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Unit 2 How to open a savings account
(第二课时教学设计)
一、教材分析
1. 教学内容
本课时系教材《英语3（基础模块）》（高教版）第二单元的第二课时，包括reading and writing部分。通过阅读相关银行自助服务项目的介绍性文章，学生能了解银行自助服务项目的 名称、内容和获得帮助的途径，并能理解标题、小标题和具体内容的逻辑关系，最终培养学生 提取关键信息进行归纳总结，并在相似的语境中转述信息的能力。
2. 教学重点、难点
(1) 教学重点
① 学生能从介绍银行自助服务的材料中提取关于项目的名称、内容和获得帮助的途 径，并能理解标题、小标题和具体内容的逻辑关系。
② 学生能用关键词简要介绍银行相关服务项目，并能利用给出的信息写一份通知。
(2) 教学难点
学生能利用介绍银行服务业务的阅读材料内容写一份通知。
二、教学目标
1. 知识目标
(1) 学生能识别rate, sign, branch, transfer, balance, invest, overdraft, source的意思。
(2) 学生能识别self-service banking, Auto Banks, cellphone banking, internet banking, make payment, apply for, check balance, access to的意思。
(3) 学生能了解通知的格式。
2. 能力目标
(1) 学生能从介绍银行自助服务的材料中提取关于项目的名称、内容和获得帮助的途径， 并能理解标题、小标题和具体内容的逻辑关系。
(2) 学生能用阅读材料中的信息写一份通知。
三、教学步骤
Step I Lead-in
1. Discuss and list. (Activity 8)
The teacher asks the whole class if they know the full name of an ATM. Whether they know it or not, the teacher writes down the full name of ATM (Automatic Machine) on
the board. And the teacher asks several students if they know other auto-bank services. Students work in pairs to discuss and list the items of self-service banking. The teacher summarizes the items on the board.
Auto-bank service: Internet banking service
telephone banking service cellphone banking ...
（设计意图：学生讨论列出银行自助服务项目，并通过老师的总结补充激活相关词汇， 为后面的阅读任务做好知识和语言上的准备。）
Step II Reading
1. Read and choose. (Activity 9)
Now that students have known some auto-bank services, the teacher asks if they know other self-service banking. In this way, the teacher leads students move to read the passage. Before students read the passage, the teacher tells them the ways to gain main idea of the passage, such as focusing on the sub-titles (Auto Banks, cell phone banking, Internet banking, telephone banking), paying attention to the beginning and the end of the passage. Ss read the passage quickly and choose the proper title (Self-service Banking). The teacher checks the answer.
(设计意图：老师介绍快速阅读的方法，学生通过快速阅读小标题，识别出银行自助服 务项目，并选出与此相关的正确的标题，培养学生概括文章主旨的能力。)
2. Read and decide. (Activity 10)
Students read out the four small tasks of activity 10.The teacher helps students to get the meaning of the sentences, especially focusing on the words (apply for overdraft, payment, transfer). Then students read the passage again and decide what kind of banking service is suitable.
(设计意图：通过该真实任务将阅读与职业应用相结合。学生在理解任务要求的基础 上，克服词汇的障碍。通过阅读材料，理解客户需求找到匹配信息。)
3. Read and answer (Activity 11)
Before students read the passage again, the teacher asks students if there are any difficult words in the text. Then the teacher lists the possible difficult words or phrases (branch, invest, access to, check balance) on the board. Students read the passage again and answer the three questions in the book. Students can answer the questions in Chinese if they have difficulties.
(设计意图：根据上下文逻辑推理问题答案，更深入理解上下文之间的关系，在回答问 题过程中锻炼学生的概括和表达能力。)
4. Ask and answer. (Activity 12)
The teacher interviews one of the students according to the questions in the form of activity 12:
1) Do you think self-service banking is helpful
2) Which do you prefer, going to a branch or choosing self-service banking
3) Have you ever tried any self-service banking
4) Are you interested in trying a new self-service banking
Then students work in groups of 4 classmates to interview each other, following the above 4 questions. Meanwhile, students write down the results of interview to fill in the form.
（设计意图：本活动旨在引导学生在阅读理解的基础上进行对银行自助服务项目这一话 题的思考，并表达自己的观点。同时，通过采访形式培养学生的语言应用能力。）
Step III Writing
1. Read and answer. (Activity 13)
Students read passage again and answer the four questions in the book. The teacher checks the answers. Students write down the answers incomplete sentences.
1) This bank offers self-service banking.
2) This service includes: Auto-banks, cellphone banking, Internet banking and telephone banking.
3) It is convenient and easy to use for customers.
4) They can send emails to the bank if they want to know more about it.
(设计意图：通过让学生提炼出文章的主要内容，用完整的句子完成问题的回答。为下 面的写作练习做好基本的准备。)
2. Read and introduce.
The teacher says,“We have got main idea of the passage, can you introduce the Standard Bank briefly according to the above answers of activity 13 Work in pairs, read the answers and introduce the bank each other.” Then students work in pairs to introduce the bank briefly. After a while, the teacher asks several students to introduce the bank. The introduction is:
Our bank offers self-service banking for you. There are all together four kinds of self- services banking. They are Auto-banks, cell phone banking, Internet banking and telephone banking. They are convenient and easy to use because they can make you do your banking anytime anywhere. If you want to know more about it, you can send emails to us. The email address is information@.
（设计意图：通过口头归纳介绍银行，整合上一个活动中的零星句子，为下一个活动的 写作作好口头上的准备。确保学生能顺利完成写作任务。）
3. Read and complete. (Activity 14)
Students work in pairs to finish the NOTICE orally according to the answers to the questions of Activity 13. The teacher walks around to see if students need help and find out the mistakes. Then the teacher summarizes the mistakes that students make easily. Students work in pairs again to discuss and finish the NOTICE. At last, the teacher asks
several students to read out the NOTICE and check the answers.
（设计意图：通过该控制性的写作活动，帮助学生根据所给文章框架对信息进行整合， 并合理表述，以此培养学生对信息的归纳能力。）
Step IV Homework
1. Discuss and write.
Students discuss in groups of 4 people, discuss the advantages of self-service banking and write a short passage (80 words).
(设计意图：学生通过讨论银行自助服务的优点，引导学生参考课文提供的材料，并写 成小短文。复习本课重点，加强学生读写能力。)
四、板书设计
Unit 1 How to open a savings account
words: phrases: self-service banking:
rate, sign, branch, transfer, check balance Auto-bank
balance, invest, overdraft, apply for cellphone banking
source, payment access to Internet banking telephone banking

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