新时代职业英语《 通用英语1》电子教案U5.docx

1、新时代职业英语 通用英语1电子教案U5教 案课程名称 新时代职业英语通用英语1 课 时 班 级 专 业 教 师 系 部 教 研 室 教 材 新时代职业英语通用英语1 教学计划教 学单 元Unit 5 Cybercrimes单 元主 题Identity theft课 时安 排6教学内容Vocabulary FocusDealing with identity theftReadingTop 5 cybercrimesGrammar FocusComparative patternsChat NowTips for protect ourselves against cybercrime Writ

2、ingAn announcement教学目标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed mannerHave students look at the picture and ask them to tell you as much as they can about it, such as: What is this picture of? Elicit as much information as possible from stude

3、nts. Ask students about computer security, such as: How many passwords do you have? Do you change your passwords regularly? Put students into pairs or small groups and have them practice asking and answering the discussion questions. Once they have answered all the questions, go around the class ask

4、ing individual students to answer. For an extension, you can have students come up with two extra questions on the topic of identity theft. Vocabulary FocusATo improve students listening and comprehension skillsTell students they will hear a conversation in which two people talk about identity theft

5、. Play the audio to them once.Ask students to read through the conversation. Play the audio again and have students fill in the blanks. Pause it if necessary.Once they have finished, have them switch books and go through each answer.BTo improve students speaking and comprehension skillsRead the rubr

6、ic and elicit the meaning of the phrase “dispute letter”. (Its a letter you send to your bank or credit agency to report any suspicious activity in your account.) Circulate as students complete the letter, offering support where necessary. Allow students to check their answers with a partner before

7、reading the completed letter around the class. ReadingA, B and CTo improve students reading comprehensionExercise AFocus students attention on the title of the article. Ask them to tell you what kind of cybercrimes they know about. Give students five minutes to read the article and decide whether th

8、e statements are true or false. Focus students attention on WORDS AND EXPRESSIONS at the bottom of the page. Allow students to check their ideas with a partner before conducting class feedback. Exercise BAsk students to tell you if they know any ways in which they can avoid becoming a victim of cybe

9、rcrimes. Generate as many ideas as possible and write new language on the board. Focus students attention on the rubric and the task. Allow students to check the answers of any unfamiliar words before they get started on the matching activity. Collect answers around the class. Ask students: Which of

10、 these strategies do you use? Do you think they are helpful? Why (not)? Exercise CRead the rubric and example aloud. Ask students: Has this ever happened to you? Has it happened to your friends? Organize students into pairs to discuss the questions. Encourage students to share their stories with the

11、ir partners and provide as many details as they can. Circulate as students do this, taking notes which can be used in the feedback. Offer support where necessary.Bring the class together again. Nominate a student from each pair to report back on the discussion.D, E and FTo review the useful words an

12、d expressionsExercise DDirect students to the expressions in the boxes. Nominate a couple of students to read them out and elicit their meanings by asking concept questions, such as: If I get verbal abuse from someone, does it mean that someone compliments me? Does it mean that someone insults me? I

13、f I am aware of something, do I know about it? If I click on a link, what will happen? Get students to complete the sentences with appropriate expressions. Check answers around the class. Focus on the correct pronunciation of the target language.Exercise EFocus students attention on the rubric and t

14、he exercise. Do the first one together as an example. Circulate as students complete the rest of the exercise, offering support where necessary. Allow students to check their answers with a partner before conducting class feedback. Exercise FRead the rubric. Organize students into pairs. Challenge t

15、hem to see who can be the first to put the letters in the correct order. Check answers orally. If time permits, students should find words in the unit, and use them to make anagrams for their partners to solve.Beyond the Text To improve students critically thinking ability and encourage them to lear

16、n a lesson from the storyExercise ARead the rubric aloud. Explain to students that they will be asked to give advice to people who are victims of various cybercrimes. Give students two minutes to read the short texts. Allow them to check the meaning of any words or expressions which they dont unders

17、tand. Organize students into pairs to discuss what advice they would give in each case and get them to write their answers in the relevant boxes. Circulate, providing language support where necessary.Ask each pair to work with another pair to compare ideas.Bring the class together. Nominate students

18、 to share their ideas with the rest of the class.Exercise BFocus students attention on the rubric and ask them to discuss the question with a partner. Monitor, taking notes of any interesting points you hear being discussed. These can be revisited in the whole class feedback session. Bring the class

19、 together for feedback. Nominate students to report back on their discussion. Generate as many ideas as possible and write new language on the board.Grammar FocusTo teach students how to use comparative patternsExercise AIn this section you will teach students about three different comparative patte

20、rns. Start with the “(not) as as” pattern. Write an example on the blackboard, emphasizing the structure used. Add the modifiers “almost”, “nearly”, “just” and “quite”, and show how they change the meaning. Use the examples given in the student book or ask students to compare objects found in the cl

21、assroom. When doing comparatives, prepare some pictures before the class. You can take things such as cars (for example a Mini looper and a Ferrari) and have students make comparative sentences about them. Write the second pattern on the board. This one is formed using “no / not any + comparative ad

22、jective”. Introduce the double comparative. Tell students that the use of this is a little different as we use it to show an increase or decrease in something. To teach this, you can have students match sentences. For example, you can write ten double comparative sentences and then cut them in half.

23、 Then have students match the halves to complete the sentences correctly.Have students complete the exercises and then switch books to correct their mistakes.Exercise BFocus students attention on the photograph and ask them to describe what they see. Ask them: Are the older people you know comfortab

24、le with using technology? What difficulties might they have? Get students to quickly read the conversation. Ask them to tell you what it is about.Get students to complete the conversation with the expressions from the boxes. Ask students to practice the conversation in pairs. Then bring the class to

25、gether. Nominate one pair of students to read the conversation, while the rest of the class listen and check their answers.Chat NowTo improve students listening, speaking, writing and acting skills through the use of conversationExercises A & BExplain to students that they will hear a conversation i

26、n which two people discuss cybercrimes. Have students to listen to the conversation carefully and write down what they hear in the blank spaces in Exercise A. If necessary, pause the recording so that students have time to write. Check the answers when they are finished.For Exercise B, have students

27、 practice talking about cybercrimes with partners using the vocabulary they have learned in this unit.Have students read through LANGUAGE NOTE which teaches the prefix cyber-.Exercises CRead the rubric aloud and have the class read through the expressions in Useful language, focusing on the correct

28、pronunciation, sentence stress and intonation.Organize students into pairs, focus their attention on the EXAMPLE and get them to work on their role-plays.Circulate as students do this, listening and making notes of any examples of good language you hear.Nominate a couple of confident pairs to perfor

29、m their role-play to the rest of the class.Conduct class feedback, taking time to discuss any issues you have observed and sharing any examples of good language and communicative skills.WritingTo improve students writing skills and learn to write an invitation letterExercises AExplain to students th

30、at they are going to learn how to write an announcement. Elicit the places where they might see announcements on a daily basis.Focus students attention on the announcement. Ask them: Who is making this announcement?Give students three minutes to read the announcement and complete the task.Check answ

31、ers around the class.Exercises BElicit what kind of language is used in the announcement. (formal) Ask students: Why do you think that formal language is usually used in announcements like this?Get students to complete the matching task.Collect answers around the class.Exercises CAsk students to com

32、plete the sentences.Allow students to check their answers with a partner before conducting class feedback.Exercises DRead the rubric aloud and focus students attention on the task.Organize students into groups to brainstorm ideas for a big event which could happen at their college. Give them time to discus