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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
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
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