to students unit 2
译林版四年级英语上册第二单元知识点梳理
译林版四年级英语上册第二单元知识点梳理四年级英语上册第二单元知识点梳理Unit 2: I Love ReadingIn the second unit of the fourth-grade English textbook, students will focus on the theme of reading. This unit aimsto cultivate students' interest in reading and improve their reading skills. In this unit, students will learn about different types of books, how to borrow books from thelibrary, and how to express their opinions about the booksthey have read.1. Types of BooksIn this section, students will be introduced to various types of books, such as storybooks, picture books, and comics. They will learn the characteristics of each type and understand how to choose books according to their interests and preferences.2. Library RulesStudents will learn about the rules and procedures for borrowing books from the library. They will understand the importance of taking care of the borrowed books and returning them on time. Additionally, they will learn how to search for books using the library catalog and how to use a library card.3. Book RecommendationsIn this part, students will learn useful phrases to express their opinions and recommendations about the booksthey have read. They will practice describing the plot, characters, and their favorite parts of a book. Through this, they will improve their ability to communicate and sharetheir thoughts with others.4. Reading ComprehensionTo enhance their reading skills, students will engage in various reading comprehension activities. These activities will include answering questions, identifying main ideas, and finding specific information in the text. Through these exercises, students will develop their ability to understand and interpret written texts.5. Vocabulary ExpansionThroughout the unit, students will be exposed to new words and phrases related to books and reading. They will learn how to use context clues to infer the meaning of unfamiliar words and expand their vocabulary. The purpose is to enrich their language skills and improve their reading comprehension.In conclusion, the second unit of the fourth-grade English textbook focuses on cultivating students' reading interest and improving their reading skills. By introducing different types of books, teaching library rules, and guiding students in expressing their opinions about books, this unit aims to create a solid foundation for their future language development.。
人教版新目标英语七年级下册unit2全单元教案
Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。
Unit2Roadstoeducation单元全课时学案(上教版必修二)
高中英语上教版高一年级必修二学案第二单元Roads to education第一课时（学生版）课题：Reading and interaction: An experiment in education (I)课时学习目标：●了解本文中教育实验的事实信息；●选择实验中的内容作为预告片素材，并陈述预告片的场景。
I. Pre-reading1.1 Answer the question according to the picture.What’s this place?______________________________________________________________________________1.2 Study the two phrases and guess their meaning.“unteachable” :______________________________________________________________________________“Schoolteacher of the Year”:_______________________________________________________________________________II. While-reading2.1 Scan paragraph 1 and answer the questions below.➢Where did the writer see the experiment?____________________________________________________________________________________________ __________________________________________________________________➢Where did the experiment take place?____________________________________________________________________________________________ __________________________________________________________________➢How long did the experiment last?____________________________________________________________________________________________ __________________________________________________________________➢Who were involved in this experiment?____________________________________________________________________________________________ __________________________________________________________________2.2 Scan paragraph 2 and complete the profiles below.2.3 Scan paragraph 3 and complete the table below.2.4 Scan paragraph 4 and answer the following question.