PAGE1創(chuàng)新高職英語基礎(chǔ)教程綜合教案課程名稱：_____________________任課教師：_____________________學(xué)院：_____________________專業(yè)：_____________________班級(jí)：_____________________二〇二X年X月U-6No.01AcademicYearTermWeekDuration2periods,90minutesUnitUnit6OverviewUnittopic:WorkplaceSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;Grade:1Classsize:TeachingTasksWarm-upReadingA:WorkplaceproblemsObjectivesKnowledgeSkillValueVocabularyaboutofficeappliance;Workplaceproblems.DeveloptheskillofreadingforgistandspecificinformationinTextA;Word-attackskills.Conflictmanagement.Communicateandsolvetheproblemseffectively.FocusandDifficultiesFocus:Vocabularylearningandpractice;Reviewandapplystrategiesforreading:scanning,skimming,word-guessing.Difficulty:ListthecommonworkplaceproblemsinEnglish.ActivitiesQ&APresentation/SharingAutonomouslearningDiscussionBrain-stormingLecturePairworkTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:Must-HaveAppliancesForAnOfficeKitchen|MyDecorativeHowtoStudyAbroad:12Steps(withPictures)-wikiHowListofOfficeEquipmentThatEveryOfficeNeeds-WiseStepStage&TimingsContentCoverageandInstructionsWarm-up115msStep1WelcomeSstotheclass;Step2Approachtothetopicoftheunitwiththefollowingquestions?Whatdoyoucallcomputers,printers,copyingmachines,etc.?officeequipmentorappliancesWhatdoyoucallwashingmachines,cookers,air-conditionersetc.?domesticequipmentorappliancesWarm-up1Step3SsjotdowntheEnglishwordsorphrasesaboutofficeappliancesaccordingtothepicturesgivenonP120;Step4AskSstodiscussthequestions:Canyoulistmoreessentialappliances/supplies/equipmenteveryofficeshouldhave?Forreference:Basicofficesuppliesincludefurniture,telephonesystems,stationery,photocopiers,papershredder,awaterdispenser,andsoon.Whatarethemust-haveappliancesforanofficekitchen?(brainstorming)Forreference:Abeautifulofficeisnecessaryifyouwantyouremployeestobeproductive,motivated,andhappy.You’readvisabletodoyourbestfortheemployeestobesatisfiedwiththeirworkingenvironment,whichbringsustotheofficekitchen.Theofficekitchenisn’tjustaplacewhereemployeesgowhentheyarethirstyorinthemoodforasnack.Itisalsotheplacewheremostofthemwillspendtheirlunchbreaks,chatting,andrelaxing.So,thechoiceofappliancesyouputinthisroomwillshowyouremployeesjusthowmuchyoucareabouttheirbreakandwell-being.Must-haveappliancesinclude:WatercoolerMinifridge/BeveragerefrigeratorIcemakerToasterBlenderTeakettleMicrowaverCoffeemakerRicecookerStep5Invite1–2Sstopresenttheiranswers,andsharewhatthey‘velearntfromthesteps.Step6AskSsiftheyhavesomethingtoadd.Warm-up215msWarm-up2Generally,peoplecomefromdifferentbackgrounds,haveuniquepersonalities,andadheretovaryinglifeorworkstyles.Becauseofthis,conflictsareinevitableandSsarerequiredtofaceandanalyzeconflictsatworkplaceorelsewhereinordertoproperlymanagethesituation,fromwhichSscanlearnsomehelpfulskillsfortheirfuturecareers.Step1SsreadthedirectionofWarm-up2;Step2AskSstodopairwork.Trythequizandcheckthescoreswiththeirpartners.Step3Inviteastudenttopresenthis/herpartner’sresult.Step4Theteachermayhelptoexplainsomedifficultlanguagepoints.ReadingAPre-reading10ms1.Theteachergivespre-readingquestionstoSs:Pleaseanswerthequestion:Doyouagreewiththestatement:conflictisinevitable,inanotherwords,it’safactoflife?Whydoyouthinkso?Forreference:Notwopeoplearethesame,andwhenourdifferentmotivations,processes,andgoalsclash,conflictsarise.Conflictisn’talwayssomethingtofear,however,becauseoutofconflictcomeschange.Whenresolvedproperly,conflictscanleadtobetterideas,betterunderstanding,andbetterworkingrelationships.Asaresult,bothcompaniesandtheiremployeescanimprovethemselves.2.ElicitdiscussionamongSsonthequestions;3.Ssexchangetheiropinions.While-reading30ms1.SsreadTextAquicklytocatchthemainideaofthetext,andbrainstormworkplaceproblemsandchallengesfirst.2.It’sadvisablefortheteachertoremindtheSsofthereadingskill:graspthemainideaofdifferentpartswithsubtitlesinblock.3.Ssunderlinetheirnewwordsandexpressions.Trytoworkoutthemeaningfromcontextorwiththehelpofanonlinedictionary:Keywords:occurdismissinfringemisconductconfidentialcomplaintminimumsatisfyoccasionallyleakrhymeedge4.TeachercandosomeexplanationwiththereferenceofLanguagePointsinTeacher’sBookonP94;5.SscanrefertoWordStudyonP81-83inSelf-accessLearningBook;6.AskSstoreadthequotesinStep1onP127fromdifferentpeopleandidentifythemwithrelevantworkplaceproblemsmentionedinthetext;7.Ssthenmakeagroupdiscussiononconflictresolutionforworkplace;8.Teachercandoalittleexplanationafterwards.Forreference:T’ssummaryofconflictresolutionandmanagement:calmdownandaccepttherealityofconflict;identifythesourceofconflict;communicateviaactivelisteningandtalktopeopleinvolvedprivately;self-reflectandresolveconflict;9.Invite2-3groupstosummarizetheirdiscussion.Post-reading15ms1.Onlineresearch:Commonworkplaceconflictandthecausesandpreventionorevenresolution.Ssarerequiretocollectandsharetheinformation,offeringhelpwitheachother;Forreference:7KeyCausesOfConflictInTheWorkplace()2.AskSstoreadthescriptsquickly;3.AskSstofindtheworkplaceproblemsinvolvedineachstorywithsomeevidences.(P128Step2)4.TeachercanmakesomecommentsontheresultsofSs’answersandhis/herownobservationofthewholeclass.5.Ssroleplaythedialoguewithhisorherdeskmatewithwhatthey’velearntaboutworkplaceconflict.Assignment5ms1.Vocabulary:vocabularyonworkplaceconflict2.Groupwork:befamiliarwiththescriptsandprepareforrole-playworkinclasslater.(P128Step3);3.Autonomouslearning:Whatismeantbyemployeecommunicationsandconsultation?(P130Portfolio).ReflectionU-6No.02AcademicYearTermWeekDuration2periods,90minutesUnitUnit6OverviewUnittopic:WorkplaceSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;Grade:1Classsize:TeachingTasksReviewReadingB:HowtoBeMoreLikableObjectivesKnowledgeSkillValueEnlargevocabularyoncertaintopicthroughTextB;Reviewgrammar:infinitiveGetthemainideaofTextB;Thinkcriticallyonthetopic.Dodevotiontomaketheworldeasierandfriendly.FocusandDifficultiesFocus:Grammarrulesontheinfinitive;Difficulty:Analyzelongorcompoundsentencesfromthetext;ActivitiesRole-playLectureQ&ASharingE-readingOnlineresearchTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:highlylikeablepeople()7ThingsThatMakeYouUnlikable()7KeyCausesOfConflictInTheWorkplace()Top15interviewtipstomakeagoodimpressiongethired|JobcaseStage&TimingsContentCoverageandInstructionsReview20msInvolveSsintheworkplacescenarioandletthemfeeltheproblemsbyplayingeachrole.(P125Step3):Ssworkingroups.Ssallotrolesrangingfromactors,directors,propmasterstovoice-over.Eachgrouppicksuponestoryandstudiesittogether.Ssbrainstorminthegroupabouthowtoarrangepostures,tones,facialexpressionsandsoon.TeachershouldsuperviseSsduringtheirdiscussion.TeachercanaskSstoannouncetheirdecisionsgroupbygroup.Teachercanmakesomecommentsontheirperformanceandhis/herown

observationofthewholeclass.;Ssfigureoutpossiblesolutionstoworkplaceproblemsorconflicts(P125Step4);?Ssdogroupwork.

?Afteractingoutandwatchingothers’performances,Sshaveunderstoodthedevelopmentofeachstorybetter.

