新生代英语基础教程2 Unit2_电子教案

教案课程名称新时代职业英语通用英语2 课时班级专业教师系部教研室教材《新时代职业英语通用英语2》12345678补充教学资源参考译文弗朗姬：嗨，安德鲁！你要去哪里？安德鲁：嗨，弗朗姬！我正准备去上班。

弗朗姬：你在哪里工作？安德鲁：我在镇上新开的体育中心做兼职接待员。

弗朗姬：真棒！你都是什么时间工作？安德鲁：周二和周四晚上，还有周六。

9弗朗姬：啊，所以你把工作和学习都安排得很好啊。

安德鲁：是的，这份工作很适合我。

弗朗姬：工作怎么样？你喜欢吗？安德鲁：嗯，我喜欢。

工作环境很好，我的同事也很友善。

弗朗姬：有什么福利吗？安德鲁：我可以免费使用健身房和游泳池。

你呢？在做兼职吗？弗朗姬：实际上，下周我会有一个兼职销售助理的面试。

安德鲁：祝你好运！希望一切都能顺利。

参考译文成功还是失败？女主持：欢迎各位！今晚，我们将关注三位求职者的求职过程。

他们会成功还是失败呢？斯马特先生，我们的职业咨询顾问，将会在这里对求职者的表现作出评价。

首先让我们来看一下如何回答高难度的求职面试问题。

问题1：你最大的缺点是什么？求职者A：我不太有条理。

有几次我把重要的文件弄丢了好几次。

斯马特先生：哦，上帝啊！这位求职者很诚实，但这不是你应该在面试中承认的缺点。

试着想想对工作没有负面影响的缺点。

问题2：你为什么想要这份工作？求职者B：嗯，工资很高，而且您能提供公司用车，这点也很棒。

斯马特先生：另一个诚实的回答。

但是这位求职者并没有说她能给公司带来什么——只是提到了获得、获得、获得! 那她能带给工作环境什么呢？10问题3：你认为五年后你会变成什么样子？求职者C：我希望在工作了五年之后能够承担更多的责任。

斯马特先生：这个回答很好。

求职者很有野心，但是她没有说她要当老板（即使她真是这么想的！）面试前要考虑现实的目标，以显示出你对未来有一定的规划。

女主持人：太有趣了！那么，通过看这些求职者的回答，我们可以发现面试前认真准备是很重要的。

在面试前想好自己要说什么，让自己看起来真实又真诚，进而给面试官留下最佳印象。

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》12345678910补充教学资源Vocabulary Builder参考译文凯文：嗨，珍妮。

