Thr-U1-Daily-Routines-and-Activities英文版课件汇总整本书电子教案

1、Unit 1 Daily Routines and Activities Teachers Guide 1) What time expressions can you remember?When talking about daily routines, time sequence is observed. Try to use different time phrases to vary your expressions.2) When you talk about daily activities, what do you think you should be careful abou

2、t?With regard to daily activities, the students have to be careful about shift of tenses. Usually they cannot use past tenses very well. 3) Do you feel the pressure of time every day? How do you manage to meet different deadlines?Most people feel time-hungry these days. There are too many things wai

3、ting to be done every day. But how we can finish our tasks needs skills, which will be dealt with later in time management in this unit. 1. Warm-upStudents Book p1 2. Daily Routines of Different PeopleWork in pairs. Based on the information given below, please describe the following peoples daily ro

4、utines. David Daily Routines (Students Book P1-3)Give the students about 2 minutes to work out Davids daily routines. Then invite 3-5 students to the front to present them. Pay attention to the following points. 1) The pronunciation of David /deivid/: quite some students read it as /dvid/ 2) Monday

5、through Friday: students use Monday to Friday, very few of them can think of Monday through Friday. The difference between “to” and “through” here is that the time after “to” may or may not be included while it is included if used after “through”. 3) This activity practices point of time.After using

6、 the text version as prompts for a couple of times, the teacher may use the picture version, which is more challenging for them because there is less text support. The following activities are the same. 2. Daily Routines of Different PeopleStudents Book P1-3A Sample DescriptionDavids Daily Routines

7、(Point of Time)David works at the supermarket. He works five days a week: Monday through Friday. He gets up at 6:50 / His day starts at 6:50. He eats breakfast at 7:20. He leaves for work at 7:50. He usually drives to work. It takes an hour and a half / one and a half hours to get to work. He comes

8、home around 6:30 in the evening. They eat dinner at around 7:00. He usually reads the newspaper after dinner. After reading the newspaper he watches TV. If the TV is boring / isnt interesting, he reads a book or listens to music. He goes to bed at 11:00.Susans Daily Routines (Students Book P3-4)1.Wh

9、en expressing time durations, students often use from to. Very few of them can think of using other expressions, such as Wednesdays from 3 p.m. until 5 p.m.On Thursdays, she doesnt finish teaching until 9.She teaches for two and a half hours from 6:30 p.m. until 9p.m. on Thursday evenings. 2.This ac

10、tivity practices duration of time.Ursulas Daily Routines (Students Book p4-5)This activity practices both point of time and duration of time.2. Daily Routines of Different People2. Daily Routines of Different PeopleStudents Book P3-4A Sample DescriptionSusans Daily Routines (Duration of Time)Susan i

11、s an English teacher. Her schedule changes / varies each day. She teaches English three days a week: Mondays, Wednesdays, and Thursdays. On Mondays, she teaches from 2:00 until 4:00. On Wednesdays, she teaches from 3:00 until 5:00. She teaches for two and a half hours on Thursday evenings. On Thursd

12、ays, she doesnt finish teaching until 9:00. Every day, she does housework such as cleaning, vacuuming, laundering from 8:00 a.m. to 9:00 a.m. Then in the next two and a half hours, she goes shopping. At noon / midday / 12:00, she has lunch alone. After finishing her lunch, she usually takes a nap fr

13、om 1:00 p.m. until 2:00 p.m. When she wakes up, between 2:00 p.m. and 4:00 p.m., she sometimes watches soap operas. At 4:00 p.m., she has to go to school to pick up her children. When she comes back home, she starts preparing dinner for her family at around 6:00 p.m. She loves watching her family si

14、t together enjoying dinner she cooks for them. 2. Daily Routines of Different PeopleStudents Book P6-7Give the students about 4 minutes for each activity to talk about their own daily routines and their wifes / husbands / boy (girl) friends / your childs. After 4 minutes, ask them to change partners

15、 and talk about the two routines again to their new partners. Then invite 3-5 students to the front to present their speeches. The students fluency is enhanced in this way. The objective of Activity 5) is for the students to apply what they have learned in their own world while the objective of Acti

