高教中职版英语2基础模块教学设计unit3

1、Book2Unit3Haveyoueverdonepart-timejobs（第一课时教学设计）一、学情分析本单元在教材第一册第二单元Icandoit!的基础上进行了话题深化，语言拓展，并进一步和职业准备挂钩。在英语学习中，学生实际存在着“学不精、学不实、学不透”的问题。学不精，大小写不分，标点符号不加，屡教不改；学不实，懒得开口，不愿多花时间背单词、背课文，作业没人盯着不行；学不透，对英语缺乏主动学习，英语节目不听，文章不读，浅尝辄止。因此，教学中应重视基本关键句型的多种方式的多次巩固，并创设情境，帮助学生在实际运用中准确地掌握知识点和技能。尽管如此，学生对英语还存有一定兴趣，相当部分学生喜

2、欢听英语歌，崇拜国外杰出人物，着迷国外风物人情等。因此，巧妙借助学生的兴趣搭桥，让学生们学得更精一点，更实一点，更透一点，并增强孩子们的自信、乐观、执着，成为教学设计的基本要求。学生们是追星一族，那么通往他们头脑最便捷的路径就是他们心心念念的星星们；学生们爱猜谜悬念，就让他们猜一猜想一想；孩子们缺乏实在的巩固，就重重复复领读几遍；学生们对机械训练容易厌倦，就设置情境假设身份。课堂如旅游，曲曲折折，才能渐入佳境。此时，文字搭载着的文化才会慢慢渗透人心，让人恍然大悟。我能做，我会做，我行！由此,课堂效果才如绵里藏针，针针见效。孩子们以后进入外企的机会或许不多，但英文程度较好的也会有在职业发展中碰到

3、此类机遇的可能性，所以为他们做好职业准备还是非常有必要的。纵使不能在职业生涯中实际接触这个话题，通过在本单元讨论自己的职业经历、特长和优势，还是会对孩子们在心灵上和精神上的成长起到一臂之力。本单元设计分为4个课时：第一课时lead-in+listeningandspeaking第二课时speaking第三课时readingandwriting+unittask第四课时languageinuse+vocabularyconsolidation第一课时二、教材分析1 .教学内容本课时系教材英语2（基础模块高教版）第三单元的第一课时，包才Lead-in&Listeningandspeakin

4、g两部分，具体内容为：部分职业名称、描述个人性格和才能的短语、进行人员招聘/求职应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。同时，应聘的话题也为学生在进入职场进行必要的准备。2 .教学重点、难点教学重点通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景并展开相应对话。教学难点学生了解词汇记忆的策略之一一一分类记忆；学生读懂招聘广告并能据此展开对话。三、教学目标1 .知识目标掌握部分职业名称、描述个人性格和才能等的短语及词汇，如salesperson;secr

5、etary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：1)询问个人经历、才能及应聘原因等信息时：Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?2)提供个人经历、才能及应聘原因等信息时：Iamastudentat

6、IwillgraduateIam(creativeandhard-working)Ihaveworkedasapart-timeinacompanyforIcan(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2 .能力目标学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。(3)在日常生活中灵活应用提供个人经历、才能及应聘原

7、因等信息的句型3 .情感目标在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪。四、教学步骤StepOneLead-in(8ni)1. Agame.Weplayagamefirst.Studentsguesswhothefamouspersoniswiththehelpofthekeysentences-sbcandosth,sbworksas.”Yaoming!Yaoming!”Studentswillalwaysshoutwithgreatinterest.ThencomeLiuDehua,LuoXuejuan,ZhouJielun,J.K.Rowling,andthemosti

8、mportantpersoninthelesson-BarackObama.Forexample:Apersoncansingsongsverywell.Heworksasasingerandanactor.Possibleanswer:LiuDehua(设计意图：由学生熟知的明星人物入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对话题的兴趣和开口欲望，并初步接触本单元关键句型。)2. Brainstorm.Studentsareencouragedtolistthevocabularyofjobstheyhavelearnedasmanyastheycan.Thengowiththet

