以下为《Unit 1 Hobbies Leisure time and hobbies电子教案 20》的无排版文字预览，完整格式请下载

下载前请仔细阅读文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。

教 案

课程名称 新时代职业英语通用英语1

课 时

班 级

专 业

教 师

系 部

教 研 室

教 材 《新时代职业英语通用英语1》

教学计划



教 学

单 元

Unit 1 Hobbies



单 元

主 题

Leisure time and hobbies

课 时某某 排

6



教

学

内

容

Vocabulary Focus

Enjoying hobbies

Reading

Unusual ways to pass the time

Grammar Focus

Defining and non-defining attributive clauses

Chat Now

How to spend my spare time

Writing

An invitation letter



教学目标

教学活动建议



Warm-up

To get students to talk about the main topic of this unit in a comfortable and relaxed manner

Explain to students that the focus of this unit is on hobbies and free time activities. Ask students: What do you enjoy doing in your free time?

Ask students to look at the words and the expression in the boxes. Check that students understand the words and the expression by asking questions, such as: If I go jogging, am I walking or running? Do you usually play board games outdoors?

Get students to read the column and complete it with the words or the expression in the boxes.

Check answers around the class.



Vocabulary Focus

A

To improve students’ listening and comprehension skills

Tell students they will hear a conversation in which two people discuss their hobbies.

Play the audio, twice if necessary. Pause the audio so that students have time to fill in the blanks.

Allow students to check their answers with a partner before nominating a couple of confident students to perform the conversation in front of the class.





B

To improve students’ speaking and comprehension skills

Ask students to look at the diagram. Discuss the hobbies which are there, asking students if they have ever tried these hobbies.

Organize students into pairs and challenge them to see who can be the first to complete the diagram.

Conduct class feedback. Write students’ answers on the blackboard, generating as much new language as possible.

As a possible extension activity, get students to suggest some more categories of hobbies.



Reading

A, B and C

To improve students’ reading comprehension

Exercise A

Read the heading of the text and elicit its meaning. Ask students if they can think of any “unusual ways to pass the time”.

Get students to read the titles of the three stories and to look at the pictures. Ask students: Which of these do you think is the most unusual way to pass the time?

Give students several minutes to read the text. Encourage students to refer to WORDS & EXPRESSIONS.

Ask students to answer the questions. Allow them to check their answers with a partner before conducting class feedback.

Exercise B

Read the rubric aloud. Ask students to read the text again and to complete the task.

Check answers around the class.

Exercise C

Read the words in the left column aloud, modeling the correct pronunciation.

Get students to complete the matching task. Fast finishers could write example sentences using the words.

Conduct class feedback. Help students to remember the words by asking questions, such as: Do you like to iron your clothes? Do you know anyone who has an unusual hobby? Have you ever tried skydiving?





D and E

To review the useful words and expressions

Exercise D

Ask students to complete the sentences with the correct expressions.

Fast finishers could write sentences with the leftover expressions.

Collect answers around the class.

Exercise E

Do the first puzzle together as an example.

Organize students into pairs and challenge them to see who can be the first pair to solve the puzzles.

Fast finishers can create a new puzzle for another pair to solve using expressions learned in this unit.





Beyond the Text

To improve students’ critically thinking ability

Exercise A

Read the rubric aloud to the class. Get students to read what Olivia says about Paul. Elicit the meaning of the word show-off and ask students whether they agree with Olivia’s opinion.

Organize students into pairs. Ask them to discuss the possible personalities of Mike and Phil. Circulate as students do this, prompting them and offering support where necessary. Then ask students to write their answers in the boxes.

Conduct class feedback. Nominate a few students to share what they have written with the rest of the class. Write down any new expressions on the blackboard.

Exercise B

Ask students to match the sentence halves. Get them to tell you whether or not they agree with the statements. If not, they should suggest other possible careers linked with the hobbies.

Organize students into pairs and give them several minutes to complete the rest of the task.

