资源简介

Unit 7 The convenience store is over there.
Vocabulary + Supplementary Reading教学设计
一、教材分析
教学内容
本时系教材《英语基础教程》（3）第七单元的第四课时，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）熟记本单元有关社区设施与服务的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
civic, exclusive, glamorous, intelligent, mission-style, refined, swamp.
far from, less than, no doubt, respond to, be filled with, as long as, Its streets are lined with…, It is a place where…; That’s the reason why….
能力目标
（1）复习本单元词汇与短语由关系副词when、where引导的定语从句的基本用法，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
了解不同地区在社区设施与服务表述方面的差异，培养学生尊重文化差异的意识以及运用英语帮助他人的良好习惯。
三、教学步骤
Step One Lead-in
Check the homework in last period. Review what we have learnt in last period.
For example:
This is …where…
Is there any place where…
That’s the time when…
I still remember the day when…
（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 P90-91 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: 1-d 2-a 3-b 4-c
（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 verbs on the left box and the phrases on the right box, then match the verbs with the phrases.
Keys:
collect interesting stamps; run a company; build a relaxing relationship;
afford an expensive car; pay a bill
（设计意图：让学生熟悉本单元关键动词的用法与搭配，巩固词义。）
Activity 17.
1) Ss read the phrases in the box and tell the meaning of these words and phrases.
2) Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese.
Keys: 1: reflected on 2: gain 3: be allowed
4: participate in 5: is sentenced to 6: being tidied up
（设计意图：通过理解单词与短语意思，能够在句子中运用。）
Step Three Supplementary Reading
Ss read the passage on P91-P92, underline the new words and get the meaning from the word list on P92-P93. Explain the meaning if there are still new words.
civic, exclusive, glamorous, intelligent, mission-style, refined, swamp.
far from, less than, no doubt, respond to, be filled with, as long as, Its streets are lined with…, It is a place where…; That’s the reason why….
far from
eg. The man is far from being rich.
Chengdu is far from beautiful.
no doubt
eg. There is no doubt that your theory is right.
The man is, no doubt, honest.
as long as
eg. As long as you study hard, you’ll succeed sooner or later.
I’ll help you as long as I have money.
That’s the reason why…
eg. That’s the reason why the teacher is popular with students.
That’s the reason why he was late for class today.
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list on P2-P93 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。）
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: TFTTT
（设计意图：学生带着问题阅读文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys:
1. The actual suburb of Hollywood is far from glamorous.
2. It is a place where the fortunate live in comfort and shop and dine with leisure. Its commercial streets are beautiful and filled with exclusive dress shops and refined shoppers. Its streets are lined with multi-million dollar buildings, tall trees, and miles of well-groomed green lawns.
（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:
civic, exclusive, glamorous, intelligent, mission-style, refined, swamp.
far from, less than, no doubt, respond to, be filled with, as long as, Its streets are lined with…, It is a place where…; That’s the reason why….
Attributive clause usage.
（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 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 Five Homework
Complete the rest of the exercises 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
civic, exclusive, glamorous, intelligent, mission-style, refined, swamp far from, less than, no doubt, respond to, be filled with, as long as, Its streets are lined with…, It is a place where…; That’s the reason why….Unit 7 The convenience store is over there
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：阅读社区服务的相关知识，包括其定义、参与者、种类及意义等，能够读懂短文所介绍的社区服务内容，能够根据短文内容顺利完成相关练习，能够根据短文完成一份与社区服务相关的问卷调查表。
教学重点、难点
（1）教学重点
学习描述社区服务具体内容的的重点词汇与短语；读懂关于社区服务的定义、参与者、种类及意义的短文；了解文中与社区服务相关的重点表达与句型；根据短文的描述完成相关的阅读练习；根据短文完成社区服务问卷调查表。
（2）教学难点
较难词汇，短语，句型的攻破；根据社区服务相关知识完成一份社区服务问卷调查表。
二、教学目标
知识目标
学习文中与社区服务相关的词汇和短语，如：
refer to benefit vital facility available participate volunteer
in order to be sentenced to punishment tidy up charity perform
senior citizens tuition insightful supportive
学会并能套用解释概念或含义的定语从句句型，如：
It is a vital part of... where there aren’t enough...
They include volunteers who have a lot of free time...
They may teach children with learning disabilities, whose parents cannot...
2. 能力目标
（1）能读懂与社区服务相关的知识，了解什么是社区服务。
（2）能根据短文的描述知道怎么进行社区服务。
（3）能根据短文内容完成社区服务调查表。
3. 情感目标
（1）让学生掌握社区服务的概念与意义，尽自己所能做一些有意义的服务性活动。
（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 Lead-in
Show several pictures of different community service . Ask Ss to describe which kinds of community service they are .
