《 新生代英语高级教程2》教案unit8

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课程名称新生代英语高级教程2

课时....

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教材《新生代英语高级教程2》

教学计划

教学

Unit8"Everybodyneedstogetinvolved//

单元

单元

课时

・HelpingtheCommunity8

主题安排

•ShowTime

''Everybodyneedstogetinvolved/7

・Reading

教Volunteersneeded!

•ChatTime

学

Thankyouforyourdonation.

内•Writing

容Aconsolationletter

•Grammar

Passivevoice

•MyStory

Helpingothers

教学目标教学活动建议

Warm-upTogetstudentstotalk•Explaintostudentsthattheyaregoingto

aboutthemaintopicoflearnhowtotalkaboutglobalissuesand

volunteerwork.

thisunitina

•Organizestudentsintopairs.Challenge

comfortableand

themtoseewhocanbethefirsttomatch

relaxedmanner

thepicturestotheexpressions.

•Bringtheclasstogetherandgooverthe

answers.Modelthecorrectpronunciation

oftheexpressions,askingstudentsto

repeatafteryou.

•Organizestudentsintopairstotalkabout

thediscussionquestions.Monitor,

promptingthemwherenecessary.

•Bringtheclasstogetheragain.Nominatea

fewstudentstoreportbackontheir

discussions.

VocabularyBuilderAandB•Havestudentslistenandrepeatthewords,

teachingthedefinitionforeachone.You

Toteachstudentsnewcanchecktheircomprehensionbyasking

vocabularyrelatedtoquestions,suchas:Whatdowecalla

charityplacethatgivespeopleprotection?

{shelter)Whatdowecallitwhenwegive

moneyorgoodstoacause?(donate)

Whatdowecallapersonwhoworks

withoutbeingpaid?(volunteer)What

kindoforganizationthathelpsthosein

need?(charity)

•Gothroughtheanswers,callingon

differentstudentseachtime.Correctany

errors.

•Ifyouwantto,youcanstarteachclass

withashortspellingtest,whichworks

quitewellasawarm-up.

C•Tellstudentstheywillhearaconversation

inwhichtwopeoplediscussvolunteer

Toimprovestudents9work.

listeningand•Youmayneedtoteachthewordhomeless.

comprehensionskillsYoucantellstudentsthatthesuffix

"-less“meansc"without”,forexample

carelessandbreathless.

•Playtheaudio,twiceifnecessary.Pause

theaudiosothatstudentshavetimetofill

intheblanks.

•Allowstudentstochecktheiranswerswith

apartnerbeforenominatingacoupleof

confidentstudentstoperformthe

conversationinfrontoftheclass.

D•Askstudentstoreadthedefinitions.Allow

themtoaskquestionsaboutanylanguage

Toimprovestudents9theydon'tunderstand.

speakingand•Getstudentstocompletethecrossword.

comprehensionskillsAllowstudentstochecktheiranswers

withapartnerbeforecollectinganswers

aroundtheclass.

ShowTimeA•Tellstudentstolookatthepicturesand

asksomebasiccomprehensionquestions,

Toteachstudentssuchas:Whoarethesepeople?Whereare

speakingskillsthey?Whataretheydoing?

throughtheuseof•Askstudentstoguesswhathappenedin

thisvideoandtomatchthepicturestothe

pictures

sentencesaccordingtotheirown

understanding.

•Havestudentswatchthevideoinits

entirety.Askthemtochecktheiranswers

withapartner.

B,CandD•Tellstudentstolookatthepicturesand

asksomebasiccomprehensionquestions,

Toimprovestudents9suchas:Whoarethesepeople?Whereare

listeningthey?Whataretheydoing?

comprehension•Askstudentstoguesswhathappenedin

thisvideoandtomatchthepicturestothe

throughtheuseof

sentencesaccordingtotheirown

video

understanding.

•Havestudentswatchthevideoinits

entirety.Askthemtochecktheiranswers

withapartner.

ReadingA,BandCExerciseA

•Readtheheadingofthetextaloudto

Toimprovestudents9students.Askstudentsiftheyhaveever

readingdoneanyvoluntarywork.Iftheyhave,

comprehensionaskthemtotellyouaboutit.

•Beforereading,getstudentstoglanceat

thepostersandaskthemtotellyouwhich

volunteerpositionappealstothemthe

most.

