单身证明范本-骆驼祥子读后感600

Book1 Unit 1 Nice to meet you!
（第一、二课时 教学设计）
一、学情分析

本单元是新生入学的第一单 元，教学重点是活用招呼用语、相互了解个人基本信息、制作个
人名片、学习不同职业的表达与描述以及 练习发音。就学习英语而言，职业学校的许多学生
是胆大心粗，能说不会写或写不到位。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。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴 法采集相关素材，开展
如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设 计、描述
不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片
设计奖， 教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业
的描述教师可以借助体 态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生
的认知。
本单元设计分为8个课时：
第一、二课时 lead-in + listening and speaking
第三、四课时 reading and writing
第五、六课时 language in use + vocabulary consolidation
第七、八课时 unit task + pronunciation practice

第一、二课时 Lead-in + Listening & Speaking
二、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第一、二课时，包括Lead-in &
Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的
词汇、句型。
2．教学重点、难点
⑴教学重点
招呼用语，听懂并掌握询问和提供个人信息的词汇、句型
⑵教学难点
个人信息的词汇、句型
三、教学目标

1. 知识目标
⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone
number; age; address; e-mail address; job (engineer; manager; secretary; teacher;
student; doctor; nurse; singer; fans); position(boss);
⑵掌握提供或询问个人信息时所使用的句型，如：
1) about greeting:

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Good morning.
Hi.
Nice to meet you.
2) about personal information
What’s you name?
Where are you from?
Which company are you from?
2. 能力目标
⑴学生能听懂关于询问和提供个人信息的对话。
⑵学生能编写关于询问和提供个人信息的对话。
(3) 在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型.
3. 情感目标
在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。

四、教学步骤
Step One Lead-in （8m）
teacher greets each student: Good morning. Nice to meet you. May I have your
name, please? Which school are you from? What do your parents do?
（设计意图:教师熟悉班上学生，也让学生尽快彼此熟悉，在自然交流中熟悉本单元重点之
一）
torm the ways of greeting a person. Possible answers:
Good morningafternoonevening.
Hi. Hello.
Nice to meet you.
How do you do?
How are you? How are you going?
(collect different answers on the blackboard)
（设计意图:团队做 乘法，个人做加法，通过头脑风暴，我们可以快速搜集多种招呼用语，
并让全体同学尽快掌握）
’s make it a rule: Let’s greet each other at the beginning of each English
lesson, using the following patterns.
Teacher: Class begins.
The monitor: Stand up.
Teacher: Good morningafternoon, boys and girls.
Students: Good morningafternoon, teacher.
Teacher: How are you today?
Students: We are fine. And you?
Teacher: I’m fine, too. Thank you. Sit down, please.
（设计意图:固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进 师生
友谊）
4. Activity 3. Act and practice. How would you greet a person in the following

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situations?
（教师可以利用教材中的图片或者另外搜集不同场合的图片，让学生学会灵活应用招呼用
语）

Step Two Listening and speaking (22m)
ty 4. Listen and underline. Listen to dialogue A and underline the sentences
about greeting a person.
ce a similar dialogue with your partner.
ty 8. Listen and complete. Listen to dialogue B , and fill in the following
form.
First name
Ben

Last name

Wang
From

Hunan
the meaning of “last name” and “first name”. (The teacher may ask some
students the question: Lu Zhongnan, what’s your first name? What’s your last name?)
（设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和 “first
name”的含义和中英文名字表达顺序的差异）
ty 9. Read and underline. Practice the dialogue with your partner and
underline the sentences about asking one’s personal information.
a similar dialogue with the classmates around you.
Sample:
A: Good morning! I’m Lu Zhongnan. Lu is my last name and Zhongnan is my first name.
May I have your name, please.
B: Good morning! I’m Lin Chunning. Lin is my last name and Chunning is my first
name.
A: Nice to meet you. I’m from No. 7 Middle school. Where are you from?
B: Nice to meet you, too. I’m from No.15 Middle school.
(设计意图:实际应用所学内容，俩人小组相互询问对方的名和姓，以 及对方的初中学校，
既操练了英语，也增进了了解)
some pairs to demonstrate their performance(greet each other and ask for
personal information).
(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们快速了解彼此)
ty 12. Talk and complete. Talk to five classmates and ask about their first
name, last name and which school they are from. And then fill in the form.
First name





Last name





From





（设计意图:学习利用调查、询问的方式来获取信息，确保每一位同学都知道first name 和
last name的意思，增进彼此了解）

Step Three Summary and Production (14m)

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1. Make a short summary of what we’ve learned today.
(1)key vocabulary： first name, last name, name card
(2)everyday English about greetings and personal information.
Hi.
Good morning.
How are you?
How’re things?
Nice to meet you.
What’s your name?
What’s your first name?
What’s your last name?
Where are you from?
（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。）
2. Think of ten ways of greetings.
Hi.
Hello.
How’s it going?
How do you do?
How are things?
How are you?
Haven’t seen you for ages.
Great to see you again.
Nice to meet you.
Good morning. Good afternoon. Good evening.
（设计意图:集思广益让学生罗列10条问候语，并请学生当堂记忆。 明确数量，可以帮助
学生记忆。）
3. What else would you like to know about your classmates? Ask them the following questions
and make an introduction of your classmates. .

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








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What is your favorite animal?
What is your favorite city in China?
What is your favorite color?
What is your favorite day of the week? Why?
What is your favorite drink in summer?
What is your favorite food?
What is your favorite holiday? Why?
What is your favorite kind of book?
What is your favorite kind of movie?
What is your favorite kind of music?
What is your favorite magazine?
What is your favorite memory of childhood?
What is your favorite season? Why?
What is your favorite sport?
What is your favorite time of day?

