新生代英语基础教程1Unit1_电子教案

 时间:2019-04-09 18:45:12 贡献者:peterwu26

导读:教案课程名称 新生代英语基础教程 1 课 班 专 教 系 时 级 业 师 部教 研 室 教 材 《新生代英语基础教程 1》1教学计划教学 单元 单元 主题   Occupations and places Show Time “Nice to meet you.”

六年级下英语教案-unit   then and now|人教(pep)(2014秋)
六年级下英语教案-unit then and now|人教(pep)(2014秋)

教案课程名称 新生代英语基础教程 1 课 班 专 教 系 时 级 业 师 部教 研 室 教 材 《新生代英语基础教程 1》1

教学计划教学 单元 单元 主题   Occupations and places Show Time “Nice to meet you.”  Reading Have we met before? 教 学 内 容    Chat Time You look familiar. Writing Filling in a form Grammar Personal pronouns and possessive adjectives  My Story IntroductionsUnit 1 “Nice to meet you.”课时 8 安 排教学目标Warm-up To get students to talk about the main topic of this unit in a comfortable and relaxed manner 教学活动建议Have students look at the picture and ask them to fill in the blanks with words given.2

Vocabulary BuilderAand B To teach students new vocabulary related to occupations and places Have students listen and repeat the words. Ask students which words they know and which they aren’t sure about. Make sure to emphasize the correct pronunciation of “Ireland”).Once students are comfortable with each word, let them try to complete the exercises by themselves. After they have finished, go through each answer. Discuss any questions that students had problems with.C To improve students’ listening and comprehension skillsTell students they will hear a conversation between two people who have just met. Tell students that Jim is the name of the male speaker and Tracy is the name of the female speaker.Then listen to the conversation and have students complete the conversation. Go through each answer and check for errors.Brainstorm with students some topics for small talk, for example, hometown, job, name, etc.D To improve students’ speaking and comprehension skillsInvolve students in the performance to guess words. Do this game in pair. One student performs an occupation according to a given word or picture and the other guesses which occupation it is. Have three pairs compete with each other and give two pictures in each round. The pair using shortest time wins. Check whether they have all learnt the word by having the class vie to answer or call individuals.3

Ask questions like “What job is this?” Inspire students to answer with a complete sentence beginning with “I think it is…” Correct their answers if they make mistakes of “be” verbs. Explain to them that “-er” is a suffix of words to denote anyone taking a particular job.Finally, have them finish the exercise D. Check their answers.Show TimeA To teach students speaking skills through the use of picturesFirst, have students look through all pictures and sentences below. Ask basic questions such as, “Who are these people?” “Where are they?” “What are they doing?” “Why are they doing that?” “How are they doing it?”Next, describe each character to help students get familiar with the content. For example,Hector has a shaved head. Mateo has dark skin. Naomi is an Asian. The teacher has red hair.Next, have students match the pictures to the sentences which describe them.Divide students into groups of four and have each group make up a dialogue based on each picture. Give an example of the first picture.B, C and D To improve students’ listening comprehension through the use of videoLet students pay special attention to the information about where the four people are from, then play the video. Have students complete Exercise B. Check their answers and encourage them to revise their dialogue according to this part.4And before doing Exercise C, you may

want to let students guess what the missing words might be. Watch the video again and finish the exercise with the words from the boxes. Check their answers and have students read the dialogue. Or you may choose four students to model the dialogue. Continue to revise students’ dialogues according to this part.  For exercise D, let students reorder the statements and read out the dialogue in pairs after checking their answer. Reading A, B and C To improve students’ reading comprehension   First, have students look at the picture before reading the text, ask them to guess what story it would be. You can ask different students to share their guesses about the story. Then, have students read the text quietly to themselves. After that, you can play the recording to them.  Finally, have students try to role-play the conversation in the story.  Look through statements in Exercise B and guess the correct order. Listen to the recording again. Reorder the sentences and retell the story.  Finish exercise C. Teach students how to look for key words in the article. Check their answers. D and E To improve students’ critically thinking ability and encourage5For Exercise D, let students choose which opinions they agree with and tell their reasons.For Exercise E, hold a class discussion.