16、vity 6) and 7) is to practice the 3rd person singular form. 3. Daily ActivitiesMichelles Daily Routines (Students Book P7- 8)Give the students about 3 minutes to work out Michelles daily schedule. Then invite 3-5 students to the front to present her schedule.Draw the students attention to the pronun

17、ciation of Michelle /miel/. Some students read it as /maikl/. The teacher should also focus on the third person singular form and tenses because the students usually make mistakes in the shift from present tenses to past tenses. 3. Daily ActivitiesStudents Book P7- 8A Sample DescriptionMichelles Dai

18、ly Routines Michelle is a writer. She works for a news agency. Her schedule changes every day. She often works late at night. So she doesnt like to get up early. Sometimes she gets up so late that she doesnt have time for breakfast.Today, for example, she got up at 9:00. She didnt eat any breakfast

19、and just had a cup of coffee. Then she worked on her computer at home until 11:00. She left home at 11:30 and drove downtown to her office at the news agency. Its now 1:00 and she is eating a late lunch. Shes very hungry because she didnt eat breakfast, so shes having a large lunch. Later this after

20、noon shes going to have a meeting with her director. Shes going to make a request. She wants to take a week off so that she can take a holiday in Vienna. This evening shes going to interview an important person about the problem of chemical weapons. The interview is scheduled to last for an hour, fr

21、om 6:00 until 7:00. After the interview shes going to work late because she wants to finish the story before going to bed. She thinks its going to be an important story. 3. Daily ActivitiesBelindas Schedule (Students Book P8-9)Give the students about 3 minutes to work out Belindas daily schedule. Th

22、en invite 3-5 students to the front to present her schedule.This activity gives the students another chance to practise the third person singular form and shift of tenses.The teacher can make this activity a bit more challenging for the students by resetting “now” and ask the students to describe Be

23、lindas schedule right away based on the newly reset time. For example, instead “Now is 1:00 p.m.”, the teacher may reset “now” to 6:55 a.m. Therefore, the students have to use the future tenses for the rest of the activities Belinda does on the day. In this way, the students can practise the shift o

24、f tenses. 3. Daily ActivitiesStudents Book P8-9A Sample DescriptionBelindas ScheduleBelinda is a homemaker and mother. Her two children both go to school. Their school is about twenty minutes away by car.This morning, Belinda got up early, at 6:00. She cooked / made breakfast for her family at 6:30.

25、 They started eating at 6:55. At 7:15 she drove her kids to school. After taking her kids to school, she went to a shopping center and bought some clothes for her children. After that she went to a health club because she is trying to lose weight. She was at the health club for about an hour. Now Be

26、linda is back at home. She is cleaning the house. In about two hours, at 3:00, shes going to pick up her kids at school.After dinner, Belinda is going to take a class. This evening she is going to attend her art class. Twice a week in the evenings, she studies oil painting. Belinda enjoys her class

27、very much. 3. Daily ActivitiesStudents Book P8-9After 2 minutes, the teacher asks 3-5 students to present their speeches in the front. The objective of the first topic is for the students to practice the simple past tense. Students usually cant use it very well. The objective of the second topic is

28、for the students to practice the simple future tense. The objective of the third topic is for the students to practice using different tenses: the present tense, the past tense, and the future tense. The objective of the fourth topic is for the students to practice the third person singular form. Ho

29、pefully, through doing similar exercises over and over again, students can achieve fluency and are able to talk about their daily activities properly, fluently and confidently.4. In the Spotlight - Time ManagementStudents Book P9-12It is highly recommended that the teacher assign this activity as ho

30、mework for the students to get well-prepared beforehand. Hopefully this activity can actually be of some help for them to manage their work and life in the future. The items in the exercise may be grouped into seven categories.health: go to see a dentist, have a bath etc. family: call your parents e

31、tc. friendship: buy a birthday present, reply a friend, have a get-together, visit a friend etc. love: prepare for a candle meal etc. work: prepare a briefing, watch a work-related TV program, sort out materials, take a work test, etc. money: interview for the part-time job, etc. interests: attend a

32、 concert etc.As to Question 2), check how the students have prioritized those items will help them clearly identify which one has ranked in the first place and which in the unimportant place, and this is their value.In regard to Question 3), each student will abandon and prioritize different items b

