新生代英語高級教程2 Unit 1_電子教案

1、教 案課程名稱 新生代英語高級教程2 課 時 班 級 專 業(yè) 教 師 系 部 教 研 室 教 材 新生代英語高級教程2 教學(xué)計劃教 學(xué)單 元Unit 1 “My schedule is crazy.”單 元主 題l Studying課 時安 排8教學(xué)內(nèi)容l Show Time“My schedule is crazy.”l Reading How to stop procrastinating?l Chat TimeI aced my chemistry test.l WritingA schedulel GrammarTag questionsl My StorySchedules and

2、routines教學(xué)目標(biāo)教學(xué)活動建議Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed mannerl Focus students attention on the learning goals for the unit and explain that the focus of this unit is on time management.l Ask students to look at the picture and to describe what

3、 they see. (A student is working on an assignment very late at night.) Read the words in the boxes aloud, modeling the correct pronunciation and eliciting their meanings. Give students several minutes to complete the passage.l Nominate students to read the passage around the class. Ask students: Do

4、you have a schedule as busy as this? Whats your schedule like?Vocabulary BuilderA and BTo teach students new vocabulary related to studyingl Have students listen and repeat the words and the expression, teaching the definition for each one. You can check their comprehension by asking questions, such

5、 as: What is another word for homework? (assignment) What is the verb we use to describe missing a class? (skip) What is another word for student accommodation? (dormitory)l Once students seem comfortable with the new words and the expression, have them complete Exercise B and then switch books. Go

6、through the answers, calling on different students each time. Correct any errors.l If you want to, you can start each class with a short spelling test, which works quite well as a warm-up.CTo improve students listening and comprehension skillsl Tell students they will hear a conversation between a m

7、an and a woman who are discussing their semester schedules.l There are a few words in the conversation you may need to teach. They are physics, elective and Shakespeare. Write these three words on the blackboard. Ask students: Which one is a famous writer? (Shakespeare) You can also ask students to

8、tell you the names of some famous Shakespeare plays. Then ask students: Which one is a kind of science? (physics) You may want to add that Newton is the most famous figure in the history of physics. Students will probably have heard of the story of an apple falling on his head. Tell students that we

9、 use elective to talk about subjects that we choose. Ask students if they have any elective classes.l Play the audio, twice if necessary. Pause the audio so that students have time to fill in the blanks.DTo improve students speaking and comprehension skillsl Read the rubric aloud and check that stud

10、ents understand the task.l Organize students into pairs. Challenge them to see who can be the first to complete the puzzle, but dont allow fast finishers to reveal their answers to their classmates.l As a possible extension task, get students to write sentences about themselves containing the words

11、from this activity.Show TimeATo teach students speaking skills through the use of picturesl Tell students to look at the pictures and ask some basic comprehension questions, such as: Who are these people? Where are they? What are they doing?l Ask students to guess what happened in this video and to

12、match the pictures to the sentences according to their own understanding.l Have students watch the video in its entirety. Ask them to check their answers with a partner.B, C and DTo improve students listening comprehension through the use of videol For Exercise B, ask students to read through each s

13、tatement and to decide if it is true or false.l For Exercise C, play the video again. Have a pair of students read out the conversation with one student playing the role of Hector and the other as Naomi. For an extension activity, you can also have students rewrite the conversation, using the words

14、and expressions learned in this unit.l For Exercise D, have students read through each sentence and choose the correct word or expression.l Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers.ReadingA and BTo improve students reading comp

15、rehensionExercise Al Ask students to describe the picture. Then read the headline aloud. If students dont know the meaning of the word procrastinating, tell them to guess what they think it means. Elicit that procrastinate means putting off doing something until a later date. Ask students to tell yo

16、u whether or not they procrastinate and get them to describe the situations in which they are most likely to procrastinate.l Give students several minutes to read the text. Encourage students to refer to WORDS & EXPRESSIONS.l Ask students to complete the exercise. Allow them to check their answers w

