捷进英语1Unit3电子教案

教案

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

单元

Unit 3 Time Together

单元主题●Difficult partners along the journey

●Difficult flatmates

●Living with others

课时

安排

8

教学内容

●Reading for learning

Driving Me Mad

●Reading for Doing

People Are Strange

●Guided Writing

An Invitation

●Audio/Video Lab

教学环节主要特色教学活动安排建议

Warm-up

◆This section

introduces the idea

of teamwork and

working with

other people. It

✧Depending on the time you have available,

you could also ask students to write their own

sentences describing how they feel about

working with others.

（热身）encourages

students to start

thinking about

some of the

advantage and

disadvantages of

teamwork.

Reading Reading

for

learning

◆This section starts

with recognising

the main idea. It

then encourages

students to write a

brief summary of

the main idea.

◆Vocabulary and

Grammar

Students look at some

challenging words and

phrases from the text.

Task 2 gets them to use

the words in a real

world context and Task

3 tests their ability to

understand some

common collocates.

The grammar section

works on the past

perfect, a useful text for

narrating events.

◆Beyond the Text

Students look at a range

of adventure trips.

✧In Reading and Understanding, you could

spend more time on Task 1 of identifying the

main idea by first allowing students to only

read the topic sentence in each case before

then checking their ideas by reading the

whole text. Task 2 checks the students

detailed understanding and Task 3

encourages summarising of the main ideas.

✧In Vocabulary Focus, Task 1 builds on the

theme of teamwork. Task 2 combines

teamwork and travel and acts as good

preparation for the Beyond the Text task. If

you have time, you could discuss the

students’ opinion of the trip.

✧The Grammar Focus part looks at the past

perfect. After focusing on the form students

then practise using the structure in the

context of travel and teamwork.

✧Beyond the Text students look at a range of

trips they could make that reflect, in a simple

way, the challenges of the reading text. Reading

◆Students read a

reflective article

on a person’s

experiences of

living with other

people.

✧If you have more time, you could highlight

some of the structures used for giving advice.

Students might find this useful when they

move onto the video section.