捷径英语教案unit4
捷径英语教(学)案unit4(上)
Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other people throughour actions.◆Students are given a number of scenarios to consider and compare. Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. V ocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one?Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
捷进英语语音 初级版 Lesson 4 第二课时 教案本
3.学习He is not … / She is not …句型：通过复习It is a dog. It is not a dog.来学习这两个句型，学生应该不难理解。
注：1、授课教师课后必须填写本堂课的学生考勤情况。
应到人数：实到学生：迟到人数：早退人数：
请假人数：旷课人数：
2、未经教务处查阅盖章之教案视为无效教案，不可使用。
出示单词use，让学生先独立拼读。然后告诉学生use是“使用”的意思，老师手指某位同学的钢笔问Can I use it?让学生理解意思。
3.巩固练习：
老师说中文,学生说英文。老师说英文，学生说中文。把本课学的新词都进行练习一下。
Step3Let’s talk
1.学习句型He is … / She is …：老师手指班上一名男同学问Who is he?这个句子不需要学生掌握，只要理解知道意思即可。引导学生回答He is …然后手指一名女同学问Who is she?引导学生回答She is …黑板上板书He is … / She is …
4.听录音，完成句子：通过ppt出示图画及对话，对话中有空缺单词，需要学生补充完整，空缺的都是本课要求四会的重点单词。
Step4Let’s do & Let’s read
1.先让学生四人一小组，讨论完成该题目，并说明为什么。引导学生总结元音字母长音、短音。
2.出示之前学过的含有a, e, i, o, u长音的单词，跟学生一起总结开音节发音规则。
课题：Lesson4My name is Mike
教材：捷进英语语音（初级版）第4课第2课时
捷径英语教案U1（1-2,3-4）（五篇模版）
捷径英语教案U1（1-2,3-4）（五篇模版）第一篇：捷径英语教案U1(1-2,3-4)Unit 1 Opening Doors(1---2 periods)Step 1 Warm upQuestion: Why do you go to college? Teaching tips:1.Ask Ss to look at the pictures and then read the reasons.2.Ask Ss to match the pictures to the reason.3.Check the answers as a class.Step 2 Pre-Reading1.Write starting college onto the board.2.Ask Ss to think about their feelings on the first day when they started at college and what things happened.3.Elicit ideas and write them onto the board.4.Check the answers as a class.5.Ss are asked to read the new words and expressions.Step 3 Reading For LearningA Shaky StartSs read the text individually and try to find the author’s feeling show to change.Ss try to translate the nguage bank 1.I woke up early, much earlier than I had expected.我很早就起床了，比我预料的早得多。
1)wake up: stop sleeping;to make sb stop sleeping 醒来；叫醒e.g.I didn’t wake up until I heard the alarm clock.直到听到闹钟的铃声我才醒来。
朗文快捷英语IV教案
朗文快捷英语IVExit 1Friends and neighborsLead-in1. Gloria had just moved into Michael’s building. She is asking him a question about one of the rules of the building. What do you think they are saying to each other?2. Vincent is having a problem with something in his house. He is calling his neighbor David and is asking him for advice. What do you think Vincent and David are saying to each other?Focal Points1. Greet someone and introduce yourself, using noun clauses2. Ask for information about a neighborhood, using embedded questions.3. Ask permission to do something4. Offer to help someone, using gerunds.5. Ask a favor of someone6. Give advice about home repairs, using should and gerunds.7. Inquire about home repair services, using embedded questions.8. Discuss home repairs, using embedded questions.Functions1. Greeting people.2. Offering to help.3. Appreciation.4. Permission.5. Requests.6. Advice-suggestions.7. Asking for and reporting information.Exit 2Calling people going placesLead-in1. Amy is talking to an airline ticket agent on the telephone. What do you think they are saying to each other?2. Emily is leaving a message for Alice, who isn’t there. What do you think Emily and the person who has answered the phone are saying to each other?Focal Points1. Learn how to make different kinds of telephone calls, using imperatives.2. Call for transportation and recreation reservations, using embedded questions and short answers.3. Make person-to-person collect calls.4. Understand transportation safety rules, using imperatives and reported speech.5. Ask about transportation, using embedded questions.6. Leave telephone messages, using noun clauses and embedded questions.Functions1. Asking for and reporting information.2. Attracting attention.3. Want-desire.4. Offering to help.5. Offering to do something.6. Initiating conversation.7. Checking and indicating understanding.8. Asking for repetition.9. Apologizing.10. Instructing.Exit 3Personal financesLead-in1. Susan and Peter are talking about how much cash they need to get at the bank for the weekend. What do you think they are saying to each other?2. Jeff is talking to a bank officer about taking out a loan. What do you think Jeff and the bank officer are saying to each other?Focal Points1. Discuss family budgeting, using should and have to2. Discuss paying bills, using time expressions.3. Discussing balancing a checkbook.4. Complain about mistakes on bills, using the