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




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





What is your favorite TV program?
What is your favorite Website?
What is your favorite vegetable?
What's your favorite word in English? Why do you like it?
Who is your favorite actor?
Who is your favorite actress?
Who is your favorite athlete?
Who is your favorite singer?
What is your best friend's name?
Who is your favorite teacher? Why?
What is your favorite subject in school?
…
（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活
动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后
要求学生以海报 形式介绍班上一位同学，并在班级英语角展出。）

Step Four Homework (1m)
1. Practice dialogue B with your classmate after class.
2. Make a similar dialogue, talking about personal information.
3. Make an introduction of your classmate.

五、板书设计
Greeting:
Good morningafternoonevening.
Hi. Hello.
Nice to meet you.
How do you do?
How are you? How are you going?
Ask for personal information:
A: Good morning! I’m ______. _____is
my last name and ______ is my first
name. May I have your name, please.
B: Good morning! I’m ______._____is
my last name and _____ is my first
name.
A: Nice to meet you. I’m from ____
Middle School. Where are you from?
B: Nice to meet you, too. I’m from
______ Middle School.









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Book1 Unit 1 Nice to meet you!
（第二课时

教学设计
）
一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第二课时，包括reading and
writing部分，具体内容为：了解并读懂名片上的个人信息，制作个人名片。
2．教学重点、难点
⑴教学重点
名片栏目名称，名片设计。
⑵教学难点
名片设计
二、教学目标

4. 知识目标
⑴掌握名片栏目词汇和职业词汇，如telephone number; age; address; e-mail address;
job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans);
position(boss)
⑵understand personal information in a name card;
(3)design a personal name card
5. 能力目标
(1)学生能掌握有关个人信息、制作个人名片相关的主题词汇；
(2)学生能读懂不同名片上的相关信息，设计个性化的个人名片，在班级中设立英语展
示角；
6. 情感目标
学生尽情展示自己的名片创意设计能力。

三、教学步骤
Step One Lead-in (10m)
teacher greets each student: Good morning. Nice to meet you. Would you please
tell us something about yourself? May I have your name, please? Which school are
you from? What do your parents do?
（设计意图:复习第一课时教学内容，让学生学会用英语表达个人信息，让师生进一步彼此
熟悉 ）
trate some posters. Introduce some students’ favorites. And read some
students’ favorites and ask the students to guess who they are.
（设 计意图:展示优秀作业，请学生根据信息猜测同学名字，可以牢牢把握学生的听课关注
度。）

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3. Brainstorm factors about designing a name card. Hu Xiao, our monitor, asks us
to design a name card for him. What should be included in his name card?
(Possible answers:
Name, company, address, telephone number, job, e-mail address, fax number，etc)
（ 设计意图:团队做乘法，个人做加法，通过头脑风暴，我们可以快速搜集名片基本内容，
并让全体同学尽 快掌握。请学生为班长制作名片，将内容真实化，也可以激发学生的集体
荣誉感）
4. Show the students some name cards and discuss what are included in these name
cards.
（设计意图:欣赏 生活中的真实名片，直观了解名片主要信息点，为个性化名片设计打下伏
笔。）

Step Two Reading （20 m）
do they mean?

87394996 Yang Jian 18



885# Sangtian Rd English@ taxi driver

（设计意图:了解这些短语或表达的内涵，学生也许会表达出不同的答案，此题只要合理即
可，应鼓励 学生的发散性思维和想象力）
2. Activity 13. Read and tick. Which of them may be included in a name card?
one number
b. name
c. age
d. address
e. e-mail address
f. job
（设计意图:再次明确名片设计要素。）
3. Activity 14. Read and the following questions.
1)What is Li Wenzhong? Where is he from? What’s his email address? Where is his
company? What’s his telephone number?
2)What is Sara Smith? Where is she from? What’s her email address? Where is her
company? What’s her telephone number?
3)What is Zhang Qing? Where is she from? What’s her email address? Where is her
company? What’s her telephone number?
4)What is Gao Bin? Where is he from? What’s his email address? Where is his company?
What’s his telephone number?
(设计意图:阅读的同时操练口语与听力)
4. Activity 15. Read and complete. Ask the students to do it as quickly as possible.
The first ten fastest can get a small prize.
(设计意图:学会快速查找信息，并将信息归类)
5. Activity 16. Act and practice. Suppose you are a reporter, and you are interviewing
one of them. Make a conversation with them, using the following sentence patterns.

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You may ask more other questions, if you like.
1)Excuse me. May I have your name, please?
2)What is your first name? And what is your last name?
3)What’s your company’s name? Where is it?
4)What are you?
5)May I have your telephone number?
6)Do you have an email address?
(设计意图:阅读的同时操练口语与听力， 学会采访他人，锻炼现场应对能力，允许学生创
意发挥)

Step Three Production (13m)
would you please design a creative name card for Mrs. Hu?
（设计意图:请学生为老师制作名片，引发学生学习兴趣，为学生制作个人名片做示范）
you design a name card for yourself? (Imagine a future company and a future
job for yourself)
（设计意图:让学生设想自己今后会加盟的公司名称、职业，让同学们树立就业意识，了解
学生 的就业倾向，学习职业的英语表达;可以再布置课后作业，并在教室英语角展示学生设
计的名片，如果可 能，可以让学生印制英文名片并相互赠送名片，评选出十佳名片）
some students to design their name cards on the blackboard. Make some comments.
（设计意图:上台展示即可以锻炼当事者的胆量，也可以让学生的注意 力更集中，还方便教
师形象评价学生设计的名片）
7. Show each student or each group a name card. Ask the students to talk about the
information in the name card.

