新生代英语高级教程2Unit1-电子教案

教案课程名称课时班级专业教师系部教研室新生代英语高级教程2教材《新生代英语高级教程2》教学计划教学单元Unit1“Myscheduleiscrazy.”单元主题课时安8排●Studying●ShowTime“Myscheduleiscrazy.”●ReadingHowtostopprocrastinating?●ChatTimeIacedmychemistrytest.●Writing教学容Aschedule●GrammarTagquestions●MyStorySchedulesandroutines教学目标教学活动建议Togetstudentstotalkaboutthemaintopic●Focusstudents’attentiononthelearninggoalsfortheunitandexplainthatthefocusofthisunitisontimemanagement.●Askstudentstolookatthepictureandtodescribewhattheysee.(Astudentisworkingonanassignmentverylateatnight.)Readthewordsintheboxesaloud,modelingthecorrectpronunciationandelicitingtheirmeanings.Givestudentsseveralminutestocompletethepassage.●Nominatestudentstoreadthepassagearoundtheclass.Askstudents:Doyouhaveascheduleasbusyasthis?What’syourschedulelike?Warm-upofthisunitinacomfortableandrelaxedmannerVocabularyBuilderAandB●HavestudentslistenandrepeatthewordsToteachstudentsnewvocabularyrelatedtoandtheexpression,teachingthedefinitionforeachone.Youcanchecktheirstudyingcomprehensionbyaskingquestions,suchas:Whatisanotherwordforhomework?(assignment)Whatistheverbweusetodescribemissingaclass?(skip)Whatisanotherwordforstudentaccommodation?(dormitory)●Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.●Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningand●Tellstudentstheywillhearaconversationbetweenamanandawomanwhoarediscussingtheirsemesterschedules.●Thereareafewwordsintheconversationyoumayneedtoteach.Theyarephysics,electiveandShakespeare.Writethesethreewordsontheblackboard.Askstudents:Whichoneisafamouswriter?comprehensionskills(Shakespeare)YoucanalsoaskstudentstotellyouthenamesofsomefamousShakespeareplays.Thenaskstudents:Whichoneisakindofscience?(physics)YoumaywanttoaddthatNewtonisthemostfamousfigureinthehistoryofphysics.Studentswillprobablyhaveheardofthestoryofanapplefallingonhishead.Tellstudentsthatweuseelectivetotalkaboutsubjectsthatwechoose.Askstudentsiftheyhaveanyelectiveclasses.●Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.DToimprovestudents’speakingand●Readtherubricaloudandcheckthatstudentsunderstandthetask.●Organizestudentsintopairs.Challengethemtoseewhocanbethefirsttocompletethepuzzle,butdon’tallowfastfinisherstorevealtheiranswerstotheirclassmates.●Asapossibleextensiontask,getstudentstowritesentencesaboutthemselvescontainingthewordsfromthisactivity.AcomprehensionskillsShowTime●Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?Toteachstudentsspeakingskillsthroughtheuseofpictures●Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.●Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.B,CandDToimprovestudents’listening●ForExerciseB,askstudentstoreadthrougheachstatementandtodecideifitistrueorprehensionthroughtheuseofvideo●ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofHectorandtheotherasNaomi.Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingthewordsandexpressionslearnedinthisunit.●ForExerciseD,havestudentsreadthrougheachsentenceandchoosethecorrectwordorexpression.●ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.ReadingAandBExerciseA●Askstudentstodescribethepicture.Thenreadtheheadlinealoud.Ifstudentsdon’tknowthemeaningofthewordToimprovestudents’readingcomprehensionprocrastinating,tellthemtoguesswhattheythinkitmeans.Elicitthatprocrastinatemeansputtingoffdoingsomethinguntilalaterdate.Askstudentstotellyouwhetherornottheyprocrastinateandgetthemtodescribethesituationsinwhichtheyaremostlikelytoprocrastinate.●Givestudentsseveralminutestoreadthetext.EncouragestudentstorefertoWORDS&EXPRESSIONS.●Askstudentstocompletetheexercise.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseB●Getstudentstolookatthestatements.Theyshouldthenreadthetextagain,anddecidewhetherthestatementsaretrueorfalse.●Checkanswersaroundtheclass.C,DandEToreviewtheusefulwordsandexpressionsExerciseC●Challengestudentstoseewhocanbethefirsttomatchthewordstothedefinitions.●Fastfinishersshouldwritesentencescontainingthewordsintheleftcolumn.Theyshouldthenblankoutthewordsandreadthesentencesaloudtoanotherfastfinisher,whoshouldlistenandprovidethemissingwords.●Checkanswersorally,focusingoncorrectpronunciationofthewords.ExerciseD●Readthewordsandexpressionsintheboxesaloud.Askstudentstocompletethesentences.Allowthemtochecktheiranswerswithapartnerbeforereadingthesentencesaroundtheclass.●Personalizethenewlanguagebyaskingstudentsquestions,suchas:Whatbest-sellingbookshaveyouread?Whenyoumakeaplan,doyoufinditdifficulttosticktoit?Whenwereyoulasttemptedtoprocrastinate?ExerciseE●Focusstudents’attentionontheBingogridandcheckthattheyunderstandtherulesofthegame.●Askstudentstowritethewordsintotheblanks.●Wheneveryoneisready,playtheaudioofthedefinitions.●Whensomeonecallsout“Bingo”,seeifhe/shecanrememberthedefinitionsforthewordsintheirrow.BeyondtheTextExerciseA●ReadwhatOliviasaystotheclass.ThenToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessongetstudentsastudentwhethertoreadornotthetheyadviceagreealoud.withAskthefromthetextadvice,andwhethertheyhaveanydifferentorbettersuggestions.●FocusstudentsonwhatNicksays.OrganizestudentsintopairsandgetthemtodiscusswhatadvicetheywouldgiveNick.Aftertheyhavesharedtheirideas,getafewstudentstoreportback.Encouragetherestoftheclasstogivefeedbackoneachother’sadvice.ExerciseB●Givestudentsseveralminutestoreadthequotesandsayings.Allowthemtoaskquestionsaboutanyneworunfamiliarwords.●Organizestudentsintopairstocompletethetask.Monitorasstudentssharetheirideas,offeringsupportwherenecessary.Toimprovestudents’listening,speaking,ExercisesA&B●ForExerciseA,explaintostudentsthattheywillhearaconversationinwhichamanandawomandiscussmidtermtests.Introducethekeywordsandexpressionsforthisconversation.ChatTimewritingandactingskillsthroughtheuseofconversation●Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.