33、ecause of his / her value. What is certain is that nobody is happy to carry out the schedule because there are too many things to do in too little time. Then give the students about 3 minutes to tell their partners what is in their cue cards. After this, invite 3-5 students to the front to retell th

34、e contents in both his / her cue card and his / her partners cue card. 4. In the Spotlight - Time ManagementStudents Book P9-125. Pronunciation Students Book P12-13The problem with this pair of fricatives /f, v/ is that students usually dont press the lower lip against the upper teeth when pronounci

35、ng them. If the place of articulation is not right, then they cant read correctly. Unit 2 TravelTeachers Guide 2. Train Travel - 1) Students Book P14-15compartment / carriagehigh speed train maglev train / magnetic suspension train sleeper / sleeping car hard seat train soft seat upper berth / sleep

36、er middle berth / sleeper lower berth /sleeper cushioned berth semi-cushioned berth roometteluggage rack车厢高速列车磁悬浮列车卧车车厢硬座车软座 上铺 中铺下铺 软卧 硬卧卧车的单人小房间火车或长途汽车的行 李架 这条线上现在没有火车运行。No trains are running on this line. 这条线上的信号问题已修好了。 The signaling problems on this line have been fixed.火车上特别挤。 The train is pack

37、ed / crowded / jammed. 下趟到上海的列车是什么时候的？What time / When is the next train to Shanghai?下趟列车什么时候应该进站？When / What time is the next train due in?下趟列车什么时候进站？ When will the next train arrive / get in?列车何时开出？What time does the train leave? 火车从哪个站台上开出？ Which platform does it leave from? 2. Train Travel - 2)

38、Students Book P152. Train Travel - 3) Euro Star Students Book P15 Give the students 5 8 minutes to prepare. Then invite 2 - 4 students to present the whole story in the front. 3. Air Travel - 1) Students Book P15-16 departure loungeboarding gatedelayconnection / connexion (Br.)aisle seat / window se

39、atcancela flightticket countercheck-incheck-outbaggage (luggage Br.) claim areaboarding pass / cardcarrousel (US) (carousel Br.) /,krsel/ make / cancel / change a reservation候机大厅登机口延误联运靠过道/窗座位取消某一航班售票口 / 处办理登机手续 办理手续离开行李认领处登机牌传送带预定/取消/改变预定3. Air Travel - 1) Students Book P15-16air marshal stopover l

40、egroom air mileson-board / in-flight entertainmenttransferduty free shop hand / light luggage / carry-onfasten / buckle ones seat beltoverhead locker / compartment flight attendant / air steward(ess) / air host(ess)emergency exit空警停留伸腿空间飞行里程机舱内娱乐转机免税商店手提/轻便/随身携带的行李系安全带头上部行李箱空姐/少紧急出口Flight BA427fly /

41、 travel first / business (also executive or upper) / economy classIm on business (class).What is the flight numberThe plane leaves from Gate 38. You fly from Terminal 3. The 4:40 flight to Frankfurt is now boarding. You are in Row 35, Seat E. The plane arrives at 12:10.Which flight is boarding at Ga

42、te 23?What terminal does it leave from?BA427 航班乘头等/商/公务/经济舱我坐商务舱。航班号是多少？飞机从38号登机口起飞。 你从3号航站楼起飞。 4:40飞往法兰克福的航班现在正在登机。 您在35排E座位。 飞机12:10到港.哪个航班正在23号登机口登机？它从哪个航站楼出发？3. Air Travel - 2) Students Book P16-17我能预订吗？Could I make a reservation, please?我能知道您的起飞日期吗？May I have your departure date?对不起，那天/个航班没有座位了

43、。Im sorry, but there are no seats available on that date / flight.是单程票还是往返票？ Is that a one-way or round-trip (two-way Br.) ticket?您要头等舱、商务舱、还是经济舱？Would you prefer first, business, or economy class?您喜欢靠窗的座位还是靠过道的座位？Would you like a window or an aisle seat?3. Air Travel - 2) Students Book P16-17您要付现金还

44、是用信用卡支付？ Will that be cash or credit card?您的行李超重了，得加付$45美元。 Your luggage is over the limit. You will have to pay an excess charge of $45. 请给我素餐。I would like the vegetarian menu, please.3. Air Travel - 2) Students Book P16-17Draw the students attention to how to describe an event clearly and logicall

