捷径英语教案unit4
捷径英语教(学)案unit4(上)
Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other people throughour actions.◆Students are given a number of scenarios to consider and compare. Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. V ocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one?Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
捷进英语语音 初级版 Lesson 4 第二课时 教案本
3.学习He is not … / She is not …句型：通过复习It is a dog. It is not a dog.来学习这两个句型，学生应该不难理解。
注：1、授课教师课后必须填写本堂课的学生考勤情况。
应到人数：实到学生：迟到人数：早退人数：
请假人数：旷课人数：
2、未经教务处查阅盖章之教案视为无效教案，不可使用。
出示单词use，让学生先独立拼读。然后告诉学生use是“使用”的意思，老师手指某位同学的钢笔问Can I use it?让学生理解意思。
3.巩固练习：
老师说中文,学生说英文。老师说英文，学生说中文。把本课学的新词都进行练习一下。
Step3Let’s talk
1.学习句型He is … / She is …：老师手指班上一名男同学问Who is he?这个句子不需要学生掌握，只要理解知道意思即可。引导学生回答He is …然后手指一名女同学问Who is she?引导学生回答She is …黑板上板书He is … / She is …
4.听录音，完成句子：通过ppt出示图画及对话，对话中有空缺单词，需要学生补充完整，空缺的都是本课要求四会的重点单词。
Step4Let’s do & Let’s read
1.先让学生四人一小组，讨论完成该题目，并说明为什么。引导学生总结元音字母长音、短音。
2.出示之前学过的含有a, e, i, o, u长音的单词，跟学生一起总结开音节发音规则。
课题：Lesson4My name is Mike
教材：捷进英语语音（初级版）第4课第2课时
捷径英语教案U1（1-2,3-4）（五篇模版）
捷径英语教案U1（1-2,3-4）（五篇模版）第一篇：捷径英语教案U1(1-2,3-4)Unit 1 Opening Doors(1---2 periods)Step 1 Warm upQuestion: Why do you go to college? Teaching tips:1.Ask Ss to look at the pictures and then read the reasons.2.Ask Ss to match the pictures to the reason.3.Check the answers as a class.Step 2 Pre-Reading1.Write starting college onto the board.2.Ask Ss to think about their feelings on the first day when they started at college and what things happened.3.Elicit ideas and write them onto the board.4.Check the answers as a class.5.Ss are asked to read the new words and expressions.Step 3 Reading For LearningA Shaky StartSs read the text individually and try to find the author’s feeling show to change.Ss try to translate the nguage bank 1.I woke up early, much earlier than I had expected.我很早就起床了，比我预料的早得多。
1)wake up: stop sleeping;to make sb stop sleeping 醒来；叫醒e.g.I didn’t wake up until I heard the alarm clock.直到听到闹钟的铃声我才醒来。
朗文快捷英语IV教案
朗文快捷英语IVExit 1Friends and neighborsLead-in1. Gloria had just moved into Michael’s building. She is asking him a question about one of the rules of the building. What do you think they are saying to each other?2. Vincent is having a problem with something in his house. He is calling his neighbor David and is asking him for advice. What do you think Vincent and David are saying to each other?Focal Points1. Greet someone and introduce yourself, using noun clauses2. Ask for information about a neighborhood, using embedded questions.3. Ask permission to do something4. Offer to help someone, using gerunds.5. Ask a favor of someone6. Give advice about home repairs, using should and gerunds.7. Inquire about home repair services, using embedded questions.8. Discuss home repairs, using embedded questions.Functions1. Greeting people.2. Offering to help.3. Appreciation.4. Permission.5. Requests.6. Advice-suggestions.7. Asking for and reporting information.Exit 2Calling people going placesLead-in1. Amy is talking to an airline ticket agent on the telephone. What do you think they are saying to each other?2. Emily is leaving a message for Alice, who isn’t there. What do you think Emily and the person who has answered the phone are saying to each other?Focal Points1. Learn how to make different kinds of telephone calls, using imperatives.2. Call for transportation and recreation reservations, using embedded questions and short answers.3. Make person-to-person collect calls.4. Understand transportation safety rules, using imperatives and reported speech.5. Ask about transportation, using embedded questions.6. Leave telephone messages, using noun clauses and embedded questions.Functions1. Asking for and reporting information.2. Attracting attention.3. Want-desire.4. Offering to help.5. Offering to do something.6. Initiating conversation.7. Checking and indicating understanding.8. Asking for repetition.9. Apologizing.10. Instructing.Exit 3Personal financesLead-in1. Susan and Peter are talking about how much cash they need to get at the bank for the weekend. What do you think they are saying to each other?2. Jeff is talking to a bank officer about taking out a loan. What do you think Jeff and the bank officer are saying to each other?Focal Points1. Discuss family budgeting, using should and have to2. Discuss paying bills, using time expressions.3. Discussing balancing a checkbook.4. Complain about mistakes on bills, using the passive voice.5. Learn about banking practices and procedures, using embedded questions.6. Discuss loan applications, using embedded questions.7. Evaluate the affordability of items, using the present perfect tense.8. Provide information for a credit card application.Functions1. Remembering/Forgetting2. Asking for and reporting information3. Advice-suggestions4. Obligation5. Certainty/uncertainty6. Initiating a topic7. Hesitating8.Checking and indicating understanding9. Likes and dislikes10. Agreement/ DisagreementExit 4Rules and Regulations at SchoolLead-in1. Janet is a passenger n Frank’s car. Frank just did something he should not have. What do you think Janet and Frank are saying to each other?2. Mrs. Taylor is