教學(xué)設(shè)計(jì)課程名稱新生代英語(yǔ)高級(jí)教程2教師教研室教材《新生代英語(yǔ)高級(jí)教程2》1教學(xué)計(jì)劃教學(xué)單元Unit1“Myscheduleiscrazy.”單元主題●Studying課時(shí)安排8教學(xué)內(nèi)容●ShowTime“Myscheduleiscrazy.”●ReadingHowtostopprocrastinating?●ChatTimeIacedmychemistrytest.●WritingAschedule●GrammarTagquestions●MyStorySchedulesandroutines教學(xué)目標(biāo)教學(xué)活動(dòng)建議Warm-upTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner●Focusstudents’attentiononthelearninggoalsfortheunitandexplainthatthefocusofthisunitisontimemanagement.●Askstudentstolookatthepictureandtodescribewhattheysee.(Astudentisworkingonanassignmentverylateatnight.)Readthewordsintheboxesaloud,modelingthecorrectpronunciationandelicitingtheirmeanings.Givestudentsseveralminutestocompletethepassage.2●Nominatestudentstoreadthepassagearoundtheclass.Askstudents:Doyouhaveascheduleasbusyasthis?What’syourschedulelike?VocabularyBuilderAandBToteachstudentsnewvocabularyrelatedtostudying●Havestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whatisanotherwordforhomework?(assignment)Whatistheverbweusetodescribemissingaclass?(skip)Whatisanotherwordforstudentaccommodation?(dormitory)●Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.●Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskills●Tellstudentstheywillhearaconversationbetweenamanandawomanwhoarediscussingtheirsemesterschedules.●Thereareafewwordsintheconversationyoumayneedtoteach.Theyarephysics,electiveandShakespeare.Writethesethreewordsontheblackboard.Askstudents:Whichoneisafamouswriter?(Shakespeare)YoucanalsoaskstudentstotellyouthenamesofsomefamousShakespeareplays.Thenaskstudents:Whichoneisakindofscience?(physics)YoumaywanttoaddthatNewtonisthemostfamousfigureinthehistoryofphysics.Studentswillprobablyhaveheardofthestoryofanapplefallingonhishead.Tellstudentsthatweuseelectivetotalkaboutsubjectsthatwechoose.Askstudentsiftheyhaveanyelectiveclasses.●Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofill3intheblanks.DToimprovestudents’speakingandcomprehensionskills●Readtherubricaloudandcheckthatstudentsunderstandthetask.●Organizestudentsintopairs.Challengethemtoseewhocanbethefirsttocompletethepuzzle,butdon’tallowfastfinisherstorevealtheiranswerstotheirclassmates.●Asapossibleextensiontask,getstudentstowritesentencesaboutthemselvescontainingthewordsfromthisactivity.ShowTimeAToteachstudentsspeakingskillsthroughtheuseofpictures●Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?●Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.●Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.B,CandDToimprovestudents’listeningcomprehensionthroughtheuseofvideo●ForExerciseB,askstudentstoreadthrougheachstatementandtodecideifitistrueorfalse.●ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofHectorandtheotherasNaomi.Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingthewordsandexpressionslearnedinthisunit.●ForExerciseD,havestudentsreadthrougheachsentenceandchoosethecorrectwordorexpression.●ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.ReadingAandBToimprovestudents’readingExerciseA●Askstudentstodescribethepicture.Thenreadtheheadlinealoud.Ifstudentsdon’tknowthemeaningoftheword4comprehensionprocrastinating,tellthemtoguesswhattheythinkitmeans.Elicitthatprocrastinatemeansputtingoffdoingsomethinguntilalaterdate.Askstudentstotellyouwhetherornottheyprocrastinateandgetthemtodescribethesituationsinwhichtheyaremostlikelytoprocrastinate.●Givestudentsseveralminutestoreadthetext.EncouragestudentstorefertoWORDS&EXPRESSIONS.●Askstudentstocompletetheexercise.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseB●Getstudentstolookatthestatements.Theyshouldthenreadthetextagain,anddecidewhetherthestatementsaretrueorfalse.●Checkanswersaroundtheclass.C,DandEToreviewtheusefulwordsandexpressionsExerciseC●Challengestudentstoseewhocanbethefirsttomatchthewordstothedefinitions.●Fastfinishersshouldwritesentencescontainingthewordsintheleftcolumn.Theyshouldthenblankoutthewordsandreadthesentencesaloudtoanotherfastfinisher,whoshouldlistenandprovidethemissingwords.●Checkanswersorally,focusingoncorrectpronunciationofthewords.ExerciseD●Readthewordsandexpressionsintheboxesaloud.Askstudentstocompletethesentences.Allowthemtochecktheiranswerswithapartnerbeforereadingthesentencesaroundtheclass.