《新時(shí)代職業(yè)英語 篇 英語 2》教案 Unit-4-Career paths

教案課程名稱新時(shí)代職業(yè)英語通用英語2課時(shí)班級(jí)專業(yè)教師系部教研室教材《新時(shí)代職業(yè)英語通用英語2》

教學(xué)計(jì)劃教學(xué)單元Unit4Careerpaths單元主題Workchoices課時(shí)安排6教學(xué)內(nèi)容VocabularyFocusChoosingcareersReadingDreambigChattingI’mconsideringacareerchange.WritingArecommendationletterGrammarPhrasalverbsThePrideofChinaZhongNanshan教學(xué)目標(biāo)教學(xué)活動(dòng)建議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.課后學(xué)習(xí)設(shè)計(jì)作業(yè)FinishalltheexercisesinUnit4.Readthetextinthisunitagainandtrytosummariseitscontent.Writearecommendationletter.課后總結(jié)與反思補(bǔ)充教學(xué)資源VocabularyFocus參考譯文愛德華：你好，諾拉。很高興見到你！對(duì)了，你的期末考試怎么樣了？諾拉: 你好，愛德華。我的期末考試很順利，謝謝?，F(xiàn)在我已經(jīng)準(zhǔn)備好畢業(yè)了！愛德華：恭喜你！諾拉: 謝謝你?，F(xiàn)在我需要決定以后要做什么。愛德華： 你會(huì)成為一名護(hù)士，對(duì)嗎？諾拉:是的，但選擇工作單位是一個(gè)難點(diǎn)。我無法決定是申請(qǐng)去社區(qū)醫(yī)院工作還是去私人診所工作。愛德華：去私人診所的話工作環(huán)境會(huì)好很多。工資也會(huì)更高，尤其是加班的時(shí)候。諾拉:是的，你說得沒錯(cuò)。在某些方面看來，去私人診所顯然是更好的選擇。但我也許應(yīng)該申請(qǐng)去社區(qū)醫(yī)院工作。愛德華：為什么？諾拉:因?yàn)樵谏鐓^(qū)醫(yī)院里，我有機(jī)會(huì)為基層人民服務(wù)。我認(rèn)為這非常有意義，我也會(huì)得到更多的鍛煉。愛德華：沒錯(cuò)！一切取決于你。權(quán)衡一下二者的利弊，然后決定什么是最好的選擇。Reading參考譯文遠(yuǎn)大抱負(fù)如果你不知道該選擇哪種職業(yè)，不妨讀一讀從這些追尋夢(mèng)想的故事，從中尋找靈感。布拉德·默瑟美國(guó)人，25歲，銷售經(jīng)理我在公司工作已經(jīng)兩年多了。上個(gè)月，我所在部門的銷售額增長(zhǎng)了8%，明年我想把這個(gè)數(shù)字再提高2%。我很有雄心壯志——我真的很享受迎接挑戰(zhàn)，達(dá)到目標(biāo)，并努力做到最好的過程。幾年后，我希望能成為一名區(qū)域經(jīng)理。珍妮弗·肖和威爾·肖加拿大人35歲和37歲，旅行作家和攝影師畢業(yè)后，我和丈夫都在多倫多找到了好工作。我們賺了很多錢，但我們厭倦了每天朝九晚五的工作。我們覺得很累，壓力很大。所以我們辭掉了工作，賣掉了我們的大房子，決定去環(huán)游世界!在旅行期間，我們把旅行日記和照片寄給了一家出版社。當(dāng)他們同意出版我們的作品時(shí)，我們非常驚詫!現(xiàn)在我們過上了自己真正想要的生活。王建忠中國(guó)人，58歲，古董修理師這份工作不是每個(gè)人都適合。一個(gè)古董鐘由數(shù)千個(gè)部件組成，可能需要幾個(gè)月的時(shí)間才能修完。你需要非常有耐心，并且必須非常專注。我每天都要花上幾個(gè)小時(shí)獨(dú)自坐在我的工作臺(tái)前，在一片寂靜中工作。但我不會(huì)改變我的工作，它對(duì)我來說是完美的。每當(dāng)我完成一項(xiàng)維修工作時(shí)，我感到非常滿足。語言解析I’mveryambitious—Ireallyenjoythechallengeofmeetingtargetsandtryingtobethebest.我非常具有雄心——完成目標(biāo)并且努力做到最好，我很享受這個(gè)挑戰(zhàn)的過程。ambitious:adj.determinedtobesuccessful,rich,powerfuletc有抱負(fù)的，有雄心的e.g.Alfredwasintenselyambitious,obsessedwiththeideaofbecomingrich.艾爾弗雷德雄心勃勃，一心想著發(fā)財(cái)。Duringourtrip,wesentourtraveljournalsandphotographstoapublisher…在旅行中，我們把旅行日志和照片發(fā)給了一家出版商……publisher:n.apersonorcompanywhosebusinessistoarrangethewriting