新生代英语基础教程1Unit3电子教案

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课程名称新生代英语基础教程1

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教材《新生代英语基础教程1》

教学计划

教学

Unit3“What’sforlunch?”

单元

单元课时

Food8

主题安排

ShowTime

“What’sforlunch?”

Reading

Foodlabels

教ChatTime

学Knockyourselfout

内Writing

容Aquestionnaire

Grammar

Articles

MyStory

Breakfast,lunch,anddinner

主要目标教学活动建议

Warm-upTogetstudentstotalkHavestudentslookatthepictureandaskthem

aboutthemaintopictotellyouasmuchastheycanaboutit.Then,

ofthisunitinagothroughthequestionsandchoosethebest

comfortableandanswer.

relaxedmanner

VocabularyBuilderAandBHavethestudentslistenandrepeatthe

Toteachstudentsnewwords.Themostdifficultwordonthislist

vocabularyrelatedtoisprobably“delicious”.Havestudents

food.repeatthiswordafewtimesandcheck

pronunciation.

Asawarmup,youcanalsoaskstudentsto

tellyouallthefoodstheythinkare

delicious.Youcandothisbyaskingeach

student“Whichfooddoyouthinkis

delicious?”Theycananswerinafull

sentence“Ithink________is/are

delicious.”Correctthestudentsiftheyuse

thewrongbeverb,explainingthatweuse

isforsingleoruncountablefoodsandare

forcountable(plural)foods.Youcanalso

askstudentstotellyouwhichbeverbwe

wouldusewiththevocabularywords

here,forexample“Whichbeverbshould

weusewiththewordsaladhere?”

Oncestudentsseemcomfortablewiththe

vocabulary,havethemdotheexercises

correctinganyerrors.

CandDHavestudentsgothroughtheconversation

quicklyandthinkaboutwhattheyare

Toimprovestudents’

talkingabout.Youmayremindthemto

listeningand

payattentiontokeywords“dessert”,

comprehensionskills“drink”,and“iced-tea”.

Tellthestudentstheywillheartwopeople

talkingaboutfood.Nowlistentothe

conversationandhavestudentscomplete

thesentences.Correctanymistakes.

Youcanalsointroducetheideaoflosing

orgainingweight.TellthemthatAlexisa

manandJennyisawoman.Clarifythat

losingweightisnotwomen’spatent.

Askstudentswhattheywouldliketoeat

anddrinkforlunch/dinner.Anotherway

tomodelthisconversationistoput

studentsinpairswithonestudentasthe

waiterandtheotherasacustomer.

Studentstaketurnsaskingtheotherwhat

heorshewouldliketoeat/drink.

ForexerciseD,havestudentslookatthe

pictures.Labelthefoodwithnamesfrom

theboxes.

Writeincompletesentencesinthe

blackboardlike“I’monadiet,soIdon’t

wanttoeat/drink___________.”or“I’m

reallyhungry,I’llhave___________.”

Havethemfillintheblanksandmakeupa

conversationbasedonthesesentences.

ShowTimeAFirst,havestudentsmatchthepicturesto

thesentenceswhichdescribethem

Toteachstudents

listeningandspeakingThen,askbasiccomprehensionquestions

skillsthroughtheusesuchas,“Whoarethemaincharactersin

ofvideothisvideo?”“Wherearethey?”“Whatare

theydoing?”“Whyaretheydoingthat?”

“Howaretheydoingit?”

Next,havestudentstaketurnsin

explainingwhatishappeningineach

picture.Youcandothefirstpicture,and

thenhaveamoreconfidentstudenttrythe

secondone.Tomakeitmorefun,you

couldchoosetwostudents,andthenhave

themracetoexplainwhatishappeningin

thepicture.Thestudentwiththefastest

andbestexplanationwins.

