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》

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教学计划 教 学 单 元 单 元 主 题 ? Computers ? Show Time “It’s faster and more expensive.” ? Reading 教 学 How do I print? 内 容 ? Writing Instructions for a computer ? Grammar Comparative and superlative adverbs ? My Story Using technology Screen time, all the time! ? Chat Time Unit 2 “It’s faster and more expensive.” 课 时8 安 排

教学目标 Warm-up 教学活动建议 To get students to talk ? Tell students that the focus of this unit is on computers and social media. about the main topic of ? Ask students to think about what factors this unit in a they would consider if choosing a comfortable and computer for themselves. Get a couple of relaxed manner students to share their thoughts. ? Read the rubric aloud and give students several minutes to complete the matching task. Then get students to share their reasons with a partner. 2

? Nominate a couple of students to report back on their choices and reasons. Vocabulary Builder ? Have students listen and repeat the words and the expression, teaching the definition To teach students new for each one. You can check their comprehension by asking questions, such vocabulary related to as: Which word means a portable computers computer? (laptop) What is the part of the computer we type on? (keyboard) What is the part of the computer the sound comes out of? (speakers) ? 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, which works quite well as a warm-up. A and B C To improve students’ listening and comprehension skills ? Give students several minutes to skim the conversation. Elicit what the two friends are talking about (computers). Ask students: What kind of computer does Kevin have? What kind of computer does Jenny want? Allow students to check the meaning of any unfamiliar language. ? Play the audio, twice if necessary. Pause the audio so that students have time to fill in the blanks. ? Allow students to check their answers with a partner before nominating a couple of confident students to perform the conversation in front of the class. ? Ask students to look at the diagram. Read the rubric and check that students understand the task. ? Organize students into pairs. Challenge them to see who can be the fastest to complete the diagram. ? Collect answers around the class, writing any new language on the blackboard. As 3

D To improve students’ speaking and comprehension skills students give you their answers, elicit the correct pronunciation. Show Time A To teach students speaking skills through the use of pictures ? 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 students 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 read through each statement and to write the correct word. ? For Exercise C, play the video again. Have a pair of students read out the conversation with one student playing the role of Mr. Sanchez and the other as Mrs. Sanchez. For an extension activity, students can role-play describing their computers, using the words and expressions learned in this unit. ? For Exercise D, have students read through each sentence and then put the events in order. ? Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers. Exercise A ? Read the text’s heading aloud to students and elicit what “screen time” means. (It means the time spent staring at a computer or phone screen.) Ask students to look at the pictures which elicit what might be happening in each story. ? Get students to read the text, referring to WORDS & EXPRESSIONS to help them with unfamiliar language. Ask them whether their predictions about the pictures were correct. 4

B, C and D To improve students’ listening comprehension through the use of video Reading A, B and C To improve students’ reading comprehension