17、ith a partner before conducting class feedback.Exercise Bl Get students to look at the statements. They should then read the text again, and decide whether the statements are true or false.l Check answers around the class.C, D and ETo review the useful words and expressionsExercise Cl Challenge stud

18、ents to see who can be the first to match the words to the definitions.l Fast finishers should write sentences containing the words in the left column. They should then blank out the words and read the sentences aloud to another fast finisher, who should listen and provide the missing words.l Check

19、answers orally, focusing on correct pronunciation of the words.Exercise Dl Read the words and expressions in the boxes aloud. Ask students to complete the sentences. Allow them to check their answers with a partner before reading the sentences around the class.l Personalize the new language by askin

20、g students questions, such as: What best-selling books have you read? When you make a plan, do you find it difficult to stick to it? When were you last tempted to procrastinate?Exercise El Focus students attention on the Bingo grid and check that they understand the rules of the game.l Ask students

21、to write the words into the blanks. l When everyone is ready, play the audio of the definitions. l When someone calls out“ Bingo”, see if he / she can remember the definitions for the words in their row.Beyond the TextTo improve students critically thinking ability and encourage them to learn a less

22、on from the textExercise Al Read what Olivia says to the class. Then get a student to read the advice aloud. Ask students whether or not they agree with the advice, and whether they have any different or better suggestions.l Focus students on what Nick says. Organize students into pairs and get them

23、 to discuss what advice they would give Nick. After they have shared their ideas, get a few students to report back. Encourage the rest of the class to give feedback on each others advice.Exercise Bl Give students several minutes to read the quotes and sayings. Allow them to ask questions about any

24、new or unfamiliar words.l Organize students into pairs to complete the task. Monitor as students share their ideas, offering support where necessary.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversationExercises A & Bl For Exercise A, explain to

25、students that they will hear a conversation in which a man and a woman discuss midterm tests. Introduce the key words and expressions for this conversation.l Tell students to listen carefully and to write down what they hear in the blanks. If necessary, pause the audio so that students have time to

26、write.l Have students practice talking about studying using the questions in Exercise B.l Have students read through LANGUAGE NOTE, which teaches the idiom“ to turn over a new leaf. Ask students: Have you ever turned over a new leaf? What did you want to change? Were you successful? Why (not)?Exerci

27、se Cl Read the rubric aloud and direct students attention to the clues. As a class, read through the expressions in Useful language, focusing on the correct pronunciation, sentence stress and intonation.l Organize students into pairs and get them to work on their role-plays. Circulate as students do

28、 this, listening and making notes of any examples of good language you hear or any issues students need help with.l Nominate a couple of confident pairs to perform their role-plays to the rest of the class. Conduct class feedback, taking time to discuss any issues you have observed and any examples

29、of good language and communicative skills.WritingTo improve students writing skills and learn to write a scheduleExercise Al Tell students that they are going to put some of the skills they have learned in this unit into practice, by writing a schedule.l Give students several minutes to skim the not

30、es and to match them to the schedule entries.l Allow students to check their answers with a partner before conducting class feedback.Exercise Bl Focus students attention on the headings and elicit their meanings.l Read the rubric aloud and challenge students to see who can be the first to complete t

31、he task.l Check answers orally. For each heading, ask students to suggest a couple more possible schedule entries.Exercise Cl Get students to look at Karas schedule. Read the rubric and make sure students know they should only write the most important information.l Do the first schedule entry in Exe

32、rcise B together, as an example. Students should complete the rest of the task alone. Monitor, offering support where necessary.l Bring the class together again. Go through the schedule, asking students to tell you what they wrote and where they wrote it.Exercise Dl Ask students: What do you need to

33、 do this week? Ask them about their daily life, school and their part-time job. Tell students about some of the things you need to do this week.l Get students to make notes under the headings. Ask a couple of students to report back on what they have written.Exercise El Get students to put their not

34、es into the schedule. Remind them that they only need to write the most important information.l Monitor as students complete the task, offering support where necessary.l When students have completed the task, display the schedules on the screen and get students to look at each others schedule. Ask s

35、tudents: Who has the busiest schedule?GrammarTo teach students how to use tag questionsExercise Al Start by explaining that tag questions are used in two situations. In the first situation, you are not sure something is true, but want to make sure. In this case when you speak, your voice will rise.

