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》
| 教学计划 | |||
| 教 学 单 元 | Unit 4 “I’d like to open an account.” | ||
| 单 元 主 题 | ●Opening a bank | 课 时安 排 | 8 |
| 教 学 内 容 | ●Show Time “I’d like to open an account.” ●Reading How much do you love money? ●Chat Time I have a problem. ●Writing A description of a chart ●Grammar Modals for deduction ●My Story Places around town | ||
| 教学目标 | 教学活动建议 | |
| Warm-up | To get students to talk about the main topic of this unit in a comfortable and relaxed manner | ●Explain to students that the focus of this unit is on money and finances. Ask students: Do you think you’re good at managing your money? Why (not)? Do you find it easy to save your money? Are you saving at the moment? ●Focus students’ attention on the statements about money management and read the rubric aloud. Give students several minutes to complete the task. ●Collect answers around the class. Ask students to identify the statement which is closest to their views on money management. |
| Vocabulary Builder | A and B To teach students new vocabulary related to bank | ●Have students listen and repeat the words and the expression, teaching the definition for each one. You can check their comprehension by asking questions, such as: What do you need to prove you can drive a car? (driver’s license) What word do we use to describe the least amount of something? (minimum) What word means “to take money out of the bank”? (withdraw) What is an international travel document? (passport) ●Once students seem comfortable with the new words and the expression, have them complete Exercise B and then switch books. Go through the answers, calling on different students each time. Correct any errors. ●If you want to, you can start each class with a short spelling test, which works quite well as a warm-up. |
| C To improve students’ listening and comprehension skills | ●Tell students they will hear a conversation in which a man opens an account at a bank. After previous exercises, students should be familiar with all the words used in the conversation. Play the audio, twice if necessary. Pause the audio so that students have time to fill in the blanks. ●Once they are finished, have them switch books and go through each answer, calling on different students each time. ●For variety, you can also choose confident students to write their answers on the blackboard. | |
| D To improve students’ speaking and comprehension skills | ●Read the rubric aloud. Make sure that students understand the task. ●When students have completed the task, allow them to check their answers with a partner before conducting class feedback. ●Increase the challenge for fast finishers by asking them to think of some words which collocate with the crossed-out ones. | |
| Show Time | A To teach students speaking skills through the use of pictures | ●Tell students to look at the pictures and ask some basic comprehension questions, such as: Who are these people? Where are they? What are they doing? ●Ask students to guess what happened in this video and to match the pictures to the sentences according to their own understanding. ●Have students watch the video in its entirety. Ask them to check their answers with a partner. |
| B, C and D To improve students’ listening comprehension through the use of video | ●For Exercise B, ask students to fill in the form with the correct information. ●For Exercise C, play the video again. Have a pair of students read out the conversation with one student playing the role of Naomi and the other as Mr. Sanchez. For an extension activity, you can also have students rewrite the conversation, using the words and expressions learned in this unit. ●For Exercise D, have students read through each sentence and then put the sentences in order. ●Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers. | |
| Reading | A, B and C To improve students’ reading comprehension | Exercise A ●Read the heading aloud and ask it to a couple of students. Encourage them to justify their answers with a reason. ●Tell students that they are going to do a questionnaire to find out their attitudes toward money. ●Ask students to complete the questionnaire. Be on hand to help students with any questions they don’t understand. Exercise B ●Get students to match the answers to the questions in the questionnaire. Make sure students realize that each of the questions in the questionnaire has a corresponding answer. ●Allow students to check their answers with a partner before conducting class feedback. Exercise C ●Ask students to look at their choices and find out whether they answered mainly As, Bs or Cs. ●Get students to read the text which corresponds with their choices. Ask students: Do you agree with what the text says about you? Why (not)? |
