新生代英语基础教程2-Unit2-电子教案

1、教 案课程名称 新生代英语基础教程2 课 时 _ 班 级 _专 业 _教 师 _系 部 _教 研 室 _教 材 新生代英语基础教程2教学计划教学单元Unit 2 “Can I help you?”单元主题l Fashion课时安 排8教学内容l Show Time“Can I help you?”l ReadingCoco Chanell Chat TimeI really admire you.l WritingMy favorite clothingl GrammarThe past tensel My StoryClothing and fashion教学目标教学活动建议Warm-upT

2、o get students to talk about the main topic of this unit in a comfortable and relaxed manner l Have students look at the picture and ask them to tell you as much as they can about it.l Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “

3、Do you like shopping?” “Where do you shop?” and “Who do you usually shop with?” If students have trouble with these questions, you can write model answers on the board for them to use when answering. For example, “Yes, I do.” “I shop at _.” and “I shop with _.”l Complete the passage with words from

4、the boxes. Check their answers.Vocabulary BuilderA and BTo teach students new vocabulary related to fashionl Have the students listen and repeat the words. For the clothing words blouse, jeans, sweater and dress, you can look at what the students are wearing and use their clothing as examples. Anoth

5、er possibility is to bring in some old fashion magazines and have the students go through them looking for examples of each vocabulary word. For the word section, you can tell students that large clothing stores are divided into sections such as Mens, Womens and Childrens (noting the use of s with t

6、he irregular plural which we learned in the previous lesson). For size, you can teach the main sizes used in clothing: XS, S, M, L, XL, XXL (extra small, small, medium, large, extra large and extra extra large). For clothing in general, you can also ask students questions such as “What do you wear w

7、hen the weather is hot / cold?” and “What would you wear at a wedding?”l Once students are comfortable with the new words, have them do the exercises, correcting any mistakes. C and DTo improve students listening and comprehension skillsl Tell the students they will hear a conversation between a cus

8、tomer and sales clerk. Now, listen to the conversation and have students complete the sentences. Correct any mistakes.l Underline useful expressions. Have students role play in pairs or groups. For example, they may say “Excuse me, I am looking for” and “How much is this?”. l For Exercise D, have st

9、udents label the pictures with clothing words.Show TimeATo teach students speaking skills through the use of videol First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing

10、?” “Why are they doing that?” “How are they doing it?” l Next, have students take turns in explaining what is 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 rac

11、e 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 videol Watch the video. Now look at Exercise B, and ask students to complete the True / False statements. Since this is the

12、first time the students have seen Mr. Patel, you can point out that he is the owner of the clothing store. l Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Hector, one as the customer and the other as Mateo. For

13、an extension activity, you can also have the students rewrite the conversation, substituting the clothing and prices.l Finally, have students put the sentences in order to make a conversation in Exercise D. you may also have students rewrite the conversation using different kind of clothing and pric

14、es.ReadingA and BTo improve students reading comprehension and learn about honeymoonsl Review the vocabulary word designer and some of the examples students gave you for famous designers. Now, ask the students if they know anything about Coco Chanel. l Next, read and listen to the text and have the

15、students read each of the True / False statements and choose the correct answer. Then have them finish the multiple choice. Ask students to look through words and expressions and fill in the blanks. Check their answers. DTo get the students comfortable when speaking about fashionl Have students read

16、 three different opinions in pairs. Then students write their own opinion in the blank.l Ask volunteers to share their views.ETo review the useful words and expressionsl Ask students to design fashionable clothes in groups. It can be ornaments or badges or anything else they like.l Representatives p

17、resent their design to the class, introducing its design concept, application, exterior, material, etc.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversationl Explain to students that they will hear a conversation in which Sarah tells Kevin about

18、her children. 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 so that students have time to write. l Next, have students practice asking about fashion in pairs, monito

19、ring them while they do so.l Now have students read through the Language Note, teaching the phrase “show off.”Ask students to come up with some examples; by asking “Do you know anyone who likes to show off?” Almost every class has a student who loves to perform. Have students tell you who likes to s

20、how off in the class.l Ask students to work in groups, acting out the dialogue with a student as husband, one student as wife and the other one as salesclerk. Monitor their performance.WritingTo improve students writing skills and learn to write about clothingl Have students read the description and

21、 complete it with words from the boxes. Check their work.l Ask students what piece of clothing is their favourite and how much it is. Students can refer to the diagram while answering.l Ask students to write about a piece of clothing which is special to them.GrammarTo teach students how to use the p

22、ast simple tensel Explain to students that we use the past simple tense to talk about finished events in the past. Give some examples, such as “I had breakfast this morning” (completed in the past). Now, ask students to come up with their own examples. l Next, you will need to teach the spelling rul

23、es of past tense verbs. Write Regular and Irregular up on the board, leaving more space for Regular. Now, underneath Regular, show how we add -ed to regular verbs (see the book for details). Ask students to come up with examples and add them to the board.l Now, do the same for Irregular. A fun way t

24、o review this is to have two students come to the board. You say a verb and the first one to correctly write the past form gets a point. For questions and negatives, make sure students understand that when we add the auxiliary verb did, we use the main verb in base form. Finish by having students co

25、mplete the exercises, and then ask them to change books and go through the answers, correcting any mistakes. My StoryTo improve students listening comprehension and speaking ability through the use of videol Tell the students that they will see a video in which real people talk about someone they ad

26、mire. Review the word admire and ask students to tell you why they admire certain people. You can give the students the simple sentence pattern: “I admire _ because_.” to do this. l Now, watch the video and have students complete the true or false statements. In some cases, you may need to pause the

27、 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.l For the discussion section, start by going through

28、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u Finish all the exercises

