新生代英语基础教程2Unit2_电子教案
新生代英语基础教程2Unit 2
it’s__p_e_rf_e_c_t_ . 5 Almost everyone owns a pair of blue___je_a_n_s__ .
参考译文
顾客： 你好，可以帮我一下吗？ 售货员：当然。你想买什么呢？ 顾客： 我想买一条牛仔裤。 售货员： 没问题。你穿多大号？ 顾客： 我平时都穿32号。 售货员： 32英寸？在这儿。你试一下。这条裤子今天降价促销。 顾客： 太好了。多少钱？ 售货员： 只要49.99美元。 顾客： 谢谢！我先试一下，然后再找你。 售货员： 好的！试衣间在那边。
dress
pretty
shopping
jeans
These two friends have been (1)_s_h_o_p_p_i_n_g for clothes.The tall woman is wearing a pink (2) __d__re_s_s__
and she is carrying a bag. The other
你介意坐在吸烟区吗？
Words & Expressions
shirt n.（男式）衬衫
e.g. The water had soaked his jacket and shirt.
他的夹克和衬衫都浸湿了。
Words & Expressions
sign n. 标牌；标志
e.g. This is a no swimming sign.
环球新生代高一英语 基础级 第二单元 讲义模板
6. 好好学习，老师特别看好Байду номын сангаас；
7. 只要你好好学习，肯定能进步；
8. 好好加油！
环球新生代——你身边的考试专家！
★内部资料 严禁翻印★
5
老师以提问的方式带领学生回顾本节课的所有知识点.
六、布置作业： （1min）
1. 复习本节课所有内容，下节课进行提问抽查并在《成长日志》一栏签字；
2. 完成本单元“家庭作业一” ，下节课检查并在成长日志中签字。
2. 完成下一单元《极速提分手册》上的习题，下节课检查并在《成长日志》一栏签字；
3. 预习下一单元的所有内容。
环球新生代——你身边的考试专家！
★内部资料 严禁翻印★
2
环球新生代——中国最专业、最权威的中学生辅导机构
4.板书例句并要求学生记笔记： complain about sth 抱怨，投诉 举例说明：e.g. He never complained about working overtime. 5.讲解并板书 complain 的构词法： complaint n.抱怨，投诉 6. 讲解 complain 的句型结构：make a complaint 对……提出投诉 7.板书例句，并要求学生记笔记： e.g. I'd like to make a complaint about the noise. 8.配题讲解：课本翻译第 7.8 题。 bore(8—10min) 1.引入：同学们，接下来我们来学习最后一个单词 bore 2.板书：bore [bɔː(r)]带读两遍并要求学生记笔记； 3.板书： vt.使厌烦 （bores-bored-boring-bored）
5.harmonious adj.和谐的 6.. 配题讲解：课本翻译第 3.4 题。 communication (8—10min) 1.引入：同学们，接下来我们来学习 communication 这个单词； 2.板书：communicate [kə'mjuːnɪkeɪt] (communicates-communicated-communicating-communicated)，带读两 遍并要求学生记笔记；
新生代英语高级教程2 Unit 2_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。
《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2课件(一)
新生代英语基础教程2课件(一)新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。
第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。
1.1 课件内容•介绍《新生代英语基础教程2》的课件所包含的主要知识点和话题。
1.2 教学目标•解释课件的教学目标和重点，帮助学生明确学习目标。
第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。
2.1 单元划分•对每个单元的划分进行介绍，展示课件的组织结构。
2.2 教学模块•着重讨论课件中的教学模块，介绍每个模块的内容和形式。
第三章：课件特点•本章将从几个方面分析《新生代英语基础教程2》课件的特点和优势。
3.1 多媒体教学•讨论课件中多媒体元素的应用和效果，如音频、视频等。
3.2 互动性•强调课件中互动性的设计和实现，提升学习效果和学生参与度。
3.3 个性化学习•探讨课件提供的个性化学习资源和策略，满足不同学生的需求。
结论•总结全文，强调《新生代英语基础教程2》课件的重要性和价值。
•希望读者能够从本文对课件特点的分析中受益，进一步探索和应用好该课件的教学资源。
新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。
第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。
1.1 课件内容•《新生代英语基础教程2》的课件内容包括英语基础知识、听力、口语、阅读、写作等核心模块。
1.2 教学目标•该课件旨在帮助学生掌握英语的基础知识和运用能力，培养学生听说读写的综合能力。
第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。
2.1 单元划分•课件按照单元进行划分，每个单元包含多个课时，旨在系统、有序地展示英语知识和技能的学习过程。
2.2 教学模块•每个单元内的教学模块包括教学导入、新词学习、对话练习、语法讲解、阅读理解、口语表达、写作等环节，全面拓展学生的英语学习能力。
新生代英语基础教程1unit2_电子教案
教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》WeatherShow Time“It’s raining hard.”ReadingFun facts on British WeatherChat TimeDo you mind if I borrow your umbrella WritingA weather forecastGrammarPresent continuous tenseMy StoryThe weathermain Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer.Read the paragraph together and check their answers.Have the students listen and repeat the words. Ask the students whichweatherwords they know and which they aren’t sure about. The most difficult words on this list are probably poncho and canceled. If you have a real poncho, it may be good to bring it to class. For canceled, you can give an example of when school was canceled recently, perhaps due to a public holiday or poor weather. Try to relate the vocabulary to students’ lives as much as possible.Talk about weather conditions with students. Ask questions like “Do you like a rainy day” Students should answer in a complete sentence beginning with “I like/don’t like a …day.”Finish the exercise and check their answers.improve For Exercise C, tell the students that they will hear a weather forecast. Explain that a forecast is when people try to predict (or guess) what the weather will be. Review the words