资源简介

课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师
授课内容 Warming Up & Listening and Speaking 授课班级
课 时 第1课时 授课时间
单 元 主 题 分 析
本单元的主题范围是“人与自我”，涉及的主题内容是时间管理。本单元包括电话邀约、时间管理方法等学习内容，旨在使学生意识到时间管理的重要性，引导学生积极地做好日常时间管理，并通过介绍某公司IT产品研讨会议程，创设真实的职业情境，促进学生语言实践与应用能力的提升。此外，本单元还介绍了不同文化背景下的时间观念，有助于提升学生的跨文化交际能力。
教 学 内 容 分 析
导入”板块由两个活动组成，旨在激活学生已掌握的有关时间管理的语言知识和背景知识，为整个单元的学习活动做好铺垫和预热。活动一通过词语、音频和图片呈现了中职学生韩瑜的日常安排。活动二通过四个问题，引导学生思考时间管理在生活和学习中的重要性。 听说”板块包括两段听力对话。第一段对话发生在王莉和孙涛之间，孙涛通过电话邀请王莉一起打网球;第二段对话同样发生在他们之间，孙涛向王莉请教时间管理的技巧。本板块旨在培养学生在真实语境中获取关键信息、用简单的英语进行交流的能力。
学 习 目 标
学生通过看图片、听录音、做匹配练习，能够填写中职学生韩瑜的日常安排。 学生通过回答问题，能够了解时间管理与日常生活、学习密不可分的关系。 学生通过听录音，能够获取有关电话邀约的对话主题及大意。 学生通过听录音，能够获取时间、地点、建议等关键信息，并完成听力任务。 学生能够结合真实语境，仿照听力脚本编演对话，练习预约与邀请。 学生能够归纳有效管理时间的好处，并进行口头分享。 思政目标：能够学习高效管理时间的技巧，摒弃不良的作息习惯，合理安排时间，培养良好的时间管理能力。
学 习 重 难 点
学习重点 能听懂并识读与日常活动、时间管理技巧相关的词句表达； 能运用目标词句进行预约与邀请，分享时间管理的技巧，培养学生有效沟通与交流的能力。
学习难点 联系自身实际，恰当运用be organised, stressed out, make a daily to-do list等短语讨论并分享有效管理时间的方法及好处。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法、情境教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows a clock and asks Ss to discuss what they usually do at specific time, such as, 6:30, 12:00, 14:00, etc. T provides more activity words which Ss may have difficulty expressing in English. 从学生生活经验入手，调动学生参与的积极性。
Step 3 New Lesson Pre-listening Ss listen to the recording and catch the activity words they’ve listened. Fill in the blanks in Activity One. Based on the recording, Ss talk about their daily schedule using phrases like getting up, having classes, etc. Ss think about the questions in Activity Two. T asks them to answer these questions with a pattern and think if they are good at managing time. For example: I think I have/don’t have a daily schedule. I can ______________. But sometimes, I ____________. While-listening Ss listen to the dialogue and finish Activity One. Ss listen to the dialogue and choose T or F. (1) Sun Tao wants to play table tennis with Wang Li tomorrow. ( ) (2) Wang Li has to prepare for a test tomorrow evening.( ) (3) Sun Tao and Wang Li will meet at 7pm at their school.( ) Ss listen to the dialogue and fill in the blanks. (1) Sun Tao wants to ______ ______ with Wang Li ______ ______ . (2) Wang Li thinks ______ would be ______ because he has to prepare for ______ ______ tomorrow evening. (3) Sun Tao and Wang Li meet at 7 pm ______ ______ ______ near ______ home. Ss watch the video of the dialogue and complete the blanks in Activity Two. T shows the dialogue text. T plays the recording for the third time and Ss underline the key words to check answers. (when, where, what). According to the given text, Ss work in pairs to role-play. Ss retell the dialogue. Based on the dialogue and given information, Ss work in pairs to act out the dialogues in Activity Three. Ss brainstorm and discuss how a straight-A classmate usually manages his/her time, and then make a list. Ss listen to the dialogue and understand the main idea of the dialogue. Ss listen to the dialogue and choose the topic. Ss listen to the dialogue and choose the best answer. (1) ____ knows how to manege his time so he always seems so organised. A. Sun Tao B. Wang Li C. Either of them (2) Sun Tao always ____ . A. makes a list of all the things he needs to do. B. uses apps to help himself get organised. C. can’t finish his homework on time. Ss listen to the dialogue and fill in the blanks. In the dialogue, Sun Tao thought Wang Li always seemed __________ __________ . He wanted to know __________ __________ __________ _________, because he’s always __________ __________ his homework or sometimes felt so __________ __________ in the daily life. Wang Li gave him some advice on __________ __________ . He’d better _________ __________ __________ of all things he needs to do and also could use some __________ which can help him __________ __________ . Ss watch the video of the dialogue and think about the first two questions in the form of Activity Four. Ss write down the answers to the first two questions, then think about the third question, and write down one or two pieces of advice in the form of Activity Four. 