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英语Unit 1 Looking forwards教案
展开Unit 1 Looking forwards
Period 2 Using language
教学设计
(Teaching material analysis)
In the grammar section, students will be guided to review tenses by deciding right tenses used in different sentences. Besides, doing different forms of exercises using different tenses aims to strengthen students' understanding and application of this grammatical item.
The vocabulary learning mainly focuses on expressions about choices and decisions. A conversation will teach students how to express their choices and decisions. In addition, students will develop their listening ability by listening to the interview about choosing the job. At the same time, through the comprehensive training of skills in real context, students can deepen their understanding of unit topics and improve the ability of language use.
(Teaching objectives & Core Competencies and Values for students)
1. Guide the students to correctly decide and use different tenses according to the context.
2. Guide the students to learn more phrases about choices and decisions and skillfully use them to express themselves.
3. Help the students develop their listening ability. In listening, the students are expected to understand the main idea of the listening material and learn to politely put forward questions and give some reasons.
(Teaching focuses)
1. Guide the students to correctly use proper tenses in the real context.
2. Lead the students to talk about their choices and decisions and make communication with partners.
3. Help the students develop the listening ability to get the main idea of the conversation as well as facts or opinions from conversation given.
(Teaching procedure)
Step 1 Review different tenses
Activity 1 Review the definitions and the structures of the frequently-used tense.
1. Have students skillfully present the right structures of common tenses on the blackboard.
2. Ask the students to read the example sentences and decide the proper tense used in each sentence.
| a | For many of us, it’s something we already have experienced. |
| b | What will we be doing in ten years’ time? |
| c | He would later go on to win the Nobel Prize in Literature. |
| d | ...the young Arthur Conan Doyle, born in Scotland in 1859, and originally worked as a doctor. |
| e | ...Doyle wrote some of his early Holmes stories while he was waiting for patients... |
| f | ...but Sherlock Holmes has been entertaining readers for well over a century. |
3. Guide students how to skillfully decide proper tense in real contexts.
Step 2 Practice
Activity 2 Students read the passage individually and fill in the blanks with the correct form of the verbs in brackets.
Activity 3 Work in pairs
1. Have students read David’s profile and know more details about David.
2. Talk in pairs about David’s life using appropriate tenses.
Reference for the talk:
David was born 20th June, 2001 in Britain. He studied in Carson Primary School from 2007 to 2013 and in Wild-wood High School from 2013 to 2019. He is an excellent person and has his personal experience. For example, he won the first prize for school science project in September 2017. And he participated in an exchange program in China from April to October in 2018. He chose to spend his gap year in Cambodia in July 2019 and has been there up to now. He has already made his future plans. He will continue his undergraduate study at Newcastle University. After graduation, he will work as a chemical engineer and do some voluntary work to help people in need.
Step 3 Vocabulary
Activity 5
1. Read the conversation and understand the meanings of the expressions in bold.
A make up one’s mind | D put off making a decision |
B pass up the opportunity | E reject anything out of hand |
C have second thoughts | F weigh up the options |
2. Read the conversation once more and answer the three question according to the dialogue.
① What difficult decisions is Li Ling facing? Why is she feeling worried?
② What does Jenny suggest to her?
③ What would you do when faced with a difficult decision?
Activity 6
Have students to describe what choice or decisions each of them makes using the correct form of the expressions in Activity 5.
1 | May is _________________________________. |
2 | Jane is ___________________________________. |
3 | Paul finds it easy to _______________________________. |
4 | Bill is ____________________________________. |
5 | Amanda wants to ______________________________. |
6 | Jia Ying has decided to __________________________________. |
Step 4 Before listening
Activity 7
1. Read the passage to know more about part-time employment for teenagers.
2. Have the students answer the questions related to part-time jobs.
① What can students achieve via part-time jobs?
② What regulations are in place for students doing part-time jobs in the UK?
③ Have you ever had a part-time job? Why did you do it?
Step 5 Listening
Activity 8& Activity 9
1. Listen to the interview and get the main idea of the dialogue.
2. Listen again and complete the notes in Activity 9.
3. Decide the following expressions used for asking polite questions or giving reasons.
Step 6: Language appreciation
1. But what if I don’t do well enough in the exam to get into the Medical School?
[句式分析] What if...? 意为：如果....怎么办？这是约定俗成的省略形式，该结构中if引导假设条件从句，而主句采用省略表示邀请或建议。
[尝试翻译] 但是如果我考试发挥不好，进不了医学院怎么办？
2. I think it would be a great pity to pass up the opportunity to be admitted without taking the exam.
[句式分析] I think 后接宾语从句。it为从句的形式主语，真正的主语为不定式短语to pass up the opportunity to be admitted without taking the exam，其中的不定式短语to be admitted作名词opportunity的后置定语。
[尝试翻译] 我认为不参加考试就放弃被录取的机会将是非常遗憾的。
Step 7: Assignments
1. Review the new words and expressions learned in this period.
2. Consolidate the structures and usages of the common tenses.
3. Write a short passage about how to make a choice when faced with a decision.
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