新生代英语基础教程1 Unit 3_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》 2

教学计划教学单元 Unit 3 “What’s for lunch?”

单元主题  Food 课时

安排 8

教学内容

 Show Time “What’s for lunch?”  Reading Food labels  Chat Time Knock yourself out  Writing A questionnaire  Grammar Articles  My Story Breakfast, lunch, and dinner

主要目标教学活动建议 Warm-up To get students to talk

about the main topic 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 choose the best 3

of this unit in a comfortable and relaxed manner

answer.

Vocabulary Builder A and B To teach students new vocabulary related to food.

 Have the students listen and repeat the words. The most difficult word on this list is probably “delicious”. Have students repeat this word a few times and check pronunciation.

 As a warm up, you can also ask students to tell you all the foods they think are delicious. You can do this by asking each student “Which food do you think is delicious?” They can answer in a full sentence “I think ________ is/are delicious.” Correct the students if they use the wrong be verb, explaining that we use is for single or uncountable foods and are for countable (plural) foods. You can also ask students to tell you which be verb we would use with the vocabulary words here, for example “Which be verb should we use with the word salad here?”

 Once students seem comfortable with the vocabulary, have them do the exercises correcting any errors.

C and D To improve students’ listening and comprehension skills

 Have students go through the conversation quickly and think about what they are talking about. You may remind them to pay attention to key words “dessert”, “drink”, and “iced-tea”.

 Tell the students they will hear two people

talking about food. Now listen to the conversation and have students complete 4

the sentences. Correct any mistakes.  You can also introduce the idea of losing

or gaining weight. Tell them that Alex is a man and Jenny is a woman. Clarify that losing weight is not women’s patent.

 Ask students what they would like to eat

and drink for lunch/dinner. Another way to model this conversation is to put students in pairs with one student as the waiter and the other as a customer. Students take turns asking the other what he or she would like to eat/drink.

 For exercise D, have students look at the pictures. Label the food with names from the boxes.

 Write incomplete sentences in the blackboard like “I’m on a diet, so I don’t want to eat/drink ___________.” or “I’m really hungry, I’ll have___________.” Have them fill in the blanks and make up a conversation based on these sentences. Show Time A

To teach students listening and speaking skills through the use of video

 First, have students match the pictures to the sentences which describe them

 Then, 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. 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 5

them race to explain what is happening in the picture. The student with the fastest and best explanation wins.

B, C and D To improve students’ listening comprehension through the use of video

 Watch the video. By now the students should be confident in naming the three characters. To make sure, you can pause the video when all three characters are on screen and asking the name of each one.

 Now look at Exercise B, and ask students if they can remember what Hector and Mateo ordered and have them tick the answers, correcting any errors. Have them refine the conversation they just made up.

 Next, students can go through the dialogue in Exercise C and guess the missing words. Watch the video again and check their guessing. Have two students read out the dialogue with one student playing the role of Hector and the other as Mateo. Another way to do this is to have half the class (for example all the boys) read Mateo’s lines and half the class (all the girls) read Hector’s lines. Continue to refine the conversation according to this exercise.

 Finally, have students match the questions to the answers in Exercise D. You may need to remind them that ’d is a contraction of would. This will help them with Number 3. When they have finished, go through the answers. Continue to refine the conversation according to this exercise.

