新时代职业英语《 通用英语1》电子教案U5.docx

新时代职业英语《 通用英语1》电子教案U5.docx

《新时代职业英语《 通用英语1》电子教案U5.docx》由会员分享，可在线阅读，更多相关《新时代职业英语《 通用英语1》电子教案U5.docx（18页珍藏版）》请在冰点文库上搜索。

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

Unit5Cybercrimes

单元

主题

Identitytheft

课时安排

6

教

学

内

容

●VocabularyFocus

Dealingwithidentitytheft

●Reading

Top5cybercrimes

●GrammarFocus

Comparativepatterns

●ChatNow

Tipsforprotectourselvesagainstcybercrime

●Writing

Anannouncement

教学目标

教学活动建议

Warm-up

Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner

●Havestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit,suchas:

Whatisthispictureof?

Elicitasmuchinformationaspossiblefromstudents.

●Askstudentsaboutcomputersecurity,suchas:

Howmanypasswordsdoyouhave?

Doyouchangeyourpasswordsregularly?

Putstudentsintopairsorsmallgroupsandhavethempracticeaskingandansweringthediscussionquestions.

●Oncetheyhaveansweredallthequestions,goaroundtheclassaskingindividualstudentstoanswer.Foranextension,youcanhavestudentscomeupwithtwoextraquestionsonthetopicofidentitytheft.

VocabularyFocus

A

Toimprovestudents’listeningandcomprehensionskills

●Tellstudentstheywillhearaconversationinwhichtwopeopletalkaboutidentitytheft.Playtheaudiotothemonce.

●Askstudentstoreadthroughtheconversation.Playtheaudioagainandhavestudentsfillintheblanks.Pauseitifnecessary.

●Oncetheyhavefinished,havethemswitchbooksandgothrougheachanswer.

B

Toimprovestudents’speakingandcomprehensionskills

●Readtherubricandelicitthemeaningofthephrase“disputeletter”.（It’saletteryousendtoyourbankorcreditagencytoreportanysuspiciousactivityinyouraccount.）

●Circulateasstudentscompletetheletter,offeringsupportwherenecessary.

●Allowstudentstochecktheiranswerswithapartnerbeforereadingthecompletedletteraroundtheclass.

Reading

A,BandC

Toimprovestudents’readingcomprehension

ExerciseA

●Focusstudents’attentiononthetitleofthearticle.Askthemtotellyouwhatkindofcybercrimestheyknowabout.

●Givestudentsfiveminutestoreadthearticleanddecidewhetherthestatementsaretrueorfalse.Focusstudents’attentiononWORDSANDEXPRESSIONSatthebottomofthepage.Allowstudentstochecktheirideaswithapartnerbeforeconductingclassfeedback.

ExerciseB

●Askstudentstotellyouiftheyknowanywaysinwhichtheycanavoidbecomingavictimofcybercrimes.Generateasmanyideasaspossibleandwritenewlanguageontheboard.

●Focusstudents’attentionontherubricandthetask.Allowstudentstochecktheanswersofanyunfamiliarwordsbeforetheygetstartedonthematchingactivity.

●Collectanswersaroundtheclass.Askstudents:

Whichofthesestrategiesdoyouuse?

Doyouthinktheyarehelpful?

Why（not）?

ExerciseC

●Readtherubricandexamplealoud.Askstudents:

Hasthiseverhappenedtoyou?

Hasithappenedtoyourfriends?

●Organizestudentsintopairstodiscussthequestions.Encouragestudentstosharetheirstorieswiththeirpartnersandprovideasmanydetailsastheycan.

●Circulateasstudentsdothis,takingnoteswhichcanbeusedinthefeedback.Offersupportwherenecessary.

●Bringtheclasstogetheragain.Nominateastudentfromeachpairtoreportbackonthediscussion.

D,EandF

Toreviewtheusefulwordsandexpressions

ExerciseD

●Directstudentstotheexpressionsintheboxes.Nominateacoupleofstudentstoreadthemoutandelicittheirmeaningsbyaskingconceptquestions,suchas:

IfIgetverbalabusefromsomeone,doesitmeanthatsomeonecomplimentsme?

Doesitmeanthatsomeoneinsultsme?

IfIamawareofsomething,doIknowaboutit?

IfIclickonalink,whatwillhappen?

●Getstudentstocompletethesentenceswithappropriateexpressions.

●Checkanswersaroundtheclass.Focusonthecorrectpronunciationofthetargetlanguage.

ExerciseE

●Focusstudents’attentionontherubricandtheexercise.Dothefirstonetogetherasanexample.

●Circulateasstudentscompletetherestoftheexercise,offeringsupportwherenecessary.

●Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.

ExerciseF

●Readtherubric.Organizestudentsintopairs.Challengethemtoseewhocanbethefirsttoputthelettersinthecorrectorder.

●Checkanswersorally.

●Iftimepermits,studentsshouldfindwordsintheunit,andusethemtomakeanagramsfortheirpartnerstosolve.

