资源简介

课时教学设计
Culture Understanding & Group Work
授课类型 新授课 授课课时 2学时
学习目标
素质目标 Lead the students realize the importance of the Internet application and the possible harm of unhealthy online habits so as to make use of the Internet properly.
知识目标 Students are able to learn about the smart cities as so to see the development of the Internet with scientific and objective view
能力目标 1.Students can describe the smart cities in the appropriate language. 2.Students can do a survey about students’ online activities during holidays to finish a questionnaire.
教学重难点及解决方法
教学重点 1.Master the words and vocabularies:based on/Smart Globe/Internet of Things (IOT)/Process/come up with/Concern/Healthcare/smart trash cans/smart bike systems 2.Do a survey about students’ online activities during holidays.
教学难点 How to do a survey about students’ online activities with the words and expressions learned in the unit.
教学方法 Situation Teaching Method;Communicative Approach；Discussion;Guided Method of Reading
教学过程
教学过程的设计基于最近发展区理论，运用支架式教学策略，在精心设计的各活动环节中学生能够获得充分的协助，以顺利完成活动任务；在这一过程中,他们将与老师、同伴和阅读文本进行充分互动，并在互动中建构对本课目标语言的认知。通过教师讲授、师生谈论和小组讨论相关话题、目标语言的练习，设计从语言输入到输出的教学环节，使学生实现本课的学习目标。
教学实施过程
一、课前探究
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Revision &Warming-up Words Revision The teacher guides the students to read aloud, memorize the words and phrases, and check the students' mastery. Brainstorming: Ask students to brainstorm what a smart city looks like and discuss how the internet influences the smart cities What do you think a smart city looks like Students read and review words and phrases. Students discuss the smart cities by discussion and share their opinions. 复习前面的词汇和表达，帮助学生熟悉本单元的主题词汇，同时为接下来的学习扫清词汇障碍。 通过头脑风暴让学生讨论智慧城市，激活认知，引起学习兴趣。 Textbook; PPT; Multimedia devices
二、课中教学
环节1：Culture understanding
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Expand students’ cultural perspectives and improve their vocabulary level Task 1: Fast reading Ask students to look through the passage to answer the two questions : What is a “smart city” Check the answers. Task2: Detailed Reading Ask students to read the text again to answer the following question: Why is it necessary to make cities smarter What will the life will be in a smart city What can you do in building a smart city Check the answer. Task 3:Key language points analysis The teacher leads the students to sort out the important knowledge points of the article, and then explain the basic usage of the key points. t is said that... 据说 In order to 为了 It is necessary to...有必要做... based on 基于 come up with 想出 Read the passage and get the definition of the smart city. 2.Read the passage carefully to get the key information to answer the questions. 3.Learn the language points and take notes. 1.本环节学生通过快速阅读了解智慧城市的内涵， 把握文章大意； 2.通过细读文章，获取关键信息，从而进一步了解智慧城市的内涵对网络科技的发展形成基本认知，提高跨文化理解能力，以积极开放的态度和科学探索精神对待网络科技的发展。 Textbook; PPT; Multimedia devices
环节2：Group Work
教学内容 教师活动 学生活动 设计意图及教学资源教学资源
Learn about students’ online activities during holidays. 1.Teacher explains the background situation: do a survey among your classmates about their online activities during holidays. 2.Ask students to read the survey questions and guides students to begin the survey in group. Fill in the table after your survey. 3.Collect and match the answers below with Type A, B and C. 4.Discuss in groups about the possible harm of unhealthy online habits. 1.Understand the situation provided. 2.Students will read the given information and then complete the questionnaire survey and fill in the questionnaire form in groups . 3.Collect and match the answers. 4.Discuss the possible harm of unhealthy online habits and list them. 通过设置真实的真实情境，给学生创造机会来运用所学知识，实现英语语用的目的。同时可以巩固所学知识，检测本单元学习内容的掌握情况。 Textbook; PPT; Dictionary; Multimedia devices.