➢What was the writer’s attitude to this show?____________________________________________________________________________________________ __________________________________________________________________III. Post-readingDesign a trailer (预告片) for this show.____________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ __________________________________________________________________IV. InteractionThink about the following question and have a discussion with your classmates.➢What do you think will happen in the following two weeks? Why?V. Assignments1. Listen to the audio recording of the text and read the text at least twice.2. Finish the summary exercise on page 26 in the textbook.高中英语上教版高一年级必修二第二单元Roads to education第二课时（学生版）课题：Reading and interaction: An experiment in education (II): Deep reading课时学习目标：●分析教师的教学策略；●深入理解文本中教和学的关系；●选择适合自己的学习策略，并陈述理由。
人教版英语八年级上册Unit2 知识清单
一.重点短语 八上 Unit2知识清单 Section A1. go to the movies 去看电影2. help with house work 帮忙做家务3. hardly ever 几乎不，几乎从来不4. use the Internet 使用网络5. read English books 读英文书6. how often 多久一次Section B1. junk food 垃圾食品2. drink milk 喝奶3. be good for 对……有好处4. good habits 好习惯5. drink coffee 喝咖啡6. go camping in the country 去乡间野营7. in on e’s free time 在某人的闲暇时光8. free time activity 休闲活动9. …percent 百分之……10. go online 上网11. be surprised at/that … 对……感到惊奇二.重点句子Section A1. What do you usually do on weekends? 你在假期通常都做什么？2. Do you go shopping? 你购物吗？3. Next week is quite full for me. 下周我的安排很满。
4. How come the sky is so blue today ？今天天怎么会这么蓝？5. What ’s your favorite program? 你最喜欢的电视节目是什么？6. Animal World 动物世界7. What kind of dance are you learning? 你学的是哪种舞？ 8. How often do you have piano lessons? 你多久上一次钢琴课？ 9. He hardly ever watches TV. 他几乎不看电视。
八年级英语上册unit 2 重点单词、短语、句子
八年级英语上册unit 2 重点单词、短语、句子Unit 2 in the eighth grade English textbook covers a variety of key words, phrases, and sentences that are important for students to understand and master. In this unit, students will learn about health and exercise, with a focus on physical fitness and healthy habits. Let's take a closer look at some of the key vocabulary, expressions, and sentences in this unit.1. Key Words:- fitness: the state of being physically healthy and strong- diet: the food and drink regularly consumed by a person or animal- exercise: physical activity that is designed to improve health and fitness- healthy: having good health and a strong body- sedentary: involving little physical activity- nutrition: the process of providing or obtaining necessary food for health and growth2. Key Phrases:- lead a healthy lifestyle: to live in a way that promotes good health and well-being- maintain a balanced diet: to eat a variety of foods in moderation to stay healthy- engage in regular exercise: to participate in physical activities on a consistent basis- avoid sedentary behaviors: to steer clear of activities that involve sitting for long periods of time- focus on nutrition: to pay attention to the quality and quantity of food consumed for proper health3. Key Sentences:- Regular exercise is essential for maintaining good physical fitness.- It's important to eat a balanced diet that includes fruits, vegetables, and whole grains.- Sedentary lifestyles can lead to various health problems, so it's crucial to stay active.- Nutrition plays a key role in overall health and well-being, so make sure to eat nutrient-rich foods.- Leading a healthy lifestyle involves a combination of exercise, good nutrition, and proper rest.In conclusion, unit 2 of the eighth grade English textbook focuses on health and exercise, emphasizing the importance of physical fitness and healthy habits. By learning and mastering the key words, phrases, and sentences in this unit, students will be able to better understand how to lead a healthy lifestyle and make positive choices for their well-being.。
八上英语Unit2阅读教学设计
