新生代英语高级教程2 Unit 2_电子教案
《新时代高职英语(基础模块)2》教案第2课
《新时代高职英语（基础模块）2》电子教案问题导入提出问题，引导学生思考、讨论Why is Huawei so successful? In this passage, the author gives us part of the solution to this puzzle. According to the author, some values which define the culture of Huaiwei definitely help its success. These values include customer-first attitude, employee dedication, long-term thinking, and gradual decision-making. Lead the students to the text by asking the pre-reading questions:What are your impressions of Huawei?Which value do you support best for a company?课堂阅读播放"New Words and Phrases"视频（详见教材），讲解新单词播放视频"Text A"（详见教材），给学生5分钟阅读课文"The Key to Huawei’s Success"(详见教材)The whole text structurally goes like this: The author introduces the theme in the first paragraph—Huawei’s success is partly owing to the specific values. And then the author gives some detailed information about these values and a simple summmary. The text can be divided into three parts.阅读课文播放视频"Huawei—Who Are We"（详见教材）分析课文"The Key to Huawei’s Success"中的难句和语言点1 Strong leaders provide a sense of purpose for people, and Ren Zhengfei is no exception. (Para. 2)a sense of ……感，of后加名词e.g. a sense of urgency 紧迫感 a sense of humor 幽默感a sense of purpose 使命感e.g. People need to discover a sense of purpose.人需要去发现某种使命感。
新生代英语基础教程Unit 2
it’s__p_e_rf_e_c_t_ . 5 Almost everyone owns a pair of blue___je_a_n_s__ .
这是禁止游泳的告示牌。
Words & Expressions
size n. 尺码；大小；规模 e.g. John’s house is about the same size as ours.
约翰的房子和我们的差不多大。
Words & Expressions
sweater n. 毛线衫；针织衫
e.g. Wearing a sweater will keep us warm.
a
b
b 1 Hector says he saw a “Help Wanted” sign
c
outside.
a 2 Mr. Patel asks Mateo to put away some clothes.
d 3 Mr. Patel checks the clothes in the store.
D Label the following pictures with clothing words you have learned before.
(1)__d_r_e_s_s__
boots a
(3)__b_l_o_u_s_e_
c
(2)___sh_i_r_t__
b
新生代英语高级教程2+unit+1
教学设计课程名称新生代英语高级教程2教师教研室教材《新生代英语高级教程2》1教学计划教学单元Unit1“My schedule is crazy.”单元主题●Studying课时安排8教学内容●Show Time“My schedule is crazy.”●ReadingHow to stop procrastinating?●Chat TimeI aced my chemistry test.●WritingA schedule●GrammarTag questions●My StorySchedules and routines教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Focus students’attention on the learninggoals for the unit and explain that thefocus of this unit is on time management.●Ask students to look at the picture and todescribe what they see.(A student isworking on an assignment very late atnight.)Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings.Give studentsseveral minutes to complete the passage.2●Nominate students to read the passagearound the class.Ask students:Do youhave a schedule as busy as this?What’syour schedule like?Vocabulary Builder A and BTo teach students newvocabulary related tostudying ●Have students listen and repeat the wordsand the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is another word for homework?(assignment)What is the verb we use todescribe missing a class?(skip)What isanother word for student accommodation?(dormitory)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills●Tell students they will hear a conversationbetween a man and a woman who arediscussing their semester schedules.●There are a few words in the conversationyou may need to teach.They are physics,elective and Shakespeare.Write thesethree words on the blackboard.Askstudents:Which one is a famous writer?(Shakespeare)You can also ask studentsto tell you the names of some famousShakespeare plays.Then ask students:Which one is a kind of science?(physics)You may want to add that Newton is themost famous figure in the history ofphysics.Students will probably have heardof the story of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose.Askstudents if they have any elective classes.●Play the audio,twice if necessary.Pausethe audio so that students have time to fill3in the blanks.DTo improve students’speaking and comprehension skills ●Read the rubric aloud and check thatstudents understand the task.●Organize students into pairs.Challengethem to see who can be the first tocomplete the puzzle,but don’t allow fastfinishers to reveal their answers to theirclassmates.●As a possible extension task,get studentsto write sentences about themselvescontaining the words from this activity.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to readthrough each statement and to decide if itis true or false.●For Exercise C,play the video again.Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi.For an extensionactivity,you can also have students rewritethe conversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word or expression.●Check the answers for Exercises B,C,andD.Students can exchange books and listenas you go through the answers.Reading A and BTo improve students’readingExercise A●Ask students to describe the picture.Thenread the headline aloud.If students don’tknow the meaning of the word4comprehension procrastinating,tell them to guess whatthey think it means.Elicit thatprocrastinate means putting off doingsomething until a later date.Ask studentsto tell you whether or not theyprocrastinate and get them to describe thesituations in which they are most likely toprocrastinate.●Give students several minutes to read thetext.Encourage students to refer toWORDS&EXPRESSIONS.●Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback.Exercise B●Get students to look at the statements.They should then read the text again,anddecide whether the statements are true orfalse.●Check answers around the class.C,D and ETo review the useful words and expressionsExercise C●Challenge students to see who can be thefirst to match the words to the definitions.●Fast finishers should write sentencescontaining the words in the left column.They should then blank out the words andread the sentences aloud to another fastfinisher,who should listen and provide themissing words.●Check answers orally,focusing on correctpronunciation of the words.Exercise D●Read the words and expressions in theboxes aloud.Ask students to complete thesentences.Allow them to check theiranswers with a partner before reading thesentences around the class.●Personalize the new language by askingstudents questions,such as:Whatbest-selling books have you read?Whenyou make a plan,do you find it difficult tostick to it?When were you last tempted toprocrastinate?5Exercise E●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.●When everyone is ready,play the audio ofthe definitions.●When someone calls out“Bingo”,see if he/she can remember the definitions for thewords in their row.Beyond the TextTo improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A●Read what Olivia says to the class.Thenget a student to read the advice aloud.Askstudents whether or not they agree with theadvice,and whether they have anydifferent or better suggestions.●Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick.After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’s advice. Exercise B●Give students several minutes to read thequotes and sayings.Allow them to askquestions about any new or unfamiliarwords.●Organize students into pairs to completethe task.Monitor as students share theirideas,offering support where necessary.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.●Tell students to listen carefully and towrite down what they hear in the blanks.Ifnecessary,pause the audio so that studentshave time to write.●Have students practice talking about6Writing To improve students’writing skills andlearn to write ascheduleExercise A●Tell students that they are going to putsome of the skills they have learned in thisunit into practice,by writing a schedule.●Give students several minutes to skim thenotes and to match them to the scheduleentries.●Allow students to check their answers witha partner before conducting classfeedback.Exercise B●Focus students’attention on the headingsand elicit their meanings.●Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.●Check answers orally.For each heading,studying using the questions in Exercise B.●Have students read through LANGUAGENOTE,which teaches the idiom“to turnover a new leaf.Ask students:Have youever turned over a new leaf?What did youwant to change?Were you successful?Why(not)?Exercise C●Read the rubric aloud and direct students’attention to the clues.As a class,readthrough the expressions in Usefullanguage,focusing on the correctpronunciation,sentence stress andintonation.●Organize students into pairs and get themto work on their role-plays.Circulate asstudents do this,listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.Conduct class feedback,taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.7ask students to suggest a couple morepossible schedule entries.Exercise C●Get students to look at Kara’s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.●Do the first schedule entry in Exercise Btogether,as an example.Students shouldcomplete the rest of the task alone.Monitor,offering support wherenecessary.●Bring the class together again.Go throughthe schedule,asking students to tell youwhat they wrote and where they wrote it. Exercise D●Ask students:What do you need to do thisweek?Ask them about their daily life,school and their part-time job.Tellstudents about some of the things you needto do this week.●Get students to make notes under theheadings.Ask a couple of students toreport back on what they have written. Exercise E●Get students to put their notes into theschedule.Remind them that they onlyneed to write the most importantinformation.●Monitor as students complete the task,offering support where necessary.●When students have completed the task,display the schedules on the screen and getstudents to look at each other’s schedule.Ask students:Who has the busiestschedule?Grammar To teach students howto use tag questionsExercise A●Start by explaining that tag questions areused in two situations.In the firstsituation,you are not sure something istrue,but want to make sure.In this casewhen you speak,your voice will rise.Write an example on the blackboard,such8as:You aren’t my student,are you?↗●Explain that we also use tag questionswhen we want to confirm something weknow is true.●In this case,your voice will go down whenyou speak.Write an example on theblackboard,such as:You don’t have asister,do you?↘●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Ask students to look at the picture and todescribe what they see.(A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)●Elicit when we use tag questions.(Whenwe want to check conversation or elicit aresponse from our conversational partner.)●Read the rubric plete the firsttag question together with students as anexample.●Get students to complete the rest of theconversation.Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class. 9My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video inwhich real people talk about what they doin their free time.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the videoagain and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Give students several minutes to read thequestions and to think about their answers.●Organize students into pairs.They shouldtake it in turns to ask and answer thequestions.●Circulate,encouraging students to usesome of the new words and expressionsthey have learned in this unit.●Ask a few students to report back on theirdiscussions.Write down any newlanguage on the blackboard.课后学习设计作业◆Finish all the exercises in Unit1.◆Read the text in this unit again and try tosummarise its content.◆Write a schedule.课后总结与反思10。
新生代英语高级教程2 Unit 4_电子教案(精选.)
