新生代英语基础教程1 Unit 3电子教案.docx
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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?
Whataretheingredients?
Whatisitsuniquesellingpoint/USP?
Providerelativewordslikefried,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.Tellstudentsthatpluralmeansmo