染雾英语微课教学设计 篇一
标题：Using Technology to Enhance English Listening Skills in the Classroom
Introduction:
In today's digital age, technology plays a crucial role in education. This lesson plan focuses on using technology to enhance English listening skills in the classroom. By incorporating engaging and interactive activities, students will have the opportunity to improve their listening comprehension while having fun.
Objective:
- To enhance students' English listening skills through technology-based activities
- To improve students' ability to understand spoken English in different contexts
- To increase students' interest and motivation in learning English through interactive activities
Materials:
- Computers or tablets with internet access
- Headphones or earphones for each student
- Online resources for listening practice (e.g., TED Talks, Podcasts, English learning websites)
Procedure:
1. Warm-up (5 minutes)
- Play a short audio clip or video related to the topic of the lesson. It could be a news segment, a dialogue, or a short story. Ask students to briefly discuss what they heard with their classmates.
2. Introduction to the topic (10 minutes)
- Introduce the topic of the lesson, such as "Traveling around the world" or "Healthy eating habits". Provide some background information and key vocabulary that will be used in the listening activities.
3. Interactive listening activity (15 minutes)
- Divide the class into small groups of 3-4 students.
- Assign each group a listening task. Provide a link to an online resource where students can access the listening material.
- Instruct students to listen to the audio or video and complete a related task, such as answering comprehension questions, filling in the missing information, or summarizing the main points.
- Encourage students to discuss their answers within their groups and provide explanations for their choices.
4. Whole-class discussion (10 minutes)
- Bring the class back together and discuss the listening tasks as a whole group.
- Ask students to share their answers, opinions, and any challenges they faced during the activity.
- Provide feedback and clarification as needed.
5. Extension activity (15 minutes)
- Assign individual or pair work for students to further practice their listening skills.
- Provide a variety of activities, such as listening to a podcast, watching a short video, or completing an online listening exercise.
- Monitor students' progress and offer assistance when necessary.
6. Wrap-up and reflection (5 minutes)
- Recap the main points of the lesson and highlight the importance of listening skills in English language learning.
- Ask students to reflect on their learning experience and share one thing they found interesting or challenging during the lesson.
Conclusion:
By incorporating technology into the classroom, this lesson plan aims to create an engaging and interactive environment for students to enhance their English listening skills. It provides opportunities for students to practice listening in different contexts and encourages collaboration and discussion among peers. Through these activities, students can improve their comprehension and develop a deeper appreciation for the English language.
英语微课教学设计 篇二
标题：Using Real-Life Situations to Teach English Speaking Skills
Introduction:
Teaching English speaking skills can be challenging, especially when students struggle to apply what they have learned in real-life situations. This lesson plan focuses on using real-life situations to teach English speaking skills. By providing authentic contexts and interactive activities, students will have the opportunity to practice their speaking skills in a meaningful and engaging way.
Objective:
- To provide opportunities for students to practice English speaking skills in real-life situations
- To improve students' fluency and accuracy in spoken English
- To increase students' confidence and motivation in using English for communication
Materials:
- Pictures or flashcards depicting various real-life situations
- English conversation prompts or role-play scenarios
- Timer or stopwatch
Procedure:
1. Warm-up (5 minutes)
- Show a picture or flashcard depicting a real-life situation, such as ordering food at a restaurant or asking for directions. Ask students to discuss what they see in pairs or small groups.
2. Introduction to the topic (10 minutes)
- Introduce the topic of the lesson, such as "Everyday conversations" or "Socializing with friends". Provide some background information and key vocabulary that will be used in the speaking activities.
3. Role-play activity (15 minutes)
- Divide the class into pairs or small groups.
- Assign each group a role-play scenario or conversation prompt.
- Instruct students to take turns playing different roles and engage in a conversation based on the given situation.
- Set a time limit for each conversation to ensure equal participation and encourage fluency.
4. Whole-class discussion (10 minutes)
- Bring the class back together and discuss the role-play scenarios as a whole group.
- Ask students to share their experiences, challenges, and strategies used during the activity.
- Provide feedback and suggestions for improvement.
5. Authentic speaking activity (15 minutes)
- Present students with a real-life situation or problem that they may encounter outside the classroom.
- In pairs or small groups, ask students to discuss and come up with possible solutions or responses.
- Encourage students to use the target language and provide guidance as needed.
