【中职专用】高中英语Unit 9 Ideal Jobs 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 9

Ideal Jobs

建议学时

4学时

教

学

目

标

1. Can stimulate students to discuss some basic professional qualities and craftsmanship spirit;

2. Be able to design effective activities to give students the opportunity to exchange their views on their ideal job with each other;

3. Enable students to realize that hard work can help them achieve their dreams;

4. Through a large number of exercises, help students further understand and use Direct speech and Indirect speech;

5. Through teachers' guidance and comments, cultivate students' awareness of independent learning, encourage students to Cooperative learning, and develop a good habit of inquiry learning.

教学

重点

重点词汇和短语

ideal, dream, major, opinion, salesman, accountant, secretary, proud, register, badly, occupation, consider; part-time job, be responsible for, take care of

重点句型

Where are you off to?

I really enjoy...

I plan to...

I’ve got to...

重点语法

Direct speech and Indirect speech (II)

The usage of Indirect speech when Direct speech is a Yes–no question and a special Interrogative

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

Language in Use

Part I  Grammar

1. The teacher demonstrates the reading, guides the students to read sentences aloud, and watches the animation micro lesson "Direct speech and Indirect speech" online for preview.

2. In the process of explaining the transformation of Direct speech and Indirect speech, the teacher gives examples to guide students to find and summarize rules in groups. The teacher acts as a scaffold. After summarizing the knowledge points, let the students finish the exercise of converting Direct speech to Indirect speech orally, and check whether the students have mastered the grammar point. It is recommended that the teacher send the content to the students in advance, so that they can read and think carefully first. After reading, the teacher can ask questions or provide a brief introduction.

The usage of Direct speech and Indirect speech:

When the Direct speech is a Yes–no question, change the Direct speech into an object clause led by if/who. The tense, person, demonstrative pronoun, adverbial of time, adverbial of place, etc. in the sentence should be changed accordingly, and its word order is the declarative word order. If the quoted verb in Direct speech is say, it should be changed to ask in Indirect speech.

Mary said to me, “Is Helen from the United Kingdom?”

→ Mary asked me whether / if Helen was from the United Kingdom.

直接引语为特殊疑问句时，将直接引语变为由特殊疑问句引导的宾语从句，语序是陈述语序。仍用特殊疑问句中的疑问词 what、where、when、who、why、how many 作为连接词将其引出，构成间接引语中的宾语从句，但须将疑问句的动词改为陈述句形式。若直接引语的引述动词为 say，应改为 ask。

John asked me, “Where does Wang Lei come from?”

→ John asked me where Wang Lei came from.

当直接引语为祈使句时，变为间接引语通常要用 ask、invite、tell、order、suggest、advise、request、warm、beg、command、encourage等转述动词，再加上动词不定时 (not) to do 的形式。

The teacher said to him, “Spell that word.”

→ The teacher asked him to spell that word.

The father said to his children, “Don’t move.” ( 命令语气 )

→ The father told his children not to move.

Part II  Pronunciation

1.Teachers can first write a short sentence for students to read, and then write a long sentence for students to read, experiencing each sentence separately. Finally, play the recording for students to check and summarize the patterns of sentence breaks.

The sentence breaking rules that need to be mastered in this unit:

Short sentences generally do not require pauses.

2. Break sentences to make the meaning clearer.

3. Phrases are used for emphasis.

Teachers should lead students to read sentences, and practice can make perfect by reading them multiple times.

Step1, is for the teacher to lead the students to read long and short sentences together, simply allowing the students to follow and experience broken sentences.

See you.

That sounds good.

Now, // I’m studying // at a vocational school // and my major // is nursing.

Step 2, listen to the recording and have students draw pauses based on the recording.

Keep calm.

Keep a work-life balance.

Learn // how to relax.

I work // in a café.

Step out of // your comfort zone.

Last year, // I work as a waitress // in a hotpot restaurant.

Step 3, summarize the pattern of pauses.

Step 4, have students complete the exercise.

Culture Corner

Introduction to Model Worker Xu Zhenchao

Self-check

Students will check their mastery of language knowledge such as vocabulary and phrases in this unit based on the exercise questions set. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can provide necessary guidance based on the actual situation, guide students to cultivate good learning habits, and promote the continuous improvement of students' language learning and autonomous learning abilities.