捷进英语1Unit3电子教案
新生代英语基础教程1Unit3-电子教案
教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1. The menu looks good. 菜单看起来不错。
look这里用作系动词，意为“看起来”，其后可以加多种语言成分。
1）look+形容词e.g.The teacher looks happy. 老师看上去很高兴。
2）look+过去分词e.g. He looked surprised when he heard the news. 得知消息时他显得吃惊。
3）look+名词e.g. He looks a nice, honest man. 他看上去是个诚实的好人。
4）look+介词短语e.g. He looks in good health. 他看起来十分健康。
2. HECTOR : I’m really thirsty, too. I think I’ll have a soda.MATEO : Go ahead, knock yourself out.赫克托：我也很渴，我要再点个苏打水。
玛特奥：好吧! 你随便点。
knock yourself out.1）用餐时，当某人说“想点什么”，你可以用这句话回答，表示“随意点”。
2）当对方说自己想干什么事情的时候，可用此短语回答，包含的意思是“你可以做任何你想做的事情，不必客气”。
e.g. A: Can I borrow your pencil for a while?B: Knock yourself out. My pencil is just on the table.—我能借你的铅笔用一下吗？—请随便，我的铅笔就在桌子上。
3. Our special today is chicken and rice. 我们今天的特色菜是鸡肉米饭。
Special这里是“特色菜”，作名词用时，通常指“特别而不属于常态的事物”1）指“特色产品”e.g. Grocery stores have to offer enough specials to bring people into the store.杂货店为了招揽顾客不得不推出多种特色产品。
《 捷进英语综合教程3(新智慧版)》教学课件unit1
一张改变了我生活的桌子
A Table—W—hich Ch摘an自g吉e姆d·乔丹的博客
My当L听if到e“学校”这个词
时—，—F你rom想Ti到m J了ord什an么’s B？log你是不 是看到学生们一排排坐着听 老师一直不停地讲啊讲？这 些学生也许看上去在认真听 课，但是我们都知道他们其 实是在做白日梦，或是计划 着晚上去哪里吃饭呢。
WARM-UP Useful expression
TaskDe1scribing similarities and differences
The maiLnosoikmailtartihtyebpeictwtuereens tahnedthdriesecucslsastshreooqmuessitsiothnastw…ith your partner.
让我们把这个大圆桌放进校园里，想象一下一群学生围坐 在桌子旁激动地讨论那些真正激发他们兴趣的话题吧？老师坐 在学生们中间，但很少发言，她只是边听学生交流边快速记笔 记。桌上堆满了书籍和字典，需要时学生们可以随时拿起来查 阅。整个课堂气氛活跃，灵感迸发。
译 文
Let’s take the big round table and put it in a school. Can you imagine a
√B A student who learned with his classmates at a big round table.
C A student who liked studying at a table at home.
Now read the blog post and check your prediction.
2 What are the differences between these classrooms?
捷进英语1Unit3电子教案
教案课程名称捷进英语综合教程1课时班级专业教师系部教研室教材《捷进英语综合教程 1 教师用书》Teaching Plan 教学单元单元主题教学内容Unit 3 Time TogetherDifficult partners along the journeyDifficult flatmatesLiving with othersReading for learningDriving Me MadReading for DoingPeople Are StrangeGuided WritingAn InvitationAudio/Video Lab课时8安排讲课环节主要特点讲课活动安排建议This section Depending on the time you haveWarm-up introduces the available,you could also ask students （热身）idea of to write their own sentencesteamwork and describing how they feel about workingworking withReading for learningother people.with others.It encouragesstudents tostart thinkingabout some ofthe advantageanddisadvantagesof teamwork.This section In Reading and Understanding ,you starts with could spend more time on Task1of recognising the identifying the main idea by first main idea. It allowing students to only read the then encourages topic sentence in each case before students to then checking their ideas by readingwrite a brief the whole text.Task2checks the summary of the students detailed understanding and main idea.Task 3 encourages summarising of theVocabulary andmain ideas.Grammar In Vocabulary Focus , Task 1 builds on Students look atthe theme of teamwork.Task 2 combines some challengingteamwork and travel and acts as good words and phrasespreparation for the Beyond the Text from the text. Tasktask. If you have time, you could2 gets them to usediscuss the students’ opinion of theReading（阅读）Readingfordoing the words in a realworld context andTask 3 tests theirability tounderstand somecommon collocates.The grammar sectionworks on the pastperfect, a usefultext for narratingevents.Beyond the TextStudents look at arange of adventuretrips.Students read areflectivearticle on aperson ’sexperiences ofliving withother people.An invitation:(1) rejectingtrip.The Grammar Focus part looks at thepast perfect. After focusing on theform students then practise using thestructure in the context of travel andteamwork.Beyond the Text students look at arange of trips they could make thatreflect, in a simple way, thechallenges of the reading text.If you have more time, you couldhighlight some of the structures usedfor giving advice. Students mightfindthis useful when they move onto thevideo section.Before students read the letters youcould brainstorm a range of contextsGuided Writing Audio/Video LabWrap-up invitations for inviting people out.