新生代英語基礎(chǔ)教程1Unit3-電子教案

教案課程名稱課時班級專業(yè)教師系部教研室新生代英語基礎(chǔ)教程1教材《新生代英語基礎(chǔ)教程1》教學(xué)計劃教學(xué)單元Unit3“What’sforlunch?”單元主題課時安8排●Food●ShowTime“What’sforlunch?”●ReadingFoodlabels●ChatTimeKnockyourselfout●WritingAquestionnaire●Grammar教學(xué)內(nèi)容Articles●MyStoryBreakfast,lunch,anddinner主要目標(biāo)教學(xué)活動建議TogetstudentstotalkaboutthemaintopicHavestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit.Then,gothroughthequestionsandchoosethebestanswer.Warm-upofthisunitinacomfortableandrelaxedmannerVocabularyBuilderAandB●HavethestudentslistenandrepeattheToteachstudentsnewvocabularyrelatedtowords.Themostdifficultwordonthislistfood.isprobably“delicious”.Havestudentsrepeatthiswordafewtimesandcheckpronunciation.●Asawarmup,youcanalsoaskstudentstotellyouallthefoodstheythinkaredelicious.Youcandothisbyaskingeachstudent“Whichfooddoyouthinkisdelicious?”Theycananswerinafullsentence“Ithink________is/aredelicious.”Correctthestudentsiftheyusethewrongbeverb,explainingthatweuseisforsingleoruncountablefoodsandareforcountable(plural)foods.Youcanalsoaskstudentstotellyouwhichbeverbwewouldusewiththevocabularywordshere,forexample“Whichbeverbshouldweusewiththewordsaladhere?”●Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercisescorrectinganyerrors.CandD●HavestudentsgothroughtheconversationToimprovestudentslisteningandcomprehensionskillsquicklyandthinkaboutwhattheyaretalkingabout.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.AShowTime●First,havestudentsmatchthepicturestothesentenceswhichdescribethemToteachstudentslisteningandspeakingskillsthroughtheuseofvideo●Then,askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo?”“Wherearethey?”“Whataretheydoing?”“Whyaretheydoingthat?”“Howaretheydoingit?”●Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.B,CandDToimprovestudents’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.ReadingA,BandCToimprovestudents’readingcomprehension●Havestudentswatchthepicturesmatchthefoodlabelswiththephrasesasquicklyaspossible.Invitestudentstoguesswhateachlabelmeans.●AskstudentstoscanfortherightanswerstoExercisesBandC.(Toscanmeanstoreadthetextveryquicklyonlyforthespecificinformationyouneedwithoutreadinglaboriouslythrougheverything.)Remindthemtoskipwordstheydon’tknow.D,EandFImprovestudents’abilitytoutilisewhattheyhavelearned●HavestudentsreadthroughwordsgivenbeforetheygoontofinishExerciseD.Checktheirpronunciation.Youmaydividetheclassintotwogroupsandhavethemreadthewordsinturnoryoumayhavestudentsfindsentenceswiththesewordsinlabelsatofandreadoutthecorrespondingsentence.Aftertheyfinishtheexercise,checktheiranswers.