describing weather with students like sunny, rainy and stormy.Show some examples to prime the students for the listening. Now, listen to the forecast. Have students fill in the correct answers, pausing the recording if necessary. Check their answers andlisten again.Read though Words and Expressions. Ask them questions about their favorite weather and then have them practice such conversations in pair.For exercise D, the teacher can design a game. Divide the class into six groups, each group choosing one task. Then students select nouns that can go with the adjectives in question. Use these words to make sentences or make up a small story.skills First, have the students watch the pictures and read statements below. Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it” Try to match each statement to the picture.Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.improve For Exercise B, have students read each statement. Play the video and remind them to pay attention to how Naomi, Mateo and Hector describe the weather. Then have students finish the exercise and check their answers. Ask students why statement F is wrong.Before doing Exercise C, you may ask students to guess the missing words. Then play the video again. You can pause the video when you reach the part of the dialogue with missing words and have students call out the answers. Check their answers and have them read the dialogue. (Ask three students to role-play or have boys read Hector’s lines while girls Naomi’s and the teacher acts as Mateo.)Finally, for Exercise D, have students put the events is the correct order to complete Exercise D. Check their answers and read the sentences in correct order together.If time permits, play the video but turn off the volume. Have students dub the characters.improve First, have the students read text quietly and read through sentences in Exercise A. After they have finished the exercise, check their answers and ask them for proofs from the text.Ask students to read the text again in three minutes. Then have them finish the Exercise B. Make them understand that they don’t need figure out the meaning of every word to answer the questions.For Exercise C, have students read new words in boxes. Correct their pronunciation. Then have them finish the exercise. Ask students to read the complete sentences and correct their mistakes.their For Exercise D, ask students to read English expressions. If they encounter new words, encourage them to guess the meaning. Then you may explain what they fail to understand. Have them finish the exercise and check their answers. Finally, you say Chinese proverbs and let students say corresponding English ones.improvewriting skills For Exercise A, explain to students that they will hear a conversation between two people discussing the weather. Encourage them to guess the missing information. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Next, have students practice asking a favor in pairs, monitoring them while they do so.For Exercise B, have students practice the dialogue in example inimprove weather Have students read the picture and teach them how to get information from a weather forecast picture. Have them look through words in the boxes and fill in the blanks. The teacher gives necessary explanation, such as the pronunciation of 16℃. Check their answers and have them read sentences.Have students finish Exercise B and encourage them to discuss with partners.For Exercise C, divide the class into several groups. Group members discuss and predict the weather condition on weekends. Look back to Exercise A and B as clues. Invite representatives to perform a weather forecast.Explain to students that we use the present continuous tense to describe an action happening now or in the very near future. Give some examples such as “You are sitting in class now.” “I am teaching you pair. Write more phrases