通过看图片、听录音、做匹配练习，帮助学生回顾旧知。 呈现听力脚本，让学生仿照脚本，结合自身情况，分享日常活动安排。 搭建语言支架，学生回答问题并围绕时间管理的话题展开思考。 第一遍听力训练，理解对话大意，选出正确的话题。 视听训练，填写便签条，培养学生听懂细节的技能。 反复精听材料内容，依托听力脚本，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。 采取角色扮演的方式，对文本进行复述，达到“以听促说”的目的，为下一阶段的产出活动奠定基础。 播放录音，在理解对话大意的基础上，提升学生信息判断和关键信息的提取能力。 播放录音，在理解对话大意的基础上，提升学生信息判断和关键信息的提取能力。
Step 4 Practice With the help of T，Ss review and work in pairs to discuss the benefits of managing time effectively, like being less stressful and anxious, improving quality of life. Based on that, Ss finish the task in Activity Five. T holds a sharing session on the benefits of useful time management. Some groups are invited to perform on the stage and share benefits of good time management and their personal feelings. 语言输出活动与学生时间管理经验密切相关，具有现实交流的意义。在教师的引导下，学生互助学习，讨论有效管理时间的好处，提升真实环境中的语用能力。 搭建真实的口语输出的平台，真正内化所学知识，提升综合运用语言的能力，培养学生对有效时间管理的深入思考。
Step 5 Summary With the help of T, Ss summarize what they’ve learnt in the class. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss shoot a video, introducing the benefits of managing time well, and send the video to their friends.
知 识 点 详 解
1. Hello Who’s that 【知识点】 用英语打电话时，用this、it 表示自己，that表示对方。 2. What’s up 【知识点】 怎么了，发生什么了。 3. Do you want to play tennis with me tomorrow evening 【知识点】 （1）play tennis 打网球 ① paly + 球类/棋类 例：play soccer 踢足球 play chess 下国际象棋 ② paly + the + 西洋乐器 例：play the piano 弹钢琴play the violin 拉小提琴 ③ play with sb./sth."与某人一起玩/玩某物"。 例：lt is dangerous to play with fire.玩火是很危险的。 （2）tomorrow evening 明天晚上 4. I have to prepare for a test. 【知识点】 （1）have to 不得不 例：Some college students will have to live out. 有些大学生将不得不住在校外。 （2）prepare for 为...而准备 例：Make sure you have ample time to prepare for the new day ahead 要保证你有足够的时间为即将开始的新的一天做好准备。 5. How about 7 pm at the gym near your home 【知识点】 （1）How about ...怎么样 = what about ... 例：Say, how about going to a movie tonight 我说，今晚去看场电影怎么样？ （2）at + 小地点 6. You always seem so organised. 【知识点】 （1）so organised 有条不紊 7. I guess I know how to manage my time. 【知识点】 （1）manage my time 管理实践 8. Please give me some advice! 【知识点】 （1）give sb. sth 给某人某物 例：I gave him a pen. 我给他一支笔。 9. I think you need to spend some time planning. 【知识点】 （1）need to do sth 需要做某事 例：They needed our help yesterday.他们昨天需要我们的帮助。 （2）spend (in) doing sth. 花费时间做某事 例：How long did she spend in doing homework 她在作业方面花了太多时间 10. Every morning I make a list of all the things I need to do. 【知识点】 （1）make a list 列个清单 11. When I finish something, I tick it off. 【知识点】 （1）tick it off 打钩 12. There are lots of apps you can use to help you get organised. 【知识点】 （1）lots of = a lot of 许多 13. 语法：一般现在时 一、一般现在时的构成 一般现在时主要用动词原形来表示。当主语是第三人称单数时,动词需进行相应的变化,后面要加-s或-es。 They go to school by bus everyday.他们每天乘公交车去上学。 She likes reading books in her free time.空闲时间她喜欢阅读。 二、一般现在时的用法 1.一般现在时的基本用法 (1)表示经常性、习惯性的动作或目前存在的状态 He always finishes his homework first after school.放学后，他总是先完成家庭作业。 He is better now.他现在好多了。 (2)表示客观事实、科学道理或普遍真理 Sound travels faster through water than it does through air.声音在水中的传播速度要比在空气中快。 Time and tide wait for no man.时间不等人。 (3)表示主语的特征、状态和能力 This book is very interesting.这本书非常有趣。 He loves playing chess.他喜欢下象棋。 She still seems to be able to find time to do sports.看来她仍能有时间去做运动。 (4)表示按计划或事先安排将要发生的动作 The train leaves at 17:00.火车下午五点出站。 We reach the museum at 10:30.我们十点半到达博物馆。 (5)在时间、条件、让步状语从句中表示将来动作 When you get the news,please call me at once.当你得到消息，请立刻给我打电话。 If it rains tomorrow, we'll stay at home.如果明天下雨的话,我们就待在家里。 2.一般现在时的特殊用法 (1)表示告诫或劝说 You mind your own business.你不要管闲事。 If he does that again, he will be severely punished.如果他再那样的话,他将会受到严厉的惩罚。 (2)表示现在瞬间的动作 Here comes the train.火车来了。 There goes the doorbell. 门铃响了。
