(捷进英语1)Unit6-电子教案.doc

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l Helping othersl Optimism vs pessimisml What makes a hero?课 时安 排8教学内容l Reading for learningWould You Like to Make a Difference?l Reading for DoingHalf Full or Half Empty?l Guided WritingA Letter of Thanksl Audio/Video Lab教学环节重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.² 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 learningu 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.u Vocabulary and GrammarStudents 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 TextStudents interpret their own decisions.² 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. ² 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.² 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.² 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.Reading for doingu Students read and answer a questionnaire on optimism and pessimism.² 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.² If time permits, students could create their own scenario and options for others to choose as an additional question in the questionnaire.Guided Writingu Writing a letter of thanks:(1) Formal expressions of thanks(2) Informal expressions of thanks² 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.² With weaker students you might want to show them the model first before they write their email.Audio/Video Labu Students watch a video showing an interview with someone who has done something heroic:(1) making predictions(2) dictating and answering questions² Write hero onto the board and ask students to define the word and to think of an example of one.² When you get to Task 5, you will probably need to pause briefly between each question.Wrap-upu This section provides a quick review of the vocabulary, grammar, writing and theme of the unit. u Tasks could be set for individual work or done in pairs. ² 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. ² 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。