such as “close the door, open the window, borrow your bike on the blackboard”for more practices.For Exercise C, have students perform a dialogue about asking for a lift in a rainy day. Monitor their performance and provide help when necessary.now.” In addition, point out that we use it for actions that happen “close to now,” for example, today or tonight. Again, give examples, asking your students “What are you doing today / tonight”Remind students that the structure we use for this tense is “Subject + be + v-ing.” Write this structure on the board and have students practice out loud. You may also want to briefly explain the rules of adding “ing.” Students essentially need to know the rules regarding “e” (cut e add ing), “ie” (cut ie add ying), such as have and take; and consonant–short vowel–consonant (in which we double the last consonant), such as put and run.Once students seem comfortable using the tense, have them do Exercise A, checking for mistakes when they are finished.Have students make up a short story using continuous tense with the picture and words given. Ask questions and answer based on the picture. Do this in pair or in group.improve ability T ell the students that they will see a video in which real people talk about the weather in the places they come from. A place students may not know is “Jamaica.” Now watch the video and have students complete the true or false statements. In some cases, you may need to pause thevideo to help the students. Now havestudents tell you the answers,correcting any mistakes.Watch the video again and havestudents write in the missing words,pausing the video if necessary.Check the students’ answers,correcting any mistakes.T here are several ways to conductExercise C. students may answers thequestions by themselves and make upa short passage according to theiranswers. Or students make updialogues in pair. Or have studentsmove freely in the class and askclassmates the questions. Invitesome students to do a report in frontof the class.课后学习设计作业Finish all the exercises in Unit 2.Read the text in this unit again andtry to summarise its content.Write a weather forecast according tothe local weather broadcastprogramme.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文您正在收听的是您最喜欢的广播电台，“波浪”调频广播。
新生代英语基础教程Unit电子教案
新生代英语基础教程Unit电子教案教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》1345678补充教学资源VOCABULARY BUILDER参考译文SHOW TIME语言解析1. It’s ten after three.三点过十分了。
ten after three 三点过十分，这个短语相当于ten past three。
英语中表示“几点过几分”（半小时以内）可用after，也可用past；而表示“几点差几分”则用to，通常先讲分钟，再讲小时, 即after / past 或to前面的数字为分钟，后面的数字为小时。
e.g. 5:10 ten past five (ten after five)10:05 five past ten (five after ten)5:50 ten to six9:45 fifteen to ten2. The class is canceled because of the storm. 因为暴雨，课被取消了。
because of意思是“因为”，是一个介词短语，后面跟名词或动名词，构成介宾结构。
because是连词，后面跟句子。
9e.g. The plane didn’t take off because of the heavy rain.因为大雨，飞机没有起飞。
The plane didn’t take off because it was raining heavily.因为下大雨，飞机没有起飞。
3.Nobody came to class—except us.除了我们几个，没有人来上课了。
except 表示“除……之外”，强调所排除的“不包括在内”，一般表示同类之间的关系。
besides表示“除……以外还……”，有“不但……而且……”的意思。
e.g. The library is open every day except Mondays.除了星期一，图书馆每天都开放。
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。
新技能英语 基础教程2 电子教案(适用4课时)unit1-3
Make a summary of the unit and helpthe studentstodo a revision.
Make introductions
Greet and say goodbye to others
1. Askthe students to read the words, phrases and sentences in class.
□In the US, people usually kiss others’ cheeks to say hello.
□“Sawatdee” means goodbye in Thailand.
□In New Zealand, people usually press their noses and foreheads together as away of greeting.
教学
难点
Learn to value other countries’cultures.
Helpthe students improve their abilities to conclude and revise.
教具
Name cardsMultimedia courseware
教
学
环
节
设
计
教
学
环
Name
Title
Company Name
Addrestudents to read the name cards on Page 8 and pay attention to the writing rules.