●ForExerciseE,havestudentsworkinpairanddiscusstheirfavoritefood.Askquestionslike:Howisitcooked?Whataretheingredients?Whatisitsuniquesellingpoint/USP?Providerelativewordslikefried,baked,stewed,braisedandsteamed.Nowanalysehowmanypartsafoodlabelmaycontainandwritealabelforyourfavoritefood.Letstudentsexchangetheiranswers.Correcttheirmistakes.●Explaintostudentsthattheyshouldusethelettersintheboxestocompletethewords.Dothefirstandthefifthwordtogetherandhavethemfinishtherestbythemselves.Anyonewhoworkoutthewordscallout“Bingo”.ChatTimeToimprovestudents’listening,speaking,●First,havestudentsgothroughthewritingandactingskillsthroughtheuseofconversationandpredictwhattheyareconversationtalkingabout.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,actingoutthemenuwithoneWritingToimprovestudents’writingskillsandlearntodesignaquestionnaire●First,havestudentsgothroughExerciseAandguessthemeaningoftheword“questionnaire”.Youmayremindthemthatthiswordismadeupoftwoparts:questionandnaire.Explainthemeaningof“naire”bygivinganotherexample“millionaire”.Then,studentsfinishthequestionnaireaccordingtotheirownconditions.●Next,havestudentsputsentencesinExerciseBincorrectorder.Iftheyfinditdifficult,youcananalysethewordorderinsentencesfromExerciseA.●DividestudentsintoseveralgroupsanddirectthemtodesignaquestionnaireonsleepinghabitswithExerciseAandBasreference.Groupsexchangetheirworksandformafinalquestionnaire.Askstudentsatschoolorevenfromotherschoolstodothequestionnaire.Helpstudentstowriteareportifpossible.GrammarToteachstudentshowtousearticles●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.Tellstudentsthatpluralmeansmorethanone.InEnglish,pluralsarenormallyformedbyaddings.However,insomecasesweusees,ies,vesorchangethenoun.●Oncetheyareready,havethemfinishExerciseBandchecktheiranswers.MyStoryToimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideo●HavestudentsgothroughExercisesAandBandguesswhatisonthevideo.Remindthemtopayattentiontothetitle.●Thenencouragethemtoguesstheanswersaccordingtotheirprediction.●Nowwatchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.●Nowhavestudentstellyoutheanswers,correctinganymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.●ForExerciseC,youcansay“Alejandrausuallyhascoffeewithmilk,fruit,yogurt,andcerealforbreakfast.”O(jiān)ryoumaytellthemwhatyouhaveeatenforbreakfast.Thenaskthemwhattheyeatforbreakfast/lunch/dinner.Havestudentspracticeconversationinpairormovefreelytoasktheirclassmates.課后學(xué)習(xí)設(shè)計作業(yè)◆FinishalltheexercisesinUnit3.◆Readthetextinthisunitagain.◆Writeaquestionnaireonthetopicstudentsareinterestedin.補充教學(xué)資源VOCABULARYBUILDER?參考譯文珍妮：嗨，亞歷克斯，想來點這個甜點嗎？非常好吃！亞歷克斯：不，謝謝，珍妮。我正在減肥。珍妮：哦，我知道了。那炸薯條要嗎？它們也很好吃。亞歷克斯：嗯……我想我還是就吃點沙拉吧。珍妮：好的。那喝點什么呢？蘇打水嗎？亞歷克斯：不了，謝謝。