新生代英语基础教程2unit3电子教案文档格式.docx
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教学
单元
Unit3“Nobodyhaspizzaforbreakfast.”
主题
Breakfast
课时安排
8
教
学
内
容
ShowTime
“Nobodyhaspizzaforbreakfast.”
Reading
EnglishBreakfast
ChatTime
I’mallergictodairy.
Writing
Arecipe
Grammar
Countableanduncountablenouns
MyStory
Foodandnutrition
教学目标
教学活动建议
Warm-up
Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner
Havestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit.
Then,gothroughthequestionsandcompleteeachanswer.Inaddition,youcanaskafewwarm-upquestionssuchas“Doyoueatbreakfasteveryday”“Whodoyoueatbreakfastwith”and“Whatdoyouusuallyhaveforbreakfast”Ifstudentshavetroublewiththesequestionsyoucanwritemodelanswersontheboardforthemtousewhenanswering.Forexample,“Yes,Ido.”“Ieat_____with_____.”and“Iusuallyeat_____.”Thisisalsoagoodopportunitytoreviewthepresentsimpletense,sincebreakfastissomethingwerepeatonaregularbasis.
Foranextensionactivity,youcanalsoapplythesamequestionstoothermealtimes.
VocabularyBuilder
AandB
Toteachstudentsnewvocabularyrelatedtobreakfastandnutrition
Havestudentslistenandrepeatthewords.Thevocabularyforthisunitisquiteeasytoteachsincetheyareallconcretenouns(nounsweexperiencethroughourfivesenses,asopposedtoabstractnouns,whichwemustimagine).Thus,youcanteachthemsimplybypointingtothepicturesinthebookandhavingthestudentsechoandrepeatafteryou.
Atthislevel,youmayalsoconsidermakingbasicflashcardforthevocabulary.Thisisaloteasierthanitsounds.Allyouneedtodoisfindsomepicturesofthevocabularyitems.Thenyoucanprintthemoutandlaminatethem.Keepinmindthatflashcardsworkbestwhenusedwithconcretenouns.Thisisbecauseitisdifficult(orsometimesimpossible)toshowapictorialrepresentationofabstractnouns.Anotherpointtorememberisflashcardstendtobemorefunandeffectivewithlowerlevelandyoungerstudents.Ifyourstudentsareolderorhigherlevel,flashcardsmaynotbeaseffectiveornecessary.Withyoungerlearners,havingflashcardscannotonlyhelpstudentslearn,butcanalsoprovideyouwitharangeoffungamesandactivities.
Oncestudentsarecomfortablewiththenewwords,havethemdotheexercises,correctinganymistakes.
CandD
Toimprovestudents’listeningandcomprehensionskills
TellthestudentstheywillhearaconversationbetweenDavidandhismother.Now,listentotheconversationandhavestudentscompletethesentences.Correctanymistakes.Havestudentspracticetheconversationinpairs.Monitortheirperformance.
ForExerciseD,letstudentsreadthecluesfirstandthenguessthefoodonebyone.
ShowTime
A
Toteachstudentsspeakingskillsthroughtheuseofvideo
First,havethestudentswatchthevideoinitsentirety.Askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo”“Wherearethey”“Whataretheydoing”“Whyaretheydoingthat”“Howaretheydoingit”
Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.
B,CandD
Toimprovestudents’listeningcomprehensionthroughtheuseofvideo
Watchthevideo.Now,lookatExerciseB,andaskstudentstocompletetheTrue/Falsestatements.
Next,studentscancompletethedialogueinExerciseC.HavethreestudentsreadoutthedialoguewithonestudentplayingtheroleofHector,oneasMr.SanchezandtheotherasMrs.Sanchez.Foranextensionactivity,youcanalsohavethestudentsrewritetheconversation,usingdifferentfoods.
ForExerciseD,youneedtofirstreviewthevocabularywordomelet.Askstudentswhattheingredientsareforatypical
omelet,andthenhavethemimaginethestepstheymighttakewhenmakingone.Now,tellstudentstolookat1.Andreaditoutloud.Ask,“Whatshouldwedoafterwebeatsomeeggsinabowl
Whenstudentshavegivenyouthecorrectanswer,repeattheprocessusing“Whatshouldwedoafterwe_____
”TochecktheanswersforB,C,andD,studentscanchangebooksandlistenasyougothroughtheanswers.Ifyouwouldliketogivehomework,youcantellstudentsthattheymustrewriteeveryincorrectanswer5,10or20timesatyourdiscretion.
Reading
Toimprovestudents’readingcomprehensionandlearnaboutEnglishbreakfast
ReadandlistentothetextandhavethestudentsreadeachoftheTrue/Falsestatements.Choosethecorrectanswerineightminutes.ThenhavethemcompleteExerciseBinfiveminutes.
