新生代英语基础教程1Unit3电子教案设计Word格式.docx

1、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Unit 3 “Whats for lunch?”主 题Food课 时安 排8教学容Show Time“Whats for lunch?ReadingFood labelsChat TimeKnock yourself outWritingA questionnaireGrammarArticles My StoryBreakfast, lunch, and dinner主要目标教学活动建议Warm-upTo get students to talk about the main topic of this unit

2、 in a comfortable and relaxed manner Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and choose the best answer. Vocabulary BuilderA and BTo teach students new vocabulary related to food. Have the students listen and repeat the

3、words. The most difficult word on this list is probably “delicious”. Have students repeat this word a few times and check pronunciation. As a warm up, you can also ask students to tell you all the foods they think are delicious. You can do this by asking each student “Which food do you think is deli

4、cious?” They can answer in a full sentence “I think _ is/are delicious.” Correct the students if they use the wrong be verb, explaining that we use is for single or uncountable foods and are for countable （plural） foods. You can also ask students to tell you which be verb we would use with the vocab

5、ulary words here, for example “Which be verb should we use with the word salad here?Once students seem comfortable with the vocabulary, have them do the exercises correcting any errors. C and DTo improve students listening and comprehension skills Have students go through the conversation quickly an

6、d think about what they are talking about. You may remind them to pay attention to key words “dessert”, “drink”, and “iced-tea”. Tell the students they will hear two people talking about food. Now listen to the conversation and have students complete the sentences. Correct any mistakes. You can also

7、 introduce the idea of losing or gaining weight. Tell them that Alex is a man and Jenny is a woman. Clarify that losing weight is not womens patent.Ask students what they would like to eat and drink for lunch/dinner. Another way to model this conversation is to put students in pairs with one student

8、 as the waiter and the other as a customer. Students take turns asking the other what he or she would like to eat/drink. For exercise D, have students look at the pictures. Label the food with names from the boxes. Write incomplete sentences in the blackboard like “Im on a diet, so I dont want to ea

9、t/drink _.” or “Im really hungry, Ill have_.” Have them fill in the blanks and make up a conversation based on these sentences.Show TimeATo teach students listening and speaking skills through the use of videoFirst, have students match the pictures to the sentences which describe themThen, ask basic

10、 comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are they doing that?” “How are they doing it?” Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a mo

11、re confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins. B, C and DTo improve students listening comprehension through the use of videoWatc

12、h the video. By now the students should be confident in naming the three characters. To make sure, you can pause the video when all three characters are on screen and asking the name of each one. Now look at Exercise B, and ask students if they can remember what Hector and Mateo ordered and have the

13、m tick the answers, correcting any errors. Have them refine the conversation they just made up.Next, students can go through the dialogue in Exercise C and guess the missing words. Watch the video again and check their guessing. Have two students read out the dialogue with one student playing the ro

14、le of Hector and the other as Mateo. Another way to do this is to have half the class （for example all the boys） read Mateos lines and half the class （all the girls） read Hectors lines. Continue to refine the conversation according to this exercise.Finally, have students match the questions to the a

15、nswers in Exercise D. You may need to remind them that d is a contraction of would. This will help them with Number 3. When they have finished, go through the answers. Continue to refine the conversation according to this exercise.ReadingA, B and CTo improve students reading comprehensionHave students watch the pictures match the food labels with the phrases as quickly as possible. Invite students to guess what each label means.Ask students to scan for the right answers to Exercises B and C. （To scan means t