(捷进英语2)Unit1-电子教案

教 案

课程名称 捷进英语综合教程2 课 时 班 级 专 业 教 师 系 部 教 研 室 教 材 《捷进英语综合教程2 教师用书》

Teaching Plan 教 学 Unit 1 Virtually Connected 单 元 单 元 主 题 ? Social media’s influence on how one sees 课 时himself/herself 8 安 排 ? Social media habits ? Parents’ embarrassing behaviours on social media ? Reading for learning Gifted? 教 ? Reading for Doing 学 Watching or Posting? 内 容 ? Guided Writing Requests and Product Descriptions ? Audio/Video Lab

教学环节主要特色 Warm-up （热身） The section introduces the ? topic of modern technology and highlights how dependent we are on certain modern communication technologies. ? 教学活动安排建议 Depending on the time you have available, you could ask students to add other things to the list they couldn’t live without and give reasons. If you have more time available you could allow more student discussion. ? This section starts with using synonyms or antonyms to answer questions. It then ? The first task of matching topic sentences should be quicker. Tasks 2 and 3 will require more time as they test detailed understanding. Task 4 is a encourages Ss to identify supporting details. ? Vocabulary and Grammar good way to personalize the theme to Ss on social media use. ? The first vocabulary task looks at simple definitions. The second task also gives interesting examples for students Ss look at a selection of new to use as models for personalised words and phrases from the sentences. If you have time, you could text. In particular they focus on extend the discussion exercise in Task adjectives used in the text. 3. ? The Grammar Focus looks at have to, must, don’t have to and mustn’t. ? Beyond the text encourages Ss 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 （阅读） The grammar section looks at Reading have to, must, don’t have to and mustn’t. for learning ? Beyond the Text Ss interpret their own decisions. Reading for doing ? SSs read a text about online behaviour. ? Ss reflect on their own online behaviour. ? This section should take less time than section A as the texts are less complicated. They focus on developing students’ everyday reading skills and reflect on their own behaviour. ? If you have limited time you could ask each student to just choose one of the people in Task 4. ? Requests and product descriptions. Guided Writing ? With weaker students you might want to spend more time focusing on the structural side of some parts e.g. direct and indirect questions. ? When checking Task 5, highlight the fact that the writer often gives a reason for asking each question. ? Ss watch a video about ? Write ‘parents’ on the board and ask Audio/Video Lab Wrap-up parent’s online behaviour. students about positive and They practise making embarrassing things about their parents. predictions based n prior ? For each part of the video you might knowledge. want to play it twice. ? Students might need more support with Task 7 and 8. With weaker classes, provide some phrases or sentences on the board to help them. ? For the first tasks on the language work you might want to set them up as a team game or class quiz. ? For the final tasks these could be set as small group discussion or down as a reflective writing task. ? 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. 课后学习设计 作业 ? Finish all the tasks in Unit 1. ? Read the two texts in this unit again and try to summarise their contents. ? Write a request and product description in pairs. 课后总结与反思

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