资源简介

Unit 3 What I want to learn is computer programming.
Vocabulary practice + Supplementary Reading教学设计
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关课程的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
combine… with… while take for example last
to begin with whether majority
能力目标
（1）复习本单元词汇与短语及主语从句的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
了解不同国家在职业技能培训方面的差异，培养学生尊重文化差异的意识，并增强职业技能意识。
三、教学步骤
Step One Lead-in
Check the homework in last period. Ask Ss to show their work on Activity 14.
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read the words and expressions on P32 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
Step Two Vocabulary practice
Activity 15
Ask Ss to read the explanation and get their meaning, then match the words on the left.
Keys: a-3 b-4 c-2 d-1
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
Activity 16
Ask Ss to read the words on the left, then match the phrases on the right.
Keys: finish the course
pass the final exam
get information from the Internet
ask for advice
provide service to customer
（设计意图：引导学生关注动词后所搭配的词汇和短语，复习本单元动词短语。））
Activity 17.
Ask Ss to use the words to complete the sentences.
Keys: contact decide chose
sign up believed offered
（设计意图：通过理解词汇意思，能够在句子中运用。）
Step Three Supplementary Reading
Ss read the passage on P33, underline the new words and get the meaning from the word list on P34. Explain the meaning if there are still new words.
combine… with… while take for example last
to begin with whether majority
combine…with…
eg. We should combine theory with practice.
In my class, if you can combine Li Ming's ability with his hard work, he should be a very successful student.
while
eg. I am tall while you are short.
This one is nice while that one is bad.
take for example
eg. Take for example my friend Jim.
Let’s take Marry for example.
last
eg. The holiday lasts seven days.
The film lasted 60 minutes.
to begin with
eg. To begin with, I would like to ask you some questions.
whether
eg. I don’t know whether he would come.
Whether where will be a party remains unknown.
majority
eg. The majority of children in our class have brown eyes
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
2. Ss read the words and phrase in the word list on P34 after teacher, then read first in groups then together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
3. Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading.
Keys: TFFF
（设计意图：学生带着问题阅读文章，理解短文。）
4. Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys: Some go to universities, while others enter some training programs.
The vocational training courses usually last between two and three-and-a-half years.
The purpose of the final exam is to show whether the students have the necessary qualifications to enter their fields.
（设计意图：对文章的细节进行了解，进一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
combine… with… while take for example last
to begin with whether majority
Useful expressions in this unit.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Six Homework
Complete the exercises of Part II and Part III in Exercise Book.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
combine… with… while take for example last to begin with whether majorityUnit 3 What I want to learn is computer programming
Reading and writing 教学设计
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读关于培训广告的三则短文，能够读懂培训广告的内容，并能运用句型介绍自己选择的课程。
教学重点、难点
（1）教学重点
学习关于课程的词汇与短语；读懂广告中关于课程的短文；仿照短文描述介绍自己选择的课程。
（2）教学难点
仿照短文描述介绍自己选择的课程。
二、教学目标
知识目标
（1）熟悉广告的格式和书写方式
（2）学习广告中关于课程的词汇与短语，如：
Add short-term one-to-one tutoring upon offer foundation
for all levels
（3）学会并能套用的句型，如：
It is believed that …
It is quite attractive that …
能力目标
（1）能读懂关于培训广告的短文。
（3）能仿照短文介绍自己选择的课程。
情感目标
（1）让学生看懂学习类的培训广告，培养学生热爱学习的品质。
（2）培养学生在日常生活中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
Step One Reading and writing
Lead-in
Ask Ss to perform the dialogue about choosing the optional course which they have completed in their homework of last period.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Activity 7
Ask Ss to think about what they care when they are considering choosing certain training course. And list their answers. The possible answer may be: subject, certificate, time, place, teacher, telephone, E-mail …
（设计意图：培养学生发散性思维，为阅读任务的完成做准备，同时激发学生的学习兴趣。）
3. Activity 8
1) Ss go through the text in Activity 8 quickly, later tell what’s the passage about and which is mentioned in activity 7.
（设计意图：让学生通过浏览阅读读懂文章大意，抓住主要内容。）
2）Ss read the passages again and mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and pay attention to the prepositions. Explain them with more examples if necessary.