最近怎么样？珍妮：还是老样子。

你看到新款乐桃笔记本电脑（Peachbook）了吗？看起来棒极了。

凯文：嗯，我昨晚看到了。

你想要哪一款？珍妮：我想要13英寸的那一款。

它有16G的内存和万亿字节的存储空间。

凯文：听起来不错，但也很贵吧。

它们卖多少钱？珍妮：大约1,299美元。

凯文：1,299美元！太贵了。

我想我还是继续用我的旧特萨斯（Tasus）吧。

珍妮：那台老电脑！你真的需要买一台新的，凯文。

凯文：我知道，但我的特萨斯仍然能正常工作。

我认为现在买台新电脑是不合理的。

珍妮：好吧，我一定要买一台新款乐桃笔记本。

凯文：我想我宁愿把这笔钱用来度假。

珍妮：我不这样认为。

比起度假我更想买一台新电脑。

11Show Time参考译文桑切斯夫人：嗨，亲爱的。

你在干什么呢？桑切斯先生：刚刚我在看电脑广告。

桑切斯夫人：电脑广告？看它做什么？桑切斯先生：我想给赫克托买台电脑。

他上学能用得着。

桑切斯夫人：真有这个必要吗？桑切斯先生：现在跟以前不一样了，亲爱的。

有台电脑就像有纸有笔一样常见。

桑切斯夫人：好吧，也许你是对的。

但买台电脑会不会太贵了？你确定我们可以负担得起吗？桑切斯先生：当然，我们能够负担得起。

我们有一些积蓄。

而且现在有些活动很划算。

桑切斯夫人：真的吗？桑切斯先生：来，你看这儿。

这是一台笔记本电脑，非常轻而且便于携带。

桑切斯夫人：是的，笔记本电脑确实又薄又轻。

桑切斯先生：没错。

这就是重点。

对比一下笔记本电脑跟台式电脑。

桑切斯夫人：比起笔记本电脑，台式电脑要大得多、沉得多。

桑切斯先生：是的，但台式电脑更便宜。

桑切斯夫人：也就是说。

笔记本比台式电脑要小巧，但同时也比台式电脑贵很多。

桑切斯先生：是的。

桑切斯夫人：哪种电脑的内存最大？12桑切斯先生：笔记本电脑的内存比台式电脑要大。

新生代英语基础教程2课件(一)新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。

第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。

1.1 课件内容•介绍《新生代英语基础教程2》的课件所包含的主要知识点和话题。

1.2 教学目标•解释课件的教学目标和重点，帮助学生明确学习目标。

第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。

2.1 单元划分•对每个单元的划分进行介绍，展示课件的组织结构。

2.2 教学模块•着重讨论课件中的教学模块，介绍每个模块的内容和形式。

第三章：课件特点•本章将从几个方面分析《新生代英语基础教程2》课件的特点和优势。

3.1 多媒体教学•讨论课件中多媒体元素的应用和效果，如音频、视频等。

3.2 互动性•强调课件中互动性的设计和实现，提升学习效果和学生参与度。

3.3 个性化学习•探讨课件提供的个性化学习资源和策略，满足不同学生的需求。

结论•总结全文，强调《新生代英语基础教程2》课件的重要性和价值。

•希望读者能够从本文对课件特点的分析中受益，进一步探索和应用好该课件的教学资源。

新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。

第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。

1.1 课件内容•《新生代英语基础教程2》的课件内容包括英语基础知识、听力、口语、阅读、写作等核心模块。

1.2 教学目标•该课件旨在帮助学生掌握英语的基础知识和运用能力，培养学生听说读写的综合能力。

第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。

2.1 单元划分•课件按照单元进行划分，每个单元包含多个课时，旨在系统、有序地展示英语知识和技能的学习过程。

2.2 教学模块•每个单元内的教学模块包括教学导入、新词学习、对话练习、语法讲解、阅读理解、口语表达、写作等环节，全面拓展学生的英语学习能力。

新一代大学英语（基础篇）综合教程2 unit2答案unit2 Friendship we live by○2-3 iExplore I:Building your languageWords and expressions一1.possession2.irritated3.rarelyplicate5.loyalty6.obligation7.out loud8.die for9.On one level10.be thought of as11.put up with12.here and nowCollocations1.about / on2.between3.from / tha4.with5.in6.of7.to8.have the obligation to help our friends / have an obligation to help our friends9.Pleasurable relationships between classmates10.enjoyed his company11.have formed a friendship with each other12.meet the obligation to care for his parents13.could lose our friendship because of moneyVocabulary learning strategies1.cultivation2.division3.management4.impression5.association6.involvement7.confusion8.intentionmunication10. argument11.requirement12.expression13.division14.intention15.management16.involvement17.expression18.cultivationLanguage focus1. As the old saying goes, a friend in need is a friend indeed.2. Remember you must follow every step as I've shown you.3. As most people know, their school is one of the top schools in China.4. As he said, he chatted with his old friends to his heart's content at the party.5. You should treat your friends as you would like to be treated. Banked cloze1.obligations2.rarelypany4.control5.challenge6.drops7.meaning8.evidence9.without10.defines○iExplore22-4iExplore:ReadingListening1.relax2.think over3.attract4.one person / 1 person5.who you are / who you're6.be confident7.be yourself8.When I meet new people, I will try to make friends with them gradually. During the process, I may pay attention to their living habits, personalities and interests. If I find that we share some same values, I will have more contact with them and we will probably become friends. However, if there is little in common between us, I will keep them at a distance and take them as acquaintances.2-5iExplore2:Building your languageWords and expressions1.convince2.approval3.potential4.acceptance5.destructive6.conflict7.through8.to9.into10.for11.to12.by/to13.byCollocations1.shift1(A) I work in the night.1(B) The wind changes its direction.1(C) I expect him to agree with me.1(D) No, the discussion is not efficient.2 drift2(A) No, we don't keep frequent contact.2(B) The lecture is boring to me.2(C) The sun will come out and it will be sunny.3 fade3(A) It is an old photo.3(B) Yes, it is true. Many researches support this. Besides, senior people around me always complain about their bad memory.3(C) When the last scene finishes.3(D) I would talk with my friends or take part in some activities that interest me.Vocabulary learning stategies1.B2.G3.F4.E5.D6.H7.A8.I9.C 10.J11.give you a glimpse into your future12.elevate you / elevate each other13.friends that I may be holding back / hold you back / hold each other back14.meet with a lot of resistanceTranslation1. 当社会环境改变时，要满足以下三个交友条件便更困难了：相似性、交流和让人彼此信任的情境。

