新生代英语基础教程1Unit5-电子教案

《英语1》（基础模块高教版）Unit 5 what，s your hobby?（第三课时教学设计）一.教材分析1.教学内容本课时系教材《英语1》（基础模块高教版）第五单元的第三课时，是阅读和写作课。

本课在整个单元中扮演着承前启后的角色, 既是对上节听说课的复习和巩固，又为本单元的任务-建立班级兴趣小组做好准备。

阅读部分是关于人们的兴趣爱好的短小文章，并分别以第一人称和第三人称叙述形式出现。

写作部分是让学牛写出同学的好恶。

所以这课目的在于通过阅读课文和写作训练让学生进一步掌握关于兴趣爱好的表达方式。

2.教学重点、难点（1）教学重点①指导学生完成阅读任务②指导学生掌握以第一人称和第三人称表达自己和他人的兴趣爱好。

（2）教学难点①学生能将兴趣爱好第一人称的叙述方式以第三人称进行复述。

②学生能够结合生活实际写出同学的好恶。

3.教学工具：PPT,卡片，乒乓球，书4.教学方法：情景教学法，演示法，师生互动法，小组合作法二、教学目标1.知识目标(1)学生能掌握和运用表达兴趣爱好的词汇和短语，如hate, favorite,exciting, boring hate doing sth 等。

(2 )学生能理解和运用表达兴趣爱好的第一人称和第三人称的句型。

如:I enjoy playing computer games・What's his hobby?He /She likes …，but he/ she doesn't like…He/ She enjoys..., but he/ she doesn't enjoy...He/ She loves ・・・,but he/ she hates・・・2.能力目标(1)学生能够读懂关于兴趣爱好的阅读材料。

(2)学生能够简单介绍自己的个人爱好以及其他人的兴趣爱好。

3.情感目标(1)学生能够积极与他人合作，有积极的学习态度(2)尊重他人的兴趣爱好。

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 BUILDERA 参考译文SHOW TIME＞语言解析1.You'll get used to it pretty soon. 你很快会习惯这儿的。

get used to习惯,适应e.g. I have got used to working on challenging tasks.我已经习惯做有挑战性的工作了。

2.We take the Number 3 to Glendale Community College.我们坐3路车到格兰岱尔社区大学。

1)community college 社区大学e.g. My mum went to a community college to learn ikebana after her retirement. 我妈妈退休后，去社区大学学习插花。

2)take the No...乘……路车(公交车)e.g・You can take the No. 6 to the amusement park.你可以乘6路车去游乐园。

3.First we take the Number 11, get off at the Galleria Mall...首先，我们乘11路公交车，在加乐利亚购物中心下车……get off下车e.g. The bus driver got the passengers off in time.公共汽车司机让乘客及时下了车。

Unit 1 Teenage lifeDiscovering Useful Structures教学设计科目：英语课题：Discovering Useful Structures 课时：1课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。

能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。

情感目标：激发学生学习语法的兴趣。

教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。

难点：帮助学生丰富语篇表达内容，提高语篇质量。

课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped(滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1.strangers2.was walking3.heavily4.the5.him6.thought7.was told8.so9.to10.helpingUnit 1 Listening and SpeakingListening and Speaking教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：理解听力文本内容能力目标：掌握听前预测技能情感目标：能根据自己的喜好选择适合自己的社团，并培养相关兴趣。

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。

Unit 5 Celebrations教学设计（一）第一、第二课时Listening and Speaking一、教材分析本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材（中等职业学校公共基础课程教材）《英语 1 基础模块》中第五单元的热身（Warming Up）和听说（Listening and Speaking）板块，要求学生熟悉用于提出和接受邀请的常用语句，能够谈论聚会的活动安排并通过电话邀请他人参加庆祝活动。

二、学情分析在学生的成长过程中，生活、学校、职场中的各式庆祝活动随处可见，学生也基本都有参加庆祝活动的体验，比如参加生日聚会，节日庆典或各种迎新聚会等。

对于常见聚会活动的安排，以及邀请他人参加聚会活动需要涉及到的关键要素，学生也有所了解。

经过九年义务教育阶段的英语学习，学生已积累了邀请参加庆祝活动相关的一些常用词汇和句型，如“Would you like to come to my birthday party?”和“I’d love to.”等，但多数学生尚不能根据自身的实际需要就聚会活动的安排用英语自如交谈，用英文表述邀请函的相关要素也比较吃力。

因此，教师应设置真实的情境，引导学生由简单到复杂，由机械模仿到替换练习，再到语言实践，最终完成与庆祝活动相关的情景对话。

三、教学目标1. 能听懂谈论庆祝活动的时间、地点、活动安排等的对话；2. 能熟练使用提出和接受邀请的常用词汇及句型，如：ceremony / banquet / invite … to …/help with / need a hand (with …)When and where will the party be held?Can you give us some ideas for the party activities?3. 能谈论聚会时间、地点、活动安排等方面的信息，交流关于庆祝方式的想法，完成口头邀请参加庆祝活动的情境对话。

Unit 6 RomanceObjectivesStudents will be able to:1.grasp the main idea (the nature of a heart is seen in its response to the unattractive) andstructure of the text;2.appreciate the narrative skills demonstrated in the text (switch between tenses, change ofnarrators), some rhetorical devices (simile and metaphor) and the use of informal language in conversations;3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.Time AllotmentPre-reading Tasks1.Tasks several Ss this question:—Have you listened to the song Valentine? Judging from the song, what is a valentine?(possible answer : a lover; one’s boy friend or girl friend)2.Physical response : T writes down some verbal phrases from the text on card, hands them toseveral students, then asks them to perform, either alone or in pairs, for the rest of the class to guess what the corresponding verbal phrases are. The verbal phrases are:stand up from one’s seat straighten one’s clothes start toward somebody make one step closer to somebody stand directly behind somebodysquare one’s shoulders hold out a book to somebody grip a bookOR:Treads out some verbal phrases and all Ss perform the actions together. The verbal phrases are:stand up from one’s seat straighten one’s clothes grip a booksquare one’s shoulders hold out a book broaden into a smile Text Organization and AnalysisIn this text there are some examples of simile and metaphor. A simile is a comparison of one thing to another, using the words “like” or “as”, e.g., “her hair was black as night”; “in her green suit she was like springtime come alive” (Para. 7). A metaphor is a sugge sted but not stated comparison of one thing to another, e.g., “while I spoke I felt choked by the bitterness of my disappointment” (Para. 14).Notice also that the characters talk in a rather informal way. For example, “Going my way, sailor?” is an incompl ete sentence. Or see how the middle-aged woman spoke in Para. 15—“son”, “go and tell”, “some kind of ” and so on are all casual.Cultural NotesPublic libraries in the U.S.: public libraries in the U.S. are free to the public. One can get a library card at the local library by filling in a form and showing the librarian a valid ID and something to prove that one lives in the neighborhood (e.g., a used and stamped envelope with one’s name as the addressee, one’s phone bill, gas bill, etc.). Besides borrowi ng books, people go to libraries to borrow video tapes, use the computers there, attend book readings by authors and other cultural events. Libraries are regarded as community centers.Language Study1.straighten v.: (cause to) become straight or level or tidy （使）变直；（使）变平整e.g. He straightened the bent wire.The road straightened out here.straighten out （1）变直；把…弄直（2）克服，解决（困难）e.g. I don’t know how to straighten the mess out. 我不知道该如何收拾这个烂摊子。