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捷进英语Unit 1老猴子咬菜根学习交流Unit 1.1 Introductions I 介绍ⅠReceptionist: Quercio?Quercio?Tony Quercio: Yes,Q-u-e-r-c-i-o, Quercio.是的。
Q-u-e-r-c-i-o, Quercio。
Receptionist: Oh,yes.Here it is.噢，对，找到了。
Barbara Seaton : Execuse me .Are you Tony Quercio ?打搅了。
您是Tony Quercio吗？Tony Quercio : Yes,I am.对，我是。
Barbara Seaton :Are you here for the American Library Association Conference?您是来出席美国图书馆协会会议的吗？Tony Quercio : Yes.是的。
Barbara Seaton : My name's Barbara Seaton.我叫Barbara Seaton。
Tony Quercio : You're Barbara Seaton！您是Barbara Seaton！Barbara Seaton : Yes！对，我就是！Tony Quercio : Barbara Seaton of the New York Library?Barbara Seaton，您是纽约图书馆的Barbara Seaton吗？Barbara Seaton : Tony Quercio,Watson's Bookstores?Tony Quercio，您是Watson书店的Tony Quercio吗？Tony Quercio : Yes.对。
Barbara Seaton : How do you do?您好！Tony Quercio :How do you do?您好!Barbara Seaton : Nice to meet you finally.终于见到您了，真高兴。
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。
捷进英语Unit 1老猴子咬菜根学习交流Unit 1.1 Introductions I 介绍ⅠReceptionist: Quercio?Quercio?Tony Quercio: Yes,Q-u-e-r-c-i-o, Quercio.是的。
Q-u-e-r-c-i-o, Quercio。
Receptionist: Oh,yes.Here it is.噢，对，找到了。
Barbara Seaton : Execuse me .Are you Tony Quercio ?打搅了。
您是Tony Quercio吗？Tony Quercio : Yes,I am.对，我是。
Barbara Seaton :Are you here for the American Library Association Conference?您是来出席美国图书馆协会会议的吗？Tony Quercio : Yes.是的。
Barbara Seaton : My name's Barbara Seaton.我叫Barbara Seaton。
Tony Quercio : You're Barbara Seaton！您是Barbara Seaton！Barbara Seaton : Yes！对，我就是！Tony Quercio : Barbara Seaton of the New York Library?Barbara Seaton，您是纽约图书馆的Barbara Seaton吗？Barbara Seaton : Tony Quercio,Watson's Bookstores?Tony Quercio，您是Watson书店的Tony Quercio吗？Tony Quercio : Yes.对。
Barbara Seaton : How do you do?您好！Tony Quercio :How do you do?您好!Barbara Seaton : Nice to meet you finally.终于见到您了，真高兴。
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 教学单元单元主题教学内容Unit 3 Time TogetherDifficult partners along the journeyDifficult flatmatesLiving with othersReading for learningDriving Me MadReading for DoingPeople Are StrangeGuided WritingAn InvitationAudio/Video Lab课时8安排讲课环节主要特点讲课活动安排建议This section Depending on the time you haveWarm-up introduces the available,you could also ask students （热身）idea of to write their own sentencesteamwork and describing how they feel about workingworking withReading for learningother people.with others.It encouragesstudents tostart thinkingabout some ofthe advantageanddisadvantagesof teamwork.This section In Reading and Understanding ,you starts with could spend more time on Task1of recognising the identifying the main idea by first main idea. It allowing students to only read the then encourages topic sentence in each case before students to then checking their ideas by readingwrite a brief the whole text.Task2checks the summary of the students detailed understanding and main idea.Task 3 encourages summarising of theVocabulary andmain ideas.Grammar In Vocabulary Focus , Task 1 builds on Students look atthe theme of teamwork.Task 2 combines some challengingteamwork and travel and acts as good words and phrasespreparation for the Beyond the Text from the text. Tasktask. If you have time, you could2 gets them to usediscuss the students’ opinion of theReading（阅读）Readingfordoing the words in a realworld context andTask 3 tests theirability tounderstand somecommon collocates.The grammar sectionworks on the pastperfect, a usefultext for narratingevents.Beyond the TextStudents look at arange of adventuretrips.Students read areflectivearticle on aperson ’sexperiences ofliving withother people.An invitation:(1) rejectingtrip.The Grammar Focus part looks at thepast perfect. After focusing on theform students then practise using thestructure in the context of travel andteamwork.Beyond the Text students look at arange of trips they could make thatreflect, in a simple way, thechallenges of the reading text.If you have more time, you couldhighlight some of the structures usedfor giving advice. Students mightfindthis useful when they move onto thevideo section.Before students read the letters youcould brainstorm a range of contextsGuided Writing Audio/Video LabWrap-up invitations for inviting people out.(2) signing off When checking Task 2 highlight theformal / cautious nature of rejecting.With weaker students you might want toshow them the model first before theywrite their invitation.Students watch a Write flatmate onto the board and ask video showing students to discuss their experiencesome of the of living with others.difficulties ofFor each part of the video you might living withwant to play it twice.others:Students might need more support with (1) listening forTask 5 and Task 6. With weaker classes, feelingsprovide some phrases or sentences on (2) listening for the board to help them.apologiesThis section Task 1 should be set as pair work. Task provides a quick 2 and Task 3 could be set as homeworkreview of the or as a competitive game.vocabulary,Task 4 and Task 5 should be set as small grammar,group discussion tasks.writing andtheme of theunit.作业课后总结与反思Tasks could beset forindividual workor done inpairs.课后学习设计Finish all the exercises in Unit 3.Read the two texts in this unit again and try to summarise their contents.Make a plan for your travel in the near future.。
