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____

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教材《新时代职业英语通用英语1》

教学计划

教学

Unit5Cybercrimes

单元

单元课时

Identitytheft6

主题安排

•VocabularyFocus

Dealingwithidentitytheft

•Reading

教Top5cybercrimes

学•GrammarFocus

内Comparativepatterns

容•ChatNow

Tipsforprotectourselvesagainstcybercrime

•Writing

Anannouncement

教学目标教学活动建议

Warm-upTogetstudentstotalk•Havestudentslookatthepictureandask

aboutthemaintopicofthemtotellyouasmuchastheycanabout

thisunitinait,suchas:Whatisthispictureof?Elicitas

comfortableandmuchinformationaspossiblefrom

relaxedmannerstudents.

•Askstudentsaboutcomputersecurity,such

as:Howmanypasswordsdoyouhave?Do

youchangeyourpasswordsregularly?Put

studentsintopairsorsmallgroupsand

havethempracticeaskingandanswering

thediscussionquestions.

•Oncetheyhaveansweredallthequestions,

goaroundtheclassaskingindividual

studentstoanswer.Foranextension,you

canhavestudentscomeupwithtwoextra

questionsonthetopicofidentitytheft.

VocabularyFocusA•Tellstudentstheywillheara

Toimprovestudents?conversationinwhichtwopeopletalk

listeningandaboutidentitytheft.Playtheaudioto

comprehensionskillsthemonce.

•Askstudentstoreadthroughthe

conversation.Playtheaudioagainand

havestudentsfillintheblanks.Pauseit

ifnecessary.

•Oncetheyhavefinished,havethem

switchbooksandgothrougheach

answer.

B•Readtherubricandelicitthemeaningof

Toimprovestudents9thephrase"disputeletter".(It'saletter

speakingandyousendtoyourbankorcreditagencyto

comprehensionskillsreportanysuspiciousactivityinyour

account.)

•Circulateasstudentscompletetheletter,

offeringsupportwherenecessary.

■Allowstudentstochecktheiranswerswith

apartnerbeforereadingthecompleted

letteraroundtheclass.

ReadingA,BandCExerciseA

Toimprovestudents'•Focusstudents'attentiononthetitleofthe

readingarticle.Askthemtotellyouwhatkindof

comprehensioncybercrimestheyknowabout.

•Givestudentsfiveminutestoreadthe

articleanddecidewhetherthestatements

aretrueorfalse.Focusstudents5attention

onWORDSANDEXPRESSIONSatthe

bottomofthepage.Allowstudentsto

checktheirideaswithapartnerbefore

conductingclassfeedback.

ExerciseB

•Askstudentstotellyouiftheyknowany

waysinwhichtheycanavoidbecominga

victimofcybercrimes.Generateasmany

ideasaspossibleandwritenewlanguage

ontheboard.

•Focusstudents'attentionontherubricand

thetask.Allowstudentstocheckthe

answersofanyunfamiliarwordsbefore

theygetstartedonthematchingactivity.

•Collectanswersaroundtheclass.Ask

students:Whichofthesestrategiesdoyou

use?Doyouthinktheyarehelpful?Why

(not)?

ExerciseC

•Readtherubricandexamplealoud.Ask

students:Hasthiseverhappenedtoyou?

Hasithappenedtoyourfriends?

•Organizestudentsintopairstodiscussthe

questions.Encouragestudentstoshare

theirstorieswiththeirpartnersand

provideasmanydetailsastheycan.

•Circulateasstudentsdothis,takingnotes

whichcanbeusedinthefeedback.Offer

supportwherenecessary.

•Bringtheclasstogetheragain.Nominatea

studentfromeachpairtoreportbackon

thediscussion.

D,EandFExerciseD

Toreviewtheuseful•Directstudentstotheexpressionsinthe

wordsandexpressionsboxes.Nominateacoupleofstudentsto

readthemoutandelicittheirmeaningsby

askingconceptquestions,suchas:IfIget

verbalabusefromsomeone,doesitmean

thatsomeonecomplimentsme?Doesit

meanthatsomeoneinsultsme?IfIam

awareofsomething,doIknowaboutit?If

Iclickonalink,whatwillhappen?