36、Write an example on the blackboard, such as: You arent my student, are you? l Explain that we also use tag questions when we want to confirm something we know is true.l In this case, your voice will go down when you speak. Write an example on the blackboard, such as: You dont have a sister, do you?

37、l Once students seem comfortable with the grammar, have them complete the exercise and then switch books to correct their mistakes.Exercise Bl Ask students to look at the picture and to describe what they see. (A sleepy boy who is finding it difficult to get up for school. His mom is making breakfas

38、t for him.)l Elicit when we use tag questions. (When we want to check conversation or elicit aresponse from our conversational partner.)l Read the rubric aloud. Complete the first tag question together with students as an example.l Get students to complete the rest of the conversation. Allow them to

39、 check their answers with a partner before choosing two confident students to read the conversation aloud to the rest of the class.My StoryTo improve students listening comprehension and speaking ability through the use of videoExercises A & Bl Tell students that they will see a video in which real

40、people talk about what they do in their free time.l Play the video and have students complete the true or false statements in Exercise A. In some cases, you may need to pause the video to help students.l Have students tell you the answers, correcting any mistakes. Play the video again and have stude

41、nts answer the questions in Exercise B, pausing the video if necessary.l Check students answers, correcting any mistakes.Exercise Cl Give students several minutes to read the questions and to think about their answers.l Organize students into pairs. They should take it in turns to ask and answer the

42、 questions.l Circulate, encouraging students to use some of the new words and expressions they have learned in this unit.l Ask a few students to report back on their discussions. Write down any new language on the blackboard.課后學(xué)習(xí)設(shè)計作業(yè)u Finish all the exercises in Unit 1.u Read the text in this unit a

43、gain and try to summarise its content.u Write a schedule.課后總結(jié)與反思補(bǔ)充教學(xué)資源Vocabulary Builder參考譯文蒂姆：嗨，希拉里。這學(xué)期你的課程安排如何？希拉里：讓我想想，課程表在這兒了。看起來這學(xué)期會很忙。周二和周四上午有數(shù)學(xué)課。周一、周三和周五下午有物理課。這兩門是我的必修課，因為我學(xué)的是物理專業(yè)。蒂姆：那選修課呢？你還有其他課程嗎？希拉里：有，我有一門羅馬史選修課，每周五上午上課。你呢，蒂姆？你這學(xué)期的課程安排如何？蒂姆：簡直讓我抓狂！每天我都有英語課。目前我還在上一門關(guān)于莎士比亞的課。他是我最喜歡的作家。這學(xué)期將會

44、很忙。希拉里：你說的一點(diǎn)兒沒錯。Show Time參考譯文桑切斯夫人：嗨，親愛的。學(xué)得怎么樣？赫克托：說實話，媽媽，不怎么樣。桑切斯夫人：真的嗎？出了什么問題？是漏掉了什么作業(yè)嗎？赫克托：不是，媽媽。問題在于這噪音。噪音太大，我無法集中精力。桑切斯夫人：哦，抱歉。但你也知道你老爸，他覺得自己耳背，所以他總是把音量調(diào)到最大。赫克托：我知道。只是這讓我很難集中精力，僅此而已。桑切斯夫人：好吧。我們會盡量把聲音調(diào)低。維克托！把電視聲音調(diào)小點(diǎn)。你兒子正努力學(xué)習(xí)呢。赫克托：喂？娜奧米：是你嗎，赫克托？出什么事了？赫克托：沒事，只是剛剛我正在用功學(xué)習(xí)！娜奧米：好吧，打擾了！今天你過得肯定很糟吧。赫克托：是

