致用英语综合教程综合英语2 教案综合英语2 单元设计 unit 3

致用英语综合教程综合英语2 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 综合英语2 单元设计 unit 3 本次课标题:Unit3 Manage your time 商务英语一授课班级 上课时间 10课时 上课地点 多媒体教室 年级 能力(技能)目标 知识目标 1. manage your time efficiently 1. vocabulary of time and managing/ time 2. understand the 80/20 principle 2. language points in reading: The 80/20 prin 教 3. be capable to use “will” correctly ciple and time management 学 4. understand and master 3. grammar: the usage of “will” 目 Back-information 4. vocabulary building: back-information 标 5. important words and phrases: principle, management, mathematical, unequal, specialist, universal, in a nutshell, insignificant, virtually, relevant 1. 能 力 训 练 任 务 及 案 例 参 ?《致用英语综合教程》第二册(学生用书)程晓堂主编 外语教育与研究出版社 考 ?《致用英语综合教程》第二册(教师用书)程晓堂主编 外语教育与研究出版社 资 料 Section One Around the topic Step 1 Topic introduction: The topic of this unit is about time management. Students often feel anxious because they have a lot of things to do and there’s never enough time. One big problem is that they don’t know how to manage their time. Time is fair to every one. We should learn to do things efficiently. Step 2 Your ideas Below are some sayings about time. What do they mean? Do you agree with them? Work in groups and discuss your understanding of each saying. Time flies 时光飞逝。 Time is money 时间就是金钱。 Time and tide wait for no man. 岁月不等人。 Time stays long enough for anyone who will use it. 对于善于使用的人来说，时间总是足够长。 Time you enjoyed wasting is not wasted time. 你高高兴兴“浪费”掉的时间不算浪费时间。 To think too long about doing a thing often becomes its undoing. 做事时考虑的太多反而做不成事。 There is never enough time to do everything, but there is always enough time to do the most important things. 永远没有做够的实践来做所有的事，但永远有足够的时间来做最重要的事儿。 Step 3 Listen to a song Listen to the song. What is the main message in these lines? Life is too short Have you ever seen the morning? When the sun comes up the shore And the silence teach the beauty for the sound Have you ever set there waiting? For the time to stand still For all the worlds and stars From turning around And you run 'Cause life is too short And you run 'Cause life is too short Have you ever seen the glory? When the moon is on the rise And the dreams are close To the ones that we love Have you ever set there waiting? For heaven to give a sign So we could find the place Where angels come from And you run (and you run) 'Cause life is too short And you run (and you run) 'Cause life is too short There’s a time that turns Turn back time But I don’t see I can It only works If you believe in the truth But there’s a time to live And a time to cry But if you’re by my side I will try to catch a star I’ll try to catch a star Just for you And I run Life is too short And I run (and I run) 'Cause life is too short And I run And I run And I run And I run And I run … Step 3 A quiz Time management plays an extremely important role in achieving success. This quiz aims to help students discover whether they manage their time efficiently or poorly. Introduce to students what this quiz is about and how to do it. Do you think you are managing your time well? Do the following quiz and you will find out. For each statement, indicate how often you feel that way or do it. The scale: 1=never 2=seldom 3=sometimes 4=often 5=always Scoring methods: 1-30 Time master You are doing a great job managing your time and life. Congratulations! 30-50 Learning You are managing yourself and your time to a considerable extent. There is still room for improvement. 50-100 Red Alert Things may be spinning out of control. You need to change certain bad habits and learn new skills. Step 4 Listening and speaking A. Ask students to read the questions first. Then play the recording and encourage students toe take notes while listening. Jim’s problem/trouble: Jim has got too many things to do. He feels that he doesn’t haven’t enough time Susan’s suggestions: He should learn to manage his time and his life. B. Play the recouding again and ask students to complete the sentences. Step1: Take out your calendar and make a list of what you want to accomplish. Step2: Use the ABC designation to prioritize each activity. Step3: Start with your high priority tasks. C. Speaking Read the instruction and the questions as a class. Divide students into groups. Ask them to have a discussion with their partners. 1. If Jim asked you for advice, what would you say? 2. Have you ever had problems similar to Jim’s? how did you solve them? Section Two Reading The text in this section is an introduction to the 80/20 principle, which is used widely in many fields. If we can master this principle and apply it to our life, our life will become much easier. Step 1 Pre-reading questions Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of time management and encourage them to share information with others. Pick some volunteers to answer these two questions as representatives of their groups. Before you read, discuss the following questions in groups: 1. How do you manage your tome? If you have a lot of things to do in a day, how will you deal with them? 2. Have you heard about the 80/20 principle before? What does it mean? Step 2 Text illumination 1) Ask several students to read the whole text in order to check whether they preview the text and get a general understanding bout it or not beforehand. 2) Ask students to summarize the text 3) The teacher can put the comprehension check either before or after illuminating the text according to the needs of class and the students’ comprehension ability. 4) Illuminate the text, during the process of which the teacher can encourage students to highlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points: 1. mathematical adj. relating to or using mathematics 数学的 mathematics n. e.g. His mathematics are weak. He is not very good at doing mathematical calculations. 2. unequal adj. not equal in number, amount, or level 不平等的，不均衡的 e.g. The twins are unequal in height. 3. specialist n. someone who knows a lot about a particular subject 专家 e.g. Dr. Lee is a specialist in plastic surgery. 4. principle n. a rule which explains the way something works 法则， 原则 组织架构调整原则组织架构设计原则组织架构设置原则财政预算编制原则问卷调查设计原则 e.g. We must stick to the principle of equality of opportunity for all. 5. universal adj. true or suitable in every situation 普遍的，通用的 e.g. There is universal agreement on this issue. 