新生代英语基础教程1Unit3_电子教案

1、教案课程名称新生代英语根底教程1课时班级专业教师系邰教研室教材?新生代英语根底教程1?教学方案教学Unit3What'sforlunch?单元单元课时Food8主题安排ShowTime“What'sforlunch?Reading教FoodlabelsChatTime学Knockyourselfout内WritingAquestionnaire容GrammarArticlesMyStoryBreakfast,lunch,anddinner主要目标教学活动建议Warm-upTogetstudentstotalkaboutthemaintopicofthisunitinaHaves

2、tudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit.Then,gothroughthequestionsandchoosethebestcomfortableandrelaxedmanneranswer.VocabularyBuilderAandBToteachstudentsnewvocabularyrelatedtofood.Havethestudentslistenandrepeatthewords.Themostdifficultwordonthislistisprobably“deliciouavestud

3、entsrepeatthiswordafewtimesandcheckpronunciation.Asawarmup,youcanalsoaskstudentstotellyouallthefoodstheythinkaredelicious.Youcandothisbyaskingeachstudent"Whichfooddoyouthinkisdelicious?Theycananswerinafullsentence“Ithinkis/aredelicious."Correctthestudentsiftheyuthewrongbeverb,explainingtha

4、tweuseisforsingleoruncountablefoodsandareforcountable(plural)foods.Youcanalsoaskstudentstotellyouwhichbeverbwewouldusewiththevocabularywordshere,forexampleWhichbeverbshouldweusewiththewordsaladhere?"Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercisescorrectinganyerrors.seCandDTo

5、improvestudentslisteningandcomprehensionskillsHavestudentsgothroughtheconversationquicklyandthinkaboutwhattheyare,talkingabout.Youmayremindthemtopayattentiontokeywords“dessert“drink,and-teaicedTellthestudentstheywillheartwopeopletalkingaboutfood.Nowlistentotheconversationandhavestudentscompletethese

6、ntences.Correctanymistakes.YoucanalsointroducetheideaoflosingShowTimeorgainingweight.TellthemthatAlexisamanandJennyisawoman.Clarifythatlosingweightisnotwomen'spatent.Askstudentswhattheywouldliketoeatanddrinkforlunch/dinner.Anotherwaytomodelthisconversationistoputstudentsinpairswithonestudentasth

7、ewaiterandtheotherasacustomer.Studentstaketurnsaskingtheotherwhatheorshewouldliketoeat/drink.ForexerciseD,havestudentslookatthepictures.Labelthefoodwithnamesfromtheboxes.Writeincompletesentencesintheblackboardlike"I'monadiet,soIdon'twanttoeat/drink.or"I'mreallyhungry,I'llha

8、ve.Havethemfillintheblanksandmakeupaconversationbasedonthesesentences.AToteachstudentsFirst,havestudentsmatchthepicturestothesentenceswhichdescribethemlisteningandspeakingThen,askbasiccomprehensionquestionsskillsthroughtheusesuchas,“Whoarethemaincharactersinofvideothisvideo?WWherearethey?“Whatarethe

9、ydoing?""Whyaretheydoingth“Howaretheydoingit?"Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Th

10、estudentwiththefastestandbestexplanationwins.at?ReadingB,CandDToimprovestudentslisteningcomprehensionthroughtheuseofvideoA,BandCToimprovestudentsreadingcomprehensionWatchthevideo.Bynowthestudentsshouldbeconfidentinnamingthethreecharacters.Tomakesure,youcanpausethevideowhenallthreecharactersareonscre

11、enandaskingthenameofeachone.NowlookatExerciseB,andaskstudentsiftheycanrememberwhatHectorandMateoorderedandhavethemticktheanswers,correctinganyerrors.Havethemrefinetheconversationtheyjustmadeup.Next,studentscangothroughthedialogueinExerciseCandguessthemissingwords.Watchthevideoagainandchecktheirguess

12、ing.HavetwostudentsreadoutthedialoguewithonestudentplayingtheroleofHectorandtheotherasMateo.Anotherwaytodothisistohavehalftheclass(forexamplealltheboys)readMateo'slinesandhalftheclass(allthegirls)readHector'CdMi的etorefinetheconversationaccordingtothisexercise.Finally,havestudentsmatchtheques

