1、 .教 案課程名稱新生代英語高級教程 2課 時班 級專 業(yè)教 師系 部教 研 室教 材 新生代英語高級教程 2Word 文檔 .教學計劃Unit 1 “My schedule is crazy.” Show Time“My schedule is crazy.” ReadingI aced my chemistry test.Schedules and routinesWord 文檔 .教學目標Warm-uplearning goals for the unit and explainthat the focus of this unit is on timemanagement. Ask s

2、tudents to look at the picture andto describe what they see. (A student isworking on an assignment very late atnight.) Read the words in the boxesaloud, modeling the correctmeanings. Give students severalminutes to complete the passage. Nominate students to read the passagearound the class. Ask stud

3、ents: Do youhave a schedule as busy as this? Whatsyour schedule like? Have students listen and repeat thewords and the expression, teaching thedefinition for each one. You can checktheir comprehension by askingnew vocabularyquestions, such as: What is anotherword for homework? (assignment) Whatis th

4、e verb we use to describe missing aclass? (skip) What is another word forstudent accommodation? (dormitory) Once students seem comfortable withrelated to studyingthe new words and the expression, havethem complete Exercise B and thenswitch books. Go through the answers,calling on different students

5、each time.Correct any errors. If you want to, you can start each classwith a short spelling test, which worksquite well as a warm-up. Tell students they will hear aCconversation between a man and awoman who are discussing theirsemester schedules. There are a few words in thecomprehension skillsconve

6、rsation you may need to teach.Word 文檔 .They are physics, electiveandShakespeare. Write these three wordson the blackboard. Ask students: Whichone is a famous writer? (Shakespeare)You can also ask students to tell you thenames of some famous Shakespeareplays. Then ask students: Which one is akind of

7、science? (physics) You may wantto add that Newton is the most famousfigure in the history of physics. Studentswill probably have heard of the story ofan apple falling on his head. Tellstudents that we use electiveto talkabout subjects that we choose. Askstudents if they have any electiveclasses. Pla

8、y the audio, twice if necessary. Pausethe audio so that students have time tofill in the blanks. Read the rubric aloud and check thatDstudents understand the task. Organize students into pairs. Challengethem to see who can be the first tocomplete the puzzle, but dont allowfast finishers to reveal th

9、eir answers totheir prehension skills As a possible extension task, getstudents to write sentences aboutthemselves containing the words fromthis activity. Tell students to look at the pictures andShow TimeAask some basic comprehensionquestions, such as: Who are thesepeople? Where are they? What are

10、theydoing? Ask students to guess what happened inthis video and to match the pictures tothe sentences according to their ownunderstanding. Have students watch the video in itsentirety. Ask them to check theiranswers with a partner.Word 文檔 . For Exercise B, ask students to readthrough each statement

11、and to decide ifit is true or false. For Exercise C, play the video again.Have a pair of students read out theconversation with one student playingthe role of Hector and the other asNaomi. For an extension activity, youcan also have students rewrite theconversation, using the words andexpressions le

12、arned in this unit.through each sentence and choose thecorrect word or expression. Check the answers for Exercises B, C,and D. Students can exchange booksand listen as you go through theanswers.Exercise AReadingA and B Ask students to describe the picture.Then read the headline aloud. Ifstudents don

13、t know the meaning of theword procrastinating, tell them to guesswhat they think it means. Elicit thatprocrastinatemeans putting off doingsomething until a later date. Askcomprehensionstudents to tell you whether or not theyprocrastinate and get them to describethe situations in which they are mostl

14、ikely to procrastinate. Give students several minutes to readthe text. Encourage students to refer toWORDS & EXPRESSIONS. Ask students to complete the exercise.Allow them to check their answers witha partner before conducting classfeedback.Exercise B Get students to look at the statements.They shoul

15、d then read the text again,and decide whether the statements aretrue or false. Check answers around the class.Word 文檔 . Challenge students to see who can bethe first to match the words to thedefinitions. Fast finishers should write sentencescontaining the words in the left column.They should then bl

16、ank out the wordsand read the sentences aloud toanother fast finisher, who should listenand provide the missing words. Check answers orally, focusing on Read the words and expressions in theboxes aloud. Ask students to completethe sentences. Allow them to check theiranswers with a partner before rea

17、dingthe sentences around the class. Personalize the new language by askingstudents questions, such as: Whatbest-selling books have you read?When you make a plan, do you find itdifficult to stick to it? When were youlast tempted to procrastinate?Exercise E Focus students attention on the Bingogrid an

