unit5

Unit 5 Make every minute count 一、单元整体解读及分析 单元 本单元紧紧围绕学生在校的学习和生活，谈论如何有效做好时间管理。通过本单元的学习，学生能够了解时间管理的概念及其对学习和生活的重要意义，了解科学的时间管理的具体方法，养成高效自律、规划管理学习时间的习惯；同时能运用本单元涉及的听说读写技巧和词汇知识，就时间管理这一话题进行较顺畅的交流沟通。 教学目标 知识目标： 1. 理解本单元的主题，了解时间管理的概念。 2. 了解时间管理的意义和如何谈论时间管理。 3. 理解、掌握相关重要词汇及邀请朋友聚会的常用句型。 4. 掌握不定时结构及句法功能。 能力目标： 1.结合自身实际制定合理的时间。 2.掌握和运用重点词汇及句型展开关于时间安排方面的对话及评论。 3.掌握海报设计的技巧，绘制相关活动安排的海报。 情感目标： 激发学生对时间管理矩阵的兴趣，培养学生有效管理时间的意识。 教学重点 1.涉及时间管理的相关词汇、短语及句型: 词汇、短语： time management matrix, quadrant, hourglass, deadline, urgent, due, plan ahead, calendar，set aside, set a limit, at a time , if only, cut down on, change for the better. 句型：1) If only I had started earlier! 2) It is necessary/important/cool…to spend most/enough/much/9% of…time on…. 3) Keeping trying until........ 2. 时间管理矩阵图形（time management matrix）。 3.设计及制作精美的海报的技巧及方法。 教学难点 1.在英语语言的综合运用中正确识别、使用动词不定式。 2.理解和运用时间管理矩阵优化活动时间表。 教学方法 交际教学法、情景教学法、任务型教学法、项目教学法。 教学手段 多媒体、视频、音频等。 课时 划分 本单元总共有6课时，每课时45分钟，具体安排如下： 第1课时：Warming up + Listening Speaking 第2课时：Listening and Speaking； 第3课时：Reading and Vocabulary； 第4课时：Grammar for Use + Practical Reading； 第5课时：Practical Writing + Project； 第6课时：Around the World + My Progress Check.     二、分课时教学设计 第1课时 教学内容 教学步骤 时间分配 Warming up 1. Lead-in 1) Listen to a song：Busy Man 2) Interaction between the teacher and students: Teacher ：How are you getting along with everything? Student ：...... Teacher ：What do you think of the most frequent answer people might give—“too busy”? Student ：...... . 5 min 2. Warm-up Brainstorm: Step1 The teacher shows a pie chart—How do American college students spend their time in a week? And then explains the key words( volunteer, socialise, recreation, activity ). Step2 Students make comments on the pie chart. (Each group needs to give two comments at least. ) 5 min Listening 1 1. Pre-listening Step 1 Introduce the background information by asking the question: What do you usually do in your spare time? (Play video game, chat online, watch movie, playing basketball…) Step 2 Pronounce the new vocabularies and expressions (video game, that’s the point, book review, blog, what if, relieve stress) for the class to repeat and explain them individually. 5 min 2. While-listening Step 1 Listen to the dialogue for the general idea and write down some key words (General idea: free-time activities. Key words: sports club, video game, chat online, part-time job blog, do some exercise) .The teacher shows some listening tips. According to the information on what, who, where, figure out what they are talking about. Step 2 Listen again and ask students to pay attention to Mike’s advice ,then choose the correct answers( about what Mike advises Tina) from given items (1. read good books 2.write book reviews 3.learn a new language 4.meet new people 5.do a part-time job 6.do some exercise ). 10min 3. After-listening Teacher summarizes the listening materials in details, focusing on new words and expressions and some difficult sentences. And then draw a conclusion of this part: Time cannot be saved up, but can be managed. Make every minute count! 5 min Speaking 1 Work in pairs. Ask and answer the following questions: 1. If you were Tina, which of Mike’s suggestions would you follow? Why? 2. What would you like to do in your free time? Step 1– provide support for how to choose the suggestions and express the reason: If I were Tina, I would like to choose/receive/follow ... ; I choose/receive/follow ..., because... Step 2 – ask students to speak in turn talking about their liking and reasons. (e.g. I like learning a new language better because I can learn a new skill; I favor doing some exercise because it’s good for my health and it makes me more energetic; I choose meeting new people because we can have a good chance to connect and communicate with others.) Step 3 – invite 2 or 3 students to present their choice to the whole class. Teacher gives feedback on their talk. (Feedback on pronunciation, grammar and so on) 10 min       Supplementary materials 1. Background information Filling your free time with useful pursuits is a way of increasing your creativity, energy, enthusiasm, and sense of fulfillment from life. Using free time productively can help you to overcome the inability to relax because you're scared of "just doing nothing". And ultimately, using free time in a way that feels beneficial to you will ensure that you feel well-rounded, engaged fully in life, and very much a productive human being. In this article, you'll have the chance to explore various ways of filling your free time with useful and fulfilling activities. 