創(chuàng)新高職英語(yǔ)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NO：01班級(jí)周次時(shí)間節(jié)次1情境名稱（章節(jié)、單元或項(xiàng)目名稱）Unit7PublicRelations教學(xué)任務(wù)（課題名稱）Warm-upUnittask課時(shí)分配2periods(90minutes)教學(xué)目的TolearndifferentstylesofkeynotesTomastertheskillsforplanapressconference教學(xué)目標(biāo)知識(shí)目標(biāo)能力目標(biāo)素質(zhì)目標(biāo)（含課程思政目標(biāo)）TolearndifferentstylesofkeynotesTomastertheskillsforplanapressconferenceTocultivatetheconsciousnessofobservingsocialprinciplesconsciouslyinpublicrelations.重點(diǎn)難點(diǎn)教學(xué)重點(diǎn)：Tolearndifferentstylesofkeynotes教學(xué)難點(diǎn)：Tomastertheskillsforplanapressconference難點(diǎn)化解：role-playingandfinishthesteps教學(xué)環(huán)境MultimediaClassroom教學(xué)用具M(jìn)ultimediaEquipment參考資料教學(xué)模式FlippedClassroom教學(xué)手段MultimediaEquipment教學(xué)內(nèi)容（描述）教學(xué)設(shè)計(jì)WhyisthePRsoimportant?WhatarethemainformsofPR?Thedifferentstylesofkeynoteandpressrelease?ContentAnalysisPublicrelations(PR)isthesetoftechniquesandstrategiesrelatedtomanaginghowinformationaboutanindividualorcompanyisdisseminatedtothepublic,andespeciallythemedia.Itsprimarygoalsaretodisseminateimportantcompanynewsorevents,maintainabrandimage,andputapositivespinonnegativeeventstominimizetheirfallout.PRmayoccurintheformofacompanypressrelease,newsconference,interviewswithjournalists,socialmediaposting,orothervenues.2.StudentsAnalysisSkillsBaseAnalysisStudentshaveacertainlanguagefoundationinseniorhighschool,buttherearegreatdifferencesinEnglishlearninginclass.LearningcharacteristicsAnalysisMoststudentsareeasytoacceptsound,pictureandvideoresourcesandarewillingtoacceptnewtechnologies,butarelackingofawarenessofindependentlearningaswellaslearningstrategies.LearningAbilityAnalysisStudents'Englishlearningabilityshouldberelativelyweak.Teachersshouldhelpstudentsbuildupself-confidencestepbystepfromwords,phrasestosentences.3.TeachingStrategiesFlippedClassroomTeachingMode,Role-playandGroupdiscussionmethodsareadopted.教學(xué)過(guò)程教學(xué)環(huán)節(jié)（時(shí)間分配）教師活動(dòng)（任務(wù)）學(xué)生活動(dòng)（任務(wù)）備注組織教學(xué)（2分鐘）Greetthestudents.Sayhitothestudents,andgiveaself-introductiontothestudents,checktheclassroomclean,checkstudentsnamecard.Getreadytohaveclass.導(dǎo)入（15分鐘）Askstudentstolookatthepicturesandwritedownfivewordstodescribeeachpicture.Askstudentstoputthephrasesinorderofpriority.Listentotheteachercarefully.Thinkofthequestionsthendiscuss.任務(wù)實(shí)施(50分鐘）Task1Inthesimplestterms,akeynoteisaspeechortalkgivenatthebeginningoftheeventthatsetsthetoneorestablishestheunderlyingthemeoftheevent.Keynotespeakerstendtobemotivational,inspiringtheaudiencetogetexcitedfortherestoftheeventandgivingthemwaysthattheycanincorporatetheinformationtheyareabouttoreceiveintotheirownlivesandwork.Inmostcases,keynotespeakersarechosenfortheirexcellenceinaparticularareaandtheirabilitytodrawanaudience.PressReleaseisanintervieworannouncementgivenbyapublicfiguretothepressbyappointment.Pressconferencesareeventswhereinformationisdistributedandwherethemediacanaskquestions.Theseeventsareheldtorespondtopositiveandnegativenews,forproductlaunches,ortoinformthemediaandpublicaboutanyotherinformationaboutacompany.Mostpressconferencesareannouncedthroughapressrelease,whichisawell-craftedwrittenstatementoutliningthenatureoftheconference.Step1StudentsareaskedtoreadanddiscusscooperativelytoreadthekeynoteandreportsofPressConference.Teacherguidethestudentstoconcludethestrategiesforreading(togetthemainidea,toguessthenewwordsfromthecontexts,toreadinskimmingandscanning)Step2Studentsareaskedtolistentosomequotesandfillintheblanks.Step3Studentsareaskedtoplanapressconference.Step4Studentsareaskedtoorganizeaminipressconference.MakeclearthetipsforholdingapressconferenceTodotheexerciseandpracticeImitateandpractisetoorganizeapressconference.考核評(píng)價(jià)（8分鐘）組織小組互評(píng)、教師點(diǎn)評(píng)。小組互評(píng)總結(jié)歸納（10分鐘）ThestepsfororganizingapressconferencethemainideaofeachtextListencarefullyandtakenoteifpossible.作業(yè)布置（5分鐘）HomeworkRole-playapressconference板書設(shè)計(jì)教學(xué)反思教研室主任審閱意見(jiàn)簽名：年月日累計(jì)課時(shí)2課時(shí)NO：02班級(jí)周次時(shí)間節(jié)次2情境名稱（章節(jié)、單元或項(xiàng)目名稱）Unit7PublicRelations教學(xué)任務(wù)（課題名稱）TextBCompletehistoryofsocialmedia:ThenandNow課時(shí)分配2periods(90minutes)教學(xué)目的TomastersomekeywordsandphrasesTounderstandsomedifficultsentencesTounderstandthetextTodeveloptheabilityofmulticulturalcommunication教學(xué)目標(biāo)知識(shí)目標(biāo)能力目標(biāo)素質(zhì)目標(biāo)（含課程思政目標(biāo)）TomastersomekeywordsandphrasesTounderstandthehistoryofthesocialmediaTounderstandtheroleofsocialmediaTocultivatesocialetiquette重點(diǎn)難點(diǎn)教學(xué)重點(diǎn)：Tomastersomekeywordsandphrases教學(xué)難點(diǎn)：TounderstandtheculturaldifferencesTounderstandtheroleofsocialmedia難點(diǎn)化解：group-discussionandgroup-presentation教學(xué)環(huán)境MultimediaClassroom教學(xué)用具M(jìn)ultimediaEquipment參考資料教學(xué)模式FlippedClassroom教學(xué)手段MultimediaEquipment教學(xué)內(nèi)容（描述）教學(xué)設(shè)計(jì)ContentAnalysisSocialMediaplaysalargeroleinourlivestoday.Weareinadayandageinwhicheverythingwedocanbeputonsomesortofsocialmediasite,whetheritsWechat,QQoranyothersite.Socialmediaisadigitalplatformthatallowsitsuserstocreateandsharethecontentoftheirchoicewithpeople.Socialmediahascommandonwiderangeofwebsitesandapps.Ithasmadeitsimportanceinourlivesinaveryshortperiod.Ithasbecomenecessarydailyactivityforpeople.Socialmediaenablesitsuserstostayincontactbymakingcommunicationeasier.Sharingpictures,videos,expressingthoughts,ideas,anddocumentsarejustoneclickaway.Exchangingmessagesanddatafromonecornerofworldtootherismadeeasiestwiththehelpofsocialmedia.2. StudentsAnalysisSkillsBaseAnalysisStudentshaveacertainlanguagefoundationinseniorhighschool,buttherearegreatdifferencesinEnglishlearninginclass.LearningcharacteristicsAnalysisMoststudentsareeasytoacceptsound,pictureandvideoresourcesandarewillingtoacceptnewtechnologies,butarelackingofawarenessofindependentlearningaswellaslearningstrategies.LearningAbilityAnalysisStudents'Englishlearningabilityshouldberelativelyweak.Teachersshouldhelpstudentsbuildupself-confidencestepbystepfromwords,phrasestosentences.3.TeachingStrategiesFlippedClassroomTeachingModeandrole-playingteachingmethodsareadopted教學(xué)過(guò)程教學(xué)環(huán)節(jié)（時(shí)間分配）教師活動(dòng)（任務(wù)）學(xué)生活動(dòng)（任務(wù)）備注組織教學(xué)（2分鐘）Greetthestudents.Checktheclassroomclean,checkstudents’namecard.Getreadytohaveclass.