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博采英语阅读 第一册 教案 - Chapter1-6

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TAPESTRY ENGLISHReadingBOOK 1Chapter 1 College Life：Difficult DreamsTeaching ContentsReading 1: The Dreams of Eduardo OrtegaReading 2: Rules in the College ClassroomReading 3: Education and IncomePutting it all together with reading skillsEmphasis and DifficultiesLanguage Learning Strategies:Preview your reading to understand it better (mastery)Use an English dictionary to learn more about English words (mastery)Academic Power Strategy:Design a study plan to become a successful student (familiarity) Grammar: Imperative Verbs (mastery)Main V ocabularyachieved application(apply) envelope(red ~) backpack scars(v. /n.) cafeteria chew(~ gum) distracts administrators(administrate/administration) janitor living standards waste(n. /v.) work due handout(施舍物/讲义，传单) remember doing / to do feel free from praise sb for sth honor rollattendance expectations(expect) courteous(courtesy) punctual(punctuality) instructor considerate(consideration) responsibilities(responsible) syllabusbe prepared for miss class expect of sb come trueChapter 1Teaching ScriptI.Warm-UpAs this is the first class, ask students to make self-introduction which can help them know each other better and inspire their interests in English learning.II.Teaching Proceduresnguage Learning Strategies (reading skills): previewing before reading &making a reading notebook to help understand and remember the vocabulary.2.Explain Words and Phrases in Reading 1:achieved application(apply) envelope(red ~) backpack scars(v. /n.) cafeteria chew(~ gum) distracts administrators(administrate/administration) janitor living standards waste(n. /v.) work due handoutremember doing / to do feel free from praise sb for sth honor rolleg. Strawberries are now out of season.After reading, ask students to summarize the main idea of this article.3.Reading 2First, ask the students to practice previewing strategy in this reading and thenexplain the vocabulary with examples.attendance expectations(expect) courteous(courtesy) punctual(punctuality) instructor considerate(consideration) responsibilities(responsible) syllabus be prepared for miss class expect of sb come trueeg. Don’t distract my attention.eg. The news distracted her.After reading, give students two questions:What is the reading talking about?How many requirements are there for college students and what shall we do to obey these rules?4.Reading 3Before reading, inspire students’ interests in considering the relationship between education and income.In this reading, I’d like to instruct the students the way of paraphrasing, as this is a basic skill for English majors.eg. close downgo—bankrupt start—establish on one’s side—in one’s favor the cure for—the solution toAfter reading, the teacher calls for a hot discussion about the education-income situation in china.III.Teaching AidsBlackboard script and Tapestry websiteTAPESTRY ENGLISHReadingBOOK 1Chapter 2 Water: Our Most Important ResourceTeaching ContentsReading 1: Water FactsReading 2: How Safe us Your Water?Reading 3: Waste Not, Want NotPutting it all together with scanning and finding out the implication in reading.Main V ocabularyabsorb dew pump cactus flush roots cycle gills bacteria categories chemicals damage filtered garbage label laboratory lead( n.) official plumb raw sewage samples wells threats base field cheaper golf course lawns led struck preciousTeaching AidsBlackboard script, tapestry website and water-using statisticsExercises & AssignmentsDo the exercises after each reading.V ocabulary building.Chapter 2Teaching ScriptI.Warm-UpWater is important to all life on earth. Keeping our water safe and clean is important to everyone.What should we do to save water resource?II.Teaching Procedures1.Reading 1Now scan reading 1 quickly to find out the questions on page27.New words: absorb—absorb in / be absorbed ineg. This job absorbs all my time.dew—honey dew flush—one’s face flushed / flush the toiletAs the distinction between how much and how many has been acquired early in middle school, students only have to make some sentences of this two structures.2.Reading 2New words: lead(铅) tap water aquifer(蓄水层) raw sewage germ eg.Is the milk free from germs? bacterium—(pl. bacteria) filter—filter paper / filter tippedAsk the students to analyse the pan-like diagram of water supply.3.Reading 3New words: baseball field lawns ski resort golf course slope—sloping (adj.)III.Teaching AidsBlackboard script, tapestry website and water-using statistics showed in diagrams or charts.IV.ExercisesAnswer questions about the readingsV ocabulary buildingTAPESTRY ENGLISHReadingBOOK 1Chapter 3 Healthy HabitsTeaching ContentsReading 1: Running with AsthmaReading 2: Home RemediesReading 3: CaffeineEmphasis and DifficultiesDistinguish skimming from scanning. (mastery)Give advice using “should”. (familiarity)Main V ocabularyasthma condition gold medal panic participate—participate in proof—prove severe stadium wheezing side effects tough baking soda lukewarm motion sickness nausea oatmeal sunburn paste symptom thumbnail itchy addictive—addict alert brewed on edge stimulant habit-forming instant—constant bitter boost odorless—odorlessChapter 3Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: gold medal—runner-up—bronze-medalist panic—be in a panic proof—prove (the proof of / fireproof) side effects—by-product2.Reading 2New words: remedy—beyond remedy eg. The remedy is worsethan the disease.调味品：ginger—garlic—shallot—pepper—chilli lukewarm insomnia (prefix: in- indicates the opposite) paste—toothpaste sting thumbnail nausea—feel nausea wrist3.Reading 3Acquire a new reading skill—skimming, which is used in searching for the main idea of articles ie. The gist of a whole passage. It is different from scanning which is helpful for your wanted information. Practice skimming in reading 3.New words: caffeine—poppy—opium—heroin—cocaine addictive—addict—addicted tense brewed—brew(v.)—brewery instant—instant on edge mild—warm—hot coffee—instant noodles stimulant—stimulate—stimulus habit-formingIII.Teaching AidsBlackboard script, tapestry website and diseases risk charts.IV.ExercisesAnswer questions about the readingsV ocabulary buildingGroup-Discussion: Talk about habits you’d better get rid of.TAPESTRY ENGLISHReadingBOOK 1Teaching ContentsReading 1: Give a Man a FishReading 2: A Trapper’s LifeReading 3: Going, Going, GoneReading 4: Down in the DumpsEmphasis and DifficultiesPrepositions. (mastery)Find topic sentences. (mastery)Names of unfamiliar animals. (familiarity)Main V ocabularycontrol--disease control / risk control frozen—frezze—froze dim=vague fishing—overfishing estimate—assess illegal (il- in- im- ir-) wastefulbeaver ditches drawbacks foxes gopher impressive in the long run lack—the lack of mink nuisance—nonsense raccoon starve trapper—trap appeal grizzly bears snails aware—be aware of clam delicate endangered—endangered animals / endangered languages extinct=die out mussels—muscle rubber spotted owls—spotted deer tropical—tropical forest wolf—wolvesaluminum blessing drill feast seal surround—surrounding—surroundingsChapter 4Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: control--disease control / risk control frozen—frezze—froze dim=vague fishing—overfishing estimate—assess illegal (il- in- im- ir-) wastefulStill remember skimming? Try to practice this skill in the passage.2.Reading 2New words: beaver ditches drawbacks foxes gopher impressive in the long run=at length lack—the lack of mink nuisance—nonsense eg. Don’t make a nuinance of yourself! What a nuisance!raccoon starve trapper—trapIdioms with Prepositions:make up for something / take a day off/ in the long run……ask students to give some other instances3.Reading 3New words: appeal grizzly bears snails aware—be aware of clam delicate endangered—endangered animals / endangered languages extinct=die out mussels—muscle rubber spotted owls—spotted deer fair—trade fair—sb is fair—fairplay tropical—tropical rain forest wolf—wolves4.Reading 4First, lead the students to see the map of the Middle East Area.Then, begin the reading with the shape of pyramid.New words: blessing eg. Count your blessings! Drill dump (v. /n.) seal—feast—wedding feast a couple of trash aluminum—iron—copper—bronze—gold—silver—leadsurround—surrounding—surroundingsIII.Teaching AidsBlackboard script, tapestry website and some colorful pictures of endangered animals.IV.ExercisesAnswer questions about the readingsWrite a summary of a reading as you like.Group-Discussion: Trash disposal.TAPESTRY ENGLISHReadingBOOK 1Chapter 5 Trains, Planes and AutomobilesTeaching