talking to her son about a telephone call she just received from her son’s teacher. What do you think Mrs. Taylor and her son are saying to each other? Focal Points1. Ask whether things are allowed, using impersonal expressions with you.2. Tell people they aren’t allowed to do things.3. Understand traffic violations, using different verb tenses.4. Understand traffic violations, using perfect modals5. Discuss parent-teacher communication, using reported speech.6. Discuss notes to a teacher, using reported speech.7. Discuss student performance in school, using embedded questions.8. Discuss grades and evaluation, using the passive voice, the past tense, and should have.Functions1. Permission2. Requests.3. Asking for and Reporting information.4. Possibility/Impossibility5. Intention.6. Surprise-Disbelief.7. Attracting attentionExit 5At W orkLead-in1. Barry is asking his supervisor for feedback on something he has just done at work. What do you think Barry and his supervisor are saying to each other?2. Doris is depending on her employee, Marta, to do something important at work. What do you think Doris and Marta are saying to each other?Focal Points1. Offer to help someone at work, using want + object + infinitive and should have2. Ask for feedback on job performance, using the present perfect tense.3. Give feedback on job performance, using could have, supposed to, and short answers.4. Correct someone at work5. Warn someone about a dangerous situation, using had better.6. Make promises to fulfill responsibilities, using the present real conditional. Functions1. Offering to do something2. Approval/Disapproval3. Correcting4. Warning5. Advice-suggestions6. Promising7. Asking for repetition8. GratitudeExit 6Rights and responsibilitiesLead-in1. Henry is returning something to a store because there is a problem with it. What do you think Henry and the sale person are saying to each other?2. Greg is talking to Stella about a problem he is having in his apartment building. What do you think Greg and Stella are saying to each other?Focal Points1. Express dissatisfaction with products, using short answers.2. Express dissatisfaction with services, using different verb tenses.3. Make requests of neighbors, using short answers and sequence of tenses.4. Discuss housing repair problems, using reported speech and sequences of tenses.5. Complain about housing problems, using the present perfect tense.6. Discuss employee rights.7. Discuss taking legal action.8. Discuss citizen’s rightsFunctions1. Complaining2. Satisfaction/ Dissatisfaction3. Advice-Suggestion4. Focusing attention5. Preference6. Requests7. Asking for and reporting additional information\8. Want-desire9. Apologizing10. Intention.11. Certainty.12. DisappointmentExit 7Friends ,Family, and Co-workersLead-in1. Lisa and Jasmin are having a discussion about something. Are they agreeing or disagreeing with each other? What do you think they are saying?2. Alan and Karen are complaining about something at work that they wish were different. What do you think they are saying to each other?Focal Points1. Agree with someone using emphatic sentences and tag questions.2. Disagree with someone.3. Give compliments, using adjectives and question formation.4. Express opinions, using adjectives.5. Discuss television viewing, using adjectives6. Express concerns, using wish-clauses and the present unreal conditional.7. Admit something to someone, using the past unreal conditional.8. Discuss important issues, using gerunds, wish-clauses, and hope-clauses Functions1. Agreement/Disagreement.2. Likes/Dislikes3. Admitting.4. Asking for and reporting information.5.Regret6. Sympathizing7. Wish—hope8. ComplimentingExit 8Strategies for communicating saying good-byeLead-in1. Indicate conversations, using tag questions and short answers.2. Politely interrupt people3. Asking for and give clarification4. Clarify statements, using reported speech and sequence of tenses.5. Say good-bye to someone by expressing obligation.6. Express opinions about controversial issuesFocal Points1. Clarification.2. Interrupting3. Focusing Attention.4. Agreement/Disagreement5. Asking for repetition6. Leave Taking7. Obligation.8. Checking and indicating understanding9. Asking for and reporting information Functions1. Clarification2. Interrupting3. Focusing attention4. Agreement/Disagreement5. Asking for repetition6. Leave taking7. Obligation8. Checking and indicating understanding9. Asking for and reporting information。
捷径英语教案unit4
捷径英语教案unit4Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm upThis section introduces the idea of inspiring other people through our actions.Students are given a number of scenarios to consider and compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiringRank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiringA poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It thenencourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.Ask Ss to read the text again. Ask Ss to read questions.Give Ss time to work out the answers.Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun1. Students read an article describing flash mobs.2. Students create their own flash mob.Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；陈述. Weattachednosignificancetoherstatement.2. plastic adj. 塑料的. Theplasticcoatingiseasy toapplyonanysurface.3. flash mob快闪运动；快闪族. Some young peopleorganisedaflashmobinfront of the building today. Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.Ss to present their work.the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each onePossible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