13、tionstotheanswersinExerciseD.Youmayneedtoremindthemthat'disacontractionofwould.ThiswillhelpthemwithNumber3.Whentheyhavefinished,gothroughtheanswers.Continuetorefinetheconversationaccordingtothisexercise.Havestudentswatchthepicturesmatchthefoodlabelswiththephrasesasquicklyaspossible.Invitestudent

14、stoguesswhateachlabelmeans.AskstudentstoscanfortherightanswerstoExercisesBandC.(Toscanmeanstoreadthetextveryquicklyonlyforthespecificinformationyouneedwithoutreadinglaboriouslythrougheverything.)Remindthemtoskipwordstheydonknow.D,EandFImprovestudents'abilitytoutilisewhattheyhavelearnedHavestuden

15、tsreadthroughwordsgivenbeforetheygoontofinishExerciseD.Checktheirpronunciation.Youmaydividetheclassintotwogroupsandhavethemreadthewordsinturnoryoumayhavestudentsfindsentenceswiththesewordsinlabelsatofandreadoutthecorrespondingsentence.Aftertheyfinishtheexercise,checktheiranswers.ForExerciseE,havestu

16、dentsworkinpairanddiscusstheirfavoritefood.Askquestionslike:Howisitcooked?Whataretheingredients?Whatisitsuniquesellingpoint/USP?Providerelativewordslikefried,baked,stewed,braisedandsteamed.Nowanalysehowmanypartsafoodlabelmaycontainandwritealabelforyourfavoritefood.Letstudentsexchangetheiranswers.Cor

17、recttheirmistakes.Explaintostudentsthattheyshouldusethelettersintheboxestocompletethewords.Dothefirstandthefifthwordtogetherandhavethemfinishtherestbythemselves.AnyonewhoworkoutthewordscalloutBingo".ChatTimeToimprovestudentslistening,speaking,writingandactingskillsthroughtheuse'First,havest

18、udentsgothroughtheconversationandpredictwhattheyaretalkingabout.Remindthemtopayspecialattentiontothekeywords,suchas"onatofconversationWritingToimprovestudents'First,havestudentsgothroughExerciseAwritingskillsandlearntodesignaandguessthemeaningoftheword“questionnaire.Youmayremindthe(mquestio

19、nnairethatthiswordismadeupoftwoparts:questionandnaire.Explainthemeaningof“naire"bygivinganotherexample“millionaire.Then,studentsfinishthediet,soup,starjdg,eat“knockyourselfout.Makethemunderstandtheyarediscussingfoodchoices.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces

20、.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetheconversationinpair,monitoringthemwhiletheydoso.Now,havestudentsreadthroughtheLanguageNote,teachingtheexpression“knockyourselfout."Youcanalsoteachtheexpression“goforit,"whichhasthesamemeaning.Next,forExe

21、rciseB,havestudentsmakenewconversationsaccordingtotheexample.YoucanremindstudentstoreferbacktoVocabularyBuilder.Iftheyarewell-prepared,youmayencouragethemtoexplainhowtomakethefood.Finally,forExerciseC,havestudentsworkinpair,actingoutthemenuwithonestudentasthewaitressandtheotherasthecustomer.Monitort

22、heirperformanceandprovidehelp.questionnaireaccordingtotheirownconditions.GrammarNext,havestudentsputsentencesinExerciseBincorrectorder.Iftheyfinditdifficult,youcananalysethewordorderinsentencesfromExerciseA.DividestudentsintoseveralgroupsanddirectthemtodesignaquestionnaireonsleepinghabitswithExercis

23、eAandBasreference.Groupsexchangetheirworksandformafinalquestionnaire.Askstudentsatschoolorevenfromotherschoolstodothequestionnaire.Helpstudentstowriteareportifpossible.esoitToteachstudentshowtousearticlesHavestudentsfinishExerciseA.checktheiranswersandexplaintothemthatweusearticlesinfrontofnouns.Art

