新时代职业英语通用英语1电子教案U5

教案课程名称新时代职业英语通用英语1课时 班级 专业 教师 系部 教研室 教材《新时代职业英语通用英语1》

教学计划教学单元Unit5Cybercrimes单元主题Identitytheft课时安排6教学内容VocabularyFocusDealingwithidentitytheftReadingTop5cybercrimesGrammarFocusComparativepatternsChatNowTipsforprotectourselvesagainstcybercrimeWritingAnannouncement教学目标教学活动建议Warm-upTogetstudentstotalkaboutthemaintopicofthisunitinacomfortable andrelaxedmannerHavestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit,suchas:Whatisthispictureof?Elicitasmuchinformationaspossiblefromstudents.Askstudentsaboutcomputersecurity,suchas:Howmanypasswordsdoyouhave?Doyouchangeyourpasswordsregularly?Putstudentsintopairsorsmallgroupsandhavethempracticeaskingandansweringthediscussionquestions.2

•Oncetheyhaveansweredallthequestions,goaroundtheclassaskingindividualstudentstoanswer.Foranextension,youcanhavestudentscomeupwithtwoextraquestionsonthetopicofidentitytheft.VocabularyFocusAToimprovestudents,listening andcomprehensionskillsTellstudentstheywillhearaconversationinwhichtwopeopletalkaboutidentitytheft.Playtheaudiotothemonce.Askstudentstoreadthroughtheconversation.Playtheaudioagainandhavestudentsfillintheblanks.Pauseitifnecessary.Oncetheyhavefinished,havethemswitchbooksandgothrougheachanswer.BToimprovestudents,speaking andcomprehensionskillsReadtherubricandelicitthemeaningofthephrase“disputeletter”.(It,saletteryousendtoyourbankorcreditagencytoreportanysuspiciousactivityinyouraccount.)Circulateasstudentscompletetheletter,offeringsupportwherenecessary.Allowstudentstochecktheiranswerswithapartnerbeforereadingthecompletedletteraroundtheclass.ReadingA,BandCToimprovestudents,ExerciseA•Focusstudents,attentiononthetitleofthe3

readingcomprehensionarticle.Askthemtotellyouwhatkindofcybercrimestheyknowabout.•Givestudentsfiveminutestoreadthearticleanddecidewhetherthestatementsaretrueorfalse.Focusstudents,attentiononWORDSANDEXPRESSIONSatthebottomofthepage.Allowstudentstochecktheirideaswithapartnerbeforeconductingclassfeedback.ExerciseB•Askstudentstotellyouiftheyknowanywaysinwhichtheycanavoidbecomingavictimofcybercrimes.Generateasmanyideasaspossibleandwritenewlanguageontheboard.•Focusstudents,attentionontherubricandthetask.Allowstudentstochecktheanswersofanyunfamiliarwordsbeforetheygetstartedonthematchingactivity.•Collectanswersaroundtheclass.Askstudents:Whichofthesestrategiesdoyouuse?Doyouthinktheyarehelpful?Why(not)?ExerciseC•Readtherubricandexamplealoud.Askstudents:Hasthiseverhappenedtoyou?Hasithappenedtoyourfriends?•Organizestudentsintopairstodiscussthe

questions.Encouragestudentstosharetheirstorieswiththeirpartnersandprovideasmanydetailsastheycan.Circulateasstudentsdothis,takingnoteswhichcanbeusedinthefeedback.Offersupportwherenecessary.Bringtheclasstogetheragain.Nominateastudentfromeachpairtoreportbackonthediscussion.D,EandFToreviewtheusefulwordsandexpressionsD,EandFToreviewtheusefulwordsandexpressionsDirectstudentstotheexpressionsintheboxes.Nominateacoupleofstudentstoreadthemoutandelicittheirmeaningsbyaskingconceptquestions,suchas:IfIgetverbalabusefromsomeone,doesitmeanthatsomeonecomplimentsme?Doesitmeanthatsomeoneinsultsme?IfIamawareofsomething,doIknowaboutit?IfIclickonalink,whatwillhappen?Getstudentstocompletethesentenceswithappropriateexpressions.Checkanswersaroundtheclass.Focusonthecorrectpronunciationofthetargetlanguage.ExerciseEFocusstudents'attentionontherubricandtheexercise.Dothefirstonetogetherasanexample.