18、d check that they understand therules of the game. Ask students to write the words into theblanks. When everyone is ready, play the audioof the definitions. When someone calls out“ Bingo”, see ifhe / she can remember the definitionsfor the words in their row.Exercise ABeyond the Text Read what Olivi

19、a says to the class. Thenget a student to read the advice aloud.Ask students whether or not they agreewith the advice, and whether they haveany different or better suggestions.encourage them tolearn a lesson fromthe text Focus students on what Nick says.Organize students into pairs and getthem to di

20、scuss what advice they wouldWord 文檔 .give Nick. After they have shared theirideas, get a few students to report back.Encourage the rest of the class to givefeedback on each others advice. Give students several minutes to readthe quotes and sayings. Allow them toask questions about any new orunfamili

21、ar plete the task. Monitor as studentsshare their ideas, offering support wherenecessary. For Exercise A, explain to students thatthey will hear a conversation in which aman and a woman discuss midtermtests. Introduce the key words andexpressions for this conversation. Tell students to listen carefu

22、lly and towrite down what they hear in the blanks.If necessary, pause the audio so thatstudents have time to write. Have students practice talking aboutstudying using the questions in ExerciseB. Have students read through LANGUAGENOTE, which teaches the idiom“ to turnover a new leaf. Ask students: H

23、ave youever turned over a new leaf? What didyou want to change? Were yousuccessful? Why (not)?Exercise C Read the rubric aloud and directstudents attention to the clues. As aclass, read through the expressions inUseful language, focusing on the correctpronunciation, sentence stress andintonation. Or

24、ganize students into pairs and getthem to work on their role-plays.Circulate as students do this, listeningand making notes of any examples ofgood language you hear or any issuesWord 文檔 .students need help with. Nominate a couple of confident pairs toperform their role-plays to the rest ofthe class.

25、 Conduct class feedback, takingtime to discuss any issues you haveobserved and any examples of goodlanguage and communicative skills. Tell students that they are going to putsome of the skills they have learned inthis unit into practice, by writing aschedule. Give students several minutes to skimthe

26、 notes and to match them to theschedule entries. Allow students to check their answerswith a partner before conducting classfeedback.Exercise B Focus students attention on theheadings and elicit their meanings. Read the rubric aloud and challengestudents to see who can be the first tocomplete the ta

27、sk. Check answers orally. For each heading,ask students to suggest a couple morepossible schedule entries.Exercise C Get students to look at Karas schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information. Do the first schedule entry in Exercise Btogeth

28、er, as an example. Studentsshould complete the rest of the taskalone. Monitor, offering support wherenecessary. Bring the class together again. Gothrough the schedule, asking studentsto tell you what they wrote and wherethey wrote it.Exercise D Ask students: What do you need to dothis week? Ask them

29、 about their dailyWord 文檔 .life, school and their part-time job. Tellstudents about some of the things youneed to 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.

30、Remind them that they onlyneed to write the most importantinformation. Monitor as students complete the task, When students have completed thetask, display the schedules on the screenand get students to look at each othersschedule. Ask students: Who has thebusiest schedule?Exercise AGrammar Start by

31、 explaining that tag questionsare used 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,such as: You arent my student, are you? Explain that we also use tag question

32、swhen we want to confirm something weknow is true. In this case, your voice will go downwhen you speak. Write an example onthe blackboard, such as: You dont havea sister, do you? Once students seem comfortable withthe grammar, have them complete theexercise and then switch books tocorrect their mist

33、akes.Exercise B Ask students to look at the picture andto describe what they see. (A sleepy boywho is finding it difficult to get up forschool. His mom is making breakfast forhim.)Word 文檔 . Elicit when we use tag questions. (Whenwe want to check conversation or elicit aresponse from our conversation

34、alpartner.) Read the rubric aloud. Complete thefirst tag question together with studentsas an example. 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 theclass. Te

35、ll students that they will see a video inwhich real people talk about what theydo in their free time. Play the video and have studentscomplete the true or false statements inExercise A. In some cases, you may needto pause the video to help students. Have students tell you the answers,correcting any

36、mistakes. Play the videoagain and have students answer thequestions in Exercise B, pausing thevideo if necessary. Check students answers, correcting anymistakes.Exercise C Give students several minutes to readthe questions and to think about theiranswers. Organize students into pairs. Theyshould tak

