英语 第一册（五年制高职）教案 Unit2 Family and Community

PAGE单元名称Unit2FamilyandCommunity授课内容Warm-UpReading授课课时2教学目标1.能够根据所给信息理解家庭人物关系并画出家谱图，介绍家庭成员的职业和性格特征。2.能够理解作者是如何通过一场家庭讨论确定专业选择，并能区分、判断每个家庭成员的观点、理由和作者最终的决定。3.能够掌握事件类记叙文“总—分—总”的语篇结构；能够理解用顺叙的方法，并用过去的时态，以第一人称叙述亲身经历的记叙文的文体特征。4.能够理解和采纳别人观点和理由，学会表达自己的观点和理由，结合自己实际情况做出最佳决策。感知家人关心和支持的重要性，学会通过沟通交流和讨论形成决定。5.能够运用略读的阅读策略，检测读前预测。运用扫读的阅读策略，获取每个家庭成员的选择和理由。6.能够掌握语篇中的重要语言点，运用新学的重点词汇叙述一次家庭讨论。教学重点1.阅读并理解在选择作者专业的时候，每个家庭成员的观点、理由和作者最终的决定。2.阅读并分析语篇结构，理解文体特征。3.阅读重点语句，理解掌握重要语言点并能运用以叙述一次家庭讨论。教学难点1.能理解别人的观点和理由，表达自己的观点和支撑理由，采纳别人的意见建议，结合自己实际情况做出最佳决策。2.能模仿文章的家庭讨论，运用重点词汇简单叙述一次自己家的家庭讨论。Unit2教案教学过程教学环节时间分配主要内容教学活动设计意图Step1Warm-up15’1.FamilyTreeDrawingandIntroductionofLily’sFamilySituation:LilyliveswithherfamilyinNanjing.Duringsummervacations,sheandheryoungerbrotheroftengotovisittheirgrandpaandgrandmainBeijing.Lily’sfatherhasabrotherandasister.HerauntisinLondonwithherhusband.TheirsonMarkisaboutthesameageasLily.(1)TasksSstoreadthedescriptionofLily’sfamilymembersandtrytofigureouttheirrelations.(2)SsworkingroupsoffouranddrawafamilytreeforLilybasedontheinformationthey’vegot.(3)TasksonegrouptoshowtheirdrawingandintroduceLily’sfamilymemberstothewholeclass.从画家谱图出发，在趣味活动中理解家庭成员间称谓的英文表达并能介绍家庭成员的职业，用丰富的词汇来描述人物性格。2.FamilyTreeDrawingandIntroductionofYourOwnFamily(1)TasksSstodrawtheirownfamilytrees.(2)Ssdescribetheirfamilymemberstotheirpartners,includingtheirjobsandcharacteristics.Sscanrefertothelistofwordsgiveninthebook.Ssareencouragedtouseotherwordsthatarenotgiven.Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading2’IntroductionandPredictionSituation:WangAnming(Andy)livesinalovingfamily.Hehasunderstandingparents,wholiketodiscussanybigdecisionswithhim.Hetellsushowthechoiceofhismajorwasmadeinthisway.TasksSstoreadthesituationandtitleofthetexttomakeprediction──whowilltakepartinthefamilydiscussion.引导学生通过已有信息预测家庭讨论相关情形，引发学生思考和阅读兴趣，引出课文主题。Step3While-reading33’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通过略读的阅读策略，检测读前预测。2.通过扫读的阅读策略，获取主要信息。3.通过精读的阅读策略，抓取细节信息。4.通过头脑风暴，引发学生对促成中国家庭和谐的重要因素的思考。5.通过鼓励学生观察和总结，梳理记叙文语篇结构和文体特征。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.通过文章复述，检验学生对语篇结构和内容的掌握程度。2.通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。3.通过配对活动，学习生词的英英释义，加深了解。4.通过选词填空，在语境中学习短语的含义。5.通过范例，学习由动词+er变为名词（职业）的构词法。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.单元名称Unit2FamilyandCommunity授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够识别形容词和副词,掌握其功能和用法。2.能够运用观察、分类、归纳等学习策略，总结形容词加“-ly”变为副词的构词法。3.能够听懂和说出表示谢意、歉意及相关回答的表达方式，并在相关情境中恰当应用。4.能够了解并表达慈善义卖的基本要素，读懂慈善义卖公告，掌握义卖倡议书的基本格式和内容要点，并根据公告信息完成倡议书的写作。5.能够了解慈善义卖活动，感知并认同义卖活动的公益效应，提高投身公益活动的热情。教学重点1.观察并归纳形容词和副词的功能及用法，掌握形容词加“-ly”变副词的构词法。2.听懂并掌握表示谢意、歉意及相关回答的表达方式，在相关情境中恰当应用相关表达方式进行交际。3.熟悉慈善义卖的基本要素并进行简单表达，掌握倡议书的书写格式和内容要点，根据公告信息补充完成义卖倡议书。教学难点1.