Step3：Write（20分钟）
教学内容 教师活动 学生活动 设计意图及教学资源
Make a flyer about the competition. Task 1: ask students to review the fryer they have learned in Activity 10 and summarize the factors that need to be considered when designing a flyer. Task 2: Design a flyer to tell students about the competition based on the decided information in groups. Group presentation: share your fryer and make mutual comments. 1.Try to summarize the factors of a fryer. 2.Design a flyer to tell students about the competition based on the decided information in groups by using the expressions and sentence patterns of activity arrangements. 3. show their fryers to other group members and make mutual comments. 本活动要求学生运用本单元所学知识，在具体的情境中完成仿真任务以此来检验学习成果。 学生通过对同学们假期中的网络使用情况开展调研和对不良上网习惯的危害的探讨，学会科学合理地使用网络。
环节4：Summary and review
教学内容 教师活动 学生活动 设计意图及教学资源
The vocabulary, phrases, and sentence structures learned in this lesson Teachers guide students to make a conclusion: How to use the Internet wisely Students summarize the content learned in this lesson and share their opinions. 提高学生的阅读和写作的能力。 Textbook; PPT; Multimedia devices
三、课后提升
教学内容 教师活动 学生活动 设计意图及教学资源
Review the language points learned in this lesson and practice 1.Teachers assign appropriate homework to students to review the knowledge of this lesson 2. ask students to do a survey about the online activities among their plete homework and review knowledge points in this lesson 培养学生归纳的能力；通过真实情景语言的运用实现语言学习的迁移。 Textbook
反思与诊改课时教学设计
Language Practice
授课类型 新授课 授课课时 2学时
学习目标
素质目标 Students can develop good learning habits and improve their pragmatic ability through the study and practical use of grammar knowledge and vocabulary.
知识目标 Students can master the basic structure and usage of modal verbs.
能力目标 Students can accurately use modal verbs in specific contexts. Be able to use keywords accurately in context.
教学重难点及解决方法
教学重点 Master the basic usage of modal verbs and make practical use of them.
教学难点 Be able to use the modal verbs accurately in a specific context.
教学方法 Situation Teaching Method; Communicative Approach; Discussion; Guided Method of Reading
教学过程
教学过程的设计基于最近发展区理论，运用支架式教学策略，在精心设计的各活动环节中学生能够获得充分的协助，以顺利完成活动任务；在这一过程中,他们将与老师、同伴和阅读文本进行充分互动，并在互动中建构对本课目标语言的认知。通过教师讲授、师生谈论和小组讨论相关话题、目标语言的练习，设计从语言输入到输出的教学环节，使学生实现本课的学习目标。
教学实施过程
一、课前探究
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Words and expressions Review & Grammar introduction 1.Teachers checks the vocabulary and expressions of this unit; 2.Teacher ask students to read up the example sentences in Grammar part and lead the students to recall the structure of modal verbs and the basic usage. Students answer the questions about words and expressions; 2.Students review what they have learned about present continuous.. 通过复习本单元的重点词汇来巩固所学。 学生列举常见的情态动词，为下一步系统化学习和重点讲解做好准备。通过可视化方式，帮助学生在轻松的氛围下梳理知识要点。
二、课中教学
Step1：Read and tick
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Unit 7 Activity 14 The teacher presents the example sentence of Grammar on page 109 of the textbook and asks students tick out the modal verbs and to summarize the characteristics of sentences with modal verbs. 2.Read and underline Teachers organize students to read the sentences and tick out the sentences with present continuous tense. 1.Students read the sentences in the grammar box on page 109 of the textbook, tick out the modal verbs , and summarize the basic structure of modal verbs. 2.students read the sentences and tick out the sentences with present continuous tense and give reasons. 本活动要求学生通过观察、对比、分析，归纳情态动词的基本结构，明确情态动词后面加动词原形。