9、hirdactivity,thistimestudentswillguessthejobaccordingtothekeysentences,whichconsistofsomenewwordsandexpressionsrelatedtoskills.Forexample:Apersoncantypeveryfast.What'shis/herjob?Possibleanswer:typist.(设计意图：通过头脑风暴，我们可以快速呈现和温习已掌握的旧知，自然而然带出新知。)3. Lead-inactivityl.Tickthetalentsthatyouhave.Makesures

10、tudentsunderstandthemeaningofeachexpressionandhelpthemtofindthetalentstheyhave.(设计意图：再次接触教材中的关键词汇和短语，为下一步听力和口语练习打好伏笔。)4. Lead-inactivity2.Circlethejobsthatyouthinkyoumightdowell.Makesurestudentsunderstandthemeaningofeachjobinthelistandhelpthemtofindthesuitablejob,especiallythekeywordsintheunit,sucha

11、ssalesperson,secretary,andsoon.(设计意图：再次接触教材中的关于职业名称的关键词汇，为下一步听力和口语练习打好伏笔。)StepTwoListeningandspeaking(22m)1. Activity3.Listenandticktherightpictureforthequestion.Listentothedialogueandticktherightpicturefromthefourpicturesoffourdifferentplaces.2. Activity4.Listenagainanddecidewhetherthefollowingstat

12、ementaretrueorfalse.Makesurestudentsunderstandthemeaningofeachsentenceandhighlightthepresentperfecttenseinthefollowingsentencesandtrytoguesstheuseofthetense.Practiceasimilardialoguewithyourpartner.LiXiaohonghasvisitedthecompanysite.swebLiXiaohonghaspassedthemarketingtest.(设计意图：通过猜测，帮助学生初步了解现在完成时的含义。

13、)3. Activity5.Listenagainandtick.ListentothedialogueagainandticktheadvantagesLiXiaohonghas.Helpstudentslearnthekeyexpressionsbyparaphrasingtheexpressions.Forexample:Anexpressionmeansbeinggoodatusingcomputer.(havegoodcomputerskills)Anexpressionmeansbeinggoodatcommunicatingwithothers.(havegoodcommunic

14、ationskills)AnexpressionmeansbeingabletospeakEnglishverywell.(speakfluentEnglish)(设计意图：通过词汇释义，帮助学生掌握关键词汇的含义。)4. Activity6.Readandunderline.Readthedialogueandunderlinetheinterviewquestionsandanswersaboutaskingandansweringtheinformationofone'personality,workingexperience,skillsandpurpose.Canyoutel

15、lmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?IamastudentatIwillgraduateIam(creativeandhard-working)Ihaveworkedasapart-timeinacompanyforIcan(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.5.

16、 Readthekeysentencesaftertheteacher.Makesurethatstudentscansaythemoutfluentlyandtheirpronunciationofthewordsiscorrect.own.6. Practicethesentenceswiththeinformationfromstudents7. Activity7.Practicethedialogueinpairs.UseActivity6asanexample.(设计意图：从词到句，从句到对话，每一步骤都要确保学生能扎实掌握。从领读到齐读到互相读再到个别读，教师要确认学生能正确掌握

17、发音和语音语调。)8. Asksomepairstodemonstratetheirperformance.(设计意图：展示对话，锻炼了当事者的胆量。)StepThreeSummaryandProduction(14m)1. Makeashortsummaryofwhatwe'velearnedtoday.(1)keyvocabulary：salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;(2)expressiona

18、boutaskingandansweringtheinformationofone'sworkingexperience,skillsandpurpose.Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?IamastudentatIwillgraduateIam(creativeandhard-working)Ihaveworkedasapart-timeinacompanyforIcan(speak

19、fluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2. Thinkofwordsofjobsandone'stalents(设计意图：对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。)3. Thinkofmorewaystoaskaboutone'sinfoworkfiingiexperience,skillsandpurpose.?Whydidyouleaveyourlastjob?Whatcontributiondidyouma