6. Wrap-up and reflection (5 minutes)
- Summarize the main points of the lesson and emphasize the importance of practicing speaking skills in real-life situations.
- Ask students to reflect on their learning experience and share one thing they found helpful or challenging during the lesson.
Conclusion:
By incorporating real-life situations into the classroom, this lesson plan aims to provide students with authentic contexts to practice their English speaking skills. It encourages students to apply what they have learned in meaningful and interactive activities, fostering fluency, accuracy, and confidence in spoken English. Through these activities, students can develop the necessary skills to communicate effectively in real-world settings.
英语微课教学设计 篇三
一、整体设计思路：
书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作“（Guided Writing）。它通过提供情景（文字、图画、表格），让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从初中英语教学实际情况来看，英语写作是得分较为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我进行了一次如何提高学生写作能力的互联网+模式课堂实践。写作的材料取自于人教版八年级下册unit10 Ive had this bike for three years. 教师旨在通过与学生谈论他们熟悉的话题”My favorite thing”，并结合本单元时态语法点现在完成时，搜索学生头脑中有关心爱之物的信息，单元SectionA 3a部分的阅读内容结构，指导学生如何写My Favorite Thing ，从而达到写作的目的。
二、教学目标：
1. 认知：功能：会表达对自己心爱之物的喜爱之情和原因；
词汇：会在文章中熟练运用since, childhood, special, memories等词。
2. 技能：会使用现在完成时表达从过去持续到现在的事情，并会用一般现在时描述喜欢的理由，并会用一般过去时介绍有关这件物品的小故事，达到多种时态的自由切换。
3. 情感：理解每一件心爱之后背后蕴含的情感， 懂得珍惜他人对自己的心意。
三、教学方法：
写作的方式很多，本课运用其中之一的方式--提问的方式来教学写作，并用小组合作、讨论形式来完成写作任务，之后通过网上提交的模式输入并给予学生评价。
四、教学过程：
Stages
Teachers activity
Students activity
Purpose
Stage 1
Lead in
1. 展示一件老师个人珍藏的小时候妈妈买给自己的一个布娃娃。
2. 简单的讲一讲它的来历。
1. 让学生猜一猜它的来历。
2. 让学生将提前准备好的自己珍藏的物品拿出来展示。
从老师自身的故事导入到学生，使学生更加愿意展示并有了思路。
Stage 2
Presentation
1. 将讲述过程中涉及的重点词写在黑板上，并带学生朗读，以为后面学生发言做准备。
2. 请学生简单讲述自己的物品，可根据提示问题。
3. 问题：How long have you had it? Who gave it to you?
1. 学生跟读话题重点词。
2. 根据提示问题简单介绍自己的物品。
引导学生对物品进行简单思考。
Stage 3
Stimulate
1. 播放一个电影片段，涉及主人公将他人送给自己的物品进行珍藏的心路历程。
2. 展示网上常见儿时喜欢珍藏的物品的图片
让学生观看
以激发学生的思维，不局限于某一件物品。
给未准备好的学生更多思路。
Stage 4
Discussion
1. 给出相关问题，请学生进行发散性回答。
2. What?
How long?
How? Who?
Why?
What happened?
...
结合实际情况回答所有问题，进行头脑风暴，搜集信息。
让学生对该物品进行透彻分析和梳理。
Stage 5
Drafting
1. 对刚才的所有问题进行梳理，划分段落，分清主次。
2. 给出提纲。
My favorite thing from childhood is ______. Ive had it for/since.... ... gave it to me.
