新生代英語高級(jí)教程2Unit1-電子教案

教案課程名稱課時(shí)班級(jí)專業(yè)教師系部教研室新生代英語高級(jí)教程2教材《新生代英語高級(jí)教程2》教學(xué)計(jì)劃教學(xué)單元Unit1“Myscheduleiscrazy.”單元主題課時(shí)安8排●Studying●ShowTime“Myscheduleiscrazy.”●ReadingHowtostopprocrastinating?●ChatTimeIacedmychemistrytest.●Writing教學(xué)容Aschedule●GrammarTagquestions●MyStorySchedulesandroutines教學(xué)目標(biāo)教學(xué)活動(dòng)建議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.課后學(xué)習(xí)設(shè)計(jì)作業(yè)◆FinishalltheexercisesinUnit1.◆Readthetextinthisunitagainandtrytosummariseitscontent.◆Writeaschedule.課后總結(jié)與反思補(bǔ)充教學(xué)資源VocabularyBuilder參考譯文蒂姆：嗨，希拉里。這學(xué)期你的課程安排如？讓我想想，課程表在這兒了。看起來這學(xué)期會(huì)很忙。二和四上午有數(shù)學(xué)課。一、三和五下午有物理課。這兩門是我的必修課，因?yàn)槲覍W(xué)的是物理專業(yè)。希拉里：蒂姆：希拉里：那選修課呢？你還有其他課程嗎？有，我有一門羅馬史選修課，每五上午上課。你呢，蒂姆？你這學(xué)期的課程安排如？簡(jiǎn)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(huì)很忙。你說的一點(diǎn)兒沒錯(cuò)。蒂姆：希拉里：ShowTime參考譯文桑切斯夫人：赫克托：嗨，親愛的。學(xué)得怎么樣？說實(shí)話，媽媽，不怎么樣。桑切斯夫人：赫克托：真的嗎？出了什么問題？是漏掉了什么作業(yè)嗎？不是，媽媽。問題在于這噪音。噪音太大，我無法集中精力。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。我知道。只是這讓我很難集中精力，僅此而已。好吧。我們會(huì)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。喂？是你嗎，赫克托？出什么事了？沒事，只是……剛剛我正在用功學(xué)習(xí)！好吧，打擾了！今天你過得肯定很糟吧。是的，可以這么說。我不得不在我家廚房學(xué)習(xí)。這是為什么？我的父母！他們?cè)诳措娨暤臅r(shí)候喜歡把音量調(diào)得很大。這讓我很難集中精力。聽起來你需要一個(gè)更安靜一點(diǎn)的地學(xué)習(xí)。是的，你說的一點(diǎn)兒沒錯(cuò)。去圖書館學(xué)習(xí)怎么樣？這個(gè)想法不錯(cuò)。但什么時(shí)候去？我的課程可是很多的！我也是。就是因?yàn)檫@樣合理安排時(shí)間才變得更加重要。你是怎么做到的？桑切斯夫人：赫克托：桑切斯夫人：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：首先，我為自己制定了一個(gè)時(shí)間表。你做了個(gè)時(shí)間表寫著你在什么時(shí)間去什么地點(diǎn)學(xué)習(xí)？是的，我真的是這么做的。這會(huì)很有幫助。比如，在二和四的四點(diǎn)到六點(diǎn)，我在圖書館學(xué)習(xí)。五上午，我在這兒，也就是在家學(xué)習(xí)。每我都按著時(shí)間表進(jìn)行，風(fēng)雨無阻。這聽著跟上班差不多。赫克托：娜奧米：這確實(shí)跟上班差不多。這個(gè)比喻很貼切。你上班肯定不會(huì)遲到，對(duì)吧？赫克托：娜奧米：當(dāng)然不會(huì)！而且你也不會(huì)曠工一天不去工作。以同樣的式對(duì)待你的學(xué)習(xí)，你的成績(jī)就會(huì)提高。赫克托：娜奧米：這個(gè)建議很棒，。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(shí)間，你會(huì)感覺自己做事更有成效。相信我。我會(huì)嘗試一下。反正也沒什么好損失的了，對(duì)吧？祝你好運(yùn)。以后跟我說說你進(jìn)行得如。我會(huì)的?；亓摹：湛送校耗葕W米：赫克托：赫克托：娜奧米：赫克托：娜奧米：赫克托：喂，娜奧米。怎么了？哦，有件很重要的事忘記告訴你了。是嗎？什么事？別忘了也要為你的朋友抽出些時(shí)間！這對(duì)我來說可是最重要的事！語言解析1Soheturnsthevolumeupalltheway!所以他總是把音量調(diào)到最大!1)turnup：1tomakeamachinesuchasanoven,ducemoreheat,soundetc.開大，調(diào)高（機(jī)器的熱度、音量等）e.g.Turntheovenupto220℃.把爐子溫度調(diào)高到220攝氏度。2tosuddenlyappearafterhavingbeenlostorsearchedfor突然露面，重新出現(xiàn)e.g.Icouldn’tfindmywatchforages,butthenonedayitturnedupinacoatpocket.我有好長(zhǎng)時(shí)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)turndown:1tomakeamachinesuchasanoven,ducelessheat,soundetc.調(diào)低（機(jī)器的熱度、音量等）e.g.CanyoupleaseturntheTVdown?Ican’thearmyselfthink!請(qǐng)你把電視的聲音關(guān)小一點(diǎn)行嗎？我沒法靜下心來思考！2torefuseanoffer,request,orinvitation拒絕（提議、要求、邀請(qǐng)等）e.g.Shehasturneddownoffersfromseveraldifferentlawfirms.