•Givestudentsseveralminutestoreadthe

posters.Encouragethemtoreferto

WORDS&EXPRESSIONS.

•Askstudentstocompletethematching

task.Allowthemtochecktheiranswers

withapartnerbeforeconductingclass

feedback.

ExerciseB

•Askstudentstodecidewhetherthe

statementsaretrueorfalse.

•Asyoucheckanswersaroundtheclass,

getstudentstocorrectthefalse

statements.

ExerciseC

•Readtherubrictostudentsandnominatea

studenttoreadEXAMPLEaloud.

•Organizestudentsintopairstodiscuss

theirpreferences,stressingthattheyneed

togivereasonsfortheirchoices.

Circulate,notingdownanyinteresting

reasonsyouhear.

•Conductclassfeedback.Askafew

studentstoreportbackontheir

discussions.Notedownanynewlanguage

ontheblackboard.

D,EandFExerciseD

•Readthewordsintheleftcolumnaloud,

Toreviewtheusefulmodelingcorrectpronunciationand

wordsandexpressionsmarkingwordstressontheblackboardif

necessary.

•Getstudentstodothematchingtaskand

checkanswersaroundtheclass.

•Askstudentsquestionsusingthewords,

suchas:Whatmarineanimalsdoyou

know?Whatkindofaccommodationdo

youstayinwhenyougoonholiday?

Whichoftheworld'snaturalareasarethe

mostfragileinyouropinion?

ExerciseE

•Dothefirstsentenceasaclass,stressing

thatstudentsmayneedtochangetheform

ofthewordorexpression.

•Allowstudentstochecktheiranswerswith

apartneraftercompletingthetask.

•Collectanswersaroundtheclass.

ExerciseF

•Challengestudentstoseewhocanbethe

firsttocompletethewordsearch.

•Fastfinisherscanwriteexamplesentences

usingthewordsintheboxes.

BeyondtheTextExerciseA

•Askstudentstolookatthepictureandto

Toimprovestudents5describewhattheysee.Thenreadthe

criticallythinkingrubricaloud.

ability•Givestudentsseveralminutestocomplete

theposterwiththeirownideas.

•Organizestudentsintosmallgroupsand

askthemtoexplaintheiranswerstoeach

other.

•Bringtheclasstogetheragain.Nominatea

fewstudentstopresenttheirposterstothe

restoftheclass.

ExerciseB

•Readtherubricaloudandnominatea

studenttoreadEXAMPLE.

•Monitorasstudentsdiscussthequestions

withtheirpartners,providingsupport

wherenecessary.

•Bringtheclasstogetherandaskafew

studentstosharetheirideas.Generateas

muchdiscussionaspossible.

ChatTimeToimprovestudents'ExercisesA&B

listening,speaking,•ForExerciseA,explaintostudentsthat

theywillhearaconversationinwhicha

writingandacting

volunteergetsadonationfromsomeone.

skillsthroughtheuse

Introducethekeywordsforthis

ofconversation

conversation.

•Tellstudentstolistencarefullyandto

writedownwhattheyhearintheblanks.

Ifnecessary,pausetheaudiosothat

studentshavetimetowrite.

•Havestudentspracticetalkingabout

charityusingthequestionsinExerciseB.

•HavestudentsreadthroughLANGUAGE

NOTE,whichteachesthemabout

4"non-governmentalorganization^^.

•Askstudentsiftheycannameanyother

NGOsandexplainwhattheydo.

ExerciseC

•Askstudentstothinkofdifferenttypesof

summervolunteerwork.Elicitasmany

suggestionsaspossibleandwritethemon

theblackboard.

•ReadtherubricandexpressionsinUseful

languagealoud,modelingcorrect

pronunciationandaskingstudentsto

repeat.

•Getacoupleofstudentstoread

EXAMPLEaloud.Circulateasstudents

performtheirownrole-plays,offering

supportwherenecessary.

•Bringtheclasstogetheragain.Getapair

ofstudentstoperformtheirrole-playto

therestoftheclass,whoshouldlistenand

givefeedback.

WritingToimprovestudents9ExerciseA

writingskillsandlearn•Elicitthedifferentsituationsinwhichyou

towriteamightneedtowriteaconsolationletter,

consolationlettersuchas:whenafriendhasexperienced

thedeathofafamilymember,whena

friendisillorhasbeeninvolvedinan

accident,whenafriendhasbeeninvolved

inanaturaldisaster.