捷径英语2unit4课后答案
捷径英语2unit4课后答案1、Sam is going to have the party ______ Saturday evening. （）[单选题] *A. inB. on(正确答案)C. atD. to2、It’s so nice to hear from her again. ______, we last met more than thirty year ago [单选题] *A. What ‘s wordB. That’s to sayC. Go aheadD. Believe it or not(正确答案)3、More than one student_____absent from the class yesterday due to the flu. [单选题] *A.areB.hasC.isD.was(正确答案)4、20．Jerry is hard-working. It’s not ______ that he can pass the exam easily. [单选题] * A．surpriseB．surprising (正确答案)C．surprisedD．surprises5、Nick got out of bed and _______ a shower. [单选题] *A. practicedB. took(正确答案)C. didD. made6、____ of my parents has been to my school, so they know _____ of my classmates. [单选题] *A. Neither, none(正确答案)B. No one, noneC. None, no oneD. Neither, no one7、It is an online platform _____ people can buy and sell many kinds of things. [单选题] * A．whenB. where(正确答案)C．thatD．which8、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke9、Either you or the president（）the prizes to these gifted winners at the meeting. [单选题] *A. is handing outB. are to hand outC. are handing outD. is to hand out(正确答案)10、( ) _____ New York _____ London have traffic problems. [单选题] *A. All…andB. Neither….norC. Both…and(正确答案)D. Either…or11、Let us put the matter to the vote,（）? [单选题] *A. will youB. can weC. may ID. shall we(正确答案)12、Allen is looking forward to _______ his American partner at the trade fair. [单选题] *A. meetB. meeting(正确答案)C. be meetingD. having meeting13、We must try hard to make up for the lost time. [单选题] *A. 弥补(正确答案)B. 利用C. 抓紧D. 浪费14、—______ Tom play the piano?—Yes, very well. （）[单选题] *A. Can(正确答案)B. MayC. MustD. Should15、_____from far away, the 600-meter tower is stretching into the sky. [单选题] *A. SeeB. SeeingC. To seeD. Seen(正确答案)16、( ) She keeps on learning English all the time. So far, she______three books of New Concept English. [单选题] *A. has learned(正确答案)B. have learnedC. had learnedD. learn17、You might not like the way Sam behaves, but please be kind to him. _____, he is your grandfather. [单选题] *A. After all(正确答案)B. Above allC. In allD. At all18、77．–Hey! Any idea about learning abroad? --You （)google the College Board to learn the names of college you ____ be interested in [单选题] *A. may;needB. can; might (正确答案)C. will; shouldD. shall; must19、The book is _______. You’d better buy it. [单选题] *A. useful(正确答案)B. uselessC. useD. careful20、--What are the young people doing there？--They are discussing how to _______?the pollution in the river. [单选题] *A. come up withB. talk withC. deal with(正确答案)D. get on with21、—Why do you look so ______?—Our team won the basketball match!（）[单选题] *A. angryB. excited(正确答案)C. nervousD. unfair22、Mrs. Green has given us some _______ on how to study English well. [单选题] *A. practiceB. newsC. messagesD. suggestions(正确答案)23、—These shoes look cool. ______ are they?—They are on sale, only $（）[单选题] *A. How much(正确答案)B. How longC. How manyD. How soon24、I like dancing, ______ I can join the Dancing Club.（）[单选题] *A. becauseB. so(正确答案)C. andD. but25、—When are you going to Hainan Island for a holiday? —______ the morning of 1st May.（）[单选题] *A. InB. AtC. On(正确答案)D. For26、Online shopping _______ very popular now. [单选题] *A. is(正确答案)B. areC. wasD. were27、Whatever difficulties you have, you should not _______ your hope. [单选题] *A. give inB. give outC. give up(正确答案)D. give back28、______ pocket money did you get when you were a child? （）[单选题] *A. WhatB. HowC. How manyD. How much(正确答案)29、He gathered his courage and went on writing music. [单选题] *A. 从事B. 靠······谋生C. 继续(正确答案)D. 致力于30、Be careful with the knife. You may hurt _______. [单选题] *A. himselfB. ourselvesC. myselfD. yourself(正确答案)。
大学捷径英语教材答案
大学捷径英语教材答案Unit 1: Listening ComprehensionPart A: Short Passages1. B2. A3. C4. A5. BPart B: Long Passage6. C7. B8. A9. C10. BUnit 2: Vocabulary and GrammarPart A: Vocabulary1. B2. C3. A4. C5. BPart B: Grammar6. A7. B8. C9. A10. AUnit 3: Reading Comprehension Part A: Multiple Choice1. B2. C3. A4. B5. APart B: True or False6. True7. False8. True9. False10. TrueUnit 4: Writing SkillsPart A: Sentence Completion1. that2. another3. to4. its5. forPart B: Paragraph WritingIn today's society, communication plays a vital role in both personal and professional aspects of life. With the advancement of technology, social media has become an integral part of our daily routine. However, the question remains: Does social media bring people closer together or create distance among individuals?On one hand, social media platforms provide us with the opportunity to connect with people from all over the world. We can share our experiences, thoughts, and emotions instantly, allowing us to build relationships beyond geographical boundaries. It enables us to stay in touch with friends and family, and even reconnect with long-lost acquaintances. Furthermore, social media acts as a powerful tool for raising awareness about social issues and promoting positive change.On the other hand, the reliance on social media can lead to a sense of isolation and disconnection in real life. Many individuals are so engrossed in their virtual lives that they neglect face-to-face interactions. This can result in a lack of meaningful connections and a decrease in social skills. Additionally, the curated nature of social media profiles often leads to feelings of inadequacy and constant comparison, which can negatively impact one's mental health.In conclusion, social media has the ability to bring people closer together by facilitating communication on a global scale. However, it is important to strike a balance between virtual and real-life interactions. By utilizing social media as a tool for connection rather than a replacement for genuine human connection, we can harness its benefits while avoiding its drawbacks. It is up to each individual to make conscious choices and prioritize meaningful relationships in the digital age.Unit 5: Speaking SkillsPart A: Describing Pictures1. The picture depicts a beautiful sunset over a tranquil lake, surrounded by lush green trees.2. The image shows a group of friends hiking in the mountains, enjoying the breathtaking view.3. This picture captures the vibrant atmosphere of a bustling city street, with people going about their daily activities.4. The photo portrays a serene beach with crystal-clear water and a lone sailboat on the horizon.5. In this picture, a young girl and her grandfather are gardening together, planting colorful flowers in their backyard.Part B: Role PlaySituation: You are at a restaurant with a friend, and the service has been extremely slow. Role play a conversation expressing your dissatisfaction and seeking a resolution.You: Excuse me, but we have been waiting for our food for over an hour. Is there a problem?Waiter: I apologize for the delay. We are experiencing some difficulties in the kitchen. Your food will be prepared shortly.You: I understand that there may be issues, but waiting for an hour is quite excessive. Can we at least get an update on when our food will be ready?Waiter: I apologize once again for the inconvenience. Let me check with the chef and get back to you as soon as possible.You: Thank you. We appreciate your assistance in resolving this matter promptly.Unit 6: Translation1. 我们应该保护环境，从小事做起。
捷径英语教案设计unit4(上)
Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other peoplethrough our actions.◆Students are given a number of scenarios to considerand compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion. 1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought themup on his own.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it.Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme. The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tellSs to follow in their books.3. Check Ss’answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, T ask 1 of identifying the time order also checks students understanding of the main points. Task 2 and T ask 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one? Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspiresothers by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half. Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker. Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。
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Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm upThis section introduces the idea of inspiring other people through our actions.Students are given a number of scenarios to consider and compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion.1. Which of these situations do you find most inspiringRank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiringA poor man adopted many orphans and brought them up on hisown.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it. Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tell Ss tofollow in their books.3. Check Ss’ answers to the question above.Ask Ss to read the text again. Ask Ss to read questions.Give Ss time to work out the answers.Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, Task 1 of identifying the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun1. Students read an article describing flash mobs.2. Students create their own flash mob.Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；陈述. Weattachednosignificancetoherstatement.2. plastic adj. 塑料的. Theplasticcoatingiseasy toapplyonanysurface.3. flash mob快闪运动；快闪族. Some young peopleorganisedaflashmobinfront of the building today. Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.Ss to present their work.the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to helpthem.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each onePossible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspires others by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half.Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker.Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。