(捷進英語1)Unit1-電子教案

教 案課程名稱 捷進英語綜合教程1 課 時 班 級 專 業(yè) 教 師 系 部 教 研 室 教 材 捷進英語綜合教程1 教師用書Teaching Plan教 學(xué)單 元Unit 1 Opening Doors單 元主 題l Starting collegel Clubs and societiesl College orientation課 時安 排8教學(xué)內(nèi)容l Reading for learningA Shaky Startl Reading for DoingCollege Clubsl Guided WritingPunctuation and Capital Lettersl Audio/Video Lab教學(xué)環(huán)節(jié)主要特色教學(xué)活動安排建議Warm-up（熱身）This section introduces reasons why people go to college and what they hope to gain from the experience. Depending on the time you have available, you could do this as a quick individual or pair work task. If you have more time available, you could ask some students to briefly present their reasons to the class.Reading（閱讀）Reading for learningu This section starts with identifying the authors feelings in a text. It then encourages students to make connections between the feelings and their understanding of the text.u Vocabulary and GrammarStudents look at a selection of words and phrases from the text. Many of which build on the work of feelings. The grammar practises using the past simple and past continuous to describe an event in collegeu Beyond the TextStudents think about and discuss their own reactions. The first task of identifying the authors feelings may be challenging depending on the students vocabulary as it relies largely on understanding individual words. In Reading and Understanding, Task 1 and Task 2 vocabulary tasks draw on new language and expressions from the text in a controlled manner. In Task 3 you could show the pictures on the board and work through the example first. The Grammar Focus part looks at past simple and past continuous. Many of the verbs were presented in the reading so they should be understood by students. With stronger students you could add a freer practice task to challenge them. Beyond the Text encourages students to think about their own emotions and reactions to certain situations. You might want to revise some of the adjectives before doing this task.Reading for doingu Students read posters describing activities and clubs around campus.u Students create their own club. This section should take less time than the text in Reading for learning as the text is shorter. However, there is some challenging vocabulary in some of the posters. They focus on developing students everyday reading skills and it leads into a mini productive writing task. If you have limited time then Task 4 could easily be set as a project completed after class.Guided Writingu Punctuationu Capital letters The first task is essentially a comprehension task of the model. Before doing this task you could ask students to think of different online profiles they have and what type of things they write on them. Before completing Task 2 you could elicit the punctuation rules students have already known. With weaker students you might want work through an example in Task 3.Audio/Video Labu Students watch the video of two students in their first week at college.u Students listen to an audio with students talking about events in the first week at college:(1) listening for days / dates / time and locations(2) planning an event(3) writing an advert Task 1 and Task 2 encourage students to think about their first week at college. Task 3 and Task 4 are aimed at getting students to think about the challenges of listening. This can be extended to discuss strategies if you have time. Students might need more support with Task 5 and Task 6. 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 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, it could be set as small group discussion or down as a reflective writing task.課后學(xué)習設(shè)計作業(yè)u Finish all the exercises in Unit 1.u Read the two texts in this unit again and try to summarise their contents.u Write a poster for their club in pairs.課后總結(jié)與反思