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1、教案课程名称课程名称新生代英语基础教程新生代英语基础教程 1 1课课时时班班级级专专业业教教师师系系部部教教 研研 室室教教材材新生代英语基础教程新生代英语基础教程 1 1教学计划教学计划教教 学学单单 元元单单 元元主主 题题FoodFoodShow TimeShow Time“Whats for lunch?”ReadingReadingFood labels教教学学内内容容Chat TimeChat TimeKnock yourself outWritingWritingA questionnaireGrammarGrammarArticlesMy StoryMy StoryBreakf
2、ast,lunch,and dinnerUnit 3Unit 3“WhatWhats for lunch?”s for lunch?”课课 时时8安安 排排主要目标主要目标Warm-upWarm-up教学活动建议教学活动建议To get students to talkHave students look at the picture and ask themabout the main topicof this unit in acomfortable andrelaxed mannerto tell you as much as they can about it.Then,go thro
3、ugh the questions and choose the bestanswer.Vocabulary BuilderVocabulary BuilderA A and Band BHave the students listen and repeat theTo teach students newvocabulary related tofood.words.The most difficult word on this listis probably“delicious”.Have studentsrepeat this word a few times and checkpron
4、unciation.As a warm up,you can also ask students totell you all the foods they think aredelicious.You can do this by asking eachstudent“Which food do you think isdelicious?”They can answer in a fullsentence“I think _ is/aredelicious.”Correct the students if they usethe wrong be verb,explaining that
5、we useis for single or uncountable foods andarefor countable(plural)foods.You can alsoask students to tell you whichbe verb wewould use with the vocabulary wordshere,for example“Which be verb shouldwe use with the word salad here?”Once students seem comfortable with thevocabulary,have them do the ex
6、ercisescorrecting any errors.C and DC and DTo improve studentslistening andcomprehension skillsHave students go through the conversationquickly and think about what they aretalking about.You may remind them topay attention to keywords“dessert”,“drink”,and“iced-tea”.Tell the students they will hear t
7、wo peopletalking about food.Now listen to theconversation and have students completethe sentences.Correct any mistakes.You can also introduce the idea of losingor gaining weight.Tell them that Alex is aman and Jenny is a woman.Clarify thatlosing weight is not womens patent.Ask students what they wou
8、ld like to eatand drink for lunch/dinner.Another wayto model this conversation is to putstudents in pairs with one student as thewaiter and the other as a customer.Students take turns asking the other whathe or she would like to eat/drink.For exercise D,have students look at thepictures.Label the fo
9、od with names fromthe boxes.Writeincompletesentencesintheblackboard like“Im on a diet,so I dontwant to eat/drink _.”or“Imreallyhungry,Illhave_.”Have them fill in the blanks and make up aconversation based on these sentences.Show TimeShow TimeA ATo teach studentsFirst,have students match the pictures
10、 tothe sentences which describe themlistening and speakingThen,ask basic comprehension questionsskills through the usesuch as,“Who are the main characters inof videothis video?”“Where are they?”“What arethey doing?”“Why are they doing that?”“How are they doing it?”Next,have students take turns inexp
11、laining what is happening in eachpicture.You can do the first picture,andthen have a more confident student try thesecond one.To make it more fun,youcould choose two students,and then havethem race to explain what is happening inthe picture.The student with the fastestand best explanation wins.B,C a
12、nd DB,C and DTo improve studentslisteningWatch the video.By now the studentsshould be confident in naming the threecharacters.To make sure,you can pausethe video when all three characters are oncomprehensionthrough the use ofvideoscreen and asking the name of each one.Now look at Exercise B,and ask
13、students ifthey can remember what Hector andMateo ordered and have them tick theanswers,correcting any errors.Have themrefine the conversation they just made up.Next,students can go through the dialoguein Exercise C and guess the missingwords.Watch the video again and checktheir guessing.Have two st
14、udents read outthe dialogue with one student playing therole of Hector and the other as Mateo.Another way to do this is to have half theclass(for example all the boys)readMateos lines and half the class(all thegirls)read Hectors lines.Continue torefine the conversation according to thisexercise.Fina
15、lly,have students match the questionsto the answers in Exercise D.You mayneed to remind them that d is acontraction of would.This will help themwith Number 3.When they have finished,go through the answers.Continue to refinethe conversation according to thisexercise.ReadingReadingA,B and CA,B and CTo
16、 improve studentsreadingcomprehensionHave students watch the pictures matchthe food labels with the phrases as quicklyas possible.Invite students to guess whateach label means.Ask students to scan for the right answersto Exercises B and C.(To scan means toread the text very quickly only for thespeci
17、fic information you need withoutreading laboriously through everything.)Remind them to skip words they dontknow.D,E and FD,E and FImprove studentsability to utilise whatthey have learnedHave students read through words givenbefore they go on to finish Exercise D.Check their pronunciation.You maydivi
18、de the class into two groups and havethem read the words in turn or you mayhave students find sentences with thesewords in labels a to f and read out thecorresponding sentence.After they finishthe exercise,check their answers.For Exercise E,have students work in pairand discuss their favorite food.A
19、skquestions like:How is it cooked?Whatare the ingredients?What is its uniqueselling point/USP?Provide relative wordslike fried,baked,stewed,braised andsteamed.Now analyse how many parts afood label may contain and write a labelfor your favorite food.Let studentsexchange their answers.Correct theirmi
20、stakes.Explain to students that they should usethe letters in the boxes to complete thewords.Do the first and the fifth wordtogether and have them finish the rest bythemselves.Anyone who work out thewords call out“Bingo”.Chat TimeChat TimeTo improve studentslistening,speaking,writing and actingskill
21、s through the useof conversationFirst,have students go through theconversation and predict what they aretalking about.Remind them to pay specialattention to the key words,such as“on adiet”,“soup”,“food”,“staring”,“eat”,“knock yourself out”.Make themunderstand they are discussing foodchoices.Tell the
22、 students to listencarefully and write down what they hearin the blank spaces.If necessary,pausethe recording so that students have time towrite.Next,have students practice theconversation in pair,monitoring themwhile they do so.Now,have students read through theLanguage Note,teaching the expression
23、“knock yourself out.”You can also teachthe expression“go for it,”which has thesame meaning.Next,for Exercise B,have students makenew conversations according to theexample.You can remind students torefer back to Vocabulary Builder.If theyare well-prepared,you may encouragethem to explain how to make
24、the food.Finally,for Exercise C,have studentswork in pair,acting out the menu withone student as the waitress and the otheras the customer.Monitor theirperformance and provide help.WritingTo improve studentswriting skills and learnto design aquestionnaireFirst,have students go through Exercise Aand
25、guess the meaning of the word“questionnaire”.You may remind themthat this word is made up of two parts:question and naire.Explain the meaningof“naire”by giving another example“millionaire”.Then,students finish thequestionnaire according to their ownconditions.Next,have students put sentences inExerc
