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1、课 堂 教 学 设 计课题名称Unit 2 Time Really Matters授课教师授课内容Warming Up & Listening and Speaking授课班级课 时第1课时授课时间单 元 主 题 分 析本单元的主题范围是“人与自我”，涉及的主题内容是时间管理。本单元包括电话邀约、时间管理方法等学习内容，旨在使学生意识到时间管理的重要性，引导学生积极地做好日常时间管理，并通过介绍某公司IT产品研讨会议程，创设真实的职业情境，促进学生语言实践与应用能力的提升。此外，本单元还介绍了不同文化背景下的时间观念，有助于提升学生的跨文化交际能力。教 学 内 容 分 析导入”板块由两个活动组
2、成，旨在激活学生已掌握的有关时间管理的语言知识和背景知识，为整个单元的学习活动做好铺垫和预热。活动一通过词语、音频和图片呈现了中职学生韩瑜的日常安排。活动二通过四个问题，引导学生思考时间管理在生活和学习中的重要性。听说”板块包括两段听力对话。第一段对话发生在王莉和孙涛之间，孙涛通过电话邀请王莉一起打网球;第二段对话同样发生在他们之间，孙涛向王莉请教时间管理的技巧。本板块旨在培养学生在真实语境中获取关键信息、用简单的英语进行交流的能力。学 习 目 标1 学生通过看图片、听录音、做匹配练习，能够填写中职学生韩瑜的日常安排。2 学生通过回答问题，能够了解时间管理与日常生活、学习密不可分的关系。3 学
3、生通过听录音，能够获取有关电话邀约的对话主题及大意。4 学生通过听录音，能够获取时间、地点、建议等关键信息，并完成听力任务。5 学生能够结合真实语境，仿照听力脚本编演对话，练习预约与邀请。6 学生能够归纳有效管理时间的好处，并进行口头分享。7 思政目标：能够学习高效管理时间的技巧，摒弃不良的作息习惯，合理安排时间，培养良好的时间管理能力。学 习 重 难 点学习重点1. 能听懂并识读与日常活动、时间管理技巧相关的词句表达；2. 能运用目标词句进行预约与邀请，分享时间管理的技巧，培养学生有效沟通与交流的能力。学习难点1. 联系自身实际，恰当运用be organised, stressed out,
4、 make a daily to-do list等短语讨论并分享有效管理时间的方法及好处。 资 源 与 工 具PPT课件、多媒体设备、语音素材、拓展资源包等教 学 方 法小组讨论法、任务教学法、情境教学法教 学 过 程 结 构 设 计教学环节教 学 活 动 设 计设计意图Step 1Organization1 Greet the students and divide them into four groups. Good morning, boys and girls. Its nice to see you again. How are you doing today ?通过问候，尽快让学
5、生进入课堂。Step 2Lead - in1 T shows a clock and asks Ss to discuss what they usually do at specific time, such as, 6:30, 12:00, 14:00, etc. T provides more activity words which Ss may have difficulty expressing in English.从学生生活经验入手，调动学生参与的积极性。Step 3New LessonPre-listening1 Ss listen to the recording and
6、catch the activity words theyve listened. Fill in the blanks in Activity One. 2 Based on the recording, Ss talk about their daily schedule using phrases like getting up, having classes, etc.3 Ss think about the questions in Activity Two. T asks them to answer these questions with a pattern and think
7、 if they are good at managing time.For example:I think I have/dont have a daily schedule. I can _. But sometimes, I _.While-listening1 Ss listen to the dialogue and finish Activity One.2 Ss listen to the dialogue and choose T or F.(1) Sun Tao wants to play table tennis with Wang Li tomorrow. ( )(2)
8、Wang Li has to prepare for a test tomorrow evening.( )(3) Sun Tao and Wang Li will meet at 7pm at their school.( )3 Ss listen to the dialogue and fill in the blanks.(1) Sun Tao wants to _ _ with Wang Li _ _ .(2) Wang Li thinks _ would be _ because he has to prepare for _ _ tomorrow evening.(3) Sun T
9、ao and Wang Li meet at 7 pm _ _ _ near _ home.4 Ss watch the video of the dialogue and complete the blanks in Activity Two. 5 T shows the dialogue text. T plays the recording for the third time and Ss underline the key words to check answers. (when, where, what).6 According to the given text, Ss wor
10、k in pairs to role-play. Ss retell the dialogue. 7 Based on the dialogue and given information, Ss work in pairs to act out the dialogues in Activity Three. 8 Ss brainstorm and discuss how a straight-A classmate usually manages his/her time, and then make a list. 9 Ss listen to the dialogue and unde
11、rstand the main idea of the dialogue. 10 Ss listen to the dialogue and choose the topic.11 Ss listen to the dialogue and choose the best answer.(1) _ knows how to manege his time so he always seems so organised.A. Sun Tao B. Wang LiC. Either of them(2) Sun Tao always _ .A. makes a list of all the th
12、ings he needs to do.B. uses apps to help himself get organised.C. cant finish his homework on time.12 Ss listen to the dialogue and fill in the blanks.In the dialogue, Sun Tao thought Wang Li always seemed _ _ . He wanted to know _ _ _ _, because hes always _ _ his homework or sometimes felt so _ _
13、in the daily life. Wang Li gave him some advice on _ _ . Hed better _ _ _ of all things he needs to do and also could use some _ which can help him _ _ .13 Ss watch the video of the dialogue and think about the first two questions in the form of Activity Four. 14 Ss write down the answers to the fir
14、st two questions, then think about the third question, and write down one or two pieces of advice in the form of Activity Four.通过看图片、听录音、做匹配练习，帮助学生回顾旧知。呈现听力脚本，让学生仿照脚本，结合自身情况，分享日常活动安排。搭建语言支架，学生回答问题并围绕时间管理的话题展开思考。第一遍听力训练，理解对话大意，选出正确的话题。视听训练，填写便签条，培养学生听懂细节的技能。反复精听材料内容，依托听力脚本，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。采取角色扮演的方式，对文本进行复述，达到“以听促说”的目的，为下一阶段的产出活动奠定基础。播放录音，在理解对话大意的基础上，提升学生信息判断和关键信息的提取能力。