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》补充教学资源Vocabulary Builder参考译文男：你好。
女：欢迎来到全美银行。
有什么能为您服务的吗？男：我想开立一个银行账户。
女：您想开什么类型的账户呢？男：我需要开一个活期存款账户。
女：您还需要开一个储蓄账户吗？男：是的，需要。
你们有高息定期存款账户吗？女：有。
对于10万美元或以上的存款，我们会提供1%的利息。
该账户最短储蓄时间是一年。
男：我明白了。
让我考虑一下。
可以先给我开立活期存款账户和储蓄账户吗？女：当然可以。
今天您需要各存储至少50美元在两个账户里。
男：今天我会在两个账户分别存储100美元。
我能在线登录这两个账户吗？女：可以。
在我开通账户后会把登录信息给您。
男：谢谢。
Show Time参考译文娜奥米：桑切斯先生？打扰了。
桑切斯先生：娜奥米！来，进来请坐。
娜奥米：谢谢您。
桑切斯先生：有什么能帮助你的吗？娜奥米：我想开立一个账户。
桑切斯先生：那你可来对地方了。
这方面我肯定能帮助到你。
你想开立活期存款账户还是储蓄账户？娜奥米：今天我想先开立一个活期存款账户。
储蓄账户我以后再开。
桑切斯先生：首先，我需要问你几个问题。
娜奥米：好的。
桑切斯先生：能告诉我你的全名吗？娜奥米：包括中间名吗？桑切斯先生：如果你不介意的话。
这是用于身份鉴定。
娜奥米：我的全名是娜奥米∙玲子∙高山。
桑切斯先生：玲子怎么拼？娜奥米：R-E-I-K-O。
桑切斯先生：你生日是什么时候，娜奥米？娜奥米：我的生日是1990年5月1日。
桑切斯先生：我需要你的社会安全号码或是驾驶证号码。
这两个号码你能提供哪一个？娜奥米：我可以给你我的驾驶证号码。
是135XX2887。
桑切斯先生：可以再说一遍吗？娜奥米：135XX2887。
桑切斯先生：谢谢。
你想在账户里存多少钱？娜奥米：我想先存500美元。
桑切斯先生：你要用现金支付吗？娜奥米：是的，我带了现金。
大学英语综合教程2unit2电子教案
一、教学课题Unit 2: Great Inventions二、教学目的1. 培养学生阅读理解能力，提高对科技发明类文章的阅读兴趣。
2. 扩大学生词汇量，掌握与科技发明相关的常用词汇和短语。
3. 提高学生的听说能力，通过角色扮演等活动，使学生能够运用所学知识进行交流。
4. 培养学生的写作能力，通过写作练习，使学生能够运用所学语法和词汇表达自己的观点。
三、课时分配1. 阅读理解：2课时2. 听力训练：1课时3. 口语表达：1课时4. 写作练习：1课时四、教学重点1. 理解文章大意，掌握文章结构。
2. 掌握与科技发明相关的词汇和短语。
3. 学会运用所学知识进行口语和书面表达。
五、教学难点1. 理解文章中的复杂句型。
2. 准确运用所学词汇和短语进行口语和书面表达。
六、教学过程第一课时：阅读理解1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。
2. 阅读课文：学生自主阅读课文，了解文章大意，掌握文章结构。
3. 翻译练习：学生翻译文章中的重点句子，巩固词汇和语法知识。
4. 课堂讨论：针对文章中的关键问题进行讨论，加深对文章内容的理解。
第二课时：听力训练1. 导入新课：通过播放一段与科技发明相关的英语听力材料，激发学生的兴趣。
2. 听力练习：学生听录音，回答问题，提高听力理解能力。
3. 课堂讨论：针对听力材料中的关键问题进行讨论，加深对内容的理解。
第三课时：口语表达1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。
2. 角色扮演：学生分组进行角色扮演，模拟科技发明场景，运用所学知识进行交流。
3. 课堂讨论：针对角色扮演中的问题进行讨论，提高口语表达能力。
第四课时：写作练习1. 导入新课：通过展示一些科技发明案例，激发学生的写作兴趣。
2. 写作指导：教师讲解写作技巧，指导学生如何运用所学知识进行写作。
3. 写作练习：学生根据所学知识，撰写一篇关于科技发明的短文。
新生代英语高级教程2 Unit 1_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
这学期你的课程安排如何？希拉里：让我想想，课程表在这儿了。
看起来这学期会很忙。
周二和周四上午有数学课。
周一、周三和周五下午有物理课。
这两门是我的必修课，因为我学的是物理专业。
蒂姆：那选修课呢？你还有其他课程吗？希拉里：有，我有一门罗马史选修课，每周五上午上课。
你呢，蒂姆？你这学期的课程安排如何？蒂姆：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。
希拉里：你说的一点儿没错。
Show Time参考译文桑切斯夫人：嗨，亲爱的。
学得怎么样？赫克托：说实话，妈妈，不怎么样。
桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？赫克托：不是，妈妈。
问题在于这噪音。
噪音太大，我无法集中精力。
桑切斯夫人：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。
11赫克托：我知道。
只是这让我很难集中精力，仅此而已。
桑切斯夫人：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。
赫克托：喂？娜奥米：是你吗，赫克托？出什么事了？赫克托：没事，只是……刚刚我正在用功学习！娜奥米：好吧，打扰了！今天你过得肯定很糟吧。
赫克托：是的，可以这么说。
我不得不在我家厨房学习。
娜奥米：这是为什么？赫克托：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。
娜奥米：听起来你需要一个更安静一点的地方学习。
赫克托：是的，你说的一点儿没错。
娜奥米：去图书馆学习怎么样？赫克托：这个想法不错。
但什么时候去？我的课程可是很多的！娜奥米：我也是。
就是因为这样合理安排时间才变得更加重要。
赫克托：你是怎么做到的？娜奥米：首先，我为自己制定了一个时间表。
赫克托：你做了个时间表写着你在什么时间去什么地点学习？娜奥米：是的，我真的是这么做的。
新生代英语基础教程2 Unit2_电子教案
教案课程名称新生代英语基础教程2 课时 _____________________ 班级 _____________________ 专业 _____________________ 教师 _____________________ 系部 _____________________ 教研室 _____________________教材《新生代英语基础教程2》1234567补充教学资源VOCABULARY BUILDER8SHOW TIME➢语言解析1. Can you put them away for me, please? 你能帮我收起来吗？put away①（使用完毕）将某物收起或放入箱子、抽屉等中e.g. Put your toys away in the cupboard, when you have finished playing.你把玩具玩完了以后放进柜子里去。
②存（钱）以备他日之需e.g. She’s got a few thousand pounds put away for her retirement.她存了几千镑以备退休只用。
③吃，喝（大量食物或饮料）e.g.I don’t know how he manages to put it all away.我真不知道他怎么吃得这样多。
2. Are you looking for salesclerks? 你们是要招聘售货员吗？look for 盼望或期待某事物e.g. We shall be looking for an improvement in your work this term.我们期待你这学期功课进步。
3. But do you think you have what it takes to be a sales clerk?9但是你觉得你可以胜任吗？take “需要，要求”，不用于被动语态，常与it连用。
e.g. It takes stamina to run marathon. 跑马拉松需要耐力。
新时代明德大学英语电子教案Book2-Unit2
Living with Integrity
Quotes
Core Value Focus
Exploring the Core Value
Reading A Seminar on the Core Value
CONTENT
Reading B
Workshop on Translation and Writing
Skills Focus
目录页
R
Reading Identifying the details that explain an idea Listening Taking notes on a story that elaborates on an idea Speaking Narrating a story Writing Explaining your idea with a story
目录页
Text
7 6. Showing respect to everyone Respect is often considered something that must be earned, but someone with integrity gives respect to everyone they meet. Someone with true integrity knows that everyone deserves respect and deserves to be treated like a human being. People with true integrity will never be caught being rude to waiters or customer service workers.