20、ketoyourcurrent(previous)organization?Areyouamulti-taskedindividual?Doyouworkwellunderstressorpressure?Howwouldyourfriendsorcolleaguesdescribeyou?Howdoyounormallyhandlecriticism?Howdoyouhandleyourconflictwithyourcolleaguesinyourwork?Howdoyouhandleyourfailure?(设计意图：对程度较好的同学，帮助他们接触、了解、归纳和掌握更多的招聘用语，对于开

21、阔眼界有所益处。这些用语不做四会要求。)StepFourHomework(1m)1. Copyandmemorizethenewwordsandexpressions.2. Practicedialoguewithyourclassmatesafterclass.3. Makeasimilardialogue,talkingaboutpersonalinformation.五、板书设计Askforinformation:Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Wh

22、ydoyouwanttoworkforourcompany?Provideinformation:IamastudentatIwillgraduateIam(creativeandhard-working)Ihaveworkedasapart-timeinacompanyforIcan(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.Book2Unit3Haveyoueverdonepart-timejobs(第二课时教学设计)一、教材分析1 .教学内容本

23、课时系教材英语2(基础模块高教版)第二单元的第二课时，包括Listeningandspeaking中的Dialogue部分，具体内容为：根据情境，展开人员招聘/求职应聘对话，初步接触现在完成时态的用法。这些内容将第一单元以及本单元第一课时的教学内容融合在了具体的任务中，同时为本单元任务“模拟招聘会”做好铺垫，起的是承上启下的作用。2 .教学重点、难点教学重点在创设的情境中，以上一课时掌握的对话为基础，自编对话并进行表演。教学难点根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。、教学目标4 .知识目标进一步巩固职业名称、描述个人性格和才能等的短语及词汇，如salesperson;secre

24、tary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;进一步熟练掌握并巩固询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如:1)询问个人经历、才能及应聘原因等信息时Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?2)提供个人经历、才能及应聘原因等信息时amastude

25、ntatwillgraduateam(creativeandhard-working)haveworkedasapart-timeinacompanyforcan(speakfluentEnglish).AndIhave(verygoodcommunicationskills).thinkitisa/an(exciting)placetowork.5 .能力目标学生能编写关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。(2)根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。(3)在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型6 .情感目标在模拟情

26、景交流中，进一步调教学生正确的应聘穿着及言谈举止方面的礼仪。四、教学步骤StepOneLead-in(10m)1. Teachershowspicturesofdifferentjobsandaskstudentstomatchthemwithwordsofjobs2. Brainstorm:listallthewordsstudentsknowaboutjobs.(设计意图：复习词汇，锻炼学生的短时记忆能力和归纳能力。)3. Survey:Whatskillsdoyouthinkasalespersonandasecretaryshouldhave?Studentsdogroupworkto

27、discussitandwritetheanswersdown.(设计意图：为其后的课堂活动做好词汇的准备和铺垫。)StepTwoSpeaking(25min)1. Askme.Studentshaveacompetitiontoaskteacherquestionsaboutpersonality,workingexperience,skills,personalityandpurpose.(设计意图：师生角色互换，让学生充当提问者，教师一一回答问题。教师鼓励学生多提问题，为其后的对话活动搭好梯子。)2. Activity8.Abigcompanyisholdingajobfairinyou

28、rschool.Thecompanywantstofindasecretaryandasalesperson.Youwanttofindajob.Nowpleaseroleplaythejobinterviewwithyourpartner.(1) Teacherexplainsthedifficultiesinthetwojobadvertisementsmakessurestudentsunderstandthemthoroughly,especiallythekeysentencesasfollowings:Applicantsshouldhavearerequired.Weareloo

29、kingforwho(2) Teacherhandsoutthecards(intwocolors:redandyellow)oftworolesofinterviewerandintervieweerandomlyintheclass.Makesureeverystudentgetsacardandrole.(3) Teacherasksthestudentswhowillactouttheroleofinterviewertopreparethequestionstheywillaskandtheotherstudentstopreparethewaystoprovidetheirinfo