45、y. The listeners description can be analyzed as follows:greetingswho s/he iswhere s/he comes fromwhat the problem is seeking for helpThe hosts / hostesss reply can be analyzed as follows: greetings and thanks for phoning-inhis / her attitude toward the event rationale and reasons for making him / he

46、r pay 375solutiongood wishes for the future 5. Practice Activities - 1) No Card, No Ticket Students Book P18Give the students about 5 minutes to prepare. Then invite 3-5 of them to the front to present their ideas. The following list is just for reference. Ideas on how to reduce travel spending and

47、convince staff to adopt these ideas: Travel economy class if it is long distance (define how far is long distance).Travel by train if it is short distance (define short distance).More use of video and telephone conferencing.Travel only to essential meetings (define essential meetings).Try to stay fo

48、r shorter periods when abroad.Offer a cash prize for staff who save on travel in a certain proportion to their savings (decide proportion).Your ideas5. Practice Activities - 2) Reduce Travel Spending Students Book P185. Practice Activities - 3) Tourist Traps Students Book P18-19Give the students abo

49、ut 3 - 5 minutes to prepare. Then invite 3 - 5 of them to the front to present their experience. Pay attention to the use of the past tenses in this activity. The purpose of this activity is to teach the students to learn to listen because listening is the first step to communication. The other purp

50、ose is to make the students ask correct questions.Activity 5) can be done in this way. Invite one student to the front each time. Then encourage the other students to bombard him / her with all kinds of questions about his / her travel they may think of, for example: Who did you go with? What did yo

51、u do there? How did you get there?. Five or six questions later, ask 2 - 3 students to retell what they have covered about the travel. Usually there are students who cannot retell because they didnt pay attention. Then go on asking more questions to the student in the front. Several questions later,

52、 ask another 2 - 3 students to retell all the information from the beginning to the end. Proceed in this way until the questions are exhausted. Then ask 2 3 more students to retell all the information about the travel. When doing this activity, pay attention to the past tenses and the questions. Usu

53、ally the students make a lot of mistakes in the use of past tenses and formulating questions. Remember to make the students modify their questions until they ask in a correct way.5. Practice Activities - 5) Your Travel Story Students Book P19-20The purpose of comparing and contrasting so many modes

54、of transport is for the students to practice their flow of speech, fluency, use of words and sentence structures. Give the students about 5 minutes to prepare. Then invite 3 5 students to the front to present their comparisons and contrasts. Usually the students sentence structures are quite simple,

55、 for example, Taking a taxi is expensive but convenient; Subway is reliable. After hearing their speeches, show them the very-well written text from New Concept English Book III Unit 44 - Speed and Comfort, p189-190, Cue Cards. Draw their attention to the good use of words and the variety of sentenc

56、e structures. 5. Practice Activities - 6) Modes of Transport Students Book P20People traveling long distances frequently have to decide whether they would prefer to go by land, sea, or air. Hardly anyone can positively enjoy sitting in a train for more than a few hours. Train compartments soon get c

57、ramped and stuffy. Its almost impossible to take your mind off the journey. Reading is only a partial solution, for the monotonous rhythm of the wheels clicking on the rails soon lulls you to sleep. During the day, sleep comes in snatches. At night, when you really wish to go to sleep, you rarely ma

58、nage to do so. If you are lucky enough to get a couchette, you spend half the night staring at the small blue light in the ceiling, or fumbling to find your passport when you cross a frontier. Inevitably you arrive at your destination almost exhausted. Speed and ComfortThe pros and cons of different

59、 means of transportation (very well-written)Speed and ComfortLong car journeys are even less pleasant, for it is quite impossible even to read. On motor-ways you can, at least, travel fairly safely at high speeds, but more often than not, the greater part of the journey is spent on narrow , bumpy ro

60、ads which are crowded with traffic. Speed and ComfortBy comparison, trips by sea offer a great variety of civilized comforts. You can stretch your legs on the spacious decks, play games, swim, meet interesting people and enjoy good foodalways assuming, of course, that the sea is calm. If it is not,