciation of the words. Section C: Ask the students to circle the words that they hear. Listen in: Dialogues Section A, B, C. 3) Ask the students to imitate the speakers while listening. 4)Ask the students to make conversations about “How to ask &express one’s likes &dislikes 5) Listen more: Section A, B, C. to practice PET 1.
Get the Right Sound [ e ]
[ ei ]
[ ?u ]
[ З: ] 2. Expressions learnt before: Do you like / enjoy …? I don’t like… I’m really fond of … Which do you want, …or …? What do you like doing? What’s your favorite …? Listen In Section A Notes: 1. An automatic: an automatic gear-shifting mechanism 2.a stick: a movable metal rod with which one can control the gears of a vehicle 3.to tell you the truth: used to introduce a personal opinion, to admit something, etc. 4.would rather + v.: would prefer to, used to express preference for one thing to another Dialogue 1. „ don’t want to… How about … „ hate going … I like painting … Do you want to go … Dialogue 2. How boring! What kind of books do you like? So do I. Dialogue 3. „ you’ll love … „ I’d prefer … „ if that’s what you’d rather have. „ would you like to test-drive it? Dialogue 4. „ don’t you like … fighting with … What do you have against him? „ dislike his bad temper … Speak Out Notes: 1. keen on: (of a person) having a strong and active interest in something Listen More
Notes : 1.
all by oneself: alone 2.
Cheer up: (infml) become happier, more cheerful Section A 1. C. patriot 2. B. conquer 3. D. border 4. B. thorough 5. A. hand down Section B 1. People are not likely to fight bravely for something they know little about.
A. It’s impossible that people can fight bravely for something they know little about.
B. It’s possible that people can fight bravely for something they know little about. 2. Not only did I forget my train ticket but I for got my passport.
A. Luckily I brought my train ticket and my passport with me.
