《新时代职业英语 篇 英语 2》教案 Unit-4-Career paths

教案课程名称新时代职业英语通用英语2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2》

教学计划教学单元Unit4Careerpaths单元主题Workchoices课时安排6教学内容VocabularyFocusChoosingcareersReadingDreambigChattingI’mconsideringacareerchange.WritingArecommendationletterGrammarPhrasalverbsThePrideofChinaZhongNanshan教学目标教学活动建议WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudents:Whatwouldyouridealjobbe?Collectanswersaroundtheclass.Explainthatthisunitwillgivestudentspracticeintalkingaboutjobsandcareerpaths.Readaloudtheexpressionsmarkeda,b,candd.Checkthatstudentsunderstandthemeaningsofwordsresumeandinternshipbyaskingquestions,suchas:WhendoIneedtopreparearesume?(whenapplyingforajob)Whendopeopleusuallydointernship?(usuallybeforegraduating)Focusstudents’attentiononthecareerstages.Thengivestudentsseveralminutestocompletethestatements.Allowstudentstocheckanswerswithapartnerbeforeconductingclassfeedback.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtoworkHavestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whatisthewordfortheexaminationwetakeattheendofourtimeatuniversity?(final)Whichwordisusedtodescribesomethingthatmakesyoufeelhappyandsatisfiedbecauseyoufeelyouaredoingsomethingusefulorimportant?(rewarding)Whatdowecallsomeonewhoisbeingconsideredforajob?(candidate)Whatisthewordforobtainingadegreefromauniversity?(graduate)Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationinwhichtwopeoplediscussjobhunting.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthepictureandelicitthesituation(ajobinterview).Askstudentstosuggestacoupleoftypicalinterviewquestions.Getstudentstocompletethetask.StressthatthewordsortheexpressiontheyneedarecontainedinExerciseA.Organizestudentsintopairstocheckanswersandtopracticethejobinterviewquestionsandanswers.Nominatethreestudentstoperformthejobinterviewtotherestoftheclass.ReadingA,BandCToimprovestudents’readingcomprehensionExerciseAFocusstudents’attentiononthephotographsandaskthemtotellyouwhatjobsthesepeopledo.Givestudentsseveralminutestoreadthetext.EncouragethemtorefertoWORDS&EXPRESSIONS.Thengetstudentstoanswerthequestions.Checkanswersaroundtheclass.ExerciseBGetstudentstodecidewhetherthestatementsaretrueorfalse,referringtothetexttochecktheiranswers.Collectanswersaroundtheclass.Askstudentstocorrectthefalsestatements.ExerciseCReadtherubricaloud.Organizestudentsintopairsandgetthemtodiscussthequestion.Encouragethemtogivereasonsfortheiranswers.Circulateasstudentssharetheirideas,promptingthemwherenecessary.Bringtheclasstogetheragainandaskstudentstoreportbackontheirdiscussions.Askfollow-upquestions,suchas:Whywouldyouprefertodothisjob?Wouldtherebeanydownsidesindoingthisjob?Andwhatwouldtheybe?D,EandFToreviewtheusefulwordsandexpressionsExerciseDReadthewordsintheleftcolumnaloud,modelingthecorrectpronunciation.Elicitwherethewordstressshouldgoineachword,markingontheblackboardifnecessary.Askstudentstocompletethematchingexercise.