30、rmation.(4) Teacheraskseachstudentwitharedcardtofindanotheronewithayellowcardthentomakeupadialogue.(5) Teacherwalksaroundtheclassroomandgiveshelptothosewhohavedifficulties,andcorrectsthemistakesstudentsmake.(设计意图：教师采用角色卡的形式确定模拟情境中的角色，让学生更有新奇感，使活动更充满趣味。并能凭借由此产生的信息不对称感使情境更真实。在活动过程中，教师应时时给予指导，确保同学的参与以及

31、对话一定程度的正确率。）3. Performance.Teacheraskssomepairstodemonstratetheirdialogueinfrontoftheclass.（设计意图：鼓励大胆演示，激发内心力量。）4. Evaluation.Teacherasksthestudentstojudgethefourbestinterviewersandintervieweesandgivereasons.（设计意图：评选最佳招聘者和应聘者，树立规范形象。）5. Performanceguidance:Teachergivesmoredirectionsaboutone'sway

32、sofappearance,apparel,speakingandbodylanguageinaformalinterviewtomakeitsuccessful,especiallytheattentiononpoliteness.（设计意图：教师还可抓住时机，进行应聘礼仪讲解与训练，例如如何穿着得体，。）6. Teachershowstwomorejobadvertisementsandasksstudentstoprepareforitandthenpracticeitinpairs.Twogroupsofstudentswillexchangetheirrolesthistime.Ki

33、ndergartenEnglishteacherApplicantsshouldlovechildrenandhavegoodEnglish.Goodcomputerskillsarerequired.MarketingassistantWearelookingforstudentswhoareabletoworkunderpressure.Applicantsshouldhavegoodcommunicationskills.（设计意图：为下节课的阅读做好内容铺垫。）7. Teacherasksthefourinterviewerstoactaspersonnelmanagersandthe

34、otherspeoplewhowanttoapplyfortheposition.（设计意图：让选出的四名最佳招聘者充当人力资源经理，其他同学充当应聘者，进一步增加情境真实度。）StepThreeSummary（9min）1. Teacherasksstudentstotrytomaketheirownjobadvertisementsbyfillingintheblankswiththemissinginformation.Applicantsshouldandhave.arerequired.Wearelookingforstudentswhoareableto.Applicantssho

35、uldhave（设计意图：在反复的口语交际活动后，帮助学生在书面形式上运用关键词汇语汇。2. Designaposter.Teacherasksstudentstodesignaposterofjobadvertisementwiththepicturesandthestyletheylike.(设计意图：让学生发挥创造力，设计一张简单的招聘海报。鼓励学生设计相应的图片,字体，色彩等。为增强学生兴趣，教师可给出一些比较有趣的有借鉴意义的范例。)一IWANTIOroniMAmWENEEDYOUStepFourHomework(1m)1. Makeasimilardialogueaccording

36、tothedialogueinthebookandwriteitdown.2. Polishyourposterofjobadvertisement.3. Collectasmanyjobwordsaspossible.四、板书设计KindergartenEnglishteacherApplicantsshouldlovechildrenandhavegoodEnglish.Goodcomputerskillsarerequired.MarketingassistantWearelookingforstudentswhoareabletoworkunderpressure.Applicants

37、shouldhavegoodcommunicationskills.Applicantsshouldandhave.arerequired.Wearelookingforstudentswhoareableto.ApplicantsshouldhaveBook2Unit3Haveyoueverdonepart-timejobs（第三课时教学设计）一、教材分析1 .教学内容本课时系教材英语2»（基础模块高教版）第三单元的第二课时，包括Readingandwriting部分，具体内容为：读懂简单的招聘广告，并能找出关键信息点；根据关键信息点，完成招聘广告。这些内容将第一单元以及本单元第一

38、课时的教学内容融合在了具体的任务中，同时为本单元任务“设计招聘广告”做好铺垫，起的是承上启下的作用。2 .教学重点、难点教学重点读懂简单的招聘广告，并能找出关键信息点。教学难点根据关键信息点，填入恰当的词汇完成招聘广告。二、教学目标7 .知识目标学生能掌握描述职业名称、个人职业能力及经历等词汇及短语，如kindergartenteacher,marketingassistant,havegoodcomputerskills,havegoodcommunicationskills,beabletoworkunderpressure,workastwo-yearworkingexperience;

