(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
reactions. It does this
through a set of
adjectives and music
clips for students to
react to.
✧Depending on the time you have available,
you could extend this into students playing
their own music and discussing how the
music makes them feel.
Reading （阅读）Reading
for
learning
◆This section starts
with using
pronoun referents
when reading to
help understand
the organisation of
a text. It then
encourages
students to work
out reasons in the
text.
◆Vocabulary and
Grammar
Students look at
phrases and individual
words from the text.
The grammar focus
✧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 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 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
looks at would like to, like to and wanted to.
◆Beyond the Text
Students interpret their own decisions. personally to the texts they have read. It also practices the grammar structure. Students could also think about and discuss their own good deeds.
Reading for doing ◆Students read and
answer a
questionnaire on
optimism and
pessimism.
✧This section 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 expressions
of thanks
(2) Informal
expressions 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 predictions
(2) dictating and
answering
questions ✧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 briefly between each question.
Wrap-up ◆This section
provides a quick
review of the
vocabulary,
grammar, writing ✧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
and theme of the
unit.
◆Tasks could be set
for individual
work or done in
pairs.
discussion task.
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.
课后总结和反思。