passive voice.5. Learn about banking practices and procedures, using embedded questions.6. Discuss loan applications, using embedded questions.7. Evaluate the affordability of items, using the present perfect tense.8. Provide information for a credit card application.Functions1. Remembering/Forgetting2. Asking for and reporting information3. Advice-suggestions4. Obligation5. Certainty/uncertainty6. Initiating a topic7. Hesitating8.Checking and indicating understanding9. Likes and dislikes10. Agreement/ DisagreementExit 4Rules and Regulations at SchoolLead-in1. Janet is a passenger n Frank’s car. Frank just did something he should not have. What do you think Janet and Frank are saying to each other?2. Mrs. Taylor is talking to her son about a telephone call she just received from her son’s teacher. What do you think Mrs. Taylor and her son are saying to each other? Focal Points1. Ask whether things are allowed, using impersonal expressions with you.2. Tell people they aren’t allowed to do things.3. Understand traffic violations, using different verb tenses.4. Understand traffic violations, using perfect modals5. Discuss parent-teacher communication, using reported speech.6. Discuss notes to a teacher, using reported speech.7. Discuss student performance in school, using embedded questions.8. Discuss grades and evaluation, using the passive voice, the past tense, and should have.Functions1. Permission2. Requests.3. Asking for and Reporting information.4. Possibility/Impossibility5. Intention.6. Surprise-Disbelief.7. Attracting attentionExit 5At W orkLead-in1. Barry is asking his supervisor for feedback on something he has just done at work. What do you think Barry and his supervisor are saying to each other?2. Doris is depending on her employee, Marta, to do something important at work. What do you think Doris and Marta are saying to each other?Focal Points1. Offer to help someone at work, using want + object + infinitive and should have2. Ask for feedback on job performance, using the present perfect tense.3. Give feedback on job performance, using could have, supposed to, and short answers.4. Correct someone at work5. Warn someone about a dangerous situation, using had better.6. Make promises to fulfill responsibilities, using the present real conditional. Functions1. Offering to do something2. Approval/Disapproval3. Correcting4. Warning5. Advice-suggestions6. Promising7. Asking for repetition8. GratitudeExit 6Rights and responsibilitiesLead-in1. Henry is returning something to a store because there is a problem with it. What do you think Henry and the sale person are saying to each other?2. Greg is talking to Stella about a problem he is having in his apartment building. What do you think Greg and Stella are saying to each other?Focal Points1. Express dissatisfaction with products, using short answers.2. Express dissatisfaction with services, using different verb tenses.3. Make requests of neighbors, using short answers and sequence of tenses.4. Discuss housing repair problems, using reported speech and sequences of tenses.5. Complain about housing problems, using the present perfect tense.6. Discuss employee rights.7. Discuss taking legal action.8. Discuss citizen’s rightsFunctions1. Complaining2. Satisfaction/ Dissatisfaction3. Advice-Suggestion4. Focusing attention5. Preference6. Requests7. Asking for and reporting additional information\8. Want-desire9. Apologizing10. Intention.11. Certainty.12. DisappointmentExit 7Friends ,Family, and Co-workersLead-in1. Lisa and Jasmin are having a discussion about something. Are they agreeing or disagreeing with each other? What do you think they are saying?2. Alan and Karen are complaining about something at work that they wish were different. What do you think they are saying to each other?Focal Points1. Agree with someone using emphatic sentences and tag questions.2. Disagree with someone.3. Give compliments, using adjectives and question formation.4. Express opinions, using adjectives.5. Discuss television viewing, using adjectives6. Express concerns, using wish-clauses and the present unreal conditional.7. Admit something to someone, using the past unreal conditional.8. Discuss important issues, using gerunds, wish-clauses, and hope-clauses Functions1. Agreement/Disagreement.2. Likes/Dislikes3. Admitting.4. Asking for and reporting information.5.Regret6. Sympathizing7. Wish—hope8. ComplimentingExit 8Strategies for communicating saying