外研社新生代英语入门教程(第二版)教学课件__U2
magazine n. 杂志
e.g. She is an editor of a popular magazine. 她是一本流行杂志的编辑。
WORDS & EXPRESSIONS
notebook n. 笔记本
e.g. He drew out his notebook and began to take notes. 他掏出笔记本开始记笔记。
•F
• Work in a group. Draw
your classroom.
2 Lesson What are you doing?
A Look at the picture and guess: What are they doing?
WORDS & EXPRESSIONS magazine notebook pen pencil in the back of
LANGUAGE NOTE
They are standing. They are talking.
He is sitting. He is writing.
•E
• Write four sentences
about your classmates.
GRAMMAR NOTE
EXAMPLE
John is sitting.
book
computer
chair
desk table
•c
• Listen and Write.
Dear class, may I have your attention, please? I want to give you a quick tour of the classroom. Listen and see if you can find the items I will describe to you. The (1)blackboardis in the front of the classroom. We can move the (2) tables in the classroom when we do group work. If you need to borrow a book, go to the (3) bookcase. Please use the (4) trash can whenever necessary.
新生代英语高级教程2Unit2_电子教案
教案课程名称新生代英语高级教程 2 课时班级专业教师系部教研室教材《新生代英语高级教程2》1教学计划教学Unit2“It’sfasterandmoreexpensive.单元单元主题ComputersShowTime“It’sfasterandmoreexpensive. ”Reading教Screentime,allthetime!ChatTime学HowdoIprint?内Writing容InstructionsforacomputerGrammarComparativeandsuperlativeadverbsMyStoryUsingtechnology ”课时8 安排教学目标Warm-up Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner教学活动建议Tellstudentsthatthefocusofthisuni tisoncomputersandsocialmedia. Askstudentstothinkaboutwhatfactors theywouldconsiderifchoosingacomput erforthemselves.Getacoupleofstuden tstosharetheirthoughts. Readtherubricaloudandgivestudentsse veralminutestocompletethematchingt ask.Thengetstudentstosharetheirrea sonswithapartner.2VocabularyBuilder AandBToteachstudentsnewvocabularyrelatedtocomputersCToimprovestudentslisteningandcomprehensionskillsNominateacoupleofstudentstoreportbackontheirchoicesandreasons.Havestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whichwordmeansaportablecomputer?(laptop)Whatisthepartofthecomputerwetypeon?(keyboard)Whatisthepartofthecomputerthesoundcomesoutof?(speakers)Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.Givestudentsseveralminutestoskimtheconversation.Elicitwhatthetwofriends’aretalkingabout(computers).Askstudent s:WhatkindofcomputerdoesKevinhave?WhatkindofcomputerdoesJennywant?Allowstudentstocheckthemeaningofanyunfamiliarlanguage.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.D Toimprovestudentsspeakingandcomprehensionskil lsAskstudentstolookatthediagram.Readtherubricandcheckthatstudents’understandthetask.Organizestudentsintopairs.Challengethemtoseewhocanbethefastesttocompletethediagram.Collectanswersaroundtheclass,wrid.As tinganynewlanguageontheblackboar3ShowTime AToteachstudentsspeakingskillsthroughtheuseofpicturesB,CandDToimprovestudentslisteningcomprehensionthroughtheuseofvideoReading A,BandCToimprovestudentsreadingcomprehensionstudentsgiveyoutheiranswers,elicitthecorrectpronunciation.Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.ForExerciseB,askstudentstoreadthrougheachstatementandtowritethe’correctword.ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofMr.SanchezandtheotherasMrs.Sanchez.Foranextensionactivity,studentscanrole-playdescribingtheircomputers,usingthewordsandexpressionslearnedinthisunit.ForExerciseD,havestudentsreadthrougheachsentenceandthenputtheeventsinorder.ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.ExerciseAReadthetext ’sheadingaloudtostudents ’andelicitwhat“screentime”means.(Itmea nsthetimespentstaringatacomputerorphonescreen.)Askstudentstolookatthepictureswhichelicitwhatmightbehappeningineachstory.Getstudentstoreadthetext,referr ingtoWORDS&EXPRESSIONStohelpthe mwithunfamiliarlanguage.Askthemwhethertheirpredictionsaboutthepictureswerecorrect.4D,EandF Toreviewtheuseful wordsandexpressionsAskstudentstoreadthestatementsandtodecidewhethertheyaretrueorfalse.Checkanswersaroundtheclass,askingstudentstocorrectthefalsestatements. ExerciseBReadtherubricaloud,stressingthefactthatstudentscanuseamaximumofthreewords.Askstudentstoreadthetextagainandcompletethesentences.Allowstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoreadthesentences.ExerciseCGetstudentstoanswerthequestions,allowingthemtorefertothetextagainifnecessary.Checkanswersaroundtheclass. ExerciseDGetstudentstomatchthewordstoformcollocationsfromthetext.Checkanswersaroundtheclass,elicitingthemeaningofeachcollocation.Askstudentstocompletethesentences.Fastfinishersshouldwriteexamplesentencescontainingthecollocationsandthenblankthecollocationsout.Theywillreadthesentencesaloudtoapartner,whoshouldlistenandsupplythecorrectcollocations. ExerciseEReadtherubricaloud.Dothefirstexampleasaclass,beforegivingstudentsseveralminutestocompletetherestoftheactivitybythemselves.Collectanswersaroundtheclass.Personalizethenewlanguagebyaskingstudentsquestions,suchas:Howdoyouknowwhensomeoneislove-struck?WhatkindofprogramwillhaveyoionontheInternetrecently? ugluedtotheTV?Whathascausedasensat5BeyondtheText Toimprovestudentscriticallythinkingabilityandencourag ethemtolearnalesson fromthetext ExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirstpairtocompletethecrossword.Goovertheanswersasaclass.ExerciseAReadtherubricandJackson ’spostaloud’tostudents.GetstudentstoreadPatrick’scomment.Askthemtodecidewhetherornottheyagreewithitandgetacoupleofstudentstosharetheirthoughts.AskstudentstowriteareplytoPatrick ’s comment.Youmayelicitpolitewaysofagreeinganddisagreeingwithanonlinecommentbeforeaskingstudentstoworkontheirreplies.Getacoupleofstudentstosharetheirreplieswiththerestoftheclass.AskstudentstothinkoftheircommentstoJackson’spost,suchas:Isthissomethingyou’veheardaboutbefore?Whatdoyouthinkcouldbedonetostopemployeesdoingthiskindofthing?What ’syour opinionofpeoplewhodothis?Afterdiscussion,getstudentstowritetheircommentsinthecorrespondingbox.Nominateacoupleofstudentstoreadtheircommentstotherestoftheclass.ExerciseBReadtherubricaloudtostudentsandmakesuretheyunderstandthetask.Elicitthemeaningoftheexpression“grayarea”It.(meanssomethingwhichcannotbeplacedclearlyintothecategoriesgiven.)Whenstudentshavecategorizedthebehaviors,givethemseveralminutestosharetheirthoughtswithapartner.Conductclassfeedback,makingsurethatstudentsgivereasonsfortheirchoices.Generawriteanynewlanguageontheblackboard. teasmuchdiscussionaspossibleand6ChatTime Toimprovestudentslistening,speaking,writingandactingskillsthroughtheuseofconversationWriting Toimprovestudentswritingskillsandlearntowriteinstructionsforacomputer Exercises’A&BForExerciseA,explaintostudentsthattheywillhearaconversationinwhichtwopeoplediscussatechnicalproblem.Introducethekeywordsforthisconversation.Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingaboutcomputersusingthequestionsinExerciseB.HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“fingerscrossed”.Askstudentstotellyouaboutanyluckyexperiencestheyhavehadrecently.ExerciseCReadtherubricaloudanddirectstudents ’attentiontoUsefullanguage.Elicitsomedifferentwaysofaskingforhelp,suchas:Canyougivemeahand?Doyouhaveaminute?Ineedabitofhelp.Makesurestudentsknowhowtothanksomeonefortheirhelp,andhowtoacknowledgeadvice,suchas:Thankssomuchforyourhelp!Igive’thatllago.Whydidn’tIthinkofthat?Thankyou!Monitorasstudentsrole-playtheirconversations,offeringsupportwherenecessary.Chooseaconfidentpairtoperformtheirconversationtotherestoftheclass.Exercise’ATellstudentsthattheyareg oingtopracticewritingins tructions. Elicitwhatishappeningineachpi cture.Givestudentsseveralminutestoputthepicturesinthecorrectorder.Checkanswersasaclass. ExerciseBReadtherubricaloudandmakesure7studentsunderstandthattherearetwopartsinthisexercise.Monitorasstudentscompletethetask,offeringsupportwherenecessary.Checkanswersaroundtheclass.Elicitwhatmakestheseinstructionsclearandeasytofollow.