I like ______ so much because ______. Its special to me because ______. I think ______ has given me may memories. I remember when______
根据提纲，完成草稿，然后在翼课网上完成半开放作文题目。根据得分进行修改。
让学生对作文有思路有抓手，并且在网上提交可以及时反馈语法词汇错误。
Stage 6
Writing
1. 让学生根据在网上提交的结果，再根据自己所选择的物品进行开放式写作。
2. 根据提交反馈将学生普遍存在的问题进行总结。
1. 在原有作文基础上修改掉词汇语法错误。
2. 将原有作文尽量再加以拓展，使内容更加饱满。
从半开方式到开放式的转换可以帮学生夯实基础，并提高终稿的准确率优美性。
Stage 9
Homework
1. 将最后的作文修改后再次提交。
2. 拓展学生思考如何书写以My Favorite... 为题的其它文章。
完成作业并提交翼课网。
综合今天所学，利用提示，结合重点词汇、句型、观点，展示学生的综合能力。
英语微课教学设计 篇四
教学目标
a.学生能听,说,读,写单词:post card, magazine, dictionary, comic book, newspaper五个单词，并能在日常生活中使用;学生能听懂,会说句型What are you going to do? Im going to…和When are you going to do? This afternoon…。 b.学生能够熟练运用What are you going to do? Im going to…这一句型和听懂，会说以及基本运用When are you going to do? This afternoon…这个句型，进而在实际生活中能够谈论将要做的事情以及将要在什么时候做事情。
教学重难点
教学重点:学生掌握本课时的五个四会单词和两个句型的熟练运用，区分What和When的问答
教学难点:单词magazine和dictionary的发音，熟练运用将来时并区分What和When的问答
教学过程
Ⅰ.Warm up
1.Chant教师播放Lets chant.学生跟着录音一起chant。 T: First, lets warm our bodies. Lets chant together.
(设计意图：通过听唱欢快的chant让学生尽快进入英语学习的氛围，复习Part A学过的句型。)
2. Free talk
教师走下讲台，提起三到四个同学进行对话。教师用PPT展示动词词组T: Hello, … S: Hello, Mr Hu
T: What are you going to do tomorrow/this weekend…? S: Im going to …….
(设计意图：通过师生间自由回话复习Part A学过的一般将来时的句型,也为下面情境导入学习做准备。)
Ⅱ.Presentation
1.老师问全体学生: Do you like reading books? Where are you going to buy books? Ss: In the bookstore.
T: What kinds of books can you buy in a bookstore? Who can tell me?
Ss: Storybooks, English books, notebooks, magazine…….
T: You can buy some novels, too. You can buy novels written by“莫言”.
The literature of 20xx Nobel winner(诺贝尔文学奖)
(设计意图：通过和学生讨论书店买书为引出本课新知做铺垫，同时告诉学生中国第一个诺贝尔获奖者莫言)
2.Learn new words
(1)We can also buy some things else in the bookstore. Do you know what th
ey are? I say ,you guess.
教师边在黑板上画出简笔画问:Its made of paper ,we can look up many new words. It thick. It is helpful to us. Whats this?
Ss: Its a dictionary(字典).
教师在简笔画旁写出单词。学生模仿发音。强调tion的发音。
(2)T: Its made of paper. When New Years Day is coming, we often send them to our friends. And give our best wishes to our friends. What is it? Ss: Its a postcard(明信片)
PPT展示post card并且教授新词.呈现并且板书句子(3)教师再在黑板上画出简笔画漫画书，然后问: Its made of paper. There are many pictures in it. Whats this in English ?
Ss: Its a comic book. T：How do you spell? Ss: C-O- M-I-C comic
(强调o与i的发音，并让学生用手默写下来，做到及时掌握。) (4) Lets guess again. Its made of paper. Its large. We can read news it it. Whats this in English?(教师拿出一份报纸) Ss: Its a newspaper.
教师解释拼写由new—news+ paper.—newspaper单词较长，学生记忆有困难时，想办法解决。及时板书，领读教师用同样方法教授magazine.
(设计意图：通过猜测学习单词，激发学生学习兴趣)
3.Practice
(1)So many wonderful books, We can get much knowledge from them. What are you going to buy in the bookstore?
S1.I am going to buy comic booking in the bookstore. S2:I am going to buy a dictionary in the bookstore. S3: Im going to buy a newspaper in the bookstore. S4：I am going to buy.
When New Years Day comes,
呈现生词细致，但方法单一。教师描述、不一定学生能说出生词。建议根据学情调整。评委注
仔细检查，避免笔误。评委注
(设计意图：相信学生乐于回答这样的问题，发表自己的想法的。)
(2)T: All of you like reading books. Well done! When are you going ? S1: This afternoon.
T: He is going to buy a book in the bookstore, (对一个学生)：What about you?”
Lets ask her together: When are you going? S2:This Sunday.
(设计意图：由去购物过渡到问什么时间去，自然合理)
(3)教师出示自学指导：Boys and girls, ask and answer like this, using the words in the bank.