IV. Letthe students do Activity②.Ask them to introduce the people according to the name cards.
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。
最新2AM2U2完整教案
最新2AM2U2完整教案字数:1286教案一：2AM2U2 Unit 2：People Around the World教学目标：1.通过学习本课内容，学生将能够描述世界各地的人们，并对他们的文化差异有一定的了解。
2.学生将能够运用所学的知识，进行口头和书面表达。
教学重点：1.运用适当的形容词描述人的外貌和性格。
2.使用适当的句型表达对他人的好奇和惊讶。
教学难点：1.运用所学知识，对不同文化进行适当的评价和总结。
2.运用适当的句型进行口头和书面表达。
教学准备：1. PowerPoint课件2.视频素材：展示不同国家的人们和他们的文化活动3.学生练习册和教科书教学过程：Step 1: 导入（5分钟）通过展示和讨论一些世界各地的图片，吸引学生的注意力，并引出“People Around the World”的主题。
Step 2: 视频观看（10分钟）播放一个展示不同国家和人们的文化活动的短片，让学生对不同文化有一个整体的了解。
Step 3: 给出词汇（10分钟）教师通过图片和单词卡片的形式给学生展示一些与人们外貌和性格有关的词汇，如“tall, short, friendly, shy, etc.”，并与学生进行互动的课堂交流，让学生能够正确掌握这些词汇。
Step 4: 语法讲解（15分钟）教师通过PPT展示适当的句型，帮助学生学习如何用适当的形容词描述人的外貌和性格，如“What does he/she look like?” 和“He/She is…”。
教师通过示范和练习，让学生掌握并运用这些句型。
Step 5: 语言实践（20分钟）教师将学生分成小组，让他们相互描述小组里的同学的外貌和性格，并记录下来。
然后，让每个小组代表选取一名同学进行描述，其他小组需要通过对描述的人进行提问进行猜测。
通过这个活动，学生可以运用所学的知识进行实际的语言交流。
Step 6: 文化对比（15分钟）展示一些世界各地的图片，例如中国，印度，美国等国家的照片，并让学生讨论这些照片中人们的文化差异。
新生代英语基础教程2课件
新生代英语基础教程2课件The problem of the "New Generation English Basic Course 2" courseware is that it may not fully meet the diverse learning needs of students. This could be due to a lack of interactive and engaging content, limited focus on real-life language use, and insufficient attention to individual student progress and interests. These issues can hinder the effectiveness of the courseware in helping students develop their English language skills and may lead to disengagement and lack of motivation.From the perspective of the students, the courseware may not provide enough opportunities for them to actively engage with the language. It might rely too much on traditional teaching methods, such as lectures and reading assignments, without incorporating interactive activities that encourage speaking, listening, and writing skills. This can make the learning experience less dynamic and enjoyable for students, potentially leading to a lack of motivation and interest in the subject.From the perspective of the teachers, the courseware might not offer enough flexibility for them to adapt the materials to the specific needs and interests of their students. This lack of flexibility can limit the teachers' ability to personalize the learning experience and cater to the diverse learning styles and abilities of their students. Additionally, the courseware might not provide enough support for teachers in terms of assessing student progress and providing targeted feedback, which could hinder the effectiveness of their teaching.From the perspective of the educational institution,the courseware may not align with the institution's goalsof providing a comprehensive and engaging English language learning experience for its students. It might not fully integrate the latest pedagogical approaches and technologyto create a more interactive and immersive learning environment. This could impact the institution's reputation and the overall quality of education it offers in the English language learning domain.To address these issues, it is important for the creators of the courseware to consider incorporating more interactive and engaging content, such as multimedia resources, interactive exercises, and real-life language use scenarios. Additionally, the courseware should provide opportunities for students to practice and apply their language skills in authentic contexts, such as throughrole-plays, group discussions, and project-based learning activities. This can help make the learning experience more dynamic and relevant for students, ultimately increasing their motivation and engagement with the material.Furthermore, the courseware should offer moreflexibility for teachers to adapt the materials to the specific needs and interests of their students. This could involve providing a range of supplementary materials and resources that cater to different learning styles and abilities, as well as offering support for assessing student progress and providing targeted feedback. By empowering teachers to personalize the learning experience, the courseware can better meet the diverse needs of students and enhance the overall quality of Englishlanguage education.In conclusion, the "New Generation English Basic Course 2" courseware may have limitations in terms of meeting the diverse learning needs of students, providing flexibility for teachers, and aligning with the goals of educational institutions. By addressing these issues and incorporating more interactive and engaging content, as well as offering greater flexibility for teachers, the courseware can better support the development of students' English languageskills and enhance the overall quality of English language education.。
新生代英语基础教程1-Unit-2-电子教案 优质文档 新
For exercise D, the teacher can design a game. Divide the class into six groups, each group choosing one task. Then students select nouns that can go with the adjectives in question. Use these words to make sentences or make up a small story.