Step2：Grammar Explanation
教学内容 教师活动 学生活动 设计意图及教学资源
The Basic Use of Modal Verbs Teacher explains the basic use of the common modal verbs by contrast: can/could; will/would; shall; must/have to;ought to/should... Students understand the basic usage of the grammar by taking notes and finish the practice. 本环节通过教师的讲解进一步帮助学生来明确情态动词的用法以及在平时使用中的注意事项和常见考法，为学生接下来的练习和应试做好准备。
Step3：Read and Match
教学内容 教师活动 学生活动 设计意图及教学资源教学资源
Unit 7 Activity 15 Teachers organize students to read the sentences and then match them with the corresponding suggestions. 1.Students can understand the sentence and match the proper suggestion. 本环节要求学生在理解情景语句的基础上，通过提出建议额形式进一步操练不同的情态动词，有利于学生提高语用能力。
Step 4：Read and Complete
教学内容 教师活动 学生活动 设计意图及教学资源
Unit 7 Activity 16 Teachers organize students to choose the correct modal verbs to complete and finish task Task 2: Teachers ask some students to check answers and explain the reason why they choose the word.. 1.Students Read the questions, choose the correct modal verbs according to the meaning of the sentences, and explain the reasons. 2. Students do check the answer and give reasons. 本环节通过要求学生选择恰当的情态动词填空，重点联系了其在疑问句和豆丁居中的使用，为学生的语法训练创造真实的语用情境。
Step 5：Vocabulary practice
教学内容 教师活动 学生活动 设计意图及教学资源
Unit 7 Activity 17&Activity 18 1.Choose and complete. Teachers organize students to read the given sentences and use the correct forms of the given phrases. 2.Read read the short passage and choose the right words to complete the passage with the appropriate form. Students can understand the sentences and choose the proper phrases and use their correct forms to complete the sentences. 2.Students read the short passage, understand the general content of the passage, and choose the right words, with the appropriate form to complete the passage. 本环节让学生通过读懂句子大意，选择短语的适当形式补全句子，进一步来巩固本单元重点短语及时时态和语态的掌握，同时语料特结合了本单元的思政点。 2.本环节要求在具体的语境中进行单词的适当形式填空。不仅对本单元内容进行了拓展，涉及了高铁，不仅巩固了相关词汇，还拓展了学生视野。
Step 6：Summary and self-assessment
教学内容 教师活动 学生活动 设计意图及教学资源
Grammar and Vocabulary in this unit. Lead students to make a mind -map to summarize the basic usage of present continuous and vocabulary learned in this lesson and guide students to review after class. Under the guidance of the teacher, students should review the grammar learned in this lesson and be able to use it correctly. 本环节复述单元内使用相关短语的句子，巩固旧知；复习本单元的重点内容。 帮助学生更好的梳理本节课的知识点，建立知识网络图。
三、课后提升
教学内容 教师活动 学生活动 设计意图及教学资源
Review the language points learned in this lesson. Teachers assign appropriate homework to students to review the knowledge of this lesson. Complete homework and review knowledge points in this lesson. 帮助学生更好的巩固本单元的重点知识。 Textbook.
反思与改进
。课时教学设计
Reading and Writing
授课类型 新授课 授课课时 2学时
学习目标
素质目标 By the end of the class, students will be able to understand the advantages of the Internet and have a deeper and more objective view of the application of the Internet so as to make good use of the Internet.
知识目标 Read and understand the about a day with mobile Internet to get key information and finish the mind-map about the application of the mobile internet. Grasp the basic linguistic features of the proposal.
能力目标 Be able to describe the advantages of the Internet. Be able to write the proposal about how to use the Internet wisely.
教学重难点及解决方法
教学重点 Vocabulary and expressions that are often used when people describe the Internet: smart phone/typical /log onto/favorite/be sent/go over /click on /Fresh/put on /share /online classroom /take-out app ...
教学难点 Sort out information from a text and summarize the main idea.
