新生代英语基础教程2 Unit1_电子教案
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新生代英语基础教程
2
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《新生代英语基础教程
2
》
1
教学计划
教学
单元
单元
主题
Family
Show Time
“
Where are you
from?
”
Reading
Why is it called a honeymoon?
教
学
内
容
Chat Time
The rest is history.
Writing
Family tree
Grammar
The possessive
’
s
My Story
Family
Unit 1
“
Where are you
from?
”
课时
8
安
排
教学目标
Warm-up
教学活动建议
To get students to talk
Have
students
look at
the picture
and ask
about the main topic of
this
unit in a
comfortable and
relaxed manner
them to tell you as much as they can
about
it.
Then,
go
through
the
questions
and
complete
each
answer.
In
addition,
you
can
ask a few warm-up questions such as
2
“How
many
people
are
in
your
family?”
and
“Where
are
you
from?”
If
students
have trouble with
these questions you can
write model
answers on the board for them
to
use
when
answering.
For
example,
“There
are
_____
in
my
family.”
and
“I
come from _____.”
Vocabulary Builder
A and B
To teach students new
vocabulary related to
family
Have
the
students
listen
and
repeat
the
words. Use descriptive
sentences to teach
the
family
member
words.
For
example,
you can say “Your
uncle
is your mother or
father’s
brother.”
“Your
aunt
is
your
mother or father’s
sister.” “Your
cousin
is
your uncle or aunt’s child,” and so on.
A
simple
family
drawn
on
the
board
can
often
help students to understand this.
They
may
find
it
interesting
to
see
your
family
tree,
if
you
don’t
mind
sharing
it
with
them.
For the word
frame
, you can see that it
is
something
we
put
around
important
pictures. You can
then ask students if they
have any
framed photos in the class. You
can
also
teach
that
we
use
the
words
married
and
single
to describe someone’s
relationship status. Ask “Have you been
to
a wedding r
ecently?” “Who
got married?”
C and D
To improve students’
listening and
comprehension
skills
For
Tell
the
students
they
will
hear
a
conversation
between
a
radio
host
and
a
celebrity
(Anna).
Now
listen
to
the
conversation
and
have
students
complete
the sentences.
Correct
any
mistakes.
Have
students
talk
about family members with sentences
they
3
have
learnt.
For
Exercise D,
let
students
match
those
Chinese
kinship
terms
to
the
corresponding English
definitions.
Show Time
A
To teach students
speaking skills
through the
use of
video
First, have the students watch the
video in
its
entirety.
Ask
basic
comprehension
questions
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.
B, C and D
To improve
students’
listening
comprehension
through the
use of
video
Watch the video. Now look at Exercise
B,
and
ask
students
to
complete
the
True
/
False statements.
Next, students can complete the
dialogue in
Exercise C. Have
three
students
read out
the dialogue with
one student playing the
role of Naomi,
one as Hector and the other
as Mrs.
Sanchez. For an extension activity,
you
can
also
have
the
students
redo
the
conversation using
information from their
family.
Finally,
have
students
match
the
questions to the answers
in Exercise D.
Reading
A, B and E
To
improve students’
reading
comprehension and
learn
about
honeymoons
Review
the
vocabulary
word
honeymoon
.
Ask them to give you examples of where
people
might
go
on
their
honeymoon.
Some students may
even know where their
parents went on
honeymoon.
Next, read and listen to the text and
have
the students read each of the True
/ False
statements and choose the
correct answer.
Have students read the
new words in the
4
boxes
and
correct
their
pronunciation.
Then have students underline these
words.
After the presentation, have
students finish
Exercises B and E.
C and D
To get the students
comfortable when
speaking
about family
Put
the
students
in
pairs
and
have
them
practice
talking
about
where
they
would
like
to
go
on
honeymoon.
Every
two
minutes
have students stand up and change
partners.
Do
this
three
or
four
times,
depending on class
size.
Ask
students
to
draw
a
poster
and
fill
in
some
information.
Ask
students
to
introduce
and
advertise
their
dream
honeymoon package to
all classmates.
Chat Time
To improve students’
listening, speaking,
writing
and acting
skills through the use
of conversation
Explain
to
students
that
they
will
hear
a
conversation in which
Andrew tells Jenny
about his wedding
plans. Introduce the key
vocabulary
words for this conversation.
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 asking about
families
in
pairs,
monitoring
them
while
they
do so.
Now,
have
students
read
through
the
Language
Note
,
teaching
the
phrase
“the
rest
is
history.”
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.
5
Writing
To
improve
students’ writing
skills and learn to
write a
family
description
Ask students to
look at the family tree and fill in the
names and their occupations. Check
their work.
Ask
students to write names and occupations of their
family members as in the example.
Remind them of
the appropriate form of
Chinese names. Have two
volunteers
write
their
answers
on
the
board
and
check
their spelling.
Teach
students
to
describe
their
family
relations
using the sentence pattern in Exercise
C.
Grammar
To
teach students
how to use
possessive
s
Explain to
students that we use the possessive
s
to
describe who owns
something. First, write a large
’s
on the board. Next, tell the students
that we add
’s
for when one
person owns something. Walk around
the
class,
picking
up
students’
items
and
giving
examples,
such
as
“This
is
John’s
book”,
emphasizing
the
’s
.
Have
students
echo
you
and
then ask them to try on their own.
Then, tell students that for two names,
we add
’s
to
the
second name only.
After
that,
you
will
need
to
tell
students
about
irregular
plurals.
Make
examples
using
the
most
common
irregular
plurals
used
with
’s
:
children,
men, women and people, etc.
Let
students
complete
the
exercises,
and
then
ask
them to change books and go through the
answers,
correcting any mistakes.
6
My
Story
To 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 families.
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 the
discussion section, start by going through the
model
answers
in
the
book,
and
have
students
repeat
after
you.
Then,
give
the
students
your
answers
to
the
questions.
Next,
you
can
have
several
students
give
their
answers
to
the
class.
Finally, have the
students discuss the questions in
pairs and/or in groups.
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.
Interview
a
family
member
and
write
a
family
description for him/her.
课后总结与反思
补充教学资源
VOCABULARY BUILDER
参考译文
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