•Getstudentstocompletethesentences

withappropriateexpressions.

•Checkanswersaroundtheclass.Focuson

thecorrectpronunciationofthetarget

language.

ExerciseE

•Focusstudents'attentionontherubricand

theexercise.Dothefirstonetogetheras

anexample.

•Circulateasstudentscompletetherestof

theexercise,offeringsupportwhere

necessary.

•Allowstudentstochecktheiranswerswith

apartnerbeforeconductingclass

feedback.

ExerciseF

•Readtherubric.Organizestudentsinto

pairs.Challengethemtoseewhocanbe

thefirsttoputthelettersinthecorrect

order.

•Checkanswersorally.

•Iftimepermits,studentsshouldfindwords

intheunit,andusethemtomake

anagramsfortheirpartnerstosolve.

BeyondtheTextExerciseA

Toimprovestudents'•Readtherubricaloud.Explaintostudents

criticallythinkingthattheywillbeaskedtogiveadviceto

abilityandencouragepeoplewhoarevictimsofvarious

themtolearnalessoncybercrimes.

fromthestory•Givestudentstwominutestoreadthe

shorttexts.Allowthemtocheckthe

meaningofanywordsorexpressions

whichtheydon'tunderstand.

•Organizestudentsintopairstodiscuss

whatadvicetheywouldgiveineachcase

andgetthemtowritetheiranswersinthe

relevantboxes.Circulate,providing

languagesupportwherenecessary.

•Askeachpairtoworkwithanotherpairto

compareideas.

•Bring由eclasstogether.Nominate

studentstosharetheirideaswiththerest

oftheclass.

ExerciseB

•Focusstudents'attentionontherubricand

askthemtodiscussthequestionwitha

partner.

•Monitor,takingnotesofanyinteresting

pointsyouhearbeingdiscussed.Thesecan

berevisitedinthewholeclassfeedback

session.

•Bringtheclasstogetherforfeedback.

Nominatestudentstoreportbackontheir

discussion.Generateasmanyideasas

possibleandwritenewlanguageonthe

board.

GrammarFocusToteachstudentshowExerciseA

tousecomparative•Inthissectionyouwillteachstudents

patternsaboutthreedifferentcomparativepatterns.

Startwiththe"(not)as...as“pattern.

Writeanexampleontheblackboard,

emphasizingthestructureused.

•Addthemodifiers“almost"，“nearly”,

‘just"and"quite”,andshowhowthey

changethemeaning.Usetheexamples

giveninthestudentbookoraskstudents

tocompareobjectsfoundintheclassroom.

Whendoingcomparatives,preparesome

picturesbeforetheclass.Youcantake

thingssuchascars(forexampleaMini

looperandaFerrari)andhavestudents

makecomparativesentencesaboutthem.

•Writethesecondpatternontheboard.

Thisoneisformedusing"no/notany+

comparativeadjective^^.

•Introducethedoublecomparative.Tell

studentsthattheuseofthisisalittle

differentasweuseittoshowanincrease

ordecreaseinsomething.Toteachthis,

youcanhavestudentsmatchsentences.

Forexample,youcanwritetendouble

comparativesentencesandthencutthem

inhalf.Thenhavestudentsmatchthe

halvestocompletethesentencescorrectly.

•Havestudentscompletetheexercisesand

thenswitchbookstocorrecttheir

mistakes.

ExerciseB

•Focusstudents5attentiononthe

photographandaskthemtodescribewhat

theysee.Askthem:Aretheolderpeople

youknowcomfortablewithusing

technology?Whatdifficultiesmightthey

have?

•Getstudentstoquicklyreadthe

conversation.Askthemtotellyouwhatit

isabout.

•Getstudentstocompletetheconversation

withtheexpressionsfromtheboxes.