教学方法 讲授法，谈论法，练习法，讨论法
教学实施过程
一、课前探究
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Words and Expressions Revision 1.Guide students to review the key sentence patterns learn in last class and practice dialogues. -- Have you ever....online ----I used to....,but... 2.Demonstrate each word and expression personally or through audios. 1.Students read, recite and memorize words and phrases through the word list. 2. Read after the teacher and audios aloud. 设计意图： 巩固本单元的重点句式。 帮助学生提前熟悉本部分生词的含义和读音，为完成本单元的课堂任务扫清部分障碍； 激发学生对于单元话题的好奇心。
二、课中教学
环节1：Lead-in
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Warming-up Think and discuss Teacher asks students to brainstorm what they can do through the Internet. What can we do with the Internet Students discuss in groups to share answers. Reference： -Ordering food Calling a taxi having classes shopping 设计意图： 通过头脑风暴互联网的应用，引入本课话题，将学生个人生活经验与单元话题相关联，旨在激发学生对单元话题的兴趣。 教学资源：教材，PPT
环节2：While reading
教学内容 教师活动 学生活动 设计意图及教学资源
Unit 7 Activity 10 &11&12 Task 1:Read and choose. Ask students to read the given titles and skim the whole passage quickly then choose the proper title for the passage. Pay attention to the topic sentences. Task 2: Read and complete 1.Ask students to read the mind-map to know the missing part of each part. 2.Ask students to read the passage carefully to find the key information for the mind map based on the understanding of the passage. 3.Let students check answers in groups and then with the whole class. Task 3: Read and decide Ask students to read the passage carefully and decide the statement T&F. underline the supporting sentences. Task 4 Discussion: How to use the Internet wisely as vocational high school students 1.Read (skim) the passage fast to get the main idea and the best title. A Day with Mobile Internet Topic sentences: With smart phones, the Internet becomes mobile,.... and we can do...) 2.Read the passage carefully again to fill the mind-map. And check the answers with the group. 3.Read carefully to decide T&F. 4.Share answers of the discussion with the class and explain reasons. 参考句式： We can use the Internet to search for information. We can use the Internet for entertainment but we should not spend too much time on it. …... 设计意图： 本活动要求学生在掌握本单元所学的基础上，运用语言知识在具体情境中完成仿真任务。 快速阅读课文，总结课文主题，选出最适合的标题来培养学生提取关键信息的能力。 2.借助有关移动互联网应用的思维导图框架，使得学生带着任务有目的地阅读课文。培养学生提炼文章关键信息的，帮助学生梳理文章内容，更好地理解文章。 3.再次细读课文，根据对文章的理解进行文本信息的判断，提升学生思维能力。 4.通过读后的讨论如何正确使用互联网的，引导学生对互联网的使用形成正确的观念。 教学资源：课本，PPT（词汇复习及拓展内容），网络图片
环节4：Language points Analysis
教学内容 教师活动 学生活动 设计意图及教学资源
The language points 1.Ask students to underline the key words, phrases and sentences. 2.Explain the usage of language points. 1.Take notes 2. Answer questions. 设计意图： 帮助学生突破本单元的重点单词、词组和句型。 从而更好的理解文本，为后续撰写建议信做好知识储备。 教学资源：课本，PPT
环节5：Read and writing
教学内容 教师活动 学生活动 设计意图及教学资源
Activity 13 Writing 1.Ask the students to review the passage to extract what we can do with mobile phone and brainstorm what else we can do with mobile phone: listen to music Play games Chat with friends Watch short videos Have online classes.... Guide students to discuss what we can’t do with mobile phone. riding a bike or driving stay up so late playing games 3.Ask students to conduct self-evaluation and mutual evaluation of writing. Students read the flyer to find the common sentences and use them to write online chatting messages . Give proper self -evaluation and mutual evaluation on the writing. Reference: You can listen to music, play games, chat with friends and watch short videos with the mobile phone. You can also use it as a tool of study. For example, you can search for study material online and have online classes. You shouldn't use it when riding a bike or driving because it is dangerous. It is a bad habit that you stay up so late playing games with it that you can't concentrate on your study. Don’t play games all the time because it is bad for your eyes. 本环节要求学生在充分了解文本关于移动互联网的应用，借助本单元的重点词汇和句式完成合理使用手机的建议书。教师需要引导学生归纳总结建议书的基本特点和写作方式，培养学生写作能力和语言的综合运用能力。 个人自评与互评相结合能更客观地找出学习中存在的不足。有助于学生养成良好的学习习惯，促进语言学习与学习能力的可持续发展。
三、课后提升
教学内容 教师活动 学生活动 设计意图及教学资源
Review the language points learned in this lesson and practice 1.Teachers assign appropriate homework to students to review the knowledge of this lesson. 2.Remind students to use what they have learned to design a flyer about our school based on the content of activity 10 in the plete homework and review knowledge points in this lesson 设计意图： 梳理本课主要内容，巩固核心词汇和表达方式。 教学资源：课本，黑板 教学资源：练习册
反思与改进课时教学设计
Listening and speaking
授课类型 新授课 授课课时 2学时
学习目标
素质目标 By the end of the class, students will be able to 1.understand the Internet better and develop right attitude towards the application of the Internet. 2.develop right and rational consumption attitude towards buying a mobile phone.
