新编剑桥国际英语 Book 1 lesson plan for unit 2

新编剑桥国际英语Book1lessonplanforunit2Unit2Howdoyouspendyourday?OBJECTIVES:ThisunitteachesSshowtotalkabouttheirjobs,schools,anddailyroutines.ItalsointroducessimplepresentWh-questionsandstatements,andtimeexpressionsincludingprepositions.MATERIALS:taperecorder,tape,grammarmaterialandculturalmaterialfromtheinternetPROCEDURE:Warmup(5minutes):LetSstalkabouttheirdailyroutinelifeasabrainstorming.Cycle1,Exercises1-6STAGE1Snapshot(15minutes)Thisexerciseintroducesthethemeoftimespentatworkandschool,andnumbersofholidaysandvacationdays.GoovertheinstructionsandthetopicofhowpeoplespendtimeIvariouscountriesbybrainstormingwiththeclass,like:●Writeandcirclethewordtimeontheboard.●Asktheclasstohelpthinkofsomewordsthatrelatetotime.Iftherearenosuggestionsafterafewseconds,startaddingsomewordslikethesetotheboard—hours,days,years—andexplainthem,ifnecessary,aseachoneisadded.ContinuewritingtheSs’wordsuntiltherearenomoresuggestionsortheboardisfull.Explainsomeofunfamiliarwords.●average—AnintermediatelevelordegreeSscompletethetaskindividuallywithoutusingadictionary.After5minutes,checktheiranswersbycallingonvolunteers.GiveSs3minutestorecitethenewwordsandsentencepatterns,afterwardsholdalittlecontest.Ssformpairsanddothetasktogether. ThenelicitSs’answersaroundtheclass.STAGE2Wordpower—jobs(15minutes)Thisexercisepracticesthevocabularyofjobsandwaystocategorizejobs.A.Goovertheinstructionsandtheexample.Modelthetask.Explainsomeofunfamiliarwords.●architect—Abbr.arch.,Onewhodesignsandsupervisestheconstructionofbuildingsorotherlargestructures.●receptionist—Anofficeworkeremployedchieflytoreceivevisitorsandanswerthetelephone.●director—Amemberofagroupofpersonschosentocontrolorgoverntheaffairsofaninstitutionoracorporation●flightattendant—Apersonwhoassistspassengersinanaircraft.●supervisor—Onewhoisinchargeofaparticulardepartmentorunit,asinagovernmentalagencyorschoolsystem.●securityguard—Apersonhiredbyaprivateorganizationtoguardaphysicalplantandmaintainorder.●wordprocessor—Apersoncapableofwordprocessing.Quicklyreadaloudeachword;Ssrepeat.ThenSscompletethetaskindividuallywithoutusingadictionary.After5minutes,checktheiranswersbycallingonvolunteers.GiveSs3minutestorecitethenewwordsandafterwardsholdalittleword-contest.B.Presentthetask,andreadtheexampledescriptionaloud.Modelthetaskbywritingtwomoreexamplesforeachcategory.ThenhaveSsformpairsanddothetasktogether. ThenelicitSs’answersaroundtheclass.STAGE3Workandworkingplaces(15minutes)ThiscontrolledpracticedevelopsSs’abilitytowritesimplepresentsentencesdescribingpeople’sjobs.A.UsethepictureandgesturestoexplainanynewwordsincolumnsA,B,andC,likethis:●Whatkindofjobisthisinpicturenumber1?●Whatisanotherwaytosaysomeone“caresforpatients”?●Whatisthenameofabigairline?Describethetaskbygoingovertheexample:thecircleandconnecteditemsinA,B,andC.haveSsworkalonetomatchtherest.B.PairworkTomodeltheactivity,readaloudtheexampledescription.Askvolunteertoreadthenextsetofsentences.ThenSsformpairstocomparetheiranswersorally.STAGE4Conversations—Describingwork(25minutes)ThisexercisepresentssimplepresentstatementsandWh-questions.A.ListenandpracticeBookclosed.Playtheaudioprogramforthefirsttime.Writesomefocusquestionsontheboardlikethese:●Isthemanastudent?●WhatisAndrea’sjob?●Isitinteresting?●Wheredoeshework?Afteransweringthequestions,letthemopenthebookandgivethemsomenewwordsandexpressionslike:●Oh,really?