39、学生能掌握简单招聘广告中的典型句型，如：WearelookingforIfyouareinterested,PleasecallatPleasevisitformoreinfticmaPleasesendyourresumetous.接触现在完成时态的句子并进行初步讲解；IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.8 .能力目标学生能读懂简单的招聘广告，并能找出关键信息点。学生能根据关键信息点，填入恰当的词汇完成招聘广告。9 .情感目标帮助学生发现自我能力和价值，帮助学生树立信心，发展能力，为今后求职打下坚实基础。四、教学步骤S

40、tepOneLead-in（10m）2. Vocabularymemory:theteachershowsagroupofpicturesabouttalents,skillsandabilitiesonpptandasksthestudentstodescribeeachpicture.（设计意图：复习词汇，锻炼学生的短时记忆能力，看图说话能力。）3. Activity9.Matchthetalents,skillsandabilitieswiththetwojobs:kindergartenteacherandmarketingassistant.Andthenlistatleasttwo

41、qualitiesrequiredbyeachjob.（设计意图：将个人职业特长和优势与具体职业挂钩，为其后的课堂活动打下伏笔。教师要向学生解释特长与职业需求的特长的区别。前者更广义，后者要与具体职业挂钩，所以需要更有针对性。）4. Brainstorm:Listtheskillsandabilitiesthetwojobsrequiredinordertodothejobsbetter.（设计意图：鼓励学生列出更多做个优秀的职场人所需要的职业素养和特长，为其后的课堂活动进一步夯实基础，并向学生传达人文信息：要做到脱颖而出，需要更多的努力。）StepTwoReadingandwriting（2

42、0min）1. Activity10.Readthefollowingads,andtickthecommonqualificationsforthetwojobs.Teacherasksstudentstounderlinethekeywordsofthequalificationinthejobadsandtellwhatkindoftalentseachitembelongsto.（设计意图：训练阅读技巧之一：抓住关键词，获取关键信息。）2. Activity11.Readtheadvertisementsagainandcompletethechart.Teacherasksstude

43、ntstofindthekeyinformationinthejobads,includingthetitleoforganization,thepositionandthewebsiteaddress.Checktheanswerswiththestudents,explainingthedifficulties,especiallythemeaningofthewords:organization,positionandwebsiteaddress.Teachercangiveanexampletodemonstrateit.Forexample:Name:WeiZhe（卫哲）Organi

44、zation:Alibaba（阿里巴巴）Position:CEOWebsiteaddress:（设计意图：引导学生继续寻找和提取招聘广告关键信息点，也利于学生知晓寻找招聘广告所提供的基本信息。）3. Activity12.Discusswhoarethefittestforthetwojobs.Teacherasksstudentstoreadthedescriptionofeachpersonandunderlinethekeywords,whichshowstheskillsandtalents.Andfindthefitpersonforthejob.Teacherasksstudent

45、stounderlinethesentenceswithpresentperfecttenseandtrytounderstandtheuseofthetense.IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.（设计意图：进一步语言输入，接触并初步分析现在完成时的句子涵义。）4. Furtherreading.Findandunderlinethekeysentencesinthejobads.WearelookingforIfyouareinterested,pleasesendyourresumetous./callat.We

46、will-youassoonaspossible.Youshould（设计意图：在找到招聘广告关键信息点的基础上，引导学生了解、熟悉并掌握招聘广告的规范句型。5. Activity13.Youarenowdesigningtwojobadvertisements.Finishtheadswiththegiveninformation.Teacherhelpsstudentstofillintheblanksinjobadswiththeinformationinthechart.（设计意图：课堂活动的重点阶段。帮助学生适应从A-B-A的思维，即从招聘广告中找到相应关键信息点，再把关键信息点还原

