新生代英语基础教程2Unit3-电子教案

1、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教学计划教学单元Unit 3 “Nobody has pizza for breakfast.”单元主题l Breakfast课时安 排8教学内容l Show Time“Nobody has pizza for breakfast.”l ReadingEnglish Breakfastl Chat TimeIm allergic to dairy.l WritingA recipel GrammarCountable and uncountable nounsl My

2、 StoryFood and nutrition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 Have students look at the picture and ask them to tell you as much as they can about it.l Then, go through the questions and complete each answer. In addition, you

3、 can ask a few warm-up questions such as “Do you eat breakfast every day?” “Who do 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.” “

4、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. l For an extension activity, you can also apply the same questions to other meal times.Vocabulary BuilderA and BTo teach students new

5、vocabulary related to breakfast and nutritionl Have students listen and repeat the words. The vocabulary for this unit is quite easy to teach since they are all concrete nouns (nouns we experience through our five senses, as opposed to abstract nouns, which we must imagine). Thus, you can teach them

6、 simply by pointing to the pictures in the book and having the students echo and repeat after you.l 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 prin

7、t 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 leve

8、l 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.l Once students are comfortable with the n

9、ew words, have them do the exercises, correcting any mistakes. C and DTo improve students listening and comprehension skillsl 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.

10、Have students practice the conversation in pairs. Monitor their performance.l For Exercise D, let students read the clues first and then guess the food one by one.Show TimeATo teach students speaking skills through the use of videol First, have the students watch the video in its entirety. Ask basic

11、 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?” l Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a

12、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. B, C and DTo improve students listening comprehension through the use of videol

13、Watch the video. Now, look at Exercise B, and ask students to complete the True / False statements. l 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 a

14、n extension activity, you can also have the students rewrite the conversation, using different foods.l For Exercise D, you need to first review the vocabulary word omelet. Ask students what the ingredients are for a typicalomelet, and then have them imagine the steps they might take when making one.

15、 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 y

16、ou 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.ReadingA and BTo improve students reading comprehension and learn about English breakfastl Read and listen to the text and have the

17、students read each of the True / False statements. Choose the correct answer in eight minutes. Then have them complete Exercise B in five minutes. C and DTo get the students comfortable when speaking about breakfastl Have students read the new words in the boxes. Correct their pronunciation. Have st

18、udents underline the words and expressions in the article. Let students finish Exercise C.l 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.ET

19、o review the useful words and expressionsl Have students preview the new words before class. During this process, they can know more about food culture of these countries.l You may use visual aids to show the diversity of food culture.Chat TimeTo improve students listening, speaking, writing and act

20、ing skills through the use of conversationl 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 blan

21、k 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.l Now have students read through the Language Note, teaching the idiom “An apple a day keeps the doctor away.” Ask students to tell

22、you how often they eat fruit and which fruit they like the best.l Explain examples in Exercise C and remind them to practice dialogs using Useful Language.WritingTo improve students writing skills and learn to write about recipesl Tell students that eggs are essential to English breakfast and eggs c

23、an be fired, scrambled, boiled and proached. Have students finish Exercise B.l Have students read words from the form of Exercise A and tell their Chinese meanings. Check their work.l Play a short video on four methods of cooking eggs and provide several clues. Ask students to write simple instructi

24、ons with Exercise A as an example.GrammarTo teach students countable and uncountable foodsl 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, sandwic

25、hes, 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 themon the board.l Next, tell students that other nouns are “uncountable,” which means that

26、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 st

27、udents learn them, too.l 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 ca

28、n also do the same using “There is / are.”l Finish by having students complete the exercises, and then ask them to change books and go through the answers, correcting any mistakes. My StoryTo improve students listening comprehension and speaking ability through the use of videol Tell the students th

29、at 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.l Now have students tell you the answers, correcting any mistak

30、es. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students answers, correcting any mistakes.l For the discussion section, start by going through the model answers in the book, and have students repeat after you. Then, give the students

31、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.课后学习设计作业u Finish all the exercises in Unit 3.u Read the text in this unit again and try to summarise its content.u Write a re

32、cipe 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。我们有烤面包、水果和鸡蛋。你要吃点儿什么呢？戴维：我要一些烤面包，谢谢。母亲：你想喝什么？有橙汁、苹果汁和牛奶。戴维：我要一些牛奶。你在吃什么？妈妈：现在是十一点我6点半就醒了！我已经吃过早饭了。戴维：哎呀我想我睡过头了。嗯，这是星期六。我可以和艾莉一起玩电子游戏吗？母亲：当然可以，但是首先吃完早餐并完成你的家庭作业。戴维：好的！SHOW TIME 语言解析1. How about some cake? Cake

33、 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 dont you do sth?e.g. Why dont you have a housewarming party? 为什么不举行一个庆贺迁居的聚会？3）对他人的提议表示同意时，可以说：Thats a good idea./OK./Great./Yes, lets； 对他人提议表示不同意时，委婉