6. in a nutshell in a few words, concisely 简括地，简言之 e.g. In a nutshell, the Beijing Olympics was extraordinary. 7. insignificant adj. having little or no value, use, meaning or importance 无关紧要的 significant 重要的，有意义的 e.g. The rate has fallen by an insignificant amount. 8. virtually adv. almost, nearly 近乎，几乎 e.g. There’s virtually none left. He virtually promised me the job, but did not actually do so. 9. management n. the way that people control and organise different situations 管理，操纵 manage v. 管理 manager n. 经理，管理人 e.g. The failure was caused by bad management. 10. relevant adj. directly relating to the subject or problem 有关的，相应的 e.g. Color and sex are hardly relevant when appointing someone for a job. Step 3 Post-reading exercises 1. Answer the following questions according to the text. 1) What was Vilfredo Pareto’s discovery? A: He discovered that in most societies, 80 percent of the wealth os almost always held by 20 percent of the population. 2) What is the 80/20 principle in a universal sense? A: The 80/20 principle states that 20 percent of anything will be important while 80 percent will be insignificant. 3) What does the 80/20 principle mean when it comes to time management? A: When it comes to time management, the 80/20 principle states that you will want to focus on 20 percent of the most important things you need to get done. 4) Why is the 80/20 principle important for time management? A: Because it plays an important role in deciding whether people will be successful in their life. 5) What things make up the 80 percent and what things make up the 20 percent? A: The things that make up the 80 percent include watch television, talking on the phone, going to parties or clubs, or doing anything else that is not related to your goals. Tasks that fall under the 20 percent are things that many people usually don’t kike doing such as doing taxes, market research, studying, or practice. However, it is this 20 percent that will play the most important part in you success or failure. 2. Do you agree or disagree with the following statements? Discuss them with you partner. 1) The 80/20 principle can be used anywhere. 2) You only need to do the 20 percent well and don’t care about the 80 percent. 3) Twenty percent of our time accounts for 80 percent of the of the work we accomplish. 4) The 80/20 principle implies that many thins we do are not important. Read the instruction as a class. Divide students into groups of four. Ask them to discuss these statements. Get feedback when they finish. Encourage them to speak out and show different ideas. 3. Vocabulary and structure This part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary. A. Match the words in Column A with their meaning in Column B B. Complete the following sentences with a proper preposition or adverb. C. Fill in the blanks with the expressions below. Make changes where necessary. 4. Writing Read the instruction as a class. Leave the writing task as homework. Check their work next time. Write a composition entitled “How shall I follow the 80/20 principle?” The following questions may help you to come up with some ideas. 1) What is the 80/20 principle? 2) What is my understanding of the principle? Is it useful if we use it in our life? Why do I think so? 3) How can I apply it to my life? What do I need to do when I use it? Section 3 Language in use: various uses of “will” Step 1 test your grammar The aim of this practice is to call students’ attention to different uses of “will”. Remind students that they should keep the fact in mind that “will” doesn’t always indicate the future. Read the instruction first and then ask students to decide the uses of “will”. Check their work when they finish. Step 2 illumination and development Briefly explain the grammatical knowledge of the uses of “will”. Then ask students to finish these exercises. Check their work when they finish. A lot of students have been used by older textbooks which refer to “will” as “the future tense”. A key factor to remember about “will” is that when we use “will” we are not always talking about the future. In these examples “will” is clearly referring to the future: If I see her, I'll tell her about it. Next year she'll be 42. However, in these examples “will” is referring to events happening at the present: My car won't start. I'll answer that. Will you have another cup of tea? 1) When we use “will” referring to the present, the idea being expressed is usually one of “showing willingness” or “will power”: e.g. I am the boss. You will do as I say. I need quiet to write this but he will keep on talking to me. 2) Use “will” for requests, orders, invitations and offers: e.g. Will you help me? Will you please sit down? 3) Use “will” for promises and threats: e.g. I'll do it at once. I'll remember this. 4) Use “will” for habit: e.g. A cat will always find a warm place to sleep. My car won't go any faster than this. 5) Use “will” for deduction: e.g. The phone's ringing. That will be Mark. I expect he'll want us to start without him. Step 3 Doing exercises Then ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary. A. Read the sentences in the table on the next page. Decide whether the word “will” is used to express the future or the present. Tick (?) the right column. B. Fill in the blanks with the expressions below. C. Match a sentence or part of sentence in column A with a sentence or part of sentence in column B Step 4 Vocabulary building: Back-formation Back-formation refers to either the process of creating a new "word by removing actual or supposed affixes, or to the neologism formed by such a process. Back-formations are shortened words created from longer words, thus back-formations may be viewed as a sub-type of clipping. Take “televise” as for example. The word television appeared before televise. The first part of the word television was pulled out and analysed as a root, even though no such root occurs elsewhere in the English language. Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary. A. Guess the words according to the back-formation from the original words Original words Back forms editor edit peddler peddle dry-cleaning dry-clean enthusiasm enthuse laser lase escalator escalate B. Complete the following sentences with the back forms of the original words in exercise A. Section 4 Project: Can you manage your time better? This project aims to train students to manage their time better. Read and explain the instruction and then ask students to write an action list according to the tips given in the project. When they finish, encourage them to exchange ideas and work together to find out how to improve efficiency and productivity. Finally invite volunteers to make presentations. Provide your comments when necessary. You need to understand what you are really trying to achieve and prioritize your efforts. This project should increase your personal effectiveness and productivity and make you study and life more satisfying. Step 1 Write an action list Think about the following questions and write an action list according to the tips on time management. Where are you now? List your current study and life goals and try to match these with your current activities. Do you spend your time meeting your own priorities or other people’s? Are you making your life and studies easier and better or something else? Are you prioritizing the right decisions in your plans? If you spend too much time on unimportant but seemingly urgent tasks you may neglect the ones that are very important but nor urgent. Tips on time management Time wasters include Know how you currently spend your time Poor planning Identify your best times for studying Personal disorganization Plan tomorrow today procrastination Ask yourself “what am I doing and why I am doing it.” Handle each piece of paper only once Action lists Write action lists according to the following tips: Action lists are: A Are measurable C Compatible T Time specific I in writing O there is Ownership N are Negotiated Or S Specific M Measurable A Attainable and Achievable R Resourced and Realistic T Timely Step 2 Talk to your neighbor Divide students into several groups. Share your ideas about your action list and what is important to you. Comment on your neighbor’s list. Then discuss how to manage time better and how to improve your effectiveness and productivity. Step 3 Present to class Report to the class your ideas and your experience of how to manage time better. You also need to report the discussion result you get from Step 2. Section Five Extension and Cultural Tips Part 1 Extension: The importance of a To-Do list This passage is about another useful tool to improve your efficiency of your life and work---To-Do list. A To-Do list is a list of important tasks that you will need t carry out within a given period of time. It is a crucial tool for those who want to be skilled at tome management. Step 1 let the students read the text and finish the vocabulary check exercise 1. Labor-saving devices like the dishwasher and the microwave make our life convenient. 2. She is expecting an electronic planner as her birthday present. 3. He was very sad that his name was deleted from the list. 4. This aid money is crucial to the government’s economy policies. 5. Just split the cake into three and leave one piece for Simon. 6. The Godfather had an X-rating when it was first shown. 7. Passengers complain that trains are frequently delayed or cancelled. 8. One way to solve your problem of lacking time is to prioritise your tasks based on their importance. Step 2 ask several students to read the text aloud and ask them to work in small groups to discuss the questions in the second exercise. At last, invite some students to report their answers to the whole class 1. What is to To-Do list? A: A To-do list is a list of important tasks that you will need to carry out within a given period of time. 2. How can we make a To-Do list? A: The first thing is to purchase either a notepad, electronic planner, or any device that can allow you to list important tasks. Then prioritize each task based on their importance. 3. Who need a To-Do list most? A: Those who have a large number of different things to get done and who frequently forget important things. 4. If you have a large list of things to do, what should you do? A: Reconstruct the To-Do list into a priority-based one and carry out the tasks on the list in order of decreasing priorities. 5. What should you pay attention to if you are working alone? A: If you are working alone, create a short list of important things you can complete each day. Step 3 language points illumination Ask students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary. Step 4 open questions 1. How do you think the To-do list? Do you think it useful? Why or why not? 2. How do you arrange the things you need to do in daily life? 3. Besides making To-Do list, do you have any other good ways to help? Part 2 culture tips Step 1 read the short passage This part introduces a poem about time. Ask students to read and appreciate the poem. Encourage them to talk about their understanding and ideas about time. Provide your explanation and comments if necessary. Step 2 additional material Introduce the material as a class, then ask them to make a brief discussion on the advantages and disadvantages of the four generations of contemporary time management. Time management, as a project management subset, is more commonly known as project planning and/or project scheduling. Many authors offered a categorization scheme for the hundreds of time management approaches that they reviewed: First generation: reminders (based on clocks, but with computer implementation possible) can be used to alert of the time when a task is to be done. Second generation: planning and preparation (based on calendar and appointment books) includes setting goals. Third generation: planning, controlling (using a personal organizer, other paper-based objects, or computer-based systems) activities on a daily basis. This approach implies spending some time in clarifying values and priorities. Fourth generation: being efficient and proactive (using any tools above) places goals and roles as the controlling element of the system and favors importance over urgency.