八上英语Unit2阅读教学设计Unit 2: Reading Instructional Design for Grade 8 EnglishIntroduction:This instructional design aims to improve students' reading skills and comprehension in Grade 8 English. The unit will focus on developing students' abilities to understand and analyze various text types, such as news articles, biographies, and short stories. Through targeted activities and strategies, students will enhance their vocabulary, reading speed, and critical thinking skills. The design is organized in a way that ensures students' active participation and gradual progress throughout the unit.Objective:The objective of this unit is to enable students to read and comprehend a variety of texts, extract key information, and apply critical thinking skills to analyze and interpret the content accurately. By the end of this unit, students should be able to read independently and effectively in English.Lesson 1: Introduction to Text Types- Start the lesson with a discussion about different types of texts students might encounter in their daily lives.- Introduce examples of news articles, biographies, and short stories.- Provide students with samples of each text type to analyze and identify key components.- Divide the class into small groups and assign each group a different text type to analyze in more detail.- Instruct groups to present their findings to the class, focusing on the structure, vocabulary, and tone of the texts.Lesson 2: Pre-Reading Strategies- Introduce pre-reading strategies such as skimming, scanning, and predicting.- Explain the purpose and benefits of using these strategies before reading a text.- Provide students with a sample text and guide them through practicing these strategies.- Divide students into pairs and give each pair a different text to apply the pre-reading strategies.- Monitor and provide guidance as needed.Lesson 3: Vocabulary Development- Teach students effective vocabulary acquisition techniques, such as context clues and word roots.- Provide students with a list of challenging vocabulary from a selected text.- Engage students in activities like word matching, context sentence completion, and creating personal word lists for each vocabulary item.- Encourage students to use the newly learned vocabulary in their speaking and writing activities.Lesson 4: Reading Comprehension and Analysis- Select a text appropriate for the students' level and introduce it in class.- Discuss the purpose of reading comprehension, including understanding the main idea, supporting details, and drawing conclusions.- Model the process of reading and comprehension using the selected text.- Assign specific sections of the text to small groups and have them analyze and present their understanding and interpretation.- Conduct a class discussion to compare different perspectives and insights on the text.Lesson 5: Critical Thinking in Reading- Introduce critical thinking skills, such as making inferences, evaluating arguments, and identifying author's purpose.- Provide students with various texts and guide them through applying these skills.- Engage students in group activities where they can practice critical thinking through discussions and debates.- Encourage students to express their opinions while providing evidence from the text to support their arguments.Lesson 6: Summarizing and Synthesizing- Teach students how to summarize and synthesize information from a text effectively.- Model the process of summarizing and synthesizing using a sample text.- Assign different texts to pairs or small groups and have them practice summarizing and synthesizing.- Provide feedback and guidance on their summaries and synthesis.Conclusion:Through this instructional design, students will develop strong reading skills, expand their vocabulary, and enhance their critical thinking abilities. By using a variety of text types and engaging activities, students will improve their reading comprehension and become independent readers. Regular assessments and feedback will ensure their progress throughout the unit.。
七年级英语下册unit2教案
七年级英语下册unit2教案英语教案代表着教师对课堂的假设与预想。