2. Word attack 1) volunteer n. A person who offers voluntarily or come forward志愿者；志愿兵 e.g. The volunteers for community service are doing a good job. 社区服务的志愿者做得很出色。 2) socialise vi. To spend time with others in a friendly way 参加社交活动；发生社交往来 e.g. There will be no socializing during business hours!营业时间不会有任何社交活动！ 3) blog n. a website containing a diary or journal on a particular subject博客 e.g. When Barbieux started his blog, his aspirations were small; he simply hoped to communicate with a few people. 巴尔比厄开博时并没抱多大的期望；他只是希望和一些人聊聊天。 4) what if. 假使…将会怎么样 e.g. What if I have no debts?我要是没有债务会怎样？ 3. Useful expressions Talk about the way of spending the spare time 1) What do you usually do in your spare time? 2) How did you do in your spare time? 3) What would you like to do in your free time? 4) What’s your favouriate free-time activity? 5)I often watch movie,chat online ..... 6)I would like to do a part-time job. 7)My favouriate free-time activity is playing video games 4. Extensive reading materials Leisure activities 5. Useful clips Free time activity 第2课时 教学内容 教学步骤 时间分配 Listening 2 1. Lead-in Explore the topic of saving time with the following questions: 1) How do you find time for everything? (I play hard and then work hard, I’ve cut down on doing sth. to 3 hour.) 2) Do you have any difficulty in saving time? If yes, please give some examples. 5 min 2. Pre-listening Step 1 Introduce the background information by asking the question: If you always feel time limited, what would you do? (E.g. Do you have enough time to finish your assignment every day?) Step 2 Pronounce the new vocabulary and expressions for the class to repeat and explain them individually. (cut down on ,be able to ,work, follow the class, change for better ) Step 3 Ask students to pay attention to Mike’s problem (For having more time for reading and homework, Mike cut down on sleeping to 5 hours.) 5 min 3. While-listening Step 1 Listen to the dialogue for the general idea and write down some key words. (have more time for, not having enough sleep, serious problem, save time, follow the class, focused, active need some changes ) Step 2 Listen for the second time and take notes about Mike’s problem. KEY: For having more time for reading and homework, Mike cut down on sleeping to 5 hours. Step 3 Listen for the third time and focus on Tina’s advice. (save the time by reading before class, read 30minutes before class, find out difficult parts and ask questions.) 15 min 4. After-listening Pair work: Write down Mike’s problem and Tina’s advice. 5 min Speaking 2 Role-play in pairs: Invite your partner to give some good ideas about saving time. Step 1 – provide support for asking the advice about saving time. (Would you please give me some opinions about saving time? Do you have any advice how to save time? How do you save your time?) Step 2 – provide support for giving the advice about saving time (Maybe you can save time by reading. If you want to save time, You’d better do sth to change.) Step 3 – ask students to invite each other in turn. Step 4 – teacher chooses some students to present their dialogue to the whole class and gives feedback on their talk. 15 min Assignment Task 1 – Search for information online about a type of free-time activities including the following types: time wasters, useful activities, undecided Task 2 – Make a dialogue about how to save time.       