合集下载

新生代英语基础教程课件

新生代英语基础教程课件步骤思维是一种解决问题和做决策的方法，它可以帮助人们有条理地分析和解决复杂的问题。

在新生代英语基础教程课件中，我们学习了如何运用步骤思维来解决问题。

下面我将根据课件内容，以如何学习一门新的外语为例，介绍步骤思维的应用。

首先，我们需要明确我们的目标。

学习一门新的外语，例如英语，是一个较大的目标。

因此，我们需要将这个目标细分成更小的目标，例如掌握基本的词汇和语法，提高听力和口语能力等。

这样做可以帮助我们更好地安排学习计划，并且每个小目标的达成都会给予我们积极的反馈，增强学习的动力。

接下来，我们需要收集相关的学习资源。

可以通过课程教材、在线学习平台、学习App等方式获取学习材料。

同时，我们还可以寻找一些学习英语的朋友或者加入语言交流群组，以便与其他学习者一起分享学习经验和资源。

第三步是制定学习计划。

我们可以根据自己的时间安排、学习进度和优先级，制定一个合理的学习计划。

这个计划可以包括每天的学习时间、学习任务和学习方法等。

制定计划的时候，我们要尽量将学习时间分散开，避免长时间的学习造成疲劳。

在学习过程中，我们需要进行反馈和评估。

这意味着我们要不断检查自己的学习进展和理解程度。

我们可以通过做练习题、参加口语练习和模拟考试等方式，来评估自己的学习效果。

同时，我们还可以寻求他人的帮助，比如老师或者同学的指导和建议，以便及时调整学习策略并提高学习效果。

最后，我们需要持之以恒地坚持学习。

学习一门新的外语需要时间和耐心，我们不应该期望立即取得显著的成果。

因此，我们要保持积极的学习态度，坚持每天的学习计划，并且相信自己的努力会取得成果。

总之，步骤思维是一种有助于解决问题和做决策的方法。

在学习一门新的外语的过程中，我们可以运用步骤思维来帮助我们制定学习目标、收集学习资源、制定学习计划、进行反馈和评估，最终坚持不懈地学习下去。

这种方法可以提高学习的效果，使我们更加有条理和自信地面对学习的挑战。

新生代英语基础教程2Unit3_电子教案

新⽣代英语基础教程2Unit3_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》BreakfastShow Time“Nobody has pizza for breakfast.”ReadingEnglish BreakfastChat TimeI’m allergic to dairy.WritingA recipeGrammarCountable and uncountable nounsMy StoryFood and nutritionHave students look at the picture and askthem to tell you as much as they canabout it.Then, go through the questions andcomplete each answer. In addition, youcan ask a few warm-up questions such as“Do you eat breakfast every day” “Whodo you eat breakfast with” and “What do you usually have for breakfast” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “Yes, I do.” “I eat _____ with _____.” and “I usually eat _____.”This is also a good opportunity to review the present simple tense, since breakfast is something we repeat on a regular basis.For an extension activity, you can also apply the same questions to other meal times.Have students listen and repeat the words. The vocabulary for this unit is quite easy to teach since they are all concretenouns (nouns we experience through our five senses, as opposed to abstract nouns, which we must imagine). Thus, you can teach them simply by pointing to the pictures in the book and having the students echo and repeat after you.At this level, you may also consider making basic flashcard for the vocabulary. This is a lot easier than it sounds. All you need to do is find some pictures of the vocabulary items. Then you can print them out and laminate them. Keep in mind that flashcards work best when used with concrete nouns. This is because it is difficult (or sometimes impossible)to show a pictorial representation of abstract nouns. Another point to remember is flashcards tend to be more fun and effective with lower level and younger students. If your students are older or higher level, flashcards may not be as effective or necessary. With younger learners, having flashcards can not only help students learn, but can also provide you with a range of fun games and activities.Once students are comfortable with the new words, have them do the exercises, correcting any mistakes.Tell the students they will hear a conversation between David and his mother. Now, listen to the conversation and have students complete the sentences. Correct any mistakes. Have students practice the conversation in pairs. Monitor their performance.For Exercise D, let students read the clues first and then guess the food one by one.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 tha t” “How are they doing it”Next, have students take turns in explaining what is happening in 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 is happening in the picture. The student with the fastest and best explanation wins.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 Hector, one as Mr. Sanchez and the other as Mrs. Sanchez. For an extension activity, you can also have the students rewrite the conversation, using different foods.For Exercise D, you need to first review the vocabulary word omelet. Ask students what the ingredients are for a typical omelet, and then have them imagine the steps they might take when making one. Now, tell students to look at 1. And read it out loud. Ask, “What should we do after we beat some eggs in a bowl When students have given you the correct answer, repeat the process using “What should we do after we _____” To check the answers for B, C, and D, students can change books and listen as you go through the answers. If you would like to give homework, you can tell students that they must rewrite every incorrect answer 5, 10 or 20 times at your discretion.Read and listen to the text and have the students read each of the True / False statements. Choose the correct answer in eight minutes. Then have them complete Exercise B in five minutes.Have students read the new words in the boxes. Correct their pronunciation. Have students underline the words and expressions in the article. Let students finish Exercise C.Ask students: “Do you think breakfast is important” and “Do you have it regularly” Have them write their answers down and exchange their opinions with their partner. Invite volunteers to voice their view.Have students preview the new words before class. During this process, they can know more about food culture of these countries.You may use visual aids to show the diversity of food culture.Explain to students that they will hear a conversation in which Andrew politely declines food offered to him by Julie. 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 declining food in pairs, monitoring them while they do so.Now have students read through the Language Note, teaching the idiom “An apple a day keeps the doctor away.” Ask students to tell you how often they eat fruit and which fruit they like the best.Explain examples in Exercise C and remind them to practice dialogs usingTell students that eggs are essential to English breakfast and eggs can be fired, scrambled, boiled and proached. Have students finish Exercise B.Have students read words from the form of Exercise A and tell their Chinese meanings. Check their work.Play a short video on four methods of cooking eggs and provide several clues. Ask students to write simple instructions with Exercise A as an example.Explain to students that some nouns are “countable,” which means that you can count them. Sometimes they are also called “count nouns.” Give some examples of “count nouns,” such as cars, tables, cups, sandwiches, emphasizing the s on the end. Tell students that, with the exception of irregular plurals, we can always add s to countable nouns. Ask students to come up with examples of countable food nouns and write them on the board.Next, tell students that other nouns are “uncountable,” which means that we cannot count them. Sometimes, they are also called “non- count nouns.” A good way to teach this is to have students look at the material properties of the food. For example, you can tell students that all liquids and powders are uncountable. You can then drill the “other” category, making sure students learn them, too.A quick game you can play to teach this is“How much / How many.” You say a noun and then students must say either “How much” or “How many” depending on if the noun is countable or uncountable. The first student to say the correct answer gets a point for his/her team. You can also do the same using “There is / are.”Finish by having students complete the exercises, and then ask them to change books and go through the answers, correcting any mistakes.Tell the students that they will see a video in which real people talk about their eating and shopping habits. 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.作业Finish all the exercises in Unit 3.Read the text in this unit again and try tosummarise its content.Write a recipe for your favorite food.课后总结与反思补充教学资源VOCABULARY BUILDER参考译⽂参考译⽂戴维：嘿，妈妈，早饭吃什么母亲：早上好，戴维。