47、到广告中去。）6. Anadditionalactivity.Fillintheblankswiththemissinginformation.DesignajobadvertisementforUCcaf.eForexample:AcafcalledUCcafislookingforsixstudentsaged16to18aspart-timewaiters/waitresses.Thewaiters/waitressesshouldhavegoodcommunicationskills.Thetelephonenumberofthecafis1395718321.Organization

48、PositionWorkingtimeQualification1.2.Telephone（设计意图：课堂活动的重点阶段。从具体招聘广告中找到相应关键信息点，再把关键信息点还原到广告中去，模仿教材中出现的广告，设计广告。）StepThreeUnittask:Prepareforajobfair(14m)1. Youandyourclassmatesaretoholdajobfair.Nowworkingroupandpreparethejobfair.Designajobadvertisementwiththekeysentencesinthejobads.1) .Brainstormthep

49、ositions,suchasanEnglishteacher,asalesperson,andsoon.Thenwritedownthemostpopularpositioninyourgroup.2) .Decideatleast3qualificationsqualificationsofapplicationfortheposition.3) .Designajobadvertisementforthisposition.4) .Prepareatleast5interviewquestions.(设计意图：课堂活动的难点阶段。帮助学生结合广告关键信息点和典型句型，设计出招聘广告。)S

50、tepFourHomework(1m)4. Copythenewwordsandexpressions.5. Supposeyouaretoholdajobfair.Designajobadvertisementforyourcompany.Makeitimaginativeaspossible.6. Collectasmanyjobwordsaspossible.四、板书设计OrganizationUCcafePositionwaiters/waitressesWorkingtimepart-timeQualification1. aged16to182. havegoodcommunica

51、tionskillsTelephone1395718321WearelookingforIfyouareinterested,PleasecallatPleasevisitformoreinformation.Pleasesendyourresumetous.Book2Unit3Haveyoueverdonepart-timejobs（第四课时教学设计）一、教材分析1 .教学内容本课时系教材英语2»（基础模块高教版）第三单元的第四课时，授课内容为课本Languageinuse&Unittask音日分，具体包括：Grammarfocus,Vocabularyconsolidat

52、ionandPronunciationpractice。本课时内容是对本单元所学知识的总结和回顾，有助于学生理清思路，对单元知识及其运用情境有清晰的认识。2 .教学重点、难点教学重点学生总结本单元关于求职应聘的关键句型及其运用情境，并能正确理解和运用现在完成时态。教学难点理解运用现在完成时态的情境并在具体情境中运用现在完成时态。二、教学目标10 .知识目标学生能理解并掌握现在完成时态的意义和构成。学生能进一步巩固职业名称及描述个人职业能力和经历的词汇和句型。11 .能力目标学生能用现在完成时态描述职业或生活经历。学生掌握正确的词汇归类学习策略。12 .情感目标学生通过讨论学校生活，更热爱学校，

53、珍惜生活。三、教学步骤StepOneLead-in:现在完成时（10min）1. Teachershowssomepicturesindifferentplacesoffamousresortsorscenicspots,andtellsthetravellingexperienceinthepastyear.IhavebeentoIhavetastedthefamousdishesin，suchasIhaveseenakindofstrangeanimal/bird/custom（设计意图：教师用现在完成的句子谈论自己的旅行经历，新鲜有趣的见闻和新奇的异地美食，引起学生兴趣。）2. Talk

54、aboutthestudents'schoollifefromthefollowingtopics:Haveyoujoinedanyclubintheschool?Whatactivitieshaveyoutakenpartin?Haveyoumadeanynewfriendsintheschool?Haveyougoneshoppingtogether?Haveyouhadanew-yearparty?.HaveyouimprovedyourspokenEnglish?.HaveyouseenthemoviecalledTitanic?HaveyoubeentotheDisneylandinHongKong?Haveyoutakenapart-timejob?（设计意图：运用学生亲身参与的高一新生学校生活提出设问，设置情境真实可信，学生有话可说也愿意说。）StepTwoLanguageinuse（Activity14,15,16,17）（20min）1. Activity14.Readanddecidewhetherthestatementsaretrueandfalse.（设计意图：该步骤帮助学生正确理解现在完成时态的含义。）2. Activity15.Wo