| D, E and F To review the useful words and expressions | Exercise D ●Read the rubric aloud and give students an example answer which is true for you, such as: For Question 1, I would just need enough to get my car repaired, so say about $700. ●Ask students to provide personalized answers to each of the questions. Monitor as students complete this task, prompting them where necessary. ●Bring the class together again and focus students’ attention on EXAMPLE. ●Allow students several minutes to compare and discuss their answers. ●Nominate a few students to report back on their and their partners’ answers. Exercise E ●Read the words in the left column aloud, modeling the correct pronunciation and asking students to repeat after you. ●Give students several minutes to complete the matching task. ●Check answers around the class. Ask students questions using these words, such as: Have you ever bought lottery? Do you have a motto? What is it? Who do you think the most intelligent person in this class is? Exercise F ●Read the words and expressions in the boxes aloud, modeling correct pronunciation. ●Give students several minutes to complete the task. Ask them to compare their answers with a partner. Conduct class feedback. Exercise G ●Organize students into pairs. Challenge them to see who can be the first to solve the clues. ●Check answers around the class. | |
| Beyond the Text To improve students’ critically thinking ability | Exercise A ●Read the rubric aloud and focus students’ attention on the quotes about money. Allow them to ask questions about the quote(s) they don’t understand. Read EXAMPLE aloud and ask students: Do you agree with this? Why (not)? ●Organize students into pairs and ask them to discuss their ideas. Circulate, prompting students to back up their ideas with their experiences. ●Bring the class together again. Generate as much discussion as possible and write any new language on the blackboard. Exercise B ●Read the rubric aloud to students and focus their attention on the advice given. Ask students to tell you whether or not they agree with this advice and why. ●Ask students to read the statements from Nick and Pola and to complete the task. Circulate as students write their advice, offering support where necessary. ●Ask students to work in small groups to share the advice they gave. ●Bring the class together. Nominate a few students to share their answers, and generate a class discussion. | |
| Chat Time | To improve students’ listening, speaking, writing and acting skills through the use of conversation | Exercises A & B ●For Exercise A, explain to students that they will hear a conversation in which a customer tells the bank teller about a problem. Introduce the key words for this conversation. ●Tell students to listen carefully and to write down what they hear in the blanks. If necessary, pause the audio so that students have time to write. ●Have students practice talking about banking issues using the questions in Exercise B. ●Have students read through LANGUAGE NOTE, which teaches the acronym “ATM”. Ask students if they know any other examples of acronyms in English. For an extension activity, you can have students come up with their own acronym. Exercise C ●Read the rubric aloud to students. ●Focus students’ attention on Useful language. Read the sentences aloud, modeling the correct pronunciation and getting students to repeat. ●Nominate a couple of students to read EXAMPLE aloud, and explain that they can use this as a starting point. ●Circulate as students conduct their role-plays, monitoring and noting down any examples of particularly good use of language. ●Nominate a couple of students to perform their role-plays to the rest of the class. |
| Writing | To improve students’ writing skills and learn to write a description of a chart | Exercise A ●Ask students: What do you think a female office worker would spend most of her income on? Collect answers around the class before asking them to focus on the pie chart and to see if their predictions were correct. ●Give students several minutes to read the text and to complete the matching task. Allow students to check their answers with a partner before conducting feedback. ●Ask students to tell you whether or not they agree with the text’s conclusion. Ask students: How do you think the office worker’s monthly wage could be used more effectively? Exercise B ●Focus student’s attention on the graph. Elicit what the graph shows. (It shows the retail sales in the U.K. over the year 2010 and this year.) ●Ask