新生代英语基础教程2 Unit7电子教案.docx
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新生代英语基础教程2 Unit7电子教案.docx
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新生代英语基础教程2Unit7电子教案
教案
课程名称新生代英语基础教程2
课时____________________
班级____________________
专业____________________
教师____________________
系部____________________
教研室____________________
教材《新生代英语基础教程2》
TeachingPlan
教学
单元
Unit7“Howdidyouhearaboutthisjob?
”
单元
主题
●Jobinterviews
课时安排
8
教
学
内
容
●ShowTime
“Howdidyouhearaboutthisjob?
”
●Reading
Makeorbreak?
●ChatTime
Areyoureadyforyourinterview?
●Writing
Athank-youletter
●Grammar
adverbsofmanner
●MyStory
Whatdoyoudo?
教学目标
教学活动建议
Warm-up
Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner
●Havestudentslookatthepictureandaskthemtotellyousomethingaboutitasmuchastheycan.
●Then,gothroughthequestionsandcompleteeachanswer.Inaddition,youcanaskafewwarm-upquestionssuchas“Doyouhavejob?
”and“Wheredoyouwork?
”Youmayneedtoteachthewordresume(number2),inorderforstudentstocompletethatquestion.Tellstudentsthataresumeisasummaryofsomeone’sworkexperienceandeducation.Itissomethingweusewhenweapplyforajob.
VocabularyBuilder
AandB
Toteachstudentsnewvocabularyrelatedtowork
●Havestudentslistenandrepeatthewords.Forthedefinitions,startwiththewordsmanagerandsupervise.Tellstudentsthatamanagerlooksafteraplaceofbusiness.Heorshedoesthisbysupervisingworkers.Makesurestudentsareawarethatmanagerisanounandsuperviseisaverb.Forthewordsinterviewandexperience,youcanrefertothepictureinthewarm-upsection.Thewomanisatajobinterview.Thisisaformalmeetinginordertoapplyforajob.Manystudentsknowthewordexperiencefromvideogames,whereitiscommonlyknownasEXP.Asalways,relatingnewvocabularytothestudents’livesisthebestwaytoteachthem.Forthewordapplication,tellstudentsthatitisaformusedtotryandgetsomething.Thewordssalesclerk,part-timeandcashregisterhaveallbeenmentionedinpreviousunits.Studentsshouldalreadybefamiliarwiththesethreewords.
●Oncestudentsarefamiliarwiththenewwords,havethemdotheexercises,correctinganymistakes.Formorevocabularyrelatedtojobs,see.
CandD
Toimprovestudents’listeningandcomprehensionskills
●TellstudentstheywillhearaconversationbetweenKenandBianca.Theyarediscussingtheirpart-timejobsoverthesummer.Then,listentotheconversationandhavestudentscompletethesentences.Correctanymistakes.
●ForExerciseD,firsthavestudentsbrainstormasmanyjobsaspossible.Chooseonejobandletstudentsmakeajobdescription,e.g.“I’mateacher.IteachEnglishand…”Thenletstudentsreadthejobdescriptionsintheexerciseandencouragethemtoguesswhatjobstheymaybewithoutlookingatthelist.Theycansharetheirreasonswithapartner.Correctanymistakes.
ShowTime
A
Toteachstudentsspeakingskillsthroughthevideo
●First,havestudentswatchthevideoinitsentirety.Askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo?
”“Wherearethey?
”“Whataretheydoing?
”“Whyaretheydoingthat?
”“Howaretheydoingit?
”
●Next,havestudentstaketurnsexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.
B,CandD
Toimprovestudents’listeningcomprehensionthroughthevideo
●Watchthevideo.ThenlookatExerciseB,andaskstudentstocompletetheTrue/Falsestatements.
●Next,studentscancompletethedialogueinExerciseC.HaveagroupofstudentsreadoutthedialoguewithonestudentplayingtheroleofMr.Patel,andtheotherasHector.
●Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingdifferentnames.Studentscanalsorole-playajobinterviewusingthevocabularytaughtinthisunit.TochecktheanswersforExercisesB,C,andD,studentscanexchangebooksandlistenasyougothroughtheanswers.
Reading
AandB
Toimprovestudents’readingcomprehensionandlearnaboutjobinterviewtips
●Explaintostudentsthemeaningoftips.Thenaskstudentsiftheycanthinkofanytipssomeonemightneedforajobinterview.
●Next,readandhavestudentslistentothetext.Letthemreadeachofthequestionsandchoosethebestanswer.
C,DandE
Togetstudentscomfortablewhenspeakingabouthousing
●Putstudentsinpairsandhavethempracticetalkingaboutjobinterviews.Everytwominuteshavestudentsstandupandchangepartners.Dothisthreeorfourtimes,dependingonclasssize.
●ForExerciseD,havestudentsimaginethemselvesascandidatesandaskthem,“Whatwillyouwearifyougoforaninterview?
”Thenletthemusetheirideasorthoughtstojudgethethreecandidatesandfinishtheexercise.Remindthemthattheseareopenquestions.Next,askthem“Besidesoutfit,whatelseshouldyoupayattentionto?
”Youcangivethemsomehintslikepunctuality,politeness,etc.
●ForExerciseE,letstudentsfindthedifferenceineachpairofpictures.Letthemcommentontheintervieweesanddecidewhichisappropriate.Havestudentsawarethatoutfitsandmannersareimportantinajobinterview.
