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 nutritionmain 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 complete each answer. In addition, you 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.” “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 unitis 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 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 effectiveor 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 arethey 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 theconversation, 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.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 Andrewpolitely 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 using Useful Language.Tell 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 themon 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 andtry to summarise its content.Write a recipe for your favoritefood.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。