(Theyareshortandconcise,andtheverbcomesatthebeginningofeachinstruction.)ExerciseCReadthewordsandexpressionsintheboxesandcheckthatstudentsunderstandtheirmeanings.Getstudentstocompletethetask.Allowthemtochecktheiranswerswithapartnerbeforereadingthelistaroundtheclass.Fastfinisherscanbechallengedtothinkoffivemoredosanddon ’tsforcomputerusage.ExerciseDElicitsomeofthelanguagestudentswillneedbeforetheystartwriting.Askstudents:WhatdoIneedtodoifIwanttoswitchoffalaptopcorrectly?Elicitwhatstudentsneedtobearinmindwhenwritinginstructions,suchas:Theinstructionsneedtobeclearandconcise,andtheimperativeformoftheverbshouldgoatthebeginningofeachsentence.Circulateasstudentswritetheirinstructions,offeringsupportwherenecessary.Choosesomeclearsetsofinstructionsandshowthemtotheclass.8Grammar Toteachstudentshowtousecomparativeandsuperlativeadverbs ExerciseAStartbyexplainingthatweusecomparativewhencomparingtwothingsandsuperlativewhenwewanttocomparethreeormorethings.Writeasentenceofeachontheblackboard.Forexample,youlookattheheightofstudentsinyourclassandthenmakesentences,suchas:JohnnyistallerthanPeter.Simonisthetallestintheclass.Makesuretoemphasizethatweuse“than”withthecomparativeand“the”withthesuperlative.Teachthespellingrulesforeach.Ifyouwanttopracticemore,youcanbringpicturesofobjectsorrealobjectstoclassandhavestudentscomparethem.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBBeginbyelicitingthedifferencebetweenthecomparativeandsuperlativeforms.Askstudentstoskimtheletter.Askgeneralquestionstochecktheircomprehension,suchas:WhatisFangdoingnextyear?WhyisSophiawritingtoher?Completethefirstblanktogetherasaclass.Thengetstudentstocompletetherestoftheletterchoosingthecomparativeorsuperlativeformofthewords.Readthecompletedletteraroundtheclass.9MyStory Toimprovestudentslisteningcomprehensionandspeakingabilitythroughtheuseofvideo Exercises’A&BTellstudentsthattheywillseeavideoinwhichrealpeopletalkabouthowtheyusetechnology.PlaythevideoandhavestudentscompletethetrueorfalsestatementsinExerciseA.Insomecases,youmayneedtopausethevideotohelpstudents.Havestudentstellyoutheanswers,correctinganymistakes.PlaythevideoagainandhavestudentsanswerthequestionsinExerciseB,pausingthevideoifnecessary.Checkstudents’answers,correctinganymistakes.ExerciseCReadthequestionsaloud.Givestudentsseveralminutestothinkabouthowthey ’ll answereachquestionandtotakesomenotes.Organizestudentsintopairstoaskeachotherquestionsandtosharetheiranswers.Nominateafewstudentstoreportbackontheirpartners ’answers.课后学习设计作业FinishalltheexercisesinUnit2.Readthetextinthisunitagainandtrytosummariseitscontent.Writeinstructionsforacomputer.课后总结与反思10补充教学资源VocabularyBuilder参考译文凯文：嗨，珍妮。
新技能英语高级教程2课件
新技能英语高级教程2课件Unit 2: The Global Village.The rapid development of science and technology has brought about profound changes in the way we live, work,and interact with the world around us. One of the most significant changes has been the emergence of the global village, a term coined by Canadian communication theorist Marshall McLuhan in the 1960s. The global village refers to the interconnectedness and interdependence of people and nations around the world, facilitated by advancements in transportation, communication, and information technology.Transportation and the Global Village.One of the most important factors that has contributedto the rise of the global village is the development of modern transportation systems. In the past, travel was a slow and arduous process, which limited the ability of people to interact with those from other parts of the world.Today, however, thanks to advances in aviation, shipping, and rail transportation, it is possible to travel anywherein the world in a matter of hours or days. This ease of travel has made it possible for people from different cultures and backgrounds to meet, exchange ideas, and learn from one another.Communication and the Global Village.Another major factor that has contributed to the riseof the global village is the development of modern communication technologies. In the past, communication was limited to letters, which could take weeks or even monthsto reach their destination. Today, however, thanks to technologies such as the telephone, email, and the internet, we can communicate with anyone in the world almost instantaneously. This speed and ease of communication has made it possible for people to build relationships, share information, and collaborate on projects with others from around the globe.Information Technology and the Global Village.The third major factor that has contributed to the rise of the global village is the development of information technology. In the past, access to information was limited to those who had access to libraries or other physical repositories of knowledge. Today, however, thanks to the internet and other digital technologies, anyone with an internet connection can access a vast and growing body of information. This democratization of information has madeit possible for people from all over the world to learn about different cultures, perspectives, and ideas.The Benefits of the Global Village.The rise of the global village has had a number of positive benefits for the world. First, it has led to increased understanding and cooperation among people from different cultures and backgrounds. By interacting with people from other parts of the world, we can learn about their customs, beliefs, and values. This can help us to break down stereotypes and prejudices, and to build bridges between different cultures.Second, the global village has led to increased economic growth and prosperity. The ease of communication and transportation has made it possible for businesses to reach new markets and to collaborate with partners from around the world. This has led to increased trade, investment, and economic growth.Third, the global village has led to increased awareness of global issues. The internet and other digital technologies have made it possible for people from all over the world to share information about important issues such as climate change, poverty, and human rights. This increased awareness has led to greater public pressure for action on these issues.The Challenges of the Global Village.While the global village has brought about a number of positive benefits, it has also created some challenges. One challenge is the spread of misinformation and disinformation. The ease with which information can beshared online has made it possible for false and misleading information to spread quickly and widely. This can lead to confusion, mistrust, and even violence.Another challenge is the digital divide. While the internet and other digital technologies have made it possible for people from all over the world to connect with each other, there are still many people who do not have access to these technologies. This creates a digital divide between those who have access to information and those who do not.Finally, the global village can lead to a sense of alienation and isolation. The constant barrage of information and the endless possibilities for connection can be overwhelming. This can lead to a feeling of being disconnected from the real world and from the people around us.Conclusion.The global village is a complex and ever-changingphenomenon. It has brought about a number of positive benefits, but it has also created some challenges. As we move forward into the future, it is important to be aware of both the benefits and the challenges of the global village. By working together, we can harness the power of technology to create a more just, equitable, and sustainable world for all.。