(2) signing off When checking Task 2 highlight theformal / cautious nature of rejecting.With weaker students you might want toshow them the model first before theywrite their invitation.Students watch a Write flatmate onto the board and ask video showing students to discuss their experiencesome of the of living with others.difficulties ofFor each part of the video you might living withwant to play it twice.others:Students might need more support with (1) listening forTask 5 and Task 6. With weaker classes, feelingsprovide some phrases or sentences on (2) listening for the board to help them.apologiesThis section Task 1 should be set as pair work. Task provides a quick 2 and Task 3 could be set as homeworkreview of the or as a competitive game.vocabulary,Task 4 and Task 5 should be set as small grammar,group discussion tasks.writing andtheme of theunit.作业课后总结与反思Tasks could beset forindividual workor done inpairs.课后学习设计Finish all the exercises in Unit 3.Read the two texts in this unit again and try to summarise their contents.Make a plan for your travel in the near future.。
捷进英语 Unit 3
捷进英语Unit 3老猴子咬菜根学习交流Lesson 1 Out to lunch-decisions 出去吃午饭——做决定1 .Where can we eat? 我们上哪儿吃饭？Someplace good. 得找个好地方。
Someplace cheap. 而且要便宜。
but vegetarian. 但要有素食。
You're vegetarian, are you? 你是吃素的，是吗？Yeah.对。
2.I like meat too much to be a vegetarian. 我可不是个素食主义者，我喜欢吃肉，And fresh fish. 和新鲜的鱼。
I don't like fish at all. 我一点也不喜欢吃鱼。
And I love bacon. 我还喜欢吃熏肉。
It's my favorite breakfast. 这是我最喜欢的早餐。
I don't like bacon. 我不喜欢熏肉。
3.Are you a vegetarian as well? 你也吃素吗？Me? 我？I don't like vegetables. 我可不喜欢吃蔬菜。
Elena's not a vegetarian. Elena可不是个素食主义者。
She's just a picky eater. 她只是挑食。
Spinach, broccoli, and cauliflower. 我可不喜欢吃菠菜、甘蓝、花菜。
Ugh. 啊！4.Do you eat cheese? 你吃奶酪吗.Kevin, I eat anything that can't look at me. Kevin，只要是眼睛不看我的东西，我都吃。
How about eggs? 鸡蛋怎么样？Oh, I do not like eggs. 哦，我不喜欢。
5.Elena, what do you like? Elena，那你喜欢什么呢？Coffee. 咖啡。
(捷进英语1)Unit1-电子教案
（阅读）
Reading for doing
Students read posters describing activities and clubs around campus.
Students create their own club.
This section should take less time than the text in Reading for learning as the text is shorter. However, there is some challenging vocabulary in some of the posters. They focus on developing students everyday reading skills and it leads into a mini productive writing task.
Before completing Task 2 you could elicit the punctuation rules students have already known.
With weaker students you might want work through an example in Task 3.
捷进英语-Unit-1名师优质资料
捷进英语Unit 1老猴子咬菜根学习交流Unit 1.1 Introductions I 介绍ⅠReceptionist: Quercio?Quercio?Tony Quercio: Yes,Q-u-e-r-c-i-o, Quercio.是的。
Q-u-e-r-c-i-o, Quercio。
Receptionist: Oh,yes.Here it is.噢，对，找到了。
Barbara Seaton : Execuse me .Are you Tony Quercio ?打搅了。
您是Tony Quercio吗？Tony Quercio : Yes,I am.对，我是。
Barbara Seaton :Are you here for the American Library Association Conference?您是来出席美国图书馆协会会议的吗？Tony Quercio : Yes.是的。
Barbara Seaton : My name's Barbara Seaton.我叫Barbara Seaton。
Tony Quercio : You're Barbara Seaton！您是Barbara Seaton！Barbara Seaton : Yes！对，我就是！Tony Quercio : Barbara Seaton of the New York Library?Barbara Seaton，您是纽约图书馆的Barbara Seaton吗？Barbara Seaton : Tony Quercio,Watson's Bookstores?Tony Quercio，您是Watson书店的Tony Quercio吗？Tony Quercio : Yes.对。
Barbara Seaton : How do you do?您好！Tony Quercio :How do you do?您好!Barbara Seaton : Nice to meet you finally.终于见到您了，真高兴。
捷进英语ppt课件
What's the reason for animal migration?
奇妙的旅途
几乎所有的动物迁徙都只是 出于同一个理由——生存。 有些动物迁移是为了寻找食 物，另一些则是为了远离危 险，繁衍后代。动物们没有 一个挂在墙上的日历告诉他 们何时迁徙，那么它们是如 何知道何时该启程了呢？它 们又是如何找回到多年前出 生的地方呢？又或者，它们 是如何知道在这12,000 英里 的旅途中该向哪个方向前行 呢？科学家正开始了解更多 关于动物迁徙的奥秘。
direction
n.
方向；方位
Back to Vocabulary
temperature
n.
温度；气温
Back to Vocabulary
fat
n.
