英语基础模块2教案1-18(1)

Unit 1: We laughed into tears! (1)

一、学情分析

本单元是学生第二学期的第一单元，话题与学生的假期活动相关。而学生刚从假期中归来，仍沉浸在假期的快乐中。

第一单元的教学内容主要为：能够听懂并谈论假期中的活动；能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历；能够掌握并运用一般过去时的肯定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。

二、教学目标

1. 知识目标

⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等

⑵帮助学生掌握询问和提供过去的经历所使用的词组和句型.

2. 能力目标

⑴学生能听懂关于询问和提供过去的经历的对话。

⑵学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。

3. 情感目标

在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。

三、教学步骤

Step One: Lead-in （8 mins）

1. The teacher greets each student:

Good morning.

Nice to see you again.

Welcome back to school.

What did you do during your winter vacation?

Bb: winter vacation

Did your family go somewhere?

Did you enjoy yourselves?

（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然

不过的事了。这里的开门见山让学生很快进入了本节课的话题。）

2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as ski, mountain, sail, skate, beach, etc.

（设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板上，不仅可以复习巩固一些旧的

表达方式，同时可以呈现新的单词和词组，可谓一举两得。）

3. Activity 1: Tick the activities you did before.

After the students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zoo. / I went swimming. / I climbed mountains.

（设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打勾的练习，而是要让他们用语言表达出

曾经做过的事情。要说的句子只需在所列出的词组中加上一个I 即可，这也让学生更有信心与别人交流。） 4. Activity 2: Listen and match.

Get the Ss to do it by themselves without listening. Then get them to listen and repeat.

（设计意图：这一活动，教师可以先不让学生听，直接让他们Look and match. 在完成之后，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会话交流做了一定的准备。） Step Two: Listening (10 mins)

1. Before listening, ask the Ss to look at the pictures and talk about what cities they may be.

2. Activity

3. Listen and tick. Then heck the answers with them.

3. Activity 5. Listen again and match the people with the activities. Check the answers with them.

4. Activity 4. Listen again and answer the questions. Check the answers with them.

（设计意图: 在听之前，让学生先讨论教材中的图片能让他们先熟悉要听的内容。接着，要让他们明白在听的过程中要完成的任务。把教材中的活动4和活动5调整了一下顺序是因为学生对于回答问题总是比较害怕，也觉得比较难。所以可以把这一练习放到最后去完成。） Step Three: Speaking (20mins)

1. Activity 6. Read and underline. Practice the dialogue with your partner and underline the vacation activities. （设计意图：让学生在进行交流前，能有一个很好的例子可以模仿。两人练习则可以互相帮助。）

2. Activity 7. Look at the pictures and talk in pairs.

（设计意图: 模拟真实情景，两人小组相互询问在假期中的活动。)

3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the teacher can give them some hints. (设计意图：让学生表演对话，一来可以检查学生的掌握情况，以便教师在下一活动中进行调整。二来可以锻炼学生的胆量。而教师在鼓励学生表演时，不应只请一些表达能力较强的学生，也应多多地把机会给能力较弱的学生。在这里，教师可以根据教材上的内容，事先准备一些A\B 角色转换卡片。以Kunming 为例：

若是学生的能力还要更弱一些，教师也可以把卡片中的信息再给得完整些。这样，既给了这些学生开口的机会，让他们增添一份自信，同时也保护了他们的自尊心。）

4. Activity 8: Ask each student to interview five students with the chart.

（设计意图:学习利用调查、询问的方式来获取信息，，增进同学之间的彼此了解。） Step Four: Summary and Production (7m) Make a short summary of what we’ve learned today.

(1) Useful expressions: visit the zoo, go swimming / skiing / skating / sailing / fishing / boating, climb mountains, play volleyball on the beach, pick apples

Card A: Where?

What …weather …? What … do? Did you …?

Card B: Kunming warm

went boating great

(2) Everyday English:

How was your vacation?

It was wonderful / great / not bad.

We had great fun.

Did you enjoy yourselves?

Where did you go? / Where did your family go?

What did you do there?