45、的，可以這么說。我不得不在我家廚房學(xué)習(xí)。娜奧米：這是為什么？赫克托：我的父母！他們在看電視的時候喜歡把音量調(diào)得很大。這讓我很難集中精力。娜奧米：聽起來你需要一個更安靜一點(diǎn)的地方學(xué)習(xí)。赫克托：是的，你說的一點(diǎn)兒沒錯。娜奧米：去圖書館學(xué)習(xí)怎么樣？赫克托：這個想法不錯。但什么時候去？我的課程可是很多的！娜奧米：我也是。就是因為這樣合理安排時間才變得更加重要。赫克托：你是怎么做到的？娜奧米：首先，我為自己制定了一個時間表。赫克托：你做了個時間表寫著你在什么時間去什么地點(diǎn)學(xué)習(xí)？娜奧米：是的，我真的是這么做的。這會很有幫助。比如，在周二和周四的四點(diǎn)到六點(diǎn)，我在圖書館學(xué)習(xí)。周五上午，我在這兒，也就是在家學(xué)習(xí)

46、。每周我都按著時間表進(jìn)行，風(fēng)雨無阻。赫克托：這聽著跟上班差不多。娜奧米：這確實跟上班差不多。這個比喻很貼切。你上班肯定不會遲到，對吧？赫克托：當(dāng)然不會！娜奧米：而且你也不會曠工一天不去工作。以同樣的方式對待你的學(xué)習(xí)，你的成績就會提高。赫克托：這個建議很棒，謝謝。娜奧米：那么，現(xiàn)在你知道你要做什么了！那就去做吧！如果你能合理安排時間，你會感覺自己做事更有成效。相信我。赫克托：我會嘗試一下。反正也沒什么好損失的了，對吧？娜奧米：祝你好運(yùn)。以后跟我說說你進(jìn)行得如何。赫克托：我會的?；亓?。赫克托：娜奧米：喂，娜奧米。怎么了？哦，有件很重要的事忘記告訴你了。赫克托：是嗎？什么事？娜奧米：別忘了也要為你的

47、朋友抽出些時間！赫克托： 這對我來說可是最重要的事！語言解析1 So he turns the volume up all the way!所以他總是把音量調(diào)到最大!1) turn up： to make a machine such as an oven, radio etc. produce more heat, sound etc. 開大，調(diào)高（機(jī)器的熱度、音量等）e.g. Turn the oven up to 220. 把爐子溫度調(diào)高到220攝氏度。 to suddenly appear after having been lost or searched for 突然露面，重 新出

48、現(xiàn)e.g. I couldnt find my watch for ages, but then one day it turned up in acoat pocket. 我有好長時間找不著手表了，但有一天它突然從一件外衣口袋里冒了出來。2) turn down: to make a machine such as an oven, radio etc. produce less heat, sound etc. 調(diào)低（機(jī)器的熱度、音量等） e.g. Can you please turn the TV down? I cant hear myself think!請你把電視的聲音關(guān)小一點(diǎn)行

49、嗎？我沒法靜下心來思考！ to refuse an offer, request, or invitation 拒絕（提議、要求、邀請等）e.g. She has turned down offers from several different law firms.她拒絕了好幾家不同的律師事務(wù)所的聘請。2 What about studying at the library?去圖書館學(xué)習(xí)怎么樣？what about doing something：used to make a suggestion 提出建議、詢問消息或征求意見時使用，意為“怎么樣”：e.g. What about (goin

50、g for) a walk? 去散散步怎么樣？ What about his qualification for the position? 他擔(dān)任這職務(wù)夠格嗎？3 Yeah, you could say that again.是的，你說的一點(diǎn)兒沒錯?！皔ou could say that again” 在口語中是比較常見的表達(dá)方式，意為“你說的沒錯/你說的完全正確/你說的對極了/我完全同意你的觀點(diǎn)”等：e.g. Its a super-hot day! Yeah, you could say that again! 今天可真熱！ 是的，你說的一點(diǎn)兒沒錯！4 You write a sched