我還是來點不加糖的冰茶吧。珍妮：哦，來點甜點吧。你也就活這么一次！亞歷克斯：好吧好吧，那我嘗嘗。SHOWTIME?語言解析1.Themenulooksgood.菜單看起來不錯。look這里用作系動詞，意為“看起來”，其后可以加多種語言成分。1）look+形容詞e.g.Theteacherlookshappy.老師看上去很高興。2）look+過去分詞e.g.Helookedsurprisedwhenheheardthenews.得知消息時他顯得吃驚。3）look+名詞e.g.Helooksanice,honestman.他看上去是個誠實的好人。4）look+介詞短語e.g.Helooksingoodhealth.他看起來十分健康。2.HECTOR:I’mreallythirsty,too.IthinkI’llhaveasoda.MATEO:Goahead,knockyourselfout.赫克托：我也很渴，我要再點個蘇打水?，斕貖W：好吧!你隨便點。knockyourselfout.1）用餐時，當(dāng)某人說“想點什么”，你可以用這句話回答，表示“隨意點”。2）當(dāng)對方說自己想干什么事情的時候，可用此短語回答，包含的意思是“你可以做任何你想做的事情，不必客氣”。e.g.A:CanIborrowyourpencilforawhile?B:Knockyourselfout.Mypencilisjustonthetable.—我能借你的鉛筆用一下嗎？—請隨便，我的鉛筆就在桌子上。點餐用語?點餐時，服務(wù)生會問：1、Whatwouldyoulikeforanappetizer（開胃菜）/themaincourse（主菜）/asalad（沙拉）/yoursoup（湯）？2.Areyoureadytoorder?您準(zhǔn)備要點餐了嗎？3.Wouldyouliketoordernow?您是現(xiàn)在點餐嗎？4.WhatcanIgetforyou?我能幫您點什么？?點餐時，顧客可能會問：1.Howlargearetheportions?這個分量有多大？2.What'sthespecialtoday?今天的特餐是什么？3.DoestheNewYorksteakcomewithabakedpotato?紐約牛排有附烤土豆嗎？4.CanIgetasideorderofonionrings?我能點一份洋蔥圈副餐嗎？5.Whatdoyousuggest/recommendforasoup?你們有什么推薦的湯？6.Whatdoyouservefordessert?你們都有什么甜點？3.Ourspecialtodayischickenandrice.我們今天的特色菜是雞肉米飯。Special這里是“特色菜”，作名詞用時，通常指“特別而不屬于常態(tài)的事物”1）指“特色產(chǎn)品”e.g.Grocerystoreshavetoofferenoughspecialstobringpeopleintothestore.雜貨店為了招攬顧客不得不推出多種特色產(chǎn)品。2）指“特別節(jié)目”、“特輯”e.g.ThereisaspecialonTVtonightaboutEltonJohn'sthirty-fiveyearmusicalcareer.今晚有個關(guān)于EltonJohn三十五年音樂生涯的電視特輯。4.Here’syoursaladandicedtea.這是你的沙拉和冰茶。這是here放在句首的倒裝結(jié)構(gòu)。1）如果后面是名詞，使用Here+動詞+名詞e.g.Herecomesthebus.公交車來了。Hereisagoodpieceofnewsforyou.有個好消息要告訴你。2）如果后面是代詞，則使用Here+代詞+動詞e.g.Hereyouare.給你。Morenote●吃沙拉時常會加醬。常見的有千島醬（ThousandIslanddressing）、意大利（Italydressing）、法式（Frenchdressing）等?！駶h堡及三明治常加的配菜和調(diào)味料mustard芥末醬mayonnaise沙拉醬picklerelish酸黃瓜醬pickleslices酸黃瓜片ketchup番茄醬lettuce生菜；萵苣5.I’llhaveasliceofchocolatecake.我想來一片巧克力蛋糕。asliceof一片。雖然英語中并沒有“量詞”這一詞類，但履行量詞功能的結(jié)構(gòu)普遍存在。此外還有：●anorderofFrenchfries一份薯條●amediumsoda一杯中杯汽水●acupofcoffee一杯咖啡●aglassofmilk一杯牛奶●abowlofsoup一碗湯●apieceofbread一片面包?參考譯文赫克托：我好餓??！瑪特奧：我也是。菜單看起來不錯，我們吃點什么？赫克托：炸薯條、洋蔥圈、漢堡包、干酪漢堡、墨西哥夾餅、炸薯片，都很不錯。瑪特奧：炸薯條、洋蔥圈和一個漢堡，你確定嗎?赫克托：當(dāng)然了，為什么不呢？瑪特奧：這對身體可不是很好。我要吃份蔬菜沙拉，你也要每天吃點新鮮蔬菜的，知道嗎？嘿?赫克托：我也很渴，我要再點個蘇打水。瑪特奧：好吧!你隨便點。娜奧米：嗨，你們倆，好??！赫克托：我好餓啊！娜奧米：噢，那你來對地方了。赫克托：午餐有什么？娜奧米：今天的特色菜是雞肉米飯，不過番茄醬拌意大利面也很不錯。你需要時間考慮一下嗎？赫克托：不了，我已經(jīng)決定了，我要一個干酪漢堡、炸薯條、洋蔥圈和一杯蘇打水。娜奧米：哇，你確實餓了。你呢，瑪特奧？你想吃點什么？瑪特奧：雞肉沙拉里都有什么呢？娜奧米：胡蘿卜和蘑菇?，斕貖W：聽起來不錯，我能再加點西紅柿嗎？娜奧米：當(dāng)然了，想喝點什么嗎？瑪特奧：冰茶，不加糖。娜奧米：好的。干酪漢堡、炸薯條、洋蔥圈、雞肉沙拉加西紅柿、一杯蘇打水和一杯不加糖的冰茶。馬上就來。——————————————————————————————————娜奧米：這是你的沙拉和冰茶?，斕貖W：看上去很好吃的樣子。娜奧米：這是你的干酪漢堡、炸薯條、洋蔥圈和蘇打水。你確定你都能吃完嗎？赫克托：沒問題。娜奧米：好吧，用餐快樂?！葕W米：怎么樣？瑪特奧：非常不錯，雞肉沙拉很好吃。