B,CandDWatchthevideo.Bynowthestudents

shouldbeconfidentinnamingthethree

Toimprovestudents’

characters.Tomakesure,youcanpause

listening

thevideowhenallthreecharactersareon

comprehensionscreenandaskingthenameofeachone.

throughtheuseof

videoNowlookatExerciseB,andaskstudentsif

theycanrememberwhatHectorand

Mateoorderedandhavethemtickthe

answers,correctinganyerrors.Havethem

refinetheconversationtheyjustmadeup.

Next,studentscangothroughthedialogue

inExerciseCandguessthemissing

words.Watchthevideoagainandcheck

theirguessing.Havetwostudentsreadout

thedialoguewithonestudentplayingthe

roleofHectorandtheotherasMateo.

Anotherwaytodothisistohavehalfthe

class(forexamplealltheboys)read

Mateo’slinesandhalftheclass(allthe

girls)readHector’slines.Continueto

refinetheconversationaccordingtothis

exercise.

Finally,havestudentsmatchthequestions

totheanswersinExerciseD.Youmay

needtoremindthemthat’disa

contractionofwould.Thiswillhelpthem

withNumber3.Whentheyhavefinished,

gothroughtheanswers.Continuetorefine

theconversationaccordingtothis

exercise.

ReadingA,BandCHavestudentswatchthepicturesmatch

thefoodlabelswiththephrasesasquickly

Toimprovestudents’

aspossible.Invitestudentstoguesswhat

reading

eachlabelmeans.

comprehension

Askstudentstoscanfortherightanswers

toExercisesBandC.(Toscanmeansto

readthetextveryquicklyonlyforthe

specificinformationyouneedwithout

readinglaboriouslythrougheverything.)

Remindthemtoskipwordstheydon’t

know.

D,EandFHavestudentsreadthroughwordsgiven

beforetheygoontofinishExerciseD.

Improvestudents’

Checktheirpronunciation.Youmay

abilitytoutilisewhat

dividetheclassintotwogroupsandhave

theyhavelearned

themreadthewordsinturnoryoumay

havestudentsfindsentenceswiththese

wordsinlabelsatofandreadoutthe

correspondingsentence.Aftertheyfinish

theexercise,checktheiranswers.

ForExerciseE,havestudentsworkinpair

anddiscusstheirfavoritefood.Ask

questionslike:Howisitcooked?What

aretheingredients?Whatisitsunique

sellingpoint/USP?Providerelativewords

likefried,baked,stewed,braisedand

steamed.Nowanalysehowmanypartsa

foodlabelmaycontainandwritealabel

foryourfavoritefood.Letstudents

exchangetheiranswers.Correcttheir

mistakes.

Explaintostudentsthattheyshoulduse

thelettersintheboxestocompletethe

words.Dothefirstandthefifthword

togetherandhavethemfinishtherestby

themselves.Anyonewhoworkoutthe

wordscallout“Bingo”.

ChatTimeToimprovestudents’First,havestudentsgothroughthe

listening,speaking,conversationandpredictwhattheyare

writingandactingtalkingabout.Remindthemtopayspecial

skillsthroughtheuseattentiontothekeywords,suchas“ona

ofconversationdiet”,“soup”,“food”,“staring”,“eat”,

“knockyourselfout”.Makethem

understandtheyarediscussingfood

choices.Tellthestudentstolisten

carefullyandwritedownwhattheyhear

intheblankspaces.Ifnecessary,pause

therecordingsothatstudentshavetimeto

write.Next,havestudentspracticethe

conversationinpair,monitoringthem

whiletheydoso.

Now,havestudentsreadthroughthe

LanguageNote,teachingtheexpression

“knockyourselfout.”Youcanalsoteach

theexpression“goforit,”whichhasthe

samemeaning.

Next,forExerciseB,havestudentsmake

newconversationsaccordingtothe

example.Youcanremindstudentsto

referbacktoVocabularyBuilder.Ifthey

arewell-prepared,youmayencourage

themtoexplainhowtomakethefood.

Finally,forExerciseC,havestudents

workinpair,actingoutthemenuwith

onestudentasthewaitressandtheother

asthecustomer.Monitortheir

performanceandprovidehelp.

