新生代英语基础教程1Unit3-电子教案374

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》教学计划教学单元单元主题Unit3“What’sforlunch?”课时安排8FoodShowTime“What’sforlunch?”ReadingFoodlabels教学内容ChatTimeKnockyourselfoutWritingAquestionnaireGrammarArticlesMyStoryBreakfast,lunch,anddinner主要目标教学活动建议Warm-upTogetstudentstotalkHavestudentslookatthepictureandaskthemaboutthemaintopictotellyouasmuchastheycanaboutit.Then,gothroughthequestionsandchoosethebestofthisunitinacomfortableandanswer.relaxedmannerVocabularyBuilderAandBHavethestudentslistenandrepeatthewords.ThemostdifficultwordonthislistToteachstudentsnewisprobably“delicious”.Havestudentsvocabularyrelatedtofood.repeatthiswordafewtimesandcheckpronunciation.Asawarmup,youcanalsoaskstudentstotellyouallthefoodstheythinkaredelicious.Youcandothisbyaskingeachstudent“Whichfooddoyouthinkisdelicious?”Theycananswerinafullsentence“Ithink________is/aredelicious.”Correctthestudentsiftheyusethewrongbeverb,explainingthatweuseisforsingleoruncountablefoodsandareforcountable(plural)foods.Youcanalsoaskstudentstotellyouwhichbeverbwewouldusewiththevocabularywordshere,forexample“Whichbeverbshouldweusewiththewordsaladhere?”Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercisescorrectinganyerrors.CandDHavestudentsgothroughtheconversationquicklyandthinkaboutwhattheyareToimprovestudents’talkingabout.Youmayremindthemtolisteningandpayattentiontokeywords“dessert”,comprehensionskills“drink”,and“iced-tea”.Tellthestudentstheywillheartwopeopletalkingaboutfood.Nowlistentotheconversationandhavestudentscompletethesentences.Correctanymistakes.Youcanalsointroducetheideaoflosingorgainingweight.TellthemthatAlexisamanandJennyisawoman.Clarifythatlosingweightisnotwomen’spatent.Askstudentswhattheywouldliketoeatanddrinkforlunch/dinner.Anotherwaytomodelthisconversationistoputstudentsinpairswithonestudentasthewaiterandtheotherasacustomer.Studentstaketurnsaskingtheotherwhatheorshewouldliketoeat/drink.ForexerciseD,havestudentslookatthepictures.Labelthefoodwithnamesfromtheboxes.Writeincompletesentencesintheblackboardlike“I’monadiet,soIdon’twanttoeat/drink___________.”or“I’mreallyhungry,I’llhave___________.”Havethemfillintheblanksandmakeupaconversationbasedonthesesentences.ShowTimeAFirst,havestudentsmatchthepicturestothesentenceswhichdescribethemToteachstudentslisteningandspeakingThen,askbasiccomprehensionquestionsskillsthroughtheusesuchas,“Whoarethemaincharactersinofvideothisvideo?”“Wherearethey?”“Whataretheydoing?”“Whyaretheydoingthat?”“Howaretheydoingit?”Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.B,CandDWatchthevideo.BynowthestudentsshouldbeconfidentinnamingthethreeToimprovestudents’listeningcharacters.Tomakesure,prehensionthroughtheuseofvideoNowlookatExerciseB,andaskstudentsiftheycanrememberwhatHectorandMateoorderedandhavethemticktheanswers,correctinganyerrors.Havethemrefinetheconversationtheyjustmadeup.Next,studentscangothroughthedialogueinExerciseCandguessthemissingwords.Watchthevideoagainandchecktheirguessing.HavetwostudentsreadoutthedialoguewithonestudentplayingtheroleofHectorandtheotherasMateo.Anotherwaytodothisistohavehalftheclass(forexamplealltheboys)readMateo’slinesandhalftheclass(allthegirls)readHector’slines.Continuetorefinetheconversationaccordingtothisexercise.Finally,havestudentsmatchthequestionstotheanswersinExerciseD.Youmayneedtoremindthemthat’disacontractionofwould.ThiswillhelpthemwithNumber3.Whentheyhavefinished,gothroughtheanswers.Continuetorefinetheconversationaccordingtothisexercise.ReadingA,BandCHavestudentswatchthepicturesmatchthefoodlabelswiththephrasesasquicklyToimprovestudents’readingaspossible.IprehensionAskstudentstoscanfortherightanswerstoExercisesBandC.