•Getstudentstoreadtheletterandanswer

thequestion.Askstudentsquestionsto

checktheirunderstanding,suchas:What

kindofnaturaldisasterhasoccurred?

(humcane)HowdoesAndreknowabout

it?(He,sseenitonTV.)

ExerciseB

•Getstudentstoreadtheletteragainand

completethematchingtask.

•Allowstudentstochecktheiranswerswith

apartnerbeforeconductingfeedback.

ExerciseC

•Focusstudents9attentiononthe

expressionsintheboxesandgivestudents

theopportunitytoaskquestionsaboutany

unfamiliarlanguage.

•Allowstudentstoworkinpairsto

completethesentences.Collectanswers

aroundtheclass.

ExerciseD

•Readtherubricaloud.Askstudentsifthey

oranyoftheirfriendshaveever

experiencedflooding.Ifso,getthemto

describetheexperience.Elicitthekindof

supportthatavictimoffloodingmight

need.

•Readthroughtheexpressionstogether,

offeringexplanationswherenecessary.

•Circulateasstudentswritetheirletters.

Getthemtoexchangetheirfirstdraftwith

apartnerandtooffereachotherfeedback.

•Readafewofthebestlettersaloudtothe

wholeclass.Asyouread,getstudentsto

identifythedifferentpartsoftheletter,as

theydidinExerciseB.

GrammarToteachstudentshowExerciseA

tousepassivevoice•Writeanactivevoicesentenceonthe

blackboard,suchas:Iopenedthedoor.

Elicitthesentencestructure:Subject+

Verb+Object.Askstudentsifanyone

knowshowtochangeittopassive.Ifthey

cannot,thenshowthemontheblackboard

howitisdone.Makesureyouclearly

outlinethestructureforstudentstosee,

writingObject+beverb+p.pverb+(by

Subject)underneaththepassivesentence.

•Gothroughthebeverbformthatisused

foreachtense.Forextrapractice,youcan

writeactivesentencesontheblackboard

andhavestudentschangethemtopassive.

•Oncestudentsseemcomfortablewiththe

grammar,havethemcompletethe

exerciseandthenswitchbookstocorrect

theirmistakes.

ExerciseB

•Focusstudents'attentiononthepictures

andaskthemtodescribewhattheyseein

eachone.

•Dothefirstoneasanexample,thenget

studentstocompletetherestofthetask

alone.

•Allowstudentstochecktheiranswerswith

apartnerbeforeconductingclass

feedback.

MyStoryToimprovestudents9ExercisesA&B

listening•Tellstudentsthattheywillseeavideoin

whichrealpeopletalkaboutimportant

comprehensionand

issues.

speakingability

•Playthevideoandhavestudentscomplete

throughtheuseof

thetrueorfalsestatementsinExerciseA.

videoInsomecases,youmayneedtopausethe

videotohelpstudents.

•Havestudentstellyoutheanswers,

correctinganymistakes.Playthevideo

againandhavestudentsanswerthe

questionsinExerciseB,pausingthevideo

ifnecessary.

•Checkstudents5answers,correctingany

mistakes.

ExerciseC

•Givestudentsseveralminutestoreadthe

questionsandtonotedowntheirideas.

•Askstudentstosharetheirstorieswitha

partner.Circulateasstudentssharetheir

stories,notingdownanyinteresting

comments.

•Bringtheclasstogether.Generateasmuch

discussionaspossibleandwriteanynew

•languageontheblackboard.

课后学习设计

作业♦FinishalltheexercisesinUnit8.

♦Readthetextinthisunitagainandtryto

summariseitscontent.

♦Writeaconsolationletter.

