新生代英语基础教程1 Unit 1_电子教案

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

》

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?

教

学

内

容

?

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

安

排

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 “

名

” in Chinese while “last

name”, “family name”, or “surname”

equals to “

姓

”.

?

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