小编整理了关于七年级英语下册unit2教案，希望对大家有帮助!七年级英语下册unit2教案范文Unit 2 I can run really fast.Ⅰ.Type of lesson: reading and writingⅡ.Teaching aims:1.To understand the reading material about running for class monitors2.To learn to write a speech about running for a class monitorⅢ.Teaching aids: T ape recorder，videos，OHPⅣ. 课时安排：2 课时Ⅴ. Teaching procedureStep 1. Lead-in1.Ask students what they can do very well and say， "He/She is good at..."2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes.Step 2 . Work in pairs. Ask and answer the questions.1. Write the three monitor titles on the board. Ask the class what they are.2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else.Step 3 .Read the passage and check ( √ ) the true sentences.1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitorsthey want to be.2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at.3. Ask students to check in pairs and elicit answers from the whole class.4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers.5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why.6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check.7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why.Step 4 Underline the correct words.1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words.2. Check answers by reading the passage aloud and pausing to allow the whole classto complete it with the correct words.Step 5 Complete the sentences with the correct form of the expressions from the box.1. Ask students to look at the expressions in the box.2. Ask students complete the sentences on their own and be careful with the language forms.3. Check in pairs. Elicit answers from the whole class in full sentences.Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1.Say: who they are and what job they can do and why they can do it1. Write titles of the three monitors across the board.2. Ask the class for two volunteers for each monitor. Write their names underneath.3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help.4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board.Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good at?Can do?Can help?5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why.Step 7 Homework1. Remember the new words and expressions in Unit2.2 . Write a passage about one of the monitors in Activity 5.Ⅵ Blackboard showingⅦ Self-reflection.英语教学非智力因素探讨1.中学英语教学中非智力因素发展现状1.1中学生普遍缺乏真正的学习动机学习动机和学习兴趣是学生非智力因素中非常重要的一部分，兴趣是最好的教师，只有学生能够真正对英语感兴趣，才能让学生产生对英语的内在需求，才能真正激发他们的非智力因素。
新生代英语高级教程2Unit2_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》1教学计划教学Unit2“It’sfasterandmoreexpensive.单元单元主题ComputersShowTime“It’sfasterandmoreexpensive. ”Reading教Screentime,allthetime!ChatTime学HowdoIprint?内Writing容InstructionsforacomputerGrammarComparativeandsuperlativeadverbsMyStoryUsingtechnology ”课时8 安排教学目标Warm-up Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner教学活动建议Tellstudentsthatthefocusofthisuni tisoncomputersandsocialmedia. Askstudentstothinkaboutwhatfactors theywouldconsiderifchoosingacomput erforthemselves.Getacoupleofstuden tstosharetheirthoughts. Readtherubricaloudandgivestudentsse veralminutestocompletethematchingt ask.Thengetstudentstosharetheirrea sonswithapartner.2VocabularyBuilder AandBToteachstudentsnewvocabularyrelatedtocomputersCToimprovestudentslisteningandcomprehensionskillsNominateacoupleofstudentstoreportbackontheirchoicesandreasons.Havestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whichwordmeansaportablecomputer?(laptop)Whatisthepartofthecomputerwetypeon?(keyboard)Whatisthepartofthecomputerthesoundcomesoutof?(speakers)Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.Givestudentsseveralminutestoskimtheconversation.Elicitwhatthetwofriends’aretalkingabout(computers).Askstudent s:WhatkindofcomputerdoesKevinhave?WhatkindofcomputerdoesJennywant?Allowstudentstocheckthemeaningofanyunfamiliarlanguage.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.D Toimprovestudentsspeakingandcomprehensionskil lsAskstudentstolookatthediagram.Readtherubricandcheckthatstudents’understandthetask.Organizestudentsintopairs.Challengethemtoseewhocanbethefastesttocompletethediagram.Collectanswersaroundtheclass,wrid.As tinganynewlanguageontheblackboar3ShowTime AToteachstudentsspeakingskillsthroughtheuseofpicturesB,CandDToimprovestudentslisteningcomprehensionthroughtheuseofvideoReading A,BandCToimprovestudentsreadingcomprehensionstudentsgiveyoutheiranswers,elicitthecorrectpronunciation.Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.ForExerciseB,askstudentstoreadthrougheachstatementandtowritethe’correctword.ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofMr.SanchezandtheotherasMrs.Sanchez.Foranextensionactivity,studentscanrole-playdescribingtheircomputers,usingthewordsandexpressionslearnedinthisunit.ForExerciseD,havestudentsreadthrougheachsentenceandthenputtheeventsinorder.ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.ExerciseAReadthetext ’sheadingaloudtostudents ’andelicitwhat“screentime”means.(Itmea nsthetimespentstaringatacomputerorphonescreen.)Askstudentstolookatthepictureswhichelicitwhatmightbehappeningineachstory.Getstudentstoreadthetext,referr ingtoWORDS&EXPRESSIONStohelpthe mwithunfamiliarlanguage.Askthemwhethertheirpredictionsaboutthepictureswerecorrect.4D,EandF Toreviewtheuseful wordsandexpressionsAskstudentstoreadthestatementsandtodecidewhethertheyaretrueorfalse.Checkanswersaroundtheclass,askingstudentstocorrectthefalsestatements. ExerciseBReadtherubricaloud,stressingthefactthatstudentscanuseamaximumofthreewords.Askstudentstoreadthetextagainandcompletethesentences.Allowstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoreadthesentences.ExerciseCGetstudentstoanswerthequestions,allowingthemtorefertothetextagainifnecessary.Checkanswersaroundtheclass. ExerciseDGetstudentstomatchthewordstoformcollocationsfromthetext.Checkanswersaroundtheclass,elicitingthemeaningofeachcollocation.Askstudentstocompletethesentences.Fastfinishersshouldwriteexamplesentencescontainingthecollocationsandthenblankthecollocationsout.Theywillreadthesentencesaloudtoapartner,whoshouldlistenandsupplythecorrectcollocations. ExerciseEReadtherubricaloud.Dothefirstexampleasaclass,beforegivingstudentsseveralminutestocompletetherestoftheactivitybythemselves.Collectanswersaroundtheclass.Personalizethenewlanguagebyaskingstudentsquestions,suchas:Howdoyouknowwhensomeoneislove-struck?WhatkindofprogramwillhaveyoionontheInternetrecently? ugluedtotheTV?Whathascausedasensat5BeyondtheText Toimprovestudentscriticallythinkingabilityandencourag ethemtolearnalesson fromthetext ExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirstpairtocompletethecrossword.Goovertheanswersasaclass.ExerciseAReadtherubricandJackson ’spostaloud’tostudents.GetstudentstoreadPatrick’scomment.Askthemtodecidewhetherornottheyagreewithitandgetacoupleofstudentstosharetheirthoughts.AskstudentstowriteareplytoPatrick ’s comment.Youmayelicitpolitewaysofagreeinganddisagreeingwithanonlinecommentbeforeaskingstudentstoworkontheirreplies.Getacoupleofstudentstosharetheirreplieswiththerestoftheclass.AskstudentstothinkoftheircommentstoJackson’spost,suchas:Isthissomethingyou’veheardaboutbefore?Whatdoyouthinkcouldbedonetostopemployeesdoingthiskindofthing?What ’syour opinionofpeoplewhodothis?Afterdiscussion,getstudentstowritetheircommentsinthecorrespondingbox.Nominateacoupleofstudentstoreadtheircommentstotherestoftheclass.ExerciseBReadtherubricaloudtostudentsandmakesuretheyunderstandthetask.Elicitthemeaningoftheexpression“grayarea”It.(meanssomethingwhichcannotbeplacedclearlyintothecategoriesgiven.)Whenstudentshavecategorizedthebehaviors,givethemseveralminutestosharetheirthoughtswithapartner.Conductclassfeedback,makingsurethatstudentsgivereasonsfortheirchoices.Generawriteanynewlanguageontheblackboard. teasmuchdiscussionaspossibleand6ChatTime Toimprovestudentslistening,speaking,writingandactingskillsthroughtheuseofconversationWriting Toimprovestudentswritingskillsandlearntowriteinstructionsforacomputer Exercises’A&BForExerciseA,explaintostudentsthattheywillhearaconversationinwhichtwopeoplediscussatechnicalproblem.Introducethekeywordsforthisconversation.Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingaboutcomputersusingthequestionsinExerciseB.HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“fingerscrossed”.Askstudentstotellyouaboutanyluckyexperiencestheyhavehadrecently.ExerciseCReadtherubricaloudanddirectstudents ’attentiontoUsefullanguage.Elicitsomedifferentwaysofaskingforhelp,suchas:Canyougivemeahand?Doyouhaveaminute?Ineedabitofhelp.Makesurestudentsknowhowtothanksomeonefortheirhelp,andhowtoacknowledgeadvice,suchas:Thankssomuchforyourhelp!Igive’thatllago.Whydidn’tIthinkofthat?Thankyou!Monitorasstudentsrole-playtheirconversations,offeringsupportwherenecessary.Chooseaconfidentpairtoperformtheirconversationtotherestoftheclass.Exercise’ATellstudentsthattheyareg oingtopracticewritingins tructions. Elicitwhatishappeningineachpi cture.Givestudentsseveralminutestoputthepicturesinthecorrectorder.Checkanswersasaclass. ExerciseBReadtherubricaloudandmakesure7studentsunderstandthattherearetwopartsinthisexercise.Monitorasstudentscompletethetask,offeringsupportwherenecessary.Checkanswersaroundtheclass.Elicitwhatmakestheseinstructionsclearandeasytofollow.(Theyareshortandconcise,andtheverbcomesatthebeginningofeachinstruction.)ExerciseCReadthewordsandexpressionsintheboxesandcheckthatstudentsunderstandtheirmeanings.Getstudentstocompletethetask.Allowthemtochecktheiranswerswithapartnerbeforereadingthelistaroundtheclass.Fastfinisherscanbechallengedtothinkoffivemoredosanddon ’tsforcomputerusage.ExerciseDElicitsomeofthelanguagestudentswillneedbeforetheystartwriting.Askstudents:WhatdoIneedtodoifIwanttoswitchoffalaptopcorrectly?Elicitwhatstudentsneedtobearinmindwhenwritinginstructions,suchas:Theinstructionsneedtobeclearandconcise,andtheimperativeformoftheverbshouldgoatthebeginningofeachsentence.Circulateasstudentswritetheirinstructions,offeringsupportwherenecessary.Choosesomeclearsetsofinstructionsandshowthemtotheclass.8Grammar Toteachstudentshowtousecomparativeandsuperlativeadverbs ExerciseAStartbyexplainingthatweusecomparativewhencomparingtwothingsandsuperlativewhenwewanttocomparethreeormorethings.Writeasentenceofeachontheblackboard.Forexample,youlookattheheightofstudentsinyourclassandthenmakesentences,suchas:JohnnyistallerthanPeter.Simonisthetallestintheclass.Makesuretoemphasizethatweuse“than”withthecomparativeand“the”withthesuperlative.Teachthespellingrulesforeach.Ifyouwanttopracticemore,youcanbringpicturesofobjectsorrealobjectstoclassandhavestudentscomparethem.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBBeginbyelicitingthedifferencebetweenthecomparativeandsuperlativeforms.Askstudentstoskimtheletter.Askgeneralquestionstochecktheircomprehension,suchas:WhatisFangdoingnextyear?WhyisSophiawritingtoher?Completethefirstblanktogetherasaclass.Thengetstudentstocompletetherestoftheletterchoosingthecomparativeorsuperlativeformofthewords.Readthecompletedletteraroundtheclass.9MyStory Toimprovestudentslisteningcomprehensionandspeakingabilitythroughtheuseofvideo Exercises’A&BTellstudentsthattheywillseeavideoinwhichrealpeopletalkabouthowtheyusetechnology.PlaythevideoandhavestudentscompletethetrueorfalsestatementsinExerciseA.Insomecases,youmayneedtopausethevideotohelpstudents.Havestudentstellyoutheanswers,correctinganymistakes.PlaythevideoagainandhavestudentsanswerthequestionsinExerciseB,pausingthevideoifnecessary.Checkstudents’answers,correctinganymistakes.ExerciseCReadthequestionsaloud.Givestudentsseveralminutestothinkabouthowthey ’ll answereachquestionandtotakesomenotes.Organizestudentsintopairstoaskeachotherquestionsandtosharetheiranswers.Nominateafewstudentstoreportbackontheirpartners ’answers.课后学习设计作业FinishalltheexercisesinUnit2.Readthetextinthisunitagainandtrytosummariseitscontent.Writeinstructionsforacomputer.课后总结与反思10补充教学资源VocabularyBuilder参考译文凯文：嗨，珍妮。
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• “No, ma’am,” he said, leaning over and kissing the ancient cheek. • When you lean in a particular direction, you bend your body in that direction.
• 探身窗外 • lean out of the window • 仰靠椅背 • lean back in one's chair, • 俯向一侧
• All of us were interrupted by an unpleasant blast of cold air. (L29)
• Blast---sudthe wind's icy blasts
• 来自高炉的一股炽热气浪
• The Germans ordered wine for everyone. They delivered it themselves, hugging the other customers, bawling Christmas greetings. (L70) • If you bawl, you shout in a very loud voice, for example because you are angry or you want people to hear you. • 我们大声求援可是无人听见.