（设计意图:教师事先收集一些中英文名片，请学生描述名片中的信 息，使任务真实可信，
教学形象直观，还为学生自制名片提供了范本。假如教师能搜集到尽可能多的与学 生所学
专业相关的人员的名片，则更佳。可以鼓励学生在适当时机给这些人士打电话，了解相关
信息。）

Step Four Homework(2m)
words: name, company, address, telephone number, job, e-mail address, fax
number

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a special name card for yourself.
t as many name cards as possible.

四、板书设计
Name cards: Jobs: engineer; manager; secretary;
Name, company, address, telephone number, teacher; student; doctor; nurse;
job, e-mail address, fax number singer; fans





Book1 Unit 1 Nice to meet you!
（第三课时 教学设计）

一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第三课时，包括language in
use和vocabulary con solidation两部分，具体内容为：be动词的用法和名片各栏目词汇
的表达，职业词汇收集。
2．教学重点、难点
⑴教学重点
be动词的用法和主题词汇的积累，未来职业的描述
⑵教学难点
主题词汇的积累

二、教学目标

8. 知识目标
⑴掌握与名片设计相关的主题词汇，如name, first name; last name; name card;
telephone number; age; address; e-mail address; job (engineer; manager; secretary;
teacher; student; doctor; nurse; singer; fans); position(boss)。
⑵掌握be动词的用法。
(3)能描述自己或他人的职业。

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9. 能力目标
⑴学生能清晰表达名片各栏目。
⑵学生能熟练掌握职业词汇以及be动词的用法。
10. 情感目标
学生清楚自己的职业梦想，建立初步的就业意识。

三、教学步骤（英文）
Step One Lead-in （10m）
1. Have a comment on the students’ name cards. Pass the cards around the class.
（设计意图:教师及时对学生的作业作出 评价，对优秀作业的集体肯定，可以促使学生更积
极主动地做作业。）
2. Ask the students to present and talk about the name cards they have collected
in groups. Use the following sentence patterns.
His name is „
He is from „
He is a „
His telephone number is „
（设计意图:读懂名片信息，掌握动词be的用法之一:用is的情况。）

Step Two Language in use (20 m)
: Who am I? The teacher says “I’m thinking of something and you guess what
it is.” The teacher can describe anything that the students are familiar with,
however, the teacher should use “am” as many times as teacher can
decide if he want to score this game or not, and how.
Eg. I am yellow.
I have a thick skin that you peel off before you can eat me.
I am white inside.
I am sweet.
What am I?
Answer: BANANA
（设计意图:复习词汇，掌握动词be的用法之二：用am的情况,猜谜语是学生感兴趣的游
戏 之一，可以让学生快速集中注意力，主动参与学习。）
2. Grammar focus （page 15）. The teacher helps the students have a general idea of the usage of
be. Then the teacher offers the following rhyme to help the students master the usage of be in a
better and easy way.
英语语法学习顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
（设计意图:让学生对动词be的用法有个总的概念，采用顺口溜可以让背诵更有趣更有效，

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学生也会主动记笔记。）
ty 17. Think and write. The teacher asks the students to make as many
sentences as possible. Practice reading these sentences together.
Eg. I am a student.
I am a teacher.
I am a doctor.
I am a manager.
I am a secretary.
I am a cat.
I am a dog.
（设计意图:考验学生的组句能力和思维的开放程度，也通过一定量的机械操练让学生对动
词be有深 入了解。）
4. Activity 18. Talk and guess. Game: What am I? The teacher says “I’m thinking
of a job and you guess what it is.” The teacher can describe way of life, where
they work, what they wear, etc. And the students have to guess the job. The teacher
can decide if he want to score this game or not, and how. The teacher may also offer
more jobs. The teacher may also invite one student to describe the job, if possible.
Eg. I stay in the hospital.
When people are ill, they ask me for help.
I take care of patients.
I usually wear in white or green.
ANSWER: DOCTOR
（设计意图:学会描述职业特性，掌握职业词汇。）
5. Exercise. Fill in the blanks. 用be的适当形式填空。
(1) The man _________ a science teacher.
(2) Mary's new dresses _________ colorful.
(3) Mother _________ in the kitchen now.
(4) _________ the woman an English teacher?
(5) Ｉ _________ ａ student．
(6) __________ your father a worker﹖ Yes, he __________ ．
(7) They __________ in the classroom．
(8) This __________ an apple．
(9) Where __________ my books﹖
(10) We __________friends.
(11) You __________ a good student.
(12) These ___________her pens.
(13) How much _________the T-shirt?
(14) How much __________ the socks?
(15) Our mother _________forty.
(16) _________ you in our school music club?
(17) I want to ________ a teacher.
(18) Let’s ___________friends.
(19) He and I _________friends.
(20) A: ______ this a bird?

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Ｂ：Yes，it_____.
A: Thank you.
B: That _____ OK.
(设计意图:专题练习检测和巩固教学效果，确保学生能灵活使用动词be的基本用法。)
6. Activity 19. Write and talk. Talk about your parents and the persons that you know with your
partner and take notes of what your partner tells you.
Eg. My father’s name is Li Ming. He is a doctor.
(设计意图:将动词be用法与职业描述结合起来,将 说和写结合起来，不留知识盲点。将写
部分改成记录对方所说会更有意义，可以让学生学会倾听他人。)