Unit TwoTeaching Objectives:By the end of this unit, the students will be expected to be able to1. talk about some results brought by TV and other useful and interesting communicative methods;2. use about 30 new words and 8 new phrases and expressions in brief conversations and translation;3. review grammar on the attributive clause:1) attributive clause with relative adverbs; 2) attributive clause with as/which;4. read material on a similar topic and with a similar degree of difficulty.Teaching Methods: Lecture, Discussion, Role-playUnit Duration: 8 class hours (45 minutes each)Teaching procedures:I. Preparatory1. Words and Phrases Learned In Display1. ignore syn. neglect; disregard2. argue syn. claim3. view syn. watch4. tolerate syn. permit; bear; suffer5. respond syn. reply; react6. reckon syn. regard; consider7. belong to 为……成员I belong to those who have decided to live without TV.8. switch on 开(电灯、电视、电器等)When my child switches on TV, he doesn't want to do anything else.9. tune in (to) 收听广播；收看电视What program do you usually tune in?10. be determined to do sth. 决心做某事，决定做某事My family was determined to stop watching TV.11. agree to 同意做某事，赞成My father agreed to give me a computer.12. take up 从事于，专注于We decided to take up other interesting activities to spend our holidays.13. be keen on 对某人或某事非常喜爱，热衷于做某事The old man was keen on playing with his grandson.2. Key to Expressions Learned in Display1. was determined to2. switched on3. agreed to4. belonged to5. keen on6.tunes in (to)7. take upII. Language in Context1. Preview Questionsi. Do you like watching TV? And what kind of TV programs do you usually watch? ii. If one day you don't watch TV any more, what else can you do?iii. What is your attitude towards TV?2. Information Related To the Texti. TelevisionTelevision is a telecommunication system for broadcasting and receiving moving pictures and sound over a distance. The term has come to refer to all the aspects of television programming and transmission as well. The word television is a hybrid word, coming from both Greek and Latin. “Tele-” is Greek for “far,” while “-vision” is from the Latin “visio,” meaning “vision” or “sight.” It is often abbreviated as TV.The earliest television sets were radios with the addition of a television device consisting of a neon tube with a mechanically spinning disk (the Nipkow disk, invented by Paul Gottlieb Nipkow) that produced a red postage-stamp size image. The first publicly broadcast electronic service was in Germany in March 1935. It had 180 lines of resolution and was only available in 22 public viewing rooms. One of the first major broadcasts involved the 1936 Berlin Olympics. The Germans had a 441-line system in the autumn of 1937.Television usage skyrocketed after World War II with war-related technological advances and additional disposable income. Prior to the war, in the 1930s, TV receivers cost the equivalent of US$7000 in 2001, and had little available programming.For many years different countries used different technical standards. France initially adopted the German 441-line standard but later upgraded to 819 lines, which gave the highest picture definition of any analogue TV system, approximately four times the resolution of the British 405-line system. Eventually the whole of Europe switched to the 625-line standard, once more following Germany’s example. Meanwhile in North America the original 525-line standard was retained.A television with a VHF “rabbit ears” antenna and a loop UHF antenna. Television in its original and still most popular form involves sending images and sound over radio waves in the VHF and UHF bands, which are received by a receiver (a television set). In this sense, it is an extension of radio. Broadcast television requires an antenna (aerial). This can be an external antenna mounted outside or smaller antennas mounted on or near the television. Typically this is an adjustable dipole antenna called “rabbit ears” for the VHF band and a small loop antenna for the UHF band.Color television became available in the U.S. on December 30 of 1953, backed by the Columbia Broadcasting System (CBS) network. The government approved the color broadcast system proposed by CBS, but when RCA came up with a subcarrier system that made it possible to view color broadcasts in black and white onunmodified old black and white TV sets, CBS dropped their own proposal and used the new one (see NTSC).The first publicly announced experimental TV broadcast of a program using RCA’s “compatible color” system wa s an episode of Kukla, Fran and Ollie on August 30, 1953. NBC was the first network to have a regularly scheduled color program on the air (Bonanza, started in 1959).Television was not invented by a single inventor, instead many people working together and alone, contributed to the evolution of TV.ii. Television JunkiesJunkie is someone who is so ardently devoted to something that it resembles an addiction; “a golf addict;” “a car nut;” “a news junkie.” Television junkies refer to the people who are addicted to watching television without doing anything else. According to scientific research, the conditions of TV viewing cause a physiological high, much in the same way as all those other less socially acceptable forms of drug use.iii. CartoonA cartoon is a form of art with diverse origins and even more diverse modern meanings. In its historical original meaning, a cartoon is a full-size drawing made on paper as a study for a further artwork, such as a painting. However, cartoons were typically used in the production of frescoes in order to accurately link the component parts of the composition when painted onto newly applied fresh plaster over a series of days. Cartoons by painters such as Raphael and Leonardo da Vinci are highly prized in their own right.Nowadays a cartoon is a humorous drawing of some description. This usage dates from the 1840s when Punch magazine applied the terms to satirical drawings in its pages. The first of these parodied frescoes in the then-new Palace of Westminster. The original title for such drawings in Punch was Mr Punch’s Pencillings and the title “cartoon” was intended to be ironic—these were still essentially line-art drawings in pencil and/or ink.Over time, more cartoons in Punch made other satirical points and, eventually, came merely to be humorous drawings, usually (although not always) with a punchline caption at the bottom. Many early examples of these are reproduced on the Punch website and are impenetrably obscure by today’s standards.The modern understanding of “cartoon” falls into two further categories—comic strips and animated cartoons.Comic strips are found daily in newspapers worldwide and are frequently compiled into books. Animated cartoons are usually shown on television or cinema screens and are created by drawing thousands of individual drawings which are shown rapidly in succession to give the impression of movement.3. Language Points1. I belong to one of the two per cent of British families who have decided to live without a television set.belong to1) be a member of 为……成员Which party do you belong to?你属于哪一个党派？I belong to the music club on our campus.我是校园音乐俱乐部的成员。

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。