Before completingTask 2 you could elicit the punctuation rules studentshavealready known.
With weaker students you might want work through an example inTask 3.
TheGrammarFocuspartlooks atpast simple andpastcontinuous. Many of theverbs were presented in the reading so they should be understood by students.With stronger students you could add a freer practice task to challenge them.
Reading for doing
Studentsreadposters describing activities and clubs around campus.
Studenis section should take less time thanthe text inReadingfor learningas the textisshorter.However, there is some challenging vocabulary in some of the posters. They focus on developingstudents’everyday reading skillsand it leads into a mini productive writing task.
Beyond theTextencouragesstudentstothink about their own emotions and reactions to certain situations. You might want to revise some of the adjectives before doing this task.
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.
(1)listening fordays / dates / time and locations
(2)planning an event
(3)writing an advert
Task 1 and Task 2 encourage students tothink about their first week at college.
The grammar practises using the past simple and past continuous to describe an event in college
Beyond theText
Studentsthink about and discuss their own reactions.
8
教
学
内
容
Readingfor learning
A Shaky Start
Reading for Doing
College Clubs
Guided Writing
Punctuation and Capital Letters
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
Audio/VideoLab
Students watch the video of two students in their first week at college.
Studentslisten to an audio with students talking about events in the first week at college:
Write a poster for their club in pairs.
课后总结与反思
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》
TeachingPlan
教学
单元
Unit 1 Opening Doors
单元
主题
Starting college
Clubs and societies
College orientation
课时安 排
Task 3 and Task 4areaimed at getting students to think about the challenges of listening. This can be extended to discuss strategies if you have time.
Itthen encourages studentstomake connections between the feelings and their understanding of the text.
Vocabulary andGrammar
Studentslook at a selection of words and phrases from the text.Many of which build on the work of feelings.
The first task of identifying theauthors’ feelings may be challenging depending on the students vocabulary as it relies largely on understanding individual words.
If you havelimited time thenTask 4 could easily be set as a projectcompleted afterclass.
Guided Writing
Punctuation
Capital letters
The first task is essentially a comprehension task of the model. Before doing this task you could ask students to think of different online profiles they have and what type of things they write on them.
If you have more time available,you couldask some students to briefly present their reasons to the class.
Reading
（阅读）
Reading for learning
This section starts withidentifying the author’s feelings in atext.
Students might need more support withTask 5and Task 6. With weaker classes, provide some phrases or sentences on the board to help them.
Wrap-up
Thissectionprovides a quick review of the vocabulary, grammar,writing and theme of the unit.
ForTask 4,itcould be set as small group discussion or down as a reflective writing task.
课后学习设计
作业
Finish all the exercises in Unit1.
Read thetwo texts in this unit again and try to summarise their contents.
InReading and Understanding,Task 1 and Task 2vocabularytasks draw on new language and expressions from the textin a controlled manner.InTask 3 you could show the pictures on the board and work through the example first.
（热身）
This sectionintroducesreasons why people go to college and what they hope to gain from the experience.
Depending on the time you have available,you coulddo this as a quick individual or pair work task.