them to learn a lesson from the storyEncourage students to share their opinions. You may ask a few questions to lead in. for example, is the young man wrong? Should the madam hire him if he is very capable?F and G To review the useful words and expressionsBefore doing Exercise F, have students read the words from the boxes. Correct them if they read in a wrong way. You can teach the word formation, for example, add “er” to the verb “interview”, we get a noun “interviewer”; add “ee” to the verb “interview”, we get “interviewee”. You can also ask students to pay attention to the same word with different word classes, for example, “interview” can be both a noun and a verb.For Exercise G, first, have students write down the vocabulary words in each box in any order they choose. Next, play the definitions of each word to students. If they hear the definition of a word, they can cross out the word. The first student to cross out a line of words (horizontally, vertically or diagonally) can call out “Bingo!”, and is the winner.Chat TimeTo improve students’ listening, speaking, writing and acting skills through the use of conversationFirst, explain to students that they will hear a conversation between two people who have just met and introduce the key words for this conversation.Second, ask 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. You may want students to read through the Language notes, learning the expression of “You look familiar.” Let them practice the6

dialogue in pairs.  Next, have students practice introducing themselves in pairs, monitoring them while they do so.  For Exercise C, you can divide students into pairs, and ask them to act out the situation. They can take turns playing different roles. Monitor them and help when necessary. Writing To improve students’ writing skills and learn to fill in forms  Teach students how to fill in the entry visa application with basic information items (first name, last name, gender, birth date, marital status, job, street address, country of birth, email address and phone number, etc.).  For Exercise A, you can play a role as a visa interviewer, and let students play as interviewees. You ask students a few questions, such as “What is your job?” “Why do you want to go abroad?” “What is your date of birth?” etc.  Explain that “first name” or “given name” equals to “名” in Chinese while “last name”, “family name”, or “surname” equals to “姓”.  Tell the differences between writing English and Chinese addresses. When writing an address in Chinese, it goes from broader conception to smaller ones, in the order of Country, Province, City, Street and Number. But in English, it is the other way around. 7Guide students to fill in the visa application

form. Help them if they have any problems.  For Exercise B, let students fill in the form according to their own conditions. Tell them to capitalize the first letter of surname and first name. Grammar To teach students how to use Personal pronounsand possessive adjectives  Explain to students that we use possessive adjectives to show someone owns something. Start by asking students if they know what a “noun” is (for example, a person, place or thing). Ask students to give examples of nouns. Now, tell students that we use the possessive adjective in front of nouns that a subject owns.  Another fun way to demonstrate this is to walk around the class removing objects from students’ desks. You can then ask the class “Whose _____ is it?” making sure that they use the possessive adjective to answer.  After students have become comfortable using the possessive adjective, have them complete the exercises, and then go through the answers once they are finished.  Review personal nouns and explain subjects, objects and possessives. Give some examples:I have an English book. My parents bought me the book last week. I like my book very much.  Finish Exercise B and check answers.8

My StoryTo improve students’ listening comprehension and speaking ability through the use of videoTell students that they will see a video in which real people talk about their names and places they come from. Make sure students know what a “nickname” is by giving examples (you may use your nickname or a famous person’s nickname as an example).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 students. Now, have students tell you the answers, correcting any mistakes.Watch the video again and have students write the missing words in the blanks, pausing the video if necessary. Check students’ answers, correcting any mistakes. Read out Exercise B.For the discussion section, start by going through the model answers in the book, and have students repeat after you. Finally, have students discuss the questions in pairs and/or in groups. Allow students to walk freely, interview classmates and record their answers. Report their findings to the class. Encourage students to make a self-introduction to the class or write a short story about themselves.课后学习设计 作业  Finish all the exercises in Unit 1. Read the text in this unit again and try to summarise its content. museum membership. Fill in a form for a friend to apply for a9

