新生代英语基础教程1unit3电子教案.docx

新生代英语基础教程1unit3电子教案.docx

《新生代英语基础教程1unit3电子教案.docx》由会员分享，可在线阅读，更多相关《新生代英语基础教程1unit3电子教案.docx（24页珍藏版）》请在冰豆网上搜索。

新生代英语基础教程1unit3电子教案

新生代英语基础教程1Unit3_电子教案

教案

课程名称新生代英语基础教程1

课时

班级

专业

教师

系部

教研室

教材《新生代英语基础教程1》

教学计划

教学

单元

Unit3“What’sforlunch?

”

单元

主题

●Food

课时安排

8

教

学

内

容

●ShowTime

“What’sforlunch?

”

●Reading

Foodlabels

●ChatTime

Knockyourselfout

●Writing

Aquestionnaire

●Grammar

Articles

●MyStory

Breakfast,lunch,anddinner

主要目标

教学活动建议

Warm-up

Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner

Havestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit.Then,gothroughthequestionsandchoosethebestanswer.

VocabularyBuilder

AandB

Toteachstudentsnewvocabularyrelatedtofood.

●Havethestudentslistenandrepeatthewords.Themostdifficultwordonthislistisprobably“delicious”.Havestudentsrepeatthiswordafewtimesandcheckpronunciation.

●Asawarmup,youcanalsoaskstudentstotellyouallthefoodstheythinkaredelicious.Youcandothisbyaskingeachstudent“Whichfooddoyouthinkisdelicious”Theycananswerinafullsentence“Ithink________is/aredelicious.”Correctthestudentsiftheyusethewrongbeverb,explainingthatweuseisforsingleoruncountablefoodsandareforcountable（plural）foods.Youcanalsoaskstudentstotellyouwhichbeverbwewouldusewiththevocabularywordshere,forexample“Whichbeverbshouldweusewiththewordsaladhere”

●Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercisescorrectinganyerrors.

CandD

Toimprovestudents’listeningandcomprehensionskills

●Havestudentsgothroughtheconversationquicklyandthinkaboutwhattheyaretalkingabout.Youmayremindthemtopayattentiontokeywords“dessert”,“drink”,and“iced-tea”.

●Tellthestudentstheywillheartwopeopletalkingaboutfood.Nowlistentotheconversationandhavestudentscompletethesentences.Correctanymistakes.

●Youcanalsointroducetheideaoflosingorgainingweight.TellthemthatAlexisamanandJennyisawoman.Clarifythatlosingweightisnotwomen’spatent.

●Askstudentswhattheywouldliketoeatanddrinkforlunch/dinner.Anotherwaytomodelthisconversationistoputstudentsinpairswithonestudentasthewaiterandtheotherasacustomer.Studentstaketurnsaskingtheotherwhatheorshewouldliketoeat/drink.

●ForexerciseD,havestudentslookatthepictures.Labelthefoodwithnamesfromtheboxes.

◆Writeincompletesentencesintheblackboardlike“I’monadiet,soIdon’twanttoeat/drink___________.”or“I’mreallyhungry,I’llhave___________.”Havethemfillintheblanksandmakeupaconversationbasedonthesesentences.

ShowTime

A

Toteachstudentslisteningandspeakingskillsthroughtheuseofvideo

●First,havestudentsmatchthepicturestothesentenceswhichdescribethem

●Then,askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo”“Wherearethey”“Whataretheydoing”“Whyaretheydoingthat”“Howaretheydoingit”

●Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.

B,CandD

Toimprovestudents’listeningcomprehensionthroughtheuseofvideo

●Watchthevideo.Bynowthestudentsshouldbeconfidentinnamingthethreecharacters.Tomakesure,youcanpausethevideowhenallthreecharactersareonscreenandaskingthenameofeachone.

●NowlookatExerciseB,andaskstudentsiftheycanrememberwhatHectorandMateoorderedandhavethemticktheanswers,correctinganyerrors.Havethemrefinetheconversationtheyjustmadeup.

●Next,studentscangothroughthedialogueinExerciseCandguessthemissingwords.Watchthevideoagainandchecktheirguessing.HavetwostudentsreadoutthedialoguewithonestudentplayingtheroleofHectorandtheotherasMateo.Anotherwaytodothisistohavehalftheclass（forexamplealltheboys）readMateo’slinesandhalftheclass（allthegirls）readHector’slines.Continuetorefinetheconversationaccordingtothisexercise.

●Finally,havestudentsmatchthequestionstotheanswersinExerciseD.Youmayneedtoremindthemthat’disacontractionofwould.ThiswillhelpthemwithNumber3.Whentheyhavefinished,gothroughtheanswers.Continuetorefinetheconversationaccordingtothisexercise.

Reading

A,BandC

Toimprovestudents’readingcomprehension

●Havestudentswatchthepicturesmatchthefoodlabelswiththephrasesasquicklyaspossible.Invitestudentstoguesswhateachlabelmeans.