26、ise B in correct order.If they find itdifficult,you can analyse the word order insentences from Exercise A.Divide students into several groups anddirect them to design a questionnaire onsleeping habits with Exercise A and B asreference.Groups exchange their worksand form a final questionnaire.Askstu
27、dents at school or even from otherschools to do the questionnaire.Helpstudents to write a report if possible.GrammarTo teach students howHave students finish Exercise A.checkto use articlestheir answers and explain to them that weuse articles in front of nouns.Articles cangive us more information ab
28、out a noun,such as whether it is singular,plural,countable or uncountable.Articles canalso tell us if we are talking about aspecific or unique thing.Now,introduce a,an,the and.Explainthat we usea for singular countable nouns.At this point,you will need to brieflyexplain the difference between counta
29、bleand uncountable(also known asnon-count).A good way to teach this is totell students that the material of a thing isimportant.Liquids and gases areuncountable.For example,juice,soda andwater are liquids,so they are uncountable.Air is a gas so it is uncountable.Solids thatlose their shape are also
30、uncountable.Forexample,a table wont lose its shape so itis countable.On the other hand,cheese canmelt and is thus uncountable.Tiny solidsare also usually uncountable,for examplesalt,sand,rice and sugar.Finally,collections of similar things areusually uncountable,such as furniture(thisis a collection
31、 made up of tables,chairsetc.).You may need to spend a bit of timeon this,but it is important students graspthe concept.For an,remind students thatwe usean before a vowel(a,e,i,o,u).Thearticle the is used for specific or uniquenouns.Tell students that specific oftenmeans that the noun in question ha
32、salready been mentioned.Unique meansthere is only one,such as the sun and themoon.We use no article when the noun isplural or uncountable.Tell students thatplural means more than one.In English,plurals are normally formed by adding s.However,in some cases we usees,ies,vesor change the noun.Once they
33、 are ready,have them finishExercise B and check their answers.My StoryMy StoryTo improve studentslisteningcomprehension andspeaking abilitythrough the use ofvideoThen encourage them to guess the answersaccording to their prediction.Now watch the video and have studentscomplete the true or false stat
34、ements.Insome cases,you may need to pause thevideo to help the students.Now have students tell you the answers,correcting any mistakes.Watch the videoagain and have students write in themissing words,pausing the video ifnecessary.Check the students answers,correcting any mistakes.Have students go th
35、rough Exercises A andB and guess what is on the video.Remindthem to pay attention to the title.For Exercise C,you can say“Alejandrausually has coffee with milk,fruit,yogurt,and cereal for breakfast.”Or you may tellthem what you have eaten for breakfast.Then ask them what they eat forbreakfast/lunch/
36、dinner.Have studentspractice conversation in pair or movefreely to ask their classmates.课后学习设计课后学习设计作业作业Finish all the exercises in Unit 3.Read the text in this unit again.Write a questionnaire on the topic studentsare interested in.课后总结与反思课后总结与反思补充教学资源补充教学资源VOCABULARY BUILDERVOCABULARY BUILDER参考译文参
37、考译文珍妮：珍妮：嗨，亚历克斯，想来点这个甜点吗？非常好吃！亚历克斯：亚历克斯：不，谢谢，珍妮。我正在减肥。珍妮：珍妮：哦，我知道了。那炸薯条要吗？它们也很好吃。亚历克斯：亚历克斯：嗯我想我还是就吃点沙拉吧。珍妮：珍妮：好的。那喝点什么呢？苏打水吗？亚历克斯：亚历克斯：不了，谢谢。我还是来点不加糖的冰茶吧。珍妮：珍妮：哦，来点甜点吧。你也就活这么一次！亚历克斯：亚历克斯：好吧好吧，那我尝尝。SHOW TIMESHOW TIME语言解析语言解析1.The menu looks good.1.The menu looks good.菜单看起来不错。菜单看起来不错。look这里用作系动词，意为“看起