知识目标 learn some topic words and expressions about the Internet. understand dialogues about the phone purchase and a survey about online games to get key information.
能力目标 use the vocabularies and sentences to talk about the Internet application in daily life and do surveys about the online activities.
教学重难点及解决方法
教学重点 The basic words and expressions that are often used to describe the Internet: click/selfie/mobile/interview/popular/stay up late/ watch videos/play games...... Have you ever ...online / How often.... / Why did you like...online
教学难点 Help students to fill in the sales record card and investigate the online activities Encourage students to ask for and give information about online activities.
教学方法 讲授法，谈论法，练习法，讨论法
教学过程
教学过程的设计基于最近发展区理论，运用支架式教学策略，在精心设计的各活动环节中学生能够获得充分的协助，以顺利完成活动任务；他们将在这一过程中与老师和同伴进行充分互动，并在互动中建构对本课目标语言的认知。通过教师讲授、师生谈论和小组讨论相关话题、目标语言的练习，设计从语言输入到输出的教学环节，使学生实现本课的学习目标。
教学实施过程
一、课前探究(5分钟）
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
Warming-up Demonstrate words and expressions personally or through audio. Correct students’ mistakes in pronunciation. Students listen to the recording and read after the audio to correct the pronunciation. 设计意图： 帮助学生提前熟悉本单元生词的含义和读音，为完成本单元的课堂任务扫清部分障碍； 激发学生对于单元话题的好奇心。
二、课中教学
环节1：Warming-up
教学内容 教师活动 学生活动 设计意图及教学资源 教学资源
The introduction of the topic : Unit 7 Activity 1&2 Lead in. Lead a class discussion by asking the following questions to know the activities students have online: -What online activities do you have with the Internet？ -Which one do you like best and why 2.Think and tick Think and match the activity with right picture. Teacher explains the expressions about online activities. Share selfies分享自拍… Talk and tick Teacher asks students to think about the factors when buying a phone by asking: What will you choose when buying a new mobile phone Explain the following related expressions: mobile 可移动的 curved display 曲面显示器 large screen大屏幕 large storage space 大型储存空间 Students shares their online activities and explain the reason with the class. Choose one picture to match the activity. Master the expressions about online activities. 3.Talk about the factor they will consider when buying a new mobile phone. And then give a group presentation in the class. 设计意图： 帮助学生了解本单元主题； 本环节通过师生问答、头脑风暴等活动，引出本单元的主题，旨在激发学生对单元话题的兴趣； 创设网络活动和手机购买情景，复习并补充关于网络活动及手机购买的主题词汇与句型，为之后的听说活动做准备； 老师需要引导学生理性选择符合自身需求的手机，树立正确的消费观。
环节2：Listening
教学内容 教师活动 学生活动 设计意图及教学资源教学资源
1.Activity 3 2.Activity 4 3.Activity 5 Listen and tick. Before playing the listening, ask students to look through the pictures and predict the listening context, then listen and tick the right one according the the information they get. Check the answers. Listen and choose. Ask students to read the questions and the four options. Teacher also explains some new words to help them understand. Ask them to pay attention to the key information during listening. Then, play the audio. 3.Listen and complete. Before listening, ask students to read the Sales Record first. Then play the audio to get the information to fill in the blanks and check their answers. 4.Show the script and ask students to read the script after the audio. Explain the key words and expressions,especially the confusing part during the listening. 