娜奧米：不錯，非常開心你喜歡。你呢，赫克托？赫克托：我也覺得很好吃，太好吃了。還有什么甜點嗎？娜奧米：我們有香草冰淇淋、巧克力蛋糕、蘋果派。你們想要點什么呢？瑪特奧：我想來一塊巧克力蛋糕。娜奧米：蛋糕不錯哦，我覺得你會喜歡的。你呢，赫克托？赫克托：我要……算了，我想吃甜點的，可是我太飽了。娜奧米：我想也是，你午餐吃了太多?，斕貖W，我馬上就把你的甜點送過來。READING?背景知識Foodlabelsprovideinformationaboutthenutritionalcontentinsideapackageoffood.Allfoodmanufacturersarerequiredbylawtoprovidefoodlabelclaimsspecificinformationaboutthefoodyouarebuyingtohelpyoumakeinformedhealthydecisions.Butofcourse,youhavetoreadthefoodlabelfirst.Foodlabelsarebrokenupintosectionstomakeiteasyforyoutoreadandunderstandthenutritionfoundonaparticularfooditem.Youwillfindinformationeasilyaboutthecalories,howmanyservingsinthatpackage(theyoftenhavemorethanone)andotherkeyinformationaboutfatcontent,vitamins,sodium(salt),cholesterolandfiber.?語言解析1.Sunripenedtomatoes.自然成熟的西紅柿1）ripen（使）成熟，由形容詞ripe加動詞后綴en組成名詞或形容詞加-en，可以變成動詞。lengthen加長，延長e.g.Theeveningshadowswerelengthening.殘陽下的影子越拉越長。worsen（使）變得更壞，（使）惡化e.g.Furtherdisputewouldworsenyourrelations.再吵下去會使你們的關(guān)系惡化。2）sunripened是“名詞+過去分詞”作定語的復(fù)合結(jié)構(gòu)，該名詞表示過去分詞的動作主體或工具。e.g.Oaksmokedsalmon橡木煙熏三文魚Handcutpotatochips手切土豆條Handbakedbrownbread手烤黑面包名詞不但能與表被動語態(tài)的過去分詞合用，而且還可以和表主動語態(tài)的謂語動詞聯(lián)用。如：Theastronautspacewalkedhalfanhour.宇宙航行員在太空行走了半小時。這里的spacewalked相當(dāng)于walkedinspace，這種用法通常見于現(xiàn)代英美報刊和科技雜志。2.RichinvitaminC富含維Crichin富有，富含e.g.Chinaisrichinminerals.中國的礦產(chǎn)豐富。Thisisanarearichinwildflowers.這是一個盛開野花的地區(qū)。3.Freefrompesticides無農(nóng)藥（無公害）1）freefrom表示“免除……”、“無……的”，多指免除或擺脫不好的東西，一般前面加be。例如：befreefrompain/disease/fear/danger沒有痛苦/疾病/恐懼/危險。e.g.Probablynooneisfreefrommistakes,onlysomemakemoreandsomeless.人大概沒有不犯錯誤的，多多少少要犯錯誤。Menarenotsaints;howcantheybefreefromfaults?人非圣賢，孰能無過？此外，befreeof也表示“免除……”“無……”，但多指免除或遠(yuǎn)離較中性的東西。e.g.Theybelieveapublicparkshouldbefreeofcharge.他們認(rèn)為城市公園不應(yīng)該收費。2）關(guān)于free的其他用法有befreetodo,forfree等。e.g.Youarefreetogoanywhereyouwish.你愿意去哪里就可以去哪里。Igotthisbookforfreefromsomebodywhodidn’twantit.我這本書沒花錢，是別人不要的。3）pesticide殺蟲劑，農(nóng)藥，由pest（蟲子）加后綴-icide（殺，消滅）組成。類似的詞還有：suicide（自殺），insecticide（殺蟲劑）等。e.g.Thefarmerissprayinghisfruittreeswithpesticide.那農(nóng)人正在用殺蟲劑噴灑果樹。4.Luxurychocolateassortment豪華巧克力錦盒1）assortment由動詞assort加名詞后綴-ment組成動詞加-ment，可以變成名詞，表示行為、結(jié)果、工具等。如，instrument（儀器），fulfillment（實踐，達(dá)成），amusement（娛樂，消遣）2）assortment各種各樣的，種類，一套/全套物品e.g.Theshophasarichassortmentofgoods.這個商店有各種各樣的貨品。I’msureyou’llfindourwideassortmentofarticlesveryinteresting.我們店里的貨種類別很多，您一定會感興趣的。5.Madewithorganiccocoa,milkandsugar由有機(jī)可可、牛奶和糖制作而成1）bemadewithsth.指“制作中用了什么東西”。e.g.Usuallypizzaismadewithsomecheeseanddifferentvegetables.做披薩通常要加些干酪和各種不同的蔬菜。2）關(guān)于made的其他用法有bemadeof+原材料，bemadefrom+原材料,bemadeinto+成品,bemadein+地點e.g.Thetableismadeofwood.