捷進(jìn)英語(yǔ)unit電子教案

1、捷進(jìn)英語(yǔ)unit電子授課設(shè)計(jì)捷進(jìn)英語(yǔ)unit電子授課設(shè)計(jì)捷進(jìn)英語(yǔ)unit電子授課設(shè)計(jì)授課設(shè)計(jì)課程名稱捷進(jìn)英語(yǔ)綜合教程2課時(shí)班級(jí)專業(yè)教師系部教研室教材捷進(jìn)英語(yǔ)綜合教程2教師用書(shū)授課單元單元主題教學(xué)內(nèi)容TeachingPlanUnit2JourneysofDiscoveryAnimalmigrationGreatestinventionsAccidentalinventionsReadingforlearningAmazingJourneysReadingforDoingTheGreatestInventionsGuidedWritingANoticeofanEventAudio/VideoLab

2、課時(shí)8安排授課環(huán)節(jié)主要特色授課活動(dòng)安排建議Warm-up（熱身）Thesectionintroducesthethemeofanimalsandpre-teachessomeofthevocabularystudentswillrequireinsectionA.Dependingonthetimeyouhaveavailable,youcouldaskstudentstocreateadditionalquestionsusingthesameformat.Insmallgroupsthestudentscouldthenquizeachotherusingtheirquestions.Th

3、issectionstartswithunderstandingthepurposeofanintroductionparagraph.ItthenencouragesSstoanalysethebehavioursoftheanimalsinthetextandtotransfertheseconceptstothehumanworld.VocabularyandGrammarSslookataselectionofnewwordsandphrasesfromthetext,largelyconnectedwithReadinggeographyandtheanimalforkingdom.

4、Thegrammarsectionlooksatindefinitepronouns.learningBeyondtheTextSsnowlookathumanmigrationandthereasonsforthis.Thefirsttaskshowsstudentshowtheycanuseanintroductiontopredictinformationthatwillappearinthetext.Tasks3willrequiremoretimeasitrequiresdetailedunderstanding.Thefirsttwovocabularytasksdrawongeo

5、graphicalwordsfromthetextandworkonwordformation.Thelastvocabularytaskusesthewordsinthecontextofanotherphenomenonfromtheanimalkingdom.TheGrammarFocuspartlooksatindefinitepronouns.Whilestudentsobviouslyneedtolearnthesewords,theyarealsousefulfordevelopingstudentsreadingabilitiesastheyfunctioninasimilar

6、waytopronounreferents.Youcouldreferstudentstothetextandshowhowtheyrefertoideasbothinsideandoutsidethetext.BeyondthetextencouragesSstoreacttoashorttextonmasshumanmigration.Theyalsorefertomasshumanmigrationincontextsfromtheirownknowledge.Ifyouhavetimeyoucouldbringinashortadditionaltextononemigrationst

7、orye.g.theThreeGorgesDam.Reading（閱讀）ReadingfordoingSsreadanarticleandresponsestothearticleonthegreatestinventions.Ssreadapoemoninventionsandthinkaboutthenegativesideonsomeinventions.ThissectionshouldtakelesstimethansectionAasthetextsarelesscomplicated.Theyfocusondevelopingstudentseverydayreadingskil

8、lsastheyarereadingandrespondingtocommentsonanarticle.Ifyouhavemoretime,youcouldholdadebateandaskthestudentstoagreeontheworstinventionofallNoticeofanevent:(1)Announcinganevent(2)DescribinganeventGuidedWriting(3)Announcingimportantdates(4)Closingexpressionstime.Beforethestudentsprogresswiththelessonyo

9、umightwanttoaskstudentstodiscussconferencestheyhavebeentoorseenheldattheiruniversity.WhendoingTask2youcouldhighlightthatthisisalsopracticingthereadingskillofskimming.Audio/VideoLabWrap-upSswatchavideoshowinghowsomeinventionswerediscoveredbyaccidentandhowotherswereinfluencedbynature.Practiceignoringp

10、ropernounsStudentsdiscussotheraccidentalinventionsThisprovidesaquickreviewofthevocabulary,grammar,writingandthemeoftheunit.Taskscouldbesetforindividualworkordoneinpairs.ReferstudentsbacktotheinventionsfromReadingforDoing.Ifyouhavehadtime,betweenclassesyoucouldsetstudentsthetaskoffindingoutmoreabouteachinventione.g.whenwasitinvented,whereandbywho.Foreachpartofthevideoyoumightwanttoplayittwice.StudentsmightneedmoresupportwithTask7.Youmaywanttoprovideinformationasajigsawreading.ForTask1,Task2andTask3onthelanguagework,youmightwanttosetthemupasateamgameorclassquiz.Task4couldb