Lets learn
T:What is Mike going to buy in the bookstore? When is he going? Listen and find the answer. (1)listen and answer. (2)Listen and repeat. (3)Practice in pairs.
(设计意图由于单词已经学完，让学生带着问题来听，来模仿朗读，来回答问题。让学生时刻对英语有兴趣。并且做到单词放在句中练习，做到词不离句。) Ⅲ.Practise
T: Look, this is a bookstore. There are many books here. What are you going to buy?
自学指导：
--What are you going to do? --Im going to _________ --When are you going? -- ___________.
Words bank
1.magazine comicbook newspaper dictionary post card….
2.Tomorrow tonight this evening this afternoon next week….
What are you going to do?
Im going to buy an English book in the book store.
T: Its made of paper. When New Years Day is coming, we often send them to our friends. And give our best wishes to our friends. What is it? Ss: Its a postcard(明信片)
PPT展示post card并且教授新词.呈现并且板书句子
教师再在黑板上画出简笔画漫画书，然后问: Its made of paper. There are many pictures in it. Whats this in English ?
Ss: Its a comic book. T：How do you spell? Ss: C-O- M-I-C comic
(强调o与i的发音，并让学生用手默写下来，做到及时掌握。)
Lets guess again. Its made of paper. Its large. We can read news it it. Whats this in English?(教师拿出一份报纸) Ss: Its a newspaper.
教师解释拼写由new—news+ paper.—newspaper单词较长，学生记忆有困难时，想办法解决。及时板书，领读教师用同样方法教授magazine.
(设计意图：教师展示书店以及各种图书的图片，引导学生用Im going to buy...来表达自己打算买的图书。通过“你呼我应”游戏进行操练，让学生在具体的选书情境中对所学的词句进行巩固。)
Ⅳ. Production
教师课前布置学生准备各类图书，拓展环节设计图书交流义卖活动，让学生用学过的词句进行真实交流。先小组活动，老师指导，然后选出小组代表汇报展示。
Can I help you?
Yes. Im going
to buy some comic books.
Herethey are!
Thank you.
(设计意图：拓展环节设计图书交流义卖活动，让学生用学过的词句进行真实交流。这样的活动促使学生在实践活动中运用所学英语，增强对所学英语的体验，同时培养学生的合作精神。
Ⅵ. Homework
1. Copy the new words.
(设计意图：单词教学是学好英语的基础，无论课堂还是课下都应牢记)
2.采访周末去书店的同学。用英语做好记录
(设计意图：学以致用，体现英语的交际性和实用性)
英语微课教学设计 篇五
教学目标
(一)认知目标1.能够听、说、读、写四个单词的第三人称形式：cooks, studies, does, goes. 2.能够听、说、认读句子：Does he live in China? No, he doesnt. He lives in Australia, but he studies Chinese. 3.能完成相关练习。
(二)能力目标灵活运用本节课的重点句型。
(三)情感目标教育学生积极参与，互相合作，培养团队合作意识。
教学重难点
(一)重点掌握四个单词的第三人称单数形式。突破方法：仔细观察单间，小组合作，读写造句，掌握重点。
(二)难点掌握动词第三人称单数形式的变化规则。突破方法：教师讲解，学生练习变换动词，突破难点。
教学过程
Step 1: Warm-up
1.教师出示卡片动词词组给一位学生看，该学生做相应动作，不得说话，其他学生分成六个小组，进行猜词组比赛，猜对词组最多组给予奖励。
2.Lets chant
I like riding, I like riding, riding a bike.
He likes ping, he likes ping, ping, ping, ping.
She likes playing, she likes playing, playing the violin.
They like collecting, they like collecting, collecting stamps.
We like making, we like making, making kites.
3.师生用单词卡片进行问答练习。如：T: What is your hobby? S: I like reading stories. T: Does your uncle live in Beijing? S: No, he doesnt. T: Where does he live? S: He lives in Changsha. T: Does your uncle like doing sports? S: Yes, he does.
Step2: Presentation Lets learn
I like number 7. what number do you like?
Does she like number 3?
Yes, she does.
No, she doesnt.
1.教师边和一位学生玩字谜游戏，边说：I do word puzzles.
What does Chen Jie do?引导学生回答：Chen Jie does word puzzles, too.教师板书并教读单词does。后缀es可用另一种颜色笔标出并将动词原形do写在一旁。
T: How do you go to school?
