捷進(jìn)英語1Unit2電子教案

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教 案 課程名稱 捷進(jìn)英語綜合教程1 課 時 班 級 專 業(yè) 教 師 系 部 教 研 室 教 材 《捷進(jìn)英語綜合教程1 教師用書》 Teaching Plan 教 學(xué) 單 元 Unit 2 Difficult Choices 單 元 主 題 l Difficult decisions l Giving advice l Working in a team 課 時安 排 8 教 學(xué) 內(nèi) 容 l Reading for learning What Will You Do? l Reading for Doing Advice Needed! l Guided Writing Informal Letters and Emails l Audio/Video Lab 教學(xué)環(huán)節(jié)主要特色 教學(xué)活動安排建議 Warm-up （熱身） The lead-in introduces decision making through encouraging students to think about their own decision making style through a questionnaire. 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. Reading （閱讀） Reading for learning u This section starts with understanding the purpose of a text. It then encourages students to think logically to make connections. u Vocabulary and Grammar Students look at adjectives and comparatives as well as a selection of new words and phrases from the text. u Beyond the Text Students interpret their own decisions. In Reading and Understanding, Task 1 identifying the purpose should be simpler and quicker for students. Task 2, Task 3 and Task 4 will require more time as they require detailed understanding and logic. In Vocabulary Focus, Task 1 and Task 2 draw on adjectives from the text and practise things that students are likely to know. Task 3 should act as a confidence builder in using language they already know. If you have time, you could use some of the additional tasks to further build their confidence. The Grammar Focus part looks at comparative and superlative forms of adjectives. Many of the adjectives are from the earlier vocabulary section so the primary focus should be on the structure. If you have time, Task 3 can also be used as a discussion task. Beyond the Text encourages students to react personally to the texts they have read. If they have understood the texts well, you could consider doing this before the language work. Reading for doing u Students read web posts from an online discussion and match advice to each post u Students respond to a post and offer advice. This section should take less time than the text in Reading for learning as the text is shorter. They focus on developing students’ everyday reading skills as they are reading and responding to web posts. 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 writing and video sections. Guided Writing u Informal letters and emails: (1) opening expressions (2) giving opinions (3) adding ideas (4) closing expressions Before students read the emails in Task 2, you might need to pre-teach the concepts of animal testing and cosmetics. You could also ask one or two basic comprehension questions on these two emails. When checking Task 2 Step 2, highlight the words or phrases that make the expression formal or informal. For example, delighted and happy. With weaker students you might want to show them the model first before they write their email. Audio/Video Lab u Students watch a video showing some of the difficulties of working in a team: (1) listening for opinions (2) role-playing difficult situations (3) understanding body language Write teamwork onto the board and ask students to discuss how they feel about team work. For each part of the video you might want to play it twice. Students might need more support with Task 6. With weaker classes, provide some phrases or sentences on the board to help them. Wrap-up u This provides a quick review of the vocabulary, grammar, writing and theme of the unit. u Tasks could be set for individual work or done in pairs. For Task 1, Task 2 and Task 3 on the language work, you might want to set them up as a team game or class quiz. For Task 4 and Task 5, they could be set as a reflective writing tasks. 課后學(xué)習(xí)設(shè)計 作業(yè) u Finish all the exercises in Unit 2. u Read the two texts in this unit again and try to summarise their contents. u Write an informal email to your best friend. 課后總結(jié)與反思