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 2 Difficult Choices单 元主 题 Difficult decisions Giving advice Working in a team课 时安 排 8教学内容 Reading for learningWhat Will You Do? Reading for DoingAdvice Needed! Guided WritingInformal Letters and Emails 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）The lead-in introduces decision making through encouraging students to think about their own decision making style through a questionnaire. Depending on the time you have available, you could use this as an individual comprehension task. If you have more time availab
3、le you could allow more student discussion. This section starts with In Reading and Understanding, Task 1 identifying the purpose should be simpler Reading for learningunderstanding the purpose of a text. It then encourages students to think logically to make connections. Vocabulary and GrammarStude
4、nts look at adjectives and comparatives as well as a selection of new words and phrases from the text. Beyond the TextStudents interpret their own decisions.and quicker for students. Task 2, Task 3 and Task 4 will require more time as they require detailed understanding and logic. In Vocabulary Focu
5、s, Task 1 and Task 2 draw on adjectives from the text and practise things that students are likely to know. Task 3 should act as a confidence builder in using language they already know. If you have time, you could use some of the additional tasks to further build their confidence. The Grammar Focus
6、 part looks at comparative and superlative forms of adjectives. Many of the adjectives are from the earlier vocabulary section so the primary focus should be on the structure. If you have time, Task 3 can also be used as a discussion task. Beyond the Text encourages students to react personally to t
7、he texts they have read. If they have understood the texts well, you could consider doing this before the language work.Reading（阅读）Reading for doing Students read web posts from an online discussion and match advice to each post Students respond to a post and offer advice. This section should take l
8、ess time than the text in Reading for learning as the text is shorter. They focus on developing students everyday reading skills as they are reading and responding to web posts. If you have more time, you could highlight some of the structures used for giving advice. Students might find this useful
9、when they move onto the writing and video sections. Informal letters and emails:(1) opening Before students read the emails in Task 2, you might need to pre-teach the concepts of animal testing and cosmetics. You could Guided Writingexpressions(2) giving opinions(3) adding ideas(4) closing expressio
10、nsalso ask one or two basic comprehension questions on these two emails. When checking Task 2 Step 2, highlight the words or phrases that make the expression formal or informal. For example, delighted and happy. With weaker students you might want to show them the model first before they write their
11、 email.Audio/Video Lab Students watch a video showing some of the difficulties of working in a team:(1) listening for opinions(2) role-playing difficult situations(3) understanding body language Write teamwork onto the board and ask students to discuss how they feel about team work. For each part of
12、 the video you might want to play it twice. Students might need more support with Task 6. With weaker classes, provide some phrases or sentences on the board to help them.Wrap-up This provides a quick review of the vocabulary, grammar, writing and theme of the unit. Tasks could be set for individual
13、 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 and Task 5, they could be set as a reflective writing tasks.课后学习设计作业 Finish all the exercises in Unit 2. Read the two texts in this unit again and try to summarise their contents. Write an informal email to your best friend.课后总结与反思
