Thr-U1-Daily-Routines-and-Activities英文版课件整本书电子教案.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Unit 1 Daily Routines and Activities,Teachers Guide,1)What time expressions can you remember?,When talking about daily routines,time sequence is observed.Try to use different time phrases to vary your expressions.,2)When you talk about daily activities,what do you think you should be careful about?,With regard to daily activities,the students have to be careful about shift of tenses.Usually they cannot use past tenses very well.,3)Do you feel the pressure of time every day?How do you manage to meet different deadlines?,Most people feel time-hungry these days.There are too many things waiting to be done every day.But how we can finish our tasks needs skills,which will be dealt with later in time management in this unit.,1.Warm-up,Students Book p1,2.Daily Routines of Different People,Work in pairs.Based on the information given below,please describe the following peoples daily routines.,David Daily Routines,(Students Book P1-3),Give the,students about 2 minutes to work out Davids daily routines.Then invite 3-5 students to the front to present them.,Pay attention to the following points.,1)The pronunciation of David/deivid/:quite some students read it as/dvid/,2)Monday through Friday:students use Monday to Friday,very few of them can think of,Monday through Friday,.The difference between“to”and“through”here is that the time after“to”may or may not be included while it is included if used after“through”.,3)This activity practices point of time.,After using the text version as prompts for a couple of times,the teacher may use the picture version,which is more challenging for them because there is less text support.The following activities are the same.,2.Daily Routines of Different People,Students Book P1-3,A Sample Description,Davids Daily Routines(Point of Time),David works at the supermarket.He works five days a week:Monday through Friday.He gets up at 6:50/His day starts at 6:50.He eats breakfast at 7:20.He leaves for work at 7:50.He usually drives to work.It takes an hour and a half/one and a half hours to get to work.He comes home around 6:30 in the evening.They eat dinner at around 7:00.He usually reads the newspaper after dinner.After reading the newspaper he watches TV.If the TV is boring/isnt interesting,he reads a book or listens to music.He goes to bed at 11:00.,Susans Daily Routines,(Students Book P3-4),1.When expressing time durations,students often use,from to,.Very few of them can think of using other expressions,such as,Wednesdays,from,3 p.m.,until,5 p.m.,On Thursdays,she does,nt,finish teaching,until,9.,She teaches f,or two and a half hours from,6:30 p.m.,until,9p.m.on Thursday evenings.,2.This activity practices duration of time.,Ursulas Daily Routines,(Students Book p4-5),This activity practices both point of time and duration of time.,2.Daily Routines of Different People,2.Daily Routines of Different People,Students Book P3-4,A Sample Description,Susans Daily Routines(Duration of Time),Susan is an English teacher.Her schedule changes/varies each day.She teaches English three days a week:Mondays,Wednesdays,and Thursdays.On Mondays,she teaches from 2:00 until 4:00.On Wednesdays,she teaches from 3:00 until 5:00.She teaches for two and a half hours on Thursday evenings.On Thursdays,she doesnt finish teaching until 9:00.Every day,she does housework such as cleaning,vacuuming,laundering from 8:00 a.m.to 9:00 a.m.Then in the next two and a half hours,she goes shopping.At noon/midday/12:00,she has lunch alone.After finishing her lunch,she usually takes a nap from 1:00 p.m.until 2:00 p.m.When she wakes up,between 2:00 p.m.and 4:00 p.m.,she sometimes watches soap operas.At 4:00 p.m.,she has to go to school to pick up her children.When she comes back home,she starts preparing dinner for her family at around 6:00 p.m.She loves watching her family sit together enjoying dinner she cooks for them.,2.Daily Routines of Different People,Students Book P6-7,Give the,students about 4 minutes for each activity to talk about their own daily routines and their wifes/husbands/boy(girl)friends/your childs.After 4 minutes,ask them to change partners and talk about the two routines again to their new partners.Then invite 3-5 students to the front to present their speeches.The students fluency is enhanced in this way.,The objective of Activity 5)is for the students to apply what they have learned in their own world while the objective of Activity 6)and 7)is to practice the 3rd person singular form.,3.Daily Activities,Michelles Daily Routines,(Students Book P7-8),Give the,students about 3 minutes to work out Michelles daily schedule.Then invite 3-5 students to the front to present her