PAGE單元名稱Unit2FamilyandCommunity授課內(nèi)容Warm-UpReading授課課時(shí)2教學(xué)目標(biāo)1.能夠根據(jù)所給信息理解家庭人物關(guān)系并畫出家譜圖，介紹家庭成員的職業(yè)和性格特征。2.能夠理解作者是如何通過一場家庭討論確定專業(yè)選擇，并能區(qū)分、判斷每個(gè)家庭成員的觀點(diǎn)、理由和作者最終的決定。3.能夠掌握事件類記敘文“總—分—總”的語篇結(jié)構(gòu)；能夠理解用順敘的方法，并用過去的時(shí)態(tài)，以第一人稱敘述親身經(jīng)歷的記敘文的文體特征。4.能夠理解和采納別人觀點(diǎn)和理由，學(xué)會(huì)表達(dá)自己的觀點(diǎn)和理由，結(jié)合自己實(shí)際情況做出最佳決策。感知家人關(guān)心和支持的重要性，學(xué)會(huì)通過溝通交流和討論形成決定。5.能夠運(yùn)用略讀的閱讀策略，檢測(cè)讀前預(yù)測(cè)。運(yùn)用掃讀的閱讀策略，獲取每個(gè)家庭成員的選擇和理由。6.能夠掌握語篇中的重要語言點(diǎn)，運(yùn)用新學(xué)的重點(diǎn)詞匯敘述一次家庭討論。教學(xué)重點(diǎn)1.閱讀并理解在選擇作者專業(yè)的時(shí)候，每個(gè)家庭成員的觀點(diǎn)、理由和作者最終的決定。2.閱讀并分析語篇結(jié)構(gòu)，理解文體特征。3.閱讀重點(diǎn)語句，理解掌握重要語言點(diǎn)并能運(yùn)用以敘述一次家庭討論。教學(xué)難點(diǎn)1.能理解別人的觀點(diǎn)和理由，表達(dá)自己的觀點(diǎn)和支撐理由，采納別人的意見建議，結(jié)合自己實(shí)際情況做出最佳決策。2.能模仿文章的家庭討論，運(yùn)用重點(diǎn)詞匯簡單敘述一次自己家的家庭討論。Unit2教案教學(xué)過程教學(xué)環(huán)節(jié)時(shí)間分配主要內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖Step1Warm-up15’1.FamilyTreeDrawingandIntroductionofLily’sFamilySituation:LilyliveswithherfamilyinNanjing.Duringsummervacations,sheandheryoungerbrotheroftengotovisittheirgrandpaandgrandmainBeijing.Lily’sfatherhasabrotherandasister.HerauntisinLondonwithherhusband.TheirsonMarkisaboutthesameageasLily.(1)TasksSstoreadthedescriptionofLily’sfamilymembersandtrytofigureouttheirrelations.(2)SsworkingroupsoffouranddrawafamilytreeforLilybasedontheinformationthey’vegot.(3)TasksonegrouptoshowtheirdrawingandintroduceLily’sfamilymemberstothewholeclass.從畫家譜圖出發(fā)，在趣味活動(dòng)中理解家庭成員間稱謂的英文表達(dá)并能介紹家庭成員的職業(yè)，用豐富的詞匯來描述人物性格。2.FamilyTreeDrawingandIntroductionofYourOwnFamily(1)TasksSstodrawtheirownfamilytrees.(2)Ssdescribetheirfamilymemberstotheirpartners,includingtheirjobsandcharacteristics.Sscanrefertothelistofwordsgiveninthebook.Ssareencouragedtouseotherwordsthatarenotgiven.Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading2’IntroductionandPredictionSituation:WangAnming(Andy)livesinalovingfamily.Hehasunderstandingparents,wholiketodiscussanybigdecisionswithhim.Hetellsushowthechoiceofhismajorwasmadeinthisway.TasksSstoreadthesituationandtitleofthetexttomakeprediction──whowilltakepartinthefamilydiscussion.引導(dǎo)學(xué)生通過已有信息預(yù)測(cè)家庭討論相關(guān)情形，引發(fā)學(xué)生思考和閱讀興趣，引出課文主題。Step3While-reading33’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通過略讀的閱讀策略，檢測(cè)讀前預(yù)測(cè)。2.通過掃讀的閱讀策略，獲取主要信息。3.通過精讀的閱讀策略，抓取細(xì)節(jié)信息。4.通過頭腦風(fēng)暴，引發(fā)學(xué)生對(duì)促成中國家庭和諧的重要因素的思考。5.通過鼓勵(lì)學(xué)生觀察和總結(jié)，梳理記敘文語篇結(jié)構(gòu)和文體特征。2.ScanningandChartMaking(1)TasksSstoscanthetextandfinishActivity1byfindingoutkeyinformationonhowAndy’smajorwasdecided.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.CarefulReadingandTableFilling(1)TasksSstoreadthetextcarefullyandfinishActivity2byfindingoutAndy’sfamilymembers’reasonsfortheirchoices.(2)TaskssomeSstogivetheanswersandmakesdiscussionandgivesexplanationswhenneeded.4.BrainstormandDiscussion(1)TencouragesSstobrainstormtheimportantfactorsforharmonyinaChinesefamilyandwritedowntheiropinionsontheblackboard.