板 书 设 计
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师
授课内容 Reading and Writing (1) 授课班级
课 时 第2课时 授课时间
教 学 内 容 分 析
“读写”板块呈现了两篇反映单元主题的课文。第一篇课文的语篇类型是说明文，介绍了有关时间管理的三条建议。首先，引导学生带着问题阅读课文，理解语篇的基本信息。之后，引导学生通过填写图表，对语篇内容进行归纳，并联系自己的生活经历，与同学们讨论、分享自己管理时间的方法。第二篇课文是时间管理矩阵，介绍了学生赵希对日常任务的分类情况，引导学生通过思辨，判断其事项安排的合理性，并根据提示制作自己的时间管理矩阵，提高语言综合运用能力。
学 习 目 标
学生能够运用略读和扫读策略，获取有关时间管理的说明文的主旨大意。 学生能够通过填写图表，梳理文章要点。 学生能够仿写有关时间管理方法的说明文。 学生能够读懂时间管理矩阵，并通过思辨判断其中分类不合理的事项。 学生能够结合自身情况设计时间管理矩阵。 思政目标：能够了解并亲身实践高效的时间管理方法，更加有效的运用时间，不断提升自我、充实自我。
学 习 重 难 点
学习重点 运用略读、扫读等策略，获取有关时间管理的说明文的主旨大意。 掌握if only引导的虚拟语气的表达方式。
学习难点 能观察和总结有关时间管理方法的说明文的文体特征、构成要素和基本结构。 能运用思维导图，整合、归纳文章的基本信息，并联系自身实际，仿写有效时间管理的说明文。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows a video of a student in the class introducing the benefits of managing time well. 对接上一节课的视频作业，激活和检验已学知识，为阅读作铺垫。
Step 3 New Lesson Pre-reading Ss talk freely on the following three questions: Are you busy these days Do you always plan your time How do you plan your time While-reading Ss listen to the recording and answer a question, “What is the text about ”. T asks Ss to read the text and then answer the following questions: What do you think of the tips on time management Can you manage your time wisely T asks Ss read the text and choose T or F. 1) Your to - do list can be made at random. ( ) 2) It’s good for you to plan your social time wisely. ( ) T asks Ss read the text and fill in the blanks. If you want to be a good time manager, you can follow the advice. First, ____________ ___________ ____________ ____________ . When you finish one thing, you should ____________ them ____________ . Second, make ____________ ____________ ____________ You'd better break a big assignment into ____________ ____________ . And then finish them one by one. Third, ____________ ____________ ____________ ____________ ____________ . Please remember don't waste your time ____________ ____________ late if you have something urgent to do. T asks Ss to read the text again and complete the chart in Activity Two based on the text in Activity One. T asks Ss to guess the meaning of difficult words and T explains the key words and expressions. T helps Ss to sort out the tips on managing time well and summarize the basic structure. Post-reading T shows the sentence “If only...” in the text and asks Ss to tell the meaning in the context: Pattern: If only I had started earlier. (It means that in fact, I didn’t start earlier, I was late as a result.) T asks Ss to make more sentences starting with “If only...”. Pattern: If only I knew her name. (It means that in fact, I don’t know her name.) T defines subjunctive mood: Subjunctive mood is used to express wishes, possibility or uncertainty. T introduces one pattern: If only + subject + simple past form/past perfect/would of a verb. T lists 2 sentences and asks Ss to make more sentences starting with “If only”. For example: If only it would stop raining! 通过自由讨论，激发学生的语言和背景知识，激发其进一步阅读的兴趣。 带着问题，针对性地开展听力训练，理解语篇大意。 再通过自主阅读和回答问题，引导学生深入分析细节信息，增强独立思辨的意识和提升总结归纳的能力。 培养学生运用上下文语境推测词义，并通过分析重难点词句，夯实语言知识，扫除阅读障碍，逐步形成独立阅读的能力。 引导学生通过观察，了解if only引导的句子所表达的意义，培养学生观察、比较、分析、总结的综合能力。 通过讲解“If only”引导的虚拟语气的用法和结构，帮助学生进一步掌握基本的虚拟语气语法知识。
Step 4 Practice Ss talk about their ways of time management based on the chart. T asks Ss to share their ideas with others and give comments to each other in Activity Three. 鼓励学生深入理解语篇内容，整合、归纳关于时间管理方式的信息，并引导学开展互评，相互学习。
Step 5 Summary With T’s help, Ss try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss search the Internet for more tip on time management.
