高教版中职英语(基础模块 第2册)Unit 10《Why was it built》word说课稿

Unit 10 Why was it built?

Interpretation

Good morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.

1.Analysis of the Students

I’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.

2.Understanding of the Teaching Materials

Teaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.

1)The Content and Function of the Lesson

This period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary for

a good tour guide. So how important this lesson is for my students.

2) Key Points and Difficult Points of the Lesson

This lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.

3) Teaching Objectives

Based on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge:

①Students are able to command words about buildings such as build, design, locate and

revolution.

②Students are able to command expressions asking for and introducing buildings:

When was it built? It was built in/on…

Why was it built? It was built to …

Who design ed it? It was designed by…

What was it used for? It was used for…

Language Skills:

①Students are able to predict before listening and listen for detailed information by catching the

key words to understand the dialogues talking about the famous buildings

②Students are able to talk about the famous buildings with each other by using the key words

and expressions

Cultural Awareness: Students are able to get familiar with the history of some famous western buildings.

Affection:

①Students are able to broaden their eyes by getting familiar with some famous buildings in the

world and love their own hometown by introducing its famous buildings.

②Students are able to cooperate with others by selectively putting the materials together to

make an introduction of one famous building.

3.Teaching Methods

To achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.

4.Teaching Procedures

T eaching procedures are the most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps:

Step 1: Lead-in

I will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere.With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.

First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm.

Step 2: Listening

The students may know a lot about one famous building, but how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.

Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.

Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment.

Step 3: Speaking

The Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ ability to summarize and help students command the key expressions in an explicit way.

After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.

Step 4: Task

Ensuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:

First, share the materials they have collected with their group members and choose a famous building they all like.

Then discuss with each other about the building and put together the materials to make an introduction of it.

(Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...)

At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards:

The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.

The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.

Step Five Self-check

The following step is self-check. It presents the key contents of this lesson to deepen students ’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What

’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels.

Step Six Homework

After class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.

5. Teaching Reflection

As teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students ’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.

6. Layout

At last, I’d like to show the layout as follows:

Self-check Sheet

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外研版基础模块（修订版）第二册 Unit 7 We have only one earth ! 一、单元整体解读及分析 下自学完成，如More Activities 中讨论并列举更多的举措，

、分课时教学设计 第1课时

4' 视1)教师播放环境污染的相关视观看视频记录视频通过频、频。请同学们以小组为单位讨论中环境污染现象，直观图片视频中的环境污染现象，比如：并以小组为单位进的视导入water polluti on, air行归纳，选一名代频图本单polluti on, no ise表进行汇报。片, 激元话polluti on …发学 题. 看图片，讨论图片 生对2)教师说：“ We have only one 中人们如何保护环 本单earth, 境。 元的but our family has bee n学习polluted. What can we do to兴趣。 protect the earth 教师展示 环境保护的图片，激发学生思考 我们能做些什么。 15' 听力1)教师出示学生用书第66页①发动 导入的图片（不含单词），请同学们讨论图片并查找单 小组 本单以小组为单位根据图片内容和?词。 优势， 元学生用书最后单词表中第7单归纳并朗读单词。提高元的词语，找出图中各部分内容学习 的英文名称：water pollution ,完成书上66页两效率。 air polluti on, no ise项学习内容。 polluti on 等。 通过讨论图片学习 22) 听录音，完成书上第66页①。 词汇。 3)通过图片学习Air pollution is a 互相学习生单词。

新职业英语基础篇 Unit 6

Unit 6 Transportation Teaching objectives: 1) To grasp the main idea and structure of the text; 2) To master the key language points and grammatical structures in the text; 3) Reading strategy and methods 4) Sending mails by China Post Teaching contents: Reading A & B Teaching focuses: 1) the main idea of the reading A & B; 2) the key language points and grammatical structures in the text; 3) Sending mails by China Post Teaching methods: Task-based Approach; Communicative Language Teaching; Activity Teaching Approach; Question-answer Teaching Approach. Teaching aids: blackboard, multimedia, tape Teaching procedures: Step 1Greetings and revision 1) Check the homework 2) Dictation (Unit 5) Step 2 Warming-up 1) Ss read warming-up task 1,2. 2) Go through logos with Ss. 3) Get Ss to match the logos with their company names. 4) Give the key. Step 3Reading A 1) New words and phrases A) Read aloud the new words and the text. B) Ask students to read the words and phrases after the teacher. 2) Skimming A) Ask students to read the text as quickly as they can and tried to get the main idea of this passage. B) Ask students to read the text again , then finish Task1 on P84-85 3) Language points ①Goods must be transported from where they are produced to where their consumers are. There are five major modes of transport for goods, namely, rail transport, water transport, road transport, pipeline transport and air transport. Each mode of transport is characterized by different carrier s. mode n. a particular way of doing sth; a particular type of sth 方式，风格，样式 a mode of communication 一种交流方式mode of transport 运输方式 namely 即，那就死that's to say 换句话说in one/a word 总之，一句话