?Discussingroups,answerthequestionsonthesheetandworkoutthebestsolutionsfortheemployeesinvolvedineachcase.?Teachercaninvite2–3groupstopresenttheiropinions.?TeachercanmakesomecommentsandgivefurtherexplanationsoneachcasePre-reading15msApproachthetopic:Whataregoodtraits/qualitiesofaperson?Whatmakessomeonemagnetic?Theypossesscharismaandotherslovebeingaroundthem.Theygiveoffpositiveenergyandeveryonewantstofeeltheirwarmth…Herearethetopcommontraitsofhighlylikeableandcharismaticpeople:Highlylikeablepeoplegenuinelylikepeople:Non-JudgmentalOptimisticConfidentProvidevalue–realandopenGoodlistenersSaynicethingsaboutpeople2.SSarerequiredtobrainstormandsharewitheachothertheiranswerstothequestion:WhataretheCommonTraitsofUnlikeablePeople?Unlikeablepeopleareoftennotthemostsuccessfulpeople.Adislikedpersonhascharacteristicslikerudeness,arrogance,andinsinceritythatmakeshimnotlikable.Beingalikableorpopularpersonhaslesstodowithyourphysicalappearance,andmorewithyourpersonality.Ifyoufeelyouarenotlikable,it’sduetoyourbehaviortowardspeople.Herearesomethingsthatwillmakeyouunlikeable.TalkingaboutyourselfalittletoomuchBadlistenerExhibitingarroganceOffensiveandrudeCheckingyourphoneconstantlyName-droppingBeingnarrow-mindedBeingdishonestyandemotionalmanipulation3.ReadTextBroughlyforgeneralunderstanding;4.Practiceword-attackskill:guessthemeaningofthefollowingwordsfromcontextandwordformation:SslocatethewordsfromEx.1onP133whilereadingthetext;Guessthemeaning,andthencheckyourunderstandingwiththehelpofadictionary;FinishExs.1-3onP133-134.While-reading30ms1.ShortlectureonnewwordsandexpressionandanalyzedifficultorlongsentencesandcompletewithreferenceonP94-95inTeacher’sbook;Words:likablecharmingpassionatetrickincludePhrases:chancesare…blowoffsteammakeapointofdoing2.Encouragepeerorgroupworkfordeepunderstandingsummarizetheboy’ssecretofbeingmorelikeable.(Ex.4onP134);3.Teacheroffersthekeysandchecktheirreadingcomprehension.4.EvaluationandremedialteachingbasedonSs’responseindealingwiththeExercises.Post-reading20ms1.Doexplorationonthetopic:SsdiscusswithinthegroupsandtalkabouthowtobeagoodneighbororhowtogivetheintervieweragoodimpressionForreference:MakeagoodimpressionatajobinterviewGreettheinterviewerwarmly.Smilewhenyou’remeetingtheinterviewer.Showyourenthusiasm.Showhowyou’reagreatfitforthejob.shareexamplesofwhatyouhaveachievedatwork.BeagoodneighborFriendlyTrustworthyRespectfulHelpfulQuiteDo“LanguagePractice”onP135-136andchecktheanswers.Assignment5ms1.GrammarExerciseonP138.2.UnderlinethegerundsinTextsA&Bandanalyzethefunctions;3.Review:vocabulary.4.Preview:letterofestablishingbusinessrelationsReflectionU-6No.03AcademicYearTermWeekDuration：2periods,90minutesUnitUnit6OverviewUnittopic:WorkplaceSkillfocus:IntegratedskillsTeacher:Targetstudents:Ages18-20;Grade:1Classsize:TeachingTasksListeningSpeakingWritingObjectivesKnowledgeSkillValueEnlargevocabularyontheunittopicListeningforgeneralinformationanddetailsontelephoneconversations;Makingcomplaint;Writingalettertoestablishbusinessrelation.Expressone’scomplaintproperlyandcalmly.FocusandDifficultiesFocus:Locatethekeywordswhilelistening;Summarizingskill;Elementsofaletterofestablishingbusinessrelation;Difficulty:Listeningcomprehension;inquiry-letterwriting.ActivitiesRoleplayQ&AlectureGroupdiscussionPresentationTeachingMaterialTextbook:VocationalEnglishStudent’sBookReference:VocationalEnglishTeacher’sBook;Self-accessLearningBookOnlinereferences:/Stage&TimingsContentCoverageandInstructionsFeedback15ms1.Checktheassignment.Layemphasisonthedefinitionandexamplesoninfinitives.DefinitionAninfinitiveisaverbal,averbformorconstructionthatplaystheroleofadifferentpartofspeechinasentence.Althoughinfinitivescontainverbs,theycannotfunctionasverbs.Theydonotconveyasenseoftenseontheirown,andsentencescontainingthemmustincludeatleastonefinitemainverb.Form:Function:InfinitiveasnounsTohaveasupportivefamilyisablessing.Weareplanningtobuyanewhouse.Thecompanyistryingtoconnectwithme.Forreference:AlistofverbsthatarefollowedbyanobjectandaninfinitiveadvicechoosehirepermitallowexpectinstructpersuadeaskenableinvitepreparecommandencourageneedpromiseconvinceforceorderremindwantwarnbegrequirewishteachforbidtellTheyareexpectinghertotakeoverthebusiness.Thiswillenableustofightthevirus.2)InfinitiveasadjectivesHehasagreatopportunitytolearndigitalmarketingfromthebest.Youareagoodpersontoworkwith.3)InfinitiveasadverbsWehavebookedacartogoonthetrip.WheneverIgetangry,Idomeditationtocontrolmyanger.4)BareinfinitivesAbareinfinitive,alsoknownasazeroinfinitive,isaninfinitivethatdoesnothavetheparticleTOinit.Bareinfinitivesareusedaftercertainverbs:make,let,see,hear,watch,help,etc.Shedidnothearustalkaboutthecrime.Youhadbetterstartworkingonyourhealth.2.Doremedialteachingaccordingly.Listening30msExplaintheskillsoflocatingthekeywordsinlistening;GuideSstodealwithlisteningEx.1-4onP138-139:Blankfillingwithkeywords(Exs.1-2);Answerthequestionsafterlisteningtothetelephoneconversation(Ex.3);Putthesentencesintocorrectorderafterlisteningtothetelephoneconversation(Ex.4).HelpSswithsomenewwordsinpassagelistening;Speaking20ms1.SsFamiliarizethemselveswiththesentencesintheframeonP140andcompletethedialogue;2.Ssroleplaythedialoguebetweenanemployeeandtheunionrepresentative(Ex.1,P140);3.Imitatethedialogueandmakeadialogueofyourownaccordingtothegivensituation(Ex.2onP141).Forreference:PossiblereasonstocomplaininarestaurantDirtycutlery:whenyourknifeandforkoreatingutensilsarenotcleanorhealthytouse.Coldfood:Whenyourfoodhasnotbeencookedforthecorrectamountoftimeandiscold.Uncookedanddangerousfood:Whenyourfoodcoulddamageyourhealthandmaybeevenkillyou!Alongwaitingtime:Whenyouhavetowaithoursforyourfood.Badservice:Ifthepeoplethatworkintherestaurantarerudeorunfriendlytoyou.ExpressionsforcomplainingTogetattentionExcuseme…Pardonme…Ihaveacomplaint…Sorrytobotheryoubut…I’msorrytosayToexpressone’sopinionI’mafraidthere’saproblem…I’mangryabout…I’mreallynothappy…There’saslightproblemwith…TomakethecomplainttolodgeacomplainttomakeacomplainttoreportanissuetogiveyousomefeedbacktoinformyouWriting20msLearnhowtowritealetterofestablishingbusinessrelationsAskSsthequestion:Whydoyouthinkletterofestablishingbusinessrelationisimportant?Forreference:Ithasbeenrightlysaidthatthefirstimpressionisthelastimpression.Andsoisthecasewithbusinesslettersaswell.Thewayyoustartabusinesslettercreatesalong-lastingimpactonthepersontowhichitisaddressed.Whenyoustartabusinesslettertherightway,youcreateapositiveimpressionthatcanstrengthenyourbusinessrelationshipsandincreaseyourletter'seffectiveness.TipsforwritingaletterofestablishingbusinessrelationWhatshouldbeincludedinsuchaletter?

(1)說明信息來源，即如何取得對(duì)方資料①WelearnedfromtheCommercialCounselor'sOfficeofourEmbassyinyourcompanythatyouareinterestedinChinesehandicraft.②Mr.Jacques,HeadofArcoliteElectricAG,hasrecommendedyoutousasaleadingimporterinKoreaoflightweightbatteriesforvehicles.③WehaveobtainedyournameandaddressfromChinaCouncilforthePromotingofInternationalTradethatyouareinthemarketforChinesesilk.(2)言明去函目的①InordertoexpandourproductsintoSouthAmerica，wearewritingtoyoutoseekcooperatepossibilities.②Wearewritingtoyoutoestablishlong-termtraderelationswithyou.③Wewishtoexpressourdesiretoenterintobusinessrelationshipwithyou.(3)本公司概述①Weareastate