课后总结与反思补充教学资源VOCABULARY BUILDER  参考译文 吉姆:麻烦您,服务员!请过来一下,好吗? 特蕾西:好的,先生。

您想吃些什么? 吉姆:我想要一个汉堡包和一杯可乐,谢谢。

特蕾西:好的,没问题。

吉姆:嘿,你看起来很眼熟。

你在这个餐厅工作多久了? 特蕾西:我在这里才工作了一周。

我刚从日本搬到这里。

吉姆:噢,真的吗?很高兴见到你。

我是吉姆。

我来自爱尔兰。

我是附近学校的 学生。

特蕾西:很高兴见到你,吉姆。

我是特蕾西。

哦,我得走了。

回头见! 吉姆:再见!SHOW TIME  语言解析 1. She’s married to Mr. Smith.她和史密斯先生结婚了。

be married to sb.与某人结婚 e.g.She has been married to her husband for 10 years. 她和她丈夫结婚 10 年了。

2. I look forward to being your instructor this semester. 我期待着这个学期成为你们的老师。

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look forward to doing sth.表示“期待做某事”,to 是介词,后面接动词的-ing 形式。

e.g.I look forward to seeing you again. 我盼望再次见到你。

The little girl is looking forward to visiting the zoo. 小女孩盼望着去参观动物园。

3. Mateo, at your service.玛特奥,很愿意为您效劳。

at your service 愿意为您效劳 e.g.If you need any help, I'll be at your service. 如果你需要帮助,我愿意为您效劳 We are very glad to be at your service. 我们很高兴为您效劳。

 参考译文 玛特奥:哦,很抱歉,我迟到了,桑切斯先生。

赫克托:请叫我赫克托。

玛特奥:好的,赫克托先生。

赫克托:好吧,随便吧。

玛特奥:大家都去哪里了? 赫克托:我想老师要来了,她晚了。

玛特奥:她叫什么名字? 赫克托:我想是史密斯太太。

玛特奥:太太还是女士? 赫克托:太太,她嫁给了史密斯先生,数学老师。

史密斯太太:早上好,你们是商务 101 班的学生吗?11

赫克托:我们是。

您是老师吗? 史密斯太太:是的,我是。

我是史密斯太太。

你叫什么名字? 赫克托:我的名字是赫克托•桑切斯。

史密斯太太:你呢?你叫什么名字? 玛特奥:玛特奥·特鲁希略。

愿为您效劳。

—————————————————————————————————— 娜奥米:你们好!很高兴认识大家.。

赫克托:很高兴见到你。

玛特奥:我也很高兴见到你。

娜奥米:我来自帕萨迪纳。

我的妈妈来自洛杉矶,但我的爸爸来自日本。

他是一 个工程师。

让我想想„„哦,对了。

我在一家叫“蓝浪”的餐厅工作,我是服务 员。

我喜欢我的工作。

史密斯太太:赫克托,你呢? 赫克托:我?我没有工作,目前还没有。

但我有父母。

我爸爸来自墨西哥,我妈 妈来自土耳其。

我一直住在格兰岱尔。

玛特奥是我最好的朋友。

玛特奥:是的,赫克托就像我的兄弟一样——像我弟弟。

史密斯太太:你也来自格兰岱尔吗? 玛特奥:不,我是从波多黎各来的,但我小时候,就搬到这儿来了。

史密斯太太:嗯,很高兴见到你们。

欢迎来上课,很期待本学期做你们的老师。

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READING  语言解析 1. Last Monday, I was in a hurry.上星期一,我很着急。

in a hurry 匆忙 e.g. Heputonhisclothesinahurry. 他急急忙忙地穿上了衣服。

I'm in a hurry, so come to the point. 我赶时间,直截了当说出来吧。

2. I wanted to get to workquickly because I was interviewing people for an engineer job in my company. 我得赶着去上班,因为我要在公司面试前来应聘工程师职位的应聘者。

1) want to do sth. 想要做某事 e.g. I want to buy a new bike. 我想买一辆新自行车。

2) interviewn. &v. 面试,采访 e.g.I took part in a job interview yesterday. 我昨天参加了一个求职面谈。

