資源簡介

課時教學設計
Culture Understanding & Group Work
授課類型 新授課 授課課時 2學時
學習目標
素質目標 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.
知識目標 Students are able to learn about the smart cities as so to see the development of the Internet with scientific and objective view
能力目標 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.
教學重難點及解決方法
教學重點 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.
教學難點 How to do a survey about students’ online activities with the words and expressions learned in the unit.
教學方法 Situation Teaching Method;Communicative Approach；Discussion;Guided Method of Reading
教學過程
教學過程的設計基于最近發展區理論，運用支架式教學策略，在精心設計的各活動環節中學生能夠獲得充分的協助，以順利完成活動任務；在這一過程中,他們將與老師、同伴和閱讀文本進行充分互動，并在互動中建構對本課目標語言的認知。通過教師講授、師生談論和小組討論相關話題、目標語言的練習，設計從語言輸入到輸出的教學環節，使學生實現本課的學習目標。
教學實施過程
一、課前探究
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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. 復習前面的詞匯和表達，幫助學生熟悉本單元的主題詞匯，同時為接下來的學習掃清詞匯障礙。 通過頭腦風暴讓學生討論智慧城市，激活認知，引起學習興趣。 Textbook; PPT; Multimedia devices
二、課中教學
環節1：Culture understanding
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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... 據說 In order to 為了 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.本環節學生通過快速閱讀了解智慧城市的內涵， 把握文章大意； 2.通過細讀文章，獲取關鍵信息，從而進一步了解智慧城市的內涵對網絡科技的發展形成基本認知，提高跨文化理解能力，以積極開放的態度和科學探索精神對待網絡科技的發展。 Textbook; PPT; Multimedia devices
環節2：Group Work
教學內容 教師活動 學生活動 設計意圖及教學資源教學資源
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. 通過設置真實的真實情境，給學生創造機會來運用所學知識，實現英語語用的目的。同時可以鞏固所學知識，檢測本單元學習內容的掌握情況。 Textbook; PPT; Dictionary; Multimedia devices.
Step3：Write（20分鐘）
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本活動要求學生運用本單元所學知識，在具體的情境中完成仿真任務以此來檢驗學習成果。 學生通過對同學們假期中的網絡使用情況開展調研和對不良上網習慣的危害的探討，學會科學合理地使用網絡。
環節4：Summary and review
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 提高學生的閱讀和寫作的能力。 Textbook; PPT; Multimedia devices
三、課后提升
教學內容 教師活動 學生活動 設計意圖及教學資源
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 培養學生歸納的能力；通過真實情景語言的運用實現語言學習的遷移。 Textbook
反思與診改課時教學設計
Language Practice
授課類型 新授課 授課課時 2學時
學習目標
素質目標 Students can develop good learning habits and improve their pragmatic ability through the study and practical use of grammar knowledge and vocabulary.
知識目標 Students can master the basic structure and usage of modal verbs.
能力目標 Students can accurately use modal verbs in specific contexts. Be able to use keywords accurately in context.
教學重難點及解決方法
教學重點 Master the basic usage of modal verbs and make practical use of them.
教學難點 Be able to use the modal verbs accurately in a specific context.
