重庆市大学城高中英语Unit6MakingJourneysFurtherReading教案重庆大学版必修2

重庆市大学城高中英语Unit 6 Making Journeys Reading（1）教案重庆大学版必修2编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（重庆市大学城高中英语Unit 6 Making Journeys Reading（1）教案重庆大学版必修2）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

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Unit 6 Making Journeys Reading 章节： Book 2 Unit 6 课时：1课时课题名称Unit 6 Period 2 Reading (1）三维目标1。

Students get to know the main idea of the passage。

2. Students learn to read passages by skimming, scanning and reading between the lines.3。

Students learn to get a balanced diet to keep healthy.重点目标Students read thepassage by skimmingand scanning。

难点目标Students apply different readingskills导入示标目标三导学做思一：Step1 Lead-in (5 mins)1)Read the following words on Page79 and tick what you li ke and crosswhat you do not l ike。

本科毕业论文Design of a Lesson and Self-evaluation: Based on the Speaking and Listening Section of Unit 6 “Making Journeys”, Senior English for Schools Student's Book 2by Chongqing University Press学院外国语学院专业英语教育年级20011级学号222011310011028姓名张睿指导教师温昌瑞成绩二○一五年四月Design of a Lesson and Self-evaluation: Based on the Speaking and Listening Section of Unit 6 “Making Journeys”, Senior English for Schools Student’s Book 2 by Chongqing University PressZhang RuiSupervisorWen ChangruiA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishCOLLEGE OF INTERNATIONAL STUDIESSOUTHWEST UNIVERSITYApril, 2015AcknowledgmentsI would like to express my gratitude to all those who helped me during the writing of this paper. First of all, a special acknowledgment should be shown to my supervisor Ms. Wen Changrui, from whose guidance I benefited greatly. Her invaluable comments and thoughtful instructions gave me the inspiration of this paper. Moreover, I really appreciate her insightful feedback, strong responsibility and great patience, which largely contributed to the completion of this paper.Secondly, my heartfelt thanks also go to all the teachers in the College of International Studies who endowed me abundant knowledge in English language and teaching methodology with their lectures.Thirdly, I would extend my sincere gratitude to my family members and my friends for their everlasting support and care in my life and study, especially my roommates, who always support me and help me with my paper. It is their love and encouragement that motivate me to endeavor constantly.Finally, I am deeply indebted to the authors and scholars whose works, papers or views I have referred to in my paper directly or indirectly.ContentsAcknowledgments (i)Contents ............................................................................................................................................ i i Abstract ............................................................................................................................................ i ii 内容摘要.................................................................................................................................... i v1. Introduction ................................................................................................................................. １2. Interpretation of a Lesson ........................................................................................................... １2.1 Analysis of students .......................................................................................................... １2.1.1 Background of students .......................................................................................... １2.1.2 Learning styles of students ..................................................................................... ２2.1.3 Psychological perspective ...................................................................................... ２2.1.4 Students’ prior knowledge ...................................................................................... ２2.2 Analysis of teaching materials .......................................................................................... ３2.2.1 Analysis of the textbook ......................................................................................... ３2.2.2 Analysis of the unit................................................................................................. ３2.3 Analysis of teaching methods ............................................................................................ ４2.3.1 Communicative Language Teaching (CLT) ........................................................... ４2.3.2 Task-based Language Teaching (TBLT) ................................................................ ５2.3.3 Audio-visual Teaching Method .............................................................................. ６2.4 Analysis of learning methods ............................................................................................ ６2.4.1 Cooperative Learning ............................................................................................. ６2.4.2 Autonomous Learning ............................................................................................ ７2.5 Analysis of teaching procedures and time allotment ......................................................... ８2.6 Analysis of layout of the blackboard ............................................................................. １０3. Lesson Plan ............................................................................................................................. １１3.1 Background information ............................................................................................... １１3.2 Contents ........................................................................................................................ １１3.3 Objectives...................................................................................................................... １１3.4 Focal points ................................................................................................................... １２3.5 Difficult points .............................................................................................................. １２3.6 Procedures and time allotment ...................................................................................... １２4. Self-evaluation ........................................................................................................................ ２１4.1 General evaluation ........................................................................................................ ２１4.2 The strong points of the lesson ...................................................................................... ２２4.3 The weak points of the lesson ....................................................................................... ２２5. Conclusion .............................................................................................................................. ２３References ................................................................................................................................... ２４Appendix ..................................................................................................................................... ２６Design of a Lesson and Self-evaluation: Based on the Speaking and Listening Section of Unit 6 “Making Journeys”, Senior English for Schools Student’s Book2 by Chongqing University PressAbstractWith the development of technology and increase of trade exchanges, it is becoming more and more important to understand spoken English in many situations such as face-to-face, on the telephone, in business meetings, lectures, speeches, television, and so on. Among the four skills (listening, speaking, reading and writing), foreign language learners often find that listening and speaking are the most difficult skills to acquire. In addition, a number of people have frequently made the point that of the total time an individual is engaged in communication; approximately 9% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening (Rivers and Temperley 1978; Oxford 1993; Celce-Murcia 1995; cited in Hedge 2000:228). It is therefore undoubtedly the case that listening and speaking should be given more attention in language teaching.This paper takes speaking and listening section of Unit 6 “Making Journeys”, Senior English for Students, Book 2 to study the issue that how to teach speaking and listening lessons from three aspects, which are lesson interpretation, lesson planning and self-evaluation. Considering the National English Curriculum Standard and the condition of students, the lesson planning aims to stimulate and cultivate students’interest and their confidence in speaking and listening. Moreover, it also helps them develop good learning habits and effective learning strategies, and facilitate autonomy and cooperative spirit in learning.Key words:speaking & listening teaching, lesson planning, National English Curriculum Standard重庆大学版《高中英语》第二册第六单元“Making Journeys”听说课例设计与反思张睿西南大学外国语学院 400715内容摘要随着科技的发展和国家之间的贸易往来，理解各个场合中的英语口语变得越来越重要，比如面对面交谈、通过电话交谈、商务会议、讲座、演讲以及电视等。