schedule.,Draw the students attention to the pronunciation of Michelle/miel/.Some students read it as/maikl/.,The teacher should also focus on the third person singular form and tenses because the students usually make mistakes in the shift from present tenses to past tenses.,3.Daily Activities,Students Book P7-8,A Sample Description,Michelles Daily Routines,Michelle is a writer.She works for a news agency.Her schedule changes every day.She often works late at night.So she doesnt like to get up early.Sometimes she gets up so late that she doesnt have time for breakfast.,Today,for example,she got up at 9:00.She didnt eat any breakfast and just had a cup of coffee.Then she worked on her computer at home until 11:00.She left home at 11:30 and drove downtown to her office at the news agency.,Its now 1:00 and she is eating a late lunch.Shes very hungry because she didnt eat breakfast,so shes having a large lunch.,Later this afternoon shes going to have a meeting with her director.Shes going to make a request.She wants to take a week off so that she can take a holiday in Vienna.,This evening shes going to interview an important person about the problem of chemical weapons.The interview is scheduled to last for an hour,from 6:00 until 7:00.After the interview shes going to work late because she wants to finish the story before going to bed.She thinks its going to be an important story.,3.Daily Activities,Belindas Schedule,(Students Book P8-9),Give the,students about 3 minutes to work out Belindas daily schedule.Then invite 3-5 students to the front to present her schedule.,This activity gives the students another chance to practise the third person singular form and shift of tenses.,The teacher can make this activity a bit more challenging for the students by resetting“now”and ask the students to describe Belindas schedule right away based on the newly reset time.For example,instead“Now is 1:00 p.m.”,the teacher may reset“now”to 6:55 a.m.Therefore,the students have to use the future tenses for the rest of the activities Belinda does on the day.In this way,the students can practise the shift of tenses.,3.Daily Activities,Students Book P8-9,A Sample Description,Belindas Schedule,Belinda is a homemaker and mother.Her two children both go to school.Their school is about twenty minutes away by car.,This morning,Belinda got up early,at 6:00.She cooked/made breakfast for her family at 6:30.They started eating at 6:55.At 7:15 she drove her kids to school.After taking her kids to school,she went to a shopping center and bought some clothes for her children.After that she went to a health club because she is trying to lose weight.She was at the health club for about an hour.,Now Belinda is back at home.She is cleaning the house.In about two hours,at 3:00,shes going to pick up her kids at school.,After dinner,Belinda is going to take a class.This evening she is going to attend her art class.Twice a week in the evenings,she studies oil painting.Belinda enjoys her class very much.,3.Daily Activities,Students Book P8-9,After 2 minutes,the teacher asks 3-5 students to present their speeches in the front.,The objective of the first topic is for the students to practice the simple past tense.Students usually cant use it very well.,The objective of the second topic is for the students to practice the simple future tense.,The objective of the third topic is for the students to practice using different tenses:the present tense,the past tense,and the future tense.,The objective of the fourth topic is for the students to practice the third person singular form.,Hopefully,through doing similar exercises over and over again,students can achieve fluency and are able to talk about their daily activities properly,fluently and confidently.,4.In the Spotlight-Time Management,Students Book P9-12,It is highly recommended that the teacher assign this activity as homework for the students to get well-prepared beforehand.Hopefully this activity can actually be of some help for them to manage their work and life in the future.,The items in the exercise may be grouped into seven categories.,health:,go to see a dentist,have a bath etc.,family,:,call your parents etc.,friendship:,buy a birthday present,reply a friend,have a get-together,visit a friend etc.,love:,prepare for a candle meal etc.,work:,prepare a briefing,watch a work-related TV program,sort out materials,take a work test,etc.,money:,interview for the part-time job,etc.,interests:,attend a concert etc.,As to Question 2),check how the students have prioritized those items will help them clearly identify which one has ranked in the first place and which in the unimportant place,and this is their value.,In regard to Question 3),each student will abandon and