• A lad is a young man or boy. (INFORMAL)
• 从我幼时至今, 这小城市已有了很大变 化. The town's changed a lot since I was a lad.
• Lap--area formed by the upper part of a seated person's thighs （人坐着时）大 腿的上方:
• 她病後懒洋洋的. • She was very listless after her illness.
• I looked around and noticed that the other customers were eating in stony silence. (L19) • A stony expression or attitude does not show any sympathy or friendliness. • ----hard, cold, and unsympathetic • 铁石心肠的 • stony-`hearted.
• 他冷冰冰地一言不发，把我们送回家。
• While eating he was writing a letter, and a half-smile covered his face. • Idiomatic expression • India has witnessed many political changes in recent years. • Bitterness fed on the man who had made the world laugh. • My heart went out to the old warrior as spectators pushed by him to shake Dorrow’s hand. (sympathetic) • An idea suddenly struck me.
• tatters ---Torn and ragged clothing; rags.
• 旗子被大风刮成了碎布条。 • The flag was tattered by a gale. • If you shuffle somewhere, you walk there without lifting your feet properly off the ground. • 囚犯们沿着走廊拖着脚步进入牢房. • The prisoners shuffled along the corridor and into their cells.
• On Christmas Eve, when we checked into a dingy hotel in Nice, there was no Christmas spirit in our hearts. • A dingy building or place is rather dark and depressing, and perhaps dirty. • 肮脏的; 邋遢的; • 我们一见到那旅店昏暗肮脏，心里就很不痛快。 • Our first sight of the dingy little hotel did not inspire us with much confidence/inspire much confidence in us. •
Vocabulary and grammar
• For five wretched days everything had gone wrong. L9 • Someone who feels wretched feels very unhappy. (FORMAL) ---miserable or pitiable • 地震後可怜的幸存者 • the wretched survivors of the earthquake • 他胃疼得整天十分难受. His stomach-ache made him feel wretched (ie ill) all day. • The relationship with the following sentences
• We found a drab little joint shoddily decorated for the holidays. It smelled greasy. (L14) • If you describe something as drab, you think that it is dull and boring to look at or experience. = dreary; dull; uninteresting 单调的; 乏味的 • You can refer to a cheap place where people go for some form of entertainment as a joint. (INFORMAL) low or shabby bar, club • Shoddy work or a shoddy product has been done or made carelessly or badly. • 劣质的; 粗制滥造的:
• Our hotels were “tourist traps”; our rented car broke down; we were all restless and irritable in the crowded car.
• tourist trap A place, such as a shop or resort area, that offers overpriced goods and services to tourists. • 敲诈游客的旅馆 • restless ----unable to be still or quiet, esp because of boredom, impatience, anxiety, etc焦躁不安的 • If you are irritable, you are easily annoyed.急躁的; 易怒的
• 衣着色彩灰暗. • dressed in drab colours • 在短短几个月内建起的劣质房屋 • Shoddy houses that were thrown up in a few months.
• In the corner, a piano player listlessly played Christmas music. (L17) • Someone who is listless has no energy or enthusiasm. 倦怠的; 无精打采的
• Everyone had stopped eating. Everyone was watching the sailor. Everyone was silent. A few seconds later, Christmas exploded throughout the restaurant like a bomb. (L52)
• 音乐的声音实在太大, 我们只有彼此大声 喊叫才能把话听清. • The music was so loud we had to bellow at each other to be heard. • If you describe a person or their behaviour
• The lad climbed on his lap, singing in a youthful soprano. (L68)
• If you slap someone, you hit them with the palm of your hand.
• 打某人耳光 • slap sb's face/sb on the face
• 他闹着玩地打了一下我的手。
• On our right, the fat, blond German woman began berating her husband. (L27) • If you berate someone, you speak to them angrily about something they have done wrong. (FORMAL) =scold sharply • 她也许会利用这个机会斥责那些抱成见的科 学家.
• The effect of short sentences
• Suddenly the whole restaurant broke into a sea of shouting and joy. Waves of