《-新生代英語高級教程2》教案unit7

教案課程名稱新生代英語高級教程2課時班級專業(yè)教師系部教研室教材《新生代英語高級教程2》教學(xué)計劃教學(xué)單元Unit7“How’syournewjob,Hector?”單元主題Workchoices課時安排8教學(xué)內(nèi)容ShowTime“How’syournewjob,Hector?”ReadingDreambigChatTimeEverydoghasitsday.WritingArecommendationletterGrammarPhrasalverbsMyStoryTheperfectjob教學(xué)目標(biāo)教學(xué)活動建議Warm-upTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudents:Whatwouldyouridealjobbe?Collectanswersaroundtheclass.Explainthatthisunitwillgivestudentspracticeintalkingaboutjobsandcareerpaths.Readaloudtheexpressionsmarkeda,b,candd.Checkthatstudentsunderstandthemeaningsofwordsresumeandinternshipbyaskingquestions,suchas:WhendoIneedtopreparearesume?(whenapplyingforajob)Whendopeopleusuallydointernship?(usuallybeforegraduating)Focusstudents’attentiononthecareerstages.Thengivestudentsseveralminutestocompletethestatements.Allowstudentstocheckanswerswithapartnerbeforeconductingclassfeedback.VocabularyBuilderAandBToteachstudentsnewvocabularyrelatedtoworkHavestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whatdowecallitwhenwedoextraworkatajob?(overtime)Whichwordisusedtodescribesomethingthatiseasilyseenorunderstood?(obvious)Whatisthewordforpublicattention?(publicity)Whatdowecalltheamountofmoneythatasalespersongetsforsellingsomething?(commission)Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationinwhichtwopeoplediscussjobhunting.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthepictureandelicitthesituation(ajobinterview).Askstudentstosuggestacoupleoftypicalinterviewquestions.Getstudentstocompletethetask.StressthatthewordsortheexpressiontheyneedarecontainedinExerciseA.Organizestudentsintopairstocheckanswersandtopracticethejobinterviewquestionsandanswers.Nominatethreestudentstoperformthejobinterviewtotherestoftheclass.ShowTimeAToteachstudentsspeakingskillsthroughtheuseofpicturesTellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.B,CandDToimprovestudents’listeningcomprehensionthroughtheuseofvideoForExerciseB,askstudentstoreadtheprosandtoputthemintothecorrespondingcategory.ForExerciseC,playthevideoagain.Havethreestudentsrole-playtheconversation.Youcanalsohavestudentsrewritetheconversation,usingthewordsandexpressionslearnedinthisunit.ForExerciseD,havestudentsreadthrougheachsentenceandthenputtheeventsinthecorrectorder.ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.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.ChatTimeToimprovestudents’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.GrammarToteachstudentshowtousephrasalverbsExerciseAExplainthatphrasalverbsareverbsthatusuallyconsistofaverbandanadverb.DividetheblackboardintotwohalvesandwriteTransitiveontheleftandIntransitiveontheright.Tellstudentsthatverbsthattakeobjectarecalledtransitiveverbs.Writeexamplesofeachkindofphrasalverbsontheblackboard.Inordertoreview,youcanplayagamewheretwostudentscometothefrontoftheclass.Yousayaverbandstudentsmustwriteanappropriatephrasalverbusingthatverb.Foranextrapoint,havestudenttellyouifthatphrasalverbistransitiveorintransitive.