新生代英语基础教程2Unit1_电子教案
教案课程名称新生代英语基础教程2 课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2》补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1. Actually, this photo was taken a long time ago.事实上，这照片是很久以前拍的。
该句是一般过去时的被动语态结构。
在三种情况下常用被动语态：1）强调动作的承受者，而不强调施动者；2）不必提及施动者；3）不知道施动者。
1) 一般现在时的被动语态的构成：主语+ is/are+动词的过去分词e.g. This room is cleaned every day by Mary.2) 一般过去时的被动语态的构成：主语+was/were+动词的过去分词e.g. The laptop was stolen by him.2. How interesting. 好有趣啊。
How nice to meet you, Naomi. 娜奥米，见到你真高兴。
由how引导的感叹句，其句子结构分为三种：1) How+形容词/副词+主语+谓语。
如：e.g. How careful she is! 她多么细心啊!How fast he runs! 他跑得多快啊!2) How+形容词+a/an+可数名词单数+主语+谓语e.g. How beautiful a girl she is! 她是个多么漂亮的姑娘啊!3) How+主语+谓语e.g. How time flies! 光阴似箭!3. Yes, but you have your mother’s smile. 是的，但你的笑容和你妈妈一样。
《 新生代英语高级教程2》教案unit6
课程名称新生代英语高级教程2课时班级专业教师系部教研室教材《新生代英语高级教程2》补充教学资源Vocabulary Builder参考译文男：我有跟你说我的新爱好吗?女：没有，是什么?男：我开始对摄影感兴趣了。
女：摄影?什么类型的?男：其实，我喜欢给食物拍照片。
女：食物?听着有些无聊。
男：不!其实这非常酷。
我去餐馆给我点的食物拍照。
然后我把照片发布在我的博客上，并点评这些食物。
女：哦，所以这些照片是用来写餐馆评论。
有点意思……博客叫什么名字? 男：叫作“吃喝在纽约”。
你可以用谷歌搜索一下。
女：我会的!期待看你发布的文章。
Show Time 参考译文语言解析1.We take turns asking questions.我们轮流回答问题。
take turns: if two or more people take turns doing work,using something etc, they do it one after the other, for example in order to share the work or play fairly 轮流，依次；后可接动词ing或to do形式e.g. The students were taking turns Reading aloud.学生正在轮流朗读。
Dan and I usually take turns to cook.我和丹通常轮流做饭。
2.Well,let's start with Geography,because that's my specialty.好的，让我们先从地理开始，因为这是我的长项。
specialty: n.a subject or job that you know a lot about or have a lot of experience专长，专业e.g.Johnson's specialty is medieval European history.约翰逊的专业是中世纪欧洲史。
最新版创新高职英语基础教程实用2册精品电子教案unit2
A4 Text.
English Learning Boom in Society
A recent survey shows that 90% of Chinese think there is an English learning boom in society. Nearly half of the respondents to the survey say that English is an essential tool for people living in modern society. What do people learn English for? When such question is posed to the respondents, 83% of them say learning English can help one find a good job; 65.4% of the respondents say it can help one to pass various exams; and 62% of them say English can help people to get a promotion4 easily. 73.5% of the respondents to the survey think English is useful in their work. As people around the world carry out much closer communications than ever before, no one will neglect the importance of English learning, they say.
A4 Text.
新生代英语高级教程2+unit+4_教学设计
ห้องสมุดไป่ตู้教学设计
课程名称新生代英语高级教程2
教师
教研室
教材《新生代英语高级教程2》
教学计划
教学
单元
Unit4“I’d like to open an account.”
单元
主题
Opening a bank
课时安排
8
教
学
内
容
Show Time
“I’d like to open an account.”
Reading
Vocabulary Builder
Aand B
To teach students new vocabulary related tobank
Have students listen and repeat the words and the expression, teaching the definition foreach one. You can check their comprehension by asking questions, such as: What do youneed to prove you can drive a car? (driver’s license) What word do we use to describe theleast amount of something? (minimum) What word means“to take money out of the bank”?(withdraw) What is an international travel document? (passport)
新生代英语高级教程2-Unit-1-电子教案 优质文档 新
Ask students to look at the picture and to describe what 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.
Nominate students to read the passage around the class. Ask students: Do you have a schedule as busy as this? What’s your schedule like?
Vocabulary Builder
教 案
课程名称新生代英语高级教程2
课 时
班 级
专 业
教 师
系 部
教 研 室
教 材《新生代英语高级教程2》
教学计划
教学
单元
Unit 1“My schedule is crazy.”
单元
主题
Studying
课时安 排
8
教
学
内
容
Show Time
新生代英语基础教程2_Unit 2_测试卷附答案
Unit TestUnit 2 “Can I help you?”Part 1 Listening ComprehensionSection AA. Listen to the conversation. Then choose the best answer to complete each sentence.1. The customer wants to return a ________.A. DVDB. DVD playerC. radio2. The customer tried ________ different players.A. oneB. twoC. three3. The customer ________ the receipt.A. forgotB. lostC. brought4. The customer bought the item ________ days ago.A. 29B. 30C. 315. The manager ________.A. gave the customer a refundB. isn’t available nowC. fired the store clerkB. Listen to the conversation. Then choose the best answer to each question below.6. Who is the man buying a gift for?A. His wife.B. His daughter.C. His niece.7. How old is the girl turning?A. 13.B. 16.C. 19.8. What does the woman suggest the man buy?A. A computer.B. A record player.C. A guitar.C. Listen to the advertisement. Then choose the best answer to each question below.9. What is the advertisement for?A. A trip to Las Vegas.B. A travel agency.C. A wedding company.10. What does “getting hitched” mean?A. Gambling.B. Getting married.C. Hiking.Section BListen to the following sentences and write down what you hear on the lines.1.I don’t like flying. People say airplanes are safe, but I think flying is ________.2.These days, shopping ________ is becoming more popular. You can shop without leavingthe house.3.Is that a real leather jacket? It looks like ________ leather.4.Wendy still prefers shopping at a traditional brick-and-mortar ________.5.Living in the city is so ________. Everything you need is nearby.Part 2 Vocabulary and StructureA. Fill in the blanks with the words or expression from the box.1.I ___________ people who never give up.2.How much are these ___________?3.I love this dress. It’s a(n) ___________ fit.4.Do you have this in a smaller ___________?5.You can find something for your son in the children’s ___________.6.The lady always wears too much ___________.7.She bought a new ___________ for her daughter’s wedding.8.___________ your books in the box when you don’t need them.9.The necklace itself must be a ___________ fortune.10.In her daily life, Tina loves to wear ___________ clothes.B. Match the words to the definitions.1.encourage2.fashion3.designer4.appearance5.stylish A. a popular way of wearing clothesB.way sb. looksC.smart or elegantD. a person whose job is to decide howthings will lookE.to give sb. support, courage or hopeC. Choose the best answer to complete each sentence.1. Lily ________ her a present for her birthday last year.A. giveB. givingC. gave2. Did he ________ away the trash?A. threwB. throwC. throwing3. Jane ________ at home last night.A. stayedB. stayingC. staied4. Last winter it ________ on that mountain.A. snowB. to snowC. snowed5. James didn’t ________ for the final exam.A. studyingB. studiedC. study6. We ________ you the pretty girl last week at the party.A. meetB. meetedC. met7. Lina and Joe ________ tennis yesterday.A. playingB. playC. played8. ________ your roommate feel the earthquake last night too?A. DidB. DoesC. Is9. Lucy ________ see the film last month.A. doesn’tB. didn’tC. isn’t10. She ________ born in 1995.A. wereB. wasC. amD. Complete the passage, choosing appropriate words.These days, more and more people are 1.________ (did / do / doing) their shopping online. One of the best things about online shopping is that it is 2.________ (convenient / risky / fake). You can shop anywhere and anytime. Sometimes you can find things cheaper online too. However, there are cons of shopping online. On the one hand, you may need 3.