這桌子是用木頭做的。（看得出來材料）Thewineismadefromgrape.這酒是用葡萄釀的。（看不見葡萄）6.Maycontainnuts可能含有堅果contain包含，指一個較大事物中所容納的分離部分，有封閉于一個整體的感覺。e.g.Thebowlcontainsavarietyoffruit.碗里裝有各種水果。Thisbottlecontainstwoglassesofbeer.這個瓶子裝了兩杯啤灑。7.Ifyouareallergictonuts,youshouldn’teatthechocolates.如果你對堅果過敏，就不能吃這些巧克力。beallergicto對……過敏e.g.IthinkImustbeallergictothiskindofsoap.WheneverIuseit,itreallydriesmyskinout.我覺得我肯定對這種香皂過敏，我一用它就脫皮。8.Thebreadisgoodforgivingyouenergy.面包有利于你增加能量。begoodfor對……有好處e.g.Ijustthinkitwouldbegoodforme,youknow,helpmetogroworwhatever.我只是想，這對我有好處，可以幫我成長之類的。Exercisingisgoodforyourhealth.鍛煉有利于身體健康。?參考譯文1.天然番茄（自然成熟的西紅柿）富含維生素C綠色無公害2.豪華巧克力錦盒成分：有機(jī)可可，牛奶，糖或含堅果。凈重：200克/16片3.橡樹熏制三文魚北海出產(chǎn)富含天然油及維生素4.能量烘豆富含纖維素，低鹽成分：有機(jī)大豆，番茄，鹽，糖5.手切薯片植物油油炸低脂成分：土豆，植物油和鹽6.手工烘焙黑面包富含能量CHATTIME?參考譯文安德魯：我們吃點什么呢？麗貝卡：我在節(jié)食。我就只喝點湯吧。安德魯：我要個牛排、一些洋蔥圈，再來一杯冰茶。麗貝卡：哇，這么多。安德魯：是啊，我餓壞了。麗貝卡：你確定能吃完嗎？安德魯：是的。你介意我再要個甜點嗎？麗貝卡：當(dāng)然不介意，隨便點。MYSTORY?參考譯文久美子：我早餐一般吃一片吐司面包，喝一杯咖啡。亞力翰卓：我早餐一般喝加牛奶的咖啡，吃點水果、酸奶和谷物。雨盛：我一般不吃早餐。喬納森：午餐我會做個火雞肉三明治。艾格尼絲：我（午餐）吃米飯和魚肉或豬肉。雨盛：我午餐吃一個三明治和一些水果。晚餐，我吃一些豬肉和玉米或者米飯。艾格尼絲：晚餐我一般吃意大利面配蔬菜。我喜歡意大利面！加爾文：我一般不吃晚餐。教案課程名稱課時班級專業(yè)教師系部教研室新生代英語基礎(chǔ)教程1教材《新生代英語基礎(chǔ)教程1》教學(xué)計劃教學(xué)單元Unit4“That’sagooddeal.”單元主題課時安8排●Clothesandshopping●ShowTime“That’sagooddeal.”●Reading教學(xué)目標(biāo)教學(xué)活動建議Togetstudentstotalkaboutthemaintopic●Havestudentslookatthepicturesandaskofthisunitinacomfortableandrelaxedthemtotellyouasmuchastheycanaboutmannerit.ReviewthewordsaboutclothesandWarm-upcolors.Then,matchthepicturestothewords.VocabularyBuilderAandB●HavethestudentslistenandrepeattheToteachstudentsnewvocabularyrelatedtowords.Studentsshouldbefamiliarwiththeclothingandshopping.wordspants,jacketandprice.Youmayneedtospendmoretimeonthewordsdiscount,managerandsalesclerk.Spendalittlemoretimeexplainingthemeaningofthesewords.Fortheworddiscount,youcanalsoshowthatinWesterncountriesweusuallyusethewordoff,forexample,“Theseshirtsare20%off,”meansthereisadiscountof20%.Insomecountries,suchasTaiwanandJapan,the20%canmeanyoupay20%oftheoriginalprice(thusitisinfact80%off).●Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercises,andcorrectanyerrors.CandDToimprovestudents’listeningandcomprehensionskills●Tellthestudentstheywillheartwopeopletalkinginaclothingstore.MakesuretheyknowthatDimitriisthemalespeakerandSarahisthefemale(rememberthatnamescanbedifficultforESLlearners).●Nowlistentotheconversationandhavestudentscompletethesentences.CorrectanymistakesandthengothroughtheUsefulExpressions.FortheUsefulExpressionssection,youcanrole-playaclothingstoreintheclass.Layoutsomeitemsandhavestudentscometothefrontandbuythemfromyou.Inaddition,youcouldfindpicturesofclothinginmagazines,cutthemupandgivethemtotheclass.Theycanthenrole-playbuyingandsellingtheitemsinpairs.