捷进英语2Unit电子教案

1、教案课程名称捷进英语综合教程2 课 时班 级专 业教 师系 部室研教教 材捷进英语综合教程2教师用书Teaching Plan教案单 元Unit 1 Virtually Connected单元 主题? Social media's influence on how one seeshimself/herself ? Social media habits?Parents'embarrassing behaviours on social media课时 安排8教学 内容? Reading for learning Gifted? Reading for Doing Watchi

2、ng or Posting? ? Guided WritingRequests and Product Descriptions? Audio/Video Lab教案环节主要特色教案活动安排建议Warm-up（热身）The sectionintroduces the topic modern of how technologyandhighlights certain we dependent are on communication modern technologies.Depending on the ?time you have available, you could ask stu

3、dents 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.2 / 5Reading（阅读）Reading for learning? This section starts with using synonyms or antonyms to answer questions. It then encourages Ss to ide

4、ntify supporting details. Vocabulary and ? Grammar Ss look at a selection ofnew wordsand phrases from the text. In particular they focus on adjectives used in the text. The grammar section looks at and t have tomust,don', have to. tmustn' Beyond the Text ? Ss interpret their own decisions.to

5、picmatching first task of ? The 2 Tasks should be quicker. sentences they as more time will and 3 require test detailed understanding. Task 4 is a good way to personalize the theme to Ss on social media use. atvocabulary tasklooks ? The first task The second simple definitions. for interesting examp

6、les also gives for useas models students to haveIf you personalised sentences. you could extend the discussiontime, exercise in Task 3.,tolooks at have ? The Grammar Focus. t and mustn'must,don't have to encourages Ss to reactBeyond the text ? personally to the texts they have read. If they

7、have understood the texts well, beforedoing this you could consider the language work.Reading for doingSSs 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 e

8、veryday reading skills and students'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 Writing?Requests and product descriptions.With weaker students you might want ?to spend more time focusing on the structural s

9、ide of some parts e.g. direct and indirect questions. When checking Task 5, highlight the?fact that the writer often gives a reason3 / 5for asking each question.Audio/VideoLab? Ss watch a video about parent's online behaviour.They practise making predictions based n prior knowledge.Write ' p

10、arents' 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.

11、Wrap -up?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.? 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 ta