知 识 点 详 解
1. What do you think of the tips on time management 【知识点】 （1）What do you think of ... = How do you think of ...你认为...怎么样？ 例：What do you think of your new apartment 你认为你的新公寓怎么样？ （2）time management 时间管理 2. You feel nervous because there is so much to do. 【知识点】 （1）feel nervous 感到紧张 3. “If only I had started earlier!” you may think. 【知识点】 （1）if only 用来表示希望情况是那样 = I wish (时态用过去时谈论现在，用would + do 谈论将来，用过去完成时谈论过去。) 例：If only I had seen it.要是我看见就好了。 4. If so, you need to get better at managing your time. 【知识点】 （1）If so 如果是这样的话 例：f so, you must go back and get it. 如果这样的话，你必须回去把它拿来。 （2）need to do sth. 需要做某事 例： I need to study English.我需要学英语。 5. Ticking items off after you have completed them is a good way of staying motivated. 【知识点】 （1）Ticking items off 动名词短语作主语，谓单。 （2）a good way of 一种...的好方法 例： Boiling is always a good way of treating water. 烧开一直是水处理的一种好办法。 6. Your to-do list should be in order of importance. 【知识点】 （1）in order of 按...的次序 例： State your reasons in order of importance. 按重要性顺序陈述你的理由。 7. You can break the task into small parts if you’ve got a big assignment. 【知识点】 （1）break ... into small parts 分成小部分 8. Then you can decide how long you need to spend on each part, depending on the deadline. 【知识点】 （1）how long 多久 例：How long have you been in your present job 你干现在这工作多长时间了？ （2）spend on / spend (in) doing sth. 花费时间做某事 例：I spent all the evening on my homework.(我花了整个晚上做作业) My mom spent two hours in doing the housework.(我妈用两个小时做家务) （2）depend on 取决于 例：Whether we'll go camping depends on the weather. 我们是否去野营要看天气。 9. Do not be afraid to say “no” to invitations. 【知识点】 （1）be afraid to = be afraid of 害怕 例：Tom is afraid to swim in the river.汤姆不敢在河里游泳。 They may be afraid of losing you.他们可能害怕失去你。 10. but hanging out late into the night before an early morning lecture will do you no good. 【知识点】 （1）hang out 闲逛 例：We can just hang out and have a good time. 我们可以只是闲逛一下，开开心。
板 书 设 计
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师
授课内容 Reading and Writing (2) 授课班级
课 时 第3课时 授课时间
教 学 内 容 分 析
“读写”板块呈现了两篇反映单元主题的课文。第一篇课文的语篇类型是说明文，介绍了有关时间管理的三条建议。首先，引导学生带着问题阅读课文，理解语篇的基本信息。之后，引导学生通过填写图表，对语篇内容进行归纳，并联系自己的生活经历，与同学们讨论、分享自己管理时间的方法。第二篇课文是时间管理矩阵，介绍了学生赵希对日常任务的分类情况，引导学生通过思辨，判断其事项安排的合理性，并根据提示制作自己的时间管理矩阵，提高语言综合运用能力。
学 习 目 标
学生能够运用略读和扫读策略，获取有关时间管理的说明文的主旨大意。 学生能够通过填写图表，梳理文章要点。 学生能够仿写有关时间管理方法的说明文。 学生能够读懂时间管理矩阵，并通过思辨判断其中分类不合理的事项。 学生能够结合自身情况设计时间管理矩阵。 思政目标：能够利用时间管理矩阵，提高时间管理技巧，积极参与各种有意义的社会实践，丰富校园生活，努力完善自我。
学 习 重 难 点
学习重点 观察和总结有关时间管理矩阵的篇章特征、构成要素和框架结构。 设计一张时间管理矩阵图，培养对时间分配的积极态度。
学习难点 谈论时间管理矩阵，设计与分享时间管理矩阵图。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T asks Ss a question, “With so many things to do every day, what should you do first ” Ss discuss the question. T writes down some typical answers on the blackboard. 由问题切入主题，引发讨论，为本课的顺利开展做好铺垫。