Step Three Vocabulary consolidation (14m)
1. Show job flash cards and ask the students the following questions:
What are they? What is he? What is she? Is he a doctor? Are they students? Is she
a teacher?
(设计意图:展示大量有关职业 的图片，通过提问和回答让学生自然掌握动词be的用法和大
量职业词汇。)
2．Activity 21. Think and write. Group competition: write down as many jobs as
possible in the given time.
(设计意图:小组竞赛体现团队合作意识，也测试学生对工作词汇的掌握程度, 并指导学生
记笔记，让学生养成记笔记的良好习惯。)
3. Activity and mark. Look at the name card and fill in the blanks.
(设计意图:标注名片中各栏目名称，巩固检查名片栏目短语的表达。)
4. Interview five classmates and write down their future jobs.
( X XX wants to be „)
(设计意图:复习了工作词汇，学会采访，了解彼此。）
exercises. Fill in the blanks with the verb
BE.
(1)Who you ? I new here.
（2）What your job? I a nurse.
（3）How old your mother? She forty.
（4）The old man Helen’s grandfather.
（5）We late for school.
（6）How you? Fine thank you.
（7）What their jobs? They waitresses.
（8）Who the old women? Sorry. I don’t Know.
（9） she teacher? No, she . she
a nurse.
（10）The girl in orange Helen.
(设计意图:对本课时教学做个小结，既复习了工作词汇、问候语，也巩固了语法。）

Step Four Homework (1m)
1. Copy job words three times.
2. Create ten sentences with the verb is, am or are.

五、板书设计

12

英语语法学习顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
Name cards:
Name, company, address, telephone
number, job, e-mail address, fax number
Jobs: engineer; manager; secretary;
teacher; student; doctor; nurse; singer;
fans„






Book1 Unit 1 Nice to meet you!

（第四课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第四课时，包括unit task和
pronunciation practice两部分，具体内容为：单元任务和发音练习。
2．教学重点、难点
⑴教学重点
词汇、语法、单元任务总复习
⑵教学难点
发音练习

二、教学目标
11. 知识目标
⑴掌握个人信息、制作个人名片相关的词汇、句型
⑵正确朗读8个音标
(3) 互换名片并自我介绍
12. 能力目标
⑴学生能流利使用关于个人信息和名片设计的词汇、句型。
⑵学生正确朗读所教的8个音标。
(3)学生能正确使用名片。
13. 情感目标
学生能利用自制名片与同学进行名片互换，并了解职场礼仪。


13

三、教学步骤
Step One Lead-in （5m）
1. Make a comment on the students’homework. Read some good sentences made by the
students. Type some of the sentences on ppt and ask the whole class to fill in the
blanks with be.
（设计意图:作业点评是学生最喜欢的环节之一，值得教师长期坚持。让学生出练习题，是
半开放性的 作业，可以激发学生的求异思维，带给教师许多惊喜，更好地推进教学。）
the ways of greeting a person and the job words.
（设计意图:复习单元重点，为下面的名片交换环节打基础。）
Step Two Video& Exchange name cards (25m)
you know how to offer your name card? Do you know how to accept a name card?
Collect the students’ answers on the blackboard.
（设计意图:摸底调查，了解学生对名片礼仪的现有知识。）
a video clip about how to use your name card. (百家讲坛
《金正昆谈
礼仪之名片礼仪》) Ask the students to take some notes
while they are watching the video.
（设计意图:通过视频来全面掌握名片设计技巧、交换礼仪等。）
let’s exchange name cards with each other.
（设计 意图:职场虚拟情境模拟，教师也参与名片互换环节。要求学生互换名片时能用英语
打招呼，简单自我介 绍，注意名片交换礼仪等。）
4. The students who greet the most people and get the most name cards will be the
winner. The teacher may ask these students to talk about their experience and
introduce the persons they meet.
（设计意图:决出职场高手，要求学生转述他们所接触的人，避免学生只拿名片不对话。）

Step Three Pronunciation Practice (9m)
1. Teach the pronunciation rules of the given eight phonetics.
[i:] 是个长音，靠口腔发出，发声处靠前，口型很扁，嘴唇向两边张开成微笑状。
Eg. bee meat key jeep sea sleep tea sheep pea sheet
[i] 是个短音，靠喉咙发出，发声处靠后，口型略窄，发这个音时，要短促有力。
Eg. dig pig win twin lip ship pin tin skip this
下面让我们来读一下这些句子。注意，朗读速度一定要慢，并仔细体会两个音标之间的区别。
This is a sheep. These are ships.
…
（ 设计意图:明确发音规则，让学生快速掌握发音要点，从已知导入未知，克服学生的畏难
情绪。）
2. Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to
the pronunciation and intonation.
（设计意图:跟磁带和教师朗读，正确发音。）
3. Watch the flash.（英语发音规则和练习测试）

14

（设计意图:利用网络资源促进教学，动画能吸引学生注意力。）
4. Offer each student a phonetic chart.
（设计意图:让学生对音标有个全部了解。）

Step Four Homework (1m)
1. Finish self-check.
2. Write a short article: my comment on the lesson (in Chinese or English)
四、教学反思
本单元教学为开学的第 一堂课，师生间需要彼此熟悉，有信息差，利于招呼语、询问个人信
息、设计个人名片等活动的开展。所 以，本单元的教学注重交际的实用性，既操练单元教学
要求，又将英语知识点巧妙地融入日常交际中。同 时，个人名片设计、展示、评比、互赠等
环节的设计突出了职业学校教学的特点，使得任务更加真实可信 。职业词汇的搜集、描述、
未来职业的设想等既让老师初步获知学生的择业倾向，为今后职业指导打基础 ，也让学生初
步形成职业意识。本堂课整体设计通俗易懂，利于学生积极参与，利于培养学生的积极开创
思维。


