《新時代職業(yè)英語 英語 2》教案 Unit-5-Social media and career success

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

教學(xué)計劃教學(xué)單元Unit5Socialmediaandcareersuccess單元主題Howtousesocialmediahelpyoufindjob?課時安排6教學(xué)內(nèi)容VocabularyFocusExploringcareersReadingSocialmedia:willithelporhinderyourjobsearch?ChattingYoucanfindworkonsocialmedia.WritingAposterGrammarFocusSimplepastperfectandpastperfectcontinuousThePrideofChinaQianXuesen

教學(xué)目標(biāo)教學(xué)活動建議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.課后學(xué)習(xí)設(shè)計作業(yè)FinishalltheexercisesinUnit5.Readthetextinthisunitagainandtrytosummariseitscontent.Writeaposter.課后總結(jié)與反思補(bǔ)充教學(xué)資源VocabularyFocus參考譯文薩拉： 嗨，帕特里克。好久沒見到你了！你在非洲的一年過得怎么樣？帕特里克： 嗨，薩拉。過得非常好，謝謝你。我喜歡那里。薩拉： 你的工作是和孩子們在一起，是嗎？帕特里克： 是的，我加入了“一帶一路”項目，在馬拉維的一所小學(xué)里當(dāng)老師。教10到12歲的孩子。薩拉： 那邊工作辛苦嗎？帕特里克： 嗯，有時候很辛苦。我們根本沒有多少教學(xué)資源，所有的教室都很簡陋，而且班級人數(shù)很多。薩拉： 不過你一定很喜歡在那里的這一年。帕特里克： 是的，我很喜歡。孩子們都很好。這整個經(jīng)歷讓我確定我想要成為一名教師。我知道這個職業(yè)很適合我。

Reading參考譯文社交媒體：它會幫助還是阻礙你的求職？如今，社交媒體是影響求職的一個關(guān)鍵因素。它讓你能更容易地發(fā)現(xiàn)工作機(jī)會，并與你所選擇的領(lǐng)域建立聯(lián)系。那么，你要如何利用社交媒體來幫助自己，而不是阻礙自己找工作呢？大約37%的雇主利用社交媒體來調(diào)查潛在雇員，也就是說，有五分之二的公司會利用你的在線檔案來評估你的個人素質(zhì)，并決定是否雇傭你。這是好消息，也是壞消息。如果你在網(wǎng)上的檔案很干凈，反映出你有很多的成就和興趣，那這就是個好消息。但有34%的雇主說，他們在網(wǎng)上看到的信息讓他們決定不給那些有潛力的求職者提供這份工作。求職者應(yīng)該注意不要把什么發(fā)布到網(wǎng)上呢？首先，很多招聘者承認(rèn)，他們不會為那些發(fā)布挑逗性或者不合適照片的求職者提供工作。其次，大約有45%的雇主表示，因為網(wǎng)上有證據(jù)表明求職者酗酒或濫用藥物，所以他們決定不雇傭這位雇員。另外，你是否曾在互聯(lián)網(wǎng)上向前雇主發(fā)泄過你的怒氣？盡管發(fā)泄情緒是一種誘惑，招聘者還是會以說前任雇主的壞話為理由不給求職者提供工作。招聘者還會注意那些與種族或性別相關(guān)的歧視性言論。在任何情況下，請利用社交媒體來吸引潛在雇主的注意。但是,請要確保他們注意到你的理由是對的。語言解析1.Itenablesyoutofindvacanciesandmakeconnectionsmoreeasilyinyourchosenfield.在社交媒體上，人們可以找到空缺崗位，并方便其在選擇的工作領(lǐng)域建立聯(lián)系。enablev.①makepossible使能夠；使有機(jī)會；允許。常用詞組為enabletodosomething使某人能做某事e.g.Thenewtestenablesdoctorstodetectthediseaseearly.新的檢測手段使醫(yī)生們能夠及早查出這種疾病。②facilitate使成為可能e.g.ItistheaimoftheeconomicuniontoenablethedevelopmentofmarketforcesinEastGermany.經(jