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新生代英语基础教程1 Unit 1_电子教案

作者:高考题库网
来源:https://www.bjmy2z.cn/gaokao
2021-02-13 19:19
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2021年2月13日发(作者:易燃物)











课程名称



新生代英语基础教程


1

































《新生代英语基础教程


1


< p>





1



教学计划



教学



单元



单元



主题



?



Occupations and places


?



Show Time


“Nice to meet you.”



?



Reading


Have we met before?










?



Chat Time


You look familiar.


?



Writing


Filling in a form


?



Grammar


Personal pronouns and possessive adjectives


?



My Story


Introductions


Unit 1



Nice to meet you.




课时


8







教学目标



Warm-up



教学活动建议



To get students to talk


?



Have students look at the picture and ask


about the main topic of


this unit in a


comfortable and


relaxed manner


them to fill in the blanks with words given.


2



Vocabulary Builder



Aand B



?



Have students listen and repeat the words.



To teach students new


?



Ask students which words they know and


vocabulary related to


occupations and


places


which they aren’t sure about. Make sure to


emphasize the correct pronunciation of


“Ireland”


).



?



Once students are comfortable with each


word, let them try to complete the


exercises by themselves. After they have


finished, go through each answer. Discuss


any questions that students had problems


with.


C


To improve students’


listening and


comprehension skills


?



Tell students they will hear a conversation


between two people who have just met.



Tell students that Jim is the name of the


male speaker and Tracy is the name of the


female speaker.


?



Then listen to the conversation and have


students complete the conversation. Go


through each answer and check for errors.


?



Brainstorm with students some topics for


small talk, for example, hometown, job,


name, etc.



D


To improve students’


speaking and


comprehension skills



?



Involve students in the performance to


guess words. Do this game in pair. One


student performs an occupation according


to a given word or picture and the other


guesses which occupation it is. Have three


pairs compete with each other and give


two pictures in each round. The pair using


shortest time wins. Check whether they


have all learnt the word by having the class


vie to answer or call individuals.


3



?



Ask questions like “What job is this?”


Inspire students to answer with a complete


sentence beginning with “I think it is…”


Correct their answers if they make


mistakes of “be” verbs. Explain to them


that “


-


er”


is a suffix of words to denote


anyone taking a particular job.


?



Finally, have them finish the exercise D.


Check their answers.


Show Time


A


To teach students


speaking skills


through the use of


pictures


?



First, have students look through all


pictures and sentences below. Ask basic


questions such as, “Who are


these


people


?” “Where are they?” “What are


they doing?” “Why are they doing that?”


“How are they doing it?”



?



Next, describe each character to help


students get familiar with the content. For


example,Hector has a shaved head. Mateo


has dark skin. Naomi is an Asian. The


teacher has red hair.


?



Next, have students match the pictures to


the sentences which describe them.


?



Divide students into groups of four and


have each group make up a dialogue based


on each picture. Give an example of the


first picture.


B, C and D


To improve students’


listening


comprehension


through the use of


video


?



Let students pay special attention to the


information about where the four people


are from, then play the video. Have


students complete Exercise B. Check their


answers and encourage them to revise their


dialogue according to this part.


?



And before doing Exercise C, you may


4



want to let students guess what the missing


words might be


.


Watch the video again


and finish the exercise with the words


from the boxes. Check their answers and


have students read the dialogue. Or you


may choose four students to model the


dialogue. Continue to revise students’


dialogues according to this part.


?



For exercise D, let students reorder the


statements and read out the dialogue in


pairs after checking their answer.


Reading



A, B and C


To improve students’


reading


comprehension


?



First, have students look at the picture


before reading the text, ask them to guess


what story it would be. You can ask


different students to share their guesses


about the story.



?



Then, have students read the text quietly to


themselves. After that, you can play the


recording to them.



?



Finally, have students try to role-play the


conversation in the story.


?



Look through statements in Exercise B and


guess the correct order. Listen to the


recording again. Reorder the sentences and


retell the story.


?



Finish exercise C. Teach students how to


look for key words in the article. Check


their answers.


D and E


To improve students’


critically thinking


ability and encourage


5



?



For Exercise D, let students choose which


opinions they agree with and tell their


reasons.


?



For Exercise E, hold a class discussion.


them to learn a lesson


from the story



Encourage students to share their opinions.


You may ask a few questions to lead in. for


example, is the young man wrong? Should


the madam hire him if he is very capable?


F and G


To review the useful


words and expressions


?



Before doing Exercise F, have students


read the words from the boxes. Correct


them if they read in a wrong way. You can


teach the word formation, for example,


add “er” to the verb “interview”, we get a


noun “interviewer”; add “ee” to the verb


“interview”, we get “interviewee”. You


can also ask students to pay attention to the


same word with different word classes, for


example, “interview” can be


both a noun


and a verb.


?



For Exercise G, first, have students write


down the vocabulary words in each box in


any order they choose. Next, play the


definitions of each word to students. If


they hear the definition of a word, they can


cross out the word. The first student to


cross out a line of words (horizontally,


vertically or diagonally) can call out


“Bingo!”, and is the winner.



Chat Time



To improve students’


listening, speaking,


writing and acting


skills through the use


of conversation


?



First, explain to students that they will hear


a conversation between two people who


have just met and introduce the key words


for this conversation.



?



Second, ask 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. You


may want students to read through the


Language notes, learning the expression of


“You look familiar.”


Let them practice the


6



dialogue in pairs.


?



Next, have students practice introducing


themselves in pairs, monitoring them


while they do so.



?



For Exercise C, you can divide students


into pairs, and ask them to act out the


situation. They can take turns playing


different roles. Monitor them and help


when necessary.


Writing


To improve students’


writing skills and learn


to fill in forms


?



Teach students how to fill in the entry visa


application with basic information items


(first name, last name, gender, birth date,


marital status, job, street address, country


of birth, email address and phone number,


etc.).


?




For Exercise A, you can play a role as a


visa interviewer, and let students play as


interviewees. You ask students a few


questions, such as “What is your job?”


“Why do you want to go abroad?” “What


is your date of birth?” etc.



?



Explain that “first name” or “given name”


equals to “



” in Chinese while “last


name”, “family name”, or “surname”


equals to “



”.



?



Tell the differences between writing


English and Chinese addresses. When


writing an address in Chinese, it goes from


broader conception to smaller ones, in the


order of Country, Province, City, Street


and Number. But in English, it is the other


way around.


?



Guide students to fill in the visa application


7



form. Help them if they have any


problems.


?



For Exercise B, let students fill in the form


according to their own conditions. Tell


them to capitalize the first letter of


surname and first name.


Grammar


To teach students how


?



Explain to students that we use possessive


to use Personal


pronounsand


possessive adjectives


adjectives to show someone owns


something. Start by asking students if they


know what a “noun” is (for example, a


person, place or thing). Ask students to


give examples of nouns. Now, tell students


that we use the possessive adjective in


front of nouns that a subject owns.



?



Another fun way to demonstrate this is to


walk around the class removing objects


from students’ desks. You can then ask th


e


class “Whose _____ is it?” making sure


that they use the possessive adjective to


answer.



?



After students have become comfortable


using the possessive adjective, have them


complete the exercises, and then go


through the answers once they are


finished.


?



Review personal nouns and explain


subjects, objects and possessives. Give


some examples:


I have an English book.


My parents bought me the book last week.


I like my book very much.



?



Finish Exercise B and check answers.


8


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