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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 Unit 6 Feeling Good 单 元 单 元 主 题 l Helping others l Optimism vs pessimism l What makes a hero? l Reading for learning Would You Like to Make a Difference? 教 l Reading for Doing 学 Half Full or Half Empty? 内 容 l
2、Guided Writing A Letter of Thanks l Audio/Video Lab 课 时8 安 排 教学环节主要特色 Warm-up 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. u This section starts with using pronoun referents when reading to 教学活动安排建议 Dep
3、ending on the time you have available, you could extend this into students playing their own music and discussing how the music makes them feel. 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 tra
4、nslate them back help understand the organisation of a text. It then encourages students to work out reasons in the text. u Vocabulary 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. u Beyond the Text Students
5、interpret their own decisions. 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 wit
6、h 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
7、 the grammar structure. Students could also think about and discuss their own good deeds. 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 permit
8、s, students could create their own scenario and options for others to choose as an additional question in the questionnaire. 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
9、 weaker students you might want to show them the model first before they write Reading Reading for learning u Students read and answer a questionnaire on optimism and pessimism. Reading for doing Guided Writing u Writing a letter of thanks: (1) Formal expressions of thanks (2) Informal expressions o
10、f thanks Audio/Video Lab u Students watch a video showing an interview with someone who has done something heroic: (1) making predictions (2) dictating and answering questions Wrap-up u This section provides a quick review of the vocabulary, grammar, writing and theme of the unit. u Tasks could be s
11、et for individual work or done in pairs. their email. 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. For Task 1, Task 2 and Task 3 on the language work, you might
12、want to set them up as a team game or class quiz. For Task 4, it could be set as small group discussion task. 课后学习设计 作业 u Finish all the exercises in Unit 6. u Read the two texts in this unit again and try to summarise their contents. u Write a letter of thanks to a person who ever helped you. 课后总结与反思
