《新时代职业英语 英语2》 教案 Unit-5-Socialmediaandcareersuccess、Unit-6-Settingsmartgoals

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Unit5Socialmediaandcareersuccess单元主题Howtousesocialmediahelpyoufindjob?课时安排6教学内容VocabularyFocusExploringcareersReadingSocialmedia:willithelporhinderyourjobsearch?ChattingYoucanfindworkonsocialmedia.WritingAposterGrammarFocusSimplepastperfectandpastperfectcontinuousThePrideofChinaQianXuesen

教学目标教学活动建议WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerHavestudentslookatthepicturesandaskthemtotellyouasmuchastheycanaboutthepictures,suchas:Whatarethesepicturesof?Whoarethesepeople?Whataretheydoing?Elicitasmuchinformationaspossiblefromstudents.Readtherubricandthenmoveontothediscussionquestion.Putstudentsintopairsorsmallgroupsandhavethempracticeaskingandansweringthequestion.Oncetheyhaveansweredthequestion,goaroundtheclassaskingindividualstudentstoanswer.Foranextension,youcanhavestudentscomeupwithtwoextraquestionsonthetopicofjobs.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtoaskingaboutsomeone’sjobHavethestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestionssuchas“What’sanotherwaytosayhard/difficult?”(tough),“What’sawordthatmeansone’ssocialposition?”(status)and“Howcanyoudescribeapersonwhoisgiftedinaspecificfield?”(talent).Oncestudentsseemcomfortablewiththenewwords,havethemcompletetheexercisesandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctiftheymakeanyerrors.Ifyouwanttogivethissectionashomework,youcanhavestudentsreviewthewordsathomeandtellthemthatnextweekyouwillgiveaspellingtestofthisweek’svocabulary.Ifyoudothis,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskillsTellthestudentstheywillhearaconversationbetweentwofriendswhohaven’tmeteachotherforalongtime.Playtheconversationtothemonce.Nowreadthroughthequestions.Ifstudentsarehavingtrouble,playtheconversationagain.Thistime,pauseitwheneverinformationrelatedtothequestionsisheard.Then,havethestudentswritetheanswerstothecomprehensionquestions.Oncetheyarefinished,havethemswitchbooksandgothrougheachanswer,askingonadifferentstudenteachtime.DToimprovestudents’speakingandcomprehensionskillsGivestudentsseveralminutestofillintheblanks.Checkanswersaroundtheclass.Askquestionstoimprovestudents’participationinclass,suchas:Whatisyourpriorityinchoosingajob?Whatwillyoulookforajobposition?ReadingAandBToimprovestudents’readingcomprehensionExerciseAFocusstudents’attentiononthetitle,andaskthemtotellyouwhatrolestheythinksocialmediaplaysinpeople’sjob-hunting.Givestudentsseveralminutestoreadthetext.EncouragethemtorefertoWORDS&EXPRESSIONS.AskstudentstoanswerthequestionsinExerciseA.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.Checkanswersaroundtheclass.ExerciseBGetstudentstolookatthestatistics.Theyshouldthenreadthetextagain,andfinishthesentencesrelatingtothegivenstatistics.Collectanswersaroundtheclass.C,DandEToreviewtheusefulwordsandexpressionsExerciseCReadtherubricaloud.Completethefirstsentencetogetherasanexample.Askstudentstocompletetherestoftaskindividually.Checkanswersaroundtheclass.ExerciseDReadwordsandexpressionsintheboxesaloud.Askstudentstocompletethesentences.Allowthemtochecktheiranswerswithapartnerbeforecheckinganswersaroundtheclass.Checktheanswersandstudents’comprehensionbyaskingquestions,suchas:Whatisthewordtodescribeapersonwhocriticizesothersinaveryunpleasantmanner?Canyouthinkofanywordsorexpressionsthathasthesamemeaningwith“catchtheeyeof”?Canyougivesomeadviceonhowtoletoffsteam?ExerciseEChallengestudentstoseewhocanbethefirsttomatchthewordstothedefinitions.Fastfinishersshouldwritesentencescontainingthewordsintheleftcolumn.Theyshouldthenblankoutthewordsandreadthesentencesaloudtoanotherfastfinisher,whoshouldlistenandprovidethemissingwordsBeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthestoryExerciseAReadtherubricaloudtostudents.Getstudentstolookatthefourdescriptionsandpicturesofsocialmediapersonalitytypes.Givestudentsopportunitiestoaskquestionsaboutanywordsorsentenceswhosemeaningstheyareunsureof.Drawatableontheblackboardandaskstudentstofindoutthetraitsofeachpersonalitytypes.Organizestudentsintogroupstosharetheirideas,andthenbringtheclasstogetherforfeedback.Nominateafewstudentstoreportontheirdiscussions.Conductaclassvotetoseewhichtypeofpersonisthemostpopular/leastpopular,andwhichtypeisthemostcommon.ExerciseBReadtherubricaloudtostudents.Askthem:Areyouanactivesocialmediauser?Howoftendoyoupostthingsonsocialmedia?Doyoulikecommentonothers’posts?Nominatestudentstoreadtheexample.Allowthemtoaskquestionsifthereareanythingthattheydon’tunderstand.Organizestudentsintopairstosharetheiropinionsoneachtypeofsocialmediapersonalityandletthemtalkaboutwhattypeofpersonalitytheyareof.Monitorasstudentscompletethetask,offeringsupportifnecessary.Notedownanyproblemsthatstudentshaveandgoodexpressionsthatyouhear.Nominateafewpairstosharetheiropinionstotherestoftheclass.Conductclassfeedback.Discussanythingyoupickedupduringyourmonitoringofthepracticingprocess.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichtwopeoplediscusssocialmediaandjobhunting.Introducethekeyvocabularywordsforthisconversation.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetalkingaboutsocialmediausingthequestionsinthebook.Now,gothroughtheWORDS&EXPRESSIONSsection,explainthemeaningofeachwordandletstudentsreadaloud.ExerciseCReadtherubricaloudanddirectstudents’attentiontotheprompts.Asaclass,readthroughtheexpressionsinUSEFULLANGUAGE,focusingonthecorrectpronunciation,sentencestressandintonation.Organizestudentsintopairsandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhear(oranyissuesstudentsneedhelpwith).Nominateacoupleofconfidentpairstoperformtheirrole-playtotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandsharinganyexamplesofgoodlanguageandcommunicativeskills.WritingToimprovestudents’writingskillsandlearntowriteaposterExerciseAExplaintostudentsthattheyaregoingtolearnhowtomakeaposter.Elicitwhataposterisandtheplaceswheretheymightseerecruitingposters.Givestudentsseveralminutestocompletethetask.Checkstudents’answersaroundtheclass.ExerciseBReadtherubricaloud.Getstudentsseveralminutestoreadandtocompletethematchingtask.Checkanswersaroundtheclass.Askquestionstohelpstudentsbetterunderstandtherequirementsofwritingaposter:Whathaveyoufoundonthisposter?Whatkindofinformationisgivenhere?Doesthisposterlookattractivetoyouandwhy?ExerciseCElicitwhatkindoflanguageisusedinaposter(short,concise).Askstudents:Whydoyouthinkthatconciselanguage,especiallyintheformofshortphrases,isusuallyusedinposterslikethis?Askstudentstomatchthesentencehalves.Advisethemtorefertotheexampleposteriftheyneedto.Checkanswersorally.ExerciseDReadtherubricaloudandfocusstudent’attentiononthetask.Explainthesentencesthatwouldbetypicallyfoundonrecruitingposters.Organizestudentsintogroupstobrainstormforarecruitingeventthatcouldhappenattheircollege.Givethemenoughtimetodiscusswitheachotherandgetthemtocomeupwiththeirownrecruitingposters.Monitorstudentsandoffersupportifnecessary.Whenstudentshavefinished,askacoupleofgroupstosharetheirposterswiththerestoftheclass.Givecommentsandnotedownthegoodexpressionsthey’veused.GrammarFocusToteachstudentshowtousesimplepastperfectandpastperfectcontinuousDividetheboardinhalfandwritesimplepastperfectontheleftandpastperfectcontinuousontheright.Startingontheleftsideoftheboard,explainthatweusethesimplepastperfecttenseforactionsthatarefinished,focusingonresultsorpermanence.Giveanexampleforeach,emphasizingthestructureused(subject+had+p.p.verb).Askstudentstocomeupwiththeirownexamplesentencesandwritethemontheboard.Explainthatweusethepastperfectcontinuoustenseforactionsthatareunfinished,focusingondurationortemporaries.Writeanexampleforeachontherightsideoftheboardandhavestudentscomeupwiththeirownexamples.Makesuretoemphasizethestructureofthecontinuousform(Subject+hadbeen+v-ing).DoExerciseAtogethertomakesurethatstudentsunderstandthegrammarpoints.HavestudentscompleteExerciseBandthenswitchbookstocorrecttheirmistakes.Explaindifficultsentencesifthereareany.课后学习设计作业FinishalltheexercisesinUnit5.Readthetextinthisunitagainandtrytosummariseitscontent.Writeaposter.课后总结与反思补充教学资源VocabularyFocus参考译文萨拉： 嗨，帕特里克。好久没见到你了！你在非洲的一年过得怎么样？帕特里克： 嗨，萨拉。过得非常好，谢谢你。我喜欢那里。萨拉： 你的工作是和孩子们在一起，是吗？帕特里克： 是的，我加入了“一带一路”项目，在马拉维的一所小学里当老师。教10到12岁的孩子。萨拉： 那边工作辛苦吗？帕特里克： 嗯，有时候很辛苦。我们根本没有多少教学资源，所有的教室都很简陋，而且班级人数很多。萨拉： 不过你一定很喜欢在那里的这一年。帕特里克： 是的，我很喜欢。孩子们都很好。这整个经历让我确定我想要成为一名教师。我知道这个职业很适合我。

Reading参考译文社交媒体：它会帮助还是阻碍你的求职？如今，社交媒体是影响求职的一个关键因素。它让你能更容易地发现工作机会，并与你所选择的领域建立联系。那么，你要如何利用社交媒体来帮助自己，而不是阻碍自己找工作呢？大约37%的雇主利用社交媒体来调查潜在雇员，也就是说，有五分之二的公司会利用你的在线档案来评估你的个人素质，并决定是否雇佣你。这是好消息，也是坏消息。如果你在网上的档案很干净，反映出你有很多的成就和兴趣，那这就是个好消息。但有34%的雇主说，他们在网上看到的信息让他们决定不给那些有潜力的求职者提供这份工作。求职者应该注意不要把什么发布到网上呢？首先，很多招聘者承认，他们不会为那些发布挑逗性或者不合适照片的求职者提供工作。其次，大约有45%的雇主表示，因为网上有证据表明求职者酗酒或滥用药物，所以他们决定不雇佣这位雇员。另外，你是否曾在互联网上向前雇主发泄过你的怒气？尽管发泄情绪是一种诱惑，招聘者还是会以说前任雇主的坏话为理由不给求职者提供工作。招聘者还会注意那些与种族或性别相关的歧视性言论。在任何情况下，请利用社交媒体来吸引潜在雇主的注意。但是,请要确保他们注意到你的理由是对的。语言解析1.Itenablesyoutofindvacanciesandmakeconnectionsmoreeasilyinyourchosenfield.在社交媒体上，人们可以找到空缺岗位，并方便其在选择的工作领域建立联系。enablev.①makepossible使能够；使有机会；允许。常用词组为enabletodosomething使某人能做某事e.g.Thenewtestenablesdoctorstodetectthediseaseearly.新的检测手段使医生们能够及早查出这种疾病。②facilitate使成为可能e.g.ItistheaimoftheeconomicuniontoenablethedevelopmentofmarketforcesinEastGermany.经济联盟的目标是实现东德市场力量的发展。makeconnections建立联系e.g.Wearenotabletomakeconnectionsbetweencurrenteventsandpasteventsuntilwehavesomedistancefromboth.如果我们不置身事外客观地看待过去和现在的话,很难将二者联系起来。2.Twoinfivecompaniesuseyouronlineprofiletoevaluateyourpersonalqualities,andmakedecisionsaboutwhetherornottheyshouldhireyou.五分之二的公司使用你的在线资料来对你的个人素质进行评估，并决定他们是否会雇用你。分数在英语中主要有以下表达。①通常是借助于基数词和序数词来共同表达的。其中基数词表示分子，序数词表示分母。如果分子大于1，分母要用复数形式。e.g.Abouttwothirdsofthestudentsattendthemeeting．大约2／3的学生都参加了会议.