(Toscanmeanstoreadthetextveryquicklyonlyforthespecificinformationyouneedwithoutreadinglaboriouslythrougheverything.)Remindthemtoskipwordstheydon’tknow.D,EandFHavestudentsreadthroughwordsgivenbeforetheygoontofinishExerciseD.Checktheirpronunciation.YoumayImprovestudents’abilitytoutilisewhatdividetheclassintotwogroupsandhavethemreadthewordsinturnoryoumayhavestudentsfindsentenceswiththesewordsinlabelsatofandreadoutthetheyhavelearnedcorrespondingsentence.Aftertheyfinishtheexercise,checktheiranswers.ForExerciseE,havestudentsworkinpairanddiscusstheirfavoritefood.Askquestionslike:Howisitcooked?Whataretheingredients?Whatisitsuniquesellingpoint/USP?Providerelativewordslikefried,baked,stewed,braisedandsteamed.Nowanalysehowmanypartsafoodlabelmaycontainandwritealabelforyourfavoritefood.Letstudentsexchangetheiranswers.Correcttheirmistakes.Explaintostudentsthattheyshouldusethelettersintheboxestocompletethewords.Dothefirstandthefifthwordtogetherandhavethemfinishtherestbythemselves.Anyonewhoworkoutthewordscallout“Bingo”.ChatTimeToimprovestudents’First,havestudentsgothroughtheconversationandpredictwhattheyaretalkingabout.Remindthemtopayspeciallistening,speaking,writingandactingskillsthroughtheuseattentiontothekeywords,suchas“onaofconversationdiet”,“soup”,“sfood”,taring”,“eat”,“knockyourselfout”.Makethemunderstandtheyarediscussingfoodchoices.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetheconversationinpair,monitoringthemwhiletheydoso.Now,havestudentsreadthroughtheLanguageNote,teachingtheexpression“knockyourselfout.”Youcanalsoteachtheexpression“goforit,”whichhasthesamemeaning.Next,forExerciseB,havestudentsmakenewconversationsaccordingtotheexample.YoucanremindstudentstoreferbacktoVocabularyBuilder.Iftheyarewell-prepared,youmayencouragethemtoexplainhowtomakethefood.Finally,forExerciseC,havestudentsworkinpair,actingoutthemenuwithonestudentasthewaitressandtheotherasthecustomer.Monitortheirperformanceandprovidehelp.WritingToimprovestudents’First,havestudentsgothroughExerciseAwritingskillsandlearnandguessthemeaningofthewordtodesigna“questionnaire”.Youmayremindthemthatthiswordismadeupoftwoparts:questionandnaire.Explainthemeaningof“naire”bygivinganotherexample“millionaire”.Then,studentsfinishthequestionnaireaccordingtotheirownconditions.questionnaireNext,havestudentsputsentencesinExerciseBincorrectorder.Iftheyfinditdifficult,youcananalysethewordorderinsentencesfromExerciseA.DividestudentsintoseveraldirectthemtodesignaquestionnaireonsleepinghabitswithExerciseAandBasreference.Groupsexchangetheirworksgroupsandandformafinalquestionnaire.Askstudentsatschoolorevenfromotherschoolstodothequestionnaire.Helpstudentstowriteareportifpossible.GrammarToteachstudentshowHavestudentsfinishExerciseA.checktousearticlestheiranswersandexplaintothemthatweusearticlesinfrontofnouns.Articlescangiveusmoreinformationaboutanoun,suchaswhetheritissingular,plural,countableoruncountable.Articlescanalsotellusifwearetalkingaboutaspecificoruniquething.Now,introducea,an,theand–.Explainthatweuseaforsingulneedtobrieflyainthedifferencebetweencountablearcountablenouns.Atthispoint,youwillexplanduncountable(alsoknownasnon-count).Agoodwaytoteachthisistotellstudentsthatthematerialofathingisimportant.Liquidsandgasesareuncountable.Forexample,juice,sodaandwaterareliquids,sotheyareuncountable.Airisagassoitisuncountable.Solidsthatlosetheirshapearealsouncountable.Forexample,atablewon’tloseitsshapesoitiscountable.Ontheotherhand,cheesecanmeltandisthusuncountable.Tinysolidsarealsousuallyuncountable,forexamplesalt,sand,riceandsugar.Finally,collectionsofsimilarthingsareusuallyuncountable,suchasfurniture(thisisacollectionmadeupoftables,chairsetc.).Youmayneedtospendabitoftimeonthis,butitisimportantstudentsgrasptheconcept.Foran,remindstudentsthatweuseanbeforeavowel(a,e,i,o,u).Thearticletheisusedforspecificoruniquenouns.Tellstudentsthatspecificoftenmeansthatthenouninquestionhasalreadybeenmentioned.Uniquemeansthereisonlyone,suchasthesunandthemoon.Weusenoarticlewhenthenounispluraloruncountable.Tellstudentsthatpluralmeansmorethanone.InEnglish,pluralsarenormallyformedbyaddings.However,insomecasesweusees,ies,vesorchangethenoun.Oncetheyareready,havethemfinishExerciseBandchecktheiranswers.MyStoryToimprovestudents’HavestudentsgothroughExercisesAandlisteningBandguesswhatisonthevideo.RprehensionandspeakingabilitythroughtheuseofThenencouragethemtoguesstheanswersaccordingtotheirprediction.videoNowwatchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.Nowhavestudentstellyoutheanswers,correctinganymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.ForExerciseC,youcansay“Alejandrausuallyhascoffeewithmilk,fruit,yogurt,andcerealforbreakfast.”Oryoumaytellthemwhatyouhaveeatenforbreakfast.Thenaskthemwhattheyeatforbreakfast/lunch/dinner.Havestudentspracticeconversationinpairormovefreelytoasktheirclassmates.课后学习设计FinishalltheexercisesinUnit3.Readthetextinthisunitagain.作业Writeaquestionnaireonthetopicstudentsareinterestedin.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.Helookedsurprisedwhenheheardthe得news.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）/themaincourse（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.CanIgetasideorderofonion我能rings?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.Ourspecialtodayischickenand我rice.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-fiveyearmusicalcareer.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。Hereisagoodpieceofnewsfor有个you.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（ThousandIslanddressing）、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’llhaveasliceofchocolate我cake.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aglassofmil一k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Foodlabelsprovideinformationaboutthenutritionalcontentinsideapackageofood.Allfoodmanufacturersarerequiredbylawtoprovidefoodlabelclaimsspecifiinformationaboutthefoodyouarebuyingtohelpyoumakeinformedhealthydecisions.Butofcourse,youhavetoreadthefoodlabelfirst.Foodlabelsarebrokenupintosectionstomakeiteasyforyoutoreadandunderstandthenutritionfoundonaparticularfooditem.Youwillfindinformationeasilyaboutthecalories,howmanyservingsinthatpackage(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：Theastronautspacewalkedhalfan宇hour.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Crichin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/没danger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,for等free。e.g.Youarefreetogoanywhereyouwish.你愿意去哪里就可以去哪里。Igotthisbookforfreefromsomebodydidnwho’wtantit.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.Thef