(2)SsdiscusswiththeirpartnersaboutwhatthethreemostimportantfactorsforharmonyinaChinesefamilyareandstatetheirreasons.(3)TinvitessomeSstosharetheiropinions.5.TextAnalysis──StructureandFeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthechartinActivity1andgiveexplanationwhenneeded.(2)Tintroducescommonfeaturesofnarrativewritings.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothechartinActivity1andthetableinActivity2.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通過文章復(fù)述，檢驗(yàn)學(xué)生對(duì)語篇結(jié)構(gòu)和內(nèi)容的掌握程度。2.通過教授語篇中的語言點(diǎn)，提高學(xué)生對(duì)語言知識(shí)的掌握和運(yùn)用能力。3.通過配對(duì)活動(dòng)，學(xué)習(xí)生詞的英英釋義，加深了解。4.通過選詞填空，在語境中學(xué)習(xí)短語的含義。5.通過范例，學(xué)習(xí)由動(dòng)詞+er變?yōu)槊~（職業(yè)）的構(gòu)詞法。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarpointsinthetext.3.WordMatching(1)TasksSstomatchthewordsorphraseswiththedefinitions.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.PhraseChoosing(1)TasksSstochoosetherightphrasetocompleteeachsentence.Changetheformifnecessary.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducesthebasicruleofadding“-er”toaverbtoformanounwhichmeansthepersonwhodoesit.Sscompleteeachsentencebyfollowingtheexample.(2)TaskssomeSstogivetheanswers.(3)TasksSstothinkofotherverbswhichcanbechangedintoanounbyadding“-er”,whichmeansthepersonwhodoesit.Summary3’1.Howtointroducefamilymembers,liketheirjobsandcharacteristics,withthehelpofafamilytree.2.Howtoorganizeandcarryoutafamilydiscussion:thetopic,theparticipants,eachfamilymember’sopinion,andthefinaldecisionmaking.3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.SupposeyourfamilyareplanningforatripinNationalDayHoliday.Holdafamilydiscussion.Eachmembershouldtelltheirchoicesofdestinationandcorrespondingreasons.Roleplaythediscussioninyourstudygroup.Shootavideoanduploaditontotheplatform.單元名稱Unit2FamilyandCommunity授課內(nèi)容GrammarandUsageIntegratedSkills授課課時(shí)2教學(xué)目標(biāo)1.能夠識(shí)別形容詞和副詞,掌握其功能和用法。2.能夠運(yùn)用觀察、分類、歸納等學(xué)習(xí)策略，總結(jié)形容詞加“-ly”變?yōu)楦痹~的構(gòu)詞法。3.能夠聽懂和說出表示謝意、歉意及相關(guān)回答的表達(dá)方式，并在相關(guān)情境中恰當(dāng)應(yīng)用。4.能夠了解并表達(dá)慈善義賣的基本要素，讀懂慈善義賣公告，掌握義賣倡議書的基本格式和內(nèi)容要點(diǎn)，并根據(jù)公告信息完成倡議書的寫作。5.能夠了解慈善義賣活動(dòng)，感知并認(rèn)同義賣活動(dòng)的公益效應(yīng)，提高投身公益活動(dòng)的熱情。教學(xué)重點(diǎn)1.觀察并歸納形容詞和副詞的功能及用法，掌握形容詞加“-ly”變副詞的構(gòu)詞法。2.聽懂并掌握表示謝意、歉意及相關(guān)回答的表達(dá)方式，在相關(guān)情境中恰當(dāng)應(yīng)用相關(guān)表達(dá)方式進(jìn)行交際。3.熟悉慈善義賣的基本要素并進(jìn)行簡單表達(dá)，掌握倡議書的書寫格式和內(nèi)容要點(diǎn)，根據(jù)公告信息補(bǔ)充完成義賣倡議書。教學(xué)難點(diǎn)1.能在相關(guān)情境中得體地表達(dá)謝意、歉意，并做出相應(yīng)回答。2.能聯(lián)系自身實(shí)際，根據(jù)義賣基本要素組織設(shè)計(jì)一次義賣并準(zhǔn)確表達(dá)；按照倡議書格式和內(nèi)容要點(diǎn)，正確書寫校園義賣倡議書。教學(xué)過程教學(xué)環(huán)節(jié)時(shí)間分配主要內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖Step1GrammarandUsage20’1.IntroductiontoAdjectivesandAdverbs(1)Tintroducesthefunctionofadj.andadv.(2)Tlistssomeadj.andadv.,asksSstoobserveanddividethesewordsintotwogroups.引導(dǎo)學(xué)生運(yùn)用觀察、分類、歸納等學(xué)習(xí)策略，思考形容詞和副詞的功能與用法區(qū)別，熟悉形容詞變?yōu)楦痹~的構(gòu)詞法。