新生代英语高级教程2+unit+1教学设计.docx

新生代英语高级教程2+unit+1教学设计.docx

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新生代英语高级教程2+unit+1教学设计

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

Unit1“Myscheduleiscrazy.”

单元

主题

●Studying

课时安排

8

教

学

内

容

●ShowTime

“Myscheduleiscrazy.”

●Reading

Howtostopprocrastinating?

●ChatTime

Iacedmychemistrytest.

●Writing

Aschedule

●Grammar

Tagquestions

●MyStory

Schedulesandroutines

教学目标

教学活动建议

Warm-up

Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner

●Focusstudents’attentiononthelearninggoalsfortheunitandexplainthatthefocusofthisunitisontimemanagement.

●Askstudentstolookatthepictureandtodescribewhattheysee.（Astudentisworkingonanassignmentverylateatnight.）Readthewordsintheboxesaloud,modelingthecorrectpronunciationandelicitingtheirmeanings.Givestudentsseveralminutestocompletethepassage.

●Nominatestudentstoreadthepassagearoundtheclass.Askstudents:

Doyouhaveascheduleasbusyasthis?

What’syourschedulelike?

VocabularyBuilder

AandB

Toteachstudentsnewvocabularyrelatedtostudying

●Havestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:

Whatisanotherwordforhomework?

（assignment）Whatistheverbweusetodescribemissingaclass?

（skip）Whatisanotherwordforstudentaccommodation?

（dormitory）

●Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.

●Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.

C

Toimprovestudents’listeningandcomprehensionskills

●Tellstudentstheywillhearaconversationbetweenamanandawomanwhoarediscussingtheirsemesterschedules.

●Thereareafewwordsintheconversationyoumayneedtoteach.Theyarephysics,electiveandShakespeare.Writethesethreewordsontheblackboard.Askstudents:

Whichoneisafamouswriter?

（Shakespeare）YoucanalsoaskstudentstotellyouthenamesofsomefamousShakespeareplays.Thenaskstudents:

Whichoneisakindofscience?

（physics）YoumaywanttoaddthatNewtonisthemostfamousfigureinthehistoryofphysics.Studentswillprobablyhaveheardofthestoryofanapplefallingonhishead.Tellstudentsthatweuseelectivetotalkaboutsubjectsthatwechoose.Askstudentsiftheyhaveanyelectiveclasses.

●Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.

D

Toimprovestudents’speakingandcomprehensionskills

●Readtherubricaloudandcheckthatstudentsunderstandthetask.

●Organizestudentsintopairs.Challengethemtoseewhocanbethefirsttocompletethepuzzle,butdon’tallowfastfinisherstorevealtheiranswerstotheirclassmates.

●Asapossibleextensiontask,getstudentstowritesentencesaboutthemselvescontainingthewordsfromthisactivity.

ShowTime

A

Toteachstudentsspeakingskillsthroughtheuseofpictures

●Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:

Whoarethesepeople?

Wherearethey?

Whataretheydoing?

●Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.

●Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.

B,CandD

Toimprovestudents’listeningcomprehensionthroughtheuseofvideo

●ForExerciseB,askstudentstoreadthrougheachstatementandtodecideifitistrueorfalse.

●ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofHectorandtheotherasNaomi.Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingthewordsandexpressionslearnedinthisunit.

●ForExerciseD,havestudentsreadthrougheachsentenceandchoosethecorrectwordorexpression.

●ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.

Reading

AandB

Toimprovestudents’readingcomprehension

ExerciseA

●Askstudentstodescribethepicture.Thenreadtheheadlinealoud.Ifstudentsdon’tknowthemeaningofthewordprocrastinating,tellthemtoguesswhattheythinkitmeans.Elicitthatprocrastinatemeansputtingoffdoingsomethinguntilalaterdate.Askstudentstotellyouwhetherornottheyprocrastinateandgetthemtodescribethesituationsinwhichtheyaremostlikelytoprocrastinate.

●Givestudentsseveralminutestoreadthetext.EncouragestudentstorefertoWORDS&EXPRESSIONS.

●Askstudentstocompletetheexercise.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.

ExerciseB

●Getstudentstolookatthestatements.Theyshouldthenreadthetextagain,anddecidewhetherthestatementsaretrueorfalse.

●Checkanswersaroundtheclass.

