捷进英语3 Unit6-电子教案

Unit 6English competence is a key requirement of this position 一、单元内容分析本单元的教学重点是掌握简单的与面试和求职相关的词汇、短语和表达方式。

能够听懂谈及工作经历、职位要求和个人能力等相关方面的对话；能正确、熟练运用英语面试和求职中的各种表达形式及句型；能读懂简单的求职信。

本单元通过与职业相关的短语和图片，引出面试和求职的话题，所涉及内容与学生的生活联系紧密。

职业名称和一些与职业技能相关的单词和短语，学生已经学习了一些。

本单元围绕主题，需要学习识记较多的单词和短语。

结合教材内容，针对学生的实际情况，通过合理的教学设计，帮助学生有效地完成听、说、读、写任务，提高能力，为学习任务之后的练习以及语言运用做准备。

在教学过程中教师可在教材基础上合理设计教学活动，充分、有效的练习来掌握面试和求职的相关句型。

并在教学过程中，培养学生良好的生活习惯和学习习惯，帮助他们提高解决问题的能力。

真正做到学以致用。

本单元分四个课时：第一课时Lead-in + Listening and speaking第二课时Reading and writing第三课时Language in use and writing第四课时V ocabulary practice + Supplementary Reading二、分课时教学设计第一课时Lead-in + Listening and speaking一、教材分析1.教学内容本课时为教材《英语基础教程》（3）第六单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：复习职业名称和职业技能相关的词汇与短语，听懂并掌握面试的简单对话，能准确地表述工作经历、教育背景、职位要求和个人能力。

2.教学重点、难点（1）教学重点复习职位名称和相关的词汇与短语；学习面试常用的句型；听懂面试的简单对话，准确地表述工作经历、教育背景、职位要求和个人能力。

JOIN IN 3 Unit 6 Life in the Arctic 教案2011-12-04 15:19:57| 分类：JOIN IN 教案| 标签：|字号大中小订阅JOIN IN（改编版）学生用书3Unit 6 Life in the ArcticTeaching aims for this unit:1. 掌握课后生词表中28个四会单词。

动词短语catch a hare , jump in the water, swim across a lake , walk through the snow , run up the hill。

句型What’s over there? It’s always dark.。

Do you like ……？What can I do?2. 理解本单元所涉及的词汇或句子。

复习巩固who,what,where,when等疑问词的用法。

3. 了解北极区域附近动植物，人们的生活状态。

增强学生地理、人文方面的知识。

4. 通过设计一系列任务型学习活动，引导学生用英语做事，体验语言学习的乐趣，逐步培养学生综合语言运用能力。

Keystone: 能正确的听说读写本单元要求的四会单词和句型。

Difficulty: 训练学生对大信息量的材料的阅读理解能力。

Period: 五课时Teaching aid:教师：准备教学录音磁带，玩具熊，47页书上三幅插图，动物图片，四会单词卡片（可让学生帮忙），小黑板。

学生：准备彩色笔，练习本。

第一课时Teaching content：P46,―Listen and say the chant‖Teaching aims:1. Cognitive aims：掌握单词life polar bear arctic hare lake hill top across. 短语catch a hare , jump in the water, swim across a lake , walk through the snow , run up the hill. 句型What’s over there?能听懂会说句型：What’s he doing over there?What’s not there?He comes to the top.2. Ability aims：通过讨论活动启发学生的表达欲望，锻炼口头表达能力。

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 learningWould You Like to Make a Difference?●Reading for DoingHalf Full or Half Empty?●Guided WritingA 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 introducesthe idea of feelings andreactions. It does thisthrough a set ofadjectives and musicclips for students toreact to.✧Depending on the time you have available,you could extend this into students playingtheir own music and discussing how themusic makes them feel.Reading （阅读）Readingforlearning◆This section startswith usingpronoun referentswhen reading tohelp understandthe organisation ofa text. It thenencouragesstudents to workout reasons in thetext.◆Vocabulary andGrammarStudents look atphrases and individualwords from the text.The grammar focus✧In Task 4 of Reading and Understanding,you could ask students to compare theirtranslations with a partner. Then ask studentsto close their books and translate them backinto English.✧In Vocabulary Focus, the three vocabularytasks draw on the text. Task 1 and Task 3 arealso a set of questions and so work well aspair-work discussion tasks.✧The Grammar Focus part looks at differentways of referring to the past, present andfuture with quite simple structures. Afterworking through the tasks you would setstudents a short written or spoken task usingthese structures to refer to their own desiresin the past present and future.✧Beyond the Text encourages students to reactlooks at would like to, like to and wanted to.◆Beyond the TextStudents 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 andanswer aquestionnaire onoptimism andpessimism.✧This section should take less time thansection A as the text is less complicated.They focus on developing students’ everydayreading skills as they are reading andresponding to a questionnaire.✧If time permits, students could create theirown scenario and options for others tochoose as an additional question in thequestionnaire.Guided Writing ◆Writing a letter ofthanks:(1) Formal expressionsof thanks(2) Informalexpressions ofthanks ✧When checking Task, 2 you could highlightsome of the other features of informality aswell as the vocabulary / phrases focused on,e.g. the punctuation and contractions.✧With weaker students you might want toshow them the model first before they writetheir email.Audio/Video Lab ◆Students watch avideo showingan interviewwith someonewho has donesomethingheroic:(1) making predictions(2) dictating andansweringquestions ✧Write hero onto the board and ask students todefine the word and to think of an example of one.✧When you get to Task 5, you will probablyneed to pause briefly between each question.Wrap-up ◆This sectionprovides a quickreview of thevocabulary,grammar, writing ✧For Task 1, Task 2 and Task 3 on thelanguage work, you might want to set themup as a team game or class quiz.✧For Task 4, it could be set as small groupand theme of theunit.◆Tasks could be setfor individualwork or done inpairs.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 summarisetheir contents.◆Write a letter of thanks to a person who ever helped you.课后总结和反思。