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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 Unit 1 Opening Doors 单 元 单 元 主 题 ? Starting college ? Clubs and societies ? College orientation ? Reading for learning A Shaky Start 教 ? Reading for Doing 学 College Clubs 内 容 ? Guided Writing Punctuation and Capital Letters ? Audio/Video Lab 课 时8 安 排
教学环节主要特色 Warm-up （热身） This section introduces ? reasons why people go to college and what they hope to gain from ? the experience. 教学活动安排建议 Depending on the time you have available, you could do this as a quick individual or pair work task. If you have more time available, you could ask some students to briefly present their reasons to the class. The first task of identifying the authors’ feelings may be challenging depending on the students vocabulary as it relies largely on understanding individual words. ? This section starts ? with identifying the author’s feelings in a text. It then encourages students to make connections between the feelings and their understanding of the text. ? Vocabulary and Grammar ? In Reading and Understanding, Task 1 and Task 2 vocabulary tasks draw on new language and expressions from the text in a controlled manner. In Task 3 you could show the pictures on the board and work through the example first. Reading （阅读） Reading for learning Students look at a selection of words and phrases from the text. Many of which build on ? The Grammar Focus part looks at past the work of feelings. simple and past continuous. Many of the The grammar practises verbs were presented in the reading so they using the past simple should be understood by students. With and past continuous to stronger students you could add a freer describe an event in practice task to challenge them. college ? Beyond the Text encourages students to think ? Beyond the Text about their own emotions and reactions to certain situations. You might want to revise Students think about some of the adjectives before doing this task. and discuss their own reactions. ? Students read ? posters describing activities and clubs around campus. This section should take less time than the text in Reading for learning as the text is shorter. However, there is some challenging vocabulary in some of the posters. They focus on developing students’ everyday reading skills and it leads into a mini productive writing task. Reading for doing ? Students create their own club. ? Punctuation ? If you have limited time then Task 4 could easily be set as a project completed after class. ? The first task is essentially a comprehension task of the model. Before doing this task you could ask students to think of different online profiles they have and what type of things Guided Writing ? Capital letters they write on them. ? Before completing Task 2 you could elicit the punctuation rules students have already known. ? With weaker students you might want work through an example in Task 3. ? Task 1 and Task 2 encourage students to think about their first week at college. ? Task 3 and Task 4 are aimed at getting students to think about the challenges of listening. This can be extended to discuss strategies if you have time. Students might need more support with Task 5 and Task 6. With weaker classes, provide some phrases or sentences on the board to help them. Audio/Video Lab ? Students watch the video of two students in their first week at college. ? Students listen to ? an audio with students talking about events in the first week at college: (1) listening for days / dates / time and locations (2) planning an event (3) writing an advert Wrap-up ? This section provides a quick review of the vocabulary, grammar, writing and theme of the unit. ? 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 or down as a reflective writing task. 课后学习设计 作业 ? Finish all the exercises in Unit 1. ? Read the two texts in this unit again and try to summarise their contents. ? Write a poster for their club in pairs. 课后总结与反思