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseEReadtherubricaloudanddothefirstsentencetogetherasanexample.Stressthatstudentsneedtochoosethecorrectformofthewordorexpressionforeverysentence.Circulateasstudentscompletethetask,offeringsupportwherenecessary.Collectanswersaroundtheclass.Askstudentsquestionsusingthewordsorexpressions,suchas:Doyouknowsomeonewhoisinspirational?Howdoyourelaxwhenyoufeelstressedout?ExerciseFReadtherubricaloud.Organizestudentsintopairsandchallengethemtoseewhocanbethefirsttosolvethepuzzle.Fastfinisherscancreatepuzzlesforanotherpairtocompleteorwriteexamplesentencesusingthewords.BeyondtheTextToimprovestudents’criticallythinkingabilityExerciseAReadtherubricaloudtostudents.GetstudentstoreadBradMercer’stextandaskthemtosayhowlikelytheythinkitisthatBradmightfeelthatway.Askstudents:WhydoyouthinkBraddoesn’tfeelsohappy?OrganizestudentsintopairsandgetthemtoshareideasaboutJenniferandWillandGeorgeWiner.Askthemtowritetheiranswersintheboxesprovided.Nominateafewstudentstoreadtheiranswersaloud.Generateasmuchdiscussionaspossibleandwriteanynewlanguageontheblackboard.ExerciseBReadtherubricaloudandgivestudentsseveralminutestoreadthequotesandsayings.Givethemtheopportunitytoaskquestionsaboutanythingtheydon’tunderstand.Organizestudentsintopairsandgetthemtodecidewhetherornottheyagree.Tellthemthattheyneedtogiveareasonfortheiranswertoeachquoteandsaying.Circulateasstudentscompletethetask,offeringsupportwherenecessary.Bringtheclassbacktogether.Nominateafewstudentstosharetheirideas.Openthisupintoaclassdiscussion,writingdownanynewlanguageontheblackboard.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BForExerciseA,explaintostudentsthattheywillhearaconversationinwhichtwopeoplediscussjobhunting.Introducethekeywordsforthisconversation.Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingaboutjobhuntingusingthequestionsinExerciseB.AskstudentstoreadthroughLANGUAGENOTE,whichteachesthephrase“Everydoghasitsday.”Askstudents:Haveyoueverbeentoajobhuntingfairbefore?ExerciseCAskafewstudentstotellyouwhatthemostimportantfactoriswhentheyarelookingforajob.Thengetthemtotellyoutheleastimportantfactor.Focusstudents’attentiononUsefullanguage.Readitaloud,modelingthecorrectpronunciationandaskingstudentstorepeat.NominateapairofstudentstoreadEXAMPLEaloud.Organizestudentsintopairstohavetheirconversations.Circulate,offeringsupportwherenecessary.Bringtheclassbacktogether.Nominateapairofstudentstoperformtheirrole-playtotherestoftheclass,whoshouldlistenandgivefeedback.WritingToimprovestudents’writingskillsandlearntowritearecommendationletterExerciseAElicitwhatarecommendationletteris.Getstudentstoskimtheletterandtoanswerthequestion.Checkstudents’answersorally.ExerciseBAskstudentstoreadtheletteragainandtocompletethetask.Getstudentstochecktheiranswerswithapartner.Allowstudentstoaskquestionsaboutanyneworunfamiliarlanguage.ExerciseCAskstudentstomatchthesentencehalves.EncouragethemtorefertotheletterinExerciseAiftheyneedto.Checktheanswersaroundtheclassbynominatingacoupleofstudentstoreadthesentences.ExerciseDOrganizestudentsintopairs.Readtherubricaloudandaskstudentstocompletethetasktogether.Collectfeedbackaroundtheclass.Elicitthemeaningsofadjectivesinthesentences.Asanextensionactivity,askstudentstogivefurtherexamplesofpositiveandnegativesentencesinrecommendationletters.ExerciseEReadtherubricaloudtostudents.Focusstudents’attentionontheexpressions.Readthroughitasaclass,goingoveranythingwhichmaybeunfamiliar.Getstudentstothinkofafriendtheymightwritealetterofrecommendationfor.Askthemtonotedownsomeoftheirchosenfriend’sskillsandqualities.Getstudentstowritetheirletters.Monitor,offeringsupportwherenecessary.Whenstudentshavefinished,theyshouldswaptheirletterswithapartnerinordertogiveandreceivefeedback.Nominateacoupleofstudentstoreadtheirletterstotherestoftheclass.GrammarFocusToteachstudentshowtousephrasalverbsExerciseAExplainthatphrasalverbsareverbsthatusuallyconsistofaverbandanadverb.DividetheblackboardintotwohalvesandwriteTransitiveontheleftandIntransitiveontheright.Tellstudentsthatverbsthattakeobjectarecalledtransitiveverbs.Writeexamplesofeachkindofphrasalverbsontheblackboard.Inordertoreview,youcanplayagamewheretwostudentscometothefrontoftheclass.Yousayaverbandstudentsmustwriteanappropriatephrasalverbusingthatverb.Foranextrapoint,havestudenttellyouifthatphrasalverbistransitiveorintransitive.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBFocusstudents’attentiononthepictureandelicitthesituation(jobinterview).Askstudentstocompletetheconversationwiththephrasalverbsfromtheboxes.Getstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoperformtheconversationtotherestoftheclass.课后学习设计作业FinishalltheexercisesinUnit4.Readthetextinthisunitagainandtrytosummariseitscontent.Writearecommendationletter.课后总结与反思补充教学资源VocabularyFocus参考译文爱德华：你好，诺拉。很高兴见到你！对了，你的期末考试怎么样了？诺拉: 你好，爱德华。我的期末考试很顺利，谢谢。现在我已经准备好毕业了！爱德华：恭喜你！诺拉: 谢谢你。现在我需要决定以后要做什么。爱德华： 你会成为一名护士，对吗？诺拉:是的，但选择工作单位是一个难点。我无法决定是申请去社区医院工作还是去私人诊所工作。爱德华：去私人诊所的话工作环境会好很多。工资也会更高，尤其是加班的时候。诺拉:是的，你说得没错。在某些方面看来，去私人诊所显然是更好的选择。但我也许应该申请去社区医院工作。爱德华：为什么？诺拉:因为在社区医院里，我有机会为基层人民服务。我认为这非常有意义，我也会得到更多的锻炼。爱德华：没错！一切取决于你。权衡一下二者的利弊，然后决定什么是最好的选择。Reading参考译文远大抱负如果你不知道该选择哪种职业，不妨读一读从这些追寻梦想的故事，从中寻找灵感。布拉德·默瑟美国人，25岁，销售经理我在公司工作已经两年多了。上个月，我所在部门的销售额增长了8%，明年我想把这个数字再提高2%。我很有雄心壮志——我真的很享受迎接挑战，达到目标，并努力做到最好的过程。几年后，我希望能成为一名区域经理。珍妮弗·肖和威尔·肖加拿大人35岁和37岁，旅行作家和摄影师毕业后，我和丈夫都在多伦多找到了好工作。我们赚了很多钱，但我们厌倦了每天朝九晚五的工作。我们觉得很累，压力很大。所以我们辞掉了工作，卖掉了我们的大房子，决定去环游世界!在旅行期间，我们把旅行日记和照片寄给了一家出版社。当他们同意出版我们的作品时，我们非常惊诧!现在我们过上了自己真正想要的生活。王建忠中国人，58岁，古董修理师这份工作不是每个人都适合。一个古董钟由数千个部件组成，可能需要几个月的时间才能修完。你需要非常有耐心，并且必须非常专注。我每天都要花上几个小时独自坐在我的工作台前，在一片寂静中工作。但我不会改变我的工作，它对我来说是完美的。每当我完成一项维修工作时，我感到非常满足。语言解析I’mveryambitious—Ireallyenjoythechallengeofmeetingtargetsandtryingtobethebest.我非常具有雄心——完成目标并且努力做到最好，我很享受这个挑战的过程。ambitious:adj.determinedtobesuccessful,rich,powerfuletc有抱负的，有雄心的e.g.Alfredwasintenselyambitious,obsessedwiththeideaofbecomingrich.艾尔弗雷德雄心勃勃，一心想着发财。Duringourtrip,wesentourtraveljournalsandphotographstoapublisher…在旅行中，我们把旅行日志和照片发给了一家出版商……publisher:n.apersonorcompanywhosebusinessistoarrangethewriting