●ForexerciseD,providesomepicturesofclothesandaskstudentstoclassifythesepictures.Encouragethemtoaddmorecategories.ShowTimeAToteachstudentslisteningandspeakingskillsthroughtheuseofvideo●Havestudentswatchthepicturesandtrytodescribethem.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.●Thenhavethemmatchthesentencestothepictures.B,CandDToimprovestudents’listeningcomprehensionthroughtheuseofvideo●First,havethestudentswatchthevideoinitsentirety.Askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo?”“Wherearethey?”“Whataretheydoing?”“Whyaretheydoingthat?”“Howaretheydoingit?”●Watchthevideo.Pointoutthatanewcharacter(Mr.Sanchez,Hector’sfather)isinthevideo.Tomakesurestudentsknow,youcanpausethevideowhenallthreecharactersareonscreenandaskingthenameofeachone.●NowlookatExerciseB.playthevideoagainandhavethemfinishtheexercise.Correctanyerrors.●Next,studentscancompletethedialogueinexerciseC.HavetwostudentsreadoutthedialoguewithonestudentplayingtheroleofHectorandtheotherasMateo.Anotherwaytodothisistohavehalftheclass(forexamplealltheboys)readMateo’slinesandhalftheclass(allthegirls)readHector’slines.●Finally,havestudentsputthesentencesinordertomakeaconversationinExerciseD.A,BandCToimprovestudents’readingcomprehensionReading●Havestudentsgothroughthetextquickly.Askstudentsiftheyknowwhat“bargain”means.Iftheyarenotsure,youcanexplainthemeaningandactoutafewexamples.Pickaconfidentstudentandhavehimorherbargainwithyou.●ThenhavethemreadthetextcarefullyandfinishExerciseB.Askthemtoexplainwhysomesentencesarewrong.●BeforetheydoExerciseC,havestudentsreadwordsgiven.Explainiftheycannotunderstand.D,EandF●ForExerciseDandE,dividestudentsintogroupsoffouranddiscussstrategieswhentheybargain.TrytoexpressthesestrategiesinEnglishwithExerciseDasareference.●Putthestudentsinpairsandhavethempracticebargaining.Onestudentactsasthecustomerandtheotherastheseller.●Reviewthewordsintheboxestogether.Explainwhentheycannotunderstand.Studentsworkinpairtofindthewordsinthealphabeticpicture.Thepairfirsttofinishthetaskwins.TogetthestudentscomfortablewhenspeakingEnglishandlearnaboutbargainingChatTimeToimprovestudents’listening,speaking,●Explaintostudentsthattheywillhearawritingandactingskillsthroughtheuseofconversationbetweentwopeopleconversationdiscussingthepurchaseofasuit.Introducethekeyvocabularywordsforthisconversation.TellthestudentstolistencarefullyandwritedownwhattheyhearinExerciseA.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.●Nowhavestudentsreadthroughthe“LanguageNote,”teachingtheexpression“youarein/outofluck.”Askstudentsiftheyhavebeeninluckoroutofluckrecently.