五、板书设计
名片礼仪
递名片：
第一要尊卑有序
第二要放置到位
第三把名片正前方对着对方
第四要寒暄几句
第五要回敬对方名片












接受名片：
第一接过名片一定要看
第二要把对方的名片收藏到位




15

Book1 Unit 1 Nice to meet you!
（第一、二课时 教学设计）
一、学情分析

本单元是新生入学的第一单 元，教学重点是活用招呼用语、相互了解个人基本信息、制作个
人名片、学习不同职业的表达与描述以及 练习发音。就学习英语而言，职业学校的许多学生
是胆大心粗，能说不会写或写不到位。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。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴 法采集相关素材，开展
如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设 计、描述
不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片
设计奖， 教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业
的描述教师可以借助体 态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生
的认知。
本单元设计分为8个课时：
第一、二课时 lead-in + listening and speaking
第三、四课时 reading and writing
第五、六课时 language in use + vocabulary consolidation
第七、八课时 unit task + pronunciation practice

第一、二课时 Lead-in + Listening & Speaking
二、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第一、二课时，包括Lead-in &
Listening and speaking两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的
词汇、句型。
2．教学重点、难点
⑴教学重点
招呼用语，听懂并掌握询问和提供个人信息的词汇、句型
⑵教学难点
个人信息的词汇、句型
三、教学目标

1. 知识目标
⑴掌握与个人信息相关的词汇，如name, first name; last name; name card; telephone
number; age; address; e-mail address; job (engineer; manager; secretary; teacher;
student; doctor; nurse; singer; fans); position(boss);
⑵掌握提供或询问个人信息时所使用的句型，如：
1) about greeting:

1

Good morning.
Hi.
Nice to meet you.
2) about personal information
What’s you name?
Where are you from?
Which company are you from?
2. 能力目标
⑴学生能听懂关于询问和提供个人信息的对话。
⑵学生能编写关于询问和提供个人信息的对话。
(3) 在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型.
3. 情感目标
在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。

四、教学步骤
Step One Lead-in （8m）
teacher greets each student: Good morning. Nice to meet you. May I have your
name, please? Which school are you from? What do your parents do?
（设计意图:教师熟悉班上学生，也让学生尽快彼此熟悉，在自然交流中熟悉本单元重点之
一）
torm the ways of greeting a person. Possible answers:
Good morningafternoonevening.
Hi. Hello.
Nice to meet you.
How do you do?
How are you? How are you going?
(collect different answers on the blackboard)
（设计意图:团队做 乘法，个人做加法，通过头脑风暴，我们可以快速搜集多种招呼用语，
并让全体同学尽快掌握）
’s make it a rule: Let’s greet each other at the beginning of each English
lesson, using the following patterns.
Teacher: Class begins.
The monitor: Stand up.
Teacher: Good morningafternoon, boys and girls.
Students: Good morningafternoon, teacher.
Teacher: How are you today?
Students: We are fine. And you?
Teacher: I’m fine, too. Thank you. Sit down, please.
（设计意图:固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进 师生
友谊）
4. Activity 3. Act and practice. How would you greet a person in the following

2

situations?
（教师可以利用教材中的图片或者另外搜集不同场合的图片，让学生学会灵活应用招呼用
语）

Step Two Listening and speaking (22m)
ty 4. Listen and underline. Listen to dialogue A and underline the sentences
about greeting a person.
ce a similar dialogue with your partner.
ty 8. Listen and complete. Listen to dialogue B , and fill in the following
form.
First name
Ben

Last name

Wang
From

Hunan
the meaning of “last name” and “first name”. (The teacher may ask some
students the question: Lu Zhongnan, what’s your first name? What’s your last name?)
（设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和 “first
name”的含义和中英文名字表达顺序的差异）
ty 9. Read and underline. Practice the dialogue with your partner and
underline the sentences about asking one’s personal information.
a similar dialogue with the classmates around you.
Sample:
A: Good morning! I’m Lu Zhongnan. Lu is my last name and Zhongnan is my first name.
May I have your name, please.
B: Good morning! I’m Lin Chunning. Lin is my last name and Chunning is my first
name.
A: Nice to meet you. I’m from No. 7 Middle school. Where are you from?
B: Nice to meet you, too. I’m from No.15 Middle school.
(设计意图:实际应用所学内容，俩人小组相互询问对方的名和姓，以 及对方的初中学校，
既操练了英语，也增进了了解)
some pairs to demonstrate their performance(greet each other and ask for
personal information).
(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们快速了解彼此)
ty 12. Talk and complete. Talk to five classmates and ask about their first
name, last name and which school they are from. And then fill in the form.
First name





Last name





From





（设计意图:学习利用调查、询问的方式来获取信息，确保每一位同学都知道first name 和
last name的意思，增进彼此了解）

Step Three Summary and Production (14m)

3

1. Make a short summary of what we’ve learned today.
(1)key vocabulary： first name, last name, name card
(2)everyday English about greetings and personal information.
Hi.
Good morning.
How are you?
How’re things?
Nice to meet you.
What’s your name?
What’s your first name?
What’s your last name?
Where are you from?
（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。）
2. Think of ten ways of greetings.
Hi.
Hello.
How’s it going?
How do you do?
How are things?
How are you?
Haven’t seen you for ages.
Great to see you again.
Nice to meet you.
Good morning. Good afternoon. Good evening.
（设计意图:集思广益让学生罗列10条问候语，并请学生当堂记忆。 明确数量，可以帮助
学生记忆。）
3. What else would you like to know about your classmates? Ask them the following questions
and make an introduction of your classmates. .















What is your favorite animal?
What is your favorite city in China?
What is your favorite color?
What is your favorite day of the week? Why?
What is your favorite drink in summer?
What is your favorite food?
What is your favorite holiday? Why?
What is your favorite kind of book?
What is your favorite kind of movie?
What is your favorite kind of music?
What is your favorite magazine?
What is your favorite memory of childhood?
What is your favorite season? Why?
What is your favorite sport?
What is your favorite time of day?