（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。）

Step Five: Homework (1m)

1. Practice the dialogue with your classmate after class.

2. Make a similar dialogue, talking about winter vacation.

Unit 1: We laughed into tears! (2)

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）第一单元的第二课时，为Language in Use部分，具体内容为：能够掌握并运用一般过去时的肯定式、否定式和疑问式。在第一册书中，学生已经学习了一般现在时、一般将来时以及现在进行时。学生们对于时态的运用有了初步的认识，这对学习本单元的知识点比较有利。一般过去时主要用于描述已经发生过的事情。本单元的话题正是描述过去的经历，因此学生学好这个时态也就能更好地达成目标。

2. 教学重点、难点

⑴教学重点

能够掌握一般过去时的肯定式、否定式和疑问式。

⑵教学难点

能够运用一般过去时来描述过去发生的事情。

二、教学目标

1. 知识目标

⑴学生能够理解并识记一般过去时的基本结构：动词的过去式

⑵学生能够理解并识记一般过去时的肯定式、否定式和疑问式的结构：

肯定式：动词的过去式(was / were; did)

否定式：wasn’t / weren’t; didn’t do

疑问式：Was / Were …? ; Did …?

(3) 学生能够理解并识记动词过去式的变化规则。

2. 能力目标

⑴学生能正确使用一般过去时的肯定式、否定式和疑问式

⑵学生能运用一般过去时描述过去的经历。

3. 情感目标

帮助学生在语法学习时，进一步建立合作学习模式，增进同学之间的感情。三、教学步骤

Step One：Lead-in （10 mins）

1. Have a comment on Ss’ compositions. Pick out some good examples and get the Ss to read them aloud. After reading, ask some questions.

（设计意图：教师对于上一课时的学生作文进行讲评，能让学生明确并及时订正自己的差错。对于优秀作文的肯定及在全班的示范朗读，更能激发学生的自豪感，从而更主动积极地完成作业。在朗读前，明确任务，听后要回答问题。这样既能让听的同学更集中注意力，也有意识地培养了大家尊重他人的品质。）

2. Introduce the Past Tense.

Tell the Ss the basic structure of the Past Tense. Ask the Ss if they know the past forms of verbs. Bb: 一般过去时：动词的过去式

（设计意图：在学生作文朗读结束后，教师告诉学生，作文中大家用来描述过去的经历要使用一般过去时。在之前的听说课和阅读写作课中，学生们实际上已经在运用这一时态。因此，教师在这里开门见山地提出了本课时要解决的问题。而问题的提出：什么是动词的过去式？即在下一步骤中马上得到解决。）

Step Two“Language in use (30 mins)

（设计意图：这一游戏要求学生按照已给的例子，把其他的单词放进正确的信封中。这里其实在复习动词的过去式的变化规则。而采用游戏和竞赛的方式，可以化枯燥为有趣，让学生在玩中学、做中学。在学生把这

些单词全部放入正确的位置后，可以让他们自己来归纳动词过去式的变化规则。教师还可以在这里让学生根据这些过去式，说出它们的原形。在这里选用的动词，大多数为本单元中出现的词汇，学生比较熟悉。而对于不规则变化的动词，教师可以在后面的课时中慢慢补充，帮助学生查漏补缺。）

2. Game: who + what + where + when

Divide the Ss into four groups. Students of each group write a part of a sentence. Help them to use the past forms of verbs. Then each group leader hand in what their group members write. There are four boxes on the teachers’ desk. Each box collects one part. Then Ss can read what they write.

（设计意图，找出课文中的关键活动，初步理解课文。）

3. Activity 12. Read the letters again and tick the correct sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and difficult points.

（设计意图：这一游戏虽然并不新鲜，但在学生中却十分受欢迎。学生们总是十分喜欢谈论自己的同伴，有着这个年龄特有的爱搞恶作剧的特点。同学们在每个盒子中随意各抽出一张纸条，然后组合起来，往往期待一个搞笑的场景。而学生在说的过程中，教师可以帮助学生理清各部分在句子中的位置。而这一游戏也为下一活动做了一个很好的铺垫。不过，要注意学生在写what和when这两部分时，要提醒他们用动词的过去式以及表示过去的时间状语。）

3. Practice.

Get the Ss to reorder the words to form a sentence.

a. played volleyball my dad and I

b. enjoyed the holiday we

c. went sailing I with my brother

d. had a great time we

e. was ill last weekend Mum

f. yesterday were at home my parents

Ask the Ss to do the exercises orally as quick as possible and check the answers with the whole class.

（设计意图：延续谁在何时何地做什么事情这一游戏，教师没有直接把例句展示给学生，而是把例句改编成简单的练习，让学生自己说出正确的句子。学生在说出正确的句子后，会有一种成就感。这样，他们在学习例句时，就不会感觉到枯燥和乏味。）

4. Grammar Focus: Get the Ss to read these sample sentences together. Help them to learn the examples. Ask them to pay special attention to the verb forms and the adverbial phrases of time.