24、iclescangiveusmoreinformationaboutanoun,suchaswhetheritissingular,plural,countableoruncountable.Articlescanalsotellusifwearetalkingaboutaspecificoruniquething.Now,introducea,an,theand-Explainthatweuseaforsingularcountablenouns.Atthispoint,youwillneedtobrieflyexplainthedifferencebetweencountableandun

25、countable(alsoknownasnon-count).Agoodwaytoteachthisistotellstudentsthatthematerialofathingisimportant.Liquidsandgasesareuncountable.Forexample,juice,sodaandwaterareliquids,sotheyareuncountable.Airisagassoitisuncountable.Solidsthatlosetheirshapearealsouncountable.Forexample,atablewon'tloseitsshap

26、iscountable.Ontheotherhand,cheesecanmeltandisthusuncountable.Tinysolidsarealsousuallyuncountable,forexamplesalt,sand,riceandsugar.Finally,collectionsofsimilarthingsareusuallyuncountable,suchasfurniture(thisisacollectionmadeupoftables,chairsetc.).Youmayneedtospendabitoftimeonthis,butitisimportantstud

27、entsgrasptheconcept.Foran,remindstudentsthatweuseanbeforeavowel(a,e,i,o,u).Thearticletheisusedforspecificoruniquenouns.Tellstudentsthatspecificoftenmeansthatthenouninquestionhasalreadybeenmentioned.Uniquemeansthereisonlyone,suchasthesunandthemoon.Weusenoarticlewhenthenounispluraloruncountable.Tellst

28、udentsthatpluralmeansmorethanone.InEnglish,pluralsarenormallyformedbyaddings.However,insomecasesweusees,ies,vesorchangethenoun.Oncetheyareready,havethemfinishExerciseBandchecktheiranswers.MyStoryToimprovestudentslisteningcomprehensionandspeakingabilitythroughtheuseofvideo'.,L.,Havestudentsgothro

29、ughExercisesAandBandguesswhatisonthevideo.Remindthemtopayattentiontothetitle.Thenencouragethemtoguesstheanswersaccordingtotheirprediction.Nowwatchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.Nowhavestudentstellyoutheanswers,correcting

30、anymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents'acorrectinganymistakes.ForExerciseC,youcansayAlejandrausuallyhascoffeewithmilk,fruit,yogurt,andcerealforbreakfast."Oryoumaytellthemwhatyouhaveeatenforbreakfast.Thenaskthemwhatthey

31、eatforbreakfast/lunch/dinner.Havestudentspracticeconversationinpairormovefreelytoasktheirclassmates.课后学习设计作业FinishalltheexercisesinUnit3.Readthetextinthisunitagain.Writeaquestionnaireonthetopicstudentsareinterestedin.课后总结与反思nswers,补充教学资源VOCABULARYBUILDER?参考译文珍妮：嗨,亚历克斯,想来点这个甜点吗？非常好吃!亚历克斯：不,谢谢,珍妮.我正在减

32、肥.珍妮：哦,我知道了.那炸薯条要吗？它们也很好吃.亚历克斯：嗯我想我还是就吃点沙拉吧.珍妮：好的.那喝点什么呢？苏打水吗？亚历克斯：不了,谢谢.我还是来点不加糖的冰茶吧.珍妮：哦,来点甜点吧.你也就活这么一次！亚历克斯：好吧好吧,那我尝尝.SHOWTIME?语言解析1. Themenulooksgood.菜单看起来不错.100k这里用作系动词,意为“看起来,其后可以加多种语言成分.1) look+形容词e.g.Theteacherlookshappy.老师看上去很快乐.2) look+过去分词e.g.Helookedsurprisedwhenheheardthenews得知消息时他显得吃惊.