②用“基数词＋介词＋基数词”表示。本句中就是采用这种表达方法。借助介词表示分数，介词前的数词是分子，介词后的数词是分母。这种结构中的介词主要有in，outof，of以及to。e.g.Ninety-ninepeopleoutofahundred,iftheywereaskedwhofirstfoundAmerica,wouldanswerColumbus．如果要问是谁首先发现美洲，有百分之九十九的人会回答是哥伦布。makedecisionsabout/todosomething决定……；做出……决定e.g.TheheadmadeadecisiontodisciplineMarshall.领导做出惩戒马歇尔的决定。whetherconj.①indicatingalternativesordoubt是否；是不是e.g.Thecouncilisconsideringwhethertoapproveoftheuseoffirearms.政务委员会正在考虑是否要批准动用武器。e.g.It’sdoubtfulwhethershe’llattendthemeeting. 她未必会参加会议。②inallcircumstances不管……还是e.g.Thishappenswhetherthechildrenareintwo-parentorone-parentfamilies.不管是生活在双亲还是单亲家庭，这种情况都会发生。3.Whatkindofcontentshouldjobseekersbewaryofpostingonline?求职者应该警惕在网上发布什么样的内容？本句是一个特殊疑问句。特殊疑问句是以特殊疑问词开头，对句中某一成分提问的句子。常用的特殊疑问词有what,who,whose,which,when,where,how和why等。Bewaryof谨慎；小心做e.g.Theytaughthertobewaryofstrangers. 他们教育她要提防陌生人。4.Anotherthingwhichrecruiterswatchoutforisdiscriminatorycommentsrelatingtoraceorgender.另外，招聘人员还会关注求职者发布的有关种族或性别歧视的评论。在本句中包含一个which引导的定语从句。Which在该从句中担任watchoutfor的宾语。watchfor:lookoutfor密切注意；关注e.g.Wewillbewatchingforanydevelopments. 我们会关注所有进展。5.Byallmeans,usesocialmediatohelpyoucatchapotentialemployer’seye.无论如何，使用社交媒体能帮助求职者吸引雇主的注意。byallmeans一定；无论如何e.g.Youmustbringhimherebyallmeans. 你们一定要设法把他带到这里来。catchsomebody’seyeorcatchtheeyeofsomebody引起某人的注意e.g.LizzycatchestheeyeofwealthylandownerMr.Darcy. 莉齐引起了富有的地主达西先生的注意。Chatting参考译文露西：嗨，萨姆。你在做什么？萨姆：找工作！这里有好多的机会。露西：是啊，我同意。但你要小心点。萨姆：什么意思？露西：嗯，你的网络足迹有多干净？萨姆：我不清楚。我经常用社交媒体，你知道的！露西：那你都发些什么东西？萨姆：各种各样的内容。晚上出去玩的照片，笑话有时也会评论别人的帖子。露西：有没有让雇主不满意的内容？萨姆：嗯，可能会有。他们不会费心看我所有的帖子吧？露西：他们可能会看！如果我是你，就赶紧查看一下自己的社交媒体账户，删除任何不积极、不专业的内容。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Unit6Settingsmartgoals单元主题Lifegoals课时安排6教学内容VocabularyFocusThinkingoflong-termgoalsReadingSettingSMARTgoalsChattingLet’stalkaboutthefutureplans.WritingAlettertomyfutureselfGrammarConditionalsThePrideofChinaYangLiwei

教学目标教学活动建议WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudentstolookatthepictures.ReadEXAMPLEaloudandelicitwordsandexpressionsweusetotalkaboutthefuture.Givestudentsseveralminutestolookateachpictureandhavestudentsthinkaboutwhattheirplansandhopesare.Organizestudentsintopairstosharetheirideas.Conductclassfeedback.Getstudentstoreportontheirpartner’splans.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtolifegoalsHavestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Makesurestudentsarefamiliarwiththewordgoal,youcanaskthemwhatgoalstheyhave.Forthewordsintern,degree,andthephrasesocialactivity,askstudents:Haveyoueverbeenanintern?Whenwillyougetyourdegree?Whatarethesocialactivitiesyouenjoythemost?Makesurestudentsknowtheadjectivesshort-term,long-termandoutstanding.Trytohavestudentscomeupwithasentenceforeachone.Youcandothiswithsimplequestions,suchas:Whoisthemostoutstandingpersonyouknow?Doyouhaveanyshort-termplanorlong-termplan?Fortheverbparticipate,youcanreviewtensesbyhavingstudentscomeupwithsentencesinanytensetheyhaverecentlystudied.HavestudentscompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanymistakes.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationbetweentwostudents.Afterstudentshavecompletedtheconversation,youcanhavestudentsrole-playtheconversationinpairsandtalkabouttheirshort-termorlong-termgoals.Walkaroundtheclass,monitoringtheconversationsandcorrectinganyerrors.Youcanalsochoosesomegoodrole-playsandhavestudentsactthemoutinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthetableandelicitthethreecategoriesthatthesegoalsaresortedinto:study,careerandrelationship.Readtherubricaloudandgivestudentsacoupleofminutestocompletethetable.Checkanswersaroundtheclass.ReadingA,BandCToimprovestudents’readingcomprehensionExerciseAAskstudentsiftheyhaveeversetalong-termorshort-termgoalbefore.Somestudentsmayhaveagoalatthemoment,too.Askstudents:Whatwas/isyourshort-term/long-termgoal?Youcanalsoaskwhatstepsstudentsaretakingtoachievetheirgoals.Foranextensionactivity,youcanhavethewholeclassstandup,andhaveastudentsitdownafterreadingeachsentence,onebyone.Thiswillensurethateveryoneintheclasspaysattentionandreadsatleastonesentence.Oncestudentshavereadthroughthepresentation,havethemcompletethetrueorfalsestatementsandthengothroughtheanswers.ExerciseBFocusstudents’attentiononthetable.ReadthewordswhichmakeupSMART(specific,measurableetc.)andgetstudentstofindtheirmeaningsinthetext.GothroughtheSMARTwordsandgetstudentstotellyouwhattheymeanwhenitcomestotargetsetting.Readtherubricaloudandaskstudentstocompletethetable.Circulateasstudentsdothis,offeringsupportwhennecessary.Discussanswersasaclass.ExerciseCReadPaul’sandElsa’sgoalsaloud(ornominateastudenttodoso).Allowstudentstoaskquestionsaboutanywordstheydon’tunderstand.Organizestudentsintopairstoshareandtowritedowntheirgoals.Askafewstudentstosharetheirgoalswiththerestoftheclass.D,EandFToreviewtheusefulwordsandexpressionsExerciseDReadthewordsintheboxesaloudtostudents,modelingthecorrectpronunciation.Readtherubricaloudandgivestudentsafewminutestocompletethesentences.Collectanswersaroundtheclass.Askstudents:Doyouknowanyotheracronyms?Whatgoalshaveyousetforyourselfinthenextthreeyears?ExerciseECompletethefirstsentencetogetherwithyourclass,asanexample.Circulateasstudentscompletethetask,offeringsupportifnecessary.AllowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedbackExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirsttosolvetheanagrams.Fastfinisherscanmakeanagramsandwritecluesusingwordslearnedinthisunit.Theycanwritetheiranagramsandcluesontheblackboardandgettherestoftheclasstosolvethem.BeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthetextExerciseAReadtherubricaloud.Focusstudents’attentiononthethreepeopleandgetastudenttoreadaloudBrian’sgoal.GetstudentstoremindyouofwhatthelettersintheSMARTacronymstandforandwhattheymean.ReadthroughBrian’sSMARTtargetstogether.GetstudentstoreadKenneth’sandGaoYou’sgoals.Tellstudentsthattheyaregoingtowritetargetsforthesetwopeople.Getstudentstoworkinpairstocompletethistask.Circulate,offeringsupportwhennecessary.NominateacoupleofstudentstoreadtheirSMARTtargetsaloudtotherestoftheclass,whoshouldlistenandcheckthateachtargetcorrespondswithaletterintheacronym.ExerciseBReadtherubricandExampletostudents.Getthemtodiscusstheirideaswithapartner.Remindstudentstothinkofspecificgoalswhentheyarediscussingtheirideasandtodrawontheirexperiences.Nominateafewstudentstoreportontheirdiscussions.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichamantellshisfriendabouthisrelationshipproblems.Introducethekeywordsforthisconversation.TellstudentstolistencarefullyandtowritedownwhattheyhearintheblanksinExerciseA.