good-byeLead-in1. Indicate conversations, using tag questions and short answers.2. Politely interrupt people3. Asking for and give clarification4. Clarify statements, using reported speech and sequence of tenses.5. Say good-bye to someone by expressing obligation.6. Express opinions about controversial issuesFocal Points1. Clarification.2. Interrupting3. Focusing Attention.4. Agreement/Disagreement5. Asking for repetition6. Leave Taking7. Obligation.8. Checking and indicating understanding9. Asking for and reporting information Functions1. Clarification2. Interrupting3. Focusing attention4. Agreement/Disagreement5. Asking for repetition6. Leave taking7. Obligation8. Checking and indicating understanding9. Asking for and reporting information。
捷径英语教案unit4
捷径英语教案unit4Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm upThis section introduces the idea of inspiring other people through our actions.Students are given a number of scenarios to consider and compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiringRank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiringA poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It thenencourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.Ask Ss to read the text again. Ask Ss to read questions.Give Ss time to work out the answers.Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun1. Students read an article describing flash mobs.2. Students create their own flash mob.Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；陈述. Weattachednosignificancetoherstatement.2. plastic adj. 塑料的. Theplasticcoatingiseasy toapplyonanysurface.3. flash mob快闪运动；快闪族. Some young peopleorganisedaflashmobinfront of the building today. Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.Ss to present their work.the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each onePossible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
捷径英语2unit4课后答案
捷径英语2unit4课后答案1、Sam is going to have the party ______ Saturday evening. （）[单选题] *A. inB. on(正确答案)C. atD. to2、It’s so nice to hear from her again. ______, we last met more than thirty year ago [单选题] *A. What ‘s wordB. That’s to sayC. Go aheadD. Believe it or not(正确答案)3、More than one student_____absent from the class yesterday due to the flu. [单选题] *A.areB.hasC.isD.was(正确答案)4、20．Jerry is hard-working. It’s not ______ that he can pass the exam easily. [单选题] * A．surpriseB．surprising (正确答案)C．surprisedD．surprises5、Nick got out of bed and _______ a shower. [单选题] *A. practicedB. took(正确答案)C. didD. made6、____ of my parents has been to my school, so they know _____ of my classmates. [单选题] *A. Neither, none(正确答案)B. No one, noneC. None, no oneD. Neither, no one7、It is an online platform _____ people can buy and sell many kinds of things. [单选题] * A．whenB. where(正确答案)C．thatD．which8、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke9、Either you or the president（）the prizes to these gifted winners at the meeting. [单选题] *A. is handing outB. are to hand outC. are handing outD. is to hand out(正确答案)10、( ) _____ New York _____ London have traffic problems. [单选题] *A. All…andB. Neither….norC. Both…and(正确答案)D. Either…or11、Let us put the matter to the vote,（）? [单选题] *A. will youB. can weC. may ID. shall we(正确答案)12、Allen is looking forward to _______ his American partner at the trade fair. [单选题] *A. meetB. meeting(正确答案)C. be meetingD. having meeting13、We must try hard to make up for the lost time. [单选题] *A. 弥补(正确答案)B. 利用C. 抓紧D. 浪费14、—______ Tom play the piano?—Yes, very well. （）[单选题] *A. Can(正确答案)B. MayC. MustD. Should15、_____from far away, the 600-meter tower is stretching into the sky. [单选题] *A. SeeB. SeeingC. To seeD. Seen(正确答案)16、( ) She keeps on learning English all the time. So far, she______three books of New Concept English. [单选题] *A. has learned(正确答案)B. have learnedC. had learnedD. learn17、You might not like the way Sam behaves, but please be kind to him. _____, he is your grandfather. [单选题] *A. After all(正确答案)B. Above allC. In allD. At all18、77．–Hey! Any idea about learning abroad? --You （)google the College Board to learn the names of college you ____ be interested in [单选题] *A. may;needB. can; might (正确答案)C. will; shouldD. shall; must19、The book is _______. You’d better buy it. [单选题] *A. useful(正确答案)B. uselessC. useD. careful20、--What are the young people doing there？--They are discussing how to _______?the pollution in the river. [单选题] *A. come up withB. talk withC. deal with(正确答案)D. get on with21、—Why do you look so ______?