Supplementary materials 1. How to deal with your free time productively Make a plan for your free time. Free time will only become useful to you if you've focused on how you'd like to use it. Simply expecting free time to turn productive, creative, or fulfilling won't bring it about because you haven't thought about the process needed to fill that time effectively. Your first realization should be that it is up to you to "do something" about making your free time work better for you; it isn't going to come from somewhere or someone else, only from your choice to make it useful time. Your second realization is to make up your own mind as to what you define as "useful". Relaxing, doing nothing, rejuvenating, and thinking are all "useful" activities if they lead to a better, more fulfilled life. Don't couch your "usefulness" in terms of what you think you ought to be doing but what you know will make you feel more productive, engaged and contented in life. Here are some possible planning ways for you: Write down a list of the things you'd like to be doing in your free time. You can rank it any way you like, or treat everything as equally important on it; that's up to you. Keep a journal about your life and include how you'd like your life to be. Be sure to describe the activities you're trying out in your free time, so that you can evaluate whether or not they are worth continuing to do. Create a visualization board that sets out the ways in which you'd like to spend future free time. 2. Word attack 1) cut down on 减少 e.g. We must cut down on the amount of material we use. 我们必须减少我们所使用的材料。 2) save time 节省时间 e.g. Paperless trading can save time and money. 无纸化贸易可以节省时间和金钱。 3. Useful expressions Asking and answering the advice about saving time 1) Would you please give me some opinions about saving time? 2) Have you any advice how to save time? 3) How do I save your time? 4) Maybe you can save time by avoiding useless activities. 4. Extensive reading 第3课时 教学内容 教学步骤 时间分配 Warming up 1. Check assignment Step 1 Invite some students to introduce the free-time activities: time wasters, useful activities, undecided Step 2 Ask the students to present the dialogue about how to save time with their partners. 5 min Reading 1 1. Pre-reading Step Pronounce the words and expressions for the class to repeat and explain them briefly: Deadline, if only, make or break, count , plan ahead, due, at a time, calendar, set aside, keep a balance, set a limit 5 min 2. While-reading Step 1 Read the passage for the first time to get the general ideas and answer the questions: 1) They find all sorts of reasons and opportunities to hold and attend various kinds of parties? ( feel nervous and uneasy ) 2) How many parts can the passage be divided into? What are they? (Para. 1: Hook the reader by giving an example of a problem of time. Para. 2-3: Introduce the ways of time management Para. 3-5: Draw a conclusion about the main idea of time management.) Step 2 Read for the second time and complete the mind map about time management with the relevant information in the passage. 10 min 3. After-reading Take a close look at the passage sentence by sentence with some translation. Focus on the new vocabulary and expression, give detailed explanation of them and ask the students to make sentences. Then analyze the difficult sentence structures and ask students to translate them based on their understanding: ? Paragraph 1, Line 3 –...time management can make or break you. Time keeps going, whatever you do. Here the sentence means “Time cannot be saved up, but can be managed.” ? Paragraph 2, Line 1–...Plan ahead on the important tasks first. Here the sentence can answer “How to make a priority?”( It is mentioned before the text.) ? Paragraph 3, Line 3–...Actually much of your learning takes place in your free time. Setting aside enough time for study is a must –do for every college student . Here the sentence can explains the sentence (which is mentioned in the pie chart):How do you America college students spend their time in a week? 10 min Speaking 3 Step 1 –Presentation: Task 1 –Think of thing that you should plan ahead or set a limit on .Then work in pairs and explain to your parter how you will deal with h it. Task 2 –Here is a to-do list for tomorrow .Work in groups and decides on the order to do them. Give your reasons. A. Give your parents a call about a problem bothering you. B. Prepare for tomorrow’s English quiz. C. Swim for one hour to let out your stress. D. Chat online with your best friend. E. Do the required reading for tomorrow’s class Step 2 – teacher gives feedback on the content, organization and language use of the presentation. 