●HavestudentspracticetalkingaboutstudyingusingthequestionsinExerciseB.●HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“toturnoveranewleaf.Askstudents:Haveyoueverturnedoveranewleaf?Whatdidyouwanttochange?Wereyousuccessful?Why(not)?ExerciseC●Readtherubricaloudanddirectstudents’attentiontotheclues.Asaclass,readthroughtheexpressionsinUsefullanguage,focusingonthecorrectpronunciation,sentencestressandintonation.●Organizestudentsintopairsandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhearoranyissuesstudentsneedhelpwith.●Nominateacoupleofconfidentpairstoperformtheirrole-playstotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandanyexamplesofgoodlanguageandWritingToimprovestudents’writingskillsandlearntowriteascheduleExerciseA●Tellstudentsthattheyaregoingtoputsomeoftheskillstheyhavelearnedinthisunitintopractice,bywritingaschedule.●Givestudentsseveralminutestoskimthenotesandtomatchthemtothescheduleentries.●Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseB●Focusstudents’attentionontheheadingsandelicittheirmeanings.●Readtherubricaloudandchallengestudentstoseewhocanbethefirsttocompletethetask.●Checkanswersorally.Foreachheading,askstudentstosuggestacouplemorepossiblescheduleentries.ExerciseC●GetstudentstolookatKara’sschedule.Readtherubricandmakesurestudentsknowtheyshouldonlywritethemostimportantinformation.●DothefirstscheduleentryinExerciseBtogether,asanexample.Studentsshouldcompletetherestofthetaskalone.Monitor,offeringsupportwherenecessary.●Bringtheclasstogetheragain.Gothroughtheschedule,askingstudentstotellyouwhattheywroteandwheretheywroteit.ExerciseD●Askstudents:Whatdoyouneedtodothisweek?Askthemabouttheirdailylife,schoolandtheirpart-timejob.Tellstudentsaboutsomeofthethingsyouneedtodothisweek.●Getstudentstomakenotesundertheheadings.Askacoupleofstudentstoreportbackonwhattheyhavewritten.ExerciseE●Getstudentstoputtheirnotesintotheschedule.Remindthemthattheyonlyneedtowritethemostimportantinformation.●Monitorasstudentscompletethetask,offeringsupportwherenecessary.●Whenstudentshavecompletedthetask,displaytheschedulesonthescreenandgetstudentstolookateachother’sschedule.Askstudents:Whohasthebusiestschedule?GrammarToteachstudentshowtousetagquestionsExerciseA●Startbyexplainingthattagquestionsareusedintwosituations.Inthefirstsituation,youarenotsuresomethingistrue,butwanttomakesure.Inthiscasewhenyouspeak,yourvoicewillrise.Writeanexampleontheblackboard,suchas:Youaren’tmystudent,areyou?↗●Explainthatwealsousetagquestionswhenwewanttoconfirmsomethingweknowistrue.●Inthiscase,yourvoicewillgodownwhenyouspeak.Writeanexampleontheblackboard,suchas:Youdon’thaveasister,doyou?↘●Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseB●Askstudentstolookatthepictureandtodescribewhattheysee.