新生代英语基础教程1 Unit 3_电子教案.doc
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1、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Unit 3 “Whats for lunch?”单 元主 题l Food课 时安 排8教学内容l Show Time“Whats for lunch?”l ReadingFood labelsl Chat TimeKnock yourself outl WritingA questionnairel GrammarArticles l My StoryBreakfast, lunch, and dinner主要目标教学活动建议Warm-upTo get
2、students to talk about the main topic of this unit 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
3、 to food. l Have the students listen and repeat the words. The most difficult word on this list is probably “delicious”. Have students repeat this word a few times and check pronunciation. l As a warm up, you can also ask students to tell you all the foods they think are delicious. You can do this b
4、y asking each student “Which food do you think is delicious?” 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
5、 to tell you which be verb we would use with the vocabulary words here, for example “Which be verb should we use with the word salad here?”l Once students seem comfortable with the vocabulary, have them do the exercises correcting any errors. C and DTo improve students listening and comprehension sk
6、ills l Have students go through the conversation quickly and think about what they are talking about. You may remind them to pay attention to key words “dessert”, “drink”, and “iced-tea”. l Tell the students they will hear two people talking about food. Now listen to the conversation and have studen
7、ts complete the sentences. Correct any mistakes. l You can also 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.l Ask students what they would like to eat and drink for lunch/dinner. Another way to mod
8、el this conversation is to put students in pairs with one student as the waiter and the other as a customer. Students take turns asking the other what he or she would like to eat/drink. l For exercise D, have students look at the pictures. Label the food with names from the boxes. u Write incomplete
9、 sentences in the blackboard like “Im on a diet, so I dont want to eat/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 videol First, have students
10、 match the pictures to the sentences which describe theml Then, 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?” l Next, have students take turns in explaining what is
11、happening in each picture. You can do the first picture, and then have a more 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 an
12、d DTo improve students listening comprehension through the use of videol Watch 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. l Now look at Exercise B, a
13、nd ask students if they can remember what Hector and Mateo ordered and have them tick the answers, correcting any errors. Have them refine the conversation they just made up.l Next, students can go through the dialogue in Exercise C and guess the missing words. Watch the video again and check their
14、guessing. Have two students read out the dialogue with one student playing the role 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 conversati
15、on according to this exercise.l Finally, have students match the questions to the answers 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
16、this exercise.ReadingA, B and CTo improve students reading comprehensionl Have students watch the pictures match the food labels with the phrases as quickly as possible. Invite students to guess what each label means.l Ask students to scan for the right answers to Exercises B and C. (To scan means t
17、o read the text very quickly only for the specific information you need without reading laboriously through everything.) Remind them to skip words they dont know.D, E and FImprove students ability to utilise what they have learnedl Have students read through words given before they go on to finish E
18、xercise D. Check their pronunciation. You may divide the class into two groups and have them read the words in turn or you may have students find sentences with these words in labels a to f and read out the corresponding sentence. After they finish the exercise, check their answers.l For Exercise E,
19、 have students work in pair and discuss their favorite food. Ask questions like: How is it cooked? What are the ingredients? What is its unique selling point/USP? Provide relative words like fried, baked, stewed, braised and steamed. Now analyse how many parts a food label may contain and write a la
20、bel for your favorite food. Let students exchange their answers. Correct their mistakes.l Explain to students that they should use the letters in the boxes to complete the words. Do the first and the fifth word together and have them finish the rest by themselves. Anyone who work out the words call
21、out “Bingo”.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversationl First, have students go through the conversation and predict what they are talking about. Remind them to pay special attention to the key words, such as “on a diet”, “soup”, “food
22、”, “staring”, “eat”, “knock yourself out”. Make them understand they are discussing food choices. 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 the conversat
23、ion in pair, monitoring them while they do so. l Now, have students read through the Language Note, teaching the expression “knock yourself out.” You can also teach the expression “go for it,” which has the same meaning. l Next, for Exercise B, have students make new conversations according to the e
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