2.WordClassification,ObservationandSummary(1)Tshowssomesentenceswithadj.andadv.(2)Sspointouttheadj.andadv.inthesesentences,observeandsummarizetheruleofhowtousethesetwokindsofwordclasses.(3)TasksSstowritedownadj.oradv.inthebracketsforthehighlightedwordsinthetextbook.(4)TaskssomeSstogivetheanswers.3.WordFormation(1)Tshowstheexamplesofadding“-ly”toadjectivesandmakingthemtoadverbswithseveralsentences.(2)TasksSstoobserveandsummarizetheusageof“-ly”.(3)Ssadd“-ly”totherestoftheadjectivesandturnthemintoadverbs.(4)TasksSstothinkofmorewordsthatcanbeformedinthisway.Step2Listening(Conversation1)23’1.ListeningforMainIdeaandDetails(1)TasksSstoreadthegivenconversationbetweenLilyandhernext-doorneighbourandgetthemainidea.(2)TasksSstolistentotheconversationandusetherightwordtocompleteeachsentence.(3)Taskssomestudentstogivetheanswersandmakesexplanationwhenneeded.從簡單的聽力語篇入手，步步深入，引導(dǎo)學(xué)生理解對(duì)話大意與關(guān)鍵信息，學(xué)習(xí)與應(yīng)用表示謝意、歉意及相應(yīng)回答的表達(dá)方式。2.ListeningforUsefulExpressions(1)TasksSstolistentotherecordingagainandcirclethesentencesforgivingthanks,makingapologiesandthecorrespondingresponsesintheconversationabove.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.UsefulExpressionsLearning(1)TleadsSstolearnthesentencesforgivingthanks,makingapologiesandthepossibleresponses.(2)ThelpsSstofindoutmoresuchexpressionstopreparefortherole-playactivity.4.RolePlay(1)TasksSstoworkinpairsandusethegivenexpressionstoactoutthepictures.(2)Somepairsperformtheirconversationsinfrontoftheclass.(3)TandSsevaluatetheperformance.Step2Listening&Speaking(Conversation2)15’1.ListeningforDetails(1)Ssreadthelisteningmaterial.(2)TasksSstolistentoaconversationbetweenLilyandhermumandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通過簡單的對(duì)話語篇引出慈善義賣的話題，并學(xué)習(xí)義賣活動(dòng)四要素——時(shí)間、地點(diǎn)、目的、售賣的物品，為接下來的書寫義賣倡議書做好鋪墊。2.GroupDiscussion(1)Ssreadthegiventableandfindoutthemainfactorsoforganizingacharitysale.(2)TasksSstoworkingroupsoffour,discussthehowtoorganizeacharitysaleinschoolandfillintheblanksinthetabletoexpresstheirplanforthecharitysale.(3)TprovidesguidanceandassistancetohelpSsfillintheblanks.(4)Ssfillintheblanksinthetableandsharetheiranswerswiththeclassmates.Step3Writing15’1.PosterReading(1)SsreadtheposterandgettheinformationaboutacharitysaleheldinLily’sschool.(2)ThelpsSstosummarizethekeyfactorsincludedinacharitysaleposter.通過閱讀慈善義賣公告獲取有關(guān)義賣的主辦方、時(shí)間、地點(diǎn)等基本要素，利用基本要素完成義賣倡議書。2.ProposalLetterWriting(1)Ssreadthegivenproposalletterandusethegiveninformationintheabovepostertocompletetheproposalletter.(2)TaskssomeSstogivetheanswersandconcludetheformatandnecessaryfactorsofaproposalletter.Summary5’1.Differentfunctionsandformationsbetweenadj.andadv.2.Usefulexpressionsforgivingthanks,makingapologiesandthepossibleresponses.3.Thenecessaryfactorsneededinacharitysaleposter.4.Howtowriteaproposalletter.Homework2’1.Pairwork.Polishyourin-classroleplay,shootavideoanduploaditontotheplatform.2.Makeaposterandwriteaproposallettertocallontheresidentsinourcommunitytojoinacharitysale.