(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 学单 元Unit 1 Virtually Connected单 元主 题l Social medias influence on how one sees himself/herselfl Social media habitsl Parents embarrassing behaviours on social media课 时安 排8教学内容l Reading for learningGifted?l Reading for DoingWatching or Posting? l Guided WritingRequests and Product Descriptionsl Audio/Video Lab教学环节主要特色教学活动安排建议Warm-up（热身）The section introduces the topic of modern technology and highlights how dependent we are on certain modern communication technologies. Depending on the time you have available, you could ask students to add other things to the list they couldnt live without and give reasons. If you have more time available you could allow more student discussion.Reading（阅读）Reading for learningu This section starts with using synonyms or antonyms to answer questions. It then encourages Ss to identify supporting details.u Vocabulary and GrammarSs look at a selection of new words and phrases from the text. In particular they focus on adjectives used in the text. The grammar section looks at have to, must, dont have to and mustnt.u Beyond the TextSs interpret their own decisions. 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 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 to use as models for personalised sentences. If you have time, you could extend the discussion exercise in Task 3. The Grammar Focus looks at have to, must, dont have to and mustnt. 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 for doingu SSs read a text about online behaviour. u 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. Guided Writingu Requests and product descriptions. 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.Audio/Video Labu Ss watch a video about parents online behaviour. They practise making predictions based n prior knowledge. Write parents on the board and ask students about positive and embarrassing things about their parents. For each part of the video you might 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.Wrap-upu This section 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 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.课后