捷进英语1Unit3电子教案.doc

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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 3 Time Together
单 元
主 题
l Difficult partners along the journey
l Difficult flatmates
l Living with others
课 时安 排
8
教
学
内
容
l Reading for learning
Driving Me Mad
l Reading for Doing
People Are Strange
l Guided Writing
An Invitation
l Audio/Video Lab

教学环节主要特色
教学活动安排建议

Warm-up
（热身）
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.
² 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
（阅读）

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.
² 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.
² 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.
² 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.

² 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.
² 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

² Before students read the letters you could brainstorm a range of contexts for inviting people out.
² When checking Task 2 highlight the formal / cautious nature of rejecting.
² 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
² Write flatmate onto the board and ask students to discuss their experience of living with others.
² For each part of the video you might want to play it twice.
² 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.
² Task 1 should be set as pair work. Task 2 and Task 3 could be set as homework or as a competitive game.
² Task 4 and Task 5 should be set as small group discussion tasks.
课后学习设计
作业
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.

课后总结与反思

-可编辑-