33、3) look+名词e.g.Helooksanice,honestman.他看上去是个老实的好人.4) look+介词短语e.g.Helooksingoodhealth.他看起来十分健康.llhaveasoda.2. HECTOR:I'mreallythirsty,too.IthinkIMATEO:Goahead,knockyourselfout.赫克托：我也很渴,我要再点个苏打水.玛特奥：好吧！你随便点.knockyourselfout.1用餐时,当某人说“想点什么,你可以用这句话答复,表示“随意点2当对方说自己想干什么事情的时候,可用此短语答复,包含的意思是“你可以做任何你想做的事

34、情,不必客气.e.g.A:CanIborrowyourpencilforawhile?8. Knockyourselfout.Mypencilisjustonthetable.我能借你的铅笔用一下吗？一请随便,我的铅笔就在桌子上.点餐用语点餐时,效劳生会问：1、Whatwouldyoulikeforanappetizer开胃菜/themaincourse主菜/asalad沙拉/yoursoup汤？9. Areyoureadytoorder?您准备要点餐了吗？10. Wouldyouliketoordernow?您是现在点餐吗？11. WhatcanIgetforyou?我能帮您点什么？点餐时,

35、顾客可能会问：12. Howlargearetheportions?这个分量有多大？13. What'sthespecialtoday?今天的特餐是什么？14. DoestheNewYorksteakcomewithabakedpotato?纽约牛排有附烤土豆吗？15. CanIgetasideorderofonionrings?我能点一份洋葱圈副餐吗？16. Whatdoyousuggest/recommendforasoup?你们有什么推荐的汤？17. Whatdoyouservefordessert?你们都有什么甜点？3. Ourspecialtodayischickenandr

36、ice.我们今天的特色菜是鸡肉米饭.Special这里是“特色菜,作名词用时,通常指“特别而不属于常态的事物1)指“特色产品e.g.Grocerystoreshavetoofferenoughspecialstobringpeopleintothestore.杂货店为了招揽顾客不得不推出多种特色产品.2)指“特别节目、“特辑e.g.ThereisaspecialonTVtonightaboutEltonJohn'sthirty-fiveyearmusicalcareer.今晚有个关于日tonJohn三十五年音乐生涯的电视特辑.4. Here'syoursaladandicedt

37、ea.这是你的沙拉和冰茶.这是here放在句首的倒装结构.1)如果后面是名词,使用Here+动词+名词e.g.Herecomesthebus.公交车来了.HereisagoodpieceofnewsforyouW个好消息要告诉你.2)如果后面是代词,那么使用Here+代词+动词e.g.Hereyouare.给你.Morenote吃沙拉时常会加酱.常见的有千岛酱(ThousandIslanddressing)>意大禾1(Italydressing)>法式(Frenchdressing)等.汉堡及三明治常加的配菜和调味料mustard芥末酱mayonnaise沙拉酱picklereli

38、sh酸黄瓜酱pickleslices酸黄瓜片ketchup番茄酱lettuce生菜；莒苣5. I'llhaveasliceofchocolatecake.我想来一片巧克力蛋糕.asliceof一片.虽然英语中并没有“量词这一词类,但履行量词功能的结构普遍存在.此外还有：anorderofFrenchfries一份薯条amediumsoda一杯中杯汽水acupofcoffee杯咖啡aglassofmilk一杯牛奶abowlofsoup一碗汤apieceofbread一片面包赫克托：我好饿啊！玛特奥：我也是.菜单看起来不错,我们吃点什么？赫克托：炸薯条、洋葱圈、汉堡包、干酪汉堡、墨西哥夹饼

39、、炸薯片,都很不错.玛特奥：炸薯条、洋葱圈和一个汉堡,你确定吗？赫克托：当然了,为什么不呢？玛特奥：这对身体可不是很好.我要吃份蔬菜沙拉,你也要每天吃点新鲜蔬菜的,知道吗？嘿？赫克托：我也很渴,我要再点个苏打水.玛特奥：好吧！你随便点.娜奥米：嗨,你们俩,好啊！赫克托：我好饿啊！娜奥米：噢,那你来对地方了.赫克托：午餐有什么？娜奥米：今天的特色菜是鸡肉米饭,不过番茄酱拌意大利面也很不错.你需要时间考虑一下吗？赫克托：不了,我已经决定了,我要一个干酪汉堡、炸薯条、洋葱圈和一杯苏打水.娜奥米：哇,你确实饿了.你呢,玛特奥？你想吃点什么？玛特奥：鸡肉沙拉里都有什么呢？娜奥米：胡萝卜和蘑菇玛特奥：听起