________ (paying / pay / to pay) extra shipping costs. On the other hand, when you buy things online, you need to wait too. You won’t get the 4.________ (refund / policy / item) immediately, and when it finally 5.________ (arrives / arrived / arriving), it may be different to what you expected.Part 3 Reading ComprehensionTask 1 Read the passage. Write T (true) or F (false) for the statements.How can you be a successful online shopper?Successful online shoppers always get great clothes at fantastic prices. So, what’s the secret?Successful shoppers subscribe to newsletters. This can mean more junk mail (you might want to open a new email account which is just for shopping), but it does mean that you will hear about more good sales. Besides, some shops will offer you a discount when you give them your name and email address.If you want to buy something but don’t have enough money, then add t he item to your basket before you leave the site. Many retailers may check accounts, and offer discounts for items which have been sitting in a basket for a week or more.If there’re retailers you would like a discount from, then get in touch. Send them a n email or chat online telling them how much you like their products. They may often reply with a voucher.Happy shopping!☐ 1. People who get lots of bargains when shopping online are just lucky.☐ 2. If you subscribe to newsletters, you may receive a lot of junk mail.☐ 3. Newsletters never tell shoppers about sales and discounts.☐ 4. When shopping online, you shouldn’t leave items in your basket without buying them. ☐ 5. If you like a product, you could try to email the retailer.Task 2 Read the passage. Choose the best answer.Come and work for us!Would you like to go out for a three-course meal and pay nothing at the end of the meal? Or maybe you’d enjoy shopping for your favorite brands and getting paid for it?It may sound too good to be true, but this could be your job! Here at Mystery Marketplace, we’re looking for shoppers to join our team. We need people who can visit shops and restaurants and then write reports on their experience.Mystery shoppers are important because they help their local communities by making stores, restaurants, and banks become better places for shoppers to visit.What our shoppers say:“I don’t have much money, but this job allows me to be able to go out for a good meal a few times a week.” —Beth“I love shopping, so this doesn’t feel like work.” —JaneVisit our website at for more information.1. What kind of passage is this?A. A job advertisement.B. A product advertisement.C. An email.D. A notice.2. What does a mystery shopper do?A. Make sure that people aren’t stealing from shops.B. Write reports about shopping and eating out experiences.C. Stand outside shops and restaurants, inviting people to come inside.D. Give out leaflets inside shops and restaurants.3. Why is this an important job?A. It can stop crime in shops and restaurants.B. It can make shop owners reduce their prices.C. It can make shops and restaurants better.D. It can help people to lead healthy lives.4. Why does Beth enjoy this job?A. She meets a lot of interesting people.B. She gets to buy her favorite clothing brands.C. She gets to eat in restaurants, although she doesn’t have much money.D. She makes a lot of money.5. If you want to find out more, what should you do?A. Visit their website.B. Send an email.C. Make a phone call.D. Visit their office.Task 3 Read the passage. Fill in the blanks with no more than three words.Dear Mr. Black,As one of our valued customers, we are writing to you with the news that Winner!Sports shop is changing. Our store on Market Street has closed down, and we have openeda new, much bigger store on Union Street.So, what’s new? Well, we now have three floors of sports equipment, trainers and leisure wear. We’re open seven days a week and we have late night opening on Friday until 9:00 p.m. We also have a new website which will be regularly updated with news of special offers and discounts.We’d love to invite you to our grand opening on June 6th. We’ll be celebrating by offering our best customers a 50 percent discount of all items.Please find your voucher enclosed and remember to bring it with you on the day.We look forward to seeing you soon.Best wishes!Andrew Rogers,Manager1.The Winner! Sports shop on Market Street has ________________.2. A new store is much bigger and has three floors of sports equipment, trainers and________________.3.The new store will be open ________________ a week.4.On June 6th, best customers will get a(n) __________________.5.The invitation also contains ____________________.Unit 2 “Can I help you?”听力脚本Section AA. Listen to the conversation. Then choose the best answer to complete each sentence. Store clerk: Can I help you?Customer: Yes, I was wondering if it would be possible to return this DVD.Store clerk: Has it been opened?Customer: Yes, it has.Store clerk: Why are you returning it?Customer: It won’t play. I tried it in two different players.Store clerk: Do you have your receipt?Customer: Yes, it’s right here.Store clerk: I’m very sorry. You can’t return something you bought more than 30 days ago.Customer: It’s only been 31 days. Could you please bend the rules for me this one time? Store clerk: Sorry, but it’s company policy. If I bend the rules for you, I might get fired. Customer: This is ridiculous. May I talk to your manager?Store clerk: I’m sorry. He isn’t here right now. Would you mind waiting?Customer: I have to go now. Tell your manager he just lost a valuable customer.Store clerk: Sorry, I couldn’t help you.B. Listen to the conversation. Then choose the best answer to each question below. David: Thanks for coming shopping with me, Jane. I have no idea what to get my niece for her birthday.Jane: Glad I can help. How old is she?David:Let me think… She is turning thirteen.Jane: Hmm… That’s a difficult age.David: I know. What do you think I should get her?Jane: Well, what are her interests?David: She’s really into music.Jane: What kind?David: Rock, mainly.Jane: I know! You can get her a record player.David: A record player? Don’t you think that is a bit old-fashioned? Most people get their music from the Internet these days.Jane: That’s what makes it cool. Records sound better and look great. I think she’ll lovea record player.David: OK! I’ll give it a try. If she really hates it, she can always return it.C. Listen to the advertisement. Then choose the best answer to each question below.If you are looking to tie the knot in a unique and special way, then Destawedding should be your first choice. Here at Destawedding, we let you choose from a variety of exotic destinations to make your wedding a perfect day you will never forget. Fancy the idea of a beach wedding? Check out our beach packages. Or how about saying “I do” on the top of a mountain with breathtaking views all around you? Interested in getting hitched in Las Vegas?There is something for everyone at Destawedding. For more details, check out our website at , or call 1-800-YESIDO.Section BListen to the following sentences and write down what you hear on the lines.1.I don’t like flying. People say airplanes are safe, but I think flying is risky.2.These days, shopping online is becoming more popular. You can shop without leaving thehouse.3.Is that a real leather jacket? It looks like fake leather.4.Wendy still prefers shopping at a traditional brick-and-mortar store.5.Living in the city is so convenient. Everything you need is nearby.参考答案Part 1 Listening ComprehensionSection A1. A2. B3. C4. C5. B6. C7. A8. B9. C 10. BSection B1. risky2. online3. fake4. store5. convenientPart 2 Vocabulary and StructureSection A1. admire2. jeans3. perfect4. size5. section6. perfume7. outfit8. Put away9. worth 10. sportySection B1. E2. A3. D4. B5. CSection C1. C2. B3. A4. C5. C6. C7. C8. A9. B 10. BSection D1. doing2. convenient3. to pay4. item5. arrivesPart 3 Reading ComprehensionTask 11. F2. T3. F4. F5. TTask 21. A2. B3. C4. C5. ATask 31. closed down2. leisure wear3. seven days4. 50 percent discount5. a voucher。