Ask students to share their ideas with another pair.

Conduct class feedback, nominating students to share their ideas. Generate as much discussion and new expressions as possible.



Grammar Focus

To teach students how to use defining and non-defining attributive clauses

Exercise A

Explain that we use defining attributive clauses to give essential information about a noun in a sentence. We use non-defining attributive clauses to give information that is nonessential to the understanding of the sentence.

Go through the form used for the clauses. Write an example using who, which or that, where and whose. Make sure to emphasize that defining attributive clauses don’t use commas, and non-defining attributive clauses usually do.

Once students seem comfortable with the grammar, have them complete the exercise and then switch books to correct their mistakes.

Exercise B

Read the rubric aloud, and elicit when each of the relative pronouns or adverbs are used.

Get students to read the passage. Check their comprehension by asking questions, such as: What is Tony’s hobby? How often does he do his hobby? What career does he want to have?

Ask students to complete the task. Read the text around the class.



Chat Now

To improve students’ listening, speaking, writing and acting skills through the use of conversation

Exercises A & B

For Exercise A, explain to students that they will hear a conversation in which two people discuss hobbies. Introduce the key words for this conversation.

Tell students to listen carefully and to write down what they hear in the blanks. If necessary, pause the audio so that students have time to write.

Have students practice talking about their hobbies using the questions in Exercise B.

Have students read through LANGUAGE NOTE, which teaches the use of the verbs play, go and do with various activities. Test students on this by naming an activity and having students come up with the correct verb.

You can also do this as a race, either orally or by having two students compete to write the correct verb on the blackboard.

Exercise C

Read the rubric aloud to students. Ask students: Are you active or do you like to take it easy? Organize students into pairs, if possible, having active students work with less active students.

Read the phrases in Useful language aloud, modeling correct pronunciation and asking students to listen and to repeat.

Nominate students to read EXAMPLE. Allow them to ask questions about any words they don’t understand.

Circulate as students complete their role-plays, offering support where necessary. Note down any examples of good communicative skills you hear, as well as any issues with language and pronunciation.

Bring the class together again and conduct feedback. Nominate a couple of pairs to perform their role-plays to the rest of the class.



Writing

To improve students’ writing skills and learn to write an invitation letter

Exercise A

Tell students that they are going to practice writing a letter of invitation. Elicit what kind of parties students might have (e.g. birthday party, surprise party, graduation party).

Ask students to read the invitation and reply and to complete the exercise.

Check answers around the class. Ask students to correct the false statements.

Read the letter and reply alou 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 ，你会怎么做？

iron:

v. to make clothes smooth using an iron熨平

e.g. Have you ironed my shirt?

我的衬衫你熨过了吗？

n. a thing used for making clothes smooth, which has a heated flat metal base熨斗

e.g. The iron was too hot and he scorched the shirt.

这个熨斗太热了，它把衬衫烫焦了。

Chat Now

参考译文

杰米： 常某某，你喜欢打篮球吗？我的球队在寻找新的球员。

常某某：多谢你问我，杰米。但是我并不是很喜欢球类运动。我打过网球，还踢过一段时间足球，但我并不是很喜欢这些运动。

杰米： 那你闲暇时间都做些什么呢？

常某某：我冬天很喜欢滑雪，夏天去山间徒步。这样能帮助我保持健康，放松身心。

杰米： 那你喜欢游泳吗？

常某某：游泳也很好，但我更喜欢在河流和湖泊里游泳，而不是在游泳池里。你呢？

杰米： 我通过做瑜伽放松，有时也去钓鱼。

常某某：你能钓到很多鱼吗？

杰米： 非常少！

[文章尾部最后500字内容到此结束,中间部分内容请查看底下的图片预览]

以上为《Unit 1 Hobbies Leisure time and hobbies电子教案 20》的无排版文字预览，完整格式请下载

下载前请仔细阅读上面文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。