S: I go to school on foot.
T: Does your father go to work on foot?
S: No, he doesnt.
T: How does he go to work?
S: He goes to work by bus.
2.教师引导学生回答He goes to work by bus。教师板书并教读单词goes，后缀es可用另一种颜色笔标出并将动词原形go写在一旁。教师指导学生拼写单词。引导学生比较动词原形和第三人称单数形式，并用这两种形式造句以便加深印象，让学生在比较中逐步掌握。如：I go to work by bike. He goes to work by bike.
3.教师出示做中国菜的图片说：Look! Chen Jies pen pal cooks Chinese food for he,然后板书并教读单词cooks，后缀s用另一种颜色笔标出并将动词原形cook写在一旁。
4.教师手拿英语书问：Do you like studying English?学生回答：Yes, we do.教师说：Johns pen pal studies Chinese.教师板书并教读单词studies，后缀ies可用另一种颜色笔标出并将动词原形study写在一旁。
5.教师将四个动词短语卡片放在讲台上，学生分成四个小组，每组派一位代表跑上讲台，领取卡片，拿到卡片后跑回小组前，带读短语。
6.教师让学生比较动词的第二人称单数形式和动词原形，引导学生总结动词第三人称单数形式的变化规则。
①什么是第二人称单数：第二人称单数是指一个人，不是你也不是我。
②动词第三人称单数形式的变化规则：
a.—般情况下，动词后直接加s。
b.以s，x，ch，sh或o结尾的动词，在后面加es，如watch—watches, teach—teaches。
c.以辅音字母加y结尾的动词，把y变为i，再加es，如study—studies。
d.以元音字母加y结尾的动词，直接加s，如say—says。
e.动词have在主语是第三人称单数时，have改为has。
f.动词be在主语是第一人称单数时，be改为am;在主语是第二人称时，be改为are;在主语是第三人称单数时，be改为is。出示更多动词，让学生根据语法规律，变换动词形式。
7.教师播放Lets learn部分的录音，学生跟读。
8.教师将本部分的单词卡片混在一起，快速展示给学生，学生抢答。然后同桌之间以开火车形式进行问答操练。
9.教师示范书写四会单词，学生仿写。
Step 3：Practice Listen, match and say
1.教师让学生先看图，用铅笔在图旁边标上相应的人名和动词词组，然后播放Listen, match and say部分的录音，学生根据录音匹配好人名和动词短语，教师再次播放录音核对答案。第三遍录音学生跟读，然后学生和搭档自由练习对话。最后，教师让学生擦掉人名和动词短语，大声表演对话。教师让学生听写词语，如：she，by, goes，bus，work，to，然后学生把上述词语组合成句子，如：She goes to work by bus.
2.教师说动词原形学生书写第三人称单数形式可以请两位学生与在黑板上。注意给学生一定的反应时间，不要给学生太大压力。
Step 4: Consolidation and extension
1.用英语描述你好朋友一天的生活情况。
2.背诵并抄写本课四会单词。
3.做活动手册上的配套练习。
英语微课教学设计 篇六
教学目标
1、能够听、说、认读Lets read部分的短文，完成相应的活动。
2、能够运用所学语言较好完成“招聘会”的活动。
教学重难点
1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?
2、本课难点是帮助学生理解短文中的`新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。
教学过程
1、Preparation
(1) Greetings
(2) Lets chant(课本第56页)
(2)Free talk
预设问题：
How many people are there in your family? Who are they?
What does your father / mother do ?
Where does your father / mother work?
How does your father / mother go to work?
How does your father / mother go to work?
(设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。)
2.Pre--reading
I.T：Now, I will introduce some my friends to you. What do they do ? Can you guess?
Ss: OK!
T:OK!Lets meet my first friend. (投影出示卡片：She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________)
师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。
II.用同样的方法阅读第二个片断.(投影出示卡片：He works in a car company. He likes math and drawing very much. He can design(设计) many cool cars. What does he do? He is an ______________.)
师生齐读内容，出示单词卡，教读design。之后师问：What does he do ? can you guess?
S3: Maybe he is an engineer.T: Yes, he is an engineer. You are very clever!(揭示答案)
III.Now, lets go on , meet my friends. I have many friends. (投影出示卡片：They like beautiful cities. They like traveling(旅游) very much. Who are they? They are ______________)
Can you read the passage? Have a try, please!