ContentsReading 1: Free Bike ProgramsReading 2: The Fast TrackReading 3: Electric CarsReading 4: The Wrights Were RightEmphasis and DifficultiesUse quotations in writing. (familiarity)Use a graphic organizer. (mastery)Paraphrase words, phrases or sentences. (mastery)Main V ocabularyavailable—sb is available / sth is available in good shape bike lanes mayor theft—thief helmet providebench—stool knock over bullet—bullet train governor—govern—government track—track and field battery financial—finance—financer start from scratch commuting founder emission recharge—chargeconduct—conduct an experiment—conduct an investigation flight lightweight owe propeller—self-propelledTeaching AidsBlackboard script, tapestry website and trademark pictures of carsChapter 5Teaching ScriptI.Warm-UpFirst, do the presentation of this chapter.And ask the students to give some examples of vehicles except the ones mentioned in the chapter.II.Teaching Procedures1.Reading 1New words: available—sb is available / sth is available in good shape bike lanes mayor theft—thief helmet provideOk, we have finished this reading, and now can we put forth some nonprofit programs such as “Umbrella Program”?2.Reading 2New words: bench—stool knock over bullet—bullet train governor—govern—government track—track and fieldBullet train is a funny word, we can imagine how fast it goes. And if you go to New York some day, you can experience Amtrack in person.3.Reading 3New words: profit—nonprofit decade—century—millenniumbattery=a storage cell financial—finance—financer start from scratch commuting founder emission recharge—charge4.Reading 4New words: conduct—conduct an experiment—conduct an investigation flight--fly lightweight--heavyweight owe—owe to propeller—self-propelledIII.Teaching AidsBlackboard script, tapestry website and some pictures of car trademarks both domestically and overseas.IV.ExercisesAnswer questions about the readingsRetell a reading as you like.Group-Discussion: The Development of Human Vehicles.TAPESTRY ENGLISHReadingBOOK 1Chapter 6 A World of Fast FoodTeaching ContentsReading 1: Fast Food InvasionReading 2: Old McDonald’sReading 3: Food from Your ComputerReading 4: Fast Food with a DifferenceEmphasis and DifficultiesDifferent cultures of food and society. (familiarity)Use tables and graphs to analyze and grasp information in readings. (mastery)Main V ocabularyadvertise consumers invade capital city chain restaurant convenient craze creative porkabandon excuse arch historian invent landmark corporation cultural register date repair deny symbol earthquakeaccount equipment charging internet computer on hold confirm online convince delivery takeout e-mailbazaar neat temple cashier playground token chutney skyscraper vegetarian curryTeaching AidsBlackboard script, tapestry website and samples of fast foodChapter 6Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: advertise—advertisement—advertiser—advertisingconsumers—consume—consumption invade—invasion capital city—capitalism—capitalize pork / beef / mutton / meat chain restaurant craze—crazy / insane / mad creative—creation convenient—convenience—inconvenientOk, we have finished this reading, and now try to remember the names in fast food restaurant.2.Reading 2Ask students to tell the story of McDonald’s.New words: abandon—desert—throw away resident arches historian—history—historic—historical excuse invent--invention corporation—company—plant—factory—firm--corporate landmark cultural—culture register eg. Her silence registered her sorrow. date (v.&n.) repair—mend deny symbol—symbolize earthquake3.Reading 3New words: account—accountant—account for—take into account online—online learning Internet—website equipment—equip charging—charge for—take the charge of computer—PC on hold confirm—confirmation convince delivery takeout e-mail4.Reading 4New words: bazaar—fair neat—tidy--clean temple cashier—cash playground token chutney skyscraper vegetarian curry—curry chicken III.Teaching AidsBlackboard script, tapestry website and some samples of fast food.IV.ExercisesAnswer questions about the readingsRetell a reading as you like.。

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博采英语阅读 第一册 教案 - Chapter1-6

博采英语阅读 第一册 教案 - Chapter1-6