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingabouttheirplansusingthequestionsinExerciseB.HavestudentsreadthroughLanguageNote,whichteachestheexpressiontietheknot.ExerciseCReadtherubricaloudtostudents.NominatetwostudentstoreadExampleinfrontoftheclass.Focusstudents’attentionontheprosandconsofhavingaweddingceremony.Allowthemtoaskquestionsaboutanythingtheydon’tunderstand.Organizestudentsintopairsforthediscussion.Circulateasstudentssharetheirideas,promptingthemandofferingsupportwhennecessary.Bringtheclasstogetherforfeedback.Askafewstudentstoreportback.Findoutifthemajorityoftheclassarefororagainstaweddingceremony.WritingToimprovestudents’writingskillsandlearntowritealettertotheirfutureselfExerciseAGivestudentsaminuteortwotoreadtheletter.Focustheirattentiononthequestions.Havestudentsdiscussthequestionsasaclass.Elicitwhysomeonemightwritealettertohis/herfutureself.Tellstudentsthattheyaregoingtowriteletterstotheirfutureselves.ExerciseBReadtherubricaloudandmakesurethatstudentsunderstandtherearetwopartstothistask.Whenstudentshavecompletedthetask,theyshouldchecktheiranswerswithapartner.Collectanswersaroundtheclass.ExerciseCAskstudentstothinkofwhattheirlifewillbelikewhentheyareintheirmid-thirties.Focusstudents’attentionontheheadings.Chooseaconfidentstudentandaskhim/hertocommentononeoftheheadings,suchas:Wheredoyouthinkyou’llbeliving?Whatkindofhousewillyoulivein?Readtherubricaloudandcirculateasstudentstakenotesundertheheadings,promptingthemandofferingsupportwherenecessary.Bringtheclassbacktogether.Askafewstudentstosharewhatthey’vewritten.ExerciseDReadtheusefulexpressionsaloudandencouragestudentstocheckanythingtheyarenotsureabout.Tellstudentstheyaregoingtowritetheirownletter,usingtheexpressionsprovidedandthenotestheytookinthepreviousexercise.Circulateasstudentswritetheirletters,offeringsupportifnecessary.GrammarFocusToteachstudentshowtouseconditionalsentencesExerciseAStartbyexplainingtostudentsthataconditionalsentenceisusedtoexpressthatanactioninthemainclausecanonlytakeplaceifacertainconditioninthesubordinateclauseisfulfilled.Dividetheblackboardintothreeparts.WriteZEROontheleftsideandexplainthatthezeroconditionalisusedforfacts.Giveanexampleandwritethesentencestructureunderneathit.Askstudentstocomeupwithmorezeroconditionalsentences.WriteFIRSTinthecenteroftheblackboard.Tellstudentsthatweusethefirstconditionaltotalkaboutthingsthatwillprobablyhappen.Writeanexamplesentencewiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownsentences.WriteSECONDontherightsideoftheblackboard.Tellstudentsthatweusethesecondconditionaltotalkaboutimaginaryorunlikelysituations.Thiswillprobablybethehardestconditionalforstudentstounderstand,soyoumayneedtospendmoretimeonthis.Writeanexamplesentenceontheblackboardwiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownexamples.Havestudentscompletetheexercise.Collectanswersaroundtheclass.ExerciseBReadtherubricaloudtostudentsandfocustheirattentionontheexample.Makethefirstsentencetogetherasaclass,andgetstudentstocompletetherestofthetaskalone.Monitorastheydothis,offeringsupportwherenecessary.Collectanswersaroundtheclass.课后学习设计作业Finishalltheexer