37、e it in turns to ask and answerthe questions. Circulate, encouraging students to usesome of the new words and expressionsthey have learned in this unit. Ask a few students to report back ontheir discussions. Write down any newlanguage on the blackboard.課后學習設計Word 文檔 . Finish all the exercises in Uni

38、t 1.作業(yè) Read the text in this unit again and tryto summarise its content.Word 文檔 .補充教學資源Vocabulary Builder參考譯文嗨，希拉里。這學期你的課程安排如？希拉里： 讓我想想，課程表在這兒了。看起來這學期會很忙。二和四上午有數(shù)學課。一、三和五下午有物理課。這兩門是我的必修課，因為我學的是物理專業(yè)。希拉里： 有，我有一門羅馬史選修課，每五上午上課。你呢，蒂姆？你簡直讓我抓狂！每天我都有英語課。目前我還在上一門關于莎士比亞的課。他是我最喜歡的作家。這學期將會很忙。Show Time參考譯文桑切斯夫人：

39、嗨，親愛的。學得怎么樣？Word 文檔 .說實話，媽媽，不怎么樣。桑切斯夫人： 真的嗎？出了什么問題？是漏掉了什么作業(yè)嗎？不是，媽媽。問題在于這噪音。噪音太大，我無法集中精力。桑切斯夫人： 哦，抱歉。但你也知道你老爸，他覺得自己耳背，所以他總是把音量調(diào)到最大。桑切斯夫人： 好吧。我們會盡量把聲音調(diào)低。維克托！把電視聲音調(diào)小點。你兒子正努力學習呢。赫克托：娜奧米：赫克托：娜奧米：赫克托：娜奧米：赫克托：我的父母！他們在看電視的時候喜歡把音量調(diào)得很大。這讓我很難集中精力。Word 文檔 .聽起來你需要一個更安靜一點的地學習。是的，你說的一點兒沒錯。這個想法不錯。但什么時候去？我的課程可是很多的！我

40、也是。就是因為這樣合理安排時間才變得更加重要。你是怎么做到的？首先，我為自己制定了一個時間表。你做了個時間表寫著你在什么時間去什么地點學習？是的，我真的是這么做的。這會很有幫助。比如，在二和四的四點到六點，我在圖書館學習。五上午，我在這兒，也就是在家學習。每我都按著時間表進行，風雨無阻。這確實跟上班差不多。這個比喻很貼切。你上班肯定不會遲到，對吧？而且你也不會曠工一天不去工作。以同樣的式對待你的學習，你的成績就會提高。Word 文檔 .那么，現(xiàn)在你知道你要做什么了！那就去做吧！如果你能合理安排時間，你會感覺自己做事更有成效。相信我。我會嘗試一下。反正也沒什么好損失的了，對吧？祝你好運。以后跟我

41、說說你進行得如。我會的。回聊。語言解析1 So he turns the volume up all the way!所以他總是把音量調(diào)到最大!1) turn up： to make a machine such as an oven, radio etc. produce more heat,sound etc. 開大，調(diào)高（機器的熱度、音量等）Word 文檔 .e.g. Turn the oven up to 220.把爐子溫度調(diào)高到 220 攝氏度。 to suddenly appear after having been lost or searched for 突然露面，重 新出現(xiàn)e

42、.g.I couldn t find my watch for ages, but then one day it turned upin acoat pocket.我有好長時間找不著手表了，但有一天它突然從一件外衣口袋里冒了出來。2) turn down: to make a machine such as an oven, radio etc. produce less heat,sound etc. 調(diào)低（機器的熱度、音量等）e.g. Can you please turn the TV down? I cant hear myself think!請你把電視的聲音關小一點行嗎？我沒法靜

43、下心來思考！ to refuse an offer, request, or invitation 拒絕（提議、要求、邀請等）e.g. She has turned down offers from several different law firms.她拒絕了好幾家不同的律師事務所的聘請。2 What about studying at the library?去圖書館學習怎么樣？Word 文檔 .what about doing something：used to make a suggestion 提出建議、詢問消息或征求意見時使用，意為“怎么樣”：e.g. What about (g

44、oing for) a walk?去散散步怎么樣？What about his qualification for the position?他擔任這職務夠格嗎？3 Yeah, you could say that again.是的，你說的一點兒沒錯。“you could say that again” 在口語中是比較常見的表達式，意為“你說的沒錯/你說的完全正確/你說的對極了/我完全同意你的觀點”等：e.g. It s a super-hot day!Yeah, you could say that again!今天可真熱！是的，你說的一點兒沒錯！4 You write a schedule

