新生代英语基础教程2unit1电子教案Word文档格式.docx

1、 Show Time“Where are you from” ReadingWhy is it called a honeymoon Chat TimeThe rest is history. WritingFamily tree GrammarThe possessive s My StoryFamily教学目标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed manner Have students look at the picture a

2、nd ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “How many people are in your family” and “Where are you from” If students have trouble with these questions you can write model answ

3、ers on the board for them to use when answering. For example, “There are _ in my family.” and “I come from _.” Vocabulary BuilderA and BTo teach students new vocabulary related to family Have the students listen and repeat the words. Use descriptive sentences to teach the family member words. For ex

4、ample, you can say “Your uncle is your mother or fathers brother.” “Your aunt is your mother or fathers sister.” “Your cousin is your uncle or aunts child,” and so on. A simple family drawn on the board can often help students to understand this. They may find it interesting to see your family tree,

5、 if you dont mind sharing it with them. For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to describe someones relationship status.

6、Ask “Have you been to a wedding recently” “Who got married” C and DTo improve students listening and comprehension skills For Tell the students they will hear a conversation between a radio host and a celebrity （Anna）. Now listen to the conversation and have students complete the sentences. Correct

7、any mistakes. Have students talk about family members with sentences they have learnt. For Exercise D, let students match those Chinese kinship terms to the corresponding English definitions. Show TimeATo teach students speaking skills through the use of video First, have the students watch the vide

8、o in its entirety. Ask basic 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. B, C and DTo improve stud

9、ents listening comprehension through the use of video Watch the video. Now look at Exercise B, and ask students to complete the True / False statements. Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Naomi, one a

10、s Hector and the other as Mrs. Sanchez. For an extension activity, you can also have the students redo the conversation using information from their family. Finally, have students match the questions to the answers in Exercise D. ReadingA, B and ETo improve students reading comprehension and learn a

11、bout honeymoons Review the vocabulary word honeymoon. Ask them to give you examples of where people might go on their honeymoon. Some students may even know where their parents went on honeymoon. Next, read and listen to the text and have the students read each of the True / False statements and cho

12、ose the correct answer. Have students read the new words in the boxes and correct their pronunciation. Then have students underline these words. After the presentation, have students finish Exercises B and E.To get the students comfortable when speaking about family Put the students in pairs and hav

13、e them practice talking about where they would like to go on honeymoon. Every two minutes have students stand up and change partners. Do this three or four times, depending on class size. Ask students to draw a poster and fill in some information. Ask students to introduce and advertise their dream

14、honeymoon package to all classmates.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversation Explain to students that they will hear a conversation in which Andrew tells Jenny about his wedding plans. Introduce the key vocabulary words for this conv

15、ersation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Next, have students practice asking about families in pairs, monitoring them while they do so. Now, have students read through the

16、 Language Note, teaching the phrase “the rest is history.” For Exercise C, you can divide students into pairs, and ask them to act out the situation. They can take turns playing different roles. Monitor them and help when necessary.WritingTo improve students writing skills and learn to write a famil

17、y description Ask students to look at the family tree and fill in the names and their occupations. Check their work. Ask students to write names and occupations of their family members as in the example. Remind them of the appropriate form of Chinese names. Have two volunteers write their answers on

18、 the board and check their spelling. Teach students to describe their family relations using the sentence pattern in Exercise C.GrammarTo teach students how to use possessive s Explain to students that we use the possessive s to describe who owns something. First, write a large s on the board. Next,

19、 tell the students that we add s for when one person owns something. Walk around the class, picking up students items and giving examples, such as “This is Johns book”, emphasizing the s. Have students echo you and then ask them to try on their own. Then, tell students that for two names, we add s t

20、o the second name only. After that, you will need to tell students about irregular plurals. Make examples using the most common irregular plurals used with s: children, men, women and people, etc. Let students complete the exercises, and then ask them to change books and go through the answers, corr

21、ecting any mistakes. My StoryTo improve students listening comprehension and speaking ability through the use of video Tell students that they will see a video in which real people talk about their families. Now, watch the video and have students complete the true or false statements. In some cases,

22、 you may need to pause the video to help the students. Now, have students tell you the answers, correcting any mistakes. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students answers, correcting any mistakes. For the discussion section

23、, start by going through the model answers in the book, and have students repeat after you. Then, give the students your answers to the questions. Next, you can have several students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups.课后学习设计作业