Add short-term one-to-one tutoring upon offer foundation
for all levels
a. Add
It is short for address.
b. short-term (Compare with long-term)
It is a short-term training program.
The short-term vocation makes me relaxed.
c. one-to-one tutoring:
In Chinese, it means: 一对一的培训课程。
d. upon
Upon arriving Beijing, please give me a call.
I love the gift upon seeing it.
e. offer
The training center offers various courses.
Our school offers some optional courses.
f. foundation
The university is famous since its foundation.
He has solid English foundation.
g. for all levels
The school offers business English for all levels.
（设计意图：先就短文内容有一整体印象，扫清生词障碍，为理解短文内容做准备。）
3) Ss try to make sense the two sentence patterns:
a. It is believed that Chengdu Arts Music training center has been one of the fastest growing training centers in Sichuan province since its foundation in 2010.
据说成都市艺术音乐培训中心自2010年成立以来是四川省发展得最快的培训中心之一。
b. It is quite attractive that some professional teachers from Siyuan Conservatory of Music are teaching at the center.
值得注意的是一些来自音乐学院的专业老师也在这里上课。
Teacher helps the Ss understand the two sentences.
（设计意图：抓住本单元语法重点，简单介绍，帮助学生理解，为下一节课重点讲述打下坚实基础。）
4. Activity 9
Ss choose the best answers for the passages. At this time, Ss could further understand the passages.
（设计意图：通过练习，学生更详细地掌握本课短文中的内容。）
5. Activity 10
Ss read the passages and translate the sentences.
（设计意图：通过书写句子，学生更全面地掌握短文中的重点句子。）
6. Activity 11
1) Ss read the introduction about the training course.
2) Ss introduce the training course.
Reference: I’m interested in English, so I choose Hotel English as my optional course. It is about reception, reservation, check-in and so on. I take the course on Saturday from 9am to 11am. The course is for students with basic English skills. It is quite attractive that teachers are from Sichuan University. I hope I will learn a lot from the course.
（设计意图：学生学着介绍自己的培训课程，把简单的短语构成完整的句子，在语言运用方面的技能得以提升。）
Step Two Production
Ss introduce their courses they study at school.
（设计意图：根据上一步的练习，学生拓展运用，谈论自己在学校里的课程，突破了教学难点。）
Step Three Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
Add short-term one-to-one tutoring upon offer foundation
for all levels
Sentence Patterns:
a. It is believed that Chengdu Arts Music training center has been one of the fastest growing training centers in Sichuan province since its foundation in 2010.
b. It is quite attractive that some professional teachers from Siyuan Conservatory of Music are teaching at the center.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Four Homework
Copy and remember the vocabulary and sentence patterns in the summary of this period.
Introduce the courses we study at school briefly. Use the expressions in Activity 8 and Activity 11.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases: Add short-term one-to-one tutoring upon offer foundation for all levels Sentence patterns: a. It is believed that Chengdu Arts Music training center has been one of the fastest growing training centers in Sichuan province since its foundation in 2010. b. It is quite attractive that some professional teachers from Siyuan Conservatory of Music are teaching at the center.Unit 3 What I want to learn is computer programming
Lead-in + Listening and speaking 教学设计
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：复习关于课程的词汇与短语，听懂并掌握关于课程的简单对话，并能结合相关句型和短语谈论自己的选修课情况。
教学重点、难点
（1）教学重点
复习关于课程的词汇和短语；听懂谈论课程时用到的句型；听懂关于课程的简单对话，并能结合相关句型和短语谈论自己的选修课情况。
（2）教学难点
结合相关句型和短语谈论自己的选修课情况。
二、教学目标
知识目标
（1）学习并识记关于课程的词汇与短语，如：
Latin dance computer programming Japanese tourism English
appliance repair Chinese painting ask for your advice optional course
get a certificate time schedule sign up by oneself
（2）学会能套用谈论课程的句型，如：
I’d like to ask for your advice. Sure. Go ahead.
What I want to learn is…
Can I get a certificate You can get it …
What’s the time schedule There are …
How do I sign up You may fill in …
能力目标
（1）能听懂关于课程的对话。
（2）能熟练地表达谈论课程。
（3）能记住关于课程的相关词汇与短语，并熟练运用于对话的句型中。
情感目标
（1）让学生谈论感兴趣的课程，培养学生良好的兴趣爱好。
（2）让学生广泛地了解谈论课程，培养学生爱学习的良好品质。
三、教学步骤
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit to the Ss.