全新版大学英语综合教程教案1-unit3

e.g.It is likely that he will be late.→He is likely to be late.
more/less/most/least likely
e.g.Young drivers are far more likely to have accidents than older drivers.
止住抑制隐匿查禁
[9] put/ turn the clock back：
e.g.The employment bill(就业法) in which women are not allowed to take jobs will put the clock back fifty years.
put the clock(s) back/forward:BE, to change the time shown on the clock to one hour earlier or later, when the time officially changes
[6] majorityn.：minority( the majority / a majority把全部当作一个整体时视为单数，当作许多个体时视为复数。)
e.g.The majority of students were (was) indifferent to the political meeting.
e.g. Only a minority wants a war.
e.g. It’s a monority opinion.
be in (the) majority占多数，过半数
e.g. We are in the minority, most people don’t want a war.

新一代大学英语视听说教程1 U3 PPT课件精编版

ห้องสมุดไป่ตู้
Listening and
Speaking
Technology at the Winter Olympics
Thinking and speaking
3 Technology is playing an increasingly important role in
sports. But this raises a question as to how technology affects sporting success. Which is the more important factor for winning in today’s sports, the athlete or technology? Is the use of technology in sports a kind of cheating or progress? Discuss in groups whether the use of technology should be encouraged in sports.
questions with what you hear.
1 Why is the Sochi Winter Olympics considered the most expensive ever? They are reported to have cost around ___£_3_2_b_i_ll_io_n____. 2 Why were people surprised when they knew that the Winter Games were awarded to Sochi? Because Sochi is known for its ___s_u_b_t_r_o_p_ic_a_l_c_li_m_a_t_e___. 3 In what ways has technology been used at the Sochi Olympics? Technology has been used in the materials in _t_h_e_d_e_s_i_g_n_o_f_s_p_o_r_t_sw__e_a_r_, which can give competitors an advantage in speed. It has also been used in the __eq__u_ip_m__e_n_t athletes use, like skis, and in making artificial or fake ___s_n_o_w___because of Sochi’s climate.

新生代英语基础教程2-Unit1-电子教案优质文档新

Have stude 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 such as“How many people are in your family?” and “Where are you from?” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “There are _____ in my family.” and “I come from _____.”
教材《新生代英语基础教程2》
教学计划
教学
单元
Unit 1“Where are you from?”
单元
主题
Family
课时安排
8
教
学
内
容
Show Time
“Where are you from?”
Reading
Why is it called a honeymoon?
Chat Time
The rest is history.
Correct any mistakes. Havestudents talk about family members with sentencestheyhave learnt.
For ExerciseD, let students match those Chinese kinship terms to the corresponding English definitions.

