(捷进英语2)Unit2-电子教案.docx

教案课程名称捷进英语综合教程 2课班专教系时级业师部教 研 室教材 《捷进英语综合教程 2 教师用书》Teaching Plan教 学Unit 2 Journeys of Discovery单 元单 元主 题教学内容lllllllAnimal migrationGreatest inventionsAccidental inventionsReading for learningAmazing JourneysReading for DoingThe Greatest InventionsGuided WritingA Notice of an Event Audio/Video Lab课 时安 排8教学环节主要特色The section introduces the theme ²教学活动安排建议Depending on the time you haveWarm-up（热身）of animals and pre-teaches some of the vocabulary students will require in section A.This section starts withuunderstanding the purpose²available, you could ask students to create additional questions using the same format. In small groups the students could then quiz each other using their questions.The first task shows students how they can use an introduction to predictReadingforuof an introductionparagraph. It thenencourages Ss to analysethe behaviours of the animals in the text and to transfer these concepts tothe human world.Vocabulary and Grammar²²information that will appear in the text. Tasks 3 will require more time as it requires detailed understanding.The first two vocabulary tasks draw on geographical words from the text and work on word formation.The last vocabulary task uses the words in the context of anotherSs look at a selection of new phenomenon from the animal words and phrases from the text, kingdom.largely connected with² The Grammar Focus part looks atgeography and the animalindefinite pronouns. While studentskingdom. The grammar sectionobviously need to learn these words,looks at indefinite pronouns.learning they are also useful for developingstudents’ reading abilities as they function in a similar way to pronoun referents. You could refer students to the text and show how they refer to ideas both inside and outside the text.²Beyond the text encourages Ss to react to a short text on mass humanuBeyond the Textmigration. They also refer to mass human migration in contexts fromSs now look at human migration and the reasons for this.u Ss read an article and²their own knowledge. If you have time you could bring in a short additional text on one migration story e.g. the Three Gorges Dam.This section should take less timeReading（阅读）responses to the article on the greatest inventions.than section A as the texts are less complicated. They focus ondeveloping students’ everyday reading skills as they are reading andReadingfordoingu Ss read a poem on inventions and think about the negative side on some inventions.u Notice of an event:(1) Announcing an event²²responding to comments on an article.If you have more time, you could hold a debate and ask the students to agree on the worst invention of all time.Before the students progress with the lesson you might want to ask students to discuss conferences they have beenGuided Writing(2) Describing an event(3) Announcing important dates(4) Closing expressions²to or seen held at their university.When doing Task 2 you could highlight that this is also practicingthe reading skill of skimming.Audio/Video LabWrap-upu Ss watch a video showing how some inventions werediscovered by accident andhow others were influencedby nature.(1) Practice ignoring propernouns(2) Students discuss otheraccidental inventionsu This provides a quick review of the vocabulary,grammar, writing and themeof the unit.u Tasks could be set for²²²²²Refer students back to the inventions from Reading for Doing. If you have had time, between classes you could set students the task of finding out more about each invention e.g. when was it invented, where and by who.For each part of the video you might want to play it twice.Students might need more support with Task 7. You may want to provide information as a jigsaw reading.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.Task 4 could be set as a reflective writing task.作业individual work or done inpairs.课后学习设计u Finish all the tasks in Unit 2.u Read the two texts in this unit again and try to summarise their contents.u Organize a college event and write a notice for it.课后总结与反思。