新生代英语基础教程1Unit5-电子教案

1、教 案课程名称 新生代英语基础教程1 课 时 班 级 专 业 教 师 系 部 教 研 室 教 材 新生代英语基础教程1 教学计划教 学单 元Unit 5 “Do you live around here?”单 元主 题l Transportation and places课 时安 排8教学内容l Show Time“Do you live around here?”l ReadingGetting around San Franciscol Chat TimeWhat a coincidence!l WritingDescribing a placel GrammarPresent simpl

2、e tensel My StoryThe town where I live教学目标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed manner l First, tell students they will listen to a song called First Turn Right at the Light. Explain words and phrases like turn left/right, block, at the c

3、orner, avenue, direction and so on so that they could understand the song.l Then, play the song. Ask students to put sentences in the correct order.l Play the song again. Ask students to draw the route to Greenwich Village.l Play the song again and let students sing together.Vocabulary BuilderA and

4、BTo teach students new vocabulary related to transportation and placesl Have the students listen and repeat the words. Students should be familiar with the words mall, hospital, town, college, and street. For the word schedule, make sure you teach the correct pronunciation, and have students practic

5、e by echoing you. Note that schedule has two official pronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed, remind students that this word has two meanings as a verb, for example, it can mean to “not do something” or “to think about some

6、one you havent seen for a long time.” Make sure that students understand this distinction by asking them which meaning of “missed” is being used here (its the first). For the word expert, you can begin by telling students that an expert is a person who knows everything about something. Ask students

7、what they are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping,” or “I am an expert at sleeping.” l When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes. C and DT

8、o improve students listening and comprehension skills l Tell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female.l Play the dialogue and ask students to finish Exercise C. Check their answers.l Students p

9、ractice new conversations in pair, one as a newcomer and the other giving directions.l For exercise D, ask students to watch pictures and words below. Have them make sentences with these words. After they finish the exercise, have them ask each other how they get around or how often they use public

10、transportation.Show TimeATo teach students listening and speaking skills through the use of videol First, have students match the pictures to the sentences.l Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are they

11、 doing that?” “How are they doing it?” l Next, have students take turns in making up a conversation for 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 race to explain what i

12、s 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 if they can remember the bus routes, destinations and times. Tell students tha

13、t the word “route” refers to the bus number and destination means the place that bus goes. Check their answers. Refine the conversation according to Exercise B.l Next, have students read through Exercise C and guess the missing information. Play the video again and students can complete the dialogue

14、 in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi. Another way to do this is to have half the class (for example all the boys) read Hectors lines and half the class (all the girls) read Naomis lines. It may also be fun to have

15、the boys read Naomis lines and the girls read Hectors lines.l Finally, have students put the sentences in order to make a conversation in Exercise D. check their answers. Students read the dialogue in pair.ReadingA, B and CTo improve students reading comprehensionl First, have students go through th

16、e text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements.l Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.l Read the text carefully and finish Exercise C. Ask

17、students to brainstorm other advantages and disadvantages.DTo get the students comfortable when speaking English l Students draw a picture of “a vehicle of the future” in groups. Then each of them takes turns to describe this vehicle. The teacher monitors their performance and provides help. Invite

18、volunteers to make a presentation.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversationl First have students go through the dialogue and guess what they are talking about. Explain to students that they will hear a conversation between two people

19、discussing the location of a building. 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. Check their answers.l Now have students rea

20、d through the “Language Note,” teaching the expression “what a coincidence”. Ask students to give examples of coincidences they have encountered.l Students practice the conversation in pair.l Then, students practice questions from Exercise C in groups.l The teacher may prepare several pictures of di

21、fferent places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard.l Students can practice new conversations about asking for directions based on the map and useful language. Monitor their performance and p

22、rovide help.WritingTo improve students writing skills and learn to describe a placel Students brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse the structure of and information in this paragrap

23、h. Finally students can conclude what a description is.l For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passage using the sentences. Exercise C provides many useful expressions.GrammarTo teach students how to use the

24、 present simple tensel First ask students to finish Exercise A. Check their answers.l Explain to students that we use the present simple to talk about things that happen often or for a long time. A good way to do this is to write the words “always,” “often,” “usually,” “sometimes” and “never” on the

25、 board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you may ask John, “John, what do you always do?” Lets say John answers “I always watch

26、TV.”l Now, you can write on the board “John always watches TV,” emphasizing that we add s. Adding s to the third person singular is the most common mistake for ESL learners using the present simple. l Once everyone in the class has answered a present simple question, have them complete the exercises

27、, correcting any mistakes. l Guide students to change affirmative sentences into negative and interrogative sentences.l Allow students to move freely in the class and ask each other “What do you always/often/usually/sometimes/never do?” or “Do you always/often/usually”l Students finish Exercise B. c

28、heck their answers.My StoryTo improve students listening comprehension and speaking ability through the use of videol Have students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizza shop, neighbourhood, across from the super marke

29、t, and hometown. Make them understand they will see a video in which real people talk about their neighborhoods.l Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students. l Now have students tell you the answers

30、, correcting any mistakes. l Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students answers, correcting any mistakes. Students read the dialogue in Exercise B.l You may conduct Exercise C in several ways. You can say “In Natalies neighb

31、orhood, there is a pizza shop.” And then ask them about shops in their neighborhood. Practice the next two questions in the same way. Or you can allow them practice short conversations in pair; or allow them move freely to ask their classmates.课后学习设计作业u Finish all the exercises in Unit 5.u Read the

32、text in this unit again and summarise its content.u Describing your favourite place.课后总结与反思补充教学资源VOCABULARY BUILDER 参考译文杰克：你好啊，威尔逊太太，您在这儿干嘛呢？威尔逊太太：嗨，杰克。我在等车。杰克：您要去哪儿？威尔逊太太：去医院看我哥哥。他腿受伤了。杰克：哦，真遗憾。您坐几路车去？威尔逊太太：9路。时刻表上说2点会来。杰克：您可以坐21路，也到医院，1:50就来。威尔逊太太：哦，好的，谢谢你啊！SHOW TIME 语言解析1. Youll get used to it pr

33、etty soon. 你很快会习惯这儿的。get used to习惯，适应e.g. I have got used to working on challenging tasks. 我已经习惯做有挑战性的工作了。2. We take the Number 3 to Glendale Community College.我们坐3路车到格兰岱尔社区大学。1) community college社区大学e.g. My mum went to a community college to learn ikebana after her retirement.我妈妈退休后，去社区大学学习插花。2) ta

34、ke the No 乘路车(公交车)e.g. You can take the No. 6 to the amusement park. 你可以乘6路车去游乐园。3. First we take the Number 11, get off at the Galleria Mall首先，我们乘11路公交车，在加乐利亚购物中心下车get off 下车e.g. The bus driver got the passengers off in time.公共汽车司机让乘客及时下了车。4. What a coincidence! 真巧啊！coincidence 一致；巧合e.g. By coincid

35、ence, his wife is one of my classmates in college.巧合的是，他的妻子是我的大学同学。It was no coincidence that his car was seen near the bank at the time of the robbery.劫案发生时有人看见他的车停在银行附近，这绝非巧合。5. Im still learning the schedule. 我还在熟悉时刻表。schedule 时刻表e.g. The flight arrived two minutes ahead of schedule.航班比预定时间早两分钟到达

36、。MORE NOTEnext to 在旁边 across from 在对面in front of 在前面 behind 在后面on the left of 在左边 on the right of 在右边kitty-corner from 在斜对角 down the street from 从往下走around the corner from从转个弯 参考译文娜奥米：赫克托，你好！赫克托：哦，娜奥米，你好吗？娜奥米：我很好，谢谢。真没想到在这里见到你，你住在附近吗？赫克托: 是啊，我住在橡树街，你呢，你住哪里？娜奥米：我住在枫叶街。赫克托：枫叶街，就是栗子街附近那条街吗？娜奥米：应该是吧，我还在

37、熟悉各条街的名字中，刚搬来。赫克托：格兰岱尔只是一个小城，你很快就会熟了。娜奥米：但愿如此，你这要去哪儿？赫克托：我乘公交去学校。娜奥米：哦，我也是。赫克托：太好了，我们一起吧。娜奥米：我们得乘几路公交车？赫克托：来，我指给你看。我们现在在这儿，看到了吗？娜奥米：医院边上？赫克托：是的。我们先乘11路车，在加乐利亚购物中心下车，然后转乘3路车到达格兰岱尔社区大学，就是这么简单。娜奥米：先坐11路到购物中心，然后3路车到学校那11路车什么时候来？赫克托：下一班车是11:50，应该随时就会来。我想我看到11路车了。娜奥米：来啦。那个，你昨晚做作业了吗(2)娜奥米：嘿，赫克托，真巧，你是要坐公交去学

38、校？赫克托：是啊，我要坐11路车。娜奥米：等等，让我来说。我们先乘11路车到购物中心，然后转乘3路车到学校。赫克托：啊哈，你现在是专家啦。娜奥米：但我对班车时刻表还不太熟。购物广场出发的3路车多长时间一班？赫克托：每隔20分钟，12:15有一班。娜奥米：现在都12:20了，我觉得我们错过了那一班。哎呀，下一班12:35到这里。赫克托：看看，我说对了吧。你现在都成专家了。（3）路人：打扰一下，请问你知道怎么去加乐利亚购物中心吗？娜奥米：是的，我知道，坐11路车。路人：11路车什么时候到这里？娜奥米：每隔20分钟一班，下一班应该1:15到这里。路人：谢谢。娜奥米：不客气。READING 背景知识S

39、an Francisco is a very exciting and beautiful city. It stands on a hilly, steep peninsula between San Francisco Bay and the Pacific Ocean, which lies in western California. It is considered as the gateway to the Far East. The Chinatown in this city is the largest one in the United States. It is full

40、 of Chinese shops, temples and restaurants.San Francisco is famous for its tourism. A song named San Francisco sings, If youre going to San Francisco, be sure to wear some flowers in your hair. If youre going to San Francisco, youre gonna meet some gentle people there. For those who come to San Fran

41、cisco, summer time will be a loving there. Now let learn how to get around San Francisco. 语言解析1. San Francisco is easy to get around. 在旧金山，出行很方便。get around 四处走动，出行e.g. His new wheelchair lets him get around more easily.新轮椅让他行动起来更容易。2. Here are some of the best ways I recommend you to see this beautiful city.我向您推荐一些游览这座美丽城市的最佳方式。recommend 推荐e.g. I recommend that you inquire about the job. 我建议你了解一下这项工作。3. Many of the citys most popula