1、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 1 Opening Doors单 元主 题 Starting college Clubs and societies College orientation课 时安 排 8教学内容 Reading for learningA Shaky Start Reading for DoingCollege Clubs Guided WritingPunctuation and Capital Letters Audio/Vide
2、o Lab教学环节主要特色 教学活动安排建议Warm-up（热身）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
3、to briefly present their reasons to the class. This section starts with identifying The first task of identifying the authors feelings may be challenging depending on Reading for learningthe authors feelings in a text. It then encourages students to make connections between the feelings and their un
4、derstanding of the text. 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 college Beyond the TextStudents think about and discuss
5、 their own reactions.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
6、 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
7、think about their own emotions and reactions to certain situations. You might want to revise some of the adjectives before doing this task.Reading（阅读）Reading for doing Students read posters describing activities and clubs around campus. Students create their own club. This section should take less t
8、ime 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
9、 as a project completed after class.Guided Writing Punctuation 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
10、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 Lab Students watch the video of two students in their first week at college. Students listen to an audio with students talking about events in
11、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 ca
12、n 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-up This section provides a quick review of the vocabulary, grammar, writing and theme of the unit. Task
13、s could be set for individual work or done in 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.pairs. 课后学习设计作业 Finish all the exercises in Unit 1. Read the two texts in this unit again and try to summarise their contents. Write a poster for their club in pairs.课后总结与反思