（设计意图：从我们生活中常见的社区服务入手，以图片直观形象地让学生对社区服务有一个初步的了解。）
Play a video about community service, including its concept、types、influence and so on. Ask Ss to think about what community service is, and describe it with their own words.
（设计意图：通过一段小视频让学生大概掌握社区服务的定义，类型和影响等等，激发学生对社区服务的学习兴趣。）
Activity 7. Ask Ss to discuss which ones belong to community service, and tick them munity service includes_________.
(1) collecting rubbish (2)delivering letters (3)sweeping the street (4)tidying up the
flower bed (5)helping senior citizens (6) helping children with their lessons.
（设计意图：让学生对文中将会出现的几种社区服务有所了解，为阅读任务的完成进行准备，同时培养学生的小组讨论能力。）
Step Two Reading and writing
Activity 8.
Ss go through the text in Activity 8 on P85 quickly and mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and pay attention to the pronunciation and meaning. Explain them with more examples if necessary.
refer to benefit vital facility available participate volunteer
achieve educational in order to be sentenced to punishment tidy up charity
perform senior citizens tuition insightful supportive participant
（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。）
Ss read the text, circle different types of community service, and talk about their own ideas on the mentioned community service.
collect rubbish on the ground tidy up flower beds
go door to door and collect all kinds of items visit an elderly home
help to run the local library or work there for a few days a week
teach children with learning disabilities
（设计意图：大体浏览全文，了解文章大意，能够根据关键词找出相关信息，培养学生搜索关键信息的阅读技巧。）
Ask Ss to go through the text carefully, and finish the items which are related to community service in the form .
Concept Participants types influence
Community service refers to any action that benefits the community A variety of people or organizations participate, such as volunteers, schools collect rubbish on the ground tidy up flower beds ... allows the participants to reflect on the difference they are making in society...
（设计意图：细读全文，了解短文细节，进一步理解短文，通过学生搜索相关细节的过程，培养学生分类归纳能力。）
Activity 9.
Ask Ss to get familiar with the questions in this activity, and try to grasp the key words in each question.
Give Ss five minutes to go through the text, and choose the right answers, then they can check their answers with a partner.
Check their answers and explain simply.
（设计意图：通过单选题检测学生对短文的理解程度，进一步熟悉短文中所介绍的社区服务相关内容。）
Activity 10.
Ask Ss to look through the contents in this activity.
Ask Ss to complete these sentence according to the text.
Invite several students to read out their complete sentences, and also correct their answers.
（设计意图: 通过填空完成句子的方式让学生更加熟悉文章内容。）
Step Three Production
Activity 11
Present the questionnaire for the students, and explain each item in it clearly.
Divide the whole class into several groups. Ask Ss to finish the questionnaire named A survey of Community Service in groups by discussion.
Have each group show their results of the survey by the means of giving a speech. And other groups make a judgment.
（设计意图: 学生以书面及口头形式完成一份有关社区服务调查表，让学生对社区服务这一概念有更好的理解，同时培养他们小组合作的学习能力。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabularies and phrases:
refer to benefit vital facility available participate volunteer
achieve educational in order to be sentenced to punishment tidy up charity
perform senior citizens tuition insightful supportive participant
Sentence Patterns for explaining something or someone:
It is a vital part of... where there aren’t enough...
They include volunteers who have a lot of free time...
They may teach children with learning disabilities, whose parents cannot.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Copy and remember the key words and expressions in the text.
Translate several long and difficult sentences in the text.
（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: refer to benefit vital facility available participate volunteer achieve educational in order to be sentenced to punishment tidy up charity perform senior citizens tuition insightful supportive participant Sentence patterns: It is a vital part of... where there aren’t enough... They include volunteers who have a lot of free time... They may teach children with learning disabilities, whose parents cannot.Unit 7 The convenience store is over there
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：复习社区设施与服务的相关词汇与短语，听懂并掌握社区设施与服务的简单对话，准确地表达社区的位置、设施与服务等相关情况。
教学重点、难点
（1）教学重点
复习社区设施与服务的词汇与短语；听懂询问社区设施与服务的句型；听懂社区设施与服务的简单对话，准确地表达社区的位置、设施与服务等相关情况。
（2）教学难点
进行社区设施与服务的简单对话，准确介绍社区位置、设施与服务的表达。
二、教学目标
知识目标
（1）学习并识记社区设施及服务的词汇与短语，如：
Children’s playground swimming pool western restaurant bus station
24-hour ATM what’s …like along the street make it at…
（2）学会并能套用社区设施与服务的句型，如：
Is there a … nearby There is a … where you can….
What’s…like It’s quite/ very ….
