捷进英语2Unit2电子

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 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 2 Journeys of Discovery单 元主 题l Animal migrationl Greatest inventionsl Accidental inventions课 时安 排8教学内容l Reading for learningAmazing Journeysl Reading for DoingThe Greatest Inventionsl Guided WritingA Notice of an E

2、ventl 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 theme of animals and pre-teaches some of the vocabulary students will require in section A. Depending on the time you have available, you could ask students to create additional questions using the same format. In small group

3、s the students could then quiz each other using their questions. Reading（阅读）Reading for learningu This section starts with understanding the purpose of an introduction paragraph. It then encourages Ss to analyse the behaviours of the animals in the text and to transfer these concepts to the human wo

4、rld.u Vocabulary and GrammarSs look at a selection of new words and phrases from the text, largely connected with geography and the animal kingdom. The grammar section looks at indefinite pronouns.u Beyond the TextSs now look at human migration and the reasons for this. The first task shows students

5、 how they can use an introduction to predict information that will appear in the text. Tasks 3 will require more time as it requires detailed understanding. The first two vocabulary tasks draw on geographical words from the text and work on word formation. The last vocabulary task uses the words in

6、the context of another phenomenon from the animal kingdom. The Grammar Focus part looks at indefinite pronouns. While students obviously need to learn these words, they are also useful for developing students reading abilities as they function in a similar way to pronoun referents. You could refer s

7、tudents to the text and show how they refer to ideas both inside and outside the text. Beyond the text encourages Ss to react to a short text on mass human migration. They also refer to mass human migration in contexts from their own knowledge. If you have time you could bring in a short additional

8、text on one migration story e.g. the Three Gorges Dam.Reading for doingu Ss read an article and responses to the article on the greatest inventions.u Ss read a poem on inventions and think about the negative side on some inventions. This section should take less time than section A as the texts are

9、less complicated. They focus on developing students everyday reading skills as they are reading and responding to comments on an article. If you have more time, you could hold a debate and ask the students to agree on the worst invention of all time.Guided Writingu Notice of an event:(1) Announcing

10、an event(2) Describing an event(3) Announcing important dates (4) Closing expressions Before the students progress with the lesson you might want to ask students to discuss conferences they have been to or seen held at their university. When doing Task 2 you could highlight that this is also practic

11、ing the reading skill of skimming.Audio/Video Labu Ss watch a video showing how some inventions were discovered by accident and how others were influenced by nature. (1) Practice ignoring proper nouns(2) Students discuss other accidental inventions Refer students back to the inventions from Reading

12、for Doing. If you have had time, between classes you could set students the task of finding out more about each invention e.g. when was it invented, where and by who. For each part of the video you might want to play it twice. Students might need more support with Task 7. You may want to provide inf

13、ormation as a jigsaw reading.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. Task 4 could be set as