ChatTime
Toimprovestudents’listening,speaking,writingandactingskillsthroughtheconversation
●ExplaintostudentsthattheywillhearaconversationinwhichHarrisgivesVivianadviceaboutherupcomingjobinterview.Introducethekeyvocabularywordsforthisconversation.Tellstudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.
●Next,havestudentspracticetalkingaboutjobsmonitoringthemwhiletheydoso.
●ForExerciseC,havestudentsreviewsomebasicexpressionsandsentencesusedinaninterview.Thenletstudentsrole-playtheinterviewerandVivian.Invitesomegoodroleplayerstoperformaconversationinfrontoftheclass.
Writing
Toimprovestudents’writingskillsandlearntowriteathank-youletter
●Introducetheelementsofathank-youletter.AskstudentstoreadthroughtheexampleandthenfinishExercisesAandB.Checktheirwork.
●Explaintheexample.Payattentiontolanguagepoints.
●TellstudentsthatthefouraspectsasisshowninExerciseBiswhatneedtobecontainedinathank-youletter.Askstudentstowritetheirownversions.
Grammar
Toteachstudentsaboutadverbsofmanner
●Startbyexplainingtostudentsthedefinitionofanadverb.Thebestwaytodothisistoshowthemsomeexamples.Youcanusethedefinitionandexamplegiveninthebook.
●Next,youmustgothroughthespellingrulesforadverbs.StartbywritingLYontheboard.Writeuptheruleandgiveanexample.Now,havestudentsgiveyoumoreexamples,untilyouhavefilledupthatsectionoftheboard.DothesameforILY,ALLYandIRREGULAR.Also,besuretogothroughtheNotesatthebottomofthebox,astwoimportantexceptionsarelistedthere.
●Oncestudentshaveagoodideaaboutthespellingrules,youcanplayaquickgametoreviewthem.Havetwostudentscometothefrontandthensayanadjective.Studentsaresupposedtowritethecorrectadverbontheboard.Thefirstonetocompleteitcorrectlygetsapointforhisorherteam.
●Finishbyhavingstudentscompletetheexercises,andthenaskthemtoexchangebooksandgothroughtheanswers,correctinganymistakes.
MyStory
Toimprovestudents’listeningcomprehensionandspeakingabilitythroughthevideo
●Tellstudentsthattheywillseeavideoinwhichrealpeopletalkabouttheirjobs.
●Then,watchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.Next,havestudentstellyoutheanswers,correctinganymistakes.
●Watchthevideoagainandhavestudentsfillinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.
●Forthediscussionsection,givestudentsyouranswerstothequestions.Next,youcanhaveseveralstudentsgivetheiranswerstotheclass.Finally,havestudentsdiscussthequestionsinpairsand/oringroups.
课后学习设计
作业
◆FinishalltheexercisesinUnit7.
◆Readthetextinthisunitagainandtrytosummariseitscontent.
◆Writeathank-youlettertoyourmother.
课后总结与反思
补充教学资源
VOCABULARYBUILDER
Ø参考译文
肯:
夏天过得怎么样,比安卡?
比安卡:
很忙。
我在一家咖啡馆做兼职。
肯:
你喜欢在那里工作吗?
比安卡:
是的,我喜欢。
我了解了一些顾客。
你呢?
肯:
在夏天我也有一份兼职工作。
那工作不错。
比安卡:
真的吗?
你在干什么?
肯:
我在兼职做海滩救生员。
比安卡:
酷。
肯:
真是太棒了……我希望明年夏天我能再做一次。
SHOWTIME
Ø语言解析
1.I’mthestoreownerandmanager.我是商店的老板和经理。
本句指同一人有不同身份,manager前面不要加任何冠词。
2.Hesaidthatyouarelookingforapart-timesalesclerk,whichisperfectforme,becauseI’mastudent.
他说你们正在寻找一个兼职销售员,这对我来说最合适,因为我是学生。
本句是多重复合句。
该句可分为三个层次,第一层是句子主干为Hesaidthat,其中that引导的从句作宾语;第二层是由which引导的非限制性定语从句,which作定语从句的主语;第三层为because引导的原因状语从句。
3.Whatwasitthatyoudidasan“assistant”?
作为助理,你到底都做些什么工作?
本句使用了强调结构“Itis(was)+强调部分+that(who)+句子的其余部分”.It在句中无意义,只起引出被强调部分的作用。
被强调的部分指人时,除可用that外,还可换用who(强调宾语指人时也可用whom)。
4.Iansweredthephonesandtookmessages.我接电话并记录留言。
answer这里意为“接,应答(电话等)”
e.g.Pleaseanswerthephone.请接一下电话。
5.I’mmajoringinbusiness,andtakingclassesinaccounting,andsomedayIwouldliketobeastoremanagerlikeyourself,Mr.Patel.
我正在主修商科,学习会计课程,将来我想成为像你一样的商店经理,帕特尔先生。
major这里是作为动词,意为“主修…专业”;此外还可以作为名词和形容词。
1)作为名词,意为“主修科目,专业;专业学生”。
e.g.“What’syourmajor?
”“I’manEconomicsmajor.”
“你是哪个专业的?
”“我的专业是经济学。
”
2)作为名词,意为“(大小、
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