（设计意图：通过本单元的题目引入本单元的话题，让学生了解本单元所涉及的内容。）
Activity 1.
Show the pictures in Activity 1 on PPT (without the phrases). Ask students to tell the courses. Then give the phrases about the courses according to what Ss talk about. Write the key words and phrases and ask students read aloud if necessary.
Key phrases:
Latin dance computer programming Japanese
tourism English appliance repair Chinese painting
（设计意图：复习关于课程的短语，为完成后面的听、说、读、写等活动做词汇准备。）
Ask students to tell which courses they are interested in.
Key sentences:
Which course are you interested in
I am interested in …
（设计意图：巩固先前所学习的词汇，为完成后面的听、说、读、写等活动做好铺垫。）
Step Two Listening and speaking
1. Activity 2.
Ss read the sentence in Activity 2. Then make sure what they have to concentrate on.
Ss listen to the video for the first time. After listening, Ss could grasp the main idea: optional courses.
（设计意图：抓住重点，有目的地完成听力任务，为后面的进一步了解听力内容打下良好的基础。
2. Activity 3
Play the video again. Ss listen to the dialogue 1 and find the correct answer.
（设计意图：先就对话内容有一整体印象，然后再听对话，了解大意，为理解对话内容做相应准备。）
3. Activity 4
Play the video for the third time. Ss fill in the blanks. Ss could master the conversation very well.
（设计意图：反复地听对话，学生由简单的单词选择到句子的补充，英语语言运用能力逐步提高。）
4. Activity 5
1) Ss read the similar dialogue (Dialogue 2). And try to grasp the main idea.
2) Play the video and ask Ss to compare the difference. Ss underline the differences and fill in the blanks according to the video. Check the answer with Ss as the following form by filling in the blanks:
Dialogue 1 Dialogue 2
Our school offers some optional courses. Our school offers some optional courses.
What I am interested in is tourism English. What I want to learn is computer programming
We have day course and evening course. We have evening course and weekend course.
（设计意图: 找出对话的细节差异，培养学生听细节的听力技巧。）
3) Play the audio of Dialogue 2. Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
4) Give more examples to make sure Ss understand the phases and expressions:
Key phrases:
a. ask for
I’d like to ask for your advice.
May I ask for your advice.
b. by oneself
You can do it by yourself.
They make a living by themselves.
c. sign up
You may sign up on the Internet.
How can I sign up
Key sentences:
a. I’d like to ask for your advice.
b. What I want to learn is…
c. Can I get a certificate
d. What’s the time schedule
e. How do I sign up
（设计意图: 找出重点句型，学生加强练习，加深理解和掌握。）
5) Ss play the two roles.
（设计意图:通过反复练习句型，为下一步的练习对话做好知识铺垫。）
5. Activity 6
1) Ss look at the two pictures, and tell the course for each picture.
2) Ss try to perform the dialogue in pairs and talk about the course with the expressions given.
（设计意图: 通过模拟表演练习，让学生本堂课所学词汇与句型能够迁移到日常生活中，同时训练学生口头表达能力。）
Step Three Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
Latin dance computer programming Japanese tourism English
appliance repair Chinese painting ask for your advice optional course
get a certificate time schedule sign up by oneself
Sentence Patterns:
I’d like to ask for your advice. Sure. Go ahead.
What I want to learn is…
Can I get a certificate You can get it …
What’s the time schedule There are …
How do I sign up You may fill in …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Four Homework
Copy and remember the vocabulary and sentence patterns in the summary of this period.
Make a dialogue about choosing the optional course.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases: Latin dance Computer programming Japanese Tourism English appliance repair Chinese painting ask for your advice optional course get a certificate time schedule sign up by oneself Sentence patterns: I’d like to ask for your advice. Sure. Go ahead. What I want to learn is… Can I get a certificate You can get it … What’s the time schedule There are … How do I sign up You may fill in …Unit 3 What I want to learn is computer programming
Language in Use 教学设计
一、教材分析
教学内容
本课包括Language in use部分，具体内容为：主语从句及常见用法。
教学重点、难点
（1）教学重点
主语从句的基本句型及常见用法。
（2）教学难点
主语从句的用法。
二、教学目标
知识目标
（1）学会并能套用主语从句的基本句型。
（2）学习主语从句的常见用法。
能力目标
（1）能套用主语从句的基本句型并熟练运用。
（2）能根据不同情境正确使用主语从句。
情感目标
了解主语从句的正确使用，培养学生日常生活中形成恰当使用语言的良好习惯。
三、教学步骤
Step One Lead-in
Check the homework in last period. Ask Ss to introduce the courses they study at school briefly.（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Step Two Language in use
Grammar focus.
