新生代英语基础教程1 Unit 3_电子教案

新生代英语基础教程Unit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》1345678补充教学资源VOCABULARY BUILDER参考译文SHOW TIME语言解析1. It’s ten after three.三点过十分了。

ten after three 三点过十分，这个短语相当于ten past three。

英语中表示“几点过几分”（半小时以内）可用after，也可用past；而表示“几点差几分”则用to，通常先讲分钟，再讲小时, 即after / past 或to前面的数字为分钟，后面的数字为小时。

e.g. 5:10 ten past five (ten after five)10:05 five past ten (five after ten)5:50 ten to six9:45 fifteen to ten2. The class is canceled because of the storm. 因为暴雨，课被取消了。

because of意思是“因为”，是一个介词短语，后面跟名词或动名词，构成介宾结构。

because是连词，后面跟句子。

9e.g. The plane didn’t take off because of the heavy rain.因为大雨，飞机没有起飞。

The plane didn’t take off because it was raining heavily.因为下大雨，飞机没有起飞。

3.Nobody came to class—except us.除了我们几个，没有人来上课了。

except 表示“除……之外”，强调所排除的“不包括在内”，一般表示同类之间的关系。

besides表示“除……以外还……”，有“不但……而且……”的意思。

e.g. The library is open every day except Mondays.除了星期一，图书馆每天都开放。

优选文档教案课程名称再生代英语基础教程 1课时班级专业教师系部教研室教材《再生代英语基础教程1》授课计划授课单元Unit2“It’sraininghard.”单元主题WeatherShowTime“It’sraininghard.”ReadingFunfactsonBritishWeather教ChatTime学DoyoumindifIborrowyourumbrella内Writing容AweatherforecastGrammarPresentcontinuoustense MyStoryTheweather授课目标课时8安排授课活动建议Warm-up Togetstudentstotalk aboutthemaintopicofthisunitin acomfortableandrelaxedmannerVocabularyBuilderAandBTo teach students Havestudents look atthepicture and askthemto tell youasmuchastheycanaboutit.Then,gothroughthequestions andcomplete eachanswer. Readtheparagraphtogetherandchecktheiranswers.Havethestudentslistenandrepeatthewords.Askthestudentswhichnew vocabulary relatedtoweather and weather clothingCandDTo improve students’listening and comprehension skills words theyknow and which they aren’t sure about.The most difficult wordsonthis list are probably ponchoandcanceled.If you havearealponcho,itmaybegood tobringittoclass.Forcanceled,youcan give an example of when school was canceled recently, perhapsduetoapublicholidayorpoor weather.Try to relate the vocabularytostudents’livesas muchaspossible. Talkaboutweatherconditionswith students.Askquestionslike“Doyou like a rainy day”Students should answerinacomplete sentence beginning with“I like/don’t likea⋯day.”Finishtheexerciseandchecktheiranswers. ForExercise C,tell the students that they will hear a weather forecast.Explain that aforecast is when people try to predict(or guess)what the weather will be. Reviewthe wordsdescribing weather withstudentslikesunny,rainyandstormy.Showsome examples to prime the students for the listening.Now, listen to the forecast.Have students fill in the correct answers,pausingtherecordingifnece ssary.ChecktheiranswersandShowTime ATo teachstudentslistening andspeaking skillsthroughtheuseofvideo listenagain. ReadthoughWordsandExpressions.Askthemquestions abouttheirfavoriteweatherandthenhavethem practicesuchconversationsinpair.For exercise D, the teacher candesign agame.Divide theclass into sixgroups,eachgroupchoosingonetask.Then students select nouns thatcangowiththeadjectivesinethesewordstomake sentencesormakeupasmallstory.First,havethestudentswatchthe picturesandreadstatements below.Ask basic comprehension questionssuch as,“Who are the main charactersinthisvideo”“Whereare they”“Whataretheydoing”“Whyaretheydoingthat”“How aretheydoingit”Tryto matcheach statementtothepicture.Next,have students take turns in explaining whatishappening in each picture.You can do the firstpicture,and then have a more confident student try the secondone.Tomakeitmorefun,youcould choosetwostudents,andthenhavethem race to explain what is happening in the picture.The studentwiththefastestandbestexplanationwins.B,CandDTo improvestudents’listeningcomprehensionthroughtheuseofvideoReading A,BandCTo improvestudents’readingcomprehension ForExerciseB,havestudentsreadeachstatement.Playth evideoandremindthemtopayattentiontohowNaomi,Mat eoandHectordescribetheweather.Thenhavestudentsfin ishtheexerciseandchecktheiranswers.Askstudentswhystat ementFiswrong.Before doing Exercise C,youmayask studentsto guessthe missing words. Thenplaythevideoagain.Youcan pausethevideowhenyoureachthe partofthedialoguewithmissing wordsandhavestudents call out the answers.Check their answers and havethemreadthedialogue.