课后总结与反思

补充教学资源

VocabularyBuilder

参考译文

汤姆：嘿，吉米，最近怎么样？

吉米：哦。嗨，汤姆。最近还好，我刚在本地收容所里做完志愿工作。

汤姆：在收容所里做志愿工作？我不知道你还在做这个。

吉米：是的，我每周去两次，周二和周四。

汤姆：真棒。你在那里做什么？

吉米：大多数时间是为无家可归的人提供食物。

汤姆：我觉得志愿工作是非常有意义的。

吉米：是的。你之前做过吗？

汤姆：没，还没有。

吉米：你应该找时间跟我一块去。下周二你有空吗？

汤姆：有空。

吉米：你应该过来。我想你会喜欢的。

汤姆：当然可以。下周二见。

ShowTime

参考译文

桑切斯夫人：您好？是的，我们在为本地女子收容所募集衣物。对于您

捐赠的任何东西，我们都将心存感激。今天一天我们都会

在这。非常感谢。我们期待收到您的捐赠物。再见。哦，

你好，娜奥米！最近怎么样？

娜奥米：挺好的。谢谢，桑切斯夫人。我给您的衣物募捐活动带了

点东西。

桑切斯夫人：哦，太感谢你了。

娜奥米：我有很多多余的衣服。我只是尽了绵薄之力。

桑切斯夫人：你真好，娜奥米。会有人对这些衣物心存感激的。

娜奥米：我能帮你做些什么吗？今天我不用工作，也没有课。您这

里需要志愿者吗？

桑切斯夫人：我需要你的帮助。让我想想。你介意帮我将衣服分类吗？

娜奥米：不，当然不介意。您想怎么分类呢？

桑切斯夫人：让我们把女衬衫、裤子和裙子分开。

娜奥米：好的。喔，快看。这条裙子真好看。

桑切斯夫人：很可爱对吧？你要知道，收容所里的妇女需要各种各样的

衣服。她们不仅需要穿休闲装，还需要穿职业装来参加面

试并穿一些好看的衣服去特殊场合。

赫克托：嗨，妈妈。嗨，娜奥米。

娜奥米：嗨，赫克托。

桑切斯夫人：哈喽，亲爱的。你是来帮忙的吗？

赫克托：是的，我在衣橱里找到了些我不需要的衣服。我想它们可

以用到你的衣物募捐活动中。

桑切斯夫人：哦，真的吗？你带了些什么？

赫克托：在这……我带了牛仔裤，几件T恤，还有……

桑切斯夫人：赫克托，你这样做很贴心，但这次的衣物募捐是针对妇女。

赫克托：你的意思是...？

桑切斯夫人：是的，妇女。

赫克托：好吧。

娜奥米：但是桑切斯夫人，我们不能用几件他的衣服吗？毕竟妇女

也会穿牛仔裤和衬衫。

桑切斯夫人：好吧，我想我们可以用到几件。但我有个更好的想法。

赫克托：什么想法？

桑切斯夫人：你为什么不为男子收容所组织一场衣物募捐活动？他们

也需要衣服。

娜奥米：这想法真棒！

赫克托：可是，我……

桑切斯夫人：好了，赫克托。每个人都要参与进来。不要忘了你是多么

的幸运。

赫克托：没错，你是对的，妈妈。肯定会有人需要这些衣服。

桑切斯夫人：这才是精神所在。您好？是的，我们在为女子和男子收容

所募集衣服。对于您捐赠的任何东西，我们都将心存感激。

嗯，是的，今天一天我们都会在这。非常感谢。我们期待

收到您的捐赠物。再见。

语言解析

1.Welookforwardtoreceivingyourdonation.

我们期待收到您的捐赠物。

1)lookforwardto:tobeexcitedandpleasedaboutsomethingthatisgoingto

happen期待，盼望

e.g.Mymothersayssheslookingforwardtomeetingyou.

我母亲说他盼望着与你见面。’

2)donation:n.something,especiallymoney,thatyougivetoapersonoran

organizationinordertohelpthem捐赠物

e.g.Wouldyouliketomakeadonationtoourcharityappeal?

你愿意响应我们的慈善呼吁捐款吗？

2.Ihavealotofextraclothes.

我有很多多余的衣服。

extra:adj.moreofsomething,inadditiontotheusualorstandardamountor

number额外的，另外的

e.g.Residentscanusethegymatnoextracost.

住客不必另外付费即可使用健身房。

3.Wouldyoumindhelpingmesorttheclothing?

你介意帮我将衣服分类吗？’

sort:utoputthingsinaparticularorderorarrangethemingroupsaccording

tosize,typeetc分类，整理

e.g.Theeggsaresortedaccordingtosize.

这些鸡蛋是按大小分类的。

4.Notonlydotheyneedcasualclothes,buttheyalsoneedprofessionalclothing

forjobinterviewsandniceclothesforspecialoccasions.

她们不仅需要穿休闲装，还需要穿职业装