51、ule showing when and where youre going to study?你做了個時間表寫著你在什么時間去什么地點(diǎn)學(xué)習(xí)？1) showing：現(xiàn)在分詞作后置定語修飾schedule。e.g. There is a lady asking to see you.有一位女士要求見你。The girl sitting by my side is my cousin.坐在我旁邊的是我表妹。2) 更為常見的是現(xiàn)在分詞做前置定語，有些現(xiàn)在分詞已經(jīng)變成形容詞。e.g. There were growing doubts about the victory statement.越來越多的

52、人對這勝利的聲明表示懷疑。5 And you wouldnt skip a day of work, either.而且你也不會曠工一天不去工作。skip：v. 1) to not to do something that you usually do or that you should do 故意略去，有意不出席（會議等）e.g. skip breakfast /school /a meeting不吃早飯/逃學(xué)/逃會He skipped work again.他又曠工了。2) to move forwards with quick steps and jumps 蹦跳著走e.g. Mari

53、a skipped along at her mothers side. 瑪麗亞在她媽媽身邊蹦蹦跳跳地向前走。6 What have I got to lose, right?反正也沒什么好損失的了，對吧？1) 動詞不定式作定語：e.g. Ill go and get something to drink. 我去找點(diǎn)飲料。 He is a nice man to work with. 他是個好共事的人。2) 部分名詞后?？捎貌欢ㄊ阶鞫ㄕZ，常見的能跟不定式作定語的名詞有：ability, attempt, chance, courage, determination, effort, failu

54、re, intention, need, opportunity, plan, right, time等。e.g. I havent had chance to think yet.我還沒有時間考慮。You have no right to do such a thing!你沒有權(quán)利這樣做！Reading參考譯文如何擺脫拖延癥有時我們都會遇到這種情況：最后期限就在眼前，但你不僅沒在工作，反而在瀏覽臉書或是在網(wǎng)上購物。這就是拖延癥的表現(xiàn)，它會影響到我們每一個人。那么如何才能擺脫拖延癥呢？當(dāng)一項任務(wù)看起來很艱巨或是不可能實現(xiàn)時，我們經(jīng)常會去拖延時間。嘗試把任務(wù)分解為比較小的幾個部分。例如，與其想著

55、“我要在今晚10點(diǎn)之前寫完論文，”不如告訴自己，“我計劃列個簡短的大綱，往里面填充內(nèi)容，然后去查找引文?！绷硪恢匾蛩厥悄闼幍沫h(huán)境。如果在你工作的地方有很多讓你分心的事物，這會很容易誘使你去拖延時間。在你工作的地方有可能會讓你分散注意力的事物嗎（比如電視）？制作一張寫有目標(biāo)和最后期限的時間表是幫助你擺脫拖延癥的好方法。但重要的是你所設(shè)定的截止日期是能夠?qū)崿F(xiàn)的，這樣你才能保證恪守期限。有的人喜歡等到一個合適的時機(jī)才開始工作，然而最合適的時機(jī)往往是現(xiàn)在。嘗試一下“兩分鐘法則”來幫助你著手處理工作。這個想法來自戴維艾倫的暢銷書盡管去做無壓工作的藝術(shù)。書中說到如果做一件事用不了兩分鐘，比如飯后洗碗，

56、那么你現(xiàn)在就應(yīng)該去做。所以你還在等什么？從今天開始照著這些提示來擺脫拖延癥吧！語言解析1. We often procrastinate because a task seems too big, or impossible to achieve.當(dāng)一項任務(wù)看起來很艱巨或是不可能實現(xiàn)時，我們經(jīng)常會去拖延時間。procrastinate: v. to delay doing something that you ought to do, usually because you do not want to do it 耽擱，拖延e.g. People often procrastinate when it comes to paperwork.遇到文書工作，人們常常會拖拖拉拉。2. Im going to make a short outline, fill that in, and then look for quotes.我計劃列個簡短的大綱，往里面填充內(nèi)容，然后去查找引文。1) outline: n. th