【中职专用】高中英语Unit 1 The Spring Festival Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 1  The Spring Festival

建议学时

About 4

教学

目标

1. Teachers help and train students to be able to narrate activities during the Spring Festival in English, and enable students to exchange some customs and experiences during the Spring Festival;

2. Guide students to deepen their love for traditional Chinese culture by understanding the story of "Nian";

3. Assist students in mastering and understanding the basic structure of simple sentences;

4. Provide students with the opportunity to practice in a group of two and explore learning in a group of many, establish an independent learning environment, and cultivate students' good habits of Cooperative learning and inquiry learning.

教学

重点

重点词汇和短语

dumpling, lantern, couplets, firework, celebrate, relatives, tradition, encourage, Gala; temple fair, lantern show, lucky money, lunar month, take part in, look forward to, be prepared for, encourage sb. to do sth., make one’s decision, learn from

重点句型

How was your Spring Festival?

What did you do (during the Spring Festival)?

They encouraged me to...

It was interesting and wonderful.

重点语法

1. Sentence components

2. The Five Basic Structures of Simple Sentences

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学

手段

PPT、Mp3

Language in Use

Part I  Grammar

1. It is recommended that the teacher send the following grammar materials to the students before class, so that they can preview them in advance. The details are as follows:

Master the five basic components of a sentence, namely subject, predicate, object, object complement, predicate, and its basic meanings.

1) The subject represents the person or thing that is mainly explained in the sentence, and is generally assumed by a noun, pronoun, or noun equivalent word, phrase, or clause.

2) The verb serves as the predicate, indicating the action or characteristic and state of the subject, and can be divided into simple predicate and compound predicate. Simple predicates are composed of a verb or phrase, such as find, give, etc., while compound predicates are composed of Modal verb or other Auxiliary verb plus verbs, such as may keep, has thought, would stay, etc.

3) The object is the object of an action, and the object is usually a noun, pronoun, or noun equivalent word, phrase, or clause. When a verb is followed by a double object, it usually has an indirect object before it and a direct object after it, such as give me a book.

4) The object and object complement form a logical subject predicate relationship. Can be used as an object complement

There are nouns, adjectives or adverbs, prepositional phrases, non predicate verbs, etc.

5) The 'be' verb is the most common expression of a copula. In addition, attention should also be paid to some semi continuous verbs. The verbs used to express' like 'mainly include' see ',' appear ', and' look '. Verbs that represent sensory categories mainly include look, small, feel, sound, and take. The main verbs in the category of change include come, fall, grow, turn, etc. In most cases, a semi continuous verb is followed by an adjective. The predicate is located after the conjunction verb and is generally served by a noun, adjective, phrase, or clause.

2.During class, the teacher asks students to form small groups for discussion, identify areas of confusion, and ask each other questions. Teachers should answer students' questions at any time and provide necessary explanations based on their questions.

3. Students divide sentence structures into groups.

4. According to the structure of the sentence, connect the disordered words or phrases into a complete sentence to train students' understanding of the sentence structure.

5. Pay attention to the format of the email (letter) and add previously learned phrases to the letter content according to Chinese prompts.

Part II  Pronunciation

1.The phonetic knowledge learned in this unit is connected reading. The teacher first briefly explains the rules, and then leads the students to practice two examples of the first question repeatedly: father and son and Please wait for me for a moment. Through practice, let students understand that the consonant at the end of the previous word should be connected with the vowel at the beginning of the following word, and have students repeat and experience it.

2. Each sentence in question 2 can still be read twice by the teacher, one slow and one fast. Afterwards, ask the students to mark the places where they connect and practice these sentences repeatedly.

1) We had a big family dinner.

2) I enjoyed it very much.

3) Put up couplets.

4) Cheer up!

5) There is a football under it.

Culture Corner

The Origin of Spring Festival

Self-check

After completing the content of this unit, students will conduct a self check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities.