新生代英语基础教程2unit1_电子教案

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》FamilyShow Time“Where are you from?”ReadingWhy is it called a honeymoon? Chat TimeThe rest is history.WritingFamily treeGrammarThe possessive ’sMy StoryFamilymain Have students look at the picture and ask them to tell you as much as they can about it.Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in yourHave the students listen and repeat the words. Use descriptive sentences to teach the family member words. For example, you can say “Your uncle is your mother or father’s brother.” “Your aunt is your mother or father’s sister.” “Your cousin is your uncle or aunt’s child,” and so on. A simple family drawn on the board can often help students to understand this.They may find it interesting to see your family tree, if you don’t mind sharing it with them.For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to descr ibe someone’s relationship status. Ask “Have you been to a wedding recently?” “Who got married?”For Tell the students they will hear a conversation between a radio host and a celebrity (Anna). Now listen to the conversation and have students complete the sentences.Correct any mistakes. Have students talk about family members with sentences they have learnt.For Exercise D, let students match those Chinese kinship terms to the corresponding English definitions.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?” “Why are they doing that?” “How are they doing it?”Next, have students take turns in explaining what is happening in each picture.Watch the video. Now look at Exercise B, and ask students to complete the True / False statements.Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Naomi, one as Hector and the other as Mrs. Sanchez. For an extension activity, you can also have the students redo the conversation using information from their family. Finally, have students match the questions to the answers in Exercise D.Review the vocabulary word honeymoon. Ask them to give you examples of where people might go ontheir honeymoon. Some students may even know where their parents went on honeymoon.Next, read and listen to the text and have the students read each of the True / False statements and choose the correct answer. Have students read the new words in the boxes and correct their pronunciation. Then have students underline these words. After the presentation, have students finish Exercises B and E.Put the students in pairs and have them practice talking about where they would like to go on honeymoon. Every two minutes have students stand up and change partners. Do this three or four times, depending on class size.Ask students to draw a poster and fill in some information. Ask students to introduce and advertise their dream honeymoon package to all classmates.Explain to students that they will hear a conversation in which Andrew tells Jenny about his wedding plans. 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.Next, have students practice askingabout families in pairs, monitoringthem while they do so.Now, have students read through theLanguage Note, teaching the phrase“the rest is history.”For Exercise C, you can dividestudents into pairs, and ask them toact out the situation. They can taketurns playing different roles.Monitor them and help whennecessary.Ask students to look at the family tree and fill in the names and their occupations. Check their work.Ask students to write names and occupations of their family members as in the example. Remind them of the appropriate form of Chinese names. Have two volunteers write their answers on the board and check their spelling.Teach students to describe their family relations using the sentence pattern in Exercise C.Explain to students that we use the possessive s to describe who owns something. First, write a large ’s on the board. Next, tell the students that we add ’s for when one person owns something. Walk around the class, picking up students’ items and giving examples, such as “This is John’s book”, emphasizing the ’s. Have students echo you and then ask them to try on their own.Then, tell students that for two names, we add ’s to the second name only.After that, you will need to tell students about irregular plurals. Make examples using the most common irregular plurals used with ’s: children, men, women and people, etc.Let students complete the exercises, and then ask them to change books and go through the answers, correcting any mistakes.Tell students that they will see a video in which real people talk about their families.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.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.For the discussion section, start by going through 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.Finish all the exercises in Unit 1.Read the text in this unit again and try to summarise its content.Interview a family member and write a familydescription for him/her.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文主持人：您正在收听的是诺维奇广播电台，我是主持人艾伦·彼得斯。