體驗(yàn)商務(wù)英語3教（學(xué)）案unit52nd

1、WORD8/8一、教案頭 編號：授課班級：授課日期：年 月 日年 月 日年 月 日本次課標(biāo)題：Unit 5 Employment(Language Review / Skills / Case Study)教 學(xué) 目 標(biāo)能力（技能）目標(biāo)知識目標(biāo)1. Can use question forms, including subject/object questions and indirect questions to make sentences.2. Can use the skills and language involved in managing meeting to manage a

2、 meeting. 3. Practice meetings skills in an agenda-based role play.4. Choose a new Genera Manager for a chain of health and fitness centers.1. Language review: Questions.2. Language involved in managing meetings.能 力 訓(xùn) 練 任 務(wù) 與 過 程1. Greet the students and introduce the aims of this class2. Explain th

3、e language point to the students.3. Students try to think of appropriate questions at a job interview.4. Write the answers on the blackboard.5. Listen to Recording 5.3 and finish the exercise.6. Students form a group of applicants, a new manager for a chain of health and fitness clubs in New York.參考

4、資料Teachers Resource Book （高等教育）二、教學(xué)設(shè)計步 驟教 學(xué) 容教學(xué)方法Activities (學(xué)生活動)Time(時間)告知 (教學(xué)容、目的）1. Language review: Questions.2. Language involved in managing meetings.3. Practice question forms, including subject/object questions and indirect questions.4. Study the skills and language involved in managing mee

5、ting. 5. Practice meetings skills in an agenda-based role play.6. Case Study: choose a new Genera Manager for a chain of health and fitness centers.講授5min引入 （任務(wù)項目） Exercise: Match the rules 14 with the examples ad.練習(xí)Do the exercise in the leading part of Language review.5 min操練 （掌握初步或基本能力）Language r

6、eview: Questions.Questions are more complex and various in structure in English than in most other languages, and errors are frequent even at high levels. 講授語法The students read the rules and examples of Questions.20 min深化 （加深對基本能力的體會）Exercises revise and practice the rules and uses of direct and ind

7、irect questions, finishing with a job interview role play.語法練習(xí)Students do the exercises in Part A D in Language review.15min歸納（知識和能力）Skills: Managing meetings.Useful language in managing meetings.Role play with the useful language.學(xué)習(xí)常用句子和角色扮演 Read the useful language.Role play.20min訓(xùn)練(鞏固拓展 檢驗(yàn))Case s

8、tudy: Slim Gyms.Students select, form a group of applicants, a new manager for a chain of health and fitness clubs inNew York.分組討論Students discuss the cases in groups.15min總結(jié)Language review: Questions.Skills: Managing meetings.歸納講述5min作業(yè)Practice the useful language.課堂練習(xí)Practice in class5min后記Period

9、II:Steps（步驟）Methods & Tasks（方法、任務(wù)）Introduction1. Language review: Questions.2. Language involved in managing meetings.3. Practice question forms, including subject/object questions and indirect questions.4. Study the skills and language involved in managing meeting. 5. Practice meetings skills in an

10、 agenda-based role play.6. Case Study: choose a new Genera Manager for a chain of health and fitness centers.Step OneLanguage review: QuestionsPart ARules and Examples of QuestionsIf who/what/which is the subject of the sentence, we do not use do/does/did.Direct questions are usually made by putting

11、 an auxiliary verb before the subject.We often use indirect questions to ask for information or to be polite. The word order is different from a direct question. We often begin indirect questions with expressions like: Do you know or Could I ask you.When a verb phrase has no auxiliary verb, the ques

12、tion is made with the auxiliary do: Do you live in Paris?Present and past simple wh- questions do not always use do or did. Study these questions.Mark applied for the job. Who applied for the job? What job did he apply for?Annie interviewed him. Who did Annie interview? Who interviewed Mark?He got t

13、he job. Who got the job? What job did he get?3) Work with a partner. Write five wh- questions about the situation described in the sentence below. For example, Who did Mr. Yamago sack?Step TwoPart B CGo through the instructions for both exercises, checking students understand what they are doing and

14、 why.Divide the students into pairs or groups of three.Tell students to work through both exercise. When a pair has the right answer to one exercise they can go straight to the next. Circulate and monitor.Check the answers with the whole class.Answers:B 1 a) 2 b) 3 a)C 1 Could you tell me your age/h

15、ow old you are/what age you are/what your age is? 2 Could you tell me how much you currently earn/what your current salary is? 3 Could you tell me about your reasons for leaving your last job/why you left your last job? 4 Could you tell me about your weaknesses/what your weaknesses are?Step ThreePar

16、t DRemind students of the warmer at the beginning of the unit when they talked about their ideal job.Ask students to write down, individually, the jobs they would like to have next.Divide the class into pairs.Tell students they are going to be interviewed for the job they have chosen. Get them to th

17、ink about questions and answers before starting the role play.Students take turns to interview and be interviewed. Circulate and monitor.Step FourSkills: Managing meetingsPart A Tell students to open their books and give them a few minutes to look through the useful language box, comparing their ide

18、as with the language in the book.Tell students they are going to listen to an extract from a meeting and should tick any expressions from the useful language box which they hear. Explain that they will hear one for each function listed and that they will hear these in order.Students listen to the ex

19、tract and tick the relevant expressions, comparing answers in pairs once they have finished.Play the recording again then check the answers with the whole class.Right, can we start please?How do you feel about?Could you let her finish, please?Im not sure thats relevant.I think we should move on now.

20、I think we should discuss this a bit more.Ok, lets go over what weve agreed.Step FivePart Bask students to read through the Managing Directors notes and point out that they should use them as an agenda for their discussions.Divide they class into groups of up to six students each. Appoint a chair fo

21、r each point on the agenda.Allow time for students to prepare for the role play, if possible putting students together who are chairing the same agenda points to discuss the pros and cons and come up with some ideas and suggestions. Return students to their original groups for the role play. The cha

22、ir for item 1 opens the meeting and the chair for item 6 closes it. The other hand over the chair between agenda items.1 to 11) give students time to read through the task instruction, Managing Directors notes, and choose just three or four of the agenda items to discuss.2) hold a 1 to 1 meeting, with students taking the chair and working through the agenda. 3) Allow time for feedback and discussion at the end.Step SixTaskdivide the class into small groups of between three and five.Set up the situation-that they are Slim Gyms directors and must choose th