TAPESTRY ENGLISHReadingBOOK 1Chapter 1 College Life：Difficult DreamsTeaching ContentsReading 1: The Dreams of Eduardo OrtegaReading 2: Rules in the College ClassroomReading 3: Education and IncomePutting it all together with reading skillsEmphasis and DifficultiesLanguage Learning Strategies:Preview your reading to understand it better (mastery)Use an English dictionary to learn more about English words (mastery)Academic Power Strategy:Design a study plan to become a successful student (familiarity) Grammar: Imperative Verbs (mastery)Main V ocabularyachieved application(apply) envelope(red ~) backpack scars(v. /n.) cafeteria chew(~ gum) distracts administrators(administrate/administration) janitor living standards waste(n. /v.) work due handout(施舍物/讲义，传单) remember doing / to do feel free from praise sb for sth honor rollattendance expectations(expect) courteous(courtesy) punctual(punctuality) instructor considerate(consideration) responsibilities(responsible) syllabusbe prepared for miss class expect of sb come trueChapter 1Teaching ScriptI.Warm-UpAs this is the first class, ask students to make self-introduction which can help them know each other better and inspire their interests in English learning.II.Teaching Proceduresnguage Learning Strategies (reading skills): previewing before reading &making a reading notebook to help understand and remember the vocabulary.2.Explain Words and Phrases in Reading 1:achieved application(apply) envelope(red ~) backpack scars(v. /n.) cafeteria chew(~ gum) distracts administrators(administrate/administration) janitor living standards waste(n. /v.) work due handoutremember doing / to do feel free from praise sb for sth honor rolleg. Strawberries are now out of season.After reading, ask students to summarize the main idea of this article.3.Reading 2First, ask the students to practice previewing strategy in this reading and thenexplain the vocabulary with examples.attendance expectations(expect) courteous(courtesy) punctual(punctuality) instructor considerate(consideration) responsibilities(responsible) syllabus be prepared for miss class expect of sb come trueeg. Don’t distract my attention.eg. The news distracted her.After reading, give students two questions:What is the reading talking about?How many requirements are there for college students and what shall we do to obey these rules?4.Reading 3Before reading, inspire students’ interests in considering the relationship between education and income.In this reading, I’d like to instruct the students the way of paraphrasing, as this is a basic skill for English majors.eg. close downgo—bankrupt start—establish on one’s side—in one’s favor the cure for—the solution toAfter reading, the teacher calls for a hot discussion about the education-income situation in china.III.Teaching AidsBlackboard script and Tapestry websiteTAPESTRY ENGLISHReadingBOOK 1Chapter 2 Water: Our Most Important ResourceTeaching ContentsReading 1: Water FactsReading 2: How Safe us Your Water?Reading 3: Waste Not, Want NotPutting it all together with scanning and finding out the implication in reading.Main V ocabularyabsorb dew pump cactus flush roots cycle gills bacteria categories chemicals damage filtered garbage label laboratory lead( n.) official plumb raw sewage samples wells threats base field cheaper golf course lawns led struck preciousTeaching AidsBlackboard script, tapestry website and water-using statisticsExercises & AssignmentsDo the exercises after each reading.V ocabulary building.Chapter 2Teaching ScriptI.Warm-UpWater is important to all life on earth. Keeping our water safe and clean is important to everyone.What should we do to save water resource?II.Teaching Procedures1.Reading 1Now scan reading 1 quickly to find out the questions on page27.New words: absorb—absorb in / be absorbed ineg. This job absorbs all my time.dew—honey dew flush—one’s face flushed / flush the toiletAs the distinction between how much and how many has been acquired early in middle school, students only have to make some sentences of this two structures.2.Reading 2New words: lead(铅) tap water aquifer(蓄水层) raw sewage germ eg.Is the milk free from germs? bacterium—(pl. bacteria) filter—filter paper / filter tippedAsk the students to analyse the pan-like diagram of water supply.3.Reading 3New words: baseball field lawns ski resort golf course slope—sloping (adj.)III.Teaching AidsBlackboard script, tapestry website and water-using statistics showed