教學方法 Situation Teaching Method; Communicative Approach; Discussion; Guided Method of Reading
教學過程
教學過程的設計基于最近發展區理論，運用支架式教學策略，在精心設計的各活動環節中學生能夠獲得充分的協助，以順利完成活動任務；在這一過程中,他們將與老師、同伴和閱讀文本進行充分互動，并在互動中建構對本課目標語言的認知。通過教師講授、師生談論和小組討論相關話題、目標語言的練習，設計從語言輸入到輸出的教學環節，使學生實現本課的學習目標。
教學實施過程
一、課前探究
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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.. 通過復習本單元的重點詞匯來鞏固所學。 學生列舉常見的情態動詞，為下一步系統化學習和重點講解做好準備。通過可視化方式，幫助學生在輕松的氛圍下梳理知識要點。
二、課中教學
Step1：Read and tick
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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. 本活動要求學生通過觀察、對比、分析，歸納情態動詞的基本結構，明確情態動詞后面加動詞原形。
Step2：Grammar Explanation
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本環節通過教師的講解進一步幫助學生來明確情態動詞的用法以及在平時使用中的注意事項和常見考法，為學生接下來的練習和應試做好準備。
Step3：Read and Match
教學內容 教師活動 學生活動 設計意圖及教學資源教學資源
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. 本環節要求學生在理解情景語句的基礎上，通過提出建議額形式進一步操練不同的情態動詞，有利于學生提高語用能力。
Step 4：Read and Complete
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本環節通過要求學生選擇恰當的情態動詞填空，重點聯系了其在疑問句和豆丁居中的使用，為學生的語法訓練創造真實的語用情境。
Step 5：Vocabulary practice
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本環節讓學生通過讀懂句子大意，選擇短語的適當形式補全句子，進一步來鞏固本單元重點短語及時時態和語態的掌握，同時語料特結合了本單元的思政點。 2.本環節要求在具體的語境中進行單詞的適當形式填空。不僅對本單元內容進行了拓展，涉及了高鐵，不僅鞏固了相關詞匯，還拓展了學生視野。
Step 6：Summary and self-assessment
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本環節復述單元內使用相關短語的句子，鞏固舊知；復習本單元的重點內容。 幫助學生更好的梳理本節課的知識點，建立知識網絡圖。
三、課后提升
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 幫助學生更好的鞏固本單元的重點知識。 Textbook.
反思與改進
。課時教學設計
Reading and Writing
授課類型 新授課 授課課時 2學時
學習目標
素質目標 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.
知識目標 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.
能力目標 Be able to describe the advantages of the Internet. Be able to write the proposal about how to use the Internet wisely.
教學重難點及解決方法
教學重點 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 ...
教學難點 Sort out information from a text and summarize the main idea.
教學方法 講授法，談論法，練習法，討論法
教學實施過程
一、課前探究
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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. 設計意圖： 鞏固本單元的重點句式。 幫助學生提前熟悉本部分生詞的含義和讀音，為完成本單元的課堂任務掃清部分障礙； 激發學生對于單元話題的好奇心。
二、課中教學
環節1：Lead-in
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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 設計意圖： 通過頭腦風暴互聯網的應用，引入本課話題，將學生個人生活經驗與單元話題相關聯，旨在激發學生對單元話題的興趣。 教學資源：教材，PPT
環節2：While reading
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 參考句式： 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. …... 設計意圖： 本活動要求學生在掌握本單元所學的基礎上，運用語言知識在具體情境中完成仿真任務。 快速閱讀課文，總結課文主題，選出最適合的標題來培養學生提取關鍵信息的能力。 2.借助有關移動互聯網應用的思維導圖框架，使得學生帶著任務有目的地閱讀課文。培養學生提煉文章關鍵信息的，幫助學生梳理文章內容，更好地理解文章。 3.再次細讀課文，根據對文章的理解進行文本信息的判斷，提升學生思維能力。 4.通過讀后的討論如何正確使用互聯網的，引導學生對互聯網的使用形成正確的觀念。 教學資源：課本，PPT（詞匯復習及拓展內容），網絡圖片
環節4：Language points Analysis
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 設計意圖： 幫助學生突破本單元的重點單詞、詞組和句型。 從而更好的理解文本，為后續撰寫建議信做好知識儲備。 教學資源：課本，PPT
環節5：Read and writing
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 本環節要求學生在充分了解文本關于移動互聯網的應用，借助本單元的重點詞匯和句式完成合理使用手機的建議書。教師需要引導學生歸納總結建議書的基本特點和寫作方式，培養學生寫作能力和語言的綜合運用能力。 個人自評與互評相結合能更客觀地找出學習中存在的不足。有助于學生養成良好的學習習慣，促進語言學習與學習能力的可持續發展。
三、課后提升
教學內容 教師活動 學生活動 設計意圖及教學資源
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 設計意圖： 梳理本課主要內容，鞏固核心詞匯和表達方式。 教學資源：課本，黑板 教學資源：練習冊
反思與改進課時教學設計
Listening and speaking
授課類型 新授課 授課課時 2學時
學習目標
素質目標 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.
