新生代英語(yǔ)基礎(chǔ)教程1Unit5_電子教案設(shè)計(jì)

1、實(shí)用文檔課程名稱 新生代英語(yǔ)基礎(chǔ)教程1課時(shí)班級(jí)專業(yè)教師系邰 教研室教 材新牛代英語(yǔ)某礎(chǔ)教程 1教學(xué)計(jì)劃教學(xué)單元Unit 5"Do you live around here?”單元主題Transportation and places課時(shí)安排8教學(xué)內(nèi)容Show Time“Do you live around here? ”ReadingGetting around San FranciscoChat TimeWhat a coincidence!WritingDescribing a placeGrammarPresent simple tenseMy StoryThe town wh

2、ere I live教學(xué)目標(biāo)教學(xué)活動(dòng)建議Warm-upTo get students totalk about the main topic of this unit in aFirst, tell students they will listen toa song called First Turn Right at theLight. Explain words and phraseslike turn left/right, block, at thecomfortable andrelaxed mannercorner, avenue, direction and so on so

3、that they could understand the song.Then, play the song. Ask students to put sentences in the correct order.Play the song again. Ask students to draw the route to Greenwich Village.Play the song again and let students sing together.VocabularyBuilderA and BTo teach students new vocabulary related to

4、transportation and placesHave the students listen and repeat the words. Students should be familiar with the wordsmall,hospital , town , college , and street . For the word schedule , make sure you teach the correct pronunciation, and have students practice by echoing you. Note that schedule has two

5、 officialpronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed , remind students that this word has two meanings as a verb, for example, it can mean to“not do something " or "to think about someone you haven' t seenfor a lon

6、g time. " Make sure that students understand thisdistinction by asking them which meaning of “ missed " is being used here (it ' s the first). For the word expert , you can begin by telling students that an expert is a person who knows everything about something. Ask students what they

7、 are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping, " or "I am an expert atsleeping.”When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes.C and DTo i

8、mprove students ' listening and comprehension skillsTell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female.Play the dialogue and ask students to finish Exercise C. Check their answers.Students pract

9、ice new conversations in pair, one as a newcomer and the other giving directions.For exercise D, ask students to watch pictures and words below. Have them make sentences withthese words. After they finish the exercise, have them ask each other how they get around or how often they use public transpo

10、rtation.Show TimeATo teach students listening and speaking skills through the use of videoFirst, have students match the pictures to the sentences.Ask basic comprehension questions such as, “Who are the main characters in this video? ”"Whereare they? " "What are they doing? "&quo

11、t;Why are they doing that?" " Howare they doing it? "Next, have students take turns in making up a conversation for 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

12、them race to explain what is happening in the picture. The student with thefastest and best explanation wins.B, C and DTo improve students ' listening comprehension through the use of videoWatch the video. Now look atExercise B, and ask students if they can remember the bus routes, destinations

13、and times. Tell students that the word“ route ”refers to the bus number and destination means the place that bus goes. Check their answers.Refine the conversation according to Exercise B.Next, have students read through Exercise C and guess the missing information. Play the video again and students

14、can complete the dialogue in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi.Another way to do this is to have half the class (for example all theboys) read Hector ' s lines and half the class (all the girls) read Naomi's

15、 lines. It may also be fun to have the boys read Naomi ' s lines and the girls read Hector ' s lines.Finally, have students put the sentences in order to make a conversation in Exercise D. check their answers. Students read the dialogue in pair.ReadingA, B and CTo improve students ' read

16、ing comprehensionFirst, have students go through the text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements.Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.Read

17、 the text carefully and finishExercise C. Ask students to brainstorm other advantages and disadvantages.DTo get the students comfortable when speaking EnglishStudents draw a picture of" avehicle of the future " in groups. Then each of them takes turns to describe this vehicle. The teacher

18、monitors their performance and provides help. Invite volunteers to make a presentation.Chat TimeTo improve students ' listening, speaking, writing and acting skills through the use of conversationFirst have students go through the dialogue and guess what they are talking about. Explain to studen

19、ts that they will hear a conversation between two people discussing the location of a building. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording sothat students have ti

20、me to write.Check their answers.Now have students read through the “Language Note, “ teaching the expression“what acoincidence ” . Ask students to give examples of coincidences they have encountered.Students practice the conversation in pair.Then, students practice questions from Exercise C in group

