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1、精选优质文档-倾情为你奉上Unit 3 What courses do you offer? 一、教材分析 这是英语3（基础模块）（高教版）第三单元的内容，主要让学生了解学习、培训和教育相关主要内容，通过听说熟悉有关选择培训学校时的相关表达方法，通过本课学习，需要了解Zhang Ling在澳大利来读书时做兼职工作的经历、感受及对未来的态度，从而结合自己的专业，谈论自己的兼职工作经历和对学生从事兼职工作的一些看法。教学重点、难点 熟悉与培训内容相关的话题词汇、句型，并能熟练运用这些词句进行对话。 能听懂有关咨询培训内容的对话，并能在真实的情境中，使用相关词句描述与自己参加培训有关的内容。(1)
2、To make Ss know some purpose of doing part-time jobs. (2) To make Ss talk about some advantages and disadvantages of doing part-time jobs. (3) To make Ss think about their own future career plan. 能识别“what”引导的主语从句和“It is .”的主语从句结构。 能区分“what”引导的主语从句和“what”引导的感叹句。 二、教学目标 1. 词汇目标 (1) 学生能识别offer, course,
3、 schedule, lecture, certificate, homepage, register的意思。 (2) 学生能用get a certificate, offer a course, register on line等重要词组来描述参加培训的相关内容。2. 能力目标 (1) 能听懂关于课程名称、时间、证书和注册方式等的问题。 (2) 学生能运用 “Im calling to ask if you offer .” “Will I get a certificate?” “Are there any part-time courses?”和“How do I sign up?”等句
4、子咨询有关培训课程的咨询。 To make Ss understand the text and grasp the useful information. To let Ss practice their reading skills. To talk about their own views of doing part-time jobs. To cultivate Ss teamwork spirit and form their ideas of career plan. 能识别what和it引导从句的作用和含义。 学生能使用what和it引导的主语从句，并能正确运用在具体的语境中。
5、 3. 教学方法及策略 (1) 通过速读、略读、细读、找读等多种方法训练学生的阅读技巧和能力。 (2) 通过阅读练习、分析文章结构、帮助学生理解文章主旨与大意。 (3) 以任务型教学为载体，运用探究式的学习方式，通过双人活动、小组活动、小组竞赛等形式来完成教学目标，并在活动中培养学生的团队合作精神。 三、单元课时：6、第一课时 Step I Lead-in 1. Show a picture of our training school to the Ss. （设计意图：向学生呈现一张我们学校附属培训学校的图片，再问学生这是什么，这样 让学生有亲切感，并且直接进入本课主题。） 2. Ask S
6、s whether they had some training courses in the training school. （设计意图：先问学生是否知道本校附属培训校有哪些培训课程，然后接着问学生是否 参加过本校的培训课程，参加过什么课程，这个环节的设置，主要让学生用英语说出本校培训课程的名称。） 3. Ask Ss to name out some training courses they know. Teach the new words and phrases （设计意图：上面第二个步骤已经让学生说了自己学校的培训学校的培训课程，这个环节是进一步激活学生思维，唤醒学生原有知识，说
7、出除本校培训课程以外的其他更多的热门培训课程。） 4. Brainstorm Training School （设计意图：此环节教师把学生分为四人一组，让学生列出和“Training School ”相关的词汇，例如：certificate, courses, time等等，本活动的目的是通过让学生思考、讨论选择培训学校所关心的问题，激活学生的知识和语言，为后面的听力输入基本词句，让学生在听的时候不会有陌生感。） 5. Listen to the dialogue between Rick and Staff. (1) Listen and choose the right answer. W
8、hat course did Rick ask about? A. The course on English. B. The course on Education. C. The course on computer (2) Listen and tick. 听录音，选出Rick询问时用到的句子。 （ ） Will there be lectures on weekends? （ ） Im calling to ask if you offer any night courses. （ ） When will the course start? （ ） May I know the cou
9、rse schedule? （ ） Do you offer courses on child education? （ ） Can I get a certificate? （ ） How do I sign up? (设计意图：本环节让学生听一段小对话，布置了两个选择的任务：第一个任务是选择 Rick询问的培训课程；第二个选择任务是选择对话中Rick咨询培训课程中用到的问句。 第一任务完成的是书本里的Activity 2，第二个任务完成的是书本Activity3，但在第二个 任务中，增加了几句后面对话中出现的问句，加入这些问句作为选择项的目的主要是让学生能够对听力对话中出现的新的问句不会感