Finish the exercise and check their answers.
C and D
To improve students’ listening and comprehension skills
For Exercise C, tell the students that they willhear a weather forecast. Explain that a forecast is when people try to predict (or guess) what the weather will be. Review the words describing weather with students like sunny, rainy and stormy.
Vocabulary Builder
Aand B
英语基础教程第二册word版电子教案Unit1
Unit 1 We burst into laughter.一、单元内容分析本单元的话题是家庭经历。
教学重点是运用本单元出现的常用词汇、短语和相关句式谈论家庭经历。
具体为:能够听懂相互之间假期活动相关话题的对话；正确及熟练运用英语谈论假期经历；能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历；同时让学生通过合作学习，共同分享彼此快乐的经历。
本单元的语法点为一般过去时。
本单元是家庭经历这个话题，它与学生的生活联系比较紧密，迎合学生的兴趣。
就词汇和句型而言，学生在以前的学习中也有所接触。
本单元既是对以前词汇和句型学习的一个总结和复习，又增加了比较多的具有时代感的词汇，吸引学生的兴趣。
因此，针对中职学生遗忘率较高的实际情况，教师通过合理的设计帮助学生复习的同时，融入新内容，有效的完成词汇听、说、读、写四个任务，重视运用。
在谈论家庭经历及阅读相关文章的过程中，拓宽学生的视野，潜移默化中让学生分享彼此快乐的经历，健康快乐地成长。
本单元设计成四个课时：第一课时 Lead in + Listening and speaking第二课时 Reading and writing第三课时Grammar focus (simple past tense)第四课时 Vocabulary practice + Supplementary reading二、分课时教学设计第一课时 Lead in + Listening and Speaking一、教材分析1．教学内容本课时系教材《英语基础教程》（2）第一单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：掌握询问过去经历以及提供回答的词汇和句型；能够听懂并谈论家庭在假期中的活动。
2．教学重点、难点⑴教学重点家庭经历的词汇和句型。
复习初中所学关于假期经历的词汇和短语；听懂询问和回答家庭假期经历的词汇和句型；听懂询问和回答有关家庭假期经历的简单对话。
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.
《英语基础教程》第二册word版电子教案 Book 2 Unit 6 教案 Book2Unit6-2
Unit 6 Tell me how long have you been like this.〔第二课时教学设计〕一、教材分析1．教学内容本课时系教材?英语根底教程?〔2〕第六单元的第二课时，包括Reading and writing 局部，具体内容为：能读懂关于以健康为主题的文章；简单描绘睡眠问题并给出改善睡眠的建议；同时了解根本的保健知识，了解并有意识的培养健康的饮食、生活方式，养成积极健康的生活习惯。
2．教学重点、难点⑴教学重点掌握重点词汇和短语；学生能通过阅读，读懂有关睡眠的相关知识，提取改善睡眠的方法，提高获取相关大意和细节信息的能力；培养学生阅读并整合信息的能力，而且能读以致用，通过阅读能写出改良健康睡眠建议的小短文。
⑵教学难点灵活正确使用重点词汇和短语；能根据关键句型写出改善睡眠的小文段。
二、教学目标1.知识目标⑴理解并掌握关于睡眠介绍的相关词汇，如：anxious, avoid, nap, regulate, solution, have difficulty in, write down⑵掌握描述旅行活动的句型，如：... do not have good sleep.You have difficulty in falling sleep,keeping through the night, or waking up too early…When you can’t fall asleep….regulate your body clock....2.能力目标⑴能看懂睡眠问题和解决方案；⑵能写出改善睡眠的小文段。
3.情感目标⑴能够关注自己的睡眠状况；⑵用积极的人生态度、健康的生活方式面对生活三、教学步骤Step One Lead-in1.Revision：Have the students to speak out the common symptoms as much as possible.〔设计意图:通过列举病症，翻译卡片，帮助学生激活旧知，为后面熟练准确的运用做好准备。
新一代大学英语基础2教案
教学目标：1. 熟悉和掌握本单元的核心词汇和短语。
2. 提高学生的阅读理解能力，培养学生对文化差异的敏感度。
3. 培养学生的听说能力，提高学生的实际运用英语进行交流的能力。
4. 增强学生的自主学习能力，提高学生的文化素养。
教学内容：1. 单元主题：Campus Culture（校园文化）2. 主要词汇：campus, culture, diversity, integration, etc.3. 主要短语：be interested in, take part in, contribute to, etc.4. 阅读材料：Unit 1 Campus Culture5. 听力材料：Unit 1 Campus Culture Listening Material6. 口语练习：Unit 1 Campus Culture Oral Practice教学步骤：一、导入（5分钟）1. 利用多媒体展示校园图片，引导学生谈论校园文化。