29、 in Unit 2.u Read the text in this unit again and try to summarise its content.u Write a paragraph about one piece of your favorite clothes.课后总结与反思补充教学资源VOCABULARY BUILDER 参考译文顾客：你好，可以帮我一下吗？售货员：当然。你想买什么呢？顾客：我想买一条牛仔裤。售货员：没问题。你穿多大号？顾客：我平时都穿32号。售货员：32英寸？在这儿。你试一下。这条裤子今天降价促销。顾客：太好了。多少钱？售货员：只要49.99美元。顾客：谢

30、谢！我先试一下，然后再找你。售货员：好的！试衣间在那边。SHOW TIME 语言解析1. Can you put them away for me, please? 你能帮我收起来吗？put away （使用完毕）将某物收起或放入箱子、抽屉等中e.g. Put your toys away in the cupboard, when you have finished playing. 你把玩具玩完了以后放进柜子里去。 存（钱）以备他日之需e.g. Shes got a few thousand pounds put away for her retirement.她存了几千镑以备退休只用。

31、吃，喝（大量食物或饮料）e.g. I dont know how he manages to put it all away.我真不知道他怎么吃得这样多。 2. Are you looking for salesclerks? 你们是要招聘售货员吗？look for 盼望或期待某事物e.g. We shall be looking for an improvement in your work this term.我们期待你这学期功课进步。3. But do you think you have what it takes to be a sales clerk? 但是你觉得你可以胜任吗？ta

32、ke “需要，要求”，不用于被动语态，常与it连用。 e.g. It takes stamina to run marathon. 跑马拉松需要耐力。4. I think this would look great on you. 我觉得你穿起来肯定很好看。look 这里用作系动词，意为“看起来”，其后可以加多种成分。 look+形容词e.g. The teacher looks happy. 教师看上去很高兴。 look+过去分词e.g. He looked surprised when he heard the news. 得知消息他显得很吃惊。 look+名词e.g. He looks

33、a nice, honest man. 他看上去是个诚实的好人。 look+介词短语e.g. He looks in good health. 他看起来十分健康。5. That is a large. Here is a small. 这件是大号的。这件是小号。XL=extra large（特大号） L=large（大号） M=medium（中号） S=small（小号） XS=extra small（特小号）6. Hes a bit of a show-off. 他有点爱表现。show off 炫耀自己的能力、财富、智慧等（常用作贬义）e.g. Do stop showing offits

34、embarrassing. 快别卖弄了，太难为情了。 参考译文帕特尔先生：玛特奥，早上好！玛特奥：早上好！帕特尔先生：你把那个告示贴到窗户上了吗？玛特奥：你说的是那个员工招聘信息吗？是的，我昨天就贴上了帕特尔先生：很好，还有个事情需要你做一下。能帮我把这个裙子、上衣，还有毛衣放起来吗？玛特奥：当然可以。帕特尔先生：谢谢。我去办公室了。郝克托：嗨，玛特奥。玛特奥：嗨，郝克托，你怎么在这儿？郝克托：我看到了窗户上的招聘信息。你们是要招聘售货员吗？玛特奥：是的。但是你觉得你可以胜任吗？郝克托：不试试怎么知道，你说是吧？顾客：打扰一下。玛特奥：你好，有什么可以帮您的吗？顾客：我想买一件毛衣。你们有蓝色

35、毛衣吗？玛特奥：是买给您自己的还是给别人的？顾客：我自己的。郝克托：这件毛衣怎么样？我觉得您穿起来肯定很好看。顾客：我喜欢这件衣服。但是可能有点大，这是多大号的？玛特奥：这件是大号的。这件是小号。顾客：嗯，我觉得这件尺码正好。多少钱？玛特奥：48美元。顾客：哎呀，我只有40美元了。郝克托：您觉得这件绿色毛衣怎么样？只要34美元。顾客：我喜欢！而且价格也很满意。这件我买了。玛特奥：您确定要这件吗? 这件红色的更便宜，只要27美元。顾客：太好了。这样我还能剩下一些。谢谢。郝克托：还有其他需要帮忙的吗？顾客：我弟弟想要买一条蓝色牛仔裤。您可以告诉我男孩服装区怎么走吗？郝克托：很高兴为您指路。请跟我来

36、。帕特尔先生：那位是谁？玛特奥：那是我朋友，郝克托。他有点爱表现。帕特尔先生：或许他会成为一名好的售货员。何不请他来参加面试呢？READING 语言解析1. Coco Chanel is a very popular fashion designer.可可香奈儿是一位非常著名的时尚设计师。designer 设计者，构思者e.g. She is an international famous fashion designer. 她是世界著名的时尚设计师。2. She is famous for designing little black dresses, suits and a perfume

37、 called “Chanel No.5”.她设计的小黑裙、套装以及香奈儿5号香水都非常的有名. be famous for 因而著名e.g. The area is famous for its green tea. 这个地区以产绿茶而著称。be famous as 以某种身份而著名e.g. He was more famous as a dancer than as a singer. 他作为舞蹈家比作为歌唱家更出名一些。 a perfume called “Chanel No.5” 过去分词短语用作定语时，一般置于其所修饰的名词之后，其意义相当于一个定语从句，但较从句简洁，多用于书面语中

38、。e.g. The concert given by their friends was a success. 他们的朋友举行的音乐会大获成功。3. When she was young, she worked as a singer and learned how to sew.她年轻的时候是一名歌手，同时学会了缝纫。特殊疑问词（包括疑问代词 who, whom, what, which, whose以及疑问副词 when, where, how）+不定式（to do）通常可以接在forget, find out, discuss, decide, tell, teach, know, learn, wonder, remember等动词之后作宾语。e.g. I cant tell whom to trust. 我不知道可以信赖谁。 Do you know when to start? 你知道什么时候开始吗？