她拒絕了好幾家不同的律師事務(wù)所的聘請(qǐng)。2Whataboutstudyingatthelibrary?去圖書館學(xué)習(xí)怎么樣？whataboutdoingsomething：usedtomakeasuggestion提出建議、詢問消息或征求意見時(shí)使用，意為“……怎么樣”：e.g.Whatabout(goingfor)awalk?去散散步怎么樣？Whatabouthisqualificationfortheposition?他擔(dān)任這職務(wù)夠格嗎？3Yeah,youcouldsaythatagain.是的，你說的一點(diǎn)兒沒錯(cuò)?！皔oucouldsaythatagain”在口語中是比較常見的表達(dá)式，意為“你說的沒錯(cuò)/你說的完全正確/你說的對(duì)極了/我完全同意你的觀點(diǎn)”等：e.g.—It’sasuper-hotday!—Yeah,youcouldsaythatagain!l今天可真熱！l是的，你說的一點(diǎn)兒沒錯(cuò)！4Youwriteascheduleshowingwhenandwhereyou’regoingtostudy?你做了個(gè)時(shí)間表寫著你在什么時(shí)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.Thereisaladyaskingtoseeyou.有一位女士要求見你。Thegirlsittingbymysideismycousin.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.Thereweregrowingdoubtsaboutthevictorystatement.越來越多的人對(duì)這勝利的聲明表示懷疑。5Andyouwouldn’tskipadayofwork,either.而且你也不會(huì)曠工一天不去工作。skip：v.1)tonottodosomethingthatyouusuallydoorthatyoushoulddo故意略去，有意不出席（會(huì)議等）e.g.skipbreakfast/school/ameeting不吃早飯/逃學(xué)/逃會(huì)Heskippedworkagain.他又曠工了。2)tomoveforwardswithquickstepsandjumps蹦跳著走e.g.Mariaskippedalongathermother’sside.瑪麗亞在她媽媽身邊蹦蹦跳跳地向前走。6WhathaveIgottolose,right?反正也沒什么好損失的了，對(duì)吧？1)動(dòng)詞不定式作定語：e.g.I’llgoandgetsomethingtodrink.我去找點(diǎn)飲料。Heisanicemantoworkwith.他是個(gè)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,failure,intention,need,opportunity,plan,right,time等。e.g.Ihaven’thadchancetothinkyet.我還沒有時(shí)間考慮。Youhavenorighttodosuchathing!你沒有權(quán)利這樣做！Reading參考譯文如擺脫拖延癥有時(shí)我們都會(huì)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(gòu)物。這就是拖延癥的表現(xiàn)，它會(huì)影響到我們每一個(gè)人。那么如才能擺脫拖延癥呢？當(dāng)一項(xiàng)任務(wù)看起來很艱巨或是不可能實(shí)現(xiàn)時(shí)，我們經(jīng)常會(huì)去拖延時(shí)間。嘗試把任務(wù)分解為比較小的幾個(gè)部分。例如，與其想著“我要在今晚10點(diǎn)之前寫完論文，”不如告訴自己，“我計(jì)劃列個(gè)簡(jiǎn)短的大綱，往里面填充容，然后去查找引文?！绷硪恢匾蛩厥悄闼幍沫h(huán)境。如果在你工作的地有很多讓你分心的事物，這會(huì)很容易誘使你去拖延時(shí)間。在你工作的地有可能會(huì)讓你分散注意力的事物嗎（比如電視）？制作一寫有目標(biāo)和最后期限的時(shí)間表是幫助你擺脫拖延癥的好法。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(gè)合適的時(shí)機(jī)才開始工作，然而最合適的時(shí)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(gè)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，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.Weoftenprocrastinatebecauseataskseemstoobig,orimpossibletoachieve.當(dāng)一項(xiàng)任務(wù)看起來很艱巨或是不可能實(shí)現(xiàn)時(shí)，我們經(jīng)常會(huì)去拖延時(shí)間。procrastinate:v.todelaydoingsomethingthatyououghttodo,usuallybecauseyoudonotwanttodoit耽擱，拖延e.g.Peopleoftenprocrastinatewhenitcomestopaperwork.遇到文書工作，人們常常會(huì)拖拖拉拉。2.I’mgoingtomakeashortoutline,fillthatin,andthenlookforquotes.我計(jì)劃列個(gè)簡(jiǎn)短的大綱，往里面填充容，然后去查找引文。1)outline:1n.themainideasorfactsaboutsomething,withoutthedetails剛要，要點(diǎn)e.g.Adebtreductionschemewasagreedinoutline(=peopleagreedonitsmainpoints).債務(wù)削減計(jì)劃大致已經(jīng)商定。2v.todescribesomethinginageneralway,givingthemainpointsbutnotthedetails概述，提出……的剛要e.g.