13 min Assignment Task –Help one of your family member or friends to make a priority list for next week. 2 min       Supplementary materials 1. Word attack 1) deadline n.  the point in time at which something must be completed最后期限;截止期限;死线;原稿截止时间 e.g. The deadline for submissions to the competition will be this 19.递交比赛申请的截止时间是本月19日。 2) due adj. owed and payable immediately or on demand.由于;到期;适当的;预定  e.g. After due consideration it was decided to send him away to live with foster parents. 充分考虑之后决定将他送到养父母那儿生活。 3) calendar n. 日历;历法;日程表;（一年之中的）重大事件（或重要日期）一览表 e.g. There was a calendar on the wall above, with large squares around the dates.  上面的墙上挂着日历,日期上画着大大的方框。 4）set aside留出;把…放置一旁; 不理会;取消 e.g. Some doctors advise setting aside a certain hour each day for worry. 一些医生建议每天留出一点时间来解决烦心事。 5) keep a balance保持平衡 e.g. It's very important to keep a balance between making and spending money. 保持收支平衡是很重要的。 第4课时 教学内容 教学步骤 时间分配 Grammar for use Step 1 Ask students present the assignment “a to-do list of next week” Step 2 Ask students to read the 3 sentences in this section and then discuss in pairs the function of ‘to do’ in the sentences. Step 3 Use the slides to clearly illustrate the typical features and the function of the infinitive. Provide more examples and translation practice for students to better grasp the infinitive. 1．定义： 动词不定式属于非谓语动词，在句子中不能单独充当谓语。它不受主语人称和数的限制，但有时态和语态的形式变化。在句法功能上具有名词、形容词或副词的性质，同时又保留有动词的特征，可以带上自己的宾语和状语一起构成不定式短语，不定式可以在句中作主语、表语、宾语、宾语补足语、定语和状语。 2.构成 形式 主动式 被动式 一般式 to do to be done 进行式 to be doing   完成式 to have done to have been done       注：动词不定式的否定形式：not + to do 动词不定式的疑问形式：特殊疑问词 + to do 3．功能 1）作主语 To refuse him is not easy this time. 这次很难拒绝他。 2）作宾语 She pretended to be reading when the teacher came in. 当老师进来时，她假装在读书。 3）作宾语补足语 We must encourage the sick boy to be operated next week. 我们必须鼓励这个生病的孩子下周接受手术。 4）作定语 He was the last one to leave school yesterday． 昨天他是最后一个离开教室的。 5）作状语 They stood by the roadside to talk about the plan． 他们站在路边为的是谈论这个计划。(目的) His family was too poor to support him． 他的家庭太穷，不能维持他的生活。(结果) We are glad to hear the news． 我们很高兴听到这消息。(原因) 15min Practical Reading 1. Pre-reading Step 1 Warm-up questions How to manage your time productively? (e.g. plan ahead ,classify the task, keep a balance, learn to set a limit etc.) Step 2 Introduce the meaning of “matrix” 5 min 2. While-reading Step 1 Ask students to read the following time management matrix. Pay attention to the vocabularies. (urgent quadrants, matrix, career, serial) Step 2 Pair work: 1) Help students understand the content in the time management matrix by asking the questions: How many kinds of tasks can you divide into the 4 quadrants? (KEY: urgent \not urgent \important\not important) 2) What’s the feature of the time management matrix? (KEY: clear, order, useful, effective.) Step 3 Explain the new words and expressions: (urgent quadrants, matrix, career, serial ) 10min 3. After-reading Students work in pairs. Decide which quadrant the following activities may fit into. 1. Reading newspaper or webpage to see what’s new. 2. Doing the required reading for tomorrow’s class. 3. Building relationship with the people you care. 4. Attending clubs and societies. Key: 1. urgent but not important; 2. urgent and important; 3. not urgent but important; 4. not urgnt and not important 5 min Assignment Task 1 – Go to the website to learn more knowledge on the time management matrix 5 min       Supplementary materials 1. Information background The idea of using four quadrants to determine the priority of a task was introduced by American keynote speaker Stephen Covey, author of The Seven Habits of Highly Effective People. Covey’s system makes use of four different quadrants that allow you to prioritize tasks in relation to their importance and urgency, helping you to decide whether you need to address a task immediately or if you can postpone it. 2. Word attack 1) matrix n. mold used in the production of phonograph records, type, or other relief surface <数>矩阵 e.g. This is the number of time segments which are averaged before a cross power matrix is produced and stored on disk. 2) quadrant n. a measuring instrument for measuring altitude of heavenly bodies 象限 e.g. A symbol appears in an upper quadrant of the screen. 第5课时 教学内容 教学步骤 时间分配 Warming up Presentation: Invite 2 students to give the explanation about the time management matrix. 