《旅游英語》電子教案-Unit 1

TeachingPlan2014firstsemesterTeacher：CourseEnglishClassDateTeachingMaterial《旅游實(shí)用英語》TopicUnit1JobApplicationforTourismTeachingAimsKnowledgetogainTourism-relatedjobsQuestionsmostoftenaskedbyaninterviewer(FAQ)ApplicationletterresumeLanguagekillstodevelopKeywordsandusefulphrasesofjobsrelatedtotourismandquestionsmostoftenaskedbyaninterviewer(FAQ)AnsweringandaskingquestionsataninterviewWritingajobapplicationWritingaresumeFocusinteachingToarousestudents’attentiontoappropriatelanguageandbehaviorinjobinterviews.TeachingAidsBlackboardMulti-mediadeviceHandoutsFlashcardsTeachingPostscriptsAssignmentsPreviewandreviewthenewwordsandexpressions.Makesentenceswithlearnedvocabularyandphrases.Recitethedialoguesinspeaking.Prepare“ReadingandWriting”foranunderstandingcheckinclass.Completetext-basedexercises.SuggestedteachingstepsTeachingContentsWARM-UPSPEAKINGLISTENINGREADING&WRITINGSteponeTheme-baseddiscussion—askstudentstodiscussthefollowingopenendedquestionsWhatdoesajobapplicantneedtopreparebeforeaninterview?Whatdoesajobapplicantneedtopayattentiontoinaninterview?Helpstudentstoreadandgetfamiliarwiththelistedwordsinthearea“ImportantWordsandExpressions”.Correctthestudents’pronunciation.Askstudentstocoverthebookandmakethemguessthemeaningsofwordsorexpressionslistedintheboxbyreadingthemoutindifferentorder.Helpstrengthenstudents’memoryofnewwordsbygroupingtogetherthewordsofthesamerootslike:--applyapplicationapplicant--tourtouristtourismGrouptogetherthephrasesofthesametypelike:Tourguide/touristattractionAskstudentstoimaginewhatpossiblejobstheymaybeofferedorwhatkindsofjobstheyhopetodoaftergraduationbyaskingthemquestions.Suggestedquestions:Whatjobsdoyouthinktourismmajorscangetaftergraduation?Whatkindofjobwouldyouliketodoaftergraduation?Whatisthemostpopularjobwithtourismmajors?AskstudentstolookatthepicturesandanswerthequestionsinWARM-UP.(MostwordsintheanswersarefromImportantWordsandExpressions.)Theteacherissupposedtohelpstudentstounderstandthepicturesbymakingfulluseofthequestionsraised.StepTwo1.Helpstudentsunderstandandmasterthekeywordsandexpressionsinthispartbyaskingthemquestionslikethis:Question1:Whoareyouifyouareinterviewedforaparticularjob?Answer:IntervieweeQuestion2:Whoisthepersonaskingquestionsatajobinterview?Answer:Interviewer.Morewordsandexpressionsextracurricular,strength,communication,require,recognize,quality,resume2.ExplainthetypicalpatternsTagquestion:Explaintostudentstheusageoftagquestions(附加疑問句，反義疑問句)asfollowsincompanywithNo.1intheNotes.(SeethesethreesentencesinConversation1:“Youwanttorole-playaninterviewwithme,don’tyou,Jack?”;“Youareready,aren’tyou?”;“Youdidn’thavemuchworkexperience,didyou?”).Thenaskstudentstopracticethisstructureinpairs—onestudentthinksofadeclarativesentenceandreadsitoutwhiletheotheraddsatagquestion.Tagquestionisusedtoexpressuncertainty.Voicedropsfirstandthenrisesattheend.Ifthefirstpartofthesentenceisnegative,thetagquestionisusuallyaffirmative.Ifthefirstpartofthesentenceisaffirmative,thetagquestionisusuallynegative.Emphaticsentence：Explaintostudentstheemphaticsentence（強(qiáng)調(diào)句）incompanywithNo.6andNo.8intheNotes.(SeethesetwosentencesinConversation2:“It’syourgoodreputationandculturethatattractme.”;“Yes,Idohaveone.”)Activity1)Teststudents’abilitytousetagquestionsbydoingtheexercise“Changeeachofthefollowingsentencesintoonewithatagquestion”followingthetwoconversationsinthepartofSPEAKING.2)Askstudentstogetfamiliarwiththeconversations.Theycanfollowsuchproceduresas:Readtheconversationsseveraltimes.Roleplaytheconversations.Duringthisactivity,theteachershouldencouragestudentstoanswerthequestionswithoutlookingatthebook.Focusontheresponsesespeciallytosuchquestionscommonlyaskedinaninterviewas:--Tellusaboutyourself.--Whydoyouwanttoworkforus?--Whatareyourstrengths?--Howdopeopledescribeyou?StepthreeBeforeaskingstudentstolistentotherecording,theteachershouldunderstandthatthecontentsoftherecordingareintendedforstudentstogetmorefamiliarwithwordsandexpressionsrelatedtoJOBAPPLICATIONANDINTERVIEWSREGARDINGTOURISM.Aftergivingstudentscorrectanswers,askstudentstodothepairworkasfollows:--Onestudentreadsthefirstquestionandtheotheranswersitbyusingacompletesentence.--Thenaskthemtochangetheirrolesbyaskinganotherquestionandansweringit.Thepurposeofdoingthisistogivestudentsthechancetopracticespeakingbymakingfulluseofthelisteningmaterial.--Offerstudentsvariousexpressionstoexpressthesameidea(s)liketheexamplebelow.Example:(asinConversation1)(Note:studentscanusetheword“major”bothasanounandaverbtoanswerthequestion.)StudentA:Whatisthewoman’smajor?StudentB:Hermajorisbusiness.Or:StudentA:Whatisthewoman’smajor?(or:Whatdoesthewomanmajorin?)StudentB:ShemajorsinbusinessStepfour1.Beforeclass1.1Askthestudentstopreviewthetextbylisteningtothediskincludingthenewwordsandthetextandtrytoanswerthequestions.1.2AskstudentstodotheexerciseIIandpayattentiontothelayoutofanapplicationletter.1.3Readthrough“UsefulExpressionsforLetterofApplication?”2.Inclass2.1Askstudentstoreadthenewwords.2.2Readthenewwordsandaskstudentstoguessthemeanings2.3Offerm