(捷进英语1)Unit5-电子教案.doc

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 5 Getting Away, Getting Home单 元主 题l A difficult journey back homel Exciting holidaysl Travel problems课 时安 排8教学内容l Reading for learningA Long Way Homel Reading for DoingTake a Breakl Guided WritingA Letter of Complaintl 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 problem solving and goal setting. Students are given a number of statements to consider and compare to analyse their own problem solving skills / characteristics. Depending on the time you have available, you might only want to use Task 1 and to limit Task 2. If you are limiting Task 2, just ask students think of five adjectives to describe themselves based on the questionnaire.Reading（阅读）Reading for learningu This section starts with scanning a text. It then encourages students to look quickly for specific information. This type of task is often an important exam skill.u Vocabulary and GrammarStudents look at collocations from the reading text. They also practise using words related to the theme.The grammar focus looks at used to.u Beyond the TextStudents plan and talk about their own journeys they take. In Reading and Understanding, The first task of scanning asks students to find specific information quickly. Task 2 and Task 3 encourage students to find main ideas and to think about time order within a text. In Vocabulary Focus, The first task looks at the meaning of individual words. These sentences also contain some interesting facts you can use as a discussion task with students. The second and third tasks look at collocations. As well as completing the tasks in the book there is a lot of scope for personalisation. The Grammar Focus part looks at used to. With stronger groups you may want to extend this into contrasting used to with would. Beyond the Text Encourages students to think about and practise giving directions. They also think about speed, safety and attractiveness etc. in the routes that are suggested.Reading for doingu Students read a selection of short adverts advertising different types of holidays.u Students discuss and plan their own ideal holiday. This section should take less time than the text in Reading for learning as the text is shorter. They focus on developing students everyday reading skills as they adverts for holidays and plan their own trips.Guided Writingu Writing a letter of complaint.u Students practise giving reasons for writing, making complaints and encouraging responses. In a travel context students analyse models of complaining and look at some of the typical features. Using the model students then write a letter of complaint to a hotel.Audio/Video Labu Students watch a video showing a problem scenario. They use the video to: (1) listen for reasons(2) practise role-playing difficult situations For each part of the video you might want to play it twice. Students might need more support with Task 5. With weaker classes, you could show them the dialogue from the video to use as a model.Wrap-upu 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. 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 task.课后学习设计作业