10 min Writing 1. Pre-writing Step 1 Get students into groups Ask them to answer the following questions based on information they learned from the practical reading and extensive reading. ?What’s the function of a time management matrix? (e.g. help sb. use time in the best possible way; remind sb. what to do at what time) Step 2 Read and comment on Tim’s timetable Monday 8-10 am Go to the library to renew books 10-12 am Skip the class to prepare for club activities 12-1 pm Lunch break 1-2pm Answer emails and read news online 2-4pm Attend class 4-6 pm Attend the Photography Club 6-7 pm Dinner 7-8 pm Swim for one hour 8-11 pm Start writing a 20-page paper due 3 days later 11-12 pm Play video games to relax     10 min 2. While-writing Work in pairs Ask student to help Tim plan his day with the time  management matrix. 10 min 3. After-writing Invite 3 pairs to present their writing and explain their ideas. 10 min Project Give assignment: Finish to statistics “How do we spend our time in a week”, write a report and fill in the pie chart. Step 1 Work in groups of four and do a survey in your class with a questionnaire. List the things college students often do every week. Step 2 Ask your classmates to write down how much time they spend on each of the things they do. Step 3 Make a pie chart like the one below according to the data collected .Then compare your pie chart with the one in Warming up. Step 4 Write a report on your findings after the group discussion. Step 5 Fill in the pie chart “How do we spend our time in a week” 5 min       第6课时 教学内容 教学步骤 时间分配 Warming up Ask each group to present the pie chart to the class. Teacher asks other students give opinions of the pie chart. 5 min Around the world Step 1 Warm-up: Give three key words (hourglass, quartz clock, atomic clock) on the PPT slides with pictures Then ask students to look at the pictures and guess the meaning of the three key words. Step 2 It is advisable for teachers to use Reading While Listening (RWL) strategy to decrease the listening difficulty level and increase students’ comprehension ability. Listen to the passage twice for the general idea Step 3 Divide the students into groups to discuss each paragraph’s general idea Students present their group discussion. Teacher give the answer for reference and provide some linguistic help for deeper understanding of this extended reading(calculate amount of sand, keep track of time, time-keeping devices, the most accurate time-keeping devices) To arouse students’ interest into finding more information about interesting time-keeping devices, provide more websites or videos after class. (e.g. 20 min My Progress Check Listening comprehension Ask students to look over the listening practice requirement. Listen to the material twice. Teacher gives the key to students. KEY: 1.1,3 2. 1)collection information for school work 2) chat with sb. 3) hunt jobs 4) book tickets Vocabulary and structure KEY 1: 1) works; 2) uneasy; 3) due; 4) Partying; 5) focus; 6) wisely. KEY 2: 1) to study; 2) to meet; 3) to find; 4) to get; 5) to hear; 6) to catch Translation 1) Plan ahead on the important tasks first. 2) Keep a balance between study and play. 3) You’d better set a limit on the time of chatting online. 4) Time management is very important. Reading and writing KEY: Time management is the key to success. It allows you to take control of your life rather than following the flow of others. As you accomplish more each day, you will make more sound decisions, and feel more confident. When you’re able to do that, you diminish the chances of making bad decisions. An open question to close unit 5 Make a plan on the National Day holiday Invite some students to present their plans and teacher provides some linguistic help when students lack of appropriate vocabulary. 15 min Assignment Task 1 – accomplish the project Task 2 - finish the remaining progress check 5 min       Supplementary materials Word attack 1) focus vt.& vi. direct one's attention on something（使）集中，（使）聚集; e.g. Please focus on your studies and not on your hobbies.请把注意力集中在学习上，而不是在你的爱好上。 2)wisely adv. in a wise manner明智地;聪明地，英明地 e.g. He wisely contented himself with his family and his love of nature. 他非常明智,拥有家庭和对自然的热爱便知足了。