—anexclamationusedtoexpressinterestorsurprise●guide—apersonwhosejobistoshowaplaceoranareatovisitors●tours—visitstoplacesorareas●thatsounds…—Ithinkthatis…Playthefirstpartoftheaudioprogramagain.Ssformgroupsofthreeandpracticetheconversation,usingthe“LookupandSay”technique.B.Listentotherestoftheconversation.Andanswerthisquestionmentionedintheinstruction:●WhatdoesJasondo,exactly?●Howdoeshelikehisjob?Thenplaytheaudioprogramonceortwice.Thistime,Ssshouldtakenoteswhilelistening.Checktheiranswerstothequestions.Writetherightanswersontheboard.STAGE5Grammarfocus----SimplepresentWh-questionsandstatements(25minutes)GoovertheinstructionandtellSssomethingaboutSimplepresentWh-questionsandstatements.ExplainthatprepositionsareadifficultpartofEnglishgrammar,andtherearemanyexceptionstousagerulesforthem.However,atthislevel,simplyreferSstotheusageofat,in,to,andfor.Usetheaudioprogramtopresentthestatementintheboxes;Ssrepeat.●ExplainhowdoisusedtoformWh-questionsinthesimplepresent:do(withI,you,we,andthey)ordoes(withhe,she,it)+subject(pronounornoun)+simpleformoftheverb.Pointoutthatthemainverbinthequestionisalwaysinitssimpleform.Ithasnofinal–s.e.g.:Heworksinanoffice.----Wheredoeshework?●Pointoutthatprepositionsandarticlesarealmostalwaysunstressed.●Pointoutthattheregularverbsworkandtake,thespellingchangesinstudy-studiesandteach-teaches,andtheirregularverbformsdo-does,go-goes,andhave-hasHaveaquicksubstitutiondrilltopracticethesestructuresaroundtheclass.StartwiththestatementsandaskSstochangethemintoWh-questionsandpaycloseattentiontotheverbforms.A.Explainthetask.Ssworkindependentlytoworkonthetaskandthencomparethesentencesinpairs.Walkaroundtheclassandgivehelpasneeded.ThenelicitSs’responsestocheckanswers.B.Goovertheactivity.Modeloneortwosentences;thenSsformgroupstodotheactivity.Elicitseveralsentencesfromtheclass.C.Goovertheactivityandtheexampledialog.ThenmodelthetaskwithoneortwoSs.TellSstostartthediscussion.Walkaroundtheclassandgivehelpasneeded.STAGE4Pronunciation—Sentencestress(10minites)Thisexercisefocusesonthestressofthemostimportantinformation.A.Playtheaudioprogramonce.Thentellthestudentstoreadafterit.Playtheaudioprogramagain,thistimepausingittoletSsrepeateachsentence.B.Gooverthetask.PracticethesentencesinPartAofExercises3.Paycloseattentiontothepronunciationofthemostimportantinformation.STAGE5Listening(30minutes)Goovertheinstructionandtellthestudentstofocusontheadjectivesandthenounsthatdescribeapartmentsandhouses.Playtheaudioprogram.Findoutwhatkindsofthingsthestudentsheardandwritesomeoftheircorrectsuggestionsandsomethingthattheyarenotsureontheboardonnoteform.Playtheaudioprogramagain,whilethestudentslistenandcompletethechart.Checktheiranswersbyaskingvolunteers.Thenwritethecorrectanswerontheboard.Givethemanotherchancetolistenandchecktheiranswers.STAGE6Writing(15minutes)Goovertheinstruction.Readaloudandexplaintheexampleparagraph.Writesomeofthetopicsontheboardandleaveitashomeworkoriftimeisenough,letthemwriteitinclass.ThiswritingexerciseallowsSstopulltogetherallthattheyhavelearned.Ssformpairsorsmallgroupstoshareandcommentontheircompositions.Afterward,Ssaddtoordeletefromtheircompositionsandthemrevisethemintoasecondorfinaldraft.Collectthecompositionsandcommentonthem.WorkbookForhomework,assignExercises1-5intheWorkbook;Checktheanswersduringthenextclass.Cycle2,Exercises7-11STAGE7Conversations—Makingwishes(30minutes)Thisconversationfocusesonthetopicofdailyschedulesandroutines,andusesrimeexpressionswithadverbsandprepositionalphrases.A.Introducethetopic.WritesomequestionsontheboardforSstofocuson:●WhendoesHelengetup?●Whendoesshegethome?