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBFocusstudents’attentiononthepictureandelicitthesituation(jobinterview).Askstudentstocompletetheconversationwiththephrasalverbsfromtheboxes.Getstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoperformtheconversationtotherestoftheclass.MyStoryToimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideoExercisesA&BTellstudentsthattheywillseeavideoinwhichrealpeopletalkabouttheirdreamjobs.PlaythevideoandhavestudentscompletethetrueorfalsestatementsinExerciseA.Insomecases,youmayneedtopausethevideotohelpstudents.Havestudentstellyoutheanswers,correctinganymistakes.PlaythevideoagainandhavestudentsanswerthequestionsinExerciseB,pausingthevideoifnecessary.Checkstudents’answers,correctinganymistakes.ExerciseCGetstudentstonotedowntheiranswersforQuestions1-3.Organizestudentsintopairsandaskthemtotelleachothertheirstories.Bringtheclasstogetheragain.GetacoupleofstudentstosharetheiranswerstoQuestions1and2.HaveaclassdiscussionaboutQuestion3.Generateasmuchdiscussionaspossibleandwriteanynewlanguageontheblackboard.課后學(xué)習(xí)設(shè)計作業(yè)FinishalltheexercisesinUnit7.Readthetextinthisunitagainandtrytosummariseitscontent.Writearecommendationletter.課后總結(jié)與反思補充教學(xué)資源VocabularyBuilder參考譯文女：歡迎來到學(xué)生就業(yè)中心，有什么能幫助你的嗎？男：您這里能幫我找份工作嗎？女：當(dāng)然。我們這里有很棒的資源。你要找什么類型的工作呢？男：服務(wù)行業(yè)的工作吧……在餐館或者是酒店……咖啡廳也可以。女：兼職還是全職呢？男：兼職。我每天上午都有課。所以最好是下午或者晚上工作。女：好的。過來看看我們當(dāng)?shù)氐幕铐搩?。里面有這片區(qū)域的工作機會。那邊你可以用電腦在網(wǎng)上進行搜索。主頁是當(dāng)?shù)氐墓ぷ魉阉黜撁?。男：多謝。女：對了，你也可以預(yù)約就業(yè)顧問。需要我?guī)湍泐A(yù)約嗎？男：這個不用了。謝謝你。女：不用客氣。祝你好運！

ShowTime參考譯文娜奧米：哈嘍，瑪特奧。嗨，赫克托。坐吧。我想你們也許想要來點夜宵。赫克托：多謝，娜奧米：?，斕貖W：輪完班后一定很累吧。娜奧米：我們剛關(guān)門?，F(xiàn)在我可以好好休息了。這樣好多了。對了，你的新工作怎么樣，赫克托？赫克托：我覺得我是個稱職的店員。我的銷售提成很可觀，并且帕特爾先生也覺得我不錯。但說實話，我開始感到無聊和不耐煩。這份工作太簡單了，如果你懂我的意思的話?，斕貖W：這有什么問題嗎？這是份簡單的工作，可那又怎樣？你來上班，干活，拿工資。赫克托：我只是覺得我可以做更多的事情。所以，我申請了校報社的工作。娜奧米：哇，你可真是雄心勃勃。你有時間從事兩份工作嗎？赫克托：這個，我不得不減少在店里工作的時間。帕特爾先生也許會對此感到不高興。他可能會解雇我，那么我將窮困潦倒，接著我的父母會感到生氣并把我趕出家門……瑪特奧：只要告訴帕特爾先生這會給他帶來額外的宣傳。跟他說你會寫一則關(guān)于他的新聞。他不會解雇你。他會更喜歡你的。娜奧米：瑪特奧說得對。一切都會好起來的。如果這是你想做的事，你就應(yīng)該去做?，斕貖W：你只需權(quán)衡好利弊即可。娜奧米：有了。我有一個想法。把這個玻璃杯想象成你從事店員的工作。這些巧克力是有利方面——也就是你在店里工作的優(yōu)勢。那么，當(dāng)?shù)陠T的優(yōu)勢都有哪些？赫克托：好吧，我喜歡在店里工作是因為……我喜歡跟瑪特奧一起工作。我能以折扣價買到很多不錯的衣服。并且……就這些了。我想不出別的了。娜奧米：好，現(xiàn)在這個玻璃杯代表著你有機會在報社工作。這又會有哪些優(yōu)勢呢？赫克托：其實，這會比在服裝店工作有趣得多。我能去不同的地方。能夠?qū)W到很多新事物。能夠遇見很多有趣的人。并且能為此拿到報酬。而且，這甚至可能會發(fā)展為我的事業(yè)。娜奧米：一邊是在店里做全職，一邊是在報社找份工作。我想你的選擇已經(jīng)很明顯了?，斕貖W：娜奧米說得對。如果你另外在報社找份工作，那會很困難。你將不得不額外抽出時間工作。但你能做到。赫克托：謝謝你們。答案很明顯，就像你說的那樣，娜奧米。娜奧米：巧克力能解決任何問題。語言解析ButI’mgettingboredandrestless,tobehonest.但說實話，我開始感到無聊和不耐煩。restless:adj.unwillingtokeepstillorstaywhereyouare,especiallybecauseyouarenervousorbored不安寧的，煩躁的e.g.Thechildrenhadbeenindoorsallday,andweregettingrestless.孩子們在屋里待了一整天，開始不耐煩了。Yougotowork,doyourjob,getapaycheck.你來上班，干活，拿工資。paycheck:n.theamountofmoneysomeoneearns工資，薪資e.g.McKinney'spaycheckwillbenearly$4millionforhisnextmovie.麥金尼下部電影的片酬幾乎達(dá)到400萬美元。Well,I’dhavetocutbackonmyhoursatthestore.這個，我不得不減少在店里工作的時間。cutbackon:toreducetheamount,size,costetcofsomething削減，縮減e.g.Severalmajorhospitalsarecuttingbackonstaffatthemoment.現(xiàn)在有幾家大醫(yī)院正在裁員?！璦ndthenmyparentswillgetmadandthey’llkickmeoutand...……接著我的父母會感到生氣并把我趕出家門……kickout:tomakesomeoneleaveaplace,jobetc攆出，逐出e.g.Hewaskickedoutofthegolfclub.他被逐出了高爾夫球俱樂部。Reading參考譯文遠(yuǎn)大抱負(fù)如果你正在考慮從事哪項事業(yè)，何不從以下鼓舞人心的案例中樹立信心呢？個人簡介布拉德﹒默瑟美國人，25歲銷售主管我已經(jīng)在公司工作超過兩年了。上個月，我的部門的銷售業(yè)績增加了8個百分點，明年我想要再提升2個百分點。我非常具有雄心——完成目標(biāo)并且努力做到最好，我很享受這個挑戰(zhàn)的過程。在近幾年內(nèi)，我想要成為地區(qū)經(jīng)理。個人簡介珍妮弗和威爾﹒肖加拿大人，35和37歲旅行作家及攝影師個人簡介喬治﹒瓦恩英國人，58歲古董修理匠畢業(yè)后，我老公和我都在多倫多市找到了不錯的工作。我們的工資很高，但我們厭倦了每天朝九晚五的工作。我們感到很疲憊并且十分焦慮。所以我們辭去了工作，賣掉了大房子并決定環(huán)游世界！在旅行中，我們把旅行日志和照片發(fā)給了一家出版商，令我們感到意外的是他們同意發(fā)表我們的作品！現(xiàn)在我們過著自己真正想過的生活。并非任何人都適合這份工作——一個古董鐘表包含上千個零件，并且要花數(shù)月的時間才能修理好。你必須極具耐心并且注意力高度集中。每天我都會在沉默中花上數(shù)小時坐在工作臺前。盡管如此我不會換工作——這份工作非常適合我，并且當(dāng)我完成一次修理時都會感到十分滿足。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。Duringourtrip,wesentourtraveljournalsandphotographsto