45、 showing when and where youre going to study?你做了個時間表寫著你在什么時間去什么地點學習？1) showing：現(xiàn)在分詞作后置定語修飾 schedule。e.g. There is a lady asking to see you.有一位女士要求見你。Word 文檔 .The girl sitting by my side is my cousin.坐在我旁邊的是我表妹。2) 更為常見的是現(xiàn)在分詞做前置定語，有些現(xiàn)在分詞已經(jīng)變成形容詞。e.g. There were growing doubts about the victory statemen

46、t.越來越多的人對這勝利的聲明表示懷疑。5 And you wouldnt skip a day of work, either.而且你也不會曠工一天不去工作。skip：v.1) to not to do something that you usually do or that you should do 故意略去，有意不出席（會議等）e.g. skip breakfast /school /a meeting不吃早飯/逃學/逃會He skipped work again.他又曠工了。2) to move forwards with quick steps and jumps 蹦跳著走e.g

47、. Maria skipped along at her mothesr side.瑪麗亞在她媽媽身邊蹦蹦跳跳地向前走。Word 文檔 .6 What have I got to lose, right?反正也沒什么好損失的了，對吧？1) 動詞不定式作定語：e.g. I ll go and get something to drink.我去找點飲料。He is a nice man to work with.他是個好共事的人。2) 部分名詞后常可用不定式作定語，常見的能跟不定式作定語的名詞有：ability, attempt, chance, courage, determination, e

48、ffort, failure, intention,need, opportunity, plan, right, time 等。e.g. I haven t had chance to think yet.我還沒有時間考慮。You have no right to do such a thing!你沒有權利這樣做！Reading參考譯文如擺脫拖延癥Word 文檔 .有時我們都會遇到這種情況：最后期限就在眼前，但你不僅沒在工作，反而在瀏覽臉書或是在網(wǎng)上購物。這就是拖延癥的表現(xiàn)，它會影響到我們每一個人。那么如才能擺脫拖延癥呢？當一項任務看起來很艱巨或是不可能實現(xiàn)時，我們經(jīng)常會去拖延時間。嘗試把任

49、務分解為比較小的幾個部分。例如，與其想著“我要在今晚 10 點之前寫完論文，”不如告訴自己，“我計劃列個簡短的大綱，往里面填充容，然后去查找引文。”另一重要因素是你所處的環(huán)境。如果在你工作的地有很多讓你分心的事物，這會很容易誘使你去拖延時間。在你工作的地有可能會讓你分散注意力的事物嗎（比如電視）？制作一寫有目標和最后期限的時間表是幫助你擺脫拖延癥的好法。但重要的是你所設定的截止日期是能夠?qū)崿F(xiàn)的，這樣你才能保證恪守期限。有的人喜歡等到一個合適的時機才開始工作，然而最合適的時機往往是現(xiàn)在。嘗試一下“兩分鐘法則”來幫助你著手處理工作。這個想法來自戴維艾倫的暢銷書盡管去做無壓工作的藝術。書中說到如果做

50、一件事用不了兩分鐘，比如飯后洗碗，那么你現(xiàn)在就應該去做。所以你還在等什么？從今天開始照著這些提示來擺脫拖延癥吧！語言解析1. We often procrastinate because a task seems too big, or impossible toachieve.Word 文檔 .當一項任務看起來很艱巨或是不可能實現(xiàn)時，我們經(jīng)常會去拖延時間。crastinate: to delay doing something that you ought to do, usuallybecause you do not want to do it 耽擱，拖延e.g. People

51、 often procrastinate when it comes to paperwork.遇到文書工作，人們常常會拖拖拉拉。2. Im going to make a short outline, fill that in, and then look for quotes.我計劃列個簡短的大綱，往里面填充容，然后去查找引文。1) outline: n. the main ideas or facts about something, without the details 剛要，要點e.g. A debt reduction scheme was agreed in outline (=people agreedon its main points).債務削減計劃大致已經(jīng)商定。 v. to describe something in a general way, giving the main points butnot the details 概述，提出的剛要e.g. The new president outlined plans to deal with crime, drugs, andeducation.新總統(tǒng)概述了解決犯罪、毒品和教育問題的計劃。2) quote:Word 文檔 .