英语口译基础教程 Unit 7-10

Unit 7 P1 Dialogue and cooperation among cultures and civilizations are some of the best ways to further understanding and tolerance among peoples. They help to avoid misunderstandings due to ideological, economic and cultural differences. Mistrust and ignorance among cultures and civilizations can be the source of tensions undermining peace in the world .Given the richness, diversity and long history of their respective cultures, Europe and Asia, determined to promote unity in diversity, are particularly committed to developing dialogue among their cultures and to protecting and promoting cultural diversity in order to meet positively new globalization related challenges . 在文化和文明之间开展对话与合作是不同民族间增进理解和包容的最好方式之一，它有助于避免意识形态、经济以及文化差异引起的误解。不同文化和文明间的互不信任和缺乏了解往往会造成紧张局面，危及世界和平。欧洲和亚洲各自都有丰富多彩、历史悠久的文化，有鉴于此，双方都坚定地在多样化中推动统一，致力于在文化间展开对话，保护和弘扬文化多样性，以积极面对全球化带来的新挑战。 P 2 Indian and Iranian civilizations enjoy an ancient coexistence. The two nations have experienced friendly relations at least 3500 years. Both civilizations, with their shared racial origin, descending from the Aryan tribes, and the abundant cultural affinities, played an active role in developing human civilization and neither was considered a “marginal civilization”. In fact, the civilizations’ commonalitie s are unique and the frequent exchanges of visit by both countries’ educated people and common people have led to close relationship between the nations. 印度文明和伊朗文明自古以来就相安共处。3500多年以来，两国一直保持着良好的关系。这两种文明拥有共同的种族渊源——都起源于亚利安部落和众多的文化相似性，在人类文明的发展中起到了积极的作用，都不是“边缘文化”。事实上，印度文明和伊朗文明有着许多独特的共性，两国知识分子和平民大众间频繁互访也在也在两国间建立起了密切联系。 P 3

口译unit five

Unit Five 礼仪性口译（英译汉）Interpreting ceremonial speeches English-Chinese Interpretation 5-1故地重游Revisiting the Old Haunt Ladies and gentlemen, 女士们、先生们： Permit me first to thank you, our Chinese hosts, for your extraordinary arrangements and hospitality. My wife and I, as well as our entire party, are deeply grateful. 首先，请允许我感谢中国主人的精心安排与好客。我与我夫人以及我团的全体随行人员都深为感激。 In the short period of six days, we have gone a longer distance than the world-renowned “Long March”. We have acquired a keen sense of the diversity, dynamism, and progress of China under your policies of reform and opening to the outside world. 在短暂的6天里，我们的行程超过了举世闻名的“长征”。在改革开放政策引导下的中国，气象万千，充满活力，不断进步，这些我们都已强烈地感受到了。 My wife and I have a special regard and personal friendship for the people of China. Beijing is for us and old and nostalgic memorable time with the people here—working, shopping, sightseeing, and touring the city on our bicycles. During that time we never experienced anything other than the utmost courtesy and genuine friendship of the Chinese people. 我与我夫人对中国人民怀有一种特殊的敬慕之情和个人友谊。对我们两人来说，北京是我们思念的故乡。10年前我们在此生活期间，我们与这里的人们一起度过了许多难忘的时光—我们在这里工作、购物、观光、骑自行车逛城。在那段日子里，我们所感受到的总是中国人民的高度礼貌和诚挚友情。 Those were happy days. They were good days, important days. We were part of the dramatic process which brought us back together and set us on the road to a genuine friendly and cooperative relationship. 那是一些令人愉快的日子，一些美好的日子，一些意义重大的日子。我们参与了富有戏剧性的转变过程，这种转变使我们重新走到一起，使我们踏上了一条通往建立一种真诚友好的合作关系的道路。 Our friendly and cooperative ties have become extensive, affecting all aspect of our national lives: commerce, culture, education, and scientific exchange. 我们友好合作关系的领域十分广泛，已深入到我们国家生活的所有方面：商业、文化、教育，以及科学交流。 I am most proud of the large number of Chinese students being educated in exchange in my country. I myself teach some of them and see the benefits that come from this exchange. At the same time we are learning valuable lessons from you. 大批中国学生通过交流正在我国学习，我对此深感自豪。我自己也给一些学生上课，亲眼目睹了这种交流所产生的益处。与此同时，我们也从你们身上汲取了宝贵的经验。Nonetheless, problems remain in our economic, education and strategic relations. While we are not so na?ve as to believe that there are no issues of difference between us, I also believe that our differences are greatly overshadowed by issues which bind us and strengthen our relationship. 然而，在我们经济、教育以及战略关系中仍然存在着问题。一方面，我们不会天真地以为我们之间不存在分歧，另一方面，我也认为那些将我们联系在一起并且强化我们关系的事务，在很大程度上弱化了我们之间的差异。 As a former government leader and now a private citizen, I recognize that many of the burdens and opportunities of our relationship have now passed to the non-governmental sectors of our two