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
Unit5Dinner Table of the World
单元
主题
Feeding the world
Foods with meaning
Complaining in restaurants
The first vocabulary task draws on topic vocabulary from the text.
The last two vocabulary tasks can easily be extended if need be with work on change and cause/effect. This is particularly useful if you have students doing tasks such as describing graphs.
Reading
（阅读）
Readingfor learning
This section starts with identifying cause and effect relationships. It also encourages Ss to identify time references and to scan for numbers.课时安排8教学内容
Readingfor learning
Feeding the World
Readingfor Doing
Foods with Meaning
Guided Writing
An Apology Letter
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
（热身）
This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.
If you have more time, you could develop the discussion and work on food traditions in China.
Role-play a conversation between waiter/waitress and customer.
课后总结与反思
Guided Writing
Students write an apology letter.
Before the lesson you could find examples of apology letters on the internet to show students.
When doingTask6you might need to provide a model for more support.
Vocabulary andGrammar
Task1workson the meaning of thematic words from the text. Tasks2and3look at wordsdescribing change and cause/effect. The grammar section looks atcan, could and be able to.
Beyond theText
Students look at howchanges in food supply in China.
The first task encourages students to form an understanding of cause and effect relationships. When doingTask 2 set a quick time limit to encourage students to scan. Task 3 can be referred back to when dealing with the grammar section later. Tasks 4tests the detailed understanding of the text. Task5is a translation task. You can provide reference after students have finished.
Tasks 4 and 7 provide good opportunities for drilling students on common language.
Wrap-up
Thissectionprovides a quick review of the vocabulary, grammar, writing and theme of the unit.
Audio/VideoLab
Students listen to various situations in which people are complaining.
They practice listening for phrases and vocabulary from context.
For each part of the video you might want to play it twice.
The GrammarFocuspart looks at can, could and be able to. There is lots of potential for personalisation with this grammar point. For example, students can write their own sentences to describe their abilities in their past and present.
Beyond the textThis section should be handled sensitively in case students have any personal issues with food.
Readingfor doing
Ss read an article describing food traditions around the world.
This sectionintroduces the food around the world and issues related to food.
Depending on the time you have available, you couldask students to design a table showing a typical Chinese table of food for a week.
Tasks could be set for individual work or done in pairs.
ForTask1, Task 2 and Task 3on the language work,you might want to set them up as a team game or class quiz.
ForTask 4,itcould be set as small group discussion task.
课后学习设计
作业
Finish all thetasksin Unit5.
Read thetwo texts in this unit again and try to summarise their contents.