—Our team won the basketball match!（）[单选题] *A. angryB. excited(正确答案)C. nervousD. unfair22、Mrs. Green has given us some _______ on how to study English well. [单选题] *A. practiceB. newsC. messagesD. suggestions(正确答案)23、—These shoes look cool. ______ are they?—They are on sale, only $（）[单选题] *A. How much(正确答案)B. How longC. How manyD. How soon24、I like dancing, ______ I can join the Dancing Club.（）[单选题] *A. becauseB. so(正确答案)C. andD. but25、—When are you going to Hainan Island for a holiday? —______ the morning of 1st May.（）[单选题] *A. InB. AtC. On(正确答案)D. For26、Online shopping _______ very popular now. [单选题] *A. is(正确答案)B. areC. wasD. were27、Whatever difficulties you have, you should not _______ your hope. [单选题] *A. give inB. give outC. give up(正确答案)D. give back28、______ pocket money did you get when you were a child? （）[单选题] *A. WhatB. HowC. How manyD. How much(正确答案)29、He gathered his courage and went on writing music. [单选题] *A. 从事B. 靠······谋生C. 继续(正确答案)D. 致力于30、Be careful with the knife. You may hurt _______. [单选题] *A. himselfB. ourselvesC. myselfD. yourself(正确答案)。
大学捷径英语教材答案
大学捷径英语教材答案Unit 1: Listening ComprehensionPart A: Short Passages1. B2. A3. C4. A5. BPart B: Long Passage6. C7. B8. A9. C10. BUnit 2: Vocabulary and GrammarPart A: Vocabulary1. B2. C3. A4. C5. BPart B: Grammar6. A7. B8. C9. A10. AUnit 3: Reading Comprehension Part A: Multiple Choice1. B2. C3. A4. B5. APart B: True or False6. True7. False8. True9. False10. TrueUnit 4: Writing SkillsPart A: Sentence Completion1. that2. another3. to4. its5. forPart B: Paragraph WritingIn today's society, communication plays a vital role in both personal and professional aspects of life. With the advancement of technology, social media has become an integral part of our daily routine. However, the question remains: Does social media bring people closer together or create distance among individuals?On one hand, social media platforms provide us with the opportunity to connect with people from all over the world. We can share our experiences, thoughts, and emotions instantly, allowing us to build relationships beyond geographical boundaries. It enables us to stay in touch with friends and family, and even reconnect with long-lost acquaintances. Furthermore, social media acts as a powerful tool for raising awareness about social issues and promoting positive change.On the other hand, the reliance on social media can lead to a sense of isolation and disconnection in real life. Many individuals are so engrossed in their virtual lives that they neglect face-to-face interactions. This can result in a lack of meaningful connections and a decrease in social skills. Additionally, the curated nature of social media profiles often leads to feelings of inadequacy and constant comparison, which can negatively impact one's mental health.In conclusion, social media has the ability to bring people closer together by facilitating communication on a global scale. However, it is important to strike a balance between virtual and real-life interactions. By utilizing social media as a tool for connection rather than a replacement for genuine human connection, we can harness its benefits while avoiding its drawbacks. It is up to each individual to make conscious choices and prioritize meaningful relationships in the digital age.Unit 5: Speaking SkillsPart A: Describing Pictures1. The picture depicts a beautiful sunset over a tranquil lake, surrounded by lush green trees.2. The image shows a group of friends hiking in the mountains, enjoying the breathtaking view.3. This picture captures the vibrant atmosphere of a bustling city street, with people going about their daily activities.4. The photo portrays a serene beach with crystal-clear water and a lone sailboat on the horizon.5. In this picture, a young girl and her grandfather are gardening together, planting colorful flowers in their backyard.Part B: Role PlaySituation: You are at a restaurant with a friend, and the service has been extremely slow. Role play a conversation expressing your dissatisfaction and seeking a resolution.You: Excuse me, but we have been waiting for our food for over an hour. Is there a problem?Waiter: I apologize for the delay. We are experiencing some difficulties in the kitchen. Your food will be prepared shortly.You: I understand that there may be issues, but waiting for an hour is quite excessive. Can we at least get an update on when our food will be ready?Waiter: I apologize once again for the inconvenience. Let me check with the chef and get back to you as soon as possible.You: Thank you. We appreciate your assistance in resolving this matter promptly.Unit 6: Translation1. 我们应该保护环境，从小事做起。
