(捷進英語1)Unit4-電子教案

1、-作者xxxx-日期xxxx(捷進英語1)Unit4-電子教案【精品文檔】教 案課程名稱 捷進英語綜合教程1 課 時 班 級 專 業(yè) 教 師 系 部 教 研 室 教 材 捷進英語綜合教程1 教師用書Teaching Plan教 學單 元Unit 4 Inspiring Others單 元主 題l Talent showsl Flash mobsl How to inspire others課 時安 排8教學內容l Reading for learningWe Didnt Expect Thatl Reading for DoingFLASH MOBS: Political Statement

2、or Just Fun?l Guided WritingDescribing Peoplel Audio/Video Lab教學環(huán)節(jié)主要特色教學活動安排建議Warm-up（熱身）u This section introduces the idea of inspiring other people through our actions. u Students are given a number of scenarios to consider and compare. Depending on the time you have available, you could use this

3、as an individual comprehension task. If you have more time available you could allow more student discussion.Reading（閱讀）Reading for learningu This section starts with recognising time order. It then encourages students to think one approach to text organisation.u Vocabulary and GrammarStudents look

4、at word formation based on words from the text. They also practise using words related to the theme.The grammar focus revises the use of articles, focusing on the use of the articles a/an and the.u Beyond the TextStudents react to quotes and stories. In Reading and Understanding, Task 1 of identifyi

5、ng the time order also checks students understanding of the main points. Task 2 and Task 3 encourage students to summarise main ideas and to see connections between ideas within the text. In Vocabulary Focus, Task 1 looks at word formation and meaning. Task 2 looks at topic based vocabulary. Task 3

6、takes two common verb and prepositions and asks students to relate these to their own aims. Students can choose from the options given or you could allow freer practice. The Grammar Focus part looks at articles. With stronger groups you may want to pick out any examples of zero conditional from the

7、texts. Beyond the Text encourages students to relate quotes to short stories and to discuss their own personal reaction to them.Reading for doingu Students read an article describing flash mobs.u Students create their own flash mob. This section should take less time than the text in Reading for lea

8、rning as the text is shorter. They focus on developing students everyday reading skills as they read an article and think about their response.Guided Writingu Describing people:(1) adjectives for describing people(2) writing a descriptive email Students practise the basic skill of describing people

9、but with a real world application of an email.Audio/Video Labu Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them For each part of the video you might want to play it twice. Students might need more support

10、 with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.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 or down as a reflective writing task.課后學習設計作業(yè)u Finish all the exercises in Unit 4.u Read the two texts