新生代英语基础教程1Unit5_电子教案设计

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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》

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教学计划 教 学 Unit 5 “Do you live around here?” 单 元 单 元 主 题  Transportation and places 课 时安 排 8

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 Show Time “Do you live around here?”  Reading Getting around San Francisco 教 学 内 容  Chat Time What a coincidence!  Writing Describing a place  Grammar Present simple tense  My Story The town where I live

教学目标 Warm-up To get students to talk about the main topic of this unit in a

教学活动建议  First, tell students they will listen to a song called First Turn Right at the Light. Explain words and phrases like turn left/right, block, at the 实用文档

comfortable and relaxed manner corner, avenue, direction and so on so that they could understand the song.  Then, play the song. Ask students to put sentences in the correct order.  Play the song again. Ask students to draw the route to Greenwich Village.  Play the song again and let students sing together. Vocabulary Builder A and B  Have the students listen and repeat the words. Students should be familiar with the words mall, To teach students new vocabulary related to transportation and places hospital, town, college, and street. For the word schedule, make sure you teach the correct pronunciation, and have students practice by echoing you. Note that schedule has two official

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pronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed, remind students that this word has two meanings as a verb, for example, it can mean to “not do something” or “to think about someone you haven’t seen for a long time.” Make sure that students understand this distinction by asking them which meaning of “missed” is being used here (it’s the first). For the word expert, you can begin by telling students that an expert is a person who knows everything about something. Ask students what they are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping,” or “I am an expert at

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sleeping.”  When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes. C and D  Tell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female. To improve students’ listening and comprehension skills  Play the dialogue and ask students to finish Exercise C. Check their answers.  Students practice new conversations in pair, one as a newcomer and the other giving directions.  For exercise D, ask students to watch pictures and words below. Have them make sentences with

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these words. After they finish the exercise, have them ask each other how they get around or how often they use public transportation. Show Time A  First, have students match the pictures to the sentences. To teach students listening and speaking skills through the use of video  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 making up a conversation for 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

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fastest and best explanation wins. B, C and D  Watch the video. Now look at Exercise B, and ask students if they can remember the bus routes, destinations and times. Tell students that the word “route” refers to the bus number and To improve students’ listening comprehension through the use of video destination means the place that bus goes. Check their answers. Refine the conversation according to Exercise B.  Next, have students read through Exercise C and guess the missing information. Play the video again and students can complete the dialogue in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi. Another way to do this is to have half the class (for example all the

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boys) read Hector’s lines and half the class (all the girls) read Naomi’s lines. It may also be fun to have the boys read Naomi’s lines and the girls read Hector’s lines.  Finally, have students put the sentences in order to make a conversation in Exercise D. check their answers. Students read the dialogue in pair. Reading A, B and C  First, have students go through the text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements. To improve students’ reading comprehension  Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.  Read the text carefully and finish

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Exercise C. Ask students to brainstorm other advantages and disadvantages. D  Students draw a picture of “a vehicle of the future” in groups. Then each of them takes turns to describe this vehicle. The teacher monitors their performance and provides help. Invite volunteers to make a presentation. To get the students comfortable when speaking English Chat Time To improve students’ listening, speaking, writing and acting skills through the use of conversation  First have students go through the dialogue and guess what they are talking about. Explain to students that they will hear a conversation between two people discussing the location of a building. 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

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that students have time to write. Check their answers.  Now have students read through the “Language Note,” teaching the expression “what a coincidence”. Ask students to give examples of coincidences they have encountered.  Students practice the conversation in pair.  Then, students practice questions from Exercise C in groups.  The teacher may prepare several pictures of different places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard. 

Students can practice new 实用文档

conversations about asking for directions based on the map and useful language. Monitor their performance and provide help. Writing To improve students’ writing skills and learn to describe a place  Students brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse the structure of and information in this paragraph. Finally students can conclude what a description is.  For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passage using the sentences. Exercise C provides many useful expressions. Grammar To teach students how to use the present simple  First ask students to finish Exercise A. Check their answers.