捷径英语教案设计unit4(上)
Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other peoplethrough our actions.◆Students are given a number of scenarios to considerand compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion. 1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought themup on his own.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it.Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme. The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tellSs to follow in their books.3. Check Ss’answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, T ask 1 of identifying the time order also checks students understanding of the main points. Task 2 and T ask 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one? Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspiresothers by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half. Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker. Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
捷径英语备课教案unit4(上)
Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other peoplethrough our actions.◆Students are given a number of scenarios to considerand compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion. 1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought themup on his own.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it.Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme. The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tellSs to follow in their books.3. Check Ss’answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, T ask 1 of identifying the time order also checks students understanding of the main points. Task 2 and T ask 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；陈述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one? Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspiresothers by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half. Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker. Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
Unit4Integratedskills教学设计
牛津英语译林版7BUnit 4 Finding your way Integrated skills教案一、Teaching aims (教学目标)1.Get the information from the maderials. (能从听力材料中获取信息)2. Listen to the instructions and draw the route. （听指令并画出路线图）3. Learn to talk about how to get to the given place.（学会谈论如何到达指定地点）二、重点、难点：重点：Cross the bridge and turn right/Take the second turning on the right. Cross the road at the traffic light. Walk past the police station.难点：1.To recognize key expressions about directions.2.To use key information given instructions and identify the specific order of them from listening.三、教学方法：任务型教学四、教学准备：多媒体课件、录音机五、学情分析：1、本届学生由于学校扩招，很多周围农村的学生小学英语没有开设或根本不重视英语，学生实际上没有基础。
新的牛津版英语是以小学为基础的，对这些学生来讲，可想学习的困难有多大，因此造成相当一部分学生对英语学习失去兴趣，给英语教学也带来了一定的麻烦。
2、就本届学生而言，相当一部分根本无学习英语习惯，上课不能够专心，学习比较用心的、上课能跟着老师思维走的较少，自觉性不太强，老师领着他就学一点。
3、解决办法：教学面向全体同学，考虑到学生的层次性，在使用教材的时候尽可能地采用分层教学的方式，尽力想点子找办法培养学生学习兴趣，加强基础训练，力求把教学搞“实”、搞“活”，把外语课由“讲演课”变成“实践课”。
Unit4-电子教案
教案课程名称捷进英语综合教程2课时班级专业教师系部教研室教材《捷进英语综合教程2 教师用书》Different pats to success SportsmanshipUnusual sports around the world Reading for learningA Different pathReading for DoingPlay fair or cheat to winGuided WritingInstructions for sporting equipment Audio/Video LabThis section introduces the theme of sports and famous sports stars.Depending on the time you have available, you could extend this into a discussion on the favourite sports students play.This section starts with identifying organisation by using common co-ordinators: and, or, but. It The first task encourages students to form an understanding of how some of the main ideas are organised. When doing Task 2 ask students to first scan for the names and then match the experiences. Task 3 can also be used to revisit past simple forms if youalso encouragesSs to understandthe time order ofkey events.Vocabulary andGrammarTask 1 works on the meaning of thematic words from the text. Task 2 manipulates the form of key words from the text.The grammar section looks at gerunds and infinitives.Beyond the TextSs look at different interpretations of risk and effort using a cartoon image.have time. Tasks 4 encourages students to personalise the context by offering advice. You could review some of the modal verb forms such as should/have to