單元名稱Unit2FamilyandCommunity授課內(nèi)容ExtendedReadingReal-LifeActivity授課課時(shí)2教學(xué)目標(biāo)1.能夠了解青少年社區(qū)服務(wù)的目的、方式、意義等。2.能夠了解介紹類說明文從綜述到分述再到總結(jié)的語篇結(jié)構(gòu)特征，能夠理解說明文多以第三人稱角度，用一般現(xiàn)在時(shí)客觀說明事物的文體特征。3.能夠運(yùn)用速讀策略迅速確定介紹類說明文的內(nèi)容要點(diǎn)，運(yùn)用精讀策略獲取文中提及的每種志愿活動(dòng)涵蓋的詳細(xì)內(nèi)容。4.能夠深入理解社區(qū)服務(wù)的目的與意義，培育志愿服務(wù)精神，表達(dá)服務(wù)社會(huì)、改善社區(qū)的愿望。5.能夠設(shè)計(jì)并組織一項(xiàng)關(guān)于社區(qū)設(shè)施建設(shè)的民意調(diào)查。6.能夠通過調(diào)查獲知他人選擇和理由，并能充分表達(dá)自己的意愿和理由。能夠整理及匯報(bào)調(diào)查結(jié)果。教學(xué)重點(diǎn)1.閱讀并了解青少年社區(qū)服務(wù)的目的、方式、意義等。2.閱讀并分析介紹類說明文的語篇結(jié)構(gòu)和文體特征。3.設(shè)計(jì)并組織一項(xiàng)社區(qū)民意調(diào)查，整理匯報(bào)調(diào)查結(jié)果。教學(xué)難點(diǎn)1.能了解社區(qū)服務(wù)的內(nèi)容，理解社區(qū)服務(wù)的意義，并說出自己能為社區(qū)提供何種志愿服務(wù)。2.能在社區(qū)民意調(diào)查過程中，獲知他人選擇和理由，充分表達(dá)自己的意愿，并能歸納總結(jié)匯報(bào)調(diào)查結(jié)果。教學(xué)過程教學(xué)環(huán)節(jié)時(shí)間分配主要內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖Step1Pre-reading8’SituationIntroductionSituation:LilylearnsfromhercousinMarkthatcommunityserviceisencouragedforteensinsomeWesterncountries.Nowsheknowsthatcommunityservicecanbeanimportantpartofyoungpeople’seducation.Traisesquestionslike:Haveyouevervolunteeredinanycommunityservice?Whatcommunityservicedidyoucarryoutbefore?Whatdoyouthinkisthemeaningofcommunityservice?Ssdiscussandexpresstheirviewpointsfreely.1.導(dǎo)入閱讀語篇，引導(dǎo)學(xué)生思考社區(qū)服務(wù)的內(nèi)容和意義。Step2While-reading22’1.FastReadingandBlankFilling(1)Ssreadthetextquicklytofindouttheaim,waysandmeaningofthecommunityservicementionedinthetext.(2)TasksSsgivetheanswersandmakeadiscussionwhenneeded.(3)Ssskimthetexttofindthetopicsentenceofeachparagraphandfillintheblanksinthetable.(4)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.訓(xùn)練速讀、掃讀等閱讀策略，獲取篇章主旨大意，抓取篇章細(xì)節(jié)信息。2.訓(xùn)練精讀的閱讀策略，深入理解社區(qū)服務(wù)的意義，并說出自己能為社區(qū)提供何種志愿服務(wù)。3.梳理說明文語篇結(jié)構(gòu)，總結(jié)說明文文體特征。2.CarefulReadingandDetailFinding(1)TasksSstoreadthetextcarefullyandfindoutthespecificthingsteensdoinvolunteerwork,providingguidanceandassistancewhenneeded.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.TextAnalysis──StructureandFeatures(1)TasksSstothinkabout:Whatisthegoalofanexpositorywriting?–Tointroduceorinform.Whatisthestructureofthetext?–thereasonswhyteenscarryoutcommunityservice;–thewaysinwhichteensvolunteerforcommunityservice;–themeaningofcommunityservice.Whatarethefeaturesofanexpositorywriting?–Tobeobjective,towriteinthirdperson,tousepresentsimpletense,andetc.(2)Sstrytoconcludethestructureandfeaturesofanexpositorywriting.Step3Post-reading10’RetellingandDiscussion(1)TasksSstoretellthewaysinwhichteensvolunteerforcommunityservice.(2)TaskstheSstothinkaboutotherwaysinwhichtheycanservefortheircommunity.(3)Ssbrainstormanddiscussinpairsandwritedowntheiranswersintheblankinthetextbook.(4)Taskssomepairstoreporttheiranswers.引發(fā)學(xué)生思考自己能為社區(qū)做哪些服務(wù)，提高志愿者服務(wù)精神，改善社區(qū)生活。Step4Real-LifeActivity35’1.FacilitySuggestingTask:Supposethereisonlyo