Unit 6 Making Journeys Reading章节： Book 2 Unit 6 课时：1课时课题名称Unit 6 Reading (2)三维目标1. After learning, students can master the language points and use them correctly.2. Students should be more careful and patient when facing problems.重点目标Language Points 难点目标Ami 1导入示标目标三导学做思一：Step 1. Warming up2.Have a dictation学做思二：1） Proteins are very important for building our bodies；they help us to build new cells as old ones die.one不定代词，代替前面出现过的名词，以避免重复。

如替代的名词为复数，则用ones。

one(s) 前面可用冠词(如a green one，the one in the corner)，若没有形容词，a／an 就不与one连用。

例句：1. I don’t have a pen. Could you lend me one ?2. I didn’t buy a calculator in the shop, for they only had expensive ones.3. I’d like a big one with cream on.／I’d like one with cream on.辨析: one(s)，the one(s)one代替的是一个带不定冠词的可数名词，the one代替的则是一个带定冠词的可数名词。

如：1. The best job is one which uses your skills in doing something．2. Don’t tie it to that branch．Tie it to the one on the right．练习：1. He has one blue pen and he needs a red _____.A. oneB. onc eC. one’sD. ones2. ---Which jackets are yours? ---Let me see._______ in the hall closet.A. WhatB. They areC. The jacketsD. The ones3. Mr. Zhang gave the textbooks to all the pupils except _______ who had already taken them.A. the onesB. onesC. someD. the others4. The best job is ___ which uses your skill in doing something together with your interest in the subject.A. somethingB. the oneC. oneD. it5. He bought me a gift, __ I like very much.A. oneB. the oneC. itD. that2） Carbohydrates are important to enable us to store energy-------they provide fuel for the body.1. enable sb. to do…促使……能做翻译：咖啡能让我们在考试期间保持清醒。

重庆市江津第五中学高中英语 Unit 6 Making Journeys PeriodⅥ延伸案新人教版必修3一、句子翻译。

1.他的演讲给我留下了深刻的印象。

（impress）2.令我中意的是，我第一次尝试就通过了驾照考试。

（satisfaction，at first attempt）3.为了节约时刻，他抄近路穿过丛林。

（cut across）4.你本没有必要把我说的都记下来。

（put down）5.你能够告知我地球是何时形成的吗？（come into existence）二、完形填空（共12分，每题1分）通读下面短文，把握其大意，从短文后各题所给的四个选项当选择能填入相应空白处最正确的一项。

Jim, a successful businessman, to ld the experience of 1 childhood.When he was 12, his parents 2 . He was alone and didn’t get on well 3 others. People always laughed at him. No one showed kindness to him. His only friend was a dog named Tiger.One day as he walked down the street, a young lady was walking in front of him. Suddenly one of her bags dropped from her arms. As she stopped to 4 it up, she dropped other bags. He came to help her. “Thank you, dear! You are a nice little boy!” she said kindly, smiling.A special feeling came to him. These were the 5 kind words he had ever heard. He watched her6 she went far away, and he whistled(吹哨子) to his dog and went directly to the river nearby.“Thank you, dear! You are a nice little boy!” he repeated the woman’s words. Then in a low 7 he said to his dog, “You are a nice little dog!” Tiger raised its ears as if it 8“Uh! Even a dog likes it!” he said, “Well, Tiger, I won’t say unkind words to you any more.” Tiger waved(摇动) its tail 9The boy thought and thought. Finally he looked at himself in the river. He saw 10 but a dirty boy. He washed his face 11 . Again he looked. He saw a clean nice boy. He was amazed (震惊). Fromthen on, he had a new life.After telling this, the businessman stopped for a while, and then he said, “Ladies and gentlemen, this is the very place where that kind woman planted in me the first seed (种子) of kindness. All of us should learn about kindness. What a great power it has!”If you 12 kindness to others, you will be an able man.1. A. he B. him C. his D. himself2. A. die B. died C. dead D. dying3. A. at B. to C. with D. about4. A. get B. pick C. take D. stand5. A. first B. second C. third D. last6. A. until B. before C. when D. while7. A. sound B. noise C. voice D. noisy8. A. saw B. got C. knew D. understood9. A. sadly B. happily C. angrily D. differently10. A. nothing B. something C. anything D. somebody11. A. careful B. carefully C. careless D. carelessly12. A. buy B. sell C. show D. receive三、阅读明白得阅读以下短文，依照短文内容，从短文后各题所给的A、B、C、D四个选项中，选择最正确选项。

重庆市大学城高中英语Unit 6 Making Journeys Further Reading教案重庆大学版必修2编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（重庆市大学城高中英语Unit 6 Making Journeys Further Reading教案重庆大学版必修2）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为重庆市大学城高中英语Unit 6 Making Journeys Further Reading教案重庆大学版必修2的全部内容。

Unit 6 Making Journeys Further Reading 章节： Book 2 Unit 6 课时：1课时课题名称Unit 6 Further Reading三维目标1To obtain the main idea of the text by skimming。

2To capture the detailed information by scanning。

3To be able to guess the meanings of the new words according to the context。

4To learn the diet habits重点目标Language Points难点目标Ami 3导入示标目标三导学做思一:Step 1。

Warming up2.Have a dictation学做思二：I。

Learn by yourself1. 建议某人做某事_______________ 2。

长达……_______________ 3. 有证据表明_______________ 4. 强调……的重要性_______________5. 富含有。