（设计意图：教师只需稍稍提醒他们注意动词的形式和相应的时间状语即可。帮助学生仔细学习一般过去时的肯定式和否定式。）

5. Activity 16: Get the Ss to complete the exercises. Then check the answers with them.

（设计意图：在完成此活动之前，学生对排列句子的顺序在游戏中已经得到了充分的练习，而且又已经认真学习了例句。因此，在完成这一练习时，他们就比较得心应手了。）

6. Activity 1

7.

a. Books closed. Ask the Ss some questions to see if they can describe pictures in Activity 16 without looking at

the books.

According to the general questions, help the Ss to answer them with

Yes, … did. / No, … didn’t.

Yes, … was / were. / No, … wasn’t / weren’t.

b. Get the Ss to complete Activity 17. Then check the answers with them.

（设计意图：在完成活动17前，可先检测学生对活动16的掌握程度。而在检测时，教师提问的时候有意识地使用了很多一般疑问句，帮助学生用Yes/No来回答。在学生回答时，提醒他们注意提问和回答的一致性。）

7. Activity 17: Chain drills. Ask the Ss to ask their partners more questions. Start with “did, was or were”. （设计意图：帮助学生模仿活动16中的例子，让他们在这里进行快速地问答，可以有效地检查他们对一般疑问句的掌握程度。）

Step Three：Summary (4 mins)

Make a short summary of what we’ve learned today.

a. the past forms of verbs

b. the basic structure of the Simple Past.

（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。）

Step Four：Homework (1m)

Say something interesting in your childhood or something funny in the vacation. Choose one topic and write five sentences down.

（设计意图：这一作业设计为下一课时要进行的童年趣事或假期中的趣事的表演做了进一步的准备。）

Unit 2: I saw a terrible movie. (1)

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）第二单元的第一课时，本单元主要是关于周末娱乐活动的话题，该话题与学生的生活联系密切，能引起学生的共鸣。第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于周末娱乐活动的词汇和对话。这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达周末娱乐活动的部分短语，同时也为完成本单元的任务做语言上的准备。

2．教学重点、难点

（1）教学重点

①通过对图片的理解，学生能听懂关于周末娱乐活动的词汇和句型。

②通过对话学习，学生能够口头运用表达关于周末娱乐活动的词汇和句型。

（2）教学难点

学生能在真实的情境中运用与周末娱乐活动有关的词汇和句型。

二、教学目标

1.知识目标

（1）学生能够掌握关于周末娱乐活动的词组，如：surf the Internet, see a movie, listen to music, go to the gym, watch a cartoon, play computer games etc。

（2）学生能掌握讨论周末娱乐活动时所使用的句型，如：

What did you do last weekend?

What do you think of the …?

2.能力目标

（1）学生能听懂关于周末娱乐活动及活动中人物和感受的对话。

（2）学生能用基本句型就周末娱乐活动进行对话交流。

3.情感目标

通过口语交流了解他人的周末娱乐活动，增强同学间的了解。

三、教学步骤

Step One：Lead-in

1.Brainstorming

Teacher : What did you do last weekend?

Ask students to tell the activities one by one.

（设计意图: 激活学生已有的词汇知识。通过头脑风暴启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好最基础的词汇铺垫。）

2.Look and complete.

Show the students a group of pictures. Then ask the students to describe each picture, using the sentence pattern

“I / He / She … last weekend.”

（设计意图:教师收集更多关于周末娱乐活动的图片，通过PPT快速展示熟悉短语，通过看图说话可以锻炼学生的语言表达能力和快速反应能力。）

Step Two：Words Study

1. Read and tick (Activity 1 )

Teacher : Show the words and related pictures of different activities on the screen.

Students: Tick the activities they did last week.

2. Listen and number (Activity 2 )

Listen to the tape and number the phrases in the order you hear them.

（设计意图:将词汇学习与具体的图片相结合，帮助学生以较为生动的形式学习词汇。通过听力排序活动让学生进一步巩固词汇。）

Step Three：Listening

1. Pre-listening

Teacher: Ask several students about their own weekend activities. The dialogue as follows:

T: What did you do last weekend? S1: I ...

T: How about you? Did you do anything special? S2: Yes. I ... / No, I ...

（设计意图: 通过师生对话，联系学生的生活实际，巩固前两个活动中的重点词汇并了解听力活动的大概内容,以帮助学生更有目的地听。）

2. While-listening

（1）Listen and number (Activity3)

Listen and number the phrases in the order you hear them.

（2）Listen and tick (Activity 4)

Listen to the tape again and tick the right picture according to the questions.

（设计意图：通过此活动，训练学生在听的过程中把握材料的大意，获取主要信息的能力，同时为说的活

动提供语言铺垫。）

3. Post-listening ( class work and pair work )

Teacher: Play the tape sentence by sentence and lead students to repeat them.