(Ask threestudentstorole-playorhaveboys read Hector’s lines while girlsNaomi’sandtheteacheractsasMateo.)Finally,for Exercise D,havestudents put the events is the correctordertocompleteExerciseD.Checktheiranswersandreadthesentences in correct order together.Iftimepermits,playthevideobutturnoffthevolume.Havest udentsdubthecharacters.First,havethestudentsreadtextquietlyandreadthroughsen tencesin Exercise A. After they have finishedtheexercise,checktheir answersandaskthemfor proofs fromthetext.DTo awake theirawareness ofculturaldifferenceChatTime A,BandCTo improvestudents’listening,speaking,writingand acting skillsthroughtheuseofconversation Askstudentstoreadthetextagaininthreeminutes.ThenhavethemfinishtheExerciseB.Mak ethemunderstandthattheydon’tneedfigureoutthemeani ngofeverywordtoanswerthequestions.ForExerciseC,havestudentsreadnewwordsinboxes.Corre cttheirpronunciation.Thenhavethemfinishtheexercise.Askstu dentstoreadthecompletesentencesandcorrecttheirmist akes.ForExerciseD,askstudentsto readEnglish expressions.If they encounter newwords,encourage them toguessthemeaning.Thenyoumayexplain what they fail to understand.Have them finish the exerciseandchecktheiranswers.Finally,you sayChineseproverbsandletstudentssaycor respondingEnglishones.ForExerciseA,explaintostudentsthattheywill hearaconversationbetweentwopeopledisc ussingtheweather.Encouragethemtoguessthemissing information.Tell the studentstolistencarefullyandwritedownwha ttheyhearintheblankspaces.Ifnecessary,pause therecordingsothatstudentshavetimetowrite.Next,havestudentspracticeaskingafavorinpairs,monitoringthemwhiletheydoso.ForExerciseB,havestudentspracticethedial ogueinexampleinWriting A,BandCTo improvestudents’writingskills andlearn towrite a weatherforecast.Grammar AandBTo teachstudentshowtousepresentcontinuoustense pair.Write m orephrases such as“closethedoor,openthewindow,borrowyourbikeontheb lackboard”formorepractices.ForExerciseC,havestudents perform adialogueaboutaskingforaliftin a rainy day.Monitor their performanceandprovidehelpwhennecessary.Havestudentsreadthepictureand teachthemhowtogetinformationfrom a weather forecast picture. Havethemlookthroughwordsinthe boxesandfillintheblanks.Theteacher gives necessary explanation,such as the pronunciationof16℃.Checktheiranswers and have them read sentences. HavestudentsfinishExerciseBandencou ragethemtodiscusswithpartners.ForExercise C,divide theclassintoseveralgroups.Groupmembersdiscussa ndpredicttheweatherconditiononweekends.LookbacktoExerciseAandBasclues.Inviterepresentativestoperformaweatherforecast.Explaintostudentsthatweusethe presentcontinuoustensetodescribeanac tionhappeningnoworintheverynearfuture.Givesomeexamplessuchas“Youaresittinginclassnow.”“IamteachingyouMyStory To improve students’listening comprehension and speaking ability throughtheuseof video now.”Inaddition,pointoutthatweuseitforactionsthathappen “closetonow,”forexample,todayortonight.Again,giveexam ples,askingyourstudents“Whatareyoudoingtoday/tonight”Remindstudents that thestructure weusefor this tenseis“Subject+be+v-ing.”Writethisstructureon theboardandhavestudents practiceout loud.You may also want to brieflyexplaintherulesofadding“ing.”Studentsessentiallyneedtoknowtherulesregarding“e”(cut e add ing),“ie”(cut ie addying),suchashaveandtake;andconsonant–short vowel–consonant(in which we doublethe lastconsonant),suchasputandrun.Oncestudents seemcomfortable usingthetense,havethemdoExerciseA,checkingformistakeswhentheyarefinished. Havestudentsmakeupashortstoryusingcontinuoustensewi ththepictureandwordsgiven.Askquestionsandanswerbasedont hepicture.Dothisinpairoringroup.Tellthestudentsthattheywillsee a video inwhichreal people talkabouttheweatherintheplacestheycomefrom.Aplacestudentsmaynotknowis“Jamaica.”Nowwatchthevideo andhavestudents complete thetrueorfalsestatements.Insomecases,youmayneed topause the作业课后总结与反省video t ohelp thestudents.Nowhavestudents tell you the answers, correctinganymistakes.Watchthevideoagainandhavestudents write inthemissing words,pausing the video i f necessary.Check the students’answers, correctinganymistakes.Thereare several waysto conductExercise C.students mayanswersthequestionsbythemselvesandmakeupashortpassageaccordingtotheiranswers.Or students make updialoguesinpair.Orhavestudentsmovefreely in the class and askclassmates the questions.Invitesomestudentsto doareport infrontoftheclass.课后学习设计FinishalltheexercisesinUnit2. Readthetextinthisunitagainand trytosummariseitscontent.Writeaweatherforecast according tothe local weather broadcastprogramme.补充授课资源VOCABULARYBUILDER参照译文您正在收听的是您最喜欢的广播电台，“波浪”调频广播。

