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》FoodShow Time“What’s for lunch”ReadingFood labelsChat TimeKnock yourself outWritingA questionnaireGrammarArticlesMy StoryBreakfast, lunch, and dinnerHave the students listen and repeatthe words. The most difficult word on this list is probably “delicious”. Have students repeat this word a few times and check pronunciation.As a warm up, you can also ask students to tell you all the foods they think are delicious. You can do this by asking each student “Which food do you think is delicious” They can answer in a full sentence “I think ________ is/aredeliciou s.” Correct the students if they use the wrong be verb, explaining that we use is for single or uncountable foods and are for countable (plural) foods. You can also ask students to tell you which be verb we would use with the vocabulary words here, for example “Which be verb should we use with the word salad here”Once students seem comfortable with the vocabulary, have them do the exercises correcting any errors.Have students go through the conversation quickly and think about what they are talking about. You may remind them to pay attention to key words “dessert”, “drink”, and “iced-tea”.Tell the students they will hear two people talking about food. Now listen to the conversation and have students complete the sentences.Correct any mistakes.You can also introduce the idea of losing or gaining weight. Tell them that Alex is a man and Jenny is a woman. Clarify that losing weight is not women’s patent.Ask students what they would like to eat and drink for lunch/dinner. Another way to model this conversation is to put students in pairs with one student as the waiter and the other as a customer. Students take turns asking the other what he or she would like toeat/drink.For exercise D, have students look at the pictures. Label the food with names from the boxes.Write incomplete sentences in the blackboard like “I’m on a diet, so I don’t want to eat/drink ___________.”or “I’m really hungry, I’ll have___________.”Have them fill in the blanks and make up a conversation based on these sentences.First, have students match the pictures to the sentences which describe themThen, ask basic comprehensionqu estions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “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. By now the students should be confident in naming the three characters. To make sure, you can pause the video when all three characters are on screen and asking the name of each one.Now look at Exercise B, and ask students if they can remember what Hector and Mateo ordered and have them tick the answers, correcting any errors. Have them refine the conversation they just made up.Next, students can go through the dialogue in Exercise C and guess the missing words. Watch the video again and check their guessing. Have two students read out the dialogue with one student playing the role of Hector and the other as Mateo. Another way to do this is to have half the class (for example all the boys) read Mateo’s lines and half the class (all the girls) read Hector’s lines. Continue to refine the conversation according to thisexercise.Finally, have students match the questions to the answers in Exercise D. You may need to remind them that ’d is a contraction of would. This will help them with Number 3. When they have finished, go through the answers. Continue to refine the conversation according to this exercise.Have students watch the pictures match the food labels with the phrases as quickly as possible. Invite students to guess what each label means.Ask students to scan for the right answers to Exercises B and C. (To scan means to read the text very quickly only for the specific information you need without reading laboriously through everything.) Remind them to skip words they don’t know.Have students read through words given before they go on to finish Exercise D. Check their pronunciation. You may divide the class into two groups and have them read the words in turn or you may have students find sentences with these words in labels a to f and read out the corresponding sentence. After they finish the exercise, check their answers.For Exercise E, have students work inpair and discuss their favorite food. Ask questions like: How is it cooked What are the ingredients What is its unique selling point/USP Provide relative words like fried, baked, stewed, braised and steamed. Now analyse how many parts a food label may contain and write a label for your favorite food. Let students exchange their answers. Correct their mistakes.Explain to students that they should use the letters in the boxes to complete the words. Do the first and the fifth word together and have them finish the rest by themselves. Anyone who work out the words call out “Bingo”.First, have students go through the conversation and predict what they are talking about. Remind them to pay special attention to the key words, such as “on a diet”, “soup”, “food”,“staring”, “eat”, “knock yourself out”. Make them understand they are discussing food choices. 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 the conversation in pair, monitoring them while they do so.Now, have students read through the Language Note, teaching theexpression “knock yourself out.” You can also teach the expression “go for it,” which has the same meaning.Next, for Exercise B, have students make new conversations according to the example. You can remind students to refer back to Vocabulary Builder. If they are well-prepared, you may encourage them to explain how to make the food.Finally, for Exercise C, have students work in pair, acting out the menu with one student as the waitress and the other as the customer. Monitor their performance and provide help.First, have students go through Exercise A and guess the meaning of the word “questionnaire”. You may remind them that this word is made up of two parts: question and naire. Explain the meaning of “naire” by giving another example “millionaire”. Then, students finish the questionnaire according to their own conditions.Next, have students put sentences in Exercise B in correct order. If they find it difficult, you can analyse the word order in sentences from Exercise A.Divide students into several groups and direct them to design a questionnaire on sleeping habitsHave students finish Exercise A. check their answers and explain to them that we use articles in front of nouns. Articles can give us more information about a noun, such as whether it is singular, plural, countable or uncountable. Articles can also tell us if we are talking about a specific or unique thing.Now, introduce a, an, the and –. Explain that we use a for singular countable nouns. At this point, you will need to briefly explain the difference between countable and uncountable (also known asnon-count). A good way to teach this is to tell students that the material of a thing is important. Liquids and gases are uncountable. For example, juice, soda and water are liquids, so they are uncountable. Air is a gas so it is uncountable. Solids that lose their shape are also uncountable. For example, a table won’t lose its shape so it is countable. On the other hand, cheese can melt and is thus uncountable. Tiny solids are also usually uncountable, forexample salt, sand, rice and sugar.Finally, collections of similar things are usually uncountable, such as furniture (this is a collection made up of tables, chairs etc.). You may need to spend a bit of time on this, but it is important students grasp the concept. For an, remind students that we use an before a vowel (a, e, i, o, u). The article the is used for specific or unique nouns. Tell students that specific often means that the noun in question has already been mentioned. Unique means there is only one, such as the sun and the moon. We use no article when the noun is plural or uncountable. Tell students that plural means more than one. In English, plurals are normally formed by adding s. However, in some cases we use es, i e s, ves or change the noun.Once they are ready, have them finish Exercise B and check their answers.Have students go through Exercises A and B and guess what is on the video. Remind them to pay attention to the title.Then encourage them to guess the answers according to their prediction.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 Exercise C, you can say “Alejandra usually has coffee with milk, fruit, yogurt, and cereal for breakfast.” Or you may tell them what you have eaten for breakfast. Then ask them what they eat for breakfast/lunch/dinner. Have students practice conversation in pair or move freely to ask their classmates.Finish all the exercises in Unit 3. Read the text in this unit again. Write a questionnaire on the topic students are interested in.补充教学资源VOCABULARY BUILDER参考译文珍妮：嗨，亚历克斯，想来点这个甜点吗非常好吃！亚历克斯：不，谢谢，珍妮。