新生代英语高级教程2+Unit+1
教案课程名称新生代英语高级教程2课时班级专业教师系部教研室教材《新生代英语高级教程2》1教学计划教学单元Unit1“My schedule is crazy.”单元主题●Studying课时安排8教学内容●Show Time“My schedule is crazy.”●ReadingHow to stop procrastinating?●Chat TimeI aced my chemistry test.●WritingA schedule●GrammarTag questions●My StorySchedules and routines教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Focus students’attention on the learninggoals for the unit and explain that thefocus of this unit is on time management.●Ask students to look at the picture and todescribe what they see.(A student isworking on an assignment very late atnight.)Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings.Give studentsseveral minutes to complete the passage.2●Nominate students to read the passagearound the class.Ask students:Do youhave a schedule as busy as this?What’syour schedule like?Vocabulary Builder A and BTo teach students newvocabulary related tostudying ●Have students listen and repeat the wordsand the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is another word for homework?(assignment)What is the verb we use todescribe missing a class?(skip)What isanother word for student accommodation?(dormitory)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills●Tell students they will hear a conversationbetween a man and a woman who arediscussing their semester schedules.●There are a few words in the conversationyou may need to teach.They are physics,elective and Shakespeare.Write thesethree words on the blackboard.Askstudents:Which one is a famous writer?(Shakespeare)You can also ask studentsto tell you the names of some famousShakespeare plays.Then ask students:Which one is a kind of science?(physics)You may want to add that Newton is themost famous figure in the history ofphysics.Students will probably have heardof the story of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose.Askstudents if they have any elective classes.●Play the audio,twice if necessary.Pausethe audio so that students have time to fill3in the blanks.DTo improve students’speaking and comprehension skills ●Read the rubric aloud and check thatstudents understand the task.●Organize students into pairs.Challengethem to see who can be the first tocomplete the puzzle,but don’t allow fastfinishers to reveal their answers to theirclassmates.●As a possible extension task,get studentsto write sentences about themselvescontaining the words from this activity.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to readthrough each statement and to decide if itis true or false.●For Exercise C,play the video again.Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi.For an extensionactivity,you can also have students rewritethe conversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word or expression.●Check the answers for Exercises B,C,andD.Students can exchange books and listenas you go through the answers.Reading A and BTo improve students’readingExercise A●Ask students to describe the picture.Thenread the headline aloud.If students don’tknow the meaning of the word4comprehension procrastinating,tell them to guess whatthey think it means.Elicit thatprocrastinate means putting off doingsomething until a later date.Ask studentsto tell you whether or not theyprocrastinate and get them to describe thesituations in which they are most likely toprocrastinate.●Give students several minutes to read thetext.Encourage students to refer toWORDS&EXPRESSIONS.●Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback.Exercise B●Get students to look at the statements.They should then read the text again,anddecide whether the statements are true orfalse.●Check answers around the class.C,D and ETo review the useful words and expressionsExercise C●Challenge students to see who can be thefirst to match the words to the definitions.●Fast finishers should write sentencescontaining the words in the left column.They should then blank out the words andread the sentences aloud to another fastfinisher,who should listen and provide themissing words.●Check answers orally,focusing on correctpronunciation of the words.Exercise D●Read the words and expressions in theboxes aloud.Ask students to complete thesentences.Allow them to check theiranswers with a partner before reading thesentences around the class.●Personalize the new language by askingstudents questions,such as:Whatbest-selling books have you read?Whenyou make a plan,do you find it difficult tostick to it?When were you last tempted toprocrastinate?5Exercise E●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.●When everyone is ready,play the audio ofthe definitions.●When someone calls out“Bingo”,see if he/she can remember the definitions for thewords in their row.Beyond the TextTo improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A●Read what Olivia says to the class.Thenget a student to read the advice aloud.Askstudents whether or not they agree with theadvice,and whether they have anydifferent or better suggestions.●Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick.After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’s advice. Exercise B●Give students several minutes to read thequotes and sayings.Allow them to askquestions about any new or unfamiliarwords.●Organize students into pairs to completethe task.Monitor as students share theirideas,offering support where necessary.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.●Tell students to listen carefully and towrite down what they hear in the blanks.Ifnecessary,pause the audio so that studentshave time to write.●Have students practice talking about6Writing To improve students’writing skills andlearn to write ascheduleExercise A●Tell students that they are going to putsome of the skills they have learned in thisunit into practice,by writing a schedule.●Give students several minutes to skim thenotes and to match them to the scheduleentries.●Allow students to check their answers witha partner before conducting classfeedback.Exercise B●Focus students’attention on the headingsand elicit their meanings.●Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.●Check answers orally.For each heading,studying using the questions in Exercise B.●Have students read through LANGUAGENOTE,which teaches the idiom“to turnover a new leaf.Ask students:Have youever turned over a new leaf?What did youwant to change?Were you successful?Why(not)?Exercise C●Read the rubric aloud and direct students’attention to the clues.As a class,readthrough the expressions in Usefullanguage,focusing on the correctpronunciation,sentence stress andintonation.●Organize students into pairs and get themto work on their role-plays.Circulate asstudents do this,listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.Conduct class feedback,taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.7ask students to suggest a couple morepossible schedule entries.Exercise C●Get students to look at Kara’s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.