•Askstudentstopracticetheconversation

inpairs.Thenbringtheclasstogether.

Nominateonepairofstudentstoreadthe

conversation,whiletherestoftheclass

listenandchecktheiranswers.

ChatNowToimprovestudents'ExercisesA&B

listening,speaking,•Explaintostudentsthattheywillheara

writingandactingconversationinwhichtwopeoplediscuss

skillsthroughtheusecybercrimes.

ofconversation•Havestudentstolistentotheconversation

carefullyandwritedownwhattheyhearin

theblankspacesinExerciseA.If

necessary,pausetherecordingsothat

studentshavetimetowrite.Checkthe

answerswhentheyarefinished.

•ForExerciseB,havestudentspractice

talkingaboutcybercrimeswithpartners

usingthevocabularytheyhavelearnedin

thisunit.

•HavestudentsreadthroughLANGUAGE

NOTEwhichteachestheprefixcyber-.

ExercisesC

•Readtherubricaloudandhavetheclass

readthroughtheexpressionsinUseful

language,focusingonthecorrect

pronunciation,sentencestressand

intonation.

•Organizestudentsintopairs,focustheir

attentionontheEXAMPLEandgetthem

toworkontheirrole-plays.

•Circulateasstudentsdothis,listeningand

makingnotesofanyexamplesofgood

languageyouhear.

•Nominateacoupleofconfidentpairsto

performtheirrole-playtotherestofthe

class.

•Conductclassfeedback,takingtimeto

discussanyissuesyouhaveobservedand

sharinganyexamplesofgoodlanguage

andcommunicativeskills.

WritingToimprovestudents?ExercisesA

writingskillsand•Explaintostudentsthattheyaregoingto

learntowriteanlearnhowtowriteanannouncement.Elicit

invitationlettertheplaceswheretheymightsee

announcementsonadailybasis.

•Focusstudents9attentiononthe

announcement.Askthem:Whoismaking

thisannouncement?

•Givestudentsthreeminutestoreadthe

announcementandcompletethetask.

•Checkanswersaroundtheclass.

ExercisesB

•Elicitwhatkindoflanguageisusedinthe

announcement,(formal)Askstudents:

Whydoyouthinkthatformallanguageis

usuallyusedinannouncementslikethis?

•Getstudentstocompletethematching

task.

•Collectanswersaroundtheclass.

ExercisesC

•Askstudentstocompletethesentences.

•Allowstudentstochecktheiranswerswith

apartnerbeforeconductingclass

feedback.

ExercisesD

•Readtherubricaloudandfocusstudents9

attentiononthetask.

•Organizestudentsintogroupsto

brainstormideasforabigeventwhich

couldhappenattheircollege.Givethem

timetodiscusseachofthebulletpoints.

•Bringtheclasstogethertoshareideas.

Generateasmanyideasaspossibleand

writethemontheboard.

•Askstudentstowritetheirannouncement.

Remindthemofthefollowing

requirements.Theycanusethe

expressionsintheboxtohelpthem.

•Circulateasstudentscompletethetask,

providingsupportwherenecessary.

•Havestudentssharetheirworkwitha

partnerwhentheyarefinished.Their

partnershouldreaditandoffersome

constructivefeedback.

•Collectthefinishedannouncements.Copy

thebestexamplestodistributearoundthe

class.

课后学习设计

♦FinishalltheexercisesinUnit5.

♦Readthetextinthisunitagainandtryto

作业

summariseitscontent.

♦Writeanannouncement.

课后总结与反思

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。

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,hackerstrytotrickcomputerusersinto

enteringbankingpasswordsortheirhomeaddresses.

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。

1)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。

2)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？

3)trick: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。

4)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。

2.Cybercriminalsoftenusestolencreditcardsorbankingdetailstomake

purchasesinthenamesoftheirvictims.

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。

3.IfyouuseasocialnetworksuchasWeChatorWeibo,thenyou'llprobablybe

awareofonlineharassmenthappeningaroundyou.

如果你在