B. I forgot my train ticket as well as my passport. 3. She’ll have to work over the summer to finish her papers.
A. She’ll finish her papers before summer comes.
B. She needs to work on her papers this summer. 4. My father stopped smoking cigarettes last week.
A. Last week my father quit smoking cigarettes.
B. Last week my father smoked too many cigarettes. Section C Dialogue 1 1. C
2. D
Dialogue 2 1. D
2. C Dialogue 3 1. C
2. A Section D 1. true
2. false
3. false
4. true
第五篇：高职畜牧兽医专业“2+1”人才培养模式课程体系构建
(温州科技职业学院动科系王清艳 涂国众 钱锦铭涂宜强赵燕)
摘 要：
“2+1”人才培养模式下的高职畜牧兽医专业专业课程体系的构建是实现畜牧兽医人才培养的前提条件，是进行专业建设和教学改革的保障。温州科技职业学院动物科学系本着结合岗位强化职业道德和行为规范的生存线，以就业为导向、以服务为宗旨的改革线，以“学科导向、课堂中心模式”向“项目导向、任务驱动模式”的转轨线，依靠行业、企业共办职业教育的发展线的人才培养模式基本路线，以“双证制”为辅助，构建了具有人文素质与专业技能相融合的畜牧兽医专业课程体系，经过三年多的不断探索取得了良好的教学效果和社会影响。
关键词：高职;畜牧兽医;“2+1”人才培养模式;课程体系;构建
经过近几年的不断发展，浙江省畜牧业在“畜禽生产、一体化经营、经营主体和组织模式”等方面取得了显著的成绩。但是浙江省畜牧业在继续发展的过程中，也面临一些不能忽视的问题和不足，主要表现在：1.总量水平及对农业的贡献份额偏小;2.区域发展不平衡;
3.畜牧业发展受土地资源制约;4.环境污染与产品质量安全问题凸现。浙江省畜牧兽医局明确提出浙江今后畜牧业的发展要以“高效、低耗、生态、优质”作为总体目标，按照“构建自然环境和谐、区域布局协调、特色优势明显、产品生态安全、比较效益显著并具有鲜明浙江特色的现代畜牧产业”的发展思路，加快发展，做大做强。
为发展浙江省现代畜牧业，需要大批具有技术水平高、应用能力强的畜牧兽医专业高技能应用型人才。高职畜牧兽医专业是培养这类人才的孵化器和重要实施单位。由于种种原因，浙江省43所高职院校中仅有3所开设畜牧兽医专业，且各兄弟院校该专业的发展良莠不齐。因此，为了尽快培养出高职畜牧兽医专业高素质应用型、能满足社会和企业需要的优秀人才，适合今后浙江省畜牧发展的新要求，温州科技职业学院动物科学系畜牧兽医专业从2007年第一批学生开始，对2+1”人才培养模式课程体系建设进行了深入的探索和实践。
一、高职畜牧兽医专业课程体系构建的基本思路
课程体系是职业教育教学计划的核心部分，课程结构是否合理，直接关系到能否实现专业的培养目标。畜牧兽医专业是我院动物科学系的主干专业，我系坚持以服务为宗旨，与行业、企业互为依托，以培养一线高技能应用型人才为根本，以就业为导向，以适应社会人才需求为目标，以培养技术应用能力为主线，将职业能力培养和素质教育贯穿于人才培养的全过程。采用‘2+1”人才培养模式，“2+1”模式中的“2”和“1”不完全是时间概念，“2+1”
模式的教学设计包括“2”阶段教学设计和“1”阶段教学设计两部分，课程体系主要从专业课程体系与实践体系两方面进行改革，加强工学结合、校企合作，完善 “产学研一体”的人才培养模式。采用此种模式培养的毕业生，综合素质有了明显提高，学生就业基本实现了学校与企业的无缝对接。
1.根据畜牧兽医专业行业需求确定人才培养目标
动物科学系畜牧兽医专业学生就业岗位包括畜禽养殖场、动物医院、畜牧兽医站、兽医卫生监督所、饲料和兽药企业等处就业，也可自主创业，基于以上岗位需求，本专业制定了以培养综合素质高、实践能力强，“下得去、留得住、用得上”的学生为目标，积极适应浙江地区经济发展的需要，面向生产、服务、管理第一线，培养具备家畜繁育、科学饲养和管理及动物疾病防治能力，面向社会主义新农村畜牧业基层建设的高素质技能型专门人才。
2. 课程体系整体架构
“2+1”人才培养模式下得课程体系构建，一方面按照畜牧兽医工作岗位需求设置课程体系，即前两个学年完成公共基础课、职业基础课与职业技术课程的学习，让学生掌握专业相关职业素质、基本理论与基本技能为学生提供走向社会与职业岗位的基本发展能力;第三学年进行毕业实践，即第一学期定点牧场实习，学生按照自己的就业方向选择实习单位(猪场或禽场)进行生产综合实践，在干中学、学中干，培养学生的综合实践能力及职业技能;第二学期拟就业单位顶岗实习，学生在工作单位进行毕业顶岗实践并完成毕业论文设计，解决学生职业素质的培养。
3. 根据企业岗位需要设置专业课程体系，突出核心课程
按照高职教育要理论适度够用，重在技能培养的基本原则，以职业岗位需求为导向，根据畜牧兽医行业的工作过程，不断调整和修订课程体系，最终形成以动物饲养与管理能力、动物疾病诊治为主线的专业课程体系。动物饲养与管理能力要求学生掌握不同家畜的营养构成及饲料配制技术;能够科学饲养、合理管理不同畜禽，主要课程包括：动物营养与饲料科学、禽类生产、猪生产、牛羊生产;动物疾病诊治能力要求学生能够对发病动物进行诊断并进行及时治疗，主要课程包括：预防兽医、临床兽医。
4. 根据岗位工作技能需要设置工作任务，突出课程实践教学
实践教学以“学科导向、课堂中心模式”向“项目导向、任务驱动模式”转轨，“2”阶段专业基础课，突出课程实践教学，为“1”阶段的实践检验工作奠定基础，实践教学学时比例不得低于总学时的40%。课程设置包括畜禽三理基础和畜禽临床诊疗技能，其中畜禽三理基础掌握动物机体正常的生理状态及其发病的机理和用药原理的相关基础知识，主要课程包括：
动物解剖与生理、动物病理、动物药理;畜禽临床诊疗技能要求学生掌握畜禽常用诊断、治疗的技术和外产科基本技能，主要课程包括：兽医临床诊疗技术、动物内科学、动物外产科。
5. 以“双证制”作为课程体系的辅助
系部专门对中级兽医师、中级检验检疫员等专业资格证的考取进行培训与鉴定，使学生在完成学历教育，获取毕业证书的同时，也应取得专业职业资格证书，学生持多证毕业在企业各工作岗位的应聘时增加了竞争筹码。
三、畜牧兽医专业课程体系的保障和实施
高等职业教育旅游管理专业课程体系构建的成功与否，除了课程设置要围绕社会需求、岗位需要、学生学习可持续性等，还应充分考虑实施课程教学体系所具备的硬件和软件环境，在实习(训)基地、“双师素质”型教师队伍和教材的建设、开发等方面的建设尤为重要。
1.校内外实训基地是确保课程实习(训)环节高质量完成的根本保障
“产学研一体”人才培养模式的内涵是：为实现专业培养目标，把院所下属的动物疫病预防与控制中心、动物医院和温州市各大畜牧公司引入教学之中，其业务与畜牧兽医专业有很强的相关性并具有设备先进、技术力量强，且与养殖场、兽药厂、饲料厂等企业有广泛联系的特点。将动物科学系和动物所所及各大公司在畜牧兽医高技能人才培养上融为一体，以学习专业技术技能为主体，以生产性实习和适宜研究项目导入教学为两翼，优势互补，资源共享。
2.师资队伍建设
“2+1”人才培养模式的课程体系设置对教师提出了更高的要求，既要有较高的教学教研能力，又要有实践动手能力。要求教师具有扎实的专业理论基础、较高的操作技能水平和丰富的实际教学经验，在课堂上是教师，在实训中是实训指导老师，既能讲授理论课，又能操作演示传授技艺，还能解决现场技术问题。系部在结合自身实际情况，积极培养“双师素质教师”、研究建立师资下企业锻炼与进修制度的运行机制及考评体系并聘请知名企业与行业高技能人才作为兼职教师做为有益补充。
3.制定毕业综合实践质量监督与评价体系
为保证第三学年学生毕业实践的有效性，使学生真正能够学有所用、用有所思、思有所进，主要从以下三方面做好：
(1)建立校企长期合作运行保障机制：确保定点牧场够用、能用。
(2)制定校内-校外老师联合指导制度：校外指导老师主要针对学生在实践过程中遇到的问题给予及时解答，并且针对常见的经常发生的问题进行集中性、阶段性归纳总结;校内指导
老师主要针对学生阶段实习结束后回校进行系统性辅导。
(3)建立前期-中期-后期考核评价体系：严格做到前期有任务，中期有检查，后期有考核，前期主要由校内指导老师根据学生实习岗位制定实习目标与任务;中期由校内校外老师联合对学生进行突击检查及现场实操考核;后期主要由校内指导老师对学生进行目标考核。
四、结语
课程体系直接关系到人才培养的质量，高职课程体系的构建是高职教育的重点和难点，也是高职教育发展的核心任务，建合理的课程体系必须紧紧围绕岗位能力主线构建其课程体系才能实现其培养目标，，紧密围绕专业能力和关键能力的培养目标进行课程体系设计，使课程体系符合人才培养需求，并在实践中不断探索、总结经验不断更新和完善，探索出一条适合自身发展的道路。
参考文献：
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