38、来”，其后可以加多种语言成分。1）look+形容词e.g.e.g.The teacher looks happy.老师看上去很高兴。2）look+过去分词e.g.e.g.He looked surprised when he heard the news.得知消息时他显得吃惊。3）look+名词e.g.e.g.He looks a nice,honest man.他看上去是个诚实的好人。4）look+介词短语e.g.e.g.He looks in good health.他看起来十分健康。2.HECTOR:2.HECTOR:Im really thirsty,too.I think Ill h
39、ave a soda.Im really thirsty,too.I think Ill have a soda.MATEO:Go ahead,knock yourself out.MATEO:Go ahead,knock yourself out.赫克托：我也很渴，我要再点个苏打水。玛特奥：好吧!你随便点。knock yourself out.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.e.g.A:Can I borrow your pencil for
40、a while?B:Knock yourself out.My pencil is just on the table.我能借你的铅笔用一下吗？请随便，我的铅笔就在桌子上。点餐用语点餐用语点餐时，服务生会问：1、What would you like for an appetizer（开胃菜）/the maincourse（主菜）/a salad（沙拉）/your soup（汤）？2.Are you ready to order?您准备要点餐了吗？3.Would you like to order now?您是现在点餐吗？4.What can I get for you?我能帮您点什么？点餐时
41、，顾客可能会问：1.How large are the portions?这个分量有多大？2.Whats the special today?今天的特餐是什么？3.Does the New York steak come with a baked potato?纽约牛排有附烤土豆吗？4.Can I get a side order of onion rings?我能点一份洋葱圈副餐吗？5.What do you suggest/recommend for a soup?你们有什么推荐的汤？6.What do you serve for dessert?你们都有什么甜点？3.Our specia
42、l today is chicken and rice.3.Our special today is chicken and rice.我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.e.g.Grocery stores have to offer enough specials to bring people into the store.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.e.g.There is a special on TV tonight about Elto
43、n Johns thirty-five year musicalcareer.今晚有个关于 Elton John 三十五年音乐生涯的电视特辑。4.4.Heres your salad and iced tea.Heres your salad and iced tea.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.e.g.Here comes the bus.公交车来了。Here is a good piece of news for you.有个好消息要告诉你。2）如果后面是代词，则使用 Here+代词+动词e.g.e.g.Her
44、e you are.给你。More noteMore note吃沙拉时常会加酱。常见的有千岛酱（Thousand Islanddressing）、意大利（Italy dressing）、法式（French dressing）等。汉堡及三明治常加的配菜和调味料mustard芥末酱mayonnaise沙拉酱pickle slices酸黄瓜片lettuce生菜；莴苣pickle relish酸黄瓜酱ketchup番茄酱5.5.Ill have a slice of chocolate cake.Ill have a slice of chocolate cake.我想来一片巧克力蛋糕。a slice
45、 of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：an order of French fries 一份薯条a medium soda一杯中杯汽水a cup of coffee 一杯咖啡a glass of milk 一杯牛奶a bowl of soup 一碗汤a piece of bread 一片面包参考译文参考译文赫克托赫克托：我好饿啊！玛特奥玛特奥：我也是。菜单看起来不错，我们吃点什么？赫克托赫克托：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。玛特奥玛特奥：炸薯条、洋葱圈和一个汉堡，你确定吗?赫克托赫克托：当然了，为什么不呢？玛特奥
46、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?赫克托赫克托：我也很渴，我要再点个苏打水。玛特奥玛特奥：好吧!你随便点。娜奥米娜奥米：嗨，你们俩，好啊！赫克托赫克托：我好饿啊！娜奥米娜奥米：噢，那你来对地方了。赫克托赫克托：午餐有什么？娜奥米娜奥米：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。娜奥米娜奥米：哇，你确实饿了。你呢，玛特奥？你想吃点什么？玛特奥玛特奥：鸡肉沙拉里都有什么呢？娜奥米娜奥米：胡萝卜和蘑菇。玛特奥玛特奥：听起来不错，我能再加点
47、西红柿吗？娜奥米娜奥米：当然了，想喝点什么吗？玛特奥玛特奥：冰茶，不加糖。娜奥米娜奥米：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。娜奥米娜奥米：这是你的沙拉和冰茶。玛特奥玛特奥：看上去很好吃的样子。娜奥米娜奥米：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？赫克托赫克托：没问题。娜奥米娜奥米：好吧，用餐快乐。娜奥米娜奥米：怎么样？玛特奥玛特奥：非常不错，鸡肉沙拉很好吃。娜奥米娜奥米：不错，非常开心你喜欢。你呢，赫克托？赫克托赫克托：我也觉得很好吃，太好吃了。还有什么甜点吗？娜奥米娜奥米：我们有香草冰淇淋、巧克力蛋糕、苹果派。你们想
48、要点什么呢？玛特奥玛特奥：我想来一块巧克力蛋糕。娜奥米娜奥米：蛋糕不错哦，我觉得你会喜欢的。你呢，赫克托？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。READINGREADING背景知识背景知识Food labels provide information about the nutritional content inside a package offood.All food manufacturers are required by law to provide food label claims spec
49、ificinformation about the food you are buying to help you make informed healthydecisions.But of course,you have to read the food label first.Food labels are broken up into sections to make it easy for you to read andunderstand the nutrition found on a particular food item.You will find information e
50、asily about the calories,how many servings in thatpackage(they often have more than one)and other key information about fat content,vitamins,sodium(salt),cholesterol and fiber.语言解析语言解析1.Sun ripened tomatoes.1.Sun ripened tomatoes.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