资源简介

中小学教育资源及组卷应用平台
Unit 2 Yes, we can.
（第四课时 教学设计）
一、教材分析
1．教学内容
本课时系教材《英语基础教程》（1）第二单元的第四课时，包括Vocabulary practice和Supplementary reading两部分，具体内容为：要求学生能够熟练掌握本单元所学词汇、短语和语法，在拓展阅读部分，能够利用快速阅读、略读等方法，顺利完成阅读材料重要信息的提取。
2．教学重点、难点
⑴教学重点
掌握本单元所学词汇、短语和语法。
⑵教学难点
掌握快速阅读、略读等学习策略，完成阅读材料重要信息的提取。
二、教学目标
知识目标
(1)通过动词的配对练习，用所给词的正确形式填空，巩固本单元的重点词汇和短语：type, position, overtime, contact, send, operate, besides, available, be good at, apply for, get along well with.
(2)掌握拓展阅读中出现的新词汇、短语：contacts，interviewee, interviewer, never, reply, surprised, touchy, warn, whatever, yell, get inside, job interview, throw out.
能力目标
(1) 学生能够在具体练习中正确使用和操练本单元重点词汇和短语;
(2) 学生能够通过快速阅读、略读等学习策略，完成拓展阅读材料重要信息的提取。
情感目标
(1) 在完成练习的过程中，感受到收获知识的成就感;
(2) 在拓展材料的阅读过程中，感受到生活带来的幽默和风趣。
三、教学步骤
Step One Review and Lead-in
Memory.
It is a game, which exercises the power of memory. Two sets of same flashcards should be prepared (or use the ppt to play the game). Shuffle the cards and place them face down on the table. The students take turns and turn the cards over. If the cards are the same, they keep them; if they’re different, they have to turn them face down again. The student with the most pairs at the end is the game winner. (翻牌游戏是训练记忆力的最佳方法之一。在这个游戏中，学生进行翻牌，如果两张牌一样，则“吃”了这两张牌；如果不一样，则牌继续面朝下放回去。纸牌上可以是描述某个职业的图案或能力描述，也可以是本节课中学过的短语。老师可以根据学生的情况来控制难度。)
（设计意图:本活动为可以训练学生的观察能力，快速反应能力以及记忆力。这一游戏对学生日后的“快速阅读”能力的提高也有好处。同时能够让学生在“玩中学”、“做中学”，体验参与的乐趣，并且在快乐中学习。）
Practice. The teacher says the words or phrases in Chinese and the students say the words in English in correspondence with.
（设计意图: 通过这样的形式对本单元进行巩固练习。可以让学生集中精力，积极参与课堂的互动和学习中来。）
Step Two Vocabulary practice
Activity 14. Read and match. Match the words to their definitions.
（设计意图: 帮助学生掌握本单元的关键词。）
Activity 15. Match and label. Ask the students to match column A with column B, and then match the phrases with the pictures. Ask students to judge which phrases belongs to activity description. Ask them to use the phrases to make sentences and change them to Yes / No question.
（设计意图: 帮助学生掌握本单元的关键词组，由词到词组，难度逐步提高。）
Activity 16. Read and complete. Read and fill in the blanks with the proper words in their proper forms.
（设计意图: 帮助学生巩固关键词、词组的用法。）
Step Three Supplementary reading
1. Read and decide. Ask the students to read the passage quickly and decide the sentence is true or false.
(设计意图:训练学生养成先快速阅读句子，再略读文章，查找关键信息的习惯，尤其是和句子相关的信息，再判断正误。并掌握这种快速阅读的学习策略。)
2. Read and answer. The students read the passage again and answer the questions quickly. And ask the student not to look up the dictionary when they face the new words or phrases.
（设计意图：学生再次扫读文章，完成细节题。并让学生养成良好的阅读习惯。当文章中出现新的词汇、短语时，不应立即查阅字典，而是直接跳过，也许这个生词不是关键词，而且也可以根据上下文的语境进行猜测其意思，从而完成对整篇文章的理解。）
3. Think and discuss. The teacher divides the students into several groups, four students in each group. The teacher lists some new words and phrases, and assigns them to different groups. They are required to explain them and make sentences to all the students.
(设计意图：将学生分成4人一组，并给他们罗列一些词组和短语，让学生组内自行安排和分工。最后每组派代表到台前进行展示和讲解，老师进行评价和纠错。学生不仅锻炼了自信心和勇气，更重要的是让学生养成自主学习的好习惯。为以后步入职场做好各方面准备。)
Step Four Summary
Make a short summary of what we’ve learned today.
(1)Key vocabulary and phrases：type, position, overtime, contact, send, operate, besides, available, be good at, apply for, get along well with.
(2)New vocabulary and phrases in supplementary reading：contacts，interviewee, interviewer, never, reply, surprised, touchy, warn, whatever, yell, get inside, job interview, throw out.
（设计意图：对本课时所学内容进行巩固小结，让学生明确本节课学习目标。）
Step Five Homework
Complete the part “Translation” in the workbook.
Prepare for the unit test.
四、板书设计
Key words and phrases： type, position, overtime, contact, send, operate, besides, available, be good at, apply for, get along well with. Key words and phrases in supplementary reading： contacts，interviewee, interviewer, never, reply, surprised, touchy, warn, whatever, yell, get inside, job interview, throw out.
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