(捷进英语1)Unit6-电子教案

(捷进英语1)Unit6-电子教案
教案
课程名称捷进英语综合教程1 课时
班级
专业
教师
系部
教研室
教材《捷进英语综合教程1 教师用书》
Teaching Plan 教学
单元
Unit 6 Feeling Good
单元主题●Helping others
●Optimism vs pessimism
●What makes a hero?
课时
安排
8
教学内容
●Reading for learning
Would You Like to Make a Difference?
●Reading for Doing
Half Full or Half Empty?
●Guided Writing
A Letter of Thanks
●Audio/Video Lab
教学环节主要特色教学活动安排建议
Warm-up
（热身）
This section
introduces
the idea of
feelings and
✧Depending on
the time you
have
available, you
reactions. It does this through a set of adjectives and music clips for students to react to. could extend this into students playing their own music and discussing how the music makes them feel.
Reading for ◆T his
section
starts with
using
pronoun
referents
when
reading to
help
understand
the
organisatio
n of a text.
✧In Task 4 of
Reading and
Understanding
, you could
ask students
to compare
their
translations
with a
partner. Then
ask students
to close their
books and
Readi ng
（阅读）learning It then
encourages
students to
work out
reasons in
the text.
◆V ocabulary
and
Grammar
Students look
at phrases
and
individual
words from
the text.
The grammar
focus looks at
would like to,
like to and
wanted to.
translate them
back into
English.
✧In Vocabulary
Focus, the
three
vocabulary
tasks draw on
the text. Task
1 and Task 3
are also a set
of questions
and so work
well as
pair-work
discussion
◆B eyond the Text Students interpret their own decisions.
tasks.
✧The Grammar Focus part looks at different ways of referring to the past, present and future with quite simple structures. After working through the tasks you would set students a short written or spoken task using these structures to refer to their own desires in
the past
present and
future.
✧Beyond the
Text
encourages
students to
react
personally to
the texts they
have read. It
also practices
the grammar
structure.
Students
could also
think about
and discuss
their own
good deeds.
◆Students ✧This section
Reading for doing read and
answer a
question
naire on
optimism
and
pessimis
m.
should take
less time than
section A as
the text is less
complicated.
They focus on
developing
students’
everyday
reading skills
as they are
reading and
responding to
a
questionnaire.
If time
permits,
students could
create their
own scenario
and options
for others to
choose as an additional question in the questionnaire.
Guided Writing ◆Writing
a letter of
thanks:
(1) Formal
expressio
ns of
thanks
(2) Informal
expressio
ns of
thanks
✧When
checking
Task, 2 you
could
highlight
some of the
other features
of informality
as well as the
vocabulary /
phrases
focused on,
e.g. the
punctuation
and
contractions.
✧With weaker students you might want to show them the model first before they write their email.
Audio/Video Lab
◆Students
watch a
video
showing
an
interview
with
someone
who has
done
something
heroic:
(1) making
✧Write hero
onto the
board and ask
students to
define the
word and to
think of an
example of
one.
✧When you get
to Task 5, you
will probably
need to pause
predictions
(2) dictating
and
answering
questions briefly between each question.
Wrap-up ◆This
section
provides a
quick
review of
the
vocabulary
, grammar,
writing and
theme of
the unit.
◆Tasks
could be set
for
individual
work or
✧For Task 1,
Task 2 and
Task 3 on the
language
work, you
might want to
set them up as
a team game
or class quiz.
✧For Task 4, it
could be set as
small group
discussion
task.
done in
pairs.
课后学习设计
作业◆Finish all the exercises in Unit 6.
◆Read the two texts in this unit again and try
to summarise their contents.
◆Write a letter of thanks to a person who ever
helped you.
课后总结与反思。