捷進(jìn)英語1Unit3電子教案

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教 案 課程名稱 捷進(jìn)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(jìn)英語綜合教程1 教師用書》 Teaching Plan 教 學(xué) 單 元 Unit 3 Time Together 單 元 主 題 l Difficult partners along the journey l Difficult flatmates l Living with others 課 時安 排 8 教 學(xué) 內(nèi) 容 l Reading for learning Driving Me Mad l Reading for Doing People Are Strange l Guided Writing An Invitation l 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） u This section introduces the idea of teamwork and working with other people. It encourages students to start thinking about some of the advantage and disadvantages of teamwork. Depending on the time you have available, you could also ask students to write their own sentences describing how they feel about working with others. Reading （閱讀） Reading for learning u This section starts with recognising the main idea. It then encourages students to write a brief summary of the main idea. u Vocabulary and Grammar Students look at some challenging words and phrases from the text. Task 2 gets them to use the words in a real world context and Task 3 tests their ability to understand some common collocates. The grammar section works on the past perfect, a useful text for narrating events. u Beyond the Text Students look at a range of adventure trips. In Reading and Understanding, you could spend more time on Task 1 of identifying the main idea by first allowing students to only read the topic sentence in each case before then checking their ideas by reading the whole text. Task 2 checks the students detailed understanding and Task 3 encourages summarising of the main ideas. In Vocabulary Focus, Task 1 builds on the theme of teamwork. Task 2 combines teamwork and travel and acts as good preparation for the Beyond the Text task. If you have time, you could discuss the students’ opinion of the trip. The Grammar Focus part looks at the past perfect. After focusing on the form students then practise using the structure in the context of travel and teamwork. Beyond the Text students look at a range of trips they could make that reflect, in a simple way, the challenges of the reading text. Reading for doing u Students read a reflective article on a person’s experiences of living with other people. If you have more time, you could highlight some of the structures used for giving advice. Students might find this useful when they move onto the video section. Guided Writing u An invitation: (1) rejecting invitations (2) signing off Before students read the letters you could brainstorm a range of contexts for inviting people out. When checking Task 2 highlight the formal / cautious nature of rejecting. With weaker students you might want to show them the model first before they write their invitation. Audio/Video Lab u Students watch a video showing some of the difficulties of living with others: (1) listening for feelings (2) listening for apologies Write flatmate onto the board and ask students to discuss their experience of living with others. For each part of the video you might want to play it twice. 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 u 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. Task 1 should be set as pair work. Task 2 and Task 3 could be set as homework or as a competitive game. Task 4 and Task 5 should be set as small group discussion tasks. 課后學(xué)習(xí)設(shè)計 作業(yè) u Finish all the exercises in Unit 3. u Read the two texts in this unit again and try to summarise their contents. u Make a plan for your travel in the near future. 課后總結(jié)與反思