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tense  Explain to students that we use the present simple to talk about things that happen often or for a long time. A good way to do this is to write the words “always,” “often,” “usually,” “sometimes” and “never” on the board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you may ask John, “John, what do you always do?” Let’s say John answers “I always watch TV.”  Now, you can write on the board “John always watches TV,” emphasizing that we add s. Adding s to the third person singular is the most common mistake for ESL

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learners using the present simple.  Once everyone in the class has answered a present simple question, have them complete the exercises, correcting any mistakes.  Guide students to change affirmative sentences into negative and interrogative sentences.  Allow students to move freely in the class and ask each other “What do you always/often/usually/sometimes/never do?” or “Do you always/often/usually…”  Students finish Exercise B. check their answers. My Story To improve students’ listening comprehension  Have students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizza

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and speaking ability through the use of video shop, neighbourhood, across from the super market, and hometown. Make them understand they will see a video in which real people talk about their neighborhoods.  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. Students read the dialogue in Exercise B.  You may conduct Exercise C in

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several ways. You can say “In Natalie’s neighborhood, there is a pizza shop.” And then ask them about shops in their neighborhood. Practice the next two questions in the same way. Or you can allow them practice short conversations in pair; or allow them move freely to ask their classmates. 课后学习设计 作业   Finish all the exercises in Unit 5. Read the text in this unit again and summarise its content.  Describing your favourite place. 课后总结与反思

补充教学资源

VOCABULARY BUILDER ➢ 参考译文

杰克：你好啊，威尔逊太太，您在这儿干嘛呢？ 实用文档

威尔逊太太：嗨，杰克。我在等车。 杰克：您要去哪儿？ 威尔逊太太：去医院看我哥哥。他腿受伤了。 杰克：哦，真遗憾。您坐几路车去？ 威尔逊太太：9路。时刻表上说2点会来。 杰克：您可以坐21路，也到医院，1:50就来。 威尔逊太太：哦，好的，谢谢你啊！

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。

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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。

4. What a coincidence! 真巧啊！ coincidence 一致；巧合

e.g. By coincidence, his wife is one of my classmates in college.

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巧合的是，他的妻子是我的大学同学。

It was no coincidence that his car was seen near the bank at the time of the robbery.

劫案发生时有人看见他的车停在银行附近，这绝非巧合。

5. I’m still learning the schedule. 我还在熟悉时刻表。 schedule 时刻表

e.g. The flight arrived two minutes ahead of schedule. 航班比预定时间早两分钟到达。

MORE NOTE next to 在……旁边 across from 在……对面 in front of 在……前面 behind 在……后面 on the left of 在……左边 on the right of 在……右边 kitty-corner from 在……斜对角 down the street from 从……往下走 around the corner from从……转个弯

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➢ 参考译文

娜奥米：赫克托，你好！ 赫克托：哦，娜奥米，你好吗？ 娜奥米：我很好，谢谢。真没想到在这里见到你，你住在附近吗？ 赫克托: 是啊，我住在橡树街，你呢，你住哪里？ 娜奥米：我住在枫叶街。 赫克托：枫叶街，就是栗子街附近那条街吗？ 娜奥米：应该是吧，我还在熟悉各条街的名字中，刚搬来。 赫克托：格兰岱尔只是一个小城，你很快就会熟了。 娜奥米：但愿如此，你这要去哪儿？ 赫克托：我乘公交去学校。 娜奥米：哦，我也是。 赫克托：太好了，我们一起吧。 娜奥米：我们得乘几路公交车？ 赫克托：来，我指给你看。我们现在在这儿，看到了吗？ 娜奥米：医院边上？

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赫克托：是的。我们先乘11路车，在加乐利亚购物中心下车，然后转乘3路车到达格兰岱尔社区大学，就是这么简单。

娜奥米：先坐11路到购物中心，然后3路车到学校……那11路车什么时候来？ 赫克托：下一班车是11:50，应该随时就会来。我想我看到11路车了。 娜奥米：来啦。那个，你昨晚做作业了吗…… (2)

娜奥米：嘿，赫克托，真巧，你是要坐公交去学校？ 赫克托：是啊，我要坐11路车。

娜奥米：等等，让我来说。我们先乘11路车到购物中心，然后转乘3路车到学校。

赫克托：啊哈，你现在是专家啦。

娜奥米：但我对班车时刻表还不太熟。购物广场出发的3路车多长时间一班？ 赫克托：每隔20分钟，12:15有一班。

娜奥米：现在都12:20了，我觉得我们错过了那一班。哎呀，下一班12:35到这里。

赫克托：看看，我说对了吧。你现在都成专家了。 （3）

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路人：打扰一下，请问你知道怎么去加乐利亚购物中心吗？ 娜奥米：是的，我知道，坐11路车。 路人：11路车什么时候到这里？ 娜奥米：每隔20分钟一班，下一班应该1:15到这里。 路人：谢谢。 娜奥米：不客气。