WritingToimprovestudents’First,havestudentsgothroughExerciseA

writingskillsandlearnandguessthemeaningoftheword

todesigna“questionnaire”.Youmayremindthem

questionnairethatthiswordismadeupoftwoparts:

questionandnaire.Explainthemeaning

of“naire”bygivinganotherexample

“millionaire”.Then,studentsfinishthe

questionnaireaccordingtotheirown

conditions.

Next,havestudentsputsentencesin

ExerciseBincorrectorder.Iftheyfindit

difficult,youcananalysethewordorderin

sentencesfromExerciseA.

Dividestudentsintoseveralgroupsand

directthemtodesignaquestionnaireon

sleepinghabitswithExerciseAandBas

reference.Groupsexchangetheirworks

andformafinalquestionnaire.Ask

studentsatschoolorevenfromother

schoolstodothequestionnaire.Help

studentstowriteareportifpossible.

GrammarToteachstudentshowHavestudentsfinishExerciseA.check

tousearticlestheiranswersandexplaintothemthatwe

usearticlesinfrontofnouns.Articlescan

giveusmoreinformationaboutanoun,

suchaswhetheritissingular,plural,

countableoruncountable.Articlescan

alsotellusifwearetalkingabouta

specificoruniquething.

Now,introducea,an,theand–.Explain

thatweuseaforsingularcountablenouns.

Atthispoint,youwillneedtobriefly

explainthedifferencebetweencountable

anduncountable(alsoknownas

non-count).Agoodwaytoteachthisisto

tellstudentsthatthematerialofathingis

important.Liquidsandgasesare

uncountable.Forexample,juice,sodaand

waterareliquids,sotheyareuncountable.

Airisagassoitisuncountable.Solidsthat

losetheirshapearealsouncountable.For

example,atablewon’tloseitsshapesoit

iscountable.Ontheotherhand,cheesecan

meltandisthusuncountable.Tinysolids

arealsousuallyuncountable,forexample

salt,sand,riceandsugar.

Finally,collectionsofsimilarthingsare

usuallyuncountable,suchasfurniture(this

isacollectionmadeupoftables,chairs

etc.).Youmayneedtospendabitoftime

onthis,butitisimportantstudentsgrasp

theconcept.Foran,remindstudentsthat

weuseanbeforeavowel(a,e,i,o,u).The

articletheisusedforspecificorunique

nouns.Tellstudentsthatspecificoften

meansthatthenouninquestionhas

alreadybeenmentioned.Uniquemeans

thereisonlyone,suchasthesunandthe

moon.Weusenoarticlewhenthenounis

pluraloruncountable.Tellstudentsthat

pluralmeansmorethanone.InEnglish,

pluralsarenormallyformedbyaddings.

However,insomecasesweusees,ies,ves

orchangethenoun.

Oncetheyareready,havethemfinish

ExerciseBandchecktheiranswers.

MyStoryToimprovestudents’HavestudentsgothroughExercisesAand

listeningBandguesswhatisonthevideo.Remind

comprehensionandthemtopayattentiontothetitle.

speakingability

throughtheuseofThenencouragethemtoguesstheanswers

videoaccordingtotheirprediction.

Nowwatchthevideoandhavestudents

completethetrueorfalsestatements.In

somecases,youmayneedtopausethe

videotohelpthestudents.

Nowhavestudentstellyoutheanswers,

correctinganymistakes.Watchthevideo

againandhavestudentswriteinthe

missingwords,pausingthevideoif

necessary.Checkthestudents’answers,

correctinganymistakes.

ForExerciseC,youcansay“Alejandra

usuallyhascoffeewithmilk,fruit,yogurt,

andcerealforbreakfast.”Oryoumaytell

themwhatyouhaveeatenforbreakfast.

Thenaskthemwhattheyeatfor

breakfast/lunch/dinner.Havestudents

practiceconversationinpairormove

freelytoasktheirclassmates.

课后学习设计

作业FinishalltheexercisesinUnit3.

Readthetextinthisunitagain.

Writeaquestionnaireonthetopicstudents

areinterestedin.

