单元名称

Unit 1 School Is Interesting

授课内容

Reading and Writing

教学目标

1. 能够正确梳理并提取与中职校园生活、课程科目相关的电子邮件内容，并能结合实际，谈论自己的校园学习生活。

2. 能够分析电子邮件的构成要素，总结、归纳电子邮件的基本结构和与中职校园生活、实训相关内容邮件的语言特征，培养学生观察、分析和总结、归纳的能力。

3. 能够对中职的校园生活，学习、实训等有正确的认识，对教师的教导心怀感恩，热爱学校并能联系自身实际，表达个人对中职学习或实训的体会，树立对未来的信心。

4. 能够运用略读、扫读、推断等阅读策略，完成阅读任务；采用恰当的学习方法，如使用图表和思维导图梳理思路、拓展思维、呈现信息。

教学重点

1. 能运用略读、扫读等阅读策略获取电子邮件的主旨和细节信息。

2. 能通过关注关联词，分析句式，掌握句子逻辑，了解一般现在时的用法，掌握重点表达方式，如some … others …, not only … but also …等。

教学难点

1. 能观察和总结电子邮件的文体特征、构成要素和基本结构。

2. 能运用思维导图，整合、归纳文章的基本信息，并联系自身实际，谈论个人所学课程、学习场所与师资情况。

教学方法

小组讨论法、任务教学法

教学手段

PPT课件、多媒体设备、音视频素材等

教学过程

教学环节与

时间分配

教学活动与步骤

设计意图

评价要点

Warm-up

3’

T checks the homework and asks some students to show their videos introducing their current courses. Other Ss list and say the course names in the video.

对接上一节课的视频作业，激活和检验已学知识，为阅读邮件做铺垫。

根据视频内容，用英语说出课程的名称。

Pre-reading

7’

1. T shows the email in Activity 1 and asks Ss to think about the questions:

(1) Who wrote the email? To whom? 

(2) What is the email about?

Ss scan the email and circle the answers as soon as possible.

通过扫读邮件的整体结构和圈画的方式迅速定位答案，了解电子邮件“主题”、“写邮件人”、“收邮件人”、“称呼”、正文、结束语和“落款”的构成要素，从而对这封电子邮件有初步而整体的感性认识。

快速、准确圈画出问题答案，定位电子邮件的各构成要素。

2. Based on the given answers, T analyzes the structure of an email. It has subject, writer, receiver, salutation, body, complimentary close and signature.    

3. Based on the given subject, Ss brainstorm and predict the possible aspects the email may cover.  

通过读前预测，培养学生预测信息的能力，充分调动学生积极参与，激发进一步阅读的兴趣。

根据已给主题，预测邮件正文可能会涉及的内容。

While-reading

17’

1. Before Ss skim the body of the email and check the prediction， T gives a group of key words for Ss to choose:

a. the courses √

b. the learning places √ 

c. the students

d. the teachers √

e. the major

f. the feeling about school life √

通过略读全文，选择关键词，验证读前预测，了解邮件内容，培养略读策略和分析、判断的能力。

在读前预测的基础上，略读邮件正文，总结关键词并做出正确选择。

2. Ss listen to the recording and underline the relevant sentences around the chosen key words. T checks the answer afterwards.

熟悉单词发音、语调和节奏等语音知识，培养运用下画线提取细节信息的找读技巧和判断、辨识的能力。

聆听录音，熟悉语音语调，并准确划出与相应关键词相关的句子。

3. T asks Ss to read the email again and answer the questions:

(1) Where is Wu Lin studying now?

(2) What courses does she learn and where does she learn the courses? 

(3) What fields do the skill-training teachers come from?

(4) What are the teachers like?

(5) How does Wu Lin like the new school?

通过自主阅读和回答问题，引导学生深入分析细节信息，提升独立思辨的意识和总结归纳的能力。

自主阅读邮件正文，正确回答所给问题。

4. T asks Ss to guess the meaning of difficult words and T explains the key expressions:

(1) workshop, practical, field, agency, company, etc.

(2) some … others …

(3) not only … but also …

(4) look forward to …

(5) hear from sb.

(6) How’s it going?

(7)How are you doing?  

培养学生运用上下文语境推测词义，并通过分析重、难点词句，夯实语言知识，扫除阅读障碍，逐步形成独立阅读的能力。

根据上下文语境，准确推断词义，分析句子结构，归纳重点句型，明确重、难点词句的中文大意。

5. T helps Ss to sort out the parts of an email and summarize the basic structure.  

整合电子邮件的构成要素，培养学生总结和归纳的能力。

通读全文，总结和归纳电子邮件的基本结构。

Post-reading

15’

1. T defines simple present tense: Simple present tense is used to describe facts, habits or state of being.  

T introduces the basic structure:

subject + basic form of verb

通过讲解一般现在时的定义和结构，帮助学生掌握其用法，为后续的句子分析做好铺垫。

熟悉一般现在时的用法和基本结构。

2. Ss work in groups to find out the sentences in the email using simple present tense.

即时检验学生对于语法知识的深入理解，培养分析和判断能力。

准确找出邮件内容中使用一般现在时的句子。

3. T shows two sentences in the email and asks Ss to tell the difference in terms of tense:

(1) I am studying at a vocational school now.

(Present progressive tense is used for an ongoing action in the present)

(2) Our teachers always give us lots of practical tips.

(Simple present tense is used to describe a fact)

T asks Ss to pay attention to the adverbs of time and frequency in the sentences like “now” and “always”.

通过观察时间状语和频度副词，比较现在进行时和一般现在时的区别，帮助学生更好地使用时态描述内容，培养学生观察、比较、分析、总结的综合能力。

观察句子中的时间状语和频度副词，明确一般现在时和现在进行时在用法和结构上的区别。

4. T asks Ss to read the email silently and complete the mind map in Activity Two based on Wu Lin’s email.

利用思维导图，帮助学生梳理邮件内容的脉络，培养逻辑思辨能力，为后续环节做好铺垫。

整合、归纳文章信息，完成思维导图中关于吴琳的信息。

5. Ss work in groups to talk about their own vocational school based on the mind map in Activity Two. T asks Ss to make peer assessment and tells Ss to add -s or -es behind the predicate verb when the subject becomes third person singular.

鼓励学生理解文本内容，反思自身情况，运用语法表达真实意义，并引导学生在具体语境中总结主语的人称、数量和谓语动词的关系。

在文本学习的基础上，根据自身实际，结合思维导图，自主谈论学校情况和学习体会。

Summary

&

Homework

3’

Summary: With T’s help, Ss try to sort out the knowledge points.  

Homework: Ss write an email about their new school and send it to their best friend.

梳理所学内容，回顾语言知识中的重难点，总结电子邮件结构，并通过以读促写，培养学生综合语言实践的能力。

回顾本课所学，运用所学语言知识和相关技能，形成书面语篇表达。

板书设计

Unit 1 School Is Interesting

Subject:

From:

To:

Dear …:

body

                                                                    Yours,

 …