Step 3 New Lesson Pre-reading T shows the following picture and has Ss guess what it is used for. While-reading Ss listen to the recording and answer a question, “What is a time management matrix used for ”. Time management matrix is a useful tool to help you prioritise tasks. Ss read the text and choose the right answer. What’s the purpose of the passage A. Tell readers how to make time management matrix. □ B. Ask readers' opinion on Zhao Xi’s time management matrix. Ss read the text again and choose the right answer. 1) In Zhao Xi's opinion, the urgent and important things are ____. A. preparing for final exams and reading books B. doing today's homework and reading books C. doing today’s homework and getting some physical exercise 2) What’s the meaning of the word “prioritise” A.按优先顺序列出 B.按时间顺序列出 C.按步骤顺序列出 Ss read the text again and fill in the blanks. With the help of __________ __________ __________, Zhao Xi has __________ her tasks __________ the four categories. In her opinion, __________ __________ __________ and __________ __________ __________ __________ are urgent and important.Then preparing for final exams and reading books are __________ but __________ __________ .At the same time, the urgent but not important things are collecting parcels from the post office and __________ TV series. At last, chatting __________ friends and playing online games are __________ urgent __________ important. What’s your opinion Ss underline the key phrases, sentences in the text and then Ss work in groups to conclude these phrases and sentence patterns in the text: (1) divide sth. into... (2) neither... nor... (3) With so many things to do every day, the most frequent question is … (4)…is a useful tool to help … 展示时间管理矩阵模型，便于学生直观了解，提高阅读效率。 帮助学生掌握语篇大意，验证读前猜想。 通过捕捉语篇里的核心信息，总结重点词组、句式，培养学生分析、归纳的语言能力，做替换练习，为后续制作时间管理矩阵奠定语言基础。
Step 4 Practice Ss in each group find out the four key items in a time management matrix, take “urgent” for example. Ss brainstorm more activities they would do in their daily life, for example: (1) chatting with friends (2) doing grocery shopping (3) doing homework (4) hiking for pleasure Ss in groups make time management matrices according to the activities in Activity Five and show the matrices to the whole class. Ss in other groups choose the matrix they like most and put their smile cards on it. Based on the time management matrices and the sentence patterns in Activity Four, Ss choose one they like most and write down the reasons. Ss could use the following patterns, for example: I like the _______, because it’s ___________________. 培养学生观察、分析、比较的阅读意识，帮助学生总结时间管理矩阵的构成要素。 通过头脑风暴，列举更多的日常活动，激发参与意识，为后续的时间管理矩阵练习提供内容丰富的词条。 搭建语言支架，鼓励学生结合自身情况，通过仿写活动四中的句子结构，自主表达观点，培养学生综合运用语言的能力。
Step 5 Summary Summary: With T’s help, Ss try to sort out the knowledge points and have an assessment, for example: I think I learned what a time management matrix is and how I design a time management matrix to make myself organised. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Make a time management matrix for yourself and tell the reasons.
