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Join in小学第二级Unit6教案(1) Unit 6 Friends三.教学建议1.Listen and sing the song.听一听，唱一唱。
运用本书开头几个单元里描述的全身反应法(TPR)技巧，介绍并复习歌谣中的关键词：He/She likes music/sport/dogs/spiders/如果有学生不能很快记住新单词也不要紧。
在他们听完歌曲并看了图画之后，这些单词会得到再次复习。
按照前言里的说明让学生听歌曲。
确保他们理解歌曲的含义，然后要求他们唱出来，最后学生完成练习，用蓝色圈出Linda喜欢的东西，用红色圈出Terry喜欢的东西。
2.Listen and write the names.听一听，写名字。
让学生听磁带，然后在图片下写出图片中人物的名字( Sue，Pat，Liz)。
3.Children in Britain.英国的孩子们。
在做练习之前，老师可以和学生一起谈论照片中的孩子们。
告诉学生们这些孩子都来自英国而且都喜欢玩，喜欢结交新朋友。
给学生两到三分钟的时间来看照片和课文，接着用英语提问来检查学生的理解情况。
接下来，老师朗读课文(至少两遍)并让学生们做一个游戏，要求学生集中精力看课文并记住尽可能多的细节。
接着让学生合上书，由老师给出某一个孩子的相关信息，例如：“She likes books and sports.…‘His favourite group is the Fireballs.”学生猜一猜老师是在描述哪一个孩子。
4.A story - Emma,Jackie and Diana故事-Emma，Jackie和Diana。
用前言中描述的技巧来介绍故事。
下面是一些在介绍故事时可用的方法：a.遮住单词，把故事的图片影印出来，呈现给学生。
然后要求学生分小组来重复对话。
b.用这个没有单词的卡通故事图片来教学，要求学生变换对话(这个练习会产生一些非常有趣的对话)。
c.将卡通故事图片剪成小片，做一个拼版游戏，要求学生分小组进行活动，将小片的故事图片拼完整。
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。
一、教学目标1. 知识目标：（1）掌握本单元的词汇、短语和句型；（2）了解本单元的主题和背景知识；（3）掌握阅读技巧，提高阅读速度和理解能力。
2. 能力目标：（1）提高学生的听说能力，能够运用所学词汇和句型进行交流；（2）培养学生的写作能力，能够运用所学知识撰写一篇短文；（3）提高学生的翻译能力，能够进行汉译英和英译汉的练习。
二、教学重点与难点1. 教学重点：（1）词汇和短语：focus on, put an emphasis on, in a word, etc.（2）句型：What's the problem? How can we solve it? etc.（3）阅读技巧：快速定位、抓住关键词、归纳总结等。
2. 教学难点：（1）理解文章主旨和大意；（2）正确运用所学词汇和句型进行表达；（3）提高阅读速度和理解能力。
三、教学过程1. 导入新课（1）播放与本单元主题相关的图片或视频，激发学生的学习兴趣；（2）教师简要介绍本单元的主题和背景知识。
2. 阅读理解（1）让学生快速浏览文章，了解文章大意；（2）教师引导学生分析文章结构，找出文章主题句；（3）针对文章中的难句和重点词汇进行讲解，帮助学生理解文章内容；（4）让学生完成阅读练习，巩固所学知识。
3. 词汇学习（1）教师带领学生复习本单元的词汇，并举例说明；（2）让学生运用所学词汇进行造句，提高词汇运用能力。
4. 听力训练（1）播放与本单元主题相关的听力材料，让学生进行听力训练；（2）教师讲解听力技巧，帮助学生提高听力水平；（3）让学生完成听力练习，巩固所学知识。
5. 口语表达（1）教师组织学生进行口语对话，让学生运用所学词汇和句型进行交流；（2）教师进行点评和指导，提高学生的口语表达能力。
6. 写作训练（1）教师给出写作话题，让学生运用所学知识进行写作；（2）教师进行点评和指导，提高学生的写作能力。
7. 总结与布置作业（1）教师对本节课的学习内容进行总结，强调重点和难点；（2）布置课后作业，包括阅读、听力、词汇、口语和写作练习。
捷进英语Unit 6老猴子咬菜根学习交流Lesson 1 Market research 市场调研1.Dean, have you got a moment? Dean，你有空吗？Sure. 当然。
I'm on my way home. 我正要回家。
I'm working on a scheme to attract younger customers. 我正在制定一项吸引年轻顾客的计划。
To the restaurant?吸引他们来餐厅？Yes. 是的。
2.Hm. 嗯。
"Youth Market Trends in the Dining Industry". “年轻人在餐饮业方面的市场趋向”。
I beg your pardon? 你再说一遍好吗？My research last semester was on this topic. 上学期，我就这个课题做了些研究。
Do go on. 请说下去。
3.Well, in general,younger customers prefer casual dining.嗯，一般来说，年轻一些的顾客通常更喜欢吃得随便一点。
Yes.对。
They like finger food. 他们喜欢用手拿东西吃。
In fact, they often order appetizers. 实际上，他们常常点一些开胃的东西。
In the bar, they prefer beer and wine to hard liquor.在酒吧，和烈性酒相比，他们更喜欢啤酒和葡萄酒。
4.Is that information useful? 这样的信息有用吗？Absolutely. 绝对有用。
Let me ask you a question. 让我问你一个问题。
Do they prefer large portions? 他们喜欢量多一些吗？I mean, is that important? 我是说，那重要吗？Sure. 当然。
(捷进英语2)U n i t6-
电子教案