知識目標 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.
能力目標 use the vocabularies and sentences to talk about the Internet application in daily life and do surveys about the online activities.
教學重難點及解決方法
教學重點 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
教學難點 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.
教學方法 講授法，談論法，練習法，討論法
教學過程
教學過程的設計基于最近發展區理論，運用支架式教學策略，在精心設計的各活動環節中學生能夠獲得充分的協助，以順利完成活動任務；他們將在這一過程中與老師和同伴進行充分互動，并在互動中建構對本課目標語言的認知。通過教師講授、師生談論和小組討論相關話題、目標語言的練習，設計從語言輸入到輸出的教學環節，使學生實現本課的學習目標。
教學實施過程
一、課前探究(5分鐘）
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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. 設計意圖： 幫助學生提前熟悉本單元生詞的含義和讀音，為完成本單元的課堂任務掃清部分障礙； 激發學生對于單元話題的好奇心。
二、課中教學
環節1：Warming-up
教學內容 教師活動 學生活動 設計意圖及教學資源 教學資源
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 可移動的 curved display 曲面顯示器 large screen大屏幕 large storage space 大型儲存空間 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. 設計意圖： 幫助學生了解本單元主題； 本環節通過師生問答、頭腦風暴等活動，引出本單元的主題，旨在激發學生對單元話題的興趣； 創設網絡活動和手機購買情景，復習并補充關于網絡活動及手機購買的主題詞匯與句型，為之后的聽說活動做準備； 老師需要引導學生理性選擇符合自身需求的手機，樹立正確的消費觀。
環節2：Listening
教學內容 教師活動 學生活動 設計意圖及教學資源教學資源
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. 設計意圖： 1.聽前閱讀問題和選項，預測聽力內容。幫助學生養成做提前認真審題的習慣，并確保學生準確理解題意，為聽力練習做好準備。聽力過程中，訓練學生捕捉細節信息篩選正確信息，獲取和抓取關鍵信息的能力。 聽力前要求學生瀏覽銷售記錄卡中需填入的信息能夠幫助學生有針對性地抓取關心信息。 3.呈現聽力文本，教師簡要解析文本中的關鍵詞匯和表達，重點講解本單元涉及的知識點。
環節3：Listening and Reading
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 設計意圖： 本環節以以網絡活動的調研訪談為主題設計了活動。通過讓學生聽、讀找出有關與調研訪談相關的語句，分析重點短語和表達，掌握如何進行調研訪談，為接下來的情境輸出做語言準備。此活動者在將語言學習聯系真實生活情境的聽力活動，旨在提升語言表達能力和知識遷移的能力。
環節 4： Speaking
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 設計意圖： 本環節設計了以網絡活動調研為主題的口語表達活動。 讓學生在真實語境中進行英語訪談，培養學生的語言表達能力和思維能力。 2.借助拓展情境，進行綜合性角色扮演，使學生能運用所學詞匯與句型獨立調研網絡活動情況，將語言知識和口語表達技能遷移到實際的語境運用中。
環節 5：Summary（10分鐘）
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 設計意圖： 梳理本課主要內容，鞏固核心詞匯和表達方式。 教師更全面了解學生本節聽說課的學習情況、掌握程度，以便判斷如何分層次布置作業，以及是否需要課外輔導，后續課程如何開展等。
三、課后提升
教學內容 教師活動 學生活動 設計意圖及教學資源
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. 設計意圖： 復習鞏固本課目標語言 2.通過編寫調研網上訂外賣的對話，將所學內容真正應用在生活中，鞏固所學話題內容。
反思與改進

展開更多......

收起↑