2. 提问：What is campus culture? How do you understand it?3. 引导学生思考并回答，为接下来的学习做好铺垫。
二、词汇教学（15分钟）1. 教师带领学生阅读词汇表，讲解重点词汇和短语。
2. 通过例句和游戏等形式，帮助学生记忆和运用所学词汇。
3. 布置课后词汇练习，巩固所学内容。
三、阅读理解（20分钟）1. 教师简要介绍阅读材料，引导学生预测文章内容。
2. 学生自主阅读，找出文章主旨和大意。
3. 教师提问，引导学生深入分析文章内容，讨论文化差异对大学生活的影响。
4. 布置课后阅读练习，提高学生的阅读理解能力。
四、听力训练（15分钟）1. 学生自主完成听力练习，注意听懂文章大意。
2. 教师讲解听力材料，分析听力技巧。
3. 布置课后听力练习，提高学生的听力水平。
五、口语练习（10分钟）1. 教师引导学生进行口语练习，如角色扮演、小组讨论等。
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。
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“Do you like shopping?” “Wher
shop?”an“dWho do you usually shop with?”If students have trouble with these questions, you can write model answers on the board for them to use when answering. For example,“Yedso,. I”“I shop at.”and“I shop with.
when the weather is hot / cold?” “What would you wear at a wedding?
Once students are comfortable with the new words, have them do the exercises, correcting any mistakes.
Watch the video. Now look at Exercise B, and ask students to complete the True / False statements. Since this is the first time the students have seen Mr. Patel, you can point out that he is the owner of the clothing store.
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》
教学计划
教学
单元
Unit 2“Can I help you”?
单元
主题
Fashion
课时 安排
8
教
学 内 容
Show Time“Can I help you?”ReadingCoco ChanelChat TimeI really admire you.WritingMy favorite clothingGrammarThe past tenseMy StoryClothing and fashion
Complete the passage with words from the boxes. Check their answers.
Vocabulary Builder
A and B
To teach students nshion
Have the students listen and repeat the words. For the clothing words blouse, jeans, sweater and dress, you can look at what the students are wearing and use their clothing as examples. Another possibility is to bring in some old fashion magazines and have the students go through them looking for examples of each vocabulary word. For the word section, you can tell students that large clothing stores are divided into sections such as Men' s, Women' s and Children ' s (noting the of ' swith the irregular plural which we learned in the previous lesson). For size, you can teach the main sizes used in clothing: XS, S, M, L, XL, XXL (extra small, small, medium, large, extra large and extra extra large). For clothing in general, you can also ask students questions such as“W yhoaut dwoear
教学目标
教学活动建议
Warm-up
To get students to talk about the main topic of this unit in a comfortable and relaxed manner
Have students look at the picture and ask them to tell you as much as they can about it.
Next, students can complete the dialogue in Exercise C. Have three students read out
do you
use
and
Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.