4













What is your favorite TV program?
What is your favorite Website?
What is your favorite vegetable?
What's your favorite word in English? Why do you like it?
Who is your favorite actor?
Who is your favorite actress?
Who is your favorite athlete?
Who is your favorite singer?
What is your best friend's name?
Who is your favorite teacher? Why?
What is your favorite subject in school?
…
（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活
动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后
要求学生以海报 形式介绍班上一位同学，并在班级英语角展出。）

Step Four Homework (1m)
1. Practice dialogue B with your classmate after class.
2. Make a similar dialogue, talking about personal information.
3. Make an introduction of your classmate.

五、板书设计
Greeting:
Good morningafternoonevening.
Hi. Hello.
Nice to meet you.
How do you do?
How are you? How are you going?
Ask for personal information:
A: Good morning! I’m ______. _____is
my last name and ______ is my first
name. May I have your name, please.
B: Good morning! I’m ______._____is
my last name and _____ is my first
name.
A: Nice to meet you. I’m from ____
Middle School. Where are you from?
B: Nice to meet you, too. I’m from
______ Middle School.









5

Book1 Unit 1 Nice to meet you!
（第二课时

教学设计
）
一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第二课时，包括reading and
writing部分，具体内容为：了解并读懂名片上的个人信息，制作个人名片。
2．教学重点、难点
⑴教学重点
名片栏目名称，名片设计。
⑵教学难点
名片设计
二、教学目标

4. 知识目标
⑴掌握名片栏目词汇和职业词汇，如telephone number; age; address; e-mail address;
job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans);
position(boss)
⑵understand personal information in a name card;
(3)design a personal name card
5. 能力目标
(1)学生能掌握有关个人信息、制作个人名片相关的主题词汇；
(2)学生能读懂不同名片上的相关信息，设计个性化的个人名片，在班级中设立英语展
示角；
6. 情感目标
学生尽情展示自己的名片创意设计能力。

三、教学步骤
Step One Lead-in (10m)
teacher greets each student: Good morning. Nice to meet you. Would you please
tell us something about yourself? May I have your name, please? Which school are
you from? What do your parents do?
（设计意图:复习第一课时教学内容，让学生学会用英语表达个人信息，让师生进一步彼此
熟悉 ）
trate some posters. Introduce some students’ favorites. And read some
students’ favorites and ask the students to guess who they are.
（设 计意图:展示优秀作业，请学生根据信息猜测同学名字，可以牢牢把握学生的听课关注
度。）

6

3. Brainstorm factors about designing a name card. Hu Xiao, our monitor, asks us
to design a name card for him. What should be included in his name card?
(Possible answers:
Name, company, address, telephone number, job, e-mail address, fax number，etc)
（ 设计意图:团队做乘法，个人做加法，通过头脑风暴，我们可以快速搜集名片基本内容，
并让全体同学尽 快掌握。请学生为班长制作名片，将内容真实化，也可以激发学生的集体
荣誉感）
4. Show the students some name cards and discuss what are included in these name
cards.
（设计意图:欣赏 生活中的真实名片，直观了解名片主要信息点，为个性化名片设计打下伏
笔。）

Step Two Reading （20 m）
do they mean?

87394996 Yang Jian 18



885# Sangtian Rd English@ taxi driver

（设计意图:了解这些短语或表达的内涵，学生也许会表达出不同的答案，此题只要合理即
可，应鼓励 学生的发散性思维和想象力）
2. Activity 13. Read and tick. Which of them may be included in a name card?
one number
b. name
c. age
d. address
e. e-mail address
f. job
（设计意图:再次明确名片设计要素。）
3. Activity 14. Read and the following questions.
1)What is Li Wenzhong? Where is he from? What’s his email address? Where is his
company? What’s his telephone number?
2)What is Sara Smith? Where is she from? What’s her email address? Where is her
company? What’s her telephone number?
3)What is Zhang Qing? Where is she from? What’s her email address? Where is her
company? What’s her telephone number?
4)What is Gao Bin? Where is he from? What’s his email address? Where is his company?
What’s his telephone number?
(设计意图:阅读的同时操练口语与听力)
4. Activity 15. Read and complete. Ask the students to do it as quickly as possible.
The first ten fastest can get a small prize.
(设计意图:学会快速查找信息，并将信息归类)
5. Activity 16. Act and practice. Suppose you are a reporter, and you are interviewing
one of them. Make a conversation with them, using the following sentence patterns.

7

You may ask more other questions, if you like.
1)Excuse me. May I have your name, please?
2)What is your first name? And what is your last name?
3)What’s your company’s name? Where is it?
4)What are you?
5)May I have your telephone number?
6)Do you have an email address?
(设计意图:阅读的同时操练口语与听力， 学会采访他人，锻炼现场应对能力，允许学生创
意发挥)

Step Three Production (13m)
would you please design a creative name card for Mrs. Hu?
（设计意图:请学生为老师制作名片，引发学生学习兴趣，为学生制作个人名片做示范）
you design a name card for yourself? (Imagine a future company and a future
job for yourself)
（设计意图:让学生设想自己今后会加盟的公司名称、职业，让同学们树立就业意识，了解
学生 的就业倾向，学习职业的英语表达;可以再布置课后作业，并在教室英语角展示学生设
计的名片，如果可 能，可以让学生印制英文名片并相互赠送名片，评选出十佳名片）
some students to design their name cards on the blackboard. Make some comments.
（设计意图:上台展示即可以锻炼当事者的胆量，也可以让学生的注意 力更集中，还方便教
师形象评价学生设计的名片）
7. Show each student or each group a name card. Ask the students to talk about the
information in the name card.