●Whatdoesshedo?Playthefirstpartoftheaudioprogramonce.Sslistenforanswerstothequestionsontheboard.ElicitSsresponses.Thestudentspracticetheconversationinpairs.B.Listentotherestoftheconversationandanswerthequestionsinthispart.Tellstudentstolistentothemainideaoftheaudioprogramnoteverywordofit;andtakesomenotesforhelp.Thenplaytheaudioprogramonce.Checktheiranswertothequestion.Writedifferentanswersontheboard.STAGE8Pronunciation----Unstressedwords(10minutes)Thisexerciseismainlyabouttheunstressedwords.Theprepositionsinthesesentencesarenotstressed.A.Playtheaudioprogramonceanddrawtheirattentiontothepronunciation.Thestudentsrepeat.B.Gooverthetask.Practicethesentencesbelow.Paycloseattentiontothepracticesayingthesentencescorrectly.STAGE9Grammarfocus—Timeexpressions(25minutes)Thisexercisepracticesthewaystoexpresstime,anditfocusesadverbsandprepositionalphrases.Playtheaudioprogramtopresentthestatementsinthebox;Thenstudentsreadafterthetape.Drawaclockfaceontheboardandmimethetimeexpressionstoclarifythem.Onetheboard,writetheserulesfortimeexpressions.AskSstotakenoteintheirnotebook.●at/around/until/before/after+clocktime;also+“noon”and“midnight”E.g.at/around/until/before/after7:00●inthe+mainportionsofday(except“night”)E.g.inthemorning/afternoon/evening●at+night●on+day(s)oftheweekE.g.onFriday(s)TellSsthatearlyandlateareadverbs.Explainthatadverbsdescribetheactionofaverb,usuallybytellingwhenandhow.Illustratethepointbywritingthesesentencesandquestionsontheboard;Ssshouldbeabletosupplythecorrectadverbsasanswers:Ileaveworkearly.—WhendoIleavework?Igethomelate.—WhendoIgethome?A.Askthestudentstocovertheinstructions.ThenSsworkindividuallytocompletethetask.Goaroundandgivehelpasneeded.Askthestudentstowritethecompletesentenceswhitthefollowingmaterials.Checktheiranswers.STAGE10Listening(20minutes)Goovertheinstructionandtellthestudentstofocusonthespecificinformationaboutpeople’sdailyschedules.Playtheaudioprogram.Findoutwhatkindsofthingsthestudentsgetandwritesomeoftheircorrectsuggestionsandsomethingthattheyarenotsureontheboardonnoteform.Playtheaudioprogramagain,whilethestudentslistenandcompletethechart.Checktheiranswersbyaskingvolunteers.Thenwritethecorrectanswerontheboard.Givethemanotherchancetolistenandchecktheiranswers.STAGE11Reading----Thedailygrind(30minutes)Inthistext,Sslearnaboutpeoplewhomadetheirdreamscometrueandhowtheirliveschangedasaresult;intheexercise,Sspracticescanningforkeyinformation.Usethepre-readingquestiontostartabrainstorming.●Isitagoodideaforastudenttohaveajob?WhyorwhynotA.Beforethestudentsstartreadingthearticle,tellthemnottousethedictionariesatthistime.Encouragethemtocircleorhighlightanywordswhosemeaningstheycannotguessfromthecontextofthearticle.Whenthestudentsfinishreadinggivethemsomenecessaryexplanation.AndthenchecktheanswersofpartA.●grind—InformalAlaborioustask,routine,orstudy:●junior—Lowerinrankorshorterinlengthoftenure:●bus—Tocarryorclear(dishes)inarestaurant.●senior—Beinginaposition,rank,orgradeaboveothersofthesamesetorclass:●cashier—Theofficerofabankorbusinessconcerninchargeofpayingandreceivingmoney.●grocerystore—Astoresellingfoodstuffsandvarioushouseholdsupplies.●freshman—Astudentinthefirst-yearclassofahighschool,college,oruniversity.●photocopy—Tomakeaphotographicreproductionof(printedorgraphicmaterial),especiallybyxerography.●file—Toputorkeep(papers,forexample)inusefulorderforstorageorreference.●experience—Activeparticipationineventsoractivities,leadingtotheaccumulationofknowledgeorskill:●semester—Oneoftwodivisionsof15to18weekseachofanacademicyear.B.GroupworkReadtheinstructionandmakethestudentsformpairstogivetheiropinionaboutthequestion.Summarizetheirdiscussionfortheclass.WorkbookAssignExercise6-9forhomework.Duringthenextclass,checktheiranswers.