●StudentspracticeexpressioninExerciseBinpair●HavestudentsreadtheconversationinExerciseCandexplaintheUsefulLanguage.Studentspracticeconversationsinpair,oneasthecustomerandtheotherasWritingToimprovestudents’writingskillsandlearntodesignaposter●Theteacherbringssomesampleposterstoclass.Havestudentsdiscusswhatshouldbeonaposter.GuidethestudentstorecognizethekeyinformationontheposterfromExerciseAandhighlightit.Thenhavestudentscompletetheposter.Checktheiranswers.●DividestudentsintoseveralgroupsandhavethemdiscusstheinformationontheposterofSunriseMall.Exchangewhattheyhavefound.CompleteExerciseB.●HavestudentsdesignaposterforaclothingstoreingroupswithExerciseAasareference.Conductapeerevaluationwhentheyfinished.GrammarToteachstudentshowtousecomparative●Explaintostudentsthatweusetheandsuperlativeadjectivescomparativeadjectiveswhenwewanttoshowhowtwothingsaredifferent.Giveseveralexamples.Forexample,youmaybringtostudentsofdifferentheighttothefrontoftheclassaskingwhoistaller/shorter,orwhohaslonger/shorterhair.Youcouldalsocompareobjectssuchasbooks,rulers,etc.●Next,youshouldintroducethespellingrulesforthecomparative.Writeer,doubleconsonanter,yier,moreandirregularontheboard.Nowgothrougheachrule,firstputtingupanexampleforeachruleyourselfandthenhavestudentsdothesame.Remindstudentsthataconsonantisanyletterthatisn’tavowel(a,e,i,o,u).Alsopointoutthattheword“irregular”means“notnormal.”Thisisbecauseirregularwordsdonotfollowanyofthenormalspellingrules.Tomakethismorefun,youcanplayagameinwhichyousayanadjectiveandtwostudentsracetowritethecorrectcomparativeformonthewhiteboard.●Introducethespellingrulesforthesuperlativeinasimilarway.●Whenstudentsseemcomfortablewiththespellingofthecomparativeform,havethemcompletetheexercises,correctinganymistakes.MyStoryToimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideo●HavestudentsgothroughExerciseAandBandpredictwhattheyaretalkingabout.Remindthemtopayattentiontokeywords,suchas“fashion”,“shirt”,“shoes”,“scarf”,and“black”.●Nowwatchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.●Nowhavestudentstellyoutheanswers,correctinganymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.HavethemreadExerciseB.●ForExerciseC,firstgiveanexample“Alejandra’sfavoritepieceofclothingisthescarfthathisgrandmothermadeforhim”.Thenaskstudentswhataretheirfavoriteclothes.Practicenexttwoquestionsinthesameway.Allowstudentstomakeconversationsinpairormovefreelyinclasstoasktheirclassmates.課后學(xué)習(xí)設(shè)計作業(yè)◆FinishalltheexercisesinUnit4.◆Readthetextinthisunitagainandsummariseitscontent.◆Designaposterforarecentclassactivity.課后總結(jié)與反思補充教學(xué)資源VOCABULARYBUILDER?參考譯文莎拉：你好，迪米特里，看看這件襯衫如何，只要20美元！迪米特里：實際上我覺得還不到20美元。莎拉：啊，