Students : Listen to the tape again and repeat sentence by sentence.

（设计意图：在句子的跟读中，使学生掌握关于谈论周末娱乐活动的重要句型。为后面的说做好最基础的准备）

Step Four：Speaking

1. Read and underline (Activity 5)

Students read the dialogue and underline the weekend activities. Teacher shows the sentences on the screen.

（设计意图:阅读对话并划出关于周末娱乐活动的语句，让学生重点关注这些句子。）

2. Activity 6: Listen and repeat

Students read the dialogue after the tape, focusing on the sentences underlined.

（设计意图:通过跟读对话，让学生对周末娱乐活动的句型进行反复口头表达。为以下的对话操练做好语言上的准备。）

3. Practice and act

（1）First teacher makes short dialogues with several students. For example

T: What did you do last weekend? S1: I ...

T: How about you? Did you do anything special? S2: Yes. I ... / No, I ...

（2）Students make dialogues in pairs, following the example. Then some of them act out their dialogues to the whole class.

（设计意图:通过简单的对话操练，熟练运用谈论周末娱乐活动的句型。）

Step Five Group work

2. Ask some of them to report their results to the whole class.

Eg. Last weekend, XX watched TV, played football…

Step Six Homework

1. Remember and search more phrases about weekend activities.

2. Write a short report about one of the classmate s’ weekend activities.

（设计意图:记忆周末娱乐活动的词汇并加以补充，以复习课堂词汇并扩散学生的思维。记录调查报告旨在巩固句型运用。）

Unit 2: I saw a terrible movie. (2)

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）第二单元的第二课时，主要内容为Language in Use部分，具体内容包括了语法知识（一般过去时）、词汇学习（关于娱乐活动词汇的巩固和应用）。这些内容总结了本单元的重要词汇和语法，并在完成多个任务活动中达到灵活运用本单元所学语言的目的。

2．教学重点、难点

(1)教学重点

①通过在情境中学习，学生能正确使用一般过去时。

②通过活动操练，熟练掌握有关娱乐活动的词汇和句型的用法。

(2)教学难点

学生能准确运用一般过去时介绍自己和他人的娱乐活动。

二、教学目标

1. 知识目标

(1)学生能掌握有关娱乐活动形式的词汇，如action film, comedy, pop music, talk show, cartoon, soap opera, rock, jazz,…etc.

(2)学生能熟练运用描述个人感受的句型，如：

It is very boring. I want to sleep.

She is my favorite singer. Her songs are very relaxing and soft.

I think it is exciting and I always dance when I listen to jazz.

It is different from rock music. It is more peaceful.

2. 能力目标

(1)学生能在情境中正确使用一般过去时。

(2)学生能在口头和书面上表达对不同娱乐活动的感受。

3.情感目标

快乐学习，享受影视音乐等娱乐活动带来的精神愉悦。

三、教学步骤

Step One：Lead-in

Vocabulary memory:

Teacher shows a group of pictures about movies, TV programs and music on PPT and asks students to describe each picture.

（设计意图: 展示各类海报或图片，让学生更直观、形象地区分理解不同电影、电视节目和音乐的词汇；

复习词汇，锻炼学生的短时记忆能力和看图说话能力。）

Step Two：Presentation

Teacher plays different kinds of short movies, TV programs and music.

Students enjoy them and think about:

What type of movie / TV program / music is it?

What do you think of the movie / TV program / music?

（设计意图:放映几段电影视频、电视节目片段和音乐片段，让学生判断他们的类别，写出单词；再用相关

形容词和简单句型描述对这些影音的感受。该活动是本单元学习中的适度放松环节，既巩固复习本单元的

重点词汇句型，又拓展学生的知识面，激发学生的学习兴趣。

Step Three Practice

1. Complete the chart with words from the list in Activity 19.

2. Choose the proper adjectives to describe the pictures in Activity 20.

3. Complete the conversation with the correct forms of the words given in Activity 21.

（设计意图:通过各种不同的形式，充分练习巩固本单元的重要词汇和语法，培养学生在真实语境中使用词汇，运用语言的能力。） Step Four ： Group work Do a survey in groups of six.

Interview the classmates with the chart in Activity 7 on P28. Then ask the leader of each group to give a short report.

（设计意图:在熟练掌握所学句型之后，给学生设计一个调查任务。六人一组，调查小组成员对不同电影的喜好，然后推选一人报告调查结果。小组活动有助于培养学生的合作学习意识。） Step Five Grammar focus - Simple Past Tense 1. Present the simple past tense with some examples.