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
教案
课程名称捷进英语综合教程2
课时
班级
专业
教师
系部
教研室
教材《捷进英语综合教程2 教师用书》
Sense and memory
Improving your memory
Perfect memories?
Reading for learning
Sense and memory
Reading for Doing
Don’t Forget!
Guided Writing
A Questionnaire
Audio/Video Lab
If you have time before the lesson you
could prepare your own timeline to display
to the class.
This section starts
with identifying
examples and
using them to
help the student
understand the
text. It also
encourages
students to
produce a brief
summary of the
text.
Vocabulary and
Grammar
The first two tasks work on the meaning of thematic words from the text. Task 3 looks at various fixed phrases from the text. The grammar section looks at the passive voice in the present and past simple.The first two tasks encourage students to form an understanding of examples. When doing Task 4, if you have a strong class you could simply write the three headings on the board and ask students to write their own summary sentences.
The first vocabulary tasks draw on topic vocabulary from the text.
The second vocabulary task can be easily extended by asking students to give written or spoken answers to each question.
The Grammar Focus part looks at the passive voice in the present and past simple. Task 2 contains factually true sentences. You could extend this by asking students to write their own general knowledge quiz in the passive voice. The topic in Task 3 can also be extended into a discussion task.
Beyond the text This section also recycles the passive in a fun way by creating real
Beyond the Text Students look at two puzzles and write their own puzzle.
Ss read an article giving advice on improving your memory.This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.
If you have more time, you could develop the final task on revision planning and strategies further.
Students write, ask and answer a questionnaire.Before the lesson you could find examples of questionnaires online.
When doing Task 5 you might need to provide some model questions for more support.
For each part of the video you might want to play it twice.
Tasks 3 provides a good opportunity for using visuals to help you understand a lecture.
This section provides a quick review of the vocabulary, grammar, writing and theme of the unit.
Tasks could be set for individual work or done in pairs. For the first tasks on the language work you might want to set them up as a team game or class quiz.
For the final tasks these could be set as small group discussion or down as a reflective writing task.
Finish all the tasks in Unit 6.
Read the two texts in this unit again and try to summarise their contents.
Prepare a PPT presentation on your survey result in Task 3 of the warp-up section.。
