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1、独家文档请勿盗版感谢支持Unit 9 May I help you?（第一课时 教学设计）一、 学情分析 职业学校的学生毕业后将走入社会，踏上工作岗位。本单位将语言活动设置在真实的职业场景中，让学生模拟为顾客服务或作为顾客获得服务。学生在真实的环境中运用英语处理问题，解决问题，从而提高英语运用能力，培养其职业意识。职业学校的学生虽然大多数基础较差，英语表达能力欠缺，但他们有较强的表现欲望，好奇心强，有一定的求知卻，喜欢动手操作。因此，教师在教学过程中应充分利用学生的特点开展相应活动，如借助图片，PPT，卡片，录音机等教学辅助手段，运用小组讨论，头脑风暴，海报制作等方式，让学生在语境中学习语言。
2、本单元设计分为4个课时：第一课时 Lead-in + listening and speaking第二课时 Reading and writing第三课时Language in use第四课时 Unit task第一课时 Lead-in + Listening & Speaking二、教材分析1教学内容本课时系教材英语（基础模块预备级）第九单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：用英语在不同场合提供或获得服务，听懂并掌握提供或获得服务的词汇、句型。2教学重点、难点教学重点用英语在不同场合提供或获得服务，听懂并掌握相关词汇、句型教学
3、难点服务场所名称词汇；提供或获得服务及其回答的词汇、句型三、教学目标1. 知识目标掌握服务场所名称及服务相关词汇，如hospital; bank; restaurant; airport; customer; patient; headache; pizza; department; vegetable salad; beef steak学生能够掌握如何用英语在不同场合提供或获得服务，并做相应的回答，如：Would you like?Id like.How about?2. 能力目标学生能听懂关于提供或获得服务的对话。学生能编写关于提供或获得服务的对话。(3)在日常生活中灵活应用在不同场合提供
4、或获得服务的英语表达方式.3. 情感目标学生了解在不同的场合，针对不同对象所使用的服务语言。四、教学步骤Step One Lead-in 1. Activity 1: The teacher shows some pictures of public places in daily life. The students look, identify and try to write down their names. The teacher checks the answers and the students practice reading the words of places.（设计意
5、图:本活动所展示的是日常生活中常见的服务场所，目的是让学生初步了解并能正确写出场所名称，为下面匹配相对应的服务活动作准备。）2. The teacher asks questions according to the pictures showed in Activity 1 and the students answer them. The teacher can give a demonstration. Eg. What do you do in a restaurant? I have dinner in it.（设计意图:从单词过渡到句子来介绍图片，目的是让学生进一步熟悉服务场所相关
6、单词，并为完成后面交际任务作准备。）3. Activity 2: The students look at the pictures and read the descriptions. They are required to choose the places from Activity 1.（设计意图:本活动的目的是训练学生根据图片及语句提供的信息判断合适的服务场所，培养学生语言交流的语境意识。）4. The teacher brainstorms more public places where services are offered. The students are divide
7、d into groups of four. Every group performs with gestures and body language. The others try to guess what services are needed and where are the services provided.（设计意图:让学生用手势与身体语言表演，其余学生用英语猜测他们表演的是何种服务以及服务场所，激发学生的表演兴趣，并进一步复习服务相关单词。）Step Two Listening and speaking 1. Activity 3: The students look at
8、the pictures, identify their jobs and choose proper expressions offering services according to the context that pictures show.(设计意图：本活动给出的是向学生展示不同场所服务人员经常使用的各种提供服务的表达法，通过职业引导下的选择，让学生掌握常见的服务场所里基本的服务用语和交流方式，为后面的听力练习奠定理解的基础。)2. Activity 4: The students listen to the dialogues and match them with proper
9、 pictures. The teacher checks the answers and gives feedback. The students read after the tape.(设计意图：本活动的目的是训练学生根据图片提供的信息预测听力内容的能力，并通过听录音获取信息，选择匹配相对应的语境图片，培养学生在特定语境下选择合适的交际方式的能力。)3. Activity 5: The students listen to the dialogue and tick the correct statements. The teacher checks the answers and gi
10、ves feedback.(设计意图：本活动要求学生根据所听到的对话内容判断所给表达的正误。训练学生听懂并理解材料中细节信息的能力，并能用获取的信息判断所给的信息。)4. Activity 6: The students listen to the four dialogues and fill in the blank with the given expressions. The teacher checks the answers and gives feedback.(设计意图：本活动的目的是让学生通过已给的部分对话和人物身份来判定交际语境，并选择合适的服务用语，构成完整的交流过程。为
11、进一步的输出表达奠定语言基础。)5. Activity 7：The students listen to and complete the dialogues. They are also required to choose correct context for each dialogue.（设计意图:本活动是帮助学生通过听音进一步巩固服务用语，并能运用对话来判断人物身份关系，熟练掌握对话的交际语境，初步达到交际运用的目的。）6. Activity 8: The students listen to the dialogues, mark the stressed words and de
12、cide wheather the sentences offering services and the response are read in rising tone or falling tone. The students practise reading the sentences after the tape. The students practise offering services in pairs by using these sentences.(设计意图:本活动的目的是训练学生通过模仿朗读以便正确把握句子的语音语调，并能掌握具体语境下交际对话中的节奏，从而形成良好的
13、语感和语音面貌。)7. Activity 9: The students work in pairs. They look at the pictures and choose one situation to make a dialogue. They are required to practice the sentences about offering services and the response.(设计意图:训练学生在较为真实的语境中实际运用语言进行交流的能力.)7. The teacher asks some pairs to demonstrate their perfor
14、mance.(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们应用语言。)Step Three Summary 1. Make a short summary of what weve learned today.(1) Key vocabulary about services.(2)Everyday English about offering services and response. Can I help you?What can I do for you?I want to buy.Whats wrong with you?I have a bad headache.Step Four Homework 1. Make a similar dialogue, offering services and response.五、板书设计Can I help you?What can I do for you?I want to buy.Whats wrong with you?I have a bad headache.武汉市第一职业教育中心 梁玲