40、来不错,我能再加点西红柿吗？娜奥米：当然了,想喝点什么吗？玛特奥：冰茶,不加糖.娜奥米：好的.干酪汉堡、炸薯条、洋葱圈、鸡肉沙拉加西红柿、一杯苏打水和一杯不加糖的冰茶.马上就来.娜奥米：这是你的沙拉和冰茶.玛特奥：看上去很好吃的样子.娜奥米：这是你的干酪汉堡、炸薯条、洋葱圈和苏打水.你确定你都能吃完吗？赫克托：没问题.娜奥米：好吧,用餐快乐.娜奥米：怎么样？玛特奥：非常不错,鸡肉沙拉很好吃.娜奥米：不错,非常开心你喜欢.你呢,赫克托？赫克托：我也觉得很好吃,太好吃了.还有什么甜点吗？娜奥米：我们有香草冰淇淋、巧克力蛋糕、苹果派.你们想要点什么呢？玛特奥：我想来一块巧克力蛋糕.娜奥米：蛋糕不错哦

41、,我觉得你会喜欢的.你呢,赫克托？赫克托：我要算了,我想吃甜点的,可是我太饱了.娜奥米：我想也是,你午餐吃了太多.玛特奥,我马上就把你的甜点送过来READING?背景知识Foodlabelsprovideinformationaboutthenutritionalcontentinsideapackageoffood.Allfoodmanufacturersarerequiredbylawtoprovidefoodlabelclaimsspecificinformationaboutthefoodyouarebuyingtohelpyoumakeinformedhealthydecisions

42、.Butofcourse,youhavetoreadthefoodlabelfirst.Foodlabelsarebrokenupintosectionstomakeiteasyforyoutoreadandunderstandthenutritionfoundonaparticularfooditem.Youwillfindinformationeasilyaboutthecalories,howmanyservingsinthatpackage(theyoftenhavemorethanone)andotherkeyinformationaboutfatcontent,vitamins,s

43、odium(salt),cholesterolandfiber.?语言解析1. Sunripenedtomatoes.自然成熟的西红柿1） ripen使成熟,由形容词ripe加动词后缀en组成名词或形容词加-en,可以变成动词.lengthen力口长,延长e.g.Theeveningshadowswerelengthening.残阳下的影子越拉越长.worsen使变得更坏,使恶化e.g.Furtherdisputewouldworsenyourrelations.再吵下去会使你们的关系恶化.2） sunripened是“名词+过去分词作定语的复合结构,该名词表示过去分词的动作主体或工具.e.g

44、.Oaksmokedsalmon橡木烟熏三文鱼Handcutpotatochips手切土豆条Handbakedbrownbread手烤黑面包名词不但能与表被动语态的过去分词合用,而且还可以和表主动语态的谓语动词联用O如：Theastronautspacewalkedhalfanhour宇宙航行员在太空行走了半小时.这里的spacewalked相当于walkedinspace,这种用法通常见于现代英美报刊和科技杂志.2. RichinvitaminC富含维Crichin富有,富含e.g.Chinaisrichinminerals.中国的矿产丰富.Thisisanarearichinwildflo

45、wers.这是一个盛开野花的地区.3. Freefrompesticides无农药无公害1） freefrom表示“免除、无的,多指免除或摆脱不好的东西,一般前面力口be.例如：befreefrompain/disease/fear/danger没有痛苦/疾病/恐惧/危险.e.g.Probablynooneisfreefrommistakes,onlysomemakemoreandsomeless.人大概没有不犯错误的,多多少少要犯错误.Menarenotsaints;howcantheybefreefromfaults?人非圣贤,孰能无过？此外,befreeof也表示“免除“无,但多指免除或

46、远离较中性的东西.e.g.Theybelieveapublicparkshouldbefreeofcharge.他们认为城市公园不应该收费.2关于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'wantit.我这本书没花钱,是别人不要的.3） pesticide杀虫剂,农药,由pest虫子加后缀-icide杀,消灭组成.类似的词还有：suicide自杀,insecticide杀虫剂等.e.g.Thefarmerissprayinghisfruittreeswithpesticide.那农人正在用杀虫剂喷洒果树4. Luxurychocolateassortment豪华巧克力锦盒1） assortment由动词assort加名词后缀-ment组成