for giving advice.The first vocabulary task draws on topic vocabulary from the text.The last vocabulary task can easily be extended to work on writing students own sentences using the different forms.The Grammar Focus part looks at gerund and infinitive. The difficult part of this section would be change in meaning when the form changes.Beyond the text section looks at the issues of perseverance and risk taking. It could be extended into the advantages and disadvantages of both.Ss read an article on sportsmanship.This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.The first task can be extended into the students’ own views on sportsmanship. If you have time you could bring in further famous quotes by sports stars on effort, achievement and sportsmanship.Students write instructions for sporting equipment. They also write rules using the imperative.Before the lesson you could find examples of instructions on how to use different sporting equipment. Preferably, ones with a Chinese/English version.Students watch a video about For each part of the video you might want to play it twice.unusual sports around the world.They practice using images to help understanding.Tasks 7 could be extended to look at other culturally specific sports.This section provides a quick review of the vocabulary, grammar, writing and theme of the unit.Tasks could be set for individual work or done in pairs. The tasks could be set as team game or class quiz.Finish all the tasks in Unit 4.Read the two texts in this unit again and try to summarise their contents.Think about other unusual sports you know and share with your friend.Write a piece of instruction for one of your favourite sporting equipment.。
捷径英语教案4.3
Unit 4 Inspiring Others(5----6 periods)Writing ＆GrammarI.Articles冠词分为不定冠词"a，an"、定冠词"the"和零冠词"(/)"三种，零冠词指的是不用冠词的情况。
定冠词（例如英语中的the）用来限定这个冠词后面的名词是某个特定的事物；不定冠词（例如英语中的a/an）用来表示这个冠词后面的名词是指某一类特定事物中的一个，但具体是哪一个并不重要；部分冠词（例如法语中的du/de la）用来表示这个冠词后面的名词的量是不确定的。
此外，在某些语言中（比如法语），同一个名词的阳性与阴性形式，单数与复数形式的读音完全一样，通过前面不同的冠词的使用，可以让听话者区分出这个名词的不同形式。
不论这个限定性词放在被限定词或词组的前面还是后面，该限定性词总是像一顶帽子一样戴在被限定词的头上，因此这种词，诸如“the”，“a”，被称作“冠”词不定冠词表示泛指、类指，定冠词表示特指、专指、类指，零冠词表示泛指人或事物、类指。
a、an，仅用在单数可数名词前来表示“一”的意义，但不强调数目概念，只表示名词为不特定者。
定冠词the，表示名词的特定者，表示“这”·“那”·“这些”·“那些”，用在可数名词单数、复数，不可数名词前均可。
(/)则表示名词化的其他词或专有名词，因此单数复数均可。
复数可数名词和不可数名词前不用冠词，也表泛指，有些语法专家称之为“零冠词”。
II.Guided Writing外貌Physical Appearance 对人物外表描写。
同时，肖像的描写并不是一次性的，注意人物经过时间的推移、环境的变迁，或与人接触后，其外貌可能发生的转变。
例文Robert is 21 years old. He is about 5 feet, 9 inches tall . His face is long and narrow . His eyes are green. His hair is light brown. He doesn't lookvery Italian. He smiles a little and usually has a friendly look on his face . He isn't fat and he isn't thin. His build is average.罗伯特21岁了，他身高大约5.9英尺，脸瘦瘦长长的，绿眼睛。
Unit4口语课教案 高中英语人教版(2019)必修第一册
Unit4口语课教案Prepare for a Disaster - English Oral Class Teaching PlanI. Teaching Objectives1. Students will be able to understand the concept of disaster preparedness and its importance in their daily lives.2. Students will be able to identify potential disasters and the appropriate measures to take in case of an emergency.3. Students will be able to communicate their disaster preparedness plans effectively with others.II. Teaching Key Points1. The definition and types of disasters.2. The role of individuals and communities in disaster preparedness.3. The steps to take before, during, and after a disaster.4. The importance of having an emergency kit and knowing how to use it.III. Teaching Difficulties1. Engaging students who may find the topic uninteresting or irrelevant.2. Addressing different levels of language proficiency among students.3. Incorporating real-life examples that are relevant and relatable to students.IV. Student AnalysisThis lesson is targeted towards high school students who are at an age where they start to become more independent and responsible for their own safety. They should have some basic knowledge of emergency procedures and be able to think critically about potential risks in their daily lives.V. Teaching Process1. Introduction (5 minutes)- Briefly introduce the topic of disaster preparedness and its relevance to students' lives.- Ask students if they have ever experienced a natural disaster or an emergency situation.2. Discussion (15 minutes)- Divide students into small groups and discuss potential disasters that could occur in their local area (e.g. earthquake, hurricane, flood).