捷进英语1Unit2电子教案.doc

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Unit 2 Difficult Choices单 元主 题l Difficult decisionsl Giving advicel Working in a team课 时安 排8教学内容l Reading for learningWhat Will You Do?l Reading for DoingAdvice Needed!l Guided WritingInformal Letters and Emailsl Audio/Video Lab教学环节主要特色教学活动安排建议Warm-up（热身）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（阅读）Reading for learningu This section starts with understanding the purpose of a text. It then encourages students to think logically to make connections.u Vocabulary and GrammarStudents look at adjectives and comparatives as well as a selection of new words and phrases from the text.u Beyond the TextStudents 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 doingu Students read web posts from an online discussion and match advice to each postu 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 Writingu 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 Labu 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-upu 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