●AskstudentstoscanfortherightanswerstoExercisesBandC.（Toscanmeanstoreadthetextveryquicklyonlyforthespecificinformationyouneedwithoutreadinglaboriouslythrougheverything.）Remindthemtoskipwordstheydon’tknow.

D,EandF

Improvestudents’abilitytoutilisewhattheyhavelearned

●HavestudentsreadthroughwordsgivenbeforetheygoontofinishExerciseD.Checktheirpronunciation.Youmaydividetheclassintotwogroupsandhavethemreadthewordsinturnoryoumayhavestudentsfindsentenceswiththesewordsinlabelsatofandreadoutthecorrespondingsentence.Aftertheyfinishtheexercise,checktheiranswers.

●ForExerciseE,havestudentsworkinpairanddiscusstheirfavoritefood.Askquestionslike:

Howisitcooked?

WhataretheingredientsWhatisitsuniquesellingpoint/USPProviderelativewordslikefried,baked,stewed,braisedandsteamed.Nowanalysehowmanypartsafoodlabelmaycontainandwritealabelforyourfavoritefood.Letstudentsexchangetheiranswers.Correcttheirmistakes.

●Explaintostudentsthattheyshouldusethelettersintheboxestocompletethewords.Dothefirstandthefifthwordtogetherandhavethemfinishtherestbythemselves.Anyonewhoworkoutthewordscallout“Bingo”.

ChatTime

Toimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversation

●First,havestudentsgothroughtheconversationandpredictwhattheyaretalkingabout.Remindthemtopayspecialattentiontothekeywords,suchas“onadiet”,“soup”,“food”,“staring”,“eat”,“knockyourselfout”.Makethemunderstandtheyarediscussingfoodchoices.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetheconversationinpair,monitoringthemwhiletheydoso.

●Now,havestudentsreadthroughtheLanguageNote,teachingtheexpression“knockyourselfout.”Youcanalsoteachtheexpression“goforit,”whichhasthesamemeaning.

●Next,forExerciseB,havestudentsmakenewconversationsaccordingtotheexample.YoucanremindstudentstoreferbacktoVocabularyBuilder.Iftheyarewell-prepared,youmayencouragethemtoexplainhowtomakethefood.

●Finally,forExerciseC,havestudentsworkinpair,actingoutthemenuwithonestudentasthewaitressandtheotherasthecustomer.Monitortheirperformanceandprovidehelp.

Writing

Toimprovestudents’writingskillsandlearntodesignaquestionnaire

●First,havestudentsgothroughExerciseAandguessthemeaningoftheword“questionnaire”.Youmayremindthemthatthiswordismadeupoftwoparts:

questionandnaire.Explainthemeaningof“naire”bygivinganotherexample“millionaire”.Then,studentsfinishthequestionnaireaccordingtotheirownconditions.

●Next,havestudentsputsentencesinExerciseBincorrectorder.Iftheyfinditdifficult,youcananalysethewordorderinsentencesfromExerciseA.

●DividestudentsintoseveralgroupsanddirectthemtodesignaquestionnaireonsleepinghabitswithExerciseAandBasreference.Groupsexchangetheirworksandformafinalquestionnaire.Askstudentsatschoolorevenfromotherschoolstodothequestionnaire.Helpstudentstowriteareportifpossible.

Grammar

Toteachstudentshowtousearticles

●HavestudentsfinishExerciseA.checktheiranswersandexplaintothemthatweusearticlesinfrontofnouns.Articlescangiveusmoreinformationaboutanoun,suchaswhetheritissingular,plural,countableoruncountable.Articlescanalsotellusifwearetalkingaboutaspecificoruniquething.

●Now,introducea,an,theand–.Explainthatweuseaforsingularcountablenouns.Atthispoint,youwillneedtobrieflyexplainthedifferencebetweencountableanduncountable（alsoknownasnon-count）.Agoodwaytoteachthisistotellstudentsthatthematerialofathingisimportant.Liquidsandgasesareuncountable.Forexample,juice,sodaandwaterareliquids,sotheyareuncountable.Airisagassoitisuncountable.Solidsthatlosetheirshapearealsouncountable.Forexample,atablewon’tloseitsshapesoitiscountable.Ontheotherhand,cheesecanmeltandisthusuncountable.Tinysolidsarealsousuallyuncountable,forexamplesalt,sand,riceandsugar.

●Finally,collectionsofsimilarthingsareusuallyuncountable,suchasfurniture（thisisacollectionmadeupoftables,chairsetc.）.Youmayneedtospendabitoftimeonthis,butitisimportantstudentsgrasptheconcept.Foran,remindstudentsthatweuseanbeforeavowel（a,e,i,o,u）.Thearticletheisusedforspecificoruniquenouns.Tellstudentsthatspecificoftenmeansthatthenouninquestionhasalreadybeenmentioned.Uniquemeansthereisonlyone,suchasthesunandthemoon.Weusenoarticlewhenthenounispluraloruncountable.Tellstudentsth