2. Complete the sentences and make a dialogue in pairs in Activity 16.

3. Complete the sentences and make a dialogue in pairs in Activity 17.

4. Ask your classmates what they did last weekend Activity 18.

（设计意图: 总结本单元所学语法内容，在语境中让学生熟练掌握一般过去时的用法，并进一步运用于对话中。）

Step Six ： Homework

Prepare for the Unit Task in groups.

（设计意图: 自主学习，小组准备单元任务。）

四、板书设计

Unit 3: Have you ever done a part-time job ？ (1)

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）第三单元的第一课时，包括Lead-in & Listening and speaking 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

Unit 2 I saw a terrible movie.

Simple Past Tense

1. What did you do last weekend?

2. Did you play football yesterday afternoon?

3. Was Zhang Hong in the library this morning?

Words

about

entertainment

⑴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。

⑵教学难点

学生了解词汇记忆的策略之一——分类记忆；

学生读懂招聘广告并能据此展开对话。

二、教学目标

1.知识目标

⑴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; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;

⑵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:

Can you tell me something about yourself?

Have you done any part-time job?

What are your strong points?

Why do you want to work for our company?

2)提供个人经历、才能及应聘原因等信息时:

I am a student at…

I will graduate …

I am (creative and hard-worki ng…)

2.能力目标

⑴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。

⑵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。

三、教学步骤

Step One: Lead-in （8m）

1. A game. We play a game first. Students guess who the famous person is with the help of the

For example: A person can sing songs very well. He works as a singer and an actor. Possible answer: Liu Dehua （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. Students are encouraged to list the vocabulary of jobs they have learned as many as they can. Then

go with the third activity, this time students will guess the job according to the key sentences, which consist of some new words and expressions related to skills.

For example: A person can type very fast. What’s his/her job?

Possible answer: 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-in activity1. Tick the talents that you have. Make sure students understand the meaning of each expression and help them to find the talents they have.

（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-in activity2. Circle the jobs that you think you might do well. Make sure students understand the meaning of each job in the list and help them to find the suitable job，especially the key words in the unit, such as salesperson, secretary, and so on.

（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。）

Step Two: Listening and speaking (22m)

1. Activity 3. Listen and tick the right picture for the question. Listen to the dialogue and tick the right picture from the four pictures of four different places.

2. Activity 4. Listen again and decide whether the following statement are true or false.

Li Xiaohong has visited the company’s website.

Li Xiaohong has passed the marketing test.

（设计意图:通过猜测，帮助学生初步了解现在完成时的含义。）

3. Activity 5.Listen again and tick. Listen to the dialogue again and tick the advantages Li Xiaohong has. Help students learn the key expressions by paraphrasing the expressions.

For example:

An expression means being good at using computer. ( have good computer skills)

（设计意图:通过词汇释义，帮助学生掌握关键词汇的含义。）

4. Activity 6. Read and underline. Read the dialogue and underline the interview questions and answers about asking and answering the inform ation of one’s personality, working experience, skills and purpose.

Can you tell me something about yourself?

Have you done any part-time job?

5. Read the key sentences after the teacher. Make sure that students can say them out fluently and their pronunciation of the words is correct.

6. Practice the sentences with the information from students’ own.

7. Activity 7.Practice the dialogue in pairs. Use Activity 6 as an example.

(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发音和语音语调。)

8. Ask some pairs to demonstrate their performance.

(设计意图:展示对话，锻炼了当事者的胆量。)

Step Three: Summary and Production (14m)

1. Make a short summary of what we’ve learned today.

(1)key vocabulary：salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;

(2) expression about asking and answering the information of one’s working experience, skills and purpose.

Can you tell me something about yourself?

Have you done any part-time job?

What are your strong points?

2. Think of words of jobs and one’s talents.

（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. Think of more ways to ask about one’s information of working experience, skills and purpose.

（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，对于开阔眼界有所益处。这些用语不做四会要求。）

Step Four: Homework (1m)

1. Copy and memorize the new words and expressions.

2. Practice dialogue with your classmates after class.

3. Make a similar dialogue, talking about personal information.

五、板书设计

Ask for information :

Can you tell me something about yourself?

Have you done any part-time job?

What are your strong points?

Why do you want to work for our company? Provide information :

I am a student at…

I will graduate …

I am (creative and hard-working…)

I have worked as a part-time… in a company for…

I can (speak fluent English). And I have (very good communication skills).

I think it is a/an (exciting) place to work.

Unit 3: Have you ever done a part-time job？ (2)

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Reading and

writing 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

⑴教学重点

读懂简单的招聘广告，并能找出关键信息点。

⑵教学难点

根据关键信息点，填入恰当的词汇完成招聘广告。

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