10、到陌生。) 板书设计Unit 3 What courses do you offer? Words the useful expressions courses Training school Do they offer the course I want to learn? fee Can I get a certificate? schedule . certificate computer English Period TwoStep1 ReviewCheck the words and phrasesList them on the blackboard as the students
11、 say outRead them again and again Step 2 Listening and speaking 1. Listen and tick. (Activity 4) Ss listen to the short dialogue and pick out the right picture. （设计意图：在听短文之前，教师先指导学生讨论每幅图表示的学习方式，然后播放录 音，让学生听录音选出David选择的学习方式。最后教师检查反馈。本活动让学生听录 音来理解对话的主题，为后面的细节听力活动作准备。） 2. Listen and complete. (Activity
12、 5) Ss listen to the tape and fill in the blanks. Name David Course ( ) Adult ( ) Kid Subject ( ) Language ( ) Computer Type of class ( ) Full-time ( ) Part-time Way to register ( ) Fax ( ) On line （设计意图：在做本题之前教师先指导学生思考培训学校在登记学员信息时会登记哪些 项目，然后带领学生阅读一下题，了解听力过程中需要知道的项目，接着教师播放录音，学生完成信息卡。为取得较好的效果，教师可以在听对
13、话前让学生对要提取的信息作一定的预测。本活动是细节信息提取的活动，学生在把握对话上通过第二次听录音获取更多的信息，进一步理解对话的主要内容，为本单元的学习做准备。） 3. Listen and fill in the blank. Sally: Good morning. This is Jinghai Training School. What can I do for you? David: Good morning. _ for adults. Sally: Yes, we have courses on foreign languages and computer science fo
14、r adults. David: What I want to learn is something new about computer programming. Sally: Yes, we have courses on computer programming. David: Good! _. Sally: Sure. David: _. Sally: Yes. We have both night and weekend courses for those who have to work at daytime. David: _. Sally: You can find our h
15、omepage on the Internet and fill in the application form online. David: Great! It is good news to me that I can register online. Thank you! Sally: You are welcome! (设计意图：本环节主要是让学生再听录音，然后填上空格中的句子。在听录音前，教师可以让学生先看一下题目，对问句作一下预测。因为本人教的班级程度较好，可以这样做。如果英语程度不是太好的班级，教师可以把句子打乱放在一个方框中，然后让学生选择，这样可以降低难度。教参原本设置是听录
16、音，画出重点句子，本人在这里改一下，变成填空，这样做是为了更好地让学生听细节内容，明白本课时学的重点句子，比仅仅是看着书听画句子更有效。) 4. Read the sentences. （设计意图：上面一个活动已经呈现了本课中有关询问信息的句型，这一步骤教师带 学生读这些句子，起到一个巩固的作用，为句型的练习和应用作准备。）Further educationCourses on foreign languagesCourses for adultsWhat I want to learn is.Keep pace withThe latest developmentGet a certific
17、ateSign up 5. Act and practice. (Activity 7) (设计意图：教师先让学生阅读这张表格，明确表格内容，先让学生两人讨论如何根据表格上的内容提问，再把问句写在黑板上，然后针对表格中其中一门课程，展开师生对 话，学生问，教师回答，这为后面学生之间的对话作了一个很好的范例。运用两张表格, 充分结合Lead-in和对话部分的内容，形成清晰图式，让学生在操练中巩固和熟练运用本课的重点句型和词汇。通过对活动内容的补充积极拓展学生思维，提高语言的运用能力。教师在活动操练结束时，可以对学生的表演进行评价。) 6. Discuss and act. (Activity 8
18、) （设计意图：教师设置了三个语境，先引导学生回顾在咨询信息和回答时要用到的语 句，然后把学生分为两人一小组，让学生选择一个语境。学生程度好的话，也可以根据自己的实际情况，讨论并完成对话，然后教师邀请两至三组同学表演。本活动的目的是让学生把听力活动中学习的语言知识应用到实际语境中，训练学生在相对真实的情境下用合适的方式和语句咨询信息的能力，提高学生语言综合运用能力。） Step 3Homework 1. Make a dialogue between 2 students. (设计意图：家庭作业为两个同学之间编一则有关询问培训课程的对话，这一家庭作业 将课堂内容自然延伸，形式活跃，激发学生积极