students: Where did most people shop in 2010? What about this year? What kind of sales saw the biggest increase? ●Get students to match the sentence halves. Collect answers around the class. Exercise C ●Read the rubric aloud to students. Elicit what the pie chart shows. Ask students to tell you the most and least popular ways of listening to digital music in the U.S. ●Focus students’ attention on the expressions provided. Get students to write a skeleton plan outlining the introduction, detailed description, suggestion and conclusion. ●Circulate as students complete the task, offering support where necessary. Ask students to share their work with a partner and to provide feedback, suggesting corrections where necessary. ●Conduct class feedback. Copy the best piece of work for students to refer to as an example. |
| Grammar | To teach students how to use modals for deduction | Exercise A ●Explain that we use past modals to guess what happened in the past. Divide the blackboard into three sections and write must + have + p.p. verb on the far left. Explain that we use this pattern when we want to guess about the past with near certainty. ●In the next section, write may / might + have + p.p. verb and explain that we use this pattern to express a possibility we are not sure about. ●In the final section, write can’t + have + p.p. verb and explain we use this pattern when we are guessing about a negative possibility with near certainty. ●Once students seem comfortable with the grammar, have them complete the exercise and then switch books to correct their mistakes. Exercise B ●Ask students to skim the conversation. Ask questions to check their understanding, such as: What has Peter just done? Where did Peter get his money from? ●Read the rubric and ask students to complete the task. ●Allow students to check their answers with a partner before asking three students to role-play the conversation to the rest of the class. |
| My Story | To improve students’ listening comprehension and speaking ability through the use of video | Exercises A & B ●Tell students that they will see a video in which real people talk about the cost of living in the places they live. ●Play the video and have students complete the true or false statements in Exercise A. In some cases, you may need to pause the video to help students. ●Have students tell you the answers, correcting any mistakes. Play the video again and have students answer the questions in Exercise B, pausing the video if necessary. Check students’ answers, correcting any mistakes. Exercise C ●Give students several minutes to read the questions and to note down their answers. ●Organize students into pairs. Ask them to share their ideas with a partner. ●Bring the class together. Organize a discussion around Question 3. Generate as much discussion as possible and write any new language on the blackboard. |
| 课后学习设计 | ||
| 作业 | ◆Finish all the exercises in Unit 4. ◆Read the text in this unit again and try to summarise its content. ◆Write a description of a chart. | |
| 课后总结与反思 | ||
补充教学资源
Vocabulary Builder
参考译文
| 男： | 你好。 |
| 女： | 欢迎来到全美银行。有什么能为您服务的吗？ |
| 男： | 我想开立一个银行账户。 |
| 女： | 您想开什么类型的账户呢？ |
| 男： | 我需要开一个活期存款账户。 |
| 女： | 您还需要开一个储蓄账户吗？ |
| 男： | 是的，需要。你们有高息定期存款账户吗？ |
| 女： | 有。对于10万美元或以上的存款，我们会提供1%的利息。该账户最短储蓄时间是一年。 |
| 男： | 我明白了。让我考虑一下。可以先给我开立活期存款账户和储蓄账户吗？ |
| 女： | 当然可以。今天您需要各存储至少50美元在两个账户里。 |
| 男： | 今天我会在两个账户分别存储100美元。我能在线登录这两个账户吗？ |
| 女： | 可以。在我开通账户后会把登录信息给您。 |
| 男： | 谢谢。 |
参考译文
| 娜奥米： | 桑切斯先生？打扰了。 |
| 桑切斯先生： | 娜奥米！来，进来请坐。 |
| 娜奥米： | 谢谢您。 |
| 桑切斯先生： | 有什么能帮助你的吗？ |
| 娜奥米： | 我想开立一个账户。 |
| 桑切斯先生： | 那你可来对地方了。这方面我肯定能帮助到你。你想开立活期存款账户还是储蓄账户？ |
| 娜奥米： | 今天我想先开立一个活期存款账户。储蓄账户我以后再开。 |
| 桑切斯先生： | 首先，我需要问你几个问题。 |
| 娜奥米： | 好的。 |
| 桑切斯先生： | 能告诉我你的全名吗？ |
| 娜奥米： | 包括中间名吗？ |
| 桑切斯先生： | 如果你不介意的话。这是用于身份鉴定。 |
| 娜奥米： | 我的全名是娜奥米 玲子 高山。 |
| 桑切斯先生： | 玲子怎么拼？ |
| 娜奥米： | R-E-I-K-O。 |
| 桑切斯先生： | 你生日是什么时候，娜奥米？ |
| 娜奥米： | 我的生日是1990年5月1日。 |
| 桑切斯先生： | 我需要你的社会安全号码或是驾驶证号码。这两个号码你能提供哪一个？ |
| 娜奥米： | 我可以给你我的驾驶证号码。是135XX2887。 |
| 桑切斯先生： | 可以再说一遍吗？ |
| 娜奥米： | 135XX2887。 |
| 桑切斯先生： | 谢谢。你想在账户里存多少钱？ |
| 娜奥米： | 我想先存500美元。 |
| 桑切斯先生： | 你要用现金支付吗？ |
| 娜奥米： | 是的，我带了现金。我要现在给您吗？ |
| 桑切斯先生： | 可以。还有一件事。你能告诉我你想要哪种支票图案吗？我们有三种图案可供你选择。 |
| 娜奥米： | 哦，这三种都很好看。但我想我最喜欢那个海洋图案。 |
| 桑切斯先生： | 先给你一盒支票可以吗？ |
| 娜奥米： | 可以给我两盒吗？那样我最近就不用再次订购了。 |
| 桑切斯先生： | 没问题。你会在大约两周内收到你的支票。到时还未收到就给我打电话。 |
| 娜奥米： | 我会的。顺便问一下，存进去的钱什么时候可以使用呢？ |
| 桑切斯先生： | 因为你存的是现金，所以现在就可以使用了。 |
| 娜奥米： | 稍后，我可以在线开立储蓄账户吗？ |
| 桑切斯先生： | 可以。你可以随时将你活期存款账户的资金转入你的储蓄账户。 |
| 娜奥米： | 太棒了。谢谢您的帮助，桑切斯先生。 |
| 桑切斯先生： | 不用谢，娜奥米。现在如果你允许的话，我需要把你的钱存起来了。 |
| 娜奥米： | 好的，存吧！替我向桑切斯夫人和赫克托问好。 |
| 桑切斯先生： | 我会的。祝你生活愉快，娜奥米。 |
| 娜奥米： | 也祝您愉快。再次感谢您，桑切斯先生。 |
1I’d like to open an account.
