新生代英语高级教程2Unit4电子教案.docx

1、新生代英语高级教程2Unit4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 21教学计划教 学单 元单 元主 题教学内容Unit 4 “ I d like to open an account. ”Opening a bankShow Time“ I d like to open an account. ”ReadingHow much do you love money?Chat TimeI have a problem.WritingA description of a chartGrammarModals for ded

2、uctionMy StoryPlaces around town课 时8安 排教学目标Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner教学活动建议Explain to students that the focus of this unit is on money and finances. Ask students: Do you think you re good at managing your money? Why (not)? Do you

3、 find it easy to save your money? Are you saving at the moment?Focus studentsattention on the statements about money management and read the rubric aloud. Give students several minutes to complete the task.Collect answers around the class. Ask2Vocabulary Builder A and BTo teach students newvocabular

4、y related tobankCTo improve studentslistening andcomprehension skillsDTo improve studentsspeaking andcomprehension skillsstudents to identify the statement which is closest to their views on money management.Have students listen and repeat the words and the expression, teaching the definition for ea

5、ch one. You can check their comprehension by asking questions, such as: What do you need to prove you can drive a car? (driver s license) What word do we use to describe the least amount of something? (minimum) What word means “to take money out of the bank ”? (withdraw ) What is an international tr

6、avel document? (passport)Once students seem comfortable with the new words and the expression, have them complete Exercise B and then switch books. Go through the answers, calling on different students each time. Correct any errors.If you want to, you can start each class with a short spelling test,

7、 which works quite well as a warm-up.Tell students they will hear a conversation in which a man opens an account at a bank. After previous exercises, students should be familiar with all the words used in the conversation. Play the audio, twice if necessary. Pause the audio so that students have tim

8、e to fill in the blanks. Once they are finished, have them switchbooks and go through each answer, calling on different students each time.For variety, you can also choose confidentstudents to write their answers on the blackboard.Read the rubric aloud. Make sure thatstudents understand the task. Wh

9、en students have completed the task, allow them to check their answers with a partner before conducting class feedback. Increase the challenge for fast finishers by asking them to think of some words which3Show Time ATo teach studentsspeaking skillsthrough the use ofpicturesB, C and DTo improve stud

10、entslisteningcomprehensionthrough the use ofvideoReading A, B and CTo improve studentsreadingcomprehensioncollocate with the crossed-out ones.Tell students to look at the pictures and ask some basic comprehension questions, such as: Who are these people? Where are they? What are they doing?Ask stude

11、nts to guess what happened in this video and to match the pictures to the sentences according to their own understanding.Have students watch the video in its entirety. Ask them to check their answers with a partner.For Exercise B, ask students to fill in the form with the correct information. For Ex

12、ercise C, play the video again. Have a pair of students read out the conversation with one student playing the role of Naomi and the other as Mr. Sanchez. For an extension activity, you can also havestudents rewrite the conversation, using the words and expressions learned in this unit.For Exercise

13、D, have students read through each sentence and then put thesentences in order.Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers.Exercise ARead the heading aloud and ask it to a couple of students. Encourage them to justify their answer

14、s with a reason.Tell students that they are going to do a questionnaire to find out their attitudes toward money.Ask students to complete the questionnaire. Be on hand to help studentswith any questions they don tunderstand.Exercise BGet students to match the answers to the questions in the question

15、naire. Make sure students realize that each of the questions4D, E and FTo review the usefulwords and expressionsin the questionnaire has a corresponding answer.Allow students to check their answers with a partner before conducting class feedback.Exercise CAsk students to look at their choices and fi

16、nd out whether they answered mainly As, Bs or Cs.Get students to read the text which corresponds with their choices. Ask students: Do you agree with what the text says about you? Why (not)?Exercise DRead the rubric aloud and give students an example answer which is true for you, such as: For Questio

17、n 1, I would just need enough to get my car repaired, so say about $700.Ask students to provide personalized answers to each of the questions. Monitor as students complete this task, prompting them where necessary.Bring the class together again and focus studentsattention on EXAMPLE.Allow students s

18、everal minutes to compare and discuss their answers.Nominate a few students to report back on their and their partners answers.Exercise ERead the words in the left column aloud, modeling the correct pronunciation and asking students to repeat after you.Give students several minutes to complete the m

19、atching task.Check answers around the class. Ask students questions using these words, such as: Have you ever bought lottery? Do you have a motto? What is it? Who do you think the most intelligent person in this class is?Exercise FRead the words and expressions in the5Beyond the TextTo improve stude

20、ntscritically thinkingabilityChat TimeTo improve studentslistening, speaking,writing and actingboxes aloud, modeling correctpronunciation.Give students several minutes to complete the task. Ask them to compare their answers with a partner. Conduct class feedback.Exercise GOrganize students into pair

21、s. Challenge them to see who can be the first to solve the clues.Check answers around the class.Exercise ARead the rubric aloud and focus students attention on the quotes about money. Allow them to ask questions about the quote(s) they dontunderstand. Read EXAMPLE aloud and ask students: Do you agre

22、e with this? Why (not)?Organize students into pairs and ask them to discuss their ideas. Circulate, promptingstudents to back up their ideas with their experiences.Bring the class together again. Generate asmuch discussion as possible and write any new language on the blackboard.Exercise BRead the r

23、ubric aloud to students and focus their attention on the advice given. Ask students to tell you whether or not they agree with this advice and why. Ask students to read the statements from Nick and Pola and to complete the task. Circulate as students write their advice, offering support where necess

24、ary.Ask students to work in small groups to share the advice they gave.Bring the class together. Nominate a few students to share their answers, and generate a class discussion.Exercises A & BFor Exercise A, explain to students that they will hear a conversation in which a customer tells the bank te

25、ller about a6skills through the useof conversationWriting To improve studentswriting skills andlearn to write adescription of a chartproblem. Introduce the key words for this conversation.Tell students to listen carefully and to write down what they hear in the blanks. If necessary, pause the audio

26、so that students have time to write.Have students practice talking about banking issues using the questions in Exercise B.Have students read through LANGUAGENOTE, which teaches the acronym“ATM ”. Ask students if they know anyother examples of acronyms in English.For an extension activity, you can ha

27、vestudents come up with their own acronym.Exercise CRead the rubric aloud to students. Focus studentsattention on Useful language. Read the sentences aloud, modeling the correct pronunciation and getting students to repeat.Nominate a couple of students to read EXAMPLE aloud, and explain that they ca

28、n use this as a starting point.Circulate as students conduct their role-plays, monitoring and noting down any examples of particularly good use of language.Nominate a couple of students to perform their role-plays to the rest of the class.Exercise AAsk students: What do you think a female office wor

29、ker would spend most of her income on? Collect answers around the class before asking them to focus on the pie chart and to see if their predictions were correct.Give students several minutes to read the text and to complete the matching task. Allow students to check their answers with a partner bef

30、ore conducting feedback. Ask students to tell you whether or not they agree with the text s conclusion. Ask7Grammar To teach students howto use modals fordeductionstudents: How do you think the office worker s monthly wage could be usedmore effectively?Exercise BFocus students attention on the graph

31、. Elicit what the graph shows. (It shows the retail sales in the U.K. over the year 2010 and this year.)Ask students: Where did most people shop in 2010? What about this year? What kind of sales saw the biggest increase?Get students to match the sentence halves.Collect answers around the class.Exercise CRead the rubric aloud to students. Elicit what the pie c