in diagrams or charts.IV.ExercisesAnswer questions about the readingsV ocabulary buildingTAPESTRY ENGLISHReadingBOOK 1Chapter 3 Healthy HabitsTeaching ContentsReading 1: Running with AsthmaReading 2: Home RemediesReading 3: CaffeineEmphasis and DifficultiesDistinguish skimming from scanning. (mastery)Give advice using “should”. (familiarity)Main V ocabularyasthma condition gold medal panic participate—participate in proof—prove severe stadium wheezing side effects tough baking soda lukewarm motion sickness nausea oatmeal sunburn paste symptom thumbnail itchy addictive—addict alert brewed on edge stimulant habit-forming instant—constant bitter boost odorless—odorlessChapter 3Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: gold medal—runner-up—bronze-medalist panic—be in a panic proof—prove (the proof of / fireproof) side effects—by-product2.Reading 2New words: remedy—beyond remedy eg. The remedy is worsethan the disease.调味品：ginger—garlic—shallot—pepper—chilli lukewarm insomnia (prefix: in- indicates the opposite) paste—toothpaste sting thumbnail nausea—feel nausea wrist3.Reading 3Acquire a new reading skill—skimming, which is used in searching for the main idea of articles ie. The gist of a whole passage. It is different from scanning which is helpful for your wanted information. Practice skimming in reading 3.New words: caffeine—poppy—opium—heroin—cocaine addictive—addict—addicted tense brewed—brew(v.)—brewery instant—instant on edge mild—warm—hot coffee—instant noodles stimulant—stimulate—stimulus habit-formingIII.Teaching AidsBlackboard script, tapestry website and diseases risk charts.IV.ExercisesAnswer questions about the readingsV ocabulary buildingGroup-Discussion: Talk about habits you’d better get rid of.TAPESTRY ENGLISHReadingBOOK 1Teaching ContentsReading 1: Give a Man a FishReading 2: A Trapper’s LifeReading 3: Going, Going, GoneReading 4: Down in the DumpsEmphasis and DifficultiesPrepositions. (mastery)Find topic sentences. (mastery)Names of unfamiliar animals. (familiarity)Main V ocabularycontrol--disease control / risk control frozen—frezze—froze dim=vague fishing—overfishing estimate—assess illegal (il- in- im- ir-) wastefulbeaver ditches drawbacks foxes gopher impressive in the long run lack—the lack of mink nuisance—nonsense raccoon starve trapper—trap appeal grizzly bears snails aware—be aware of clam delicate endangered—endangered animals / endangered languages extinct=die out mussels—muscle rubber spotted owls—spotted deer tropical—tropical forest wolf—wolvesaluminum blessing drill feast seal surround—surrounding—surroundingsChapter 4Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: control--disease control / risk control frozen—frezze—froze dim=vague fishing—overfishing estimate—assess illegal (il- in- im- ir-) wastefulStill remember skimming? Try to practice this skill in the passage.2.Reading 2New words: beaver ditches drawbacks foxes gopher impressive in the long run=at length lack—the lack of mink nuisance—nonsense eg. Don’t make a nuinance of yourself! What a nuisance!raccoon starve trapper—trapIdioms with Prepositions:make up for something / take a day off/ in the long run……ask students to give some other instances3.Reading 3New words: appeal grizzly bears snails aware—be aware of clam delicate endangered—endangered animals / endangered languages extinct=die out mussels—muscle rubber spotted owls—spotted deer fair—trade fair—sb is fair—fairplay tropical—tropical rain forest wolf—wolves4.Reading 4First, lead the students to see the map of the Middle East Area.Then, begin the reading with the shape of pyramid.New words: blessing eg. Count your blessings! Drill dump (v. /n.) seal—feast—wedding feast a couple of trash aluminum—iron—copper—bronze—gold—silver—leadsurround—surrounding—surroundingsIII.Teaching AidsBlackboard script, tapestry website and some colorful pictures of endangered animals.IV.ExercisesAnswer questions about the readingsWrite a summary of a reading as you like.Group-Discussion: Trash disposal.TAPESTRY ENGLISHReadingBOOK 1Chapter 5 Trains, Planes and AutomobilesTeaching ContentsReading 1: Free Bike ProgramsReading 2: The Fast TrackReading 3: Electric CarsReading 4: The Wrights Were RightEmphasis and DifficultiesUse quotations in writing. (familiarity)Use a graphic organizer. (mastery)Paraphrase words, phrases or