(学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。)
IV.投影出示一张城市交通图，在图上标出两个旅行者。
学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。
V.出示周杰伦照片，讨论交流信息：
(出示提示句子) Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?(学生看提示语和同位讨论)
(投影卡片内容：
请学生说说自己的想法：I think Zhou Jielun…
投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.
VI.出示另一张照片(教师自己的照片)用同样的方法让学生讨论交流信息。
VII.出示一名银行会计的工作照片。
用同样的方法讨论交流并学说句子：helps the bank use their money well.
投影出示提示：
学生两人一组讨论交流。教师巡视指导，纠正句子中的用词、发音等。
VIII.投影出示刚才的三段短文。Can you read the passages by yourselves?学生看投影自由阅读。
T：Can you answer these questions? Ask and answer in your groups.
投影出示问题：
1. What does Zhou Jielun do?
2. What does Xiao Hong do ?
3. Who works in a school?
4. Who likes singing?
5. How does Miss Liang go to work?
6. Who help the bank use their money well?
教师提问投影上的问题，学生抢答。
(设计思路：通过先阅读部分与课文相似的片段，引出文中的难点句子，进行教读、理解。排除阅读障碍，降低阅读难度。并且用反复出现的方式操练重点句型。)
3.In—reading
(1)略读。简单回答问题
学生打开课本，自由阅读课文。教师巡视指导。
参考问题：
A. How many friends do we have?
B. Who are they?
C. What do they do?
(2)细读
逐段阅读，根据短文内容判断：
第一段：
A. Wang Li is an engineer.
B. She likes reading English very much.
C. She designs many cars and buses.
D. She goes to work on foot.
第二段
A、 Li Xiaobin is a policewoman.
B、 He works is a hospital.
C、 He helps the bank use their money well.
D、 He goes to work by bus.
第三段：can you answer my questions?
A、What does Yuan Yuan do?
B、What does Yuan Yuan like?
C、How does Yuan Yuan go to work?
T: (学生口头回答上面三个问题后)
(设计思路：通过简单判断，给与学生阅读的自信。就短文的内容提出yes-no等的简单问题，让学生带着问题阅读并通过快速阅读理解语篇的大意)
(3)读写
Lets read all the passages together, OK?(齐读全部课文一遍)
Now questions for you? can you answer the questions on your English books?
Ask and answer in your groups, then write the answers on your English books.
学生读短文完成文后问题，教师巡视指导。
教师借一个同学的课本，投影展示答案。
(4)听录音，跟读课文。
(5)自由朗读课文，品味语感。
(设计思路：通过阅读解决语篇内的主要内容，让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。)
4.Post—reading
T: Look! there are three tips here.(课前将文中的三条建议贴在黑板上)
老师读完三条建议后说：I want to be a singer, because I like singing very much. What about you?
S1: I want to be a teacher, because I like children.
T: Thank you. What else?
S2: I want to be an accountant. Because I like math very much.
T: Thank you. What else?
S3: I want to be a teacher, because I like students.
T: Thank you. What else? What about you?
S4: I want to be an English teacher. Because I like English very much.
(设计思路：将书上学到的知识运用于真实的生活场景之中，并得以拓展。体现了用英语的思想。)
5.Progress
(1)T: Now you are the managers in the many companies, and you need somebody work for your company.请你根据你们公司的工作性质，到人才市场去聘用一些人员为你的公司服务。(课前在学生的桌子上分好小纸条，上面写着虚拟身份的相关信息，每组为一个公司。)
(2)教师示范在求职介绍中找到自己需要的人才，并用英语表述理由。
Zhang Yong is a happy man. He likes helping the sick(病人)people.He likes white.
He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.
I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.
Can you tell me? What about you?
Now you can stand up and look for the personnel for your company. OK?
(3)学生以小组为单位在教室内寻找、阅读求职信息，在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。
(4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。
(设计思路：设置扩展活动，让学生在真实自然的任务型活动中扩展运用阅读信息。)
(5)T: Boys and girls, toady, its very difficult to find a nice job. So we must work hard, and make a new day. OK?
Ss: OK!
(设计思路：通过创设一次招聘会的场景，让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力，真正做到“用中学，学中用”。)