知 识 点 详 解
1. Time management matrix is a useful tool to help you prioritise tasks. 【知识点】 （1） Time management matrix 时间管理矩阵 （2）help sb. do sth. 帮助某人做某事 例：He helps his sister do her homework.（他帮助他妹妹做作业。） help sb. to do sth. 帮助某人一起做某事 例：She helps me to study for the exam.（她帮助我准备考试。） 2. Zhao Xi, a student, has divided her tasks into the four categories. 【知识点】 （1）a student 作Zhao Xi的同位语 （2）divided into 把...分成 例：All things invariably divide into two. （事物都是一分为二的。） 3. Do you agree with her 【知识点】 （1）agree with sb. 同意；与...意见一致 例：The great majority of people seem to agree with this view. 大多数人似乎都同意这种观点。 4. preparing for final exams 【知识点】 （1）prepare for... 为...作准备 例：Now is the time to prepare for the worst . 现在就应该为最坏的状况做准备。 5. Neither urgent nor important 【知识点】 （1）Neither ... nor ... 既不...也不（就近原则） 例：She likes neither butter nor cheese. 她既不喜欢黄油也不喜欢乳酪。 6. chatting with friends 【知识点】 （1）chat with 与...聊天 例：I had a long chat with her. 我和她闲聊了很久。 7. 虚拟语气 （1）动词的语气 语气是用来表明说话人对某一行为或事情的看法和态度。英语中的语气(mood)有三种,分别是陈述语气、祈使语气和虚拟语气。 ① 陈述语气：陈述语气用来叙述事实或就事实提出疑问。 如: When in Rome, do as the Romans do.入乡随俗。 Can you help me 你能帮我一个忙吗 ② 祈使语气：祈使语气表示说话人向对方提出请求或下达命令。 如: Pass me the book, please!请把书递给我。 Don't open the door.请不要开门。 ③ 虚拟语气：虚拟语气表示说话人主观的愿望、推测或假设，并非事实或事实上难以实现。 如:If I were a dolphin, I could swim in the sea.如果我是一只海豚，我就能在大海中畅游。 I wish it were spring all the year round. 但愿四季如春。 （2）虚拟语气的用法 ① 与过去事实相反 从句用动词的过去完成时(had done),主句用 should(第一人称)或 would(全部人称)+have done,有时也可用 could，might 代替 should，would。 如: If it had not rained this morning,I should have played basketball with my friends.今天早上要是没下雨，我就和朋友打篮球了。 If he had not caught a cold yesterday,he would have been here.如果他昨天没有感冒,他就该在这儿了。 ② 与现在事实相反 从句用动词的过去式(be动词用were),主句用should(第一人称)或would(全部人称)+动词原形。可用情态动词 could、might 代替should、would 表示情态。 如: If I were a doctor,I should go and try.我要是医生，我就去试试。 If I had a pen,I could have lent it to you.如果我有笔，我会借给你的。 ③ 与将来事实相反或不太可能实现 条件从句用动词的过去式(be动词用were)或should do或were to do，主句用should(第一人称)或would(全部人称)+动词原形。也可用 could、 might 代替 should、would。如: If she were free tomorrow,I would go shopping with her.明天如果她有空的话,我就和她去购物。 If he would come on time, we could win the game.如果他能准时来，我们可能就会赢得比赛。 If I were to read the poem,I should read it slowly.要是我来读这首诗，我就会读慢一点。
板 书 设 计
Unit 2 Time Really Matters. Question: With so many things to do every day, what should you do first Answer： Time Management Matrix Urgent Not urgentUrgent but not important Neither urgent nor important
Set phrases and sentences: (1) divide sth. into... (2) but not (3) neither... nor... (4) With so many things to do every day, the most frequent question is … (5)…is a useful tool to help …
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师 小兜老师
授课内容 For Better Performance 授课班级
课 时 第4课时 授课时间
教 学 内 容 分 析
“能力拓展”板块围绕单元主题，设计了更为丰富、更有挑战性的听说读写活动。其中，听力内容是产品研讨会会议安排，要求学生根据所听到的内容，提取关键信息并填写会议时间表。在此基础上，引导学生根据已知信息，为班级会议设计时间表。 阅读内容是有关时间管理的漫画，引导学生根据提示讲述漫画主人公约翰的故事，并就此给出一些时间管理方面的建议。
学 习 目 标
学生通过听录音，能够获取有关会议安排的关键信息。 学生能够根据已知信息，为班级会议设计时间表。 学生能够根据图片和提示，讲述有关时间管理的故事。 学生能够分析他人在时间管理方面存在的问题，并给出合理建议。 思政目标：能够按时间顺序设计会议安排表，加强职场中的时间管理能力，提升职业素养；能够反思自己在时间管理方面存在的问题，摒弃拖延的习惯。
学 习 重 难 点
学习重点 听懂某IT产品研讨会的时间与活动安排，为班级会议设计时间表。 根据四格漫画提示，讲述主人公约翰的故事，给予约翰一些时间管理方面的建议。
学习难点 根据四格漫画提示，讲述约翰的故事，并就此给出一些时间管理方面的建议。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T says “there is a new IT product workshop to be held in the classroom.” and asks: “Besides journalists, who also has been invited to attend the workshop ” Ss brainstorm the question. 设置某IT产品研讨会场景，让学生猜测参与研讨会的人物身份，活跃课堂气氛，调动学生的积极性，为新课学习预热。