sentences. (mastery)Main V ocabularyavailable—sb is available / sth is available in good shape bike lanes mayor theft—thief helmet providebench—stool knock over bullet—bullet train governor—govern—government track—track and field battery financial—finance—financer start from scratch commuting founder emission recharge—chargeconduct—conduct an experiment—conduct an investigation flight lightweight owe propeller—self-propelledTeaching AidsBlackboard script, tapestry website and trademark pictures of carsChapter 5Teaching ScriptI.Warm-UpFirst, do the presentation of this chapter.And ask the students to give some examples of vehicles except the ones mentioned in the chapter.II.Teaching Procedures1.Reading 1New words: available—sb is available / sth is available in good shape bike lanes mayor theft—thief helmet provideOk, we have finished this reading, and now can we put forth some nonprofit programs such as “Umbrella Program”?2.Reading 2New words: bench—stool knock over bullet—bullet train governor—govern—government track—track and fieldBullet train is a funny word, we can imagine how fast it goes. And if you go to New York some day, you can experience Amtrack in person.3.Reading 3New words: profit—nonprofit decade—century—millenniumbattery=a storage cell financial—finance—financer start from scratch commuting founder emission recharge—charge4.Reading 4New words: conduct—conduct an experiment—conduct an investigation flight--fly lightweight--heavyweight owe—owe to propeller—self-propelledIII.Teaching AidsBlackboard script, tapestry website and some pictures of car trademarks both domestically and overseas.IV.ExercisesAnswer questions about the readingsRetell a reading as you like.Group-Discussion: The Development of Human Vehicles.TAPESTRY ENGLISHReadingBOOK 1Chapter 6 A World of Fast FoodTeaching ContentsReading 1: Fast Food InvasionReading 2: Old McDonald’sReading 3: Food from Your ComputerReading 4: Fast Food with a DifferenceEmphasis and DifficultiesDifferent cultures of food and society. (familiarity)Use tables and graphs to analyze and grasp information in readings. (mastery)Main V ocabularyadvertise consumers invade capital city chain restaurant convenient craze creative porkabandon excuse arch historian invent landmark corporation cultural register date repair deny symbol earthquakeaccount equipment charging internet computer on hold confirm online convince delivery takeout e-mailbazaar neat temple cashier playground token chutney skyscraper vegetarian curryTeaching AidsBlackboard script, tapestry website and samples of fast foodChapter 6Teaching ScriptI.Warm-UpII.Teaching Procedures1.Reading 1New words: advertise—advertisement—advertiser—advertisingconsumers—consume—consumption invade—invasion capital city—capitalism—capitalize pork / beef / mutton / meat chain restaurant craze—crazy / insane / mad creative—creation convenient—convenience—inconvenientOk, we have finished this reading, and now try to remember the names in fast food restaurant.2.Reading 2Ask students to tell the story of McDonald’s.New words: abandon—desert—throw away resident arches historian—history—historic—historical excuse invent--invention corporation—company—plant—factory—firm--corporate landmark cultural—culture register eg. Her silence registered her sorrow. date (v.&n.) repair—mend deny symbol—symbolize earthquake3.Reading 3New words: account—accountant—account for—take into account online—online learning Internet—website equipment—equip charging—charge for—take the charge of computer—PC on hold confirm—confirmation convince delivery takeout e-mail4.Reading 4New words: bazaar—fair neat—tidy--clean temple cashier—cash playground token chutney skyscraper vegetarian curry—curry chicken III.Teaching AidsBlackboard script, tapestry website and some samples of fast food.IV.ExercisesAnswer questions about the readingsRetell a reading as you like.。

Unit1Lesson6教案

Unit1Lesson6教案