導(dǎo)入（10分鐘）Askthestudentstolistsomefamiliarsocialmediaandgivethereasonwhyitissoimportant.Groupdiscussandgivethepresentation.任務(wù)實(shí)施（60分鐘）Step1ListkeywordsandphrasesandgiveexamplesSuchas:interact,unveil,correspondence,postal,primitive,sophisticated,recognizable,prominence,facilitate,tremendous,maximum,sacrifice,intimacy,interactwith,dateback,belinkedto,aslongasStep2ListsomedifficultsentencesandanalyzethemSuchas:1.Inotherwords,letters,theearliestformofpostalservicedatesbackto550B.C.,andthisprimitivedeliverysystemwouldbecomemorewidespreadandstreamlinedinfuturecenturies.換句話說(shuō)，就是使用郵件。最早的郵政服務(wù)形式可以追溯到公元前550年，這種原始的投遞系統(tǒng)在未來(lái)的幾個(gè)世紀(jì)中變得更加廣泛和精簡(jiǎn)。2.Thiscreatesanenvironmentwhereuserscanreachthemaximumnumberofpeoplewithoutsacrificingtheintimacyofperson-to-personcommunication這創(chuàng)造了一種環(huán)境，用戶可以接觸到最大數(shù)量的人，而不犧牲人與人之間的親密交流。Step3Understandthehistoryofthesocialmediaandsortoutthetimeordermajorevents.Step4Doexercisesaboutthekeywordsandphraseson140.Listencarefullyandtakenoteifpossible.Groupdiscussandgivethemainideaofeachdifficultsentences.Listencarefullyandtakenotesifpossible.Doexerciseson140andthengivethepresentation.考核評(píng)價(jià)（5分鐘）組織小組互評(píng)、教師點(diǎn)評(píng)。小組互評(píng)總結(jié)歸納（8分鐘）Summarizeandconcludethetext.RepeattheusefulexpressionsListentoitcarefullyandtakenotesifpossible.作業(yè)布置（5分鐘）HomeworkDotranslationexercises板書設(shè)計(jì)教學(xué)反思教研室主任審閱意見(jiàn)簽名：年月日累計(jì)課時(shí)2課時(shí)NO：03班級(jí)周次時(shí)間節(jié)次2情境名稱（章節(jié)、單元或項(xiàng)目名稱）Unit7PublicRelations教學(xué)任務(wù)（課題名稱）Grammar(inversions)ListeningandspeakingWriting(productdescription)Mini-PediaofChineseCulture(Rites/SocialNorms)課時(shí)分配2periods(90minutes)教學(xué)目的TomastertherulesofinversionsTolearnsomelisteningstrategiesfordetailsaswellasgeneralinformationTomasterthewritingrulesforproductdescriptionTounderstandtheChinesecultureofRites教學(xué)目標(biāo)知識(shí)目標(biāo)能力目標(biāo)素質(zhì)目標(biāo)（含課程思政目標(biāo)）TomastertherulesofinversionsTomasterthewritingskillsforproductdescriptionTounderstandtheChinesecultureofRitesTohavesomepragmaticabilityTohavetheabilitytospreadChinesecultureinEnglish樹立規(guī)則意識(shí)樹立文化自信重點(diǎn)難點(diǎn)教學(xué)重點(diǎn)：TolearnsomelisteningstrategiesfordetailsaswellasmainideaTomasterthewritingskillsforproductdescription教學(xué)難點(diǎn)：TounderstandviewsonRites難點(diǎn)化解：Towatchthevideoandthenreadsomeclassicsentences教學(xué)環(huán)境MultimediaClassroom教學(xué)用具M(jìn)ultimediaEquipment參考資料教學(xué)模式FlippedClassroom教學(xué)手段MultimediaEquipment教學(xué)內(nèi)容（描述）教學(xué)設(shè)計(jì)ContentAnalysisGrammar:Structuresinvolvinginversionsareusedinformallanguagetocreateemphasis.InEnglishgrammar,inversionisareversalofnormalwordorder,especiallytheplacementofaverbaheadofthesubject(subject-verbinversion).Therhetoricaltermforinversionishyperbaton.Alsocalledstylisticinversionandlocativeinversion.QuestionsinEnglishareusuallycharacterizedbyaninversionofthesubjectandthefirstverbintheverbphrase.Writing:WhatIsaWell-WrittenProductDescription?Theproductdescriptiongivesyouinformation,suchaswhattheproductisandwhatitdoes.Thegoaloftheproductdescriptionistoencourageyoutopurchaseit.Thebest-sellingitemsoftenhavethemostdetailedproductdescriptions.Aproductdescriptionshouldincludeinformationabouttheproduct'sfeatures,benefitstothebuyer,andanyproblemsthatitsolves.WhatIsthePurposeoftheProductDescription?Themaingoaloftheproductdescriptionistoprovideinterestedbuyerswithadditionalinformationabouttheproduct.Awell-writtenproductdescriptionwillcompelthebuyertopurchasenow.Aproductdescriptionthatdoesnotincludenecessaryinformationcancausetheitemtonotsell.HowtoWriteaProductDescriptionThatSellsManysellerswonderwhattypeofinformationtoincludeintheproductdescriptionsothatitencouragespotentialcustomerstopurchase.Thesetipsmightassistyouincreatinganeffectiveproductdescriptionthatsells:FocusOnYourIdealBuyerHavingtoolargeofatargetmarketcanmakeitdifficulttonarrowinonthetypeofinformationthatyourbuyeristhemostinterestedin.Theproductdescriptionshouldspeakdirectlytoyouridealbuyer.Writetoyouridealbuyerasifyouarehavingadirectconversationwiththem.Askquestionssuchas:Whattypeoflanguagedotheyuse?Whatproblemsaretheyattemptingtosolve?Whatdetailsofaproductaretheymostinterestedin?Listening:Theabilitytoaccuratelyreceiveaswellasinterpretmessagesduringaprocessofcommunicationisknownaslistening.Listeningskillsholdthekeytoeffectivecommunication.Concentrationalongwiththeuseofothersensesandnotmerelyhearingthewordsthatarespokeniseffectivelisteningskills.Ifyoudonothavetheabilitytolisteneffectively,themessageswillbemisunderstoodeasilyandtheprocessofcommunicationwillbreakdown,makingthesenderfeelfrustrated.Thus,thecommunicationskillthatyoushouldmasterislisteningskills.ChineseCulture:Li(Rites/SocialNorms)Li(禮,禮,lǐ)isaclassicalChinesewordwhichiscommonlyusedinChinesephilosophy,particularlywithinConfucianism.Lidoesnotencompassadefinitiveobjectbutratherasomewhatabstractideaand,assuch,istranslatedinanumberofdifferentways.Wing-tsitChanexplainsthatlioriginallymeant“areligioussacrifice,”buthascometomeanceremony,ritual,decorum,rulesofpropriety,goodform,goodcustom,etc.,andhasevenbeenequatedwithNaturallaw.”InChinesecosmology,humanagencyparticipatesintheorderingoftheuniversebyLi(‘rites’).ThereareseveralChinesedefinitionsofarite,oneofthemostcommondefinitionsisthatittransformstheinvisibletovisible;throughtheperformanceofritesatappropriateoccasions,humansmakevisibletheunderlyingorder.Performingthecorrectritualfocuses,links,orders,andmovesthesocial,whichisthehumanrealm,incorrespondencewiththeterrestrialandcelestialrealmstokeepallthreeinharmony.2. StudentsAnalysisSkillsBaseAnalysisStudentshaveacertainlanguagefoundationinseniorhighschool,buttherearegreatdifferencesinEnglishlearninginclass.LearningcharacteristicsAnalysisMoststudentsareeasytoacceptsound,pictureandvideoresourcesandarewillingtoacceptnewtechnologies,butarelackingofawarenessofindependentlearningaswellaslearningstrategies.LearningAbilityAnalysisStudents'Englishlearningabilityshouldberelativelyweak.Teachersshouldhelpstuden