C,DandE

Toreviewtheusefulwordsandexpressions

ExerciseC

●Challengestudentstoseewhocanbethefirsttomatchthewordstothedefinitions.

●Fastfinishersshouldwritesentencescontainingthewordsintheleftcolumn.Theyshouldthenblankoutthewordsandreadthesentencesaloudtoanotherfastfinisher,whoshouldlistenandprovidethemissingwords.

●Checkanswersorally,focusingoncorrectpronunciationofthewords.

ExerciseD

●Readthewordsandexpressionsintheboxesaloud.Askstudentstocompletethesentences.Allowthemtochecktheiranswerswithapartnerbeforereadingthesentencesaroundtheclass.

●Personalizethenewlanguagebyaskingstudentsquestions,suchas:

Whatbest-sellingbookshaveyouread?

Whenyoumakeaplan,doyoufinditdifficulttosticktoit?

Whenwereyoulasttemptedtoprocrastinate?

ExerciseE

●Focusstudents’attentionontheBingogridandcheckthattheyunderstandtherulesofthegame.

●Askstudentstowritethewordsintotheblanks.

●Wheneveryoneisready,playtheaudioofthedefinitions.

●Whensomeonecallsout“Bingo”,seeifhe/shecanrememberthedefinitionsforthewordsintheirrow.

BeyondtheText

Toimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthetext

ExerciseA

●ReadwhatOliviasaystotheclass.Thengetastudenttoreadtheadvicealoud.Askstudentswhetherornottheyagreewiththeadvice,andwhethertheyhaveanydifferentorbettersuggestions.

●FocusstudentsonwhatNicksays.OrganizestudentsintopairsandgetthemtodiscusswhatadvicetheywouldgiveNick.Aftertheyhavesharedtheirideas,getafewstudentstoreportback.Encouragetherestoftheclasstogivefeedbackoneachother’sadvice.

ExerciseB

●Givestudentsseveralminutestoreadthequotesandsayings.Allowthemtoaskquestionsaboutanyneworunfamiliarwords.

●Organizestudentsintopairstocompletethetask.Monitorasstudentssharetheirideas,offeringsupportwherenecessary.

ChatTime

Toimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversation

ExercisesA&B

●ForExerciseA,explaintostudentsthattheywillhearaconversationinwhichamanandawomandiscussmidtermtests.Introducethekeywordsandexpressionsforthisconversation.

●Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.

●HavestudentspracticetalkingaboutstudyingusingthequestionsinExerciseB.

●HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“toturnoveranewleaf.Askstudents:

Haveyoueverturnedoveranewleaf?

Whatdidyouwanttochange?

Wereyousuccessful?

Why（not）?

ExerciseC

●Readtherubricaloudanddirectstudents’attentiontotheclues.Asaclass,readthroughtheexpressionsinUsefullanguage,focusingonthecorrectpronunciation,sentencestressandintonation.

●Organizestudentsintopairsandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhearoranyissuesstudentsneedhelpwith.

●Nominateacoupleofconfidentpairstoperformtheirrole-playstotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandanyexamplesofgoodlanguageandcommunicativeskills.

Writing

Toimprovestudents’writingskillsandlearntowriteaschedule

ExerciseA

●Tellstudentsthattheyaregoingtoputsomeoftheskillstheyhavelearnedinthisunitintopractice,bywritingaschedule.

●Givestudentsseveralminutestoskimthenotesandtomatchthemtothescheduleentries.

●Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.

ExerciseB

●Focusstudents’attentionontheheadingsandelicittheirmeanings.

●Readtherubricaloudandchallengestudentstoseewhocanbethefirsttocompletethetask.

●Checkanswersorally.Foreachheading,askstudentstosuggestacouplemorepossiblescheduleentries.

ExerciseC

●GetstudentstolookatKara’sschedule.Readtherubricandmakesurestudentsknowtheyshouldonlywritethemostimportantinformation.

●DothefirstscheduleentryinExerciseBtogether,asanexample.Studentsshouldcompletetherestofthetaskalone.Monitor,offeringsupportwherenecessary.

●Bringtheclasstogetheragain.Gothroughtheschedule,askingstudentstotellyouwhattheywroteandwheretheywroteit.

ExerciseD

●Askstudents:

Whatdoyouneedtodothisweek?

Askthemabouttheirdailylife,schoolandtheirpart-timejob.Tellstudentsaboutsomeofthethingsyouneedtodothisweek.

●Getstudentsto