我想开立一个账户。
account:
1)n. an arrangement that you have with a bank to pay in or take out money 账户
e.g. bank account 银行账户
open an account 开立账户
My salary is paid directly into my bank account.
我的工资直接存入我的银行账户。
2)v. account for
1 to be the reason why something happens 是……的原因
e.g. Recent pressure at work may account for his behavior.
他的行为也许应归因于他最近的工作压力。
2 to make up a particular amount or part of something 占……（比例）
e.g. Imports from Japan accounted for 40% of the total.
来自日本的进口货物占进口总量的40%。
2Did you want to open a checking account or a savings account?
你想开立活期存款账户还是储蓄账户？
1)checking account: a bank account that you can take money out of at any time 活期存款账户，同current account
2)savings account: a bank account that pays interests on the money you have in it（可获利息的）储蓄账户
3)deposit account: a bank account that pays interests on condition that you keep money there for a particular length of time 定期存款账户
3It’s for identification purposes.
这是用于身份鉴定。
1)for … purpose: used to say that someone or something will be considered in a particular way in a discussion, document etc. 出于……目的，为了……，等同于for the purpose of…
e.g. For tax purposes you will be treated as a married couple.
出于税收的目的，你们将被当做夫妇对待。
2)serve its purpose: if something serves its purpose, it does what you intended it to do 起到应有的作用
e.g. Our holiday had served its purpose; we both felt thoroughly relaxed.
我们的假期已起到了它应有的作用，我们俩人都感到十分轻松。
3)to good purpose/ to no purpose: with good results or with no results 很有效果/毫无效果
e.g. Clara has used her musical talents to good purpose.
克莱拉成功地发挥了她的音乐天赋。
4Do you have either of those?
这两个号码你能提供哪一个？
either:
1)determiner: one or the other of two things or people （两物或两人中）任一的
e.g. I’ve lived in New York and Chicago but don’t like either city very much.
我在纽约和芝加哥住过，但两个城市我都不是很喜欢。
2)conjunction: used to begin a list of two or more possibilities separated by “or” 或是，或者（用以引出两个或多个可能的事物，用or隔开）
e.g. She is the kind of person you either love or hate.
她是那种叫你不是爱就是恨的人。
3)conjunction: used to say that if one thing does not happen then something else will have to 要么（表示非此即彼）
e.g. It’s your choice! Either she leaves or I will!
你看着办吧！要么她走，要么我走！
4)pronoun: one or the other of two things or people （两者中）任一个
e.g. Do either of you know where I can buy a zip round here?
你俩谁知道附近哪儿能买到拉链？
5—And did you want to do that with cash?
—Yes, I brought the money with me.
—你要用现金支付吗？
—是的，我带了现金。
with: prep.
1)by means of something or using it 用；以；借
e.g. What will you buy with the money?
你会用这笔钱买什么？
2)having, processing, or showing a particular thing, quality or feeling 具有；带有；显出（某物、某种特征或感情）
e.g. There is a book with a green cover.