24、Finish all the exercises in Unit 1. Read the text in this unit again and try to summarise its content. Interview a family member and write a family description for him/her.课后总结与反思补充教学资源VOCABULARY BUILDER 参考译文主持人：您正在收听的是诺维奇广播电台，我是主持人艾伦彼得斯。接下来我将采访流行音乐歌手安娜莱恩。欢迎来到这个节目，安娜。安娜：嗨，艾伦。很高兴来到这里。先向我们介绍一下自己吧。你出生在

25、哪里我出生在英国伦敦。我的母亲来自英格兰，我的父亲来自土耳其。你有兄弟姐妹吗没有。我是家里的独生子。那有堂兄弟或堂姐妹吗我有两个堂兄生活在土耳其。我从来没有见过他们，但有时我们在Facebook上聊聊天。SHOW TIME 语言解析1. Actually, this photo was taken a long time ago. 事实上，这张照片是很久以前拍的。 该句是一般过去时的被动语态结构。在三种情况下常用被动语态：1）强调动作的承受者，而不强调施动者；2）不必提及施动者；3）不知道施动者。1） 一般现在时的被动语态的构成：主语+ is/are+动词的过去分词 . This room i

26、s cleaned every day by Mary.2） 一般过去时的被动语态的构成：主语+was/were+动词的过去分词 . The laptop was stolen by him.2. How interesting. 好有趣啊。How nice to meet you, Naomi. 娜奥米，见到你真高兴。由how引导的感叹句，其句子结构分为三种：1） How+形容词/副词+主语+谓语。如： . How careful she is! 她多么细心啊! How fast he runs! 他跑得多快啊!2） How+形容词+a/an+可数名词单数+主语+谓语 . How beaut

27、iful a girl she is! 她是个多么漂亮的姑娘啊!3） How+主语+谓语 . How time flies! 光阴似箭!3. Yes, but you have your mothers smile. 是的，但你的笑容和你妈妈一样。have 意思是“具有特点” 1） have 的常用意思是“拥有”：. Do you have any brothers or sisters 你有兄弟姐妹吗2） have还有“吃、喝”的意思。 . I have breakfast at home every morning. 我每天早上在家吃早餐。4. Ma, take it easy! 妈妈，放

28、轻松！ take it easy表劝慰。一般用于精神上的放松，意思是“别紧张，轻松一下”。 take your time一般用于时间上的放松，意思是“别着急，慢慢来，不用着急”。赫克托：我去开门！娜奥米：希望你现在不忙。一点儿都不忙。我刚在给照片镶框。我来给你介绍一下我的家人。这是桑切斯家族。这是我父亲那边的家族成员。哪一个是你爸爸他在这儿。爸爸，见见我的朋友娜奥米。娜奥米，这是我的爸爸。你父亲很年轻。他要是听到你这么说一定会很高兴。我爸爸现在45岁了。你爸爸来自哪里他来自锡那罗亚。在墨西哥。你爸爸什么时候来美国的他大约在20岁时来到美国。先到圣地亚哥，然后搬到洛杉矶。在那里见到了我的妈妈，接

29、下来的事大家就都知道了。你妈妈的娘家姓是什么伊尔马兹。听起来像是一个中东地区的名字。是的。这是土耳其人的名字。她出生在伊斯坦布尔，后来搬到了纽约，又去了洛杉矶。好有趣啊。这是你妈妈吗你怎么猜到的你们看起来很像。你这样认为吗我觉得我像我的父亲。我的眼睛和他的一样。是的，但你的笑容和你妈妈一样。桑切斯夫人：哦，多可爱。妈妈，这是我的朋友娜奥米。娜奥米，见到你真高兴。我也很高兴见到你，桑切斯夫人。赫克托正在给我看你们的家庭照片。哦，是吗嗯，这是我的妹妹。她结婚了，有两个孩子。那么这些是你的堂弟堂妹吗是的，艾丹和马尔塔。艾丹10岁，马尔塔8岁。他们是不是很可爱哦，这是我的弟弟，这是我的父母。他们都住在

30、纽约。哦，这里，这是我父母那边的妈妈，放轻松！娜奥米不需要知道我们的整个家族史。我只是在说哦，亲爱的，来见见赫克托的朋友。她的名字叫娜奥米。桑切斯先生：你好，娜奥米。很高兴认识你.很高兴见到你，桑切斯先生。娜奥米来自亲爱的，你来自哪里我来自帕萨迪纳，我出生在华盛顿。我的父亲来自日本，母亲来自洛杉矶。 没有，我和赫克托一样，都是独生子。哦，亲爱的，剩下的照片在哪里还有很多照片在相册里。我想就在这里。在这儿。这是一张赫克托2岁时的照片。他是不是很可爱还有一张赫克托的照片，这时他已经10岁了。哦，看他！又来啦！READING 背景知识 I am sure you know what a honeymoon is. Its a s