- Ask each group to share their ideas on how to prepare for these disasters andwhat actions they would take if they were faced with one.-Facilitate a class discussion on the importance of community involvement in disaster preparedness and the role of individuals in ensuring their own safety and the safety of others.3. Presentation (10 minutes)-Introduce key points related to disaster preparedness, including the types of disasters, steps to take before, during, and after a disaster, and the importance of having an emergency kit and knowing how to use it.-Use visual aids such as slides or videos to enhance understanding and engagement.4. Practice (10 minutes)-Divide students into pairs or small groups and assign them roles (e.g. leader, assistant).- Have each group create a disaster preparedness plan based on the information presented in the lesson, including steps to take before, during, and after a disaster, as well as necessary items to include in an emergency kit.-Encourage students to practice communicating their plans using simple sentences and phrases.5. Conclusion (5 minutes)- Review the key points covered in the lesson and emphasize the importance of disaster preparedness in everyday life.-Ask students if there is anything else they would like to add or clarify about disaster preparedness.-Assign homework: Have students create a poster or presentation on disaster preparedness for their classmates to review and discuss next week.VI. Homework1. Create a poster or presentation on disaster preparedness for their classmates to review and discuss next week.2. Review the emergency kit contents with their families and discuss ways to improve their personal emergency kits based on what they learned in the lesson.。
unit 4 教案_20190720_231012
Unit 4 The Internet Connects UsLesson 19 How Do You Use the Internet?Learning aims:1. Learn about the development of the computer.2. Know about how to use the computer.Learning important points:1. How to connect the computer to the Internet.2. Let the students express it in English.Learning difficult points:Some words and expressions in the process of connecting the computer to the Internet.Learning tools:audiotape, flashcards, a computerLearning procedures:Step 1. Leading inLet the students talk about the questions.Step 2. ListeningStep 3. ReadingRead the text and check the answers in silent. Then read the text loudly for a while. At the same time, the teacher walks around to see if they need any help.Step 4. PracticePractice some language points, such as: used to doStep 5.Let some students come to the front and practice. The teacher should choose the similar situation for them.Step 6. Homework1. Finish off the activity book.2. Preview Lesson 20.Lesson 20 A Computer Helps!Learning aims:Grasp the Simple Past Tense.Learning important points:Learn more about the computer.Learning difficult points:Read and master the main idea of the passage.Learning tools:audiotape, flashcards, a computerLearning steps:Step 1. Leading-inLet a few students come to the front and demonstrate how to connect the computer to the Internet. At the same time, explain it in English.Step 2. AskingAsk some students talk about the text.Step 3. ListeningListen to the tape and try to retell the main idea, but not word by word.Step 4. ReadingStep 5. Read the text and find out the good points of the passage. Read it several times until they can read it fluently and correctly.Step 6. Listen to the tape again and imitate after it. Make sure they have the correct pronunciation. Step 7. Homework1. Finish off the exercises in workbook.2. Preview Lesson 21.Lesson 21 Books or Computers?Learning aim:1. Learn about the history of the books.2. Know about the fountain of the printing press.Learning important points:1. Why is the printing press important?2. How did books change information?Learning tools:audiotape, flashcards, picturesLearning steps:Step 1. Listen to the tape and answer the following questions:●How many books have you read this year?●Have you ever read an e-book? Do you like them？