Unit 1 A Trip to Beijing.第六课时Lesson 6 Li Ming packs His Suitcase◆课程目标导航Teaching content:1. New words: pack, clothes, help, jacket, favorite, nice, all, done, near, this, that, these, those2. A dialogue about Li Ming’s packing his suitcase.【教学目标】Teaching goals:1. Master some new words.2. Learn the usage of pronouns: this, that, these, those【教学重点】Key points:this, that, these, those【教学难点】Difficult points:the usage of Demonstrative Pronouns【教具准备】Teaching aids:audiotape, pictures of clothes or some real clothing, flashcards, slide projector◆教学情景导入Lead in by pointing the things in the classroom and asking questions.What’s this/ that?What are these/ those?◆教学过程设计Step 1. PresentationLi Ming will go to Beijing with Danny and Jenny. They make a plan for their trip. So today we will know what Li Ming will take with him. First, let’s discuss some questions in “THINK ABOUT IT”:Do you have a suitcase? Is it big or small? What color is it?When you go on a trip, what things do you like to take?Let some students answer the questions. Maybe they give many different answers.Step 2. Listen to the tape with the following questions:What does Li Ming need?Does Li Ming take only one shirt?Step 3. Answer the questions and look through the whole text.Deal with some language points (using flash cards and slide projector). Make sure the students understand the meaning of the dialogue.Step 4. Play the audiotape again and let the students read after it.Step 5. PracticeLet the students read the text aloud and the teacher walks around and deals with any question the students have. Then have them act out the dialogue in roles (using pictures or real clothes). Correct their mistakes if any.Step 6. Let’s chantListen to the recorder first and then read it together. Pay attention to the rhyme: far and star; near and ear;these and knees; those, toes and know. If you read in the right rhyme, you will read it beautifully. Write “this, that, these, those” on the blackboard or use slide projector. Explain the difference between these words.◆课堂板书设计作业Homework:1. Finish the activity book in Lesson 6.2. Read the text fluently.3. Read the next reading in Lesson 7.课后巩固练习阅读理解。

英语1 unit6 教案

英语1 unit6 教案

教案编号：14教案（3）What about …restaurant ?（4）I think …Restaurant is better. It’s farther away than …, but the food is more delicious.2. Listen and repeatRead the dialogue after the tape again and learn to say the underlined words and sentences.3. Practice and talkTeacher shows another picture which is similar to the one of Activity 3.Students work in the group to describe the picture in simple several sentences, which is similar to those of Activity 5, then make a dialogue with the partner according to the picture.Step Five Listening1. Pre-listening ( Activity 7 )(1) Read the menuTeacher says: we have our favorite foods when we eat out . In the last lesson we have known that there are two restaurants. Now Sara want to go Meiwei Restaurant. Let’s step into Meiwei restaurants with her together to order something to eat or drink today. Now let’s look at the menu of Meiwei Restaurant to find out if there are any foods you like....Teacher says: But do you knowWhat a waiter/waitree might say?What might the customer say?Welcome to our restaurant.Are you ready to order? / Would you like to order now?What would you like to eat?Would you like something to drink?What about you?Pardon? / Can you say it again?...Yes, I’d like... / No, thanks...., please.What’s the specialty of the house?Let’s go dutch....(2) Look and tickTeacher leads students to look at the two pictures and let them guess what thewaiter might say, then tick the right answers.2. While-listening ( Activity 8, 9 )(1) Listen and checkStudents listen to the tape and check the answers to Activity 7.(2) Listen and completeStudents listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students can’t get the answers, teacher should play the tape for several times to help them to get the right answers.3. post-listeningFill the words of the blanks to complete the listening material. Later, Teacher divides the whole class into two groups to read out as waiter, Sara and Tang Hua .Waiter: Would you like to _______ now?Sara: Yes. I’d like ______ ______.Waiter: Well done or __________?Sara: Well done, please.Waiter: Would you like something _____ _________?Sara: A glass of orange juice, please.Waiter: Beef steak well done and a glass of orange juice.Sara: Right.Waiter: _______ _______ you, Miss?Tang Hua: ________ _______, please.Waiter: All right. _______ ____ _______, please.Step Six Speaking1. Read and underline (Activity 10)Students underline the words and sentences used to order in a restaurant. Teacher asks several students to give the answers and write the words or sentences on the board. If necessary, teacher should explain the key words and sentences.