BeyondtheText

Toimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthestory

ExerciseA

●Readtherubricaloud.Explaintostudentsthattheywillbeaskedtogiveadvicetopeoplewhoarevictimsofvariouscybercrimes.

●Givestudentstwominutestoreadtheshorttexts.Allowthemtocheckthemeaningofanywordsorexpressionswhichtheydon’tunderstand.

●Organizestudentsintopairstodiscusswhatadvicetheywouldgiveineachcaseandgetthemtowritetheiranswersintherelevantboxes.Circulate,providinglanguagesupportwherenecessary.

●Askeachpairtoworkwithanotherpairtocompareideas.

●Bringtheclasstogether.Nominatestudentstosharetheirideaswiththerestoftheclass.

ExerciseB

●Focusstudents’attentionontherubricandaskthemtodiscussthequestionwithapartner.

●Monitor,takingnotesofanyinterestingpointsyouhearbeingdiscussed.Thesecanberevisitedinthewholeclassfeedbacksession.

●Bringtheclasstogetherforfeedback.Nominatestudentstoreportbackontheirdiscussion.Generateasmanyideasaspossibleandwritenewlanguageontheboard.

GrammarFocus

Toteachstudentshowtousecomparativepatterns

ExerciseA

●Inthissectionyouwillteachstudentsaboutthreedifferentcomparativepatterns.Startwiththe“（not）as…as”pattern.Writeanexampleontheblackboard,emphasizingthestructureused.

●Addthemodifiers“almost”,“nearly”,“just”and“quite”,andshowhowtheychangethemeaning.Usetheexamplesgiveninthestudentbookoraskstudentstocompareobjectsfoundintheclassroom.Whendoingcomparatives,preparesomepicturesbeforetheclass.Youcantakethingssuchascars（forexampleaMinilooperandaFerrari）andhavestudentsmakecomparativesentencesaboutthem.

●Writethesecondpatternontheboard.Thisoneisformedusing“no/notany+comparativeadjective”.

●Introducethedoublecomparative.Tellstudentsthattheuseofthisisalittledifferentasweuseittoshowanincreaseordecreaseinsomething.Toteachthis,youcanhavestudentsmatchsentences.Forexample,youcanwritetendoublecomparativesentencesandthencuttheminhalf.Thenhavestudentsmatchthehalvestocompletethesentencescorrectly.

●Havestudentscompletetheexercisesandthenswitchbookstocorrecttheirmistakes.

ExerciseB

●Focusstudents’attentiononthephotographandaskthemtodescribewhattheysee.Askthem:

Aretheolderpeopleyouknowcomfortablewithusingtechnology?

Whatdifficultiesmighttheyhave?

●Getstudentstoquicklyreadtheconversation.Askthemtotellyouwhatitisabout.

●Getstudentstocompletetheconversationwiththeexpressionsfromtheboxes.

●Askstudentstopracticetheconversationinpairs.Thenbringtheclasstogether.Nominateonepairofstudentstoreadtheconversation,whiletherestoftheclasslistenandchecktheiranswers.

ChatNow

Toimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversation

ExercisesA&B

●Explaintostudentsthattheywillhearaconversationinwhichtwopeoplediscusscybercrimes.

●HavestudentstolistentotheconversationcarefullyandwritedownwhattheyhearintheblankspacesinExerciseA.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Checktheanswerswhentheyarefinished.

●ForExerciseB,havestudentspracticetalkingaboutcybercrimeswithpartnersusingthevocabularytheyhavelearnedinthisunit.

●HavestudentsreadthroughLANGUAGENOTEwhichteachestheprefixcyber-.

ExercisesC

●ReadtherubricaloudandhavetheclassreadthroughtheexpressionsinUsefullanguage,focusingonthecorrectpronunciation,sentencestressandintonation.

●Organizestudentsintopairs,focustheirattentionontheEXAMPLEandgetthemtoworkontheirrole-plays.

●Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhear.

●Nominateacoupleofconfidentpairstoperformtheirrole-playtotherestoftheclass.

●Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandsharinganyexamplesofgoodlanguageandcommunicativeskills.

Writing

Toimprovestudents’writingskillsandlearntowriteaninvitationletter

ExercisesA

●Explaintostudentsthattheyaregoingtolearnhowtowriteanannouncement.Elicittheplaceswheretheymightseeannouncementsonadailybasis.

●Focusstudents’attentionontheannouncement.Askthem:

Whoismakingthisannouncement?

●Givestudentsthreeminutestoreadtheannouncementandcompletethetask.

●Checkanswersaroundtheclass.

ExercisesB

●Elicitwhatkindoflanguageisusedintheannouncement.（formal）Askstudents:

Whydoyouthinkthatformallanguageisusuallyusedinannouncementslikethis?

●Getstudentstocompletethematchingtask.

●Collectanswersaroundtheclass.

ExercisesC

●Askstudentstocompletethesentences.

●Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.

ExercisesD

●Readtherubricaloudandfocusstudents’attentiononthetask.

●Organizestudentsintogroupstobrainstormideasforabigeventwhichcouldhappenattheircollege.Givethemtimetodiscus