Ask Ss to read Grammar focus on P30, pay attention to the structure of the sentences. Ss read aloud the example sentences altogether.
主语从句
作主语用的名词性从句，因其在复合句中作主语，又称主语从句。引导主语从句的有从属连词that, whether, 连接代词who, what, which, whatever等，连接副词when, where, how, why等。
主语从句的基本用法
that引导
从属连词that 在主语从句中不作任何成分，只起连接从句的作用。
That he is still alive is a wonder. 他还活着，真是奇迹。
That we shall be late is certain. 我们要晚了，这是确定无疑的。
That she became an artist may have been due to her father’s influence. 她成为画家可能是受她父亲的影响。
That you are coming to London is the best news I have heard. 你将来伦敦是我听到的最好消息。
whether引导
whether 有含义，但在主语从句中不充当任何成分，不能省略。
Whether it will do us harm remains to be seen. 是否对我们有害还要看一看。
Whether they would support us was a problem. 他们是否会支持我们还是一个问题。
用连接代词引导
What you need is more practice. 你所需要的是更多的训练。
What I want to know is this. 我想知道的就是这事。
Whatever we do is to serve the people. 我们无论做什么都是为人民服务。
连接副词引导
When we arrive doesn’t matter. 什么时候到没有关系。
How it was done was a mystery. 这是怎样做的是一个谜。
How this happened is not clear to anyone. 这件事怎样发生的，谁也不清楚。
How many people we are to invite is still a question. 邀请多少人还是一个问题。
Where I spend my summer is no business of yours. 我在哪里过暑假不关你的事。
有时为了使句子结构平衡，避免“头重脚轻”，常用it作形式主语，而将从句放在句末。
It’s a pity that he didn’t come. 很遗憾他没来。
It is important that he should know about this. 他必须知道此事。
It was intended that you be the candidate. 大家的意图是让你当候选人。
It is thought that he is the best player. 大家都认为他是最好的选手。
It is estimated that the vase is 2000 years old. 据估计这个花瓶有2000年的历史。
It seems that they are in urgent need of help. 看起来他们急需帮助。
（设计意图：通过主语从句的介绍及例句，了解主语从句的基本句型。）
Activity 12
Ss read the sentences, and choose the best answers to fill in the forms.
Keys: What he said
It is a good news to me
Where the girl is from
When we should have a party
It is impossible that
（设计意图：学生完成有关主语从句的练习，进一步明确主语从句的基本特征。）
Activity 13
Ss read the conversation, and complete the sentences.
Keys: d a c e b
（设计意图：通过情景对话的练习，巩固本单元句型内容。）
Step Three Production
Activity 14
1) Ss think and discuss the course they choose this term according to the four questions.
2) Ss write a short passage about it, using the expressions in this unit.
（设计意图：结合本单元所学句型，基础好的同学可以使用主语从句，以检查学生对所学内容的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
主语从句的基本用法:
that引导
whether引导
用连接代词引导
连接副词引导
有时为了使句子结构平衡，避免“头重脚轻”，常用it作形式主语，而将从句放在句末。
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Exchange the passages with others. Work in pairs on Activity 14.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
that引导 That he is still alive is a wonder. That we shall be late is certain. That she became an artist may have been due to her father’s influence. That you are coming to London is the best news I have heard. whether引导 Whether it will do us harm remains to be seen. Whether they would support us was a problem. 用连接代词引导 What you need is more practice. What I want to know is this. Whatever we do is to serve the people. 连接副词引导 When we arrive doesn’t matter. How it was done was a mystery. How this happened is not clear to anyone. How many people we are to invite is still a question. Where I spend my summer is no business of yours. it作形式主语 It’s a pity that he didn’t come. It is important that he should know about this. It was intended that you be the candidate.

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