（设计意图:教师事先收集一些中英文名片，请学生描述名片中的信 息，使任务真实可信，
教学形象直观，还为学生自制名片提供了范本。假如教师能搜集到尽可能多的与学 生所学
专业相关的人员的名片，则更佳。可以鼓励学生在适当时机给这些人士打电话，了解相关
信息。）

Step Four Homework(2m)
words: name, company, address, telephone number, job, e-mail address, fax
number

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a special name card for yourself.
t as many name cards as possible.

四、板书设计
Name cards: Jobs: engineer; manager; secretary;
Name, company, address, telephone number, teacher; student; doctor; nurse;
job, e-mail address, fax number singer; fans





Book1 Unit 1 Nice to meet you!
（第三课时 教学设计）

一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第三课时，包括language in
use和vocabulary con solidation两部分，具体内容为：be动词的用法和名片各栏目词汇
的表达，职业词汇收集。
2．教学重点、难点
⑴教学重点
be动词的用法和主题词汇的积累，未来职业的描述
⑵教学难点
主题词汇的积累

二、教学目标

8. 知识目标
⑴掌握与名片设计相关的主题词汇，如name, first name; last name; name card;
telephone number; age; address; e-mail address; job (engineer; manager; secretary;
teacher; student; doctor; nurse; singer; fans); position(boss)。
⑵掌握be动词的用法。
(3)能描述自己或他人的职业。

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9. 能力目标
⑴学生能清晰表达名片各栏目。
⑵学生能熟练掌握职业词汇以及be动词的用法。
10. 情感目标
学生清楚自己的职业梦想，建立初步的就业意识。

三、教学步骤（英文）
Step One Lead-in （10m）
1. Have a comment on the students’ name cards. Pass the cards around the class.
（设计意图:教师及时对学生的作业作出 评价，对优秀作业的集体肯定，可以促使学生更积
极主动地做作业。）
2. Ask the students to present and talk about the name cards they have collected
in groups. Use the following sentence patterns.
His name is „
He is from „
He is a „
His telephone number is „
（设计意图:读懂名片信息，掌握动词be的用法之一:用is的情况。）

Step Two Language in use (20 m)
: Who am I? The teacher says “I’m thinking of something and you guess what
it is.” The teacher can describe anything that the students are familiar with,
however, the teacher should use “am” as many times as teacher can
decide if he want to score this game or not, and how.
Eg. I am yellow.
I have a thick skin that you peel off before you can eat me.
I am white inside.
I am sweet.
What am I?
Answer: BANANA
（设计意图:复习词汇，掌握动词be的用法之二：用am的情况,猜谜语是学生感兴趣的游
戏 之一，可以让学生快速集中注意力，主动参与学习。）
2. Grammar focus （page 15）. The teacher helps the students have a general idea of the usage of
be. Then the teacher offers the following rhyme to help the students master the usage of be in a
better and easy way.
英语语法学习顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
（设计意图:让学生对动词be的用法有个总的概念，采用顺口溜可以让背诵更有趣更有效，

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学生也会主动记笔记。）
ty 17. Think and write. The teacher asks the students to make as many
sentences as possible. Practice reading these sentences together.
Eg. I am a student.
I am a teacher.
I am a doctor.
I am a manager.
I am a secretary.
I am a cat.
I am a dog.
（设计意图:考验学生的组句能力和思维的开放程度，也通过一定量的机械操练让学生对动
词be有深 入了解。）
4. Activity 18. Talk and guess. Game: What am I? The teacher says “I’m thinking
of a job and you guess what it is.” The teacher can describe way of life, where
they work, what they wear, etc. And the students have to guess the job. The teacher
can decide if he want to score this game or not, and how. The teacher may also offer
more jobs. The teacher may also invite one student to describe the job, if possible.
Eg. I stay in the hospital.
When people are ill, they ask me for help.
I take care of patients.
I usually wear in white or green.
ANSWER: DOCTOR
（设计意图:学会描述职业特性，掌握职业词汇。）
5. Exercise. Fill in the blanks. 用be的适当形式填空。
(1) The man _________ a science teacher.
(2) Mary's new dresses _________ colorful.
(3) Mother _________ in the kitchen now.
(4) _________ the woman an English teacher?
(5) Ｉ _________ ａ student．
(6) __________ your father a worker﹖ Yes, he __________ ．
(7) They __________ in the classroom．
(8) This __________ an apple．
(9) Where __________ my books﹖
(10) We __________friends.
(11) You __________ a good student.
(12) These ___________her pens.
(13) How much _________the T-shirt?
(14) How much __________ the socks?
(15) Our mother _________forty.
(16) _________ you in our school music club?
(17) I want to ________ a teacher.
(18) Let’s ___________friends.
(19) He and I _________friends.
(20) A: ______ this a bird?

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Ｂ：Yes，it_____.
A: Thank you.
B: That _____ OK.
(设计意图:专题练习检测和巩固教学效果，确保学生能灵活使用动词be的基本用法。)
6. Activity 19. Write and talk. Talk about your parents and the persons that you know with your
partner and take notes of what your partner tells you.
Eg. My father’s name is Li Ming. He is a doctor.
(设计意图:将动词be用法与职业描述结合起来,将 说和写结合起来，不留知识盲点。将写
部分改成记录对方所说会更有意义，可以让学生学会倾听他人。)

