(捷進(jìn)英語2)Unit5-電子教案

1、教 案課程名稱 捷進(jìn)英語綜合教程2 課 時 班 級 專 業(yè) 教 師 系 部 教 研 室 教 材 捷進(jìn)英語綜合教程2 教師用書Teaching Plan教 學(xué)單 元Unit 5 Dinner Table of the World單 元主 題Feeding the worldFoods with meaningComplaining in restaurants課 時安 排8教學(xué)內(nèi)容Reading for learningFeeding the WorldReading for DoingFoods with MeaningGuided WritingAn Apology LetterAudio/

2、Video Lab教學(xué)環(huán)節(jié)主要特色教學(xué)活動安排建議Warm-up（熱身）This section introduces the food around the world and issues related to food. Depending on the time you have available, you could ask students to design a table showing a typical Chinese table of food for a week.Reading（閱讀）Reading for learningThis section starts w

3、ith identifying cause and effect relationships. It also encourages Ss to identify time references and to scan for numbers.Vocabulary and GrammarTask 1 works on the meaning of thematic words from the text. Tasks 2 and 3look at words describing change and cause/effect. The grammar section looks at can

4、, could and be able to.Beyond the TextStudents look at how changes in food supply in China.The first task encourages students to form an understanding of cause and effect relationships. When doing Task 2 set a quick time limit to encourage students to scan. Task 3 can be referred back to when dealin

5、g with the grammar section later. Tasks 4 tests the detailed understanding of the text. Task 5 is a translation task. You can provide reference after students have finished. The first vocabulary task draws on topic vocabulary from the text. The last two vocabulary tasks can easily be extended if nee

6、d be with work on change and cause/effect. This is particularly useful if you have students doing tasks such as describing graphs.The Grammar Focus part looks at can, could and be able to. There is lots of potential for personalisation with this grammar point. For example, students can write their o

7、wn sentences to describe their abilities in their past and present. Beyond the text This section should be handled sensitively in case students have any personal issues with food.Reading for doingSs read an article describing food traditions around the world.This section should take less time than s

8、ection B as the texts are less complicated. They focus on developing students everyday reading skills. If you have more time, you could develop the discussion and work on food traditions in China.Guided WritingStudents write an apology letter.Before the lesson you could find examples of apology lett

9、ers on the internet to show students. When doing Task 6 you might need to provide a model for more support. Audio/Video LabStudents listen to various situations in which people are complaining.They practice listening for phrases and vocabulary from context.For each part of the video you might want t

10、o play it twice.Tasks 4 and 7 provide good opportunities for drilling students on common language.Wrap-upThis 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 task.課后學(xué)習(xí)設(shè)計作業(yè)Finish all