课后总结与反思

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。

look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.老师看上去很高兴。

2）look+过去分词

e.g.Helookedsurprisedwhenheheardthenews.得知消息时他显得吃惊。

3）look+名词

e.g.Helooksanice,honestman.他看上去是个诚实的好人。

4）look+介词短语

e.g.Helooksingoodhealth.他看起来十分健康。

2.HECTOR:I’mreallythirsty,too.IthinkI’llhaveasoda.

MATEO: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”，你可以用这句话回答，表示“随意点”。

2）当对方说自己想干什么事情的时候，可用此短语回答，包含的意思是“你

可以做任何你想做的事情，不必客气”。

e.g.A:CanIborrowyourpencilforawhile?

B:Knockyourselfout.Mypencilisjustonthetable.

—我能借你的铅笔用一下吗？

—请随便，我的铅笔就在桌子上。

点餐用语

点餐时，服务生会问：

1、Whatwouldyoulikeforanappetizer（开胃菜）/themain

course（主菜）/asalad（沙拉）/yoursoup（汤）？

2.Areyoureadytoorder?您准备要点餐了吗？

3.Wouldyouliketoordernow?您是现在点餐吗？

4.WhatcanIgetforyou?我能帮您点什么？

点餐时，顾客可能会问：

1.Howlargearetheportions?这个分量有多大？

2.What'sthespecialtoday?今天的特餐是什么？

3.DoestheNewYorksteakcomewithabakedpotato?

纽约牛排有附烤土豆吗？

4.CanIgetasideorderofonionrings?我能点一份洋葱圈副餐吗？

5.Whatdoyousuggest/recommendforasoup?你们有什么推荐的汤？

6.Whatdoyouservefordessert?你们都有什么甜点？

3.Ourspecialtodayischickenandrice.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-fiveyearmusical

career.今晚有个关于EltonJohn三十五年音乐生涯的电视特辑。

4.Here’syoursaladandicedtea.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。

Hereisagoodpieceofnewsforyou.有个好消息要告诉你。

2）如果后面是代词，则使用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（ThousandIsland

dressing）、意大利（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

picklerelish酸黄瓜酱pickleslices酸黄瓜片

ketchup番茄酱lettuce生菜；莴苣

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一杯咖啡

aglassofmilk一杯牛奶

abowlofsoup一碗汤

apieceofbread一片面包

➢参考译文

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、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，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

Foodlabelsprovideinformationaboutthenutritionalcontentinsideapackageof

food.Allfoodmanufacturersarerequiredbylawtoprovidefoodlabelclaimsspecific

informationaboutthefoodyouarebuyingtohelpyoumakeinformedhealthy

decisions.Butofcourse,youhavetoreadthefoodlabelfirst.

Foodlabelsarebrokenupintosectionstomakeiteasyforyoutoreadand

understandthenutritionfoundonaparticularfooditem.

Youwillfindinformationeasilyaboutthecalories,howmanyservingsinthat

package(theyoftenhavemorethanone)andotherkeyinformationaboutfatcontent,

vitamins,sodium(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加长，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.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。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C

richin富有，富含

e.g.Chinaisrichinminerals.中国的矿产丰富。

Thisisanarearichinwildflowers.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，

一般前面加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’twantit.

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

动词加-ment，可以变成名词，表示行为、结果、工具等。如，instrument（仪

器），fulfillment（实践，达成），amusement（娱乐，消遣）

2）assortment各种各样的，种类，一套/全套物品

e.g.Theshophasarichassortmentofgoods.这个商店有各种各样的货品。

I’msureyou’llfindourwideassortmentfarticlesveryointeresting.

我们店里的货种类别很多，您一定会感兴趣的。

5.Madewithorganiccocoa,milkandsugar由有机可可、牛奶和糖制作而成

1）bemadewithsth.指“制作中用了什么东西”。

e.g.Usuallypizzaismadewithsomecheeseanddifferentvegetables.

做披萨通常要加些干酪和各种不同的蔬菜。

2）关于