Unit 3Section A: Fashion ForestTeaching Objectives:1.理解课文 A 和 B 的文章大意, 学习服装、发型等时尚元素, 了解对待时尚的正确态度。

2.理解和正确运用重点词汇、短语和句型 It is… that…；in +衣服／鞋／帽／颜色等；祈使句和反义疑问句。

3.掌握元音 /e/ 和 /eɪ/ 的不同发音。

4.学会正确使用动词（Part I）。

5.了解中国旗袍的发展历史。

Teaching Procedures:Part 1: Warm-up Activities1.Matching: Learn the following words and phrases about different clothing styles, and match them with the pictures.2.Listen to the conversation.Then practice with your partner, using the words and phrases provided on the right.Part 2: Text A: Fashion ForestⅠ.Background Information1.Pedro’s fablesThe collection consists of twenty-five children’s stories, in English, written by Pedro Pablo Sacristán.This timeless collection of short bedtime stories, fables, and fairy tales is entertaining and educational, with all sorts offunny and dramatic characters and situations.This is a great educational resource for parents and teachers.Ⅱ.Words and phrases1.e bypass 经过；路过She came by the house.她路过这栋房子。

课时：2课时教学目标：1. 让学生理解课文内容，掌握课文的主要观点和结构。

2. 培养学生的阅读理解能力，提高学生的词汇量和语法水平。

3. 通过角色扮演等活动，锻炼学生的口语表达能力。

4. 引导学生关注社会问题，培养学生的社会责任感。

教学重点：1. 课文中的生词和短语。

2. 课文中的语法结构。

3. 课文中的故事情节和人物关系。

教学难点：1. 生词和短语的记忆与应用。

2. 语法结构的理解和运用。

3. 故事情节的复述和角色扮演。

教学准备：1. 教学课件：《新标准大学英语综合教程1》Unit 3。

2. 课文录音带或MP3。

3. 生词卡片。

4. 语法练习题。

教学过程：第一课时一、导入1. 引导学生谈论自己了解的犯罪事件，激发学生的学习兴趣。

2. 介绍本课的主题：Crime Watch。

二、课文阅读1. 学生阅读课文，注意理解课文内容，掌握课文结构。

2. 教师提问，检查学生对课文的理解。

三、词汇学习1. 教师带领学生学习课文中的生词和短语，并进行讲解。

2. 学生跟读生词和短语，加深记忆。

四、语法讲解1. 教师讲解课文中的语法结构，如：现在完成时、条件状语从句等。

2. 学生练习语法，巩固所学知识。

五、课堂活动1. 学生分组讨论课文中的犯罪事件，分析原因和后果。

2. 学生进行角色扮演，模拟警察和罪犯的对话。

第二课时一、复习导入1. 复习上一节课的学习内容，检查学生对课文的理解和语法掌握情况。

2. 引导学生谈谈自己对犯罪问题的看法。

二、课文复述1. 学生分组复述课文内容，注意使用所学词汇和语法。

2. 教师点评学生的复述，纠正错误。

三、写作训练1. 学生根据课文内容，写一篇关于犯罪问题的短文。

2. 教师批改作文，指导学生修改。

四、总结与拓展1. 教师总结本课的学习内容，强调重点和难点。

2. 学生谈谈自己的学习体会，分享学习心得。

3. 引导学生关注社会问题，关注犯罪问题，培养学生的社会责任感。

教学反思：本节课通过阅读、讨论、角色扮演等活动，使学生了解了犯罪问题的严重性，提高了学生的阅读理解能力和口语表达能力。

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》补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1. It’s ten after three.三点过十分了。