能在相关情境中得体地表达谢意、歉意，并做出相应回答。2.能联系自身实际，根据义卖基本要素组织设计一次义卖并准确表达；按照倡议书格式和内容要点，正确书写校园义卖倡议书。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarandUsage20’1.IntroductiontoAdjectivesandAdverbs(1)Tintroducesthefunctionofadj.andadv.(2)Tlistssomeadj.andadv.,asksSstoobserveanddividethesewordsintotwogroups.引导学生运用观察、分类、归纳等学习策略，思考形容词和副词的功能与用法区别，熟悉形容词变为副词的构词法。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.从简单的听力语篇入手，步步深入，引导学生理解对话大意与关键信息，学习与应用表示谢意、歉意及相应回答的表达方式。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.通过简单的对话语篇引出慈善义卖的话题，并学习义卖活动四要素——时间、地点、目的、售卖的物品，为接下来的书写义卖倡议书做好铺垫。2.GroupDiscussion(1)Ssreadthegiventableandfindoutthemainfactorsoforganizingacharitysale.(2)TasksSstoworkingroupsoffour,discussthehowtoorganizeacharitysaleinschoolandfillintheblanksinthetabletoexpresstheirplanforthecharitysale.(3)TprovidesguidanceandassistancetohelpSsfillintheblanks.(4)Ssfillintheblanksinthetableandsharetheiranswerswiththeclassmates.Step3Writing15’1.PosterReading(1)SsreadtheposterandgettheinformationaboutacharitysaleheldinLily’sschool.(2)ThelpsSstosummarizethekeyfactorsincludedinacharitysaleposter.通过阅读慈善义卖公告获取有关义卖的主办方、时间、地点等基本要素，利用基本要素完成义卖倡议书。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.单元名称Unit2FamilyandCommunity授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够了解青少年社区服务的目的、方式、意义等。2.能够了解介绍类说明文从综述到分述再到总结的语篇结构特征，能够理解说明文多以第三人称角度，用一般现在时客观说明事物的文体特征。3.能够运用速读策略迅速确定介绍类说明文的内容要点，运用精读策略获取文中提及的每种志愿活动涵盖的详细内容。4.能够深入理解社区服务的目的与意义，培育志愿服务精神，表达服务社会、改善社区的愿望。5.能够设计并组织一项关于社区设施建设的民意调查。6.能够通过调查获知他人选择和理由，并能充分表达自己的意愿和理由。能够整理及汇报调查结果。教学重点1.阅读并了解青少年社区服务的目的、方式、意义等。2.阅读并分析介绍类说明文的语篇结构和文体特征。3.设计并组织一项社区民意调查，整理汇报调查结果。教学难点1.能了解社区服务的内容，理解社区服务的意义，并说出自己能为社区提供何种志愿服务。2.能在社区民意调查过程中，获知他人选择和理由，充分表达自己的意愿，并能归纳总结汇报调查结果。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading8’SituationIntroductionSituation:LilylearnsfromhercousinMarkthatcommunityserviceisencouragedforteensinsomeWesterncountries.Nowsheknowsthatcommunityservicecanbeanimportantpartofyoungpeople’seducation.Traisesquestionslike:Haveyouevervolunteeredinanycommunityservice?Whatcommunityservicedidyoucarryoutbefore?Whatdoyouthinkisthemeaningofcommunityservice?Ssdiscussandexpresstheirviewpointsfreely.1.导入阅读语篇，引导学生思考社区服务的内容和意义。Step2While-reading22’1.FastReadingandBlankFilling(1)Ssreadthetextquicklytofindouttheaim,waysandmeaningofthecommunityservicementionedinthetext.(2)TasksSsgivetheanswersandmakeadiscussionwhenneeded.(3)Ssskimthetexttofindthetopicsentenceofeachparagraphandfillintheblanksinthetable.(4)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.训练速读、扫读等阅读策略，获取篇章主旨大意，抓取篇章细节信息。2.训练精读的阅读策略，深入理解社区服务的意义，并说出自己能为社区提供何种志愿服务。3.梳理说明文语篇结构，总结说明文文体特征。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.引发学生思考自己能为社区做哪些服务，提高志愿者服务精神，改善社区生活。Step4Real-LifeActivity35’1.FacilitySuggestingTask:Supposethereisonlyo