prioritize different items because of his/her value.What is certain is that nobody is happy to carry out the schedule because there are too many things to do in too little time.,Then give the students about 3 minutes to tell their partners what is in their cue cards.After this,invite 3-5 students to the front to retell the contents in both his/her cue card and his/her partners cue card.,4.In the Spotlight-Time ManagementStudents Book P9-12,5.Pronunciation Students Book P12-13,The problem with this pair of fricatives/f,v/is that students usually dont press the lower lip against the upper teeth when pronouncing them.If the place of articulation is not right,then they cant read correctly.,Unit 2 Travel,Teachers,Guide,2.Train Travel-1)Students Book P14-15,compartment/carriage,high speed train,maglev train/magnetic suspension train,sleeper/sleeping car,hard seat train,soft seat,upper berth/sleeper,middle berth/sleeper,lower berth/sleeper,cushioned berth,semi-cushioned berth,roomette,luggage rack,车厢,高速列车,磁悬浮列车,卧车车厢,硬座车,软座,上铺,中铺,下铺,软卧,硬卧,卧车的单人小房间,火车或长途汽车的行,李架,这条线上现在没有火车运行。,No trains are running on this line.,这条线上的信号问题已修好了。,The signaling problems on this line have been fixed.,火车上特别挤。,The train is packed/crowded/jammed.,下趟到上海的列车是什么时候的？,What time/When is the next train to Shanghai?,下趟列车什么时候应该进站？,When/What time is the next train due in?,下趟列车什么时候进站？,When will the next train arrive/get in?,列车何时开出？,What time does the train leave?,火车从哪个站台上开出？,Which platform does it leave from?,2.Train Travel-2)Students Book P15,2.Train Travel-3)Euro Star Students Book P15,Give the students 5 8 minutes to prepare.Then invite 2-4 students to present the whole story in the front.,3.Air Travel-1)Students Book P15-16,departure lounge,boarding gate,delay,connection/connexion(Br.),aisle seat/window seat,cancela flight,ticket counter,check-in,check-out,baggage(luggage Br.)claim area,boarding pass/card,ca,rr,ousel(US)(ca,r,ousel Br.),/,k,rsel,/,make/cancel/change a reservation,候机大厅,登机口,延误,联运,靠过道,/,窗座位,取消某一航班,售票口,/,处,办理登机手续,办理手续离开,行李认领处,登机牌,传送带,预定,/,取消,/,改变预定,3.Air Travel-1)Students Book P15-16,air marshal,stopover,legroom,air miles,on-board/in-flight entertainment,transfer,duty free shop,hand/light luggage/carry-on,fasten/buckle ones seat belt,overhead locker/compartment,flight attendant/air steward(ess)/air host(ess),emergency exit,空警,停留,伸腿空间,飞行里程,机舱内娱乐,转机,免税商店,手提,/,轻便,/,随身携带的行李,系安全带,头上部行李箱,空姐,/,少,紧急出口,Flight BA427,fly/travel first/business(also executive or upper)/economy class,Im on business(class).,What is the flight number,The plane leaves from Gate 38.,You fly from Terminal 3.,The 4:40 flight to Frankfurt is now boarding.,You are in Row 35,Seat E.,The plane arrives at 12:10.,Which flight is boarding at Gate 23?,What terminal does it leave from?,BA427,航班,乘头等,/,商,/,公务,/,经济舱,我坐商务舱。,航班号是多少？,飞机从,38,号登机口起飞。,你从,3,号航站楼起飞。,4:40,飞往法兰克福的航班现在,正在登机。,您在,35,排,E,座位。,飞机,12:10,到港,.,哪个航班正在,23,号登机口登机？,它从哪个航站楼出发？,3.Air Travel-2)Students Book P16-17,我能预订吗？,Could I make a reservation,please?,我能知道您的起飞日期吗？,May I have your departure date?,对不起，那天,/,个航班没有座位了。,Im sorry,but there are no seats available on that date/flight.,是单程票还是往返票？,Is that a one-way or round-trip (two-way Br.)ticket?,您要头等舱、商务舱、还是经济舱？,Would you prefer first,business,or economy class?,您喜欢靠窗的座位还是靠过道的座位？,Would you like a window or an aisle seat?,3.Air Travel-2)Students Book P16-17,您要付现金还是用信用卡支付？,Will that be cash or credit card?,您的行李超重了，得加付,$45,美元。,Your luggage is over the limit.You will have to pay an excess charge of$45.,请给我素餐。,I would like the vegetarian menu,please.,3.Air Travel-2)Students Book P16-17,Draw the students attention to how to describe an event clearly and logically.,The listeners description can be analyzed as follows:,greetings,who s/he is,where s/he comes from,what the problem is,seeking for help,The hosts/hostesss reply can be analyzed as follows:,greetings and thanks for phoning-in,his/her attitude toward the event,rationale and reasons for making him/her pay 375,solution,good wishes for the future,5.Practice Activities-1)No Card,No Ticket Students Book P18,Give the students about 5 minutes to prepare.Then invite 3-5 of them to the front to present their ideas.The following list is just for reference.,Ideas on how to reduce travel spending and convince staff to adopt these ideas:,Travel economy class if it is long distance(define how far is long distance).,Travel by train if it is short distance(define short distance).,More use of video and telephone conferencing.,Travel only to essential meetings(define essential meetings).,Try to stay for shorter periods when abroad.,Offer a cash prize for staff who save on travel in a certain proportion to their savings(decide proportion).,Your ideas,5.Practice Activities-2)Reduce Travel Spending Students Book P1