21、s.The teacher may prepare several pictures of different places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard.Students can practice newconversations about asking for directions based on the map and use

22、ful language. Monitor their performance and provide help.WritingTo improve students ' writing skills and learn to describe a placeStudents brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse

23、the structure of and information in this paragraph. Finally students can conclude what a description is.For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passage using the sentences. Exercise C provides many useful expr

24、essions.GrammarTo teach students how to use the present simpleFirst ask students to finish ExerciseA. Check their answers.tenseExplain to students that we use the present simple to talk about things that happen often or for a long time. A good way to do this is to write the words “always, ” "of

25、ten,” “usually, “"sometimes " and“never " on the board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you may ask John, “John,

26、 what do you always do? " Let' s say John answers"Ialways watch TV. ”Now, you can write on the board “John always watches TV, ” emphasizing that we adds. Addings to the third person singular is the most common mistake for ESLlearners using the present simple.Once everyone in the class

27、hasanswered a present simplequestion, have them complete the exercises, correcting any mistakes.Guide students to changeaffirmative sentences into negativeand interrogative sentences.Allow students to move freely inthe class and ask each other“Whatdo youalways/often/usually/sometimes/never do? "

28、; or " Do youalways/often/usually ”Students finish Exercise B. checktheir answers.My StoryTo improve students ' listening comprehensionHave students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizzaand speakingshop, neigh

29、bourhood, across fromability through thethe super market, and hometown.use of videoMake them understand they willsee a video in which real people talk about their neighborhoods.Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video

30、 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. Students read the dialogue in Exercise B.You may conduct Exer

31、cise C inseveral ways. You can say"InNatalie ' s neighborhood, there is a pizza shop. " And then ask them about shops in their neighborhood. Practice the next two questions in the same way. Or you can allow them practice short conversations in pair; or allow them move freely to ask the

32、ir classmates.課后學(xué)習(xí)設(shè)計(jì)作業(yè)Finish all the exercises in Unit 5.Read the text in this unit again and summarise its content.Describing your favourite place.課后總結(jié)與反思補(bǔ)充教學(xué)資源VOCABULARY BUILDER? 參考譯文杰克：你好啊，威爾遜太太，您在這兒干嘛呢？威爾遜太太：嗨，杰克。我在等車。杰克：您要去哪兒？威爾遜太太：去醫(yī)院看我哥哥。他腿受傷了。杰克：哦，真遺憾。您坐幾路車去？威爾遜太太：9路。時(shí)刻表上說(shuō)2點(diǎn)會(huì)來(lái)。杰克：您可以坐21路，也到醫(yī)

33、院，1:50就來(lái)。威爾遜太太：哦，好的，謝謝你??！SHOW TIME? 語(yǔ)言解析1. You ' ll get used to it pretty soon.你很快會(huì)習(xí)慣這兒的。get used to 習(xí)慣，適應(yīng)e.g. I have got used to working on challenging tasks.我已經(jīng)習(xí)慣做有挑戰(zhàn)性的工作了。2. We take the Number 3 to Glendale Community College.我們坐3路車到格蘭岱爾社區(qū)大學(xué)1. community college 社區(qū)大學(xué)e.g. My mum went to a commun

34、ity college to learn ikebana after her retirement.我媽媽退休后，去社區(qū)大學(xué)學(xué)習(xí)插花。2. take the No 乘路車(公交車)e.g. You can take the No. 6 to the amusement park.你可以乘6路車去游樂(lè)園。3. First we take the Number 11, get off at the Galleria Mall首先，我們乘11路公交車，在加樂(lè)利亞購(gòu)物中心下車get off 下車e.g. The bus driver got the passengers off in time.公共汽

35、車司機(jī)讓乘客及時(shí)下了車。4. What a coincidence! 真巧啊！coincidence 一致；巧合e.g. By coincidence, his wife is one of my classmates in college.巧合的是，他的妻子是我的大學(xué)同學(xué)。It was no coincidence that his car was seen near the bank at the time of the robbery.劫案發(fā)生時(shí)有人看見(jiàn)他的車停在銀行附近，這絕非巧合。5. I ' m still learning the schedule. 我還在熟悉時(shí)刻表。s