Step Three Vocabulary consolidation (14m)
1. Show job flash cards and ask the students the following questions:
What are they? What is he? What is she? Is he a doctor? Are they students? Is she
a teacher?
(设计意图:展示大量有关职业 的图片，通过提问和回答让学生自然掌握动词be的用法和大
量职业词汇。)
2．Activity 21. Think and write. Group competition: write down as many jobs as
possible in the given time.
(设计意图:小组竞赛体现团队合作意识，也测试学生对工作词汇的掌握程度, 并指导学生
记笔记，让学生养成记笔记的良好习惯。)
3. Activity and mark. Look at the name card and fill in the blanks.
(设计意图:标注名片中各栏目名称，巩固检查名片栏目短语的表达。)
4. Interview five classmates and write down their future jobs.
( X XX wants to be „)
(设计意图:复习了工作词汇，学会采访，了解彼此。）
exercises. Fill in the blanks with the verb
BE.
(1)Who you ? I new here.
（2）What your job? I a nurse.
（3）How old your mother? She forty.
（4）The old man Helen’s grandfather.
（5）We late for school.
（6）How you? Fine thank you.
（7）What their jobs? They waitresses.
（8）Who the old women? Sorry. I don’t Know.
（9） she teacher? No, she . she
a nurse.
（10）The girl in orange Helen.
(设计意图:对本课时教学做个小结，既复习了工作词汇、问候语，也巩固了语法。）

Step Four Homework (1m)
1. Copy job words three times.
2. Create ten sentences with the verb is, am or are.

五、板书设计

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英语语法学习顺口溜 be 的用法口诀
我用am，你用are，is连着他，她，它；
单数名词用is，复数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否定，更容易，be后not莫忘记。
疑问否定任你变，句首大写莫迟疑。
Name cards:
Name, company, address, telephone
number, job, e-mail address, fax number
Jobs: engineer; manager; secretary;
teacher; student; doctor; nurse; singer;
fans„






Book1 Unit 1 Nice to meet you!

（第四课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块 高教版）第一单元的第四课时，包括unit task和
pronunciation practice两部分，具体内容为：单元任务和发音练习。
2．教学重点、难点
⑴教学重点
词汇、语法、单元任务总复习
⑵教学难点
发音练习

二、教学目标
11. 知识目标
⑴掌握个人信息、制作个人名片相关的词汇、句型
⑵正确朗读8个音标
(3) 互换名片并自我介绍
12. 能力目标
⑴学生能流利使用关于个人信息和名片设计的词汇、句型。
⑵学生正确朗读所教的8个音标。
(3)学生能正确使用名片。
13. 情感目标
学生能利用自制名片与同学进行名片互换，并了解职场礼仪。


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三、教学步骤
Step One Lead-in （5m）
1. Make a comment on the students’homework. Read some good sentences made by the
students. Type some of the sentences on ppt and ask the whole class to fill in the
blanks with be.
（设计意图:作业点评是学生最喜欢的环节之一，值得教师长期坚持。让学生出练习题，是
半开放性的 作业，可以激发学生的求异思维，带给教师许多惊喜，更好地推进教学。）
the ways of greeting a person and the job words.
（设计意图:复习单元重点，为下面的名片交换环节打基础。）
Step Two Video& Exchange name cards (25m)
you know how to offer your name card? Do you know how to accept a name card?
Collect the students’ answers on the blackboard.
（设计意图:摸底调查，了解学生对名片礼仪的现有知识。）
a video clip about how to use your name card. (百家讲坛
《金正昆谈
礼仪之名片礼仪》) Ask the students to take some notes
while they are watching the video.
（设计意图:通过视频来全面掌握名片设计技巧、交换礼仪等。）
let’s exchange name cards with each other.
（设计 意图:职场虚拟情境模拟，教师也参与名片互换环节。要求学生互换名片时能用英语
打招呼，简单自我介 绍，注意名片交换礼仪等。）
4. The students who greet the most people and get the most name cards will be the
winner. The teacher may ask these students to talk about their experience and
introduce the persons they meet.
（设计意图:决出职场高手，要求学生转述他们所接触的人，避免学生只拿名片不对话。）

Step Three Pronunciation Practice (9m)
1. Teach the pronunciation rules of the given eight phonetics.
[i:] 是个长音，靠口腔发出，发声处靠前，口型很扁，嘴唇向两边张开成微笑状。
Eg. bee meat key jeep sea sleep tea sheep pea sheet
[i] 是个短音，靠喉咙发出，发声处靠后，口型略窄，发这个音时，要短促有力。
Eg. dig pig win twin lip ship pin tin skip this
下面让我们来读一下这些句子。注意，朗读速度一定要慢，并仔细体会两个音标之间的区别。
This is a sheep. These are ships.
…
（ 设计意图:明确发音规则，让学生快速掌握发音要点，从已知导入未知，克服学生的畏难
情绪。）
2. Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to
the pronunciation and intonation.
（设计意图:跟磁带和教师朗读，正确发音。）
3. Watch the flash.（英语发音规则和练习测试）

14

（设计意图:利用网络资源促进教学，动画能吸引学生注意力。）
4. Offer each student a phonetic chart.
（设计意图:让学生对音标有个全部了解。）

Step Four Homework (1m)
1. Finish self-check.
2. Write a short article: my comment on the lesson (in Chinese or English)
四、教学反思
本单元教学为开学的第 一堂课，师生间需要彼此熟悉，有信息差，利于招呼语、询问个人信
息、设计个人名片等活动的开展。所 以，本单元的教学注重交际的实用性，既操练单元教学
要求，又将英语知识点巧妙地融入日常交际中。同 时，个人名片设计、展示、评比、互赠等
环节的设计突出了职业学校教学的特点，使得任务更加真实可信 。职业词汇的搜集、描述、
未来职业的设想等既让老师初步获知学生的择业倾向，为今后职业指导打基础 ，也让学生初
步形成职业意识。本堂课整体设计通俗易懂，利于学生积极参与，利于培养学生的积极开创
思维。


五、板书设计
名片礼仪
递名片：
第一要尊卑有序
第二要放置到位
第三把名片正前方对着对方
第四要寒暄几句
第五要回敬对方名片












接受名片：
第一接过名片一定要看
第二要把对方的名片收藏到位




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