(Asleepyboywhoisfindingitdifficulttogetupforschool.Hismomismakingbreakfastforhim.)●Elicitwhenweusetagquestions.(Whenwewanttocheckconversationorelicitaresponsefromourconversationalpartner.)●Readtherubricaloud.Completethefirsttagquestiontogetherwithstudentsasanexample.●Getstudentstocompletetherestoftheconversation.Allowthemtochecktheiranswerswithapartnerbeforechoosingtwoconfidentstudentstoreadtheconversationaloudtotherestoftheclass.MyStoryToimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideoExercisesA&B●Tellstudentsthattheywillseeavideoinwhichrealpeopletalkaboutwhattheydointheirfreetime.●PlaythevideoandhavestudentscompletethetrueorfalsestatementsinExerciseA.Insomecases,youmayneedtopausethevideotohelpstudents.●Havestudentstellyoutheanswers,correctinganymistakes.PlaythevideoagainandhavestudentsanswerthequestionsinExerciseB,pausingthevideoifnecessary.●Checkstudents’answers,correctinganymistakes.ExerciseC●Givestudentsseveralminutestoreadthequestionsandtothinkabouttheiranswers.●Organizestudentsintopairs.Theyshouldtakeitinturnstoaskandanswerthequestions.●Circulate,encouragingstudentstousesomeofthenewwordsandexpressionstheyhavelearnedinthisunit.●Askafewstudentstoreportbackontheirdiscussions.Writedownanynewlanguageontheblackboard.课后学习设计作业◆FinishalltheexercisesinUnit1.◆Readthetextinthisunitagainandtrytosummariseitscontent.◆Writeaschedule.课后总结与反思补充教学资源VocabularyBuilder参考译文蒂姆：嗨，希拉里。这学期你的课程安排如？让我想想，课程表在这儿了。看起来这学期会很忙。二和四上午有数学课。一、三和五下午有物理课。这两门是我的必修课，因为我学的是物理专业。希拉里：蒂姆：希拉里：那选修课呢？你还有其他课程吗？有，我有一门罗马史选修课，每五上午上课。你呢，蒂姆？你这学期的课程安排如？简直让我抓狂！每天我都有英语课。目前我还在上一门关于莎士比亚的课。他是我最喜欢的作家。这学期将会很忙。你说的一点儿没错。蒂姆：希拉里：ShowTime参考译文桑切斯夫人：赫克托：嗨，亲爱的。学得怎么样？说实话，妈妈，不怎么样。桑切斯夫人：赫克托：真的吗？出了什么问题？是漏掉了什么作业吗？不是，妈妈。问题在于这噪音。噪音太大，我无法集中精力。哦，抱歉。但你也知道你老爸，他觉得自己耳背，所以他总是把音量调到最大。我知道。只是这让我很难集中精力，仅此而已。好吧。我们会尽量把声音调低。维克托！把电视声音调小点。你儿子正努力学习呢。喂？是你吗，赫克托？出什么事了？没事，只是……刚刚我正在用功学习！好吧，打扰了！今天你过得肯定很糟吧。是的，可以这么说。我不得不在我家厨房学习。这是为什么？我的父母！他们在看电视的时候喜欢把音量调得很大。这让我很难集中精力。听起来你需要一个更安静一点的地学习。是的，你说的一点儿没错。去图书馆学习怎么样？这个想法不错。但什么时候去？我的课程可是很多的！我也是。就是因为这样合理安排时间才变得更加重要。你是怎么做到的？桑切斯夫人：赫克托：桑切斯夫人：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：赫克托：娜奥米：首先，我为自己制定了一个时间表。你做了个时间表写着你在什么时间去什么地点学习？是的，我真的是这么做的。这会很有帮助。比如，在二和四的四点到六点，我在图书馆学习。五上午，我在这儿，也就是在家学习。每我都按着时间表进行，风雨无阻。这听着跟上班差不多。赫克托：娜奥米：这确实跟上班差不多。这个比喻很贴切。你上班肯定不会迟到，对吧？赫克托：娜奥米：当然不会！而且你也不会旷工一天不去工作。以同样的式对待你的学习，你的成绩就会提高。赫克托：娜奥米：这个建议很棒，。那么，现在你知道你要做什么了！那就去做吧！如果你能合理安排时间，你会感觉自己做事更有成效。相信我。我会尝试一下。反正也没什么好损失的了，对吧？祝你好运。以后跟我说说你进行得如。我会的。回聊。赫克托：娜奥米：赫克托：赫克托：娜奥米：赫克托：娜奥米：赫克托：喂，娜奥米。怎么了？哦，有件很重要的事忘记告诉你了。是吗？什么事？别忘了也要为你的朋友抽出些时间！这对我来说可是最重要的事！语言解析1Soheturnsthevolumeupalltheway!所以他总是把音量调到最大!1)turnup：1tomakeamachinesuchasanoven,ducemoreheat,soundetc.开大，调高（机器的热度、音量等）e.g.Turntheovenupto220℃.把炉子温度调高到220摄氏度。2tosuddenlyappearafterhavingbeenlostorsearchedfor突然露面，重新出现e.g.Icouldn’tfindmywatchforages,butthenonedayitturnedupinacoatpocket.