Can we make it at…. No problem.
能力目标
（1）能识别对话中提及的有关社区场所及服务设施的词汇。
（2）能咨询与社区有关的信息。
（3）能阅读描述社区的对话、短文及文章并能根据要求转述相关信息。
（4）能运用本单元的重点词汇简单描述自己所在的社区以及对其的喜好。
情感目标
（1）能了解国外一些先进社区的特点，比较中国社区与国外社区的异同。
（2）对自己的国家、家乡、社区有荣誉感和认同感；有为建设理想社区而努力的情感意识。
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. Ask students to look at the pictures and phrase. Then match the pictures with the phrases in the box below. Then give the students several minutes to talk about their answers. Later, ask some students to share their answers and check their answers together. Last ask students to read aloud the key words and phrases if necessary.
Key words: supermarket
Key phrases:
Children’s playground swimming pool western restaurant bus station 24-hour ATM
（设计意图：复习社区设施与服务的相关词汇，为完成后面的听、说、读、写等活动做词汇准备。）
Step Two Listening and Speaking
Activity 2. Play the audio of Dialogue 1. Students listen to the dialogue 1 in Activity 2 and tick the right answer in Activity 2. Then ask some students to share their answers and check the answer together. Let students listen to the dialogue again if necessary.
（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。）
Activity 3. Ask Ss to read Activity 3. Remind Ss to pay attention to the details. Play the audio of Dialogue 1. Ss listen to the dialogue 1 and choose the answers in Activity 3. Check the answer, play again if necessary.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
Activity 4. Ask Ss to read Activity 4. Remind Ss to pay attention to the key words or phrases. Play the audio of Dialogue 1 again. Ss listen to the dialogue 1 and complete the blanks in Activity 4. Check the answer, play again if necessary.
（设计意图: 听懂对话细节，了解对话的细节及重点词汇，培养学生听细节及重点词汇的听力技巧。）
Step Three Listen and repeat
Activity 5.
Play the audio of Dialogue 2. Ask Ss to read after the audio sentence by sentence and pay attention to imitating 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。）
Ask Ss to find out the sentence patterns about asking the community and facilities in the community in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
I’d like to rent the apartment …you advertised.
Can you tell me something about it
What’s the neighborhood like
There is a …where you can ….
That’s the time when I….
（设计意图: 通过让学生自己发现询问社区设施与服务的句型，训练学生的归纳能力，培养学生自主学习的能力。）
Step Four Practice and act
Activity 6.
Ask students to look at the pictures and sentence patterns on their book. Work in pairs, use these sentence patterns and pictures to make dialogues. Give them 10 minutes, then ask some of them to act in front of the class. And give them some remarks.
（设计意图: 练习社区设施与服务的句型，进一步巩固所学词汇与句型。）
Step Five Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
supermarket neighborhood rent advertise Children’s playground swimming pool western restaurant bus station 24-hour ATM
Sentence Patterns:
I’d like to rent the apartment …you advertised.
Can you tell me something about it
What’s the neighborhood like
There is a …where you can ….
That’s the time when I….
Is there a … nearby There is a … where you can….
What’s…like It’s quite/ very ….
Can we make it at…. No problem.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Six Homework
Copy and remember the vocabulary in the summary of this period.
Make a dialogue about a foreigner who wants to rent a house advertised in the newspaper yesterday.
（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
Vocabulary: supermarket neighborhood rent advertise Children’s playground swimming pool western restaurant 24-hour ATM Sentence patterns: I’d like to rent the apartment …you advertised. Can you tell me something about it What’s the neighborhood like There is a …where you can …. That’s the time when I…. Is there a … nearby There is a … where you can…. What’s…like It’s quite/ very …. Can we make it at…. No problem.Unit 7 The convenience store is over there
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：定语从句的常见用法。
教学重点、难点
（1）教学重点
定语从句的基本句型及常见用法。
（2）教学难点
定语从句引导词的选择。
二、教学目标
知识目标
（1）学习并掌握定语从句引导词
（2）学习定语从句的常见用法
能力目标
（1）能正确使用定语从句，使语言更简洁，丰富。
（2）能选择正确的引导词，把简单句组合成定语从句。
情感目标
了解正确使用定语从句的意义，培养学生日常生活中使用定语从句的习惯，使语言更加简洁，丰富。
三、教学步骤
Step One Lead-in
Check the homework in last period. Review the words learned in Reading and writing .Ask Ss to summery the phrases learned in last class.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Ss to read some sentences altogether, translate the sentences and find out the sentence constituents in each sentence.