3. The first interview was at 9 o’clock. 第一场面试在上午 9 点钟。

介词 at 用在表示“小时”的数字前面,表示时间。

e.g. We usually get up at 6:30 in the morning. 我们通常早上六点半起床。

The supermarket closed at 10 o’clock last night. 昨天晚上超市十点钟关门。

4. I waited for the train. 我在等火车。

wait for 等待,等候 e.g. We are waiting for the bus. 我们正在等公共汽车。

Who are you waiting for? 你在等谁?5. The station was busy, lots of people were standing on the platform. 很多人站在站台上。

on the platform 在站台上 e.g. On the platform, there were thousands of people. 站台上有数以千计的人。

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6. When the train arrived, I was the first in line, but a young man pushed past me. 列车到站的时候, 我排在队伍的最前面, 但是一个年轻人从我身边挤了过去。

1) in line 成一排 e.g. All the passengers are standing in line.所有的乘客都站成一排。

2) push past sb. 从某人身边挤过去 e.g. People will push past you in the crowded bus. 在拥挤的公共汽车上,别人会在你身边挤来挤去。

7. So what? 那又怎样? e.g. I have passed the math test this time. 这次我数学测验及格了。

So what? Just keep on studying and you will make greater progress. 那又怎么样?坚持下去吧,你会取得更大进步的。

8. You look familiar. 你看起来面熟。

look familiar 看起来面熟 e.g.You look familiar. Do I know you? 你看起来面熟。

我是不是认识你? 参考译文 我们之前见过吗? 上周一,我很着急。

我赶着去上班,因为我要去公司面试应聘工程师职位的 应聘者。

第一场面试是在九点钟,我不想迟到。

我在等火车,车站里很繁忙,很多人站在站台上。

火车到站的时候,一开始 我是排在最前面的,但是后来有一个年轻人挤到了我的前面。

他想抢个位置坐。

“对不起! ”我说, “我在你前面呢! ”年轻人看着我说: “那又怎样?” 我没有找到座位,到办公室的时候,我感觉很疲惫。

第一个面试者已经到 了。

一个年轻人说: “我叫保罗,见到你很高兴。

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这人恰巧就是火车上的那个年轻人。

我看看他,对他说: “你看起来很面熟 啊,我们之前见过吧?”CHAT TIME  参考译文 吉姆:你看起来有点面熟,我们以前见过吗? 曼迪:我想不会吧, 我刚刚才搬到这里。

吉姆:我叫吉姆,很高兴见到你。

曼迪:我也很高兴见到你,我叫曼迪。

吉姆:你是哪里人? 曼迪:我是墨西哥人,你呢? 吉姆:我出生在这里,但我的父母不是。

我母亲是日本人,父亲是美国人。

曼迪:太好了!我们该找个时间一起喝杯咖啡。

吉姆:那太好了!MY STORY  参考译文 伍宋:你好,我的名字叫 Woo Sung Chung。

达亚安尼:你好,我的名字叫 Dayanne Leal。

我的昵称是 Day。

D-A-Y。

乔纳森:你好,我叫 Jonathan Najman。

我的昵称是 Johnny。

艾格尼丝:你好,我叫 Agnes Tounkara。

Agnes 是我的名,拼写为 A-G-N-E-S。

我的姓拼写为 T-O-U-N-K-A-R-A。

布拉德:我的名字叫 Brad Fotsch。

Brad 是我的名,拼写为 B-R-A-D。

Fotsch 是 我的姓,拼写为 F-O-T-S-C-H。

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卡卢姆:你好。

我的名字叫 Calum Docherty。

我来自苏格兰的格拉斯哥。

我 18 岁,我是哈佛大学的一名学生。

达亚安尼:我来自危地马拉共和国的危地马拉市,我是一名计算机工程师。

哈娜:你好,我的名字叫 Hana Lee。

我 20 岁。

我是波士顿大学的学生,我来自 纽约道格拉斯顿。

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