Step 2. ReadingRead the text and check the answers. Then read it loudly in class.Step 3. PracticePractice some main language points in the text.Step 4. TalkingTalk about the question: Which one is more important, the printing press or the Internet?Why?Step 6. ListeningListen to tape for several times and repeat after it. Make sure the students can read it fluentlyand correctly.Step 7. Homework1. Finish off the exercises in workbook.2. Preview Lesson 22.Lesson 22 Travel on the InternetLearning aims:1. Learn about the western culture.2. Know about the differences between the Chinese and Western countries.Learning important points:1. Learn to send an e-mail.2. How to describe the process in English.Learning difficult points:How to send an e-mail and explain it in English.Learning tools:audiotape, flashcards, picturesLearning steps:Step 1. Come to “Think About It”Does your grandma live with you?What is your grandma’s dream? What can you do to help her realize it?Step 2. listeningStep 3. AskingAsk the students to read the text for several time until they can read it fluently and correctly. Step 4.ReadingStep 5. Practice1. Finish off the workbook.2. Preview Lesson 23.Lesson 23 The Internet-Good or Bad?Learning important points:1. What can the Internet do in our everyday life?2. Learn more about the computer.Learning difficult points:Know the advantages and the disadvantages of the Internet.Learning tools:audiotape, flashcards, picturesLearning steps:Step 1. Let the students talk about the following question:●Why are some parents worried about their kids using the Internet?●Does the Internet make life simpler? How?Step 2. TalkingStep 3. ListeningListen to the tape and answer the questions:Step 4. ReadingRead the text and check the answers. Then read it loudly in class.Step 5. Play the tape for several times. Let the students imitate after it until they can read it fluently and correctly.Step 6. Talk about the details of the text.Step 7. Practice.Step 8. Homework1. Finish off the workbook.2. Preview Lesson 23.Lesson 24 An E-mail to GrandpaLearning aims:1. Communicate with the others in western countries.2. Learn more about the foreign countries.Learning important points:How to write an e-mail?Learning difficult points:Grasp the words and expressions in making telephone calls.Learning tools:audiotape, flashcards, a telephoneLearning steps:Step 1. ReviewReview the language points of making a telephone call.Step 2. Come to “Think About It”When did you receive your first e-mail?How often do you receive e-mail from your friends?Do you prefer writing a report on paper or on the computer? Why?Step 3. ListeningStep 4. ReadingRead the text and check the answers in silence. Then read it loudly in class.Step 5.PracticeStep 7. Dealing with the e-mailLet the students summarize the style of the e-mail.Practice:Send an e-mail to your friend. Talk about what your opinion is about the Internet. Exchange your ideas with your friends.Step 8. HomeworkFinish off the workbook.。
英语教案uni4第一课时
Step Three Listening ( Activity 1, 2, 3)
1. Activity 1. Listen and match. (2 min)
Students listen to the tape and finish the activity individually. If they cannot catch the answer in the first listening, repeat the dialogues again.
（设计意图:由于有Lead-in和Vocabulary teaching的铺垫，Activity 1非常简单，学生在完成过程中不会碰到什么困难。）
2. Activity 2. Listen and match.
Teacher says: “Where do Mr Smith, Wang Yang and Mr Lee come from? Please guess it and match the items according to your inferring. Then listen to the tape carefully, after which, you check the answers with your partner.”
2. Can use the sentence pattern aboutthanks for your hospitality.
3.Master the listeningstratagemsabout inferring,note-taking, listening for specific information.
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Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm upThis section introduces the idea of inspiring other people through our actions.Students are given a number of scenarios to consider and compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiringRank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiringA poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.Ask Ss to read the text again. Ask Ss to read questions.Give Ss time to work out the answers.Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun1. Students read an article describing flash mobs.2. Students create their own flash mob.Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；陈述. Weattachednosignificancetoherstatement.2. plastic adj. 塑料的. Theplasticcoatingiseasy toapplyonanysurface.3. flash mob快闪运动；快闪族. Some young peopleorganisedaflashmobinfront of the building today. Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.Ss to present their work.the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to helpthem.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each onePossible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。