新生代英语基础教程1-Unit-2-电子教案优质文档新

Read though Words and Expressions.Ask them questions about their favorite weather and then have them practice such conversations in pair.
For exercise D, the teacher can design a game. Divide the class into six groups, each group choosing one task. Then students select nouns that can go with the adjectives in question. Use these words to make sentences or make up a small story.
Finish the exercise and check their answers.
C and D
To improve students’ listening and comprehension skills
For Exercise C, tell the students that they willhear a weather forecast. Explain that a forecast is when people try to predict (or guess) what the weather will be. Review the words describing weather with students like sunny, rainy and stormy.
Vocabulary Builder
Aand B

英语1基础模块Unit03-修改版

05
文化背景介绍
英语国家文化背景
英语国家概述：介绍英国、美国、加拿大、澳大利亚等英语国家的地理位置、历史背景、文化特色等。
英语语言与文化：阐述英语语言的发展历程、特点以及与英语国家文化之间的联系。
英语国家的风俗习惯：介绍英语国家人们的日常生活习惯、社交礼仪、节日庆典等方面的文化习俗。
英语国家的价值观：探讨英语国家人们普遍认同的价值观，如个人主义、自由、民主等。
推理判断
文章主旨大意理解
细节信息提取
词汇短语运用
汇报人：
感谢观看
语法结构
添加标题
添加标题
添加标题
添加标题
语态：了解主动语态和被动语态的转换规则
动词时态：掌握不同时态的用法和结构
虚拟语气：掌握虚拟语气的用法和结构
句子结构：了解简单句、复合句和并列句的构成规则
语言表达
掌握重点词汇和短语
理解并运用基本语法规则
提高口语表达和听力理解能力
了解并掌握常见英语表达方式
04
技能训练
听力训练
听力技巧：如何抓住关键词、理解语音语调等
听力训练与口语、阅读的结合：如何通过听力训练提高口语和阅读能力
听力训练方法：精听、泛听、听写等方法的介绍
听力材料选择：适合学生水平的听力材料推荐
口语训练
口语训练的实践应用
口语训练的评估与反馈
口语训练的重要性
口语训练的方法和技巧
阅读训练
理解文章主旨和结构
06
课堂互动环节
小组讨论
小组讨论的实践应用和效果评估
小组讨论的常见问题和解决方法
小组讨论的流程和规则
小组讨论的目的和意义
角色扮演
定义：学生通过扮演特定角色来模拟真实场景中的交流互动

英语1基础模块Unit03修改版PPT课件

一万：ten thousands 一百万: one million [‘mɪljən]
一千万:ten millions
一亿：One hundred million 十亿：One billion
第23页/共74页
Everyday English
第24页/共74页
Activity 8
Read and choose. 读海报，选出周六打折商品的数量。
Salad Sauce Original ¥ 7.99 Sunday ¥ 5.99
第27页/共74页
Milk Original ¥ 7.80 Friday ¥ 7.50
Oil Original ¥ 18.00 Saturday ¥ 16.00
Pizza Original ¥ 10.00 Sunday ¥ 7.50
16 – sixteen 17 – seventeen 18 – eighteen 19 - nineteen 20 – twenty 21 - twenty-one 22 - twenty-two 23 - twenty-three 24 - twenty-four 25 - twenty-five 26 - twenty-six 27 - twenty-seven
第4页/共74页
Activity 3
Listen and tick. 听录音，勾出已卖完的商品。
第5页/共74页
Activity 3
Tang Hua and Sara are talking at the school gate.
Tang Hua: Hi, Sara. What’s your plan for the afternoon?
Amount ¥ 24.00 ￥36 ¥ 60.00 Jerry Shade

新生代英语基础教程2 Unit3_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》1245678补充教学资源VOCABULARY BUILDERSHOW TIME➢语言解析1. How about some cake? Cake has eggs and milk and fruit! 来点儿蛋糕如何？蛋糕有鸡蛋、牛奶和水果！1）How about +sth / doing sth？What about +sth / doing sth？e.g. What about seeing a film? 看电影怎么样？2）Why don’t you do sth?e.g. Why don’t you have a housewarming party?为什么不举行一个庆贺迁居的聚会？93）对他人的提议表示同意时，可以说：That’s a good idea./OK./Great./Yes,let’s…；对他人提议表示不同意时，委婉地拒绝，可以说：No, I’m sorry…/ No, I’m afraid…；或委婉提出其它建议，可以说：I’d (I would) prefer sth/to do sth./ I’d (I would) rather sth /do sth.。

2. People have toast for breakfast, and toast is bread, right? Well so is pizza, basically.人们早餐吃的吐司，吐司是面包，对吧？那么，披萨本质上也是面包。

此句so is pizza是倒装结构中的部分倒装。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。