我有好长时间找不着手表了，但有一天它突然从一件外衣口袋里冒了出来。2)turndown:1tomakeamachinesuchasanoven,ducelessheat,soundetc.调低（机器的热度、音量等）e.g.CanyoupleaseturntheTVdown?Ican’thearmyselfthink!请你把电视的声音关小一点行吗？我没法静下心来思考！2torefuseanoffer,request,orinvitation拒绝（提议、要求、邀请等）e.g.Shehasturneddownoffersfromseveraldifferentlawfirms.她拒绝了好几家不同的律师事务所的聘请。2Whataboutstudyingatthelibrary?去图书馆学习怎么样？whataboutdoingsomething：usedtomakeasuggestion提出建议、询问消息或征求意见时使用，意为“……怎么样”：e.g.Whatabout(goingfor)awalk?去散散步怎么样？Whatabouthisqualificationfortheposition?他担任这职务够格吗？3Yeah,youcouldsaythatagain.是的，你说的一点儿没错。“youcouldsaythatagain”在口语中是比较常见的表达式，意为“你说的没错/你说的完全正确/你说的对极了/我完全同意你的观点”等：e.g.—It’sasuper-hotday!—Yeah,youcouldsaythatagain!l今天可真热！l是的，你说的一点儿没错！4Youwriteascheduleshowingwhenandwhereyou’regoingtostudy?你做了个时间表写着你在什么时间去什么地点学习？1)showing：现在分词作后置定语修饰schedule。e.g.Thereisaladyaskingtoseeyou.有一位女士要求见你。Thegirlsittingbymysideismycousin.坐在我旁边的是我表妹。2)更为常见的是现在分词做前置定语，有些现在分词已经变成形容词。e.g.Thereweregrowingdoubtsaboutthevictorystatement.越来越多的人对这胜利的声明表示怀疑。5Andyouwouldn’tskipadayofwork,either.而且你也不会旷工一天不去工作。skip：v.1)tonottodosomethingthatyouusuallydoorthatyoushoulddo故意略去，有意不出席（会议等）e.g.skipbreakfast/school/ameeting不吃早饭/逃学/逃会Heskippedworkagain.他又旷工了。2)tomoveforwardswithquickstepsandjumps蹦跳着走e.g.Mariaskippedalongathermother’sside.玛丽亚在她妈妈身边蹦蹦跳跳地向前走。6WhathaveIgottolose,right?反正也没什么好损失的了，对吧？1)动词不定式作定语：e.g.I’llgoandgetsomethingtodrink.我去找点饮料。Heisanicemantoworkwith.他是个好共事的人。2)部分名词后常可用不定式作定语，常见的能跟不定式作定语的名词有：ability,attempt,chance,courage,determination,effort,failure,intention,need,opportunity,plan,right,time等。e.g.Ihaven’thadchancetothinkyet.我还没有时间考虑。Youhavenorighttodosuchathing!你没有权利这样做！Reading参考译文如摆脱拖延症有时我们都会遇到这种情况：最后期限就在眼前，但你不仅没在工作，反而在浏览脸书或是在网上购物。这就是拖延症的表现，它会影响到我们每一个人。那么如才能摆脱拖延症呢？当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。尝试把任务分解为比较小的几个部分。例如，与其想着“我要在今晚10点之前写完论文，”不如告诉自己，“我计划列个简短的大纲，往里面填充容，然后去查找引文。”另一重要因素是你所处的环境。如果在你工作的地有很多让你分心的事物，这会很容易诱使你去拖延时间。在你工作的地有可能会让你分散注意力的事物吗（比如电视）？制作一写有目标和最后期限的时间表是帮助你摆脱拖延症的好法。但重要的是你所设定的截止日期是能够实现的，这样你才能保证恪守期限。有的人喜欢等到一个合适的时机才开始工作，然而最合适的时机往往是现在。尝试一下“两分钟法则”来帮助你着手处理工作。这个想法来自戴维·艾伦的畅销书《尽管去做——无压工作的艺术》。书中说到如果做一件事用不了两分钟，比如饭后洗碗，那么你现在就应该去做。所以你还在等什么？从今天开始照着这些提示来摆脱拖延症吧！语言解析1.Weoftenprocrastinatebecauseataskseemstoobig,orimpossibletoachieve.当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。procrastinate:v.todelaydoingsomethingthatyououghttodo,usuallybecauseyoudonotwanttodoit耽搁，拖延e.g.Peopleoftenprocrastinatewhenitcomestopaperwork.遇到文书工作，人们常常会拖拖拉拉。2.I’mgoingtomakeashortoutline,fillthatin,andthenlookforquotes.我计划列个简短的大纲，往里面填充容，然后去查找引文。1)outline:1n.themainideasorfactsaboutsomething,withoutthedetails刚要，要点e.g.Adebtreductionschemewasagreedinoutline(=peopleagreedonitsmainpoints).债务削减计划大致已经商定。2v.todescribesomethinginageneralway,givingthemainpointsbutnotthedetails概述，提出……的刚要e.g.