ten after three 三点过十分，这个短语相当于ten past three。

英语中表示“几点过几分”（半小时以内）可用after，也可用past；而表示“几点差几分”则用to，通常先讲分钟，再讲小时, 即after / past 或to前面的数字为分钟，后面的数字为小时。

e.g. 5:10 ten past five (ten after five)10:05 five past ten (five after ten)5:50 ten to six9:45 fifteen to ten2. The class is canceled because of the storm. 因为暴雨，课被取消了。

because of意思是“因为”，是一个介词短语，后面跟名词或动名词，构成介宾结构。

because是连词，后面跟句子。

e.g. The plane didn’t take off because of the heavy rain.因为大雨，飞机没有起飞。

The plane didn’t take off because it was raining heavily.因为下大雨，飞机没有起飞。

3.Nobody came to class—except us.除了我们几个，没有人来上课了。

except 表示“除……之外”，强调所排除的“不包括在内”，一般表示同类之间的关系。

besides表示“除……以外还……”，有“不但……而且……”的意思。

e.g. The library is open every day except Mondays.除了星期一，图书馆每天都开放。

Unit 1 Classroom lesson1 教案一、教学目标与要求知识目标：1．复习巩固位置介词的用法,认读字母，学习字母歌2．复习巩固句型Where is …? ?It’s in/on/under …能力目标：通过观察培养学生的观察能力和良好的学习习惯。

二、教学重难点教学重点：句型Where is … ? 的理解和运用。

认读键盘上的字母。

教学难点：复习巩固L 1,L2的单词和句型。

三、课前准备录音机、教学录音、文具实物、教学卡片。

四、教学过程1．热身/ 复习（Warm-up / Revision）复习pencil, ruler, schoolbag, book, pencil box, sharpener, eraser, crayon,pen等单词。

引导学生用以上单词做问答练习，如：What's in the bag? What's in the pencil box ? 2．新课导入（Presentation）Find and say学生看教学挂图猜Bill，Lily和Joy等学生在干什么，在找什么。

然后知道学生根据主图四周的物品图，独立寻找其所在的位置。

注意提醒学生注意所找东西的颜色，并可复习颜色单词。

让学生以Pair work形式，互问互答，说出所要寻找物品的位置。

练习方位介词。

Let’s learn教师用有关字母的教学挂图，教字母A，B，C，D的读音。

然后指导学生将字母贴片，贴在相应的手指上，教师读字母，学生点相应的手指。

教师将图片发给学生，教师读字母。

学生举起相应的字母。

教师指导学生听字母歌，学唱歌曲。

3．趣味操练（Practice）Let’s play.组织学生利用自己的学具进行藏和找的游戏。

练习交际用语。

Where is …? ?It’s in/on/under …4．课堂评价（Assessment）教师具体而简要地记录学生当堂表现：－对本课句型不太熟练的学生有多少人？他们分别是谁？－能够说2组对话的学生有多少人？能够说3组对话的学生有多少人？－语音、语调不准确的学生有多少人？他们分别是谁？五、Homework :在家里认读电脑键盘上的字母。

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》补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1. The menu looks good. 菜单看起来不错。

look这里用作系动词，意为“看起来”，其后可以加多种语言成分。

1）look+形容词e.g.The teacher looks happy. 老师看上去很高兴。

2）look+过去分词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. 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. He looks in good health. 他看起来十分健康。

2. HECTOR : I’m really thirsty, too. I think I’ll have a soda.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. A: Can I borrow your pencil for 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。

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. 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。

Lesson 3: Say It in ThreeTeaching Content:Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feelingOral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverbTeaching Aims:1. Cultivate the students’ reading comprehension.2. Know more about the foreign culture.3. Compare the differences between the Chinese and Japanese poems.Teaching Important Points:1. Learn about an old style of Japanese poem: Haiku.2. Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points:The old form of Japanese poetry: Haiku.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1: Show pictures of Japanese poets and poems. Then introduce Haiku to the students. The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions:1. Do Haikus tell a story?2. What’s a syllable?Step5: Come to “PROJECT”.1. Divide the class into groups to finish the task.2. Finish the three poems in the text. Use the sentence: I need a ______. Let the others give the answers, one student write the words down.3. After finishing the poems, read it to the class. All the groups have different poems. Do they sound funny?4. Decide a subject by each group. Then make a pattern according to the subject. Then finish the poem as the models in the text.5. Read the poem to the class.Step6: Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:Some students may think the foreign poems are funny and easy. The teacher may also think so. It is possible for the students to create poems like those we have learned in the class. Give them more chances to create their minds. The teacher can try some poems, too. The class and the teacher can find much fun in learning foreign poems.。