(1) Would you like to order now?(2) Yes, I’d like ……(3) Well done or medium(4) Would you like something to drink?(5) What about you?(6) The same, please.(7) All right, wait a minute, please.....2. Listen and repeat (Activity 11)Students read the dialogue after the tape again and learn to say the underlined words and sentences.3. Act and practiceStudents make a dialogue with the partner about ordering food in a restaurant, using the sentences patterns and words listed on the blackboard. One student acts as a waiter, the other acts as a customer. Firstly, they work together in their groups. Secondly, teacher lets some of them教案编号：15教案。

外研新标准高中英语Book1Unit6ALoveofGardening阅读课教学设计

外研新标准高中英语Book1Unit6ALoveofGardening阅读课教学设计

外研新标准高中英语Book1Unit6ALoveofGardening阅读课教学设计Title: Teaching Design for Reading Class of "A Love of Gardening" in Foreign Language Teaching New Standard High School English Book 1 Unit 6AIntroduction:In this teaching design, we will focus on the reading class of "A Love of Gardening" in the Foreign Language Teaching New Standard High School English Book 1 Unit 6A. The purpose is to help students develop their reading skills, comprehension abilities, and expand their vocabulary in the context of gardening.Objective:The main objective of this teaching design is to enhance students' reading skills through the text "A Love of Gardening." The specific goals include:1. Developing students' reading comprehension abilities.2. Strengthening students' ability to identify and understand specific vocabulary related to gardening.3. Encouraging students to make connections between the text and their own experiences.4. Engaging students in discussions and critical thinking activities related to the topic.Pre-reading Activities:1. Brainstorming: Begin the class by asking students about their knowledge of gardening. Encourage them to share their experiences, vocabulary, and any related information.2. Vocabulary Preview: Introduce and explain key vocabulary words related to gardening that may appear in the text. Use visual aids, examples, and real-life objects to help students understand and remember the words.While-Reading Activities:1. Skimming: Have students quickly read the text to get a general idea of the content. Ask them to answer questions such as "What is the main topic of the text?" and "What do you expect to learn from this text?"2. Scanning: Assign specific questions or keywords to students and have them search for the answers within the text. This encourages focused reading and improves their ability to find relevant information quickly.3. Detailed Reading: Instruct students to read the text carefully and actively. Encourage them to underline or highlight important information, unfamiliar words, or any questions that may arise. Afterward, ask comprehension questions to ensure their understanding of the text.4. Group Discussion: Divide the class into small groups to discuss the following questions:a. What did you find interesting in the text?b. Can you relate any of the information to your own experiences?c. How important do you think gardening is in today's society?d. What benefits can gardening bring to individuals and communities?Post-reading Activities:1. Vocabulary Consolidation: Provide a list of sentences containing the new vocabulary words from the text. In pairs or groups, students should match the sentences to their corresponding definitions.2. Summary Writing: Ask each student to write a short summary of the text, highlighting the main points and their personal thoughts.3. Extension Activity - Gardening Project: Assign students to work in groups and design a mini-gardening project. They should plan the type of plants, required resources, and maintenance strategies. Each group will present their project to the class.Conclusion:Through this teaching design, students will not only improve their reading skills but also develop a deeper understanding of the importance of gardening. They will be engaged in meaningful discussions and critical thinking activities, allowing them to connect the text to their own lives. By incorporating pre-reading, while-reading, and post-reading activities, students will have a holistic learning experience that promotes language acquisition and cultivates a love for reading.。