Circulateasstudentscompletetherestoftheexercise,offeringsupportwherenecessary.Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseFReadtherubric.Organizestudentsintopairs.Challengethemtoseewhocanbethefirsttoputthelettersinthecorrectorder.Checkanswersorally.Iftimepermits,studentsshouldfindwordsintheunit,andusethemtomakeanagramsfortheirpartnerstosolve.BeyondtheTextToimprovestudents,critically thinkingabilityandencouragethemtolearnalessonfromthestoryExerciseAReadtherubricaloud.Explaintostudentsthattheywillbeaskedtogiveadvicetopeoplewhoarevictimsofvariouscybercrimes.Givestudentstwominutestoreadtheshorttexts.Allowthemtocheckthemeaningofanywordsorexpressionswhichtheydon,tunderstand.Organizestudentsintopairstodiscusswhatadvicetheywouldgiveineachcaseandgetthemtowritetheiranswersintherelevantboxes.Circulate,providing

languagesupportwherenecessary.Askeachpairtoworkwithanotherpairtocompareideas.Bringtheclasstogether.Nominatestudentstosharetheirideaswiththerestoftheclass.ExerciseBFocusstudents,attentionontherubricandaskthemtodiscussthequestionwithapartner.Monitor,takingnotesofanyinterestingpointsyouhearbeingdiscussed.Thesecanberevisitedinthewholeclassfeedbacksession.Bringtheclasstogetherforfeedback.Nominatestudentstoreportbackontheirdiscussion.Generateasmanyideasaspossibleandwritenewlanguageontheboard.GrammarFocusToteachstudentshowtousecomparativepatternsExerciseAInthissectionyouwillteachstudentsaboutthreedifferentcomparativepatterns.Startwiththe“(not)as...as”pattern.Writeanexampleontheblackboard,emphasizingthestructureused.Addthemodifiers“almost”,“nearly”,“just”and“quite”,andshowhowtheychangethemeaning.Usetheexamples

giveninthestudentbookoraskstudentstocompareobjectsfoundintheclassroom.Whendoingcomparatives,preparesomepicturesbeforetheclass.Youcantakethingssuchascars(forexampleaMinilooperandaFerrari)andhavestudentsmakecomparativesentencesaboutthem.Writethesecondpatternontheboard.Thisoneisformedusing“no/notany+comparativeadjective”.Introducethedoublecomparative.Tellstudentsthattheuseofthisisalittledifferentasweuseittoshowanincreaseordecreaseinsomething.Toteachthis,youcanhavestudentsmatchsentences.Forexample,youcanwritetendoublecomparativesentencesandthencuttheminhalf.Thenhavestudentsmatchthehalvestocompletethesentencescorrectly.Havestudentscompletetheexercisesandthenswitchbookstocorrecttheirmistakes.ExerciseBFocusstudents,attentiononthephotographandaskthemtodescribewhattheysee.Askthem:Aretheolderpeopleyouknowcomfortablewithusingtechnology?Whatdifficultiesmightthey

have?Getstudentstoquicklyreadtheconversation.Askthemtotellyouwhatitisabout.Getstudentstocompletetheconversationwiththeexpressionsfromtheboxes.Askstudentstopracticetheconversationinpairs.Thenbringtheclasstogether.Nominateonepairofstudentstoreadtheconversation,whiletherestoftheclasslistenandchecktheiranswers.ChatNowToimprovestudentslistening,speaking,writingandactingskillsthroughtheuseofconversation’ExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichtwopeoplediscusscybercrimes.HavestudentstolistentotheconversationcarefullyandwritedownwhattheyhearintheblankspacesinExerciseA.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Checktheanswerswhentheyarefinished.ForExerciseB,havestudentspracticetalkingaboutcybercrimeswithpartnersusingthevocabularytheyhavelearnedinthisunit.HavestudentsreadthroughLANGUAGENOTEwhichteachestheprefixcyber-.ExercisesC

ReadtherubricaloudandhavetheclassreadthroughtheexpressionsinUsefullanguage,focusingon thecorrectpronunciation,sentence stressandintonation.Organizestudentsintopairs,focustheirattentionontheEXAMPLEandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhear.Nominateacoupleofconfidentpairstoperformtheirrole-playtotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandsharinganyexamplesofgoodlanguageandcommunicativeskills.WritingToimprovestudents,writingskillsandlearntowriteaninvitationletterExercisesAExplaintostudentsthattheyaregoingtolearnhowtowriteanannouncement.Elicittheplaceswheretheymightseeannouncementsonadailybasis.Focusstudents,attentionontheannouncement.Askthem:Whoismakingthisannouncement?Givestudentsthreeminutestoreadtheannouncementandcompletethetask.10

Checkanswersaroundtheclass.ExercisesBElicitwhatkindoflanguageisusedintheannouncement.(formal)Askstudents:Whydoyouthinkthatformallanguageisusuallyusedinannouncementslikethis?Getstudentstocompletethematchingtask.Collectanswersaroundtheclass.ExercisesCAskstudentstocompletethesentences.Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExercisesDReadtherubricaloudandfocusstu(attentiononthetask.Organizestudentsintogroupstobrainstormideasforabigeventwhichcouldhappenattheircollege.Givethemtimetodiscusseachofthebulletpoints.Bringtheclasstogethertoshareideas.Generateasmanyideasaspossibleandwritethemontheboard.Askstudentstowritetheirannouncement.Remindthemofthefollowingrequirements.Theycanusetheexpressionsintheboxtohelpthem.dents'11