36、chedule 時(shí)刻表e.g. The flight arrived two minutes ahead of schedule.航班比預(yù)定時(shí)間早兩分鐘到達(dá)。MORE NOTEnext to 在旁邊across from 在對(duì)面in front of 在前面behind 在后面on the left of 在左邊on the right of 在右邊kitty-corner from 在斜對(duì)角down the street from 從往下走around the corner from從轉(zhuǎn)個(gè)彎娜奧米：赫克托，你好！赫克托：哦，娜奧米，你好嗎？娜奧米：我很好，謝謝。真沒(méi)想到在這里見(jiàn)到你，你住在附

37、近嗎?赫克托：是啊，我住在橡樹(shù)街，你呢，你住哪里？娜奧米：我住在楓葉街。赫克托：楓葉街，就是栗子街附近那條街嗎？娜奧米：應(yīng)該是吧，我還在熟悉各條街的名字中，剛搬來(lái)。赫克托：格蘭岱爾只是一個(gè)小城，你很快就會(huì)熟了。娜奧米：但愿如此，你這要去哪兒？赫克托：我乘公交去學(xué)校。娜奧米：哦，我也是。赫克托：太好了，我們一起吧。娜奧米：我們得乘幾路公交車？赫克托：來(lái)，我指給你看。我們現(xiàn)在在這兒，看到了嗎？ 娜奧米：醫(yī)院邊上? 赫克托：是的。我們先乘11路車，在加樂(lè)利亞購(gòu)物中心下車，然后轉(zhuǎn)乘 3路車 到達(dá)格蘭岱爾社區(qū)大學(xué)，就是這么簡(jiǎn)單。娜奧米：先坐11路到購(gòu)物中心，然后3路車到學(xué)校那11路車什么時(shí)候來(lái)？赫克托：

38、下一班車是11:50 ,應(yīng)該隨時(shí)就會(huì)來(lái)。我想我看到11路車了。娜奧米：來(lái)啦。那個(gè)，你昨晚做作業(yè)了嗎娜奧米：嘿，赫克托，真巧，你是要坐公交去學(xué)校？赫克托：是啊，我要坐11路車。娜奧米：等等，讓我來(lái)說(shuō)。我們先乘11路車到購(gòu)物中心s然后轉(zhuǎn)乘3路車到學(xué) 校。赫克托：啊哈，你現(xiàn)在是專家啦。娜奧米：但我對(duì)班車時(shí)刻表還不太熟。購(gòu)物廣場(chǎng)出發(fā)的3路車多長(zhǎng)時(shí)間一班？赫克托：每隔20分鐘，12:15有一班。娜奧米：現(xiàn)在都12:20 了，我覺(jué)得我們錯(cuò)過(guò)了那一班。哎呀，下一班 12:35到 這里。赫克托：看看，我說(shuō)對(duì)了吧。你現(xiàn)在都成專家了。(3)路人：打擾一下，請(qǐng)問(wèn)你知道怎么去加樂(lè)利亞購(gòu)物中心嗎?娜奧米：是的，我知道，

39、坐11路車。路人：11路車什么時(shí)候到這里？娜奧米：每隔20分鐘一班，下一班應(yīng)該1:15到這里。路人：謝謝。娜奧米：不客氣。READING? 背景知識(shí)San Francisco is a very exciting and beautiful city. It stands on a hilly, steep peninsula between San Francisco Bay and the Pacific Ocean, which lies in western California. It is considered as the gateway to the Far East. The

40、 Chinatown in this city is the largest one in the United States. It is full of Chinese shops, temples and restaurants.San Francisco is famous for its tourism. A song namedSan Franciscosings, 'If you're going to San Francisco, be sure to wear some flowers in your hair. If you're going to

41、San Francisco, you ' re gonna meet some gentle people there. For those who come to San Francisco, summer time will be a loving there'. Now let learn how to get around San Francisco.? 語(yǔ)言解析1. San Francisco is easy to get around.在舊金山，出行很方便。get around 四處走動(dòng)，出行e.g. His new wheelchair lets him get around more easily.新輪椅讓他行動(dòng)起來(lái)更容易。2. Here are some of the best ways I recommend you to see this beautiful city.我向您推薦一些游覽這座美麗城市的最佳方式。recommend 推薦e.g. I recommend that you inquire about the job.我建議你了 解下這項(xiàng)工作。3