READING ➢ 背景知识

San Francisco is a very exciting and beautiful city. It stands on a hilly, steep peninsula between San Francisco Bay and the Pacific Ocean, which lies in western California. It is considered as the gateway to the Far East. The Chinatown in this city is the largest one in the United States. It is full of Chinese shops, temples and restaurants. San Francisco is famous for its tourism. A song named San Francisco sings, 'If you're going to San Francisco, be sure to wear some flowers in your hair. If you're going to San Francisco, you’re gonna meet some gentle people there. For those who come to San Francisco, summer time will be a loving there'. Now let learn how to get around San Francisco.

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➢ 语言解析

1. San Francisco is easy to get around. 在旧金山，出行很方便。 get around 四处走动，出行

e.g. His new wheelchair lets him get around more easily. 新轮椅让他行动起来更容易。

2. Here are some of the best ways I recommend you to see this beautiful city.

我向您推荐一些游览这座美丽城市的最佳方式。 recommend 推荐

e.g. I recommend that you inquire about the job. 我建议你了解一下这项工作。

3. Many of the city’s most popular tourist destinations are within walking distance of each other.

城市中许多最受欢迎的旅游景点在之间可步行到达。 within walking distance 步行可至

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e.g. Your firm is quite near my home—within walking distance. 你的公司离我家很近，走一段路就到了。

4. Tired of walking? 厌倦走路? tired of厌倦

e.g. We were tired of waiting for him to call. 我们等他打电话来都等烦了。

5. You can get them at taxi stands or book them over the phone. 你能在出租车停靠站打到车，或者可以打电话叫车。

taxi stand出租车停靠站

e.g. He is walking toward a taxi stand. 他朝着出租车停靠站走去。

MORE NOTE

交通工具 Bus Taxi 搭乘地点 bus stop taxi stand platform+ NUMBER Train (train station)

中文释义 公交车站 出租车停靠站 （……号）月台（火车站） 实用文档

platform+ NUMBER Subway （Metro station） gate +NUMBER Airplane （airport） Boat pier+NUMBER （……号）码头 （……号）登机口 (机场) （……号）站台（地铁站）

➢ 参考译文

旧金山之旅 ——选自一位旅行达人的博客 在旧金山游览很容易。以下是游览旧金山这座美丽城市的一些好办法： 1. 徒步 旧金山中许多非常著名的旅游景点之间都挨得非常近，徒步就能到达。如果不想迷路的话，最好随身带着地图！ 2. 有轨缆车 不想走路了？没问题。旧金山的有轨缆车十分有名，特别适合观光旅游。而且，旧金山的市政交通以及地铁网络也很发达。你想去哪里就去哪里。 3. 自行车 旧金山是骑行者的好去处。骑游旧金山是最快速、最安全，同时也是最经济的方式。旧金山市有许多宁静的道路可供自行车穿行。

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4. 出租车 出租车随处可见。各出租车站点都会有来往的出租车停靠。同时，旧金山出租车也支持手机叫车服务。 5. 开车 市内通车难，停车更难！为方便您出游，选择以上几种交通工具会更快、更经济。

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CHAT TIME ➢ 参考译文

吉米：打扰一下，你知道邮局在哪儿吗？ 梅：嗯，在主街街角，警察局对面。 吉米：谢谢啦，你住在附近吗？ 梅：是啊，我家在那边的哈艾大街上。 吉米：太巧了，我刚刚搬到哈艾大街。 梅：太好了，哈艾大街是这座城市里很不错的街区。 吉米：是的，非常便利。多谢啦！ 梅：没事儿，拜拜！

MY STORY ➢ 参考译文

纳塔莉：我家附近有一家披萨店。披萨店隔壁是一家服装店，服装店的对面有一个药店。 丹尼尔：我老家街对面有一家超市，沿街往南走，有一家邮局，一家银行。我住的地方离火车站也很近。 凯文：我住在大学城，所以我家附近很多洗衣店、披萨店和中餐馆。 实用文档

艾格尼丝：我家附近的主街上有一家烘焙店、一家邮局、各式各样卖厨房用品的小店，还有超多的饭店。要到我最喜欢的饭店去，只要从我家往南走，第一个路口往右拐，再走一段路，看到拐弯往左拐，那个饭店就在左手边。