Togetthestudentscomfortablewhenspeakingaboutbreakfast
Havestudentsreadthenewwordsintheboxes.Correcttheirpronunciation.Havestudentsunderlinethewordsandexpressionsinthearticle.LetstudentsfinishExerciseC.
Askstudents:
“Doyouthinkbreakfastisimportant”and“Doyouhaveitregularly”Havethemwritetheiranswersdownandexchangetheiropinionswiththeirpartner.Invitevolunteerstovoicetheirview.
E
Toreviewtheusefulwordsandexpressions
Havestudentspreviewthenewwordsbeforeclass.Duringthisprocess,theycanknowmoreaboutfoodcultureofthesecountries.
Youmayusevisualaidstoshowthediversityoffoodculture.
ChatTime
Toimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversation
ExplaintostudentsthattheywillhearaconversationinwhichAndrewpolitelydeclinesfoodofferedtohimbyJulie.Introducethekeyvocabularywordsforthisconversation.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticedecliningfoodinpairs,monitoringthemwhiletheydoso.
NowhavestudentsreadthroughtheLanguageNote,teachingtheidiom“Anappleadaykeepsthedoctoraway.”Askstudentstotellyouhowoftentheyeatfruitandwhichfruittheylikethebest.
ExplainexamplesinExerciseCandremindthemtopracticedialogsusingUsefulLanguage.
Writing
Toimprovestudents’writingskillsandlearntowriteaboutrecipes
TellstudentsthateggsareessentialtoEnglishbreakfastandeggscanbefired,scrambled,boiledandproached.HavestudentsfinishExerciseB.
HavestudentsreadwordsfromtheformofExerciseAandtelltheirChinesemeanings.Checktheirwork.
Playashortvideoonfourmethodsofcookingeggsandprovideseveralclues.AskstudentstowritesimpleinstructionswithExerciseAasanexample.
Grammar
Toteachstudentscountableanduncountablefoods
Explaintostudentsthatsomenounsare“countable,”whichmeansthatyoucancountthem.Sometimestheyarealsocalled“countnouns.”Givesomeexamplesof“countnouns,”suchascars,tables,cups,sandwiches,emphasizingthesontheend.Tellstudentsthat,withtheexceptionofirregularplurals,wecanalwaysaddstocountablenouns.Askstudentstocomeupwithexamplesofcountablefoodnounsandwritethem
ontheboard.
Next,tellstudentsthatothernounsare“uncountable,”whichmeansthatwecannotcountthem.Sometimes,theyarealsocalled“non-countnouns.”Agoodwaytoteachthisistohavestudentslookatthematerialpropertiesofthefood.Forexample,youcantellstudentsthatallliquidsandpowdersareuncountable.Youcanthendrillthe“other”category,makingsurestudentslearnthem,too.
Aquickgameyoucanplaytoteachthisis“Howmuch/Howmany.”Yousayanounandthenstudentsmustsayeither“Howmuch”or“Howmany”dependingonifthenouniscountableoruncountable.Thefirststudenttosaythecorrectanswergetsapointforhis/herteam.Youcanalsodothesameusing“Thereis/are.”
Finishbyhavingstudentscompletetheexercises,andthenaskthemtochangebooksandgothroughtheanswers,correctinganymistakes.
MyStory
Toimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideo
Tellthestudentsthattheywillseeavideoinwhichrealpeopletalkabouttheireatingandshoppinghabits.Now,watchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.
Nowhavestudentstellyoutheanswers,correctinganymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.
Forthediscussionsection,startbygoingthroughthemodelanswersinthebook,andhavestudentsrepeatafteryou.Then,givethestudentsyouranswerstothequestions.Next,youcanhaveseveralstudentsgivetheiranswerstotheclass.Finally,havethestudentsdiscussthequestionsinpairsand/oringroups.
课后学习设计
作业
FinishalltheexercisesinUnit3.
Readthetextinthisunitagainandtrytosummariseitscontent.
Writearecipeforyourfavoritefood.
课后总结与反思
补充教学资源
VOCABULARYBUILDER
参考译文
参考译文
戴维:
嘿,妈妈,早饭吃什么
母亲:
早上好,戴维。
我们有烤面包、水果和鸡蛋。
你要吃点儿什么呢
我要一些烤面包,谢谢。
你想喝什么有橙汁、苹果汁和牛奶。
我要一些牛奶。
你在吃什么
妈妈:
现在是十一点…我6点半就醒了!
我已经吃过早饭了。
哎呀……我想我睡过头了。
嗯,这是星期六。
我可以和艾莉一起玩电子游戏吗
当然可以,但是首先吃完早餐并完成你的家庭作业。
好的!
SHOWTIME
语言解析
1.Howaboutso