1.Students look through the options before listening then listen to tick out the right options. Then, Share their answer. 2.Students read the questions and the four options and underline the key information.Then listen to the dialogue to finish the task. Share the answer. my phone slipped into the water by accident This HUAWEI mobile phone is pretty good and the price is mid-range. 3.Read the Sales Record first and make clear of the information they should get while listening. Get the missing words to finish the Sales Record . 4.Read the script and grasp the key words and expressions. 设计意图： 1.听前阅读问题和选项，预测听力内容。帮助学生养成做提前认真审题的习惯，并确保学生准确理解题意，为听力练习做好准备。听力过程中，训练学生捕捉细节信息筛选正确信息，获取和抓取关键信息的能力。 听力前要求学生浏览销售记录卡中需填入的信息能够帮助学生有针对性地抓取关心信息。 3.呈现听力文本，教师简要解析文本中的关键词汇和表达，重点讲解本单元涉及的知识点。
环节3：Listening and Reading
教学内容 教师活动 学生活动 设计意图及教学资源
Unit7 Activity 6 Listen、read and underline. Teacher introduces the background of the dialogue. Then, ask the students to listen to the dialogue first and read the dialogue following the recording, and try to underline the sentences related to the survey during. Finally, briefly explains the key phrases and sentence patterns. Have you ever ... How often did you ... Why did you like ... Students imitate and underline the sentences related to the survey while listening. 2.Understand the important language points and take notes. 设计意图： 本环节以以网络活动的调研访谈为主题设计了活动。通过让学生听、读找出有关与调研访谈相关的语句，分析重点短语和表达，掌握如何进行调研访谈，为接下来的情境输出做语言准备。此活动者在将语言学习联系真实生活情境的听力活动，旨在提升语言表达能力和知识迁移的能力。
环节 4： Speaking
教学内容 教师活动 学生活动 设计意图及教学资源
Activity 7&8 Activity 8 1. Imitate and practice Teacher directs the students to make dialogues about the survey of online shopping with the help of activity 6 and the given sentence patterns of activity 7; Ask students to do presentation and make comments. Role play 1)Teacher presents the dialogue context and guides the students to read the related information in the activity, and list the expressions and sentences that might be used. 2): Teacher does a demonstration to lead the students to make up dialogues and practice. 3):Group Presentation Choose some of the students to do presentation and guide others to make comments. Students make dialogue with partners about the survey of online shopping with the sentence patterns in the activity and then do the presentation. Make up new dialogues to survey the online activities with partners in activity 8 . Then present it in class. 设计意图： 本环节设计了以网络活动调研为主题的口语表达活动。 让学生在真实语境中进行英语访谈，培养学生的语言表达能力和思维能力。 2.借助拓展情境，进行综合性角色扮演，使学生能运用所学词汇与句型独立调研网络活动情况，将语言知识和口语表达技能迁移到实际的语境运用中。
环节 5：Summary（10分钟）
教学内容 教师活动 学生活动 设计意图及教学资源
Words and expressions Guide students to create a mind map showing the key vocabulary and expressions about shopping. Review and consolidate the key vocabularies and sentences to carry out language practice so as to promote their communication and interaction. 设计意图： 梳理本课主要内容，巩固核心词汇和表达方式。 教师更全面了解学生本节听说课的学习情况、掌握程度，以便判断如何分层次布置作业，以及是否需要课外辅导，后续课程如何开展等。
三、课后提升
教学内容 教师活动 学生活动 设计意图及教学资源
Scripts of dialogues for ; Workbook. Provide scripts text and audio clips. Assign homework. Listen and read the two dialogues aloud at least three times. Recite the key sentences about shopping. Make up a dialogue about the ordering food online to practice. 设计意图： 复习巩固本课目标语言 2.通过编写调研网上订外卖的对话，将所学内容真正应用在生活中，巩固所学话题内容。
反思与改进

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