I like pie. (S+V+O) 我喜欢派（无定语）
I like apple pie.(S+V+attributive +O) 我喜欢苹果派（apple 为定语）
I like pie that was made with apple. (S+V+O+attributive clause) 我喜欢用苹果做成的派（that was made with apple为定语从句）
总结：定语是修饰限制名词或代词的成分，定语从句是修饰限制名词或代词的的句子。
（设计意图：翻译这些句子，让学生对定语及定语从句有个初步认识，为学生学习定语从句的句型及用法做铺垫。）
Step Two Language in use
Grammar focus. Ask Ss to read Grammar focus on P87, find out the attributive sentence and antecedent in each sentence. Ss read aloud the example sentences altogether.
Structure:
There is a gum where you can do exercise.
Is there any place where I can buy some fruit
That’s the time when I have to attend the daily staff meeting.
I still remember the day when I first came to the company.
Community services ,which are performed by youth, are also referred to as service.
Definition:
定语从句：修饰限制名词、代词的从句，常常跟在其修饰限制的名词代词后。
先行词：被定语从句修饰限制的那个名词或代词。
关系词：引导定语从句的词。分为：关系代词和关系副词。
关系代词：who whom whose that which as
关系副词：when where why
关系词的作用：
1.引导定语从句
2.代替先行词
3.在定语从句中充当一个成分。
（设计意图：通过例句的的介绍，了解定语从句的基本句型及其相关概念。）
Ask Ss to find out the attributives sentences in the text in Activity 8. Instruct Ss to attend to the structure. Invite Ss translate those sentences and find out the antecedents.
Community service refers to any action that benefits the community. 社区服务代表任何有益于社区的行为。
It is a vital part of many small communities where there aren’t enough facilities or services as available. 这对于很多没有足够的设施或者服务的小社区而言是一个很重要的部分。
There are volunteers who have a lot of free time. 这儿有一些比较闲的志愿者。
（设计意图：让学生在课文中找出定语从句，进一步熟悉定语从句的基本句型。）
Usage of different antecedent
关系代词:
That :用于先行词是人或者物时，可充当主语、宾语、表语、状语
Which：用于先行词是物或主句整体内容时，可充当主语、宾语、定语
Who：用于先行词是人时，可充当主语、宾语
Whom：用于先行词是人时，可充当宾语
Whose： 用于先行词是人或者物时，可充当定语
As：用于先行词是人或者物或主句整体内容时，可充当主语、宾语
关系副词：
When：用于先行词是时间时，充当状语
Where：用于先行词是地点时，充当状语
Why：用于先行词是原因时，充当状语
Restrictive attributive clause and non-restrictive attributive clause
限制性定语从句：形式上不用逗号和主句隔开，是先行词不可或缺的部分，去掉它的意思往往不明确，翻译成先行词的定语，“……的……”。
非限制性定语从句：是先行词的附加说明，去掉了也不影响主句意思，它于主句间通常用逗号隔开，通常翻译成主句的并列句。
Eg.
His brother who is now a lawyer always encourages him to go to college.
他那个现在是律师的哥哥总是鼓励他上大学。（他还有其他哥哥）
His brother ,who is now a lawyer , always encourages him to go to college.
他的哥哥，现在是律师，总是鼓励他上大学。
（设计意图：让学生通过基本概念定义来学习先行词的用法）
Activity 12. Ask Ss to do Activity 12. Check the answers and ask the reason why Ss choose so.
（设计意图：通过学生完成有关定语从句的练习，进一步明确定语从句先行词的用法，加深对定语从句的理解，以进一步巩固学生所学句型和用法。）
Activity 13.
Ask Ss to match the fragment of sentences on the left with the fragment sentences on the right. Check the answer with them.
（设计意图：引导学生学习关系副词where 及when的用法，进一步了解定语从句的用法。）
Step three Summary
Ask Ss to make a short summary of what Ss have learned in this period.
1. definition of attributive clause and antecedent.
2. usage of different antecedent
3. Restrictive attributive clause and non-restrictive attributive clause
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Four Homework
Activity 14.
（设计意图: 通过写作来应用今天学的内容，课后进一步练习巩固本堂课所学内容。）
四、板书设计
I like pie. (S+V+O) I like apple pie.(S+V+attributive +O) I like pie that was made with apple. (S+V+O+attributive clause) That :antecedent：sb.or sth.，可充当subject、object、predicative、adverbial Which：antecedent：sth. or a sentence.，可充当subject、object、attributive、 Who：antecedent：sb.，可充当subject、object Whom：antecedent：sb.，可充当object Whose：antecedent：sb.or sth.，可充当attributive As：antecedent：sb.or sth., a sentence,可充当subject、object 关系副词： When：antecedent：time，可充当adverbial Where：antecedent：place，可充当adverbial Why：antecedent：reason,可充当adverbial

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