19、参与。) 五、板书设计 Unit 3 What Courses Do You Offer? Further educationCourses on foreign languagesCourses for adultsWhat I want to learn is.Keep pace withThe latest developmentGet a certificateSign upPeriod ThreeFourStep 1Warm-up 1. Greetings 2. Show some pictures about part-time jobs, and ask Ss to name t
20、hem out. 3. Brainstorming: (1) Show some pictures about my experiences of doing part-time jobs. (2) Ask Ss to tick out the part-time jobs I did. (3) Have a match game. 4. Questions: 1) Do you know whats my purpose of doing part-time jobs? 2) My conclusion on purpose of doing part-time jobs. 3) Read
21、these phrases together. 5. Free-talk time: Questions: 1) Have you ever done any part-time jobs? 2) What part-time jobs did you do? （设计意图：导入部分本人通过呈现图片，让学生说出兼职工作的名称，唤醒学生原有的知识，再通过展示自己兼职工作经历的照片，激起学生兴趣，导入文中词汇。然后设计“猜一猜”活动，由学生猜本人做兼职工作的目的，导入文章中相关的短语和句子,为文章的学习作进一步铺垫。Step 2 Fast Reading 1. Read the text quick
22、ly, and match the paragraphs with the general idea. Paragraph General idea Paragraph 1 A. The experiences and purpose of part-time jobs Paragraph 2 B. Attitudes towards the future Paragraph 3 C. Some personal information about Zhang Lin （设计意图：通过略读，帮助学生理清文章的基本脉落、理解文章的主旨大意。） Step 3 Careful Reading 1.
23、Read the first two paragraphs carefully, and then fill in the blanks. Name Zhang Lin Age Nationality Chinese Country to study Part-time work experience Types of work Co-workers Why can he work under pressure? To Zhang Lin, whats the value of doing part-time jobs? A. Get rich experiences. B. Make lif
24、e colorful. C. Support himself. D. Apply the knowledge into practice. E. Feel happy and inspired. 2. Read the last paragraph carefully, and then fill in the blanks. (1) Studying in a foreign country in not _, but Zhang Lin will never _. (2) Zhang Lin is _ in _difficulties. (3) Zhang Lin strongly bel
25、ieves all his _ will bring him _. Meet difficulties, the writer never give up. How do you deal with the difficulties in your life and study?（give up or not give up）. So life is difficult, well never give up. studying is not easy , well never give up, either. Read the last paragraph together alound （
26、设计意图：通过细读、找读，让学生寻找相关信息，了解文章中的重点细节部分。） Step 4 Consolidation 1. Tick out: What do you learn from the text? 1. Zhang Lins personal information 2. The experiences of part-time jobs 3. The feeling of doing part-time jobs 4. The attitudes towards the future. 2. Have an interview. (One acts as a reporter,
27、the other acts as Zhang Lin.) 3. Evaluation (设计意图：在教师引导下，学生对自己所学文章知识点进行反思，然后总结，归纳，再用采访的活动形式巩固课文所学内容，通过双人合作的形式，完成了由“信息输入信息加工信息输出”的活动过程，最后通过学生的评价评出最佳合作小组,对活动的结果有了一个反馈。) Step5Extension. 1. Do a survey. Names S1 S2 S3 S4 Questions Have you ever tried to do part-time jobs? What part-time jobs did you do?