Step 3 New Lesson Pre-listening Ss discuss about the people who are invited to attend the workshop. They are probably designers, manager, boss, host, journalists, etc. While-listening Ss listen to the recording and learn what the text is about. The best title of the passage is ______ . A. Workshop on IT products B. Welcome speech Ss listen to the recording and choose T or F. 1) The workshop will be held tomorrow afternoon. ( ) 2) A senior engineer will make an one-hour presentation. ( ) Ss listen to the recording and fill in the blanks. The workshop on __________ __________ will be held from __________ to __________ tomorrow morning. The manager will __________ __________ __________ first. Then at __________ ,a senior engineer will make a presentation which will last __________ __________ .After a __________ tea break,participants will have a discussion in group for __________ __________ __________ __________ .Finally, each group will choose one member to give __________ __________ __________ . Based on the elements, Ss listen again, catch the detailed information and fill in blanks of the timetable in Activity One. T introduces the key sentence patterns, for example: (1) There is going to be a... (2) ... will give/make/last/ ... Ss make more sentences using these sentence patterns. Transition & Pre-reading T says: ”Ss have learned what a time management matrix is and learned to make full use of time, but John always delays his work. Let’ check this out and help him.” While-reading Ss read the 4-koma and the beginning of the story of John in Activity Three. Ss read the 4-koma and choose the best main idea The story tells us_____. A. time is valued and we should manage our time wisely B.John has a wonderful holiday Ss read the 4-koma and choose the best answer. 1) How long did John have to prepare a presentation when he got the task at first A. One month. B. Two weeks. C. One day. 2) In fact, John only had _______ to finish the task at last. A. one month B. two weeks C. one day Read and fill in the blanks. John is a salesman in a car company. His boss sent him an email and asked him to prepare a presentation for an important conference. When John got the task, he thought he had__________ __________ to finish the task. It’s much enough. So he went to the seaside for a holiday till__________ __________ left.After finish his vocation,he played online games for he thought__________ __________ was enough. Day by day, when he remembered to do the task, there was only__________ __________ left. John was so worried, and said, “Oh, dear! I can’t fin- ish it! __________ __________ I had started__________ !”But it was too late. T helps Ss analyse Picture One. Ss write a sentence to continue the story of John. Picture One: John thought he had as long as a month to finish the task, so he didn’t feel nervous. Ss discuss and write down the next three pictures to finish the story of John. 通过联想、分类等手段加深对词汇的理解与使用，为听力活动开展做好铺垫。 通过精听练习，培养学生提取关键信息并进行整理记录的能力。 梳理对话中的重点句型，帮助学生熟悉单词发音、语调和节奏等语音知识，为后续的交际活动做好铺垫。 引导学生对时间拖延症问题问题的思考，培养学生的逻辑思辨能力，为后续的环节做好铺垫。 准确理解漫画、故事开篇和关键词呈现的信息，明确漫画主旨。 通过观察与讨论，获取漫画具体信息，以故事接龙的方式讲述约翰的故事。
Step 4 Practice Ss in groups discuss and design a class meeting timetable using the given information in Activity Two. T invites some groups to present the timetable through the projector in class. T helps Ss discuss and list some advice of time management in Activity Four. 根据已知信息，进行小组讨论，为班级设计时间表等，从而培养合作学习意识，提高学生语言实践与应用能力。 讨论约翰在时间管理上出现的问题，并列举一些时间管理方面的建议。
Step 5 Summary Summary: According to what Ss have learned today, they try to sort out the knowledge points and have an assessment in “My Progress Check”. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss write a 50-word letter to a friend saying some advice of time-management.