●Do the first schedule entry in Exercise Btogether,as an example.Students shouldcomplete the rest of the task alone.Monitor,offering support wherenecessary.●Bring the class together again.Go throughthe schedule,asking students to tell youwhat they wrote and where they wrote it. Exercise D●Ask students:What do you need to do thisweek?Ask them about their daily life,school and their part-time job.Tellstudents about some of the things you needto do this week.●Get students to make notes under theheadings.Ask a couple of students toreport back on what they have written. Exercise E●Get students to put their notes into theschedule.Remind them that they onlyneed to write the most importantinformation.●Monitor as students complete the task,offering support where necessary.●When students have completed the task,display the schedules on the screen and getstudents to look at each other’s schedule.Ask students:Who has the busiestschedule?Grammar To teach students howto use tag questionsExercise A●Start by explaining that tag questions areused in two situations.In the firstsituation,you are not sure something istrue,but want to make sure.In this casewhen you speak,your voice will rise.Write an example on the blackboard,such8as:You aren’t my student,are you?↗●Explain that we also use tag questionswhen we want to confirm something weknow is true.●In this case,your voice will go down whenyou speak.Write an example on theblackboard,such as:You don’t have asister,do you?↘●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Ask students to look at the picture and todescribe what they see.(A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)●Elicit when we use tag questions.(Whenwe want to check conversation or elicit aresponse from our conversational partner.)●Read the rubric plete the firsttag question together with students as anexample.●Get students to complete the rest of theconversation.Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class. 9My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video inwhich real people talk about what they doin their free time.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the videoagain and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Give students several minutes to read thequestions and to think about their answers.●Organize students into pairs.They shouldtake it in turns to ask and answer thequestions.●Circulate,encouraging students to usesome of the new words and expressionsthey have learned in this unit.●Ask a few students to report back on theirdiscussions.Write down any newlanguage on the blackboard.课后学习设计作业◆Finish all the exercises in Unit1.◆Read the text in this unit again and try tosummarise its content.◆Write a schedule.课后总结与反思10补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文凯文：嗨，珍妮。
最近怎么样？珍妮：还是老样子。
你看到新款乐桃笔记本电脑（Peachbook）了吗？看起来棒极了。
凯文：嗯，我昨晚看到了。
你想要哪一款？珍妮：我想要13英寸的那一款。
它有16G的内存和万亿字节的存储空间。
凯文：听起来不错，但也很贵吧。
它们卖多少钱？珍妮：大约1,299美元。
凯文：1,299美元！太贵了。
我想我还是继续用我的旧特萨斯（Tasus）吧。
珍妮：那台老电脑！你真的需要买一台新的，凯文。
凯文：我知道，但我的特萨斯仍然能正常工作。
我认为现在买台新电脑是不合理的。
珍妮：好吧，我一定要买一台新款乐桃笔记本。
凯文：我想我宁愿把这笔钱用来度假。
珍妮：我不这样认为。
比起度假我更想买一台新电脑。
11Show Time参考译文桑切斯夫人：嗨，亲爱的。
你在干什么呢？桑切斯先生：刚刚我在看电脑广告。
桑切斯夫人：电脑广告？看它做什么？桑切斯先生：我想给赫克托买台电脑。
他上学能用得着。
桑切斯夫人：真有这个必要吗？桑切斯先生：现在跟以前不一样了，亲爱的。
有台电脑就像有纸有笔一样常见。
桑切斯夫人：好吧，也许你是对的。
但买台电脑会不会太贵了？你确定我们可以负担得起吗？桑切斯先生：当然，我们能够负担得起。
我们有一些积蓄。
而且现在有些活动很划算。
桑切斯夫人：真的吗？桑切斯先生：来，你看这儿。
这是一台笔记本电脑，非常轻而且便于携带。
桑切斯夫人：是的，笔记本电脑确实又薄又轻。
桑切斯先生：没错。
这就是重点。
对比一下笔记本电脑跟台式电脑。
桑切斯夫人：比起笔记本电脑，台式电脑要大得多、沉得多。
桑切斯先生：是的，但台式电脑更便宜。
桑切斯夫人：也就是说。
笔记本比台式电脑要小巧，但同时也比台式电脑贵很多。
桑切斯先生：是的。
桑切斯夫人：哪种电脑的内存最大？12桑切斯先生：笔记本电脑的内存比台式电脑要大。
桑切斯夫人：所以这就意味着笔记本电脑的运行速度更快。
桑切斯先生：你又说对了。
更大的内存就意味着更快的速度。
一个是体积小、重量轻、内存大且价格贵。
一个是体积大、重量沉、运行慢但价格便宜。
桑切斯夫人：我认为我们应该多花点钱买台笔记本电脑。
对于赫克托来说，笔记本电脑比台式电脑要有用得多。
桑切斯先生：我同意。
而且如果我们今天去买的话，还能享受折扣。
桑切斯夫人：那么，我们还等什么？桑切斯先生：现在让我们直奔商店，赶在赫克托回家之前买回来。
我们可以给他个惊喜！桑切斯先生：哦，等等！他回来了。
别露出马脚。
桑切斯夫人：那是什么？赫克托：什么？这个吗？桑切斯先生：是的，……就是那个！赫克托：这是我的新笔记本。
好吧，这不是新的。
这是玛特奥给我的。
他买了台新的笔记本，把旧的给我了。
很酷，对吧？桑切斯夫妇：对，真不错……语言解析1Having a computer is like having a pen and paper.有台电脑就像有纸有笔一样常见。
动词的-ing形式在起名词作用时，成为动名词，动名词在句中可以用作主语、表语、宾语等：1)用作主语：e.g. Dancing bored him. 跳舞使他厌烦。
132)用作表语：e.g. Her bobby is collecting stamps. 她的爱好是集邮。
3)用作宾语：e.g. Please stop talking. 请不要说话。
2Are you sure we can afford to buy a computer?你确定我们可以负担得起（一台电脑）吗？1)afford to do：①to have enough money to buy or pay for something 买得起，付得起钱e.g. We can’t afford to go on vacation this year.今年我们没钱去度假。
②to be able to do something without causing serious problems for yourself承担得起，有能力做e.g. We simply cannot afford to offend such an important customer.惹怒这样一位重要客户，我们可担当不起。
2)affordable：a. inexpensive enough for ordinary people to afford 不贵的，支付得起的，负担得起的e.g. Mary is trying to find an affordable wedding dress.玛丽正试图找到一件能支付得起的婚纱。
3Compare the laptop to a desktop computer.对比一下笔记本跟台式电脑。
compare：v.1)used when considering the size, quality, or amount of something in relationto something similar 比较，对照（后接with或to）e.g.The dangers I run are nothing compared to (或with) those of oursoldiers at the front.与我们的战士在前线上的危险比较起来，我这点危险算不了什么。
2)to say that something or someone is like something or someone else, or that itis equally good 把……比作（后接to）pare the body to a finely tuned machine.14把身体比作调整得很好的机器。
4Which one has the most memory?哪种电脑的内存最大？memory: n.1)the amount of space that can be used for storing information on a computer（计算机存储器的）存储量，内存（不可数）e.g. 30 megabytes of memory30兆字节的存储量2)the part of a computer in which information can be stored （计算机的）存储器（可数）e.g. The data is stored in the computer’s memory.数据储存在电脑的存储器里。
5And if we buy it today, we can get it on sale.而且如果我们今天去买的话，还能享受折扣。
on sale:1)available to be bought at a lower price than usual 廉价出售e.g.This ten-dollar hat is now on sale for five.这种10美元的帽子现在削价卖5美元。
2)available to be bought in a shop 出售，上市e.g.Will the new product be on sale next month?这种新产品下月会上市吗？15Reading参考译文无时无刻盯着屏幕！你会花上数小时盯着屏幕吗？现在你在社交媒体上发布的信息远比以前要多吗？如果是这样的话，你可要当心了——你可能会在以下令人捧腹的新闻中看到自己的身影。
走路发短信，一女子掉入喷泉中一位英国女子被拍到掉入喷泉中，因此在网络走红。
全世界的人都看了这则短视频：一位女子在公园漫步，因忙于发短信而没有抬头看路。
她径直走向喷泉并掉进了水里。
万幸的是，喷泉里的水并不深，因此她没有受伤。
然而令人不可思议的是，她从喷泉出来时仍在盯着自己的手机，并继续发她的短信。
史上最安静生日派对另一则引起网络轰动的新闻来自一个及其安静的生日派对。
为什么会如此安静呢？当然是因为大家都在盯着社交媒体！过生日的女孩在自拍，她的两个朋友在给蛋糕拍照，另一个朋友在用手机给派对录像，最后还有两个朋友死死盯着手机屏幕——可能在写这场派对是多么有趣的帖子。
哪怕抬头看一眼也好一位热恋中的男子花了数百美元雇了一架飞机，机尾挂着条幅，写着：“嫁给我好吗？”男子带着女友来沙滩来享用浪漫的野餐。
俩人坐在男子事先踩好点的地方——飞机会从这里经过。
然而可悲的是，他的女友并没有看到他花大价钱准备的求婚。
为什么呢?即便男子一直在提示女孩，但女孩并没有抬头，因为她正在发着一条长长的短信。
语言解析1.Are you posting things on social media more than before?现在你在社交媒体上发布的信息远比以前要多吗？post1)v. to a message or computer document on the Internet so that other people can16see it 贴，发布e.g. Could you post those new flyers on David’s website?你能把那些新的小广告贴到戴维的网站上吗？2)n. a message sent to an Internet discussion group so that all members of thegroup can read it 帖子e.g. There was post after post criticizing the Minister.批评部长的帖子一个接着一个。
2.If so, watch out—you might recognize yoursef in one of these amusing stories.如果是这样的话，你可要当心了——你可能会在以下令人捧腹的新闻中看到自己的身影。
1)watch out: used to tell someone to be careful 小心（用于提醒某人）e.g. You’ll become an alcoholic if you don’t watch out.你要是不当心，就会变成酒鬼的。
2)amusing: funny and entertaining 好笑的，有趣的e.g. I don’t find his jokes at all amusing.我觉得他的笑话一点都不好笑。
3. A love-struck man paid hundreds of dollars to hire an airplane trailing thewords “Will you marry me?” behind it.一位热恋中的男子花了数百美元雇了一架飞机，机尾挂着条幅，写着：“嫁给我好吗？”trail1)v. to pull something behind you, especially along the ground, or to be pulled inthis way 拖，拉，拖在后面e.g. A plain trailing a banner was circling overhead.一架飞机拖着横幅标语在上空盘旋。