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。