知 识 点 详 解
1. There is going to be a workshop on IT products at the meeting room tomorrow morning. 【知识点】 （1）There be 句型表示“某地有某物”（就近原则） 例：There is a bird in the tree. （树上有一只鸟。） There are four pencils and an eraser in the pencil case.(铅笔盒里有四支铅笔和一块橡皮) （2）be going to do sth. 计划、打算做某事 2. The manager will give a speech at the beginning. 【知识点】 （1）give a speech 演讲 （2）at the beginning 首先 3. At 8:30, a senior engineer will make a presentation about our latest IT products. 【知识点】 （1）a senior engineer 高级工程师 （2）make a presentation 作报告 （3）latest IT products 最新的IT产品 3. After a 15-minute tea break, participants will discuss how to improve the products in groups for one hour and 15 minutes. 【知识点】 （1）tea break 茶歇时间 （2）in groups 以小组为单位 （3）one hour and 15 minutes 1小时15分钟 5. In the last half-hour, each group will select a member to give an oral report. 【知识点】 （1）In the last half-hour 在最后的半小时里 （2）an oral report 口头汇报
板 书 设 计
Unit 2 Time Really Matters. Question: Besides journalists, who also has been invited to attend the workshop Answer: Designers, manager, boss, host, journalists, etc. Key sentences: (1) There is going to be a... (2) ... will give/make/last/ ... John’s story Picture One: John thought he had as long as a month to finish the task, so he didn’t feel nervous. ...
教 学 反 思课 堂 教 学 设 计
课题名称 Unit 2 Time Really Matters 授课教师
授课内容 Around the world 授课班级
课 时 第5课时 授课时间
教 学 内 容 分 析
“能力拓展”板块围绕单元主题，设计了更为丰富、更有挑战性的听说读写活动。其中，听力内容是产品研讨会会议安排，要求学生根据所听到的内容，提取关键信息并填写会议时间表。在此基础上，引导学生根据已知信息，为班级会议设计时间表。 阅读内容是有关时间管理的漫画，引导学生根据提示讲述漫画主人公约翰的故事，并就此给出一些时间管理方面的建议。
学 习 目 标
学生通过听录音，能够获取有关会议安排的关键信息。 学生能够根据已知信息，为班级会议设计时间表。 学生能够根据图片和提示，讲述有关时间管理的故事。 学生能够分析他人在时间管理方面存在的问题，并给出合理建议。 思政目标：能够通过了解各国的时间观念，开拓视野，提升跨文化交际意识；能够以开放包容的心态理解多元的时间观念，提升跨文化理解能力。
学 习 重 难 点
学习重点 使用目标词汇，学习语篇里不同文化背景下不同文化中的时间观念。 通过语篇的学习，培养学生的思维差异感知能力，能用简单的语言描述中外文化差异。
学习难点 通过学习语篇内容，培养学生的思维差异感知能力，能用简单的语言介绍中外文化差异。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in T shows a picture of time in which people are running on the clocks. T asks “Please say something about what you see in the picture with one or two sentences.” Ss think and discuss in class. 通过看图片问答的游戏，活跃课堂气氛，调动学生的积极性，为新课学习做好铺垫。
Step 3 New Lesson Pre-reading Ss share some answers in class. For example: Time is money. People are running against time. The men are trying to get over there ahead of time. While- reading T helps Ss guess the meanings of the new words “punctual, view, punctuality” in two questions according to the context. Are you always punctual (2) Do you know how different people view punctuality Ss answer the two questions. Here are the answers for reference. (1) Yes, I am. / No, I am not. (2) Not exactly. Ss skim the text and answer a question, “Is punctuality a good habit in foreign countries ” Ss scan the text, underline key words and sentences to find out the different “local” times among three countries and make a form about it. 训练学生的发散思维，引导学生从更广的维度思考问题，培养学生的逻辑思辨能力，为后续的环节做好铺垫。 运用所学语言知识，能以口头形式进行话题范围内的基本沟通。 运用略读的策略，了解语篇大意，感知中西在时间观念上的思维差异。
Step 4 Practice T helps Ss learn more different “local” times in other countries, like, Germany, Japan, etc. T helps Ss to write a passage about the best “local” times between Chinese and Mexicans for the gathering party. 了解更多国家不同的时间文化，培养学生拥有多样化的视角，提升跨文化交际能力。
Step 5 Summary Summary: According to what Ss have learned today, they try to sort out the knowledge points and have an assessment in “My Progress Check”. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. Ss write a passage about the different “local” times between Chinese and Germans.
板 书 设 计
Unit 2 Time Really Matters. “Local” timeCountryeat late till 9 pmSpaineat early before 6 pmSwitzerlandarrive at least an hour late for dinnerMexico
New words: punctual, view, punctuality, experience, local New sentences: When travelling, you might..., the earlier the better. Writing: Chinese VS Mexicans be punctual be at least an hour late
教 学 反 思

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