34、地拒绝，可以说：No, Im sorry/ No, Im afraid；或委婉提出其它建议，可以说：Id (I would) prefer sth/to do sth./ Id (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）当要表示前面提出的某一肯定的情况也同样适合于后者，通常就要用“S

35、o+助动词+主语”这种倒装结构：e.g. You are young and so am I. 你年轻，我也年轻。She likes music and so do I. 她喜欢音乐，我也喜欢。If he can do it, so can I. 要是他能做此事，我也能。2）若前面提出某一否定的情况，要表示后者也属于同样的否定情况，则应将其中的so改为neither或nor：e.g. You arent young and neither am I. 你不年轻，我也不年轻。She hasnt read it and nor have I. 她没有读它，我也没有读。3. Isnt there a

36、nything else in the refrigerator besides pizza and cake.冰箱里除了比萨饼和蛋糕，没别的了吗？besides 在这里作介词，意为 “(包含在内的）除了”，还可作副词，意为“再者，而且”。e.g. There were still ten persons besides me who supported the plan. 除了我之外，还有十人支持这个计划。He has no friends. Besides, he has no money. 他没有朋友。而且，他没有钱。except (不包含在内的）除了e.g. Everyone came

37、 to the party except George. 除乔治以外，大家都来参加聚会了。4. Give me a hand, will you, dear 亲爱的，帮个忙，好吗？ 此句是陈述部分为祈使句的反意疑问句。1）若陈述部分为祈使句，疑问部分通常用will you：e.g. Come with us, will you? 同我们一起去，好吗？ Dont forget to post the letter, will you? 请别忘了寄信。 当祈使句为Lets时，疑问部分用shall we：e.g. Lets go there together, shall we? 我们一起去，好吗?

38、2）give sb a hand=lend sb a hand=help sb 帮助某人e.g. Can you give (lend) me a hand to carry the piano? 你能帮我搬一下这架钢琴吗？5. It will only take about 15 minutes.它只需要约15分钟。It takes sb. some time to do sth .做某事花某人时间。其中的It 是形式主语。代替后面的不定式(短语)。e.g. It will take us a whole week to travel through the forest. 穿过这片森林得用

39、我们一整周时间。It took them 3 days to finish the work.干完这项工作用了他们3天时间。How long does the journey take? It takes about 3 hours. 这段旅程需要多长时间？大约3个小时。6. I was only kidding! 我只是在开玩笑！be kidding口语化表达，类似表达还有You are kidding！（你是在开玩笑吧？）正式点的说法是Are you joking？参考译文桑切斯夫人：这是什么声音？桑切斯先生：是冰箱吗？赫克托：可能。桑切斯夫人：赫克托！是你的胃在叫！赫克托：对不起，妈。我

40、没吃早餐。桑切斯夫人：为什么没吃呢？你知道的，早餐是一天中最重要的一顿饭。赫克托：没事。我可以等到午饭。桑切斯先生：赫克托，吃点东西吧。赫克托：吃什么？桑切斯先生：家里有水果。你为什么不吃一个苹果？桑切斯夫人：或者我可以给你做些熏猪肉、鸡蛋和吐司。你想吃吗？赫克托：没事，妈妈。不用麻烦了。有凉的比萨饼。足够了。桑切斯夫人：早餐吃比萨饼吗？一天开始吃这个不好。桑切斯先生：我同意你妈妈的看法。从来没有人吃比萨饼当作早餐。赫克托：为什么不行呢？人们早餐常吃吐司，吐司就是面包，对吗？那么，披萨本质上也是面包。现在我还需要一些薯片。桑切斯先生：我说真的，你给我打住。赫克托：好吧，好吧。桑切斯夫人：早餐你

41、应该吃真正的食物：鸡蛋、牛奶、水果。我给你做点什么吧。赫克托：来点儿蛋糕如何？蛋糕有鸡蛋、牛奶和水果！桑切斯夫人：它也有糖。很多很多的糖。冰箱里除了披萨和蛋糕，难道没别的了吗？赫克托：嗯，有蔬菜、奶酪和鸡蛋。桑切斯先生：为什么不做煎蛋卷？桑切斯夫人：这是个好主意。亲爱的，帮个忙，好吗？它只需要约15分钟。赫克托：我该做些什么呢？桑切斯夫人：首先，你拿几个鸡蛋，把他们打在一个碗里。然后把牛奶倒进碗里。如果你喜欢，可以加一些磨碎的奶酪桑切斯夫人：这个是不是比吃披萨和蛋糕更好？赫克托：这是当然。谢谢，妈妈。桑切斯先生：你能把胡椒粉递给我吗？赫克托：没问题，给你，爸爸。你能把糖递给我吗？桑切斯先生：糖？你要糖干什么？赫克托：我喜欢把糖撒在我的煎蛋卷中。桑切斯先生：什么？赫克托：我只是在开玩笑！READING 语言解析1. However, an English breakfast will be different depending on what part of the UK you are in. 然而，英式早餐有很多种