●Personalizethenewlanguagebyaskingstudentsquestions,suchas:Whatbest-sellingbookshaveyouread?Whenyoumakeaplan,doyoufinditdifficulttosticktoit?Whenwereyoulasttemptedtoprocrastinate?5ExerciseE●Focusstudents’attentionontheBingogridandcheckthattheyunderstandtherulesofthegame.●Askstudentstowritethewordsintotheblanks.●Wheneveryoneisready,playtheaudioofthedefinitions.●Whensomeonecallsout“Bingo”,seeifhe/shecanrememberthedefinitionsforthewordsintheirrow.BeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthetextExerciseA●ReadwhatOliviasaystotheclass.Thengetastudenttoreadtheadvicealoud.Askstudentswhetherornottheyagreewiththeadvice,andwhethertheyhaveanydifferentorbettersuggestions.●FocusstudentsonwhatNicksays.OrganizestudentsintopairsandgetthemtodiscusswhatadvicetheywouldgiveNick.Aftertheyhavesharedtheirideas,getafewstudentstoreportback.Encouragetherestoftheclasstogivefeedbackoneachother’sadvice.ExerciseB●Givestudentsseveralminutestoreadthequotesandsayings.Allowthemtoaskquestionsaboutanyneworunfamiliarwords.●Organizestudentsintopairstocompletethetask.Monitorasstudentssharetheirideas,offeringsupportwherenecessary.ChatTimeToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&B●ForExerciseA,explaintostudentsthattheywillhearaconversationinwhichamanandawomandiscussmidtermtests.Introducethekeywordsandexpressionsforthisconversation.●Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.●Havestudentspracticetalkingabout6WritingToimprovestudents’writingskillsandlearntowriteascheduleExerciseA●Tellstudentsthattheyaregoingtoputsomeoftheskillstheyhavelearnedinthisunitintopractice,bywritingaschedule.●Givestudentsseveralminutestoskimthenotesandtomatchthemtothescheduleentries.●Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseB●Focusstudents’attentionontheheadingsandelicittheirmeanings.●Readtherubricaloudandchallengestudentstoseewhocanbethefirsttocompletethetask.●Checkanswersorally.Foreachheading,studyingusingthequestionsinExerciseB.●HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“toturnoveranewleaf.Askstudents:Haveyoueverturnedoveranewleaf?Whatdidyouwanttochange?Wereyousuccessful?Why(not)?ExerciseC●Readtherubricaloudanddirectstudents’attentiontotheclues.Asaclass,readthroughtheexpressionsinUsefullanguage,focusingonthecorrectpronunciation,sentencestressandintonation.●Organizestudentsintopairsandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhearoranyissuesstudentsneedhelpwith.●Nominateacoupleofconfidentpairstoperformtheirrole-playstotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandanyexamplesofgoodlanguageandcommunicativeskills.7askstudentstosuggestacouplemorepossiblescheduleentries.ExerciseC●GetstudentstolookatKara’sschedule.Readtherubricandmakesurestudentsknowtheyshouldonlywritethemostimportantinformation.●DothefirstscheduleentryinExerciseBtogether,asanexample.Studentsshouldcompletetherestofthetaskalone.Monitor,offeringsupportwherenecessary.●Bringtheclasstogetheragain.Gothroughtheschedule,askingstudentstotellyouwhattheywroteandwheretheywroteit.ExerciseD●Askstudents:Whatdoyouneedtodothisweek?Askthemabouttheirdailylife,schoolandtheirpart-timejob.Tellstudentsaboutsomeofthethingsyouneedtodothisweek.●Getstudentstomakenotesundertheheadings.Askacoupleofstudentstoreportbackonwhattheyhavewritten.ExerciseE●Getstudentstoputtheirnotesintotheschedule.Remindthemthattheyonlyneedtowritethemostimportantinformation.●Monitorasstudentscompletethetask,offeringsupportwherenecessary.●Whenstudentshavecompletedthetask,displaytheschedulesonthescreenandgetstudentstolookateachother’sschedule.Askstudents:Whohasthebusiestschedule?GrammarToteachstudentshowtousetagquestionsExerciseA●Startbyexplainingthattagquestionsareusedintwosituations.Inthefirstsituation,youarenotsuresomethingistrue,butwanttomakesure.Inthiscasewhenyouspeak,yourvoicewillrise.Writeanexampleontheblackboard,such8as:Youaren’tmystudent,areyou?↗●Explainthatwealsousetagquestionswhenwewanttoconfirmsomethingweknowistrue.●Inthiscase,yourvoicewillgodownwhenyouspeak.Writeanexampleontheblackboard,suchas:Youdon’thaveasister,doyou?↘●Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseB●Askstudentstolookatthepictureandtodescribewhattheysee.(Asleepyboywhoisfindingitdifficulttogetupforschool.Hismomismakingbreakfastforhim.)●Elicitwhenweusetagquestions.(Whenwewanttocheckconversationorelicitaresponsefromourconversationalpartner.)●Readtherubricaloud.Completethefirsttagquestiontogetherwithstudentsasanexample.●Getstudentstocompletetherestoftheconversation.Allowthemtochec