If you have more time, you could ask students to create their own posters and adverts using those in the book as an example.
Guided Writing
Advertisinga charity event. Students look at common features of invitations.
Reading for doing
Ssread an advertrelated to charities and good causes around the world.
This section should take less time than section A as the texts are less complicated. They focus on developing students’ everyday reading skills as they are reading and responding to advertising.
The story of a volunteer
课时安 排
8
教
学
内
容
Readingfor learning
My Life’s Work
Reading for Doing
Life-changing Experiences
Guided Writing
APoster
Audio/Video Lab
教学环节主要特色
Students might need more support withTasks 5 and6. You could set these as group work or for homework to allow students time to formulate ideas.
Wrap-up
Beyond the textencourages Ss to react to a short text and image on an issue related to water related issues. They look at problems related to water around the world. If you have time you could bring in additional information or videos from WaterAid’s website or a similar charity.
Make a plan for yourfuture.
Organize charity events in class.
课后总结与反思
Vocabulary andGrammar
Tasks one and two work on the meaning and form of thematic words from the text. Task three revises students understanding of large numbers. the grammar section looks at various comparative structures.
Beyond theText
Students look at how even good causes and charity work can have a potentially negative impact on other areas.
The first task shows students how to create a text plan – essentially these are a scaffolded notes of the overview of a text. Tasks 2 and 4 practice detailed understanding andTask 3 practisesscanning for specific numbers.
教 案
课程名称捷进英语综合教程2
课 时
班 级
专 业
教 师
系 部
教 研 室
教 材《捷进英语综合教程2教师用书》
TeachingPlan
教学
单元
Unit3Making a Difference
单元
主题
ASL and the Ice Bucket Challenge
Volunteer projects around the world
Task3should be setasasmall group discussion task.
课后学习设计
作业
Finish all thetaksin Unit3.
Read thetwo texts in this unit again and try to summarise their contents.
Thissectionprovides a quick review of the vocabulary, grammar,writing and theme of the unit.
Tasks could be set for individual work or done in pairs.
Task1should be set as pair work. Task2 andTask4could be set as homework or as a competitive game.
The last vocabulary task can easily be extended if need be with other numbers or ways to talk about change and growth.
TheGrammar Focuspart looks atcomparatives – the…the, … and …, as…as. Often many students will have only covered comparative adjectives and adverbs by this stage so you might want to spend more time on explaining the rules before going ontoTasks 2 and 3.
The first two vocabulary tasks draw on topics vocabulary from the text and work on word formation. Thematically these all link into the Beyond the Text section.
Before the lesson you could bring in examples of posters of events from noticeboards around your campus.
When doingTask 4 you could bring in suggestions related to events recently inthe news.
教学活动安排建议
Warm-up
（身）
This sectionintroducesthe theme of charities and fundraising events.
Depending on the time you have available, you could find out which charities students support and how. Also what fund raising events they have taken part in and why.
Reading
（阅读）
Reading for learning
This section starts with creating a text plan. It then encourages Ss to take notes of the main ideas for each section,which should help to identify where other answers can be found in tasks 2 and 4.
Audio/VideoLab
Students listen to someone talking about their education, career and life choices.
They practice listening for reasons and explanations.
For each part of the video you might want to play it twice.