这儿有一本绿色封面的书。
Reading
参考译文
| 你爱钱有多深？ | |
| 1 此刻拥有多少钱才能让你感到开心？ A 1,000美元。 B 10,000美元。 C 100,000美元。 | 5 你的理想型是怎样的？ A 有魅力、和蔼并且富有智慧。 B 普普通通，但收入高并且有一定积蓄。 C 超级有钱。 |
| 2 你认为自己富有吗？ A 我有足够的钱来让自己舒适地生活，所以我认为自己富有。 B 我不这么认为，比我有钱的人多得是。 C 你在开玩笑吧？当然不啊！ | 6 如果你中了彩票，你会用这笔奖金来做什么。 A 为自己和家人留点钱，剩下的捐给慈善机构。 B 给自己买套新房、新车和度假居所，拿出几千美元来投资，剩下的做慈善。C 在世界各地买房，并且再也不工作了。 |
| 3 如果你想要开心，你就需要金钱。你同意这个说法吗？ A 当然不。金钱买不到爱或健康。 B 我需要足够的钱来过高品质的生活。 C 当然啦！没钱我不会感到开心。 | 7 以下哪种情况对你来说是噩梦？ A 孤身一人，没有朋友。 B 丢了工作，没了房子。 C 无法负担得起自己想要的生活方式。 |
| 4 你最喜欢做哪种工作？ A 只要能让我发挥才能的工作都可以。收入高低真的无所谓。 B 有趣、收入高且前景好的工作。 C 只要收入高，工作内容无所谓。 | 8 当谈到金钱时，你的座右铭是什么？ A 生命中最美好的事物是无价的。 B 省一分钱就是赚一分钱。 C 钱多好办事。 |
1.Any gob which fulfills me.
只要能让我发挥才能的工作都可以。
fulfill: v. if your work fulfills you, it makes you feel satisfied because you are using all your skills, qualities etc. 使有满足感，充分发挥……的才能
e.g. She succeed in fulfilling herself both as an actress and as a mother.
作为演员和母亲，她都非常有成就感。
2.An interesting job with a good salary and prospects.
有趣、收入高且前景好的工作。
prospects: n. chances of future success 成功的机会，前途
e.g. Job prospects for graduates don’t look good.
毕业生的就业前景看上去不妙。
3.Attractive, kind and intelligent
有魅力、和蔼并且富有智慧
intelligent: adj. an intelligent person has a high level of mental ability and is good at understanding ideas and thinking clearly 有智慧的，聪明的，名词形式为intelligence
e.g. Sontag was once famously described as the most intelligent woman in America.
桑塔格曾被称为美国最聪明的女人，这是众人皆知的事。
She is a woman who had both beauty and intelligence.
她是个秀外慧中的女子。
4.… invest a few thousand and then give the rest to charity.
为自己和家人留点钱，剩下的捐给慈善机构。
invest: n. to buy shares, property, or goods because you hope that the value will increase and you can a profit 投资，名词形式为investment
e.g. I’ve got a few thousand dollars I’m looking to invest.
我有几千美元想作投资。
We plan to buy some property as an investment.
我们打算买些房地产作为投资。
5.What is your motto when it comes to money?
当谈到金钱时，你的座右铭是什么？
when it comes to: when you are dealing with something or talking about something
e.g. He’s a bit of an expert when it comes to computers.
他在电脑方面比较在行。
Chat Time
参考译文
| 银行柜员： | 有什么能为您服务的吗？ |
| 顾客： | 我遇到了个问题。 |
| 银行柜员： | 是什么问题呢？ |
| 顾客： | 很显然我欠了一些费用，但我一直没有收到银行对账单。 |
| 银行柜员： | 让我来核实一下先生……我知道了……对此我要向您道歉。 |
| 顾客： | 我的账单越积越多，但我并不清楚，所以我没有付款。 |
| 银行柜员： | 好的先生。我会为您取消这些账单。 |
| 顾客： | 谢谢。 |
| 银行柜员： | 还有什么能为您服务的吗？ |
| 顾客： | 有。上周我用信用卡赊购，但被拒了。 |
| 银行柜员： | 请问我能看一眼那张卡吗？ |
| 顾客： | 当然，给你。 |
| 银行柜员： | 根据所显示的数据，您还未验证您的信用卡。 |
| 顾客： | 那么，我该怎么办呢？ |
| 银行柜员： | 我可以帮您验证这张卡。接着您就可以使用了。 |
参考译文
| 吉安： | 我来自北达科他州的一个小镇。小镇里的犯罪率非常低，几乎没有环境污染问题，而且生活成本也很低。 |
| 美由起： | 东京是一个物价很高的城市，食品价格非常高，交通花费可能是最大的问题之一，但地铁系统井然有序，所以出行并不困难。 |
| 戴夫： | 墨西哥城是一个庞大的、让人心生畏惧的城市，人口众多且污染严重，它能让你感到非常恐慌，但我爱它。 |
| 戴安妮： | 圣保罗的生活成本非常高，但我爱它。我想要生活在安静的乡下，人口稀少并且生活成本也没有那么高。 |
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