脂肪
Back to Vocabulary
destination
n.
目的地；终点
Back to Vocabulary
Back to Vocabulary
find one’s way (back) to
Proper Names
How much do you know about animal migration? Watch the following video clip, and think about the following questions. 1. What animals are mentioned in the video? 2. What animal makes the longest migration?
译 文
B
Knowing when to migrate comes from various things. For some animals, it is how long the day is. Some judge the time by the temperature outside, whereas others know when to travel by the level of fat in their body. Animals know how much fat they need. When their fat levels fall, many will migrate.However, if they wait too long, they will not have enough fat to make the journey.
捷进英语语音初级版教参Lesson3
Lesson 3 Is it a pig?一、教学内容和要求(Teaching contents and demands)二、难点分析(Analyses of teaching contents)1.语音(Phonetics)本课重点学习i, o, u的短音，同时复习a的短音和e的短音，要掌握单音的读法并能够拼读含i, o, u的短音的单词，同时与a, e的短音进行对比，复习巩固，加深印象。
本课还学习了字母组合sh,ck的发音。
字母c和字母组合ck在单词中的读音和字母k一样，都读作k。
字母组合sh的发音，可借助于汉语拼音进行学习，口诀是“师傅，汉语sh, 英语sh, sh, sh”，汉语拼音sh发音时有韵母i，不噘嘴，而英语读音要去掉韵母，同时噘嘴。
字母x的读音，可以采用掐头法，将x名称音中的第一个音去掉，即可得到x在单词中的读音/ks/。
2.词汇(Words)本课共有16个生词，这些生词除fox外都要求四会，含有i的短音的生词有it, is, pig等，含o的短音的生词有not, dog等，含有u的短音的单词有bus, run, duck等。
3.语言结构(Structure)本课的重点语言结构是Is it a pig? Yes, it is. It is not a fox. It抯 a dog. Cana duck swim? Yes, it can.本课学习情态动词can的用法，学习其一般疑问句及其肯定回答。
通过学习，学生要能够理解和掌握can表示能力的用法，并能够运用这一用法表达“我能做什么”。
前面几课都是在学习主系表结构，本课首次出现了含有实义动词的句子，教师在教学中要注意引导。
而含有实义动词的句子中，can句型又是其中比较简单的，因此教师只要让学生知道句子结构即可，不必过多讲解。
本课Let抯talk既是学习新句型，同时也是对本课语音、词汇的进一步复习巩固和运用，真正做到语音、词汇、语言结构相结合，在语流中学语音。
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捷进英语1U n i t3电子
教案
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
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》
Difficult partners along the journey Difficult flatmates
Living with others
Reading for learning
Driving Me Mad
Reading for Doing
People Are Strange
Guided Writing
An Invitation
Audio/Video Lab
This section introduces the idea of teamwork and working with other people. It encourages students to start thinking about some of the advantage and disadvantages of teamwork.Depending on the time you have available, you could also ask students to write their own sentences describing how they feel about working with others.
This section starts
with recognising
the main idea. It
then encourages
students to write
a brief summary
of the main idea.
Vocabulary and
Grammar Students look at some challenging words and phrases from the text. Task 2 gets them to use the words in a real world context and Task 3 tests their ability to In Reading and Understanding, you could spend more time on Task 1 of identifying the main idea by first allowing students to only read the topic sentence in each case before then checking their ideas by reading the whole text. Task 2 checks the students detailed understanding and Task 3 encourages summarising of the main ideas. In Vocabulary Focus, Task 1 builds on the theme of teamwork. Task 2 combines teamwork and travel and acts as good preparation for the Beyond the Text task. If you have time, you could discuss the students’ opinion of the trip.
The Grammar Focus part looks at the past
understand some common collocates. The grammar section works on the past perfect, a useful text for narrating events.
Beyond the Text Students look at a range of adventure trips.perfect. After focusing on the form students then practise using the structure in the context of travel and teamwork.
Beyond the Text students look at a range of trips they could make that reflect, in a simple way, the challenges of the reading text.
Students read a reflective article on a person’s experiences of living with other people.If you have more time, you could highlight some of the structures used for giving advice. Students might find this useful when they move onto the video section.
An invitation:
(1) rejecting invitations
(2) signing off Before students read the letters you could brainstorm a range of contexts for inviting people out.
When checking Task 2 highlight the formal / cautious nature of rejecting.
With weaker students you might want to show them the model first before they write their invitation.
Students watch a
video showing
some of the
difficulties of
living with others: (1) listening for
feelings
(2) listening for
apologies Write flatmate onto the board and ask students to discuss their experience of living with others.
For each part of the video you might want to play it twice.
Students might need more support with Task 5 and Task 6. With weaker classes, provide some phrases or sentences on the board to help them.
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. Task 1 should be set as pair work. Task 2 and Task 3 could be set as homework or as a competitive game.
Task 4 and Task 5 should be set as small group discussion tasks.
Finish all the exercises in Unit 3.
Read the two texts in this unit again and try to summarise their contents.
Make a plan for your travel in the near future.。