Circulateasstudentscompletethetask,providingsupportwherenecessary.Havestudentssharetheirworkwithapartnerwhentheyarefinished.Theirpartnershouldreaditandoffersomeconstructivefeedback.Collectthefinishedannouncements.Copythebestexamplestodistributearoundtheclass.课后学习设计作业FinishalltheexercisesinUnit5.Readthetextinthisunitagainandtrytosummariseitscontent.Writeanannouncement.课后总结与反思12补充教学资源VocabularyFocus参考译文本：怎么了？你看起来忧心忡忡的？李青：我今天去自动提款机取钱。我觉得有人从我的账户里取了钱。本：真的吗？你为什么会这么想？李清：是这样，昨天有一笔500美元的取款，但是我昨天一天都在家里。本：你最好马上告知银行，这样他们就能冻结你的账户。李清：天哪！你觉得我能找回被偷的钱吗？本：我也不确定。但如果你现在给银行打电话，你就能阻止更多的钱被偷。李清：谢谢你，本。解决这件事就宽心了。Reading参考译文五种最常见的网络犯罪——摘自安娜的帖子在数字时代，越来越多的犯罪是通过电脑进行的。最常见的网络犯罪有哪些呢？让我们一起来看一看吧。钓鱼式欺诈。钓鱼网站看起来似乎是普通的合法网站，但其实却是一个精心设计的虚假网站。犯罪分子利用这些钓鱼网站获取用户的个人信息。通过钓鱼，黑客诱骗用户在虚假网页上输入自己的银行密码或家庭住址。盗用身份信息。你是否点开过群发的垃圾邮件或是陌生人发来的链接？如果你有过类似的经历，那么你的身份信息很可能已经被盗用了。网络犯罪分子常常使用盗用的信用卡或银行信息，以受害者的名义进行购物。13网络骚扰。如果你使用诸如微信或微博一类的网络社交平台，那么你可能注意到了身边发生的网络骚扰行为。它可能是通过网络社交平台或电子邮件发送的威胁或谩骂。网络跟踪。网络跟踪者试图追踪受害人的一切网络活动。在某些极端的案例中，他们可能通过恶意软件控制对方的电脑，因为这些恶意软件可以记录电脑中的所有活动。他们还可能会骚扰其受害人。侵犯隐私。侵犯隐私的行为包括入侵对方的电脑、阅读对方的电子邮件或监视其网络活动。在现行法律下，很多此类犯罪都构成了违法行为。那么如何避免成为网络犯罪的受害者呢？其中很重要的一点是要保持警惕。牢记这五种常见的网络犯罪行为可以让你免受些经济损失或骚扰。在下一篇帖子中，我将给出一些实用的小建议。语言解析1.Throughthephishingprocess,hackerstrytotrickcomputerusersintoenteringbankingpasswordsortheirhomeaddresses.通过钓鱼，黑客诱骗用户在虚假网页上输入自己的银行密码或家庭住址信息。try:v.makeaneffortorattempt设法；尝试；努力①trytodosomething试图做某事；努力去做某事e.g.Itriedtopersuadehimtostay.我试图劝他留下来。②trydoingsomething试着做某事e.g.Itriedgardeningbutdidn'tsucceed.我试着种植花木，但未成功。trick:v.deceivesomebody欺骗；蒙骗tricksomebodyintodoingsomething诱骗某人做某事e.g.Areyoutrickingmeintodoingsomethingbad?你是在诱骗我做坏事吗？14trick:n.anactionthatisintendedtofoolordeceivesomeone捉弄；诡计e.g.Weareplayingatrickonamanwhokeepsbotheringme.我们正捉弄一个人，因为他一直烦扰我。enter:v.①recordsomethingbytypingitonakeyboard输入e.g.Whenababyisborn,theyenterthatbaby'snameintothecomputer.当一个婴儿出生时，他们将那个婴儿的名字输入电脑。②gointo进入e.g.Heenteredtheroomandstoodnearthedoor.他进入房间，靠近门站着。Cybercriminalsoftenusestolencreditcardsorbankingdetailstomakepurchasesinthenamesoftheirvictims.网络犯罪分子常常使用盗取的信用卡或银行信息，以受害者的名义购物。inthename(s)of以 的名义e.g.WereservedtwoticketsinthenameofJack.我们以杰克的名义预定了两张门票。IfyouuseasocialnetworksuchasWeChatorWeibo,thenyou’llprobablybeawareofonlineharassmenthappeningaroundyou.如果你在使用诸如微信或微博一类的社交平台，那么你可能注意到了身边发生的网络骚扰行为。aware:adj.conscious意识到的；知道的e.g.Hecameawakewithastart,awareofthefootstepsinthepassageway.他突然惊醒，听到走廊上有脚步声。beawareof意识到某事；了解某事；知道某事e.g.I’mwellawareoftherisks.我完全了解风险。Inextremecases,theymayinfectaperson’scomputerwithmalwarethatisabletologcomputeractivity.15在某些极端的案例中，他们可能通过恶意软件控制对方的电脑，这些恶意软件可以记录电脑中的所有活动。1）本结构中包含一个that引导的定语从句，”…thatisabletologcomputeractivity”，其中该定语从句的先行词是malware，that在该定语从句中充当主语。infectv.caus