28、 According to your major, if you can have a part-time job, what kind of job do you prefer? Why? 2. Ask Ss to make a report. 3. List some disadvantages. 4. Teachers conclusion. (设计意图：利用已知信息，创设新的信息内容。此环节本人创设了小组调查活动形 式，通过探究性的学习策略，让学生结合自己专业谈论自己对兼职工作的想法，并让学 生思考兼职工作的优缺点，这是对已知信息进行补充和延伸。) Step 6 Homework 1.
29、 Use the correct forms of the words given, and fill in the blanks. try, enable, cooperate, experience, overseas, get a chance, pressure, offer, deal with, succeed, confident Zhang Lin is an _ student studying in Australia. During his study, he did a lot of part-time jobs. For example, he once _ to w
30、ork in Australia companies, and he also _ a lot of part-time jobs, such as Chinese _, a kitchen hand, and a housekeeper. From these part-time jobs, he learned to _ with each other, and the teamwork _ his to work under _. The part-time jobs also _ him rich _ and made his life more colorful. Life is d
31、ifficult, but he neednt to rely on his family any more. In the future, he is _ that he is able to _ whatever happens in his life and he believe he will _ some day if he works hard. 2. Read and complete. (1) I will graduate from _. (2) I like _ in my spare time. (3) My major is _. (4) I once worked i
32、n _. (5) I am good at _, and I have the ability to _, _. (6) My recent career goal is _. (7) My long-term career goal is _. (8) I want to _. 3. According to the sentences above, write a career plan for yourself. 四、板书设计 Unit 3 What course do you offer? Part-time jobs Value of part-time jobs Secretary
33、 Make money Babysitter Make life colourful Nurse . Period 56Step I Presentation 1. Ss read the following sentences. What I want to learn is something new about computer programming. It is good news to me that I can register online. It impressed me that many Australian students earn their tuition fee
34、s through part-time employment. (设计意图：学生通过阅读例句，在教师的指导下分析句子的成分，逐步引导学生发现黑体部分的特点： 1. what引导的是原因状语从句。 2. it 引导的是目的状语从句。 2. Read and choose. (1) What he said is not important. (2) It is impossible for me to get there before July. (3) It is good news that all of us are invited to the concert. (4) It is ti
35、me that we took some night courses to improve our English. (5) It is well-known that Disneyland is the place children love most. (6) It is likely that he will ask for a loan from the bank this time. (7) What a terrible mistake you have made. (8) It is a pity that he cannot go abroad with us. (设计意图：本
36、活动在教师指导下阅读8个句子，划分句子成分，让学生慢慢领悟主语和上一题中的黑体部分一致，从而让学生在自己实践中理解what引导的主语从句和it作形 式主语的特点。教师在学生标出相应的结构后应进一步引导学生总结主语结构的特点，让学生对这种语法结构有清晰的认识。) Step 2 Practice 1. Read and underline. (设计意图：教师让学生重读本单元的对话和课文，让学生划出what引导的主语从句和it 作形式主语的句子。增加这一个环节，主要目的是让学生能够真正识别主语从句，选择本单元的材料，其一是内容对学生来讲比较熟悉，其二是能让学生进一步加深对本单元内容的理解，更好的掌握
37、。) 2. Choose and complete. It is not decided It is a pity It is likely It is good news to us What he said Its said It is well- knows What I want to learn (1) _ made me eager to taste that delicious food now. (2) _ that the party will go on till mid-night. (3) _ that everyone at the party should dres
38、s up. (4) _ that Santa Claus will send children gifts on Christmas Eve. (5) _ is how to draw money from the ATM. (6) _ that the river will freeze tonight. It is very cold outside. (7) _ that I cant join you in the party this weekend. (设计意图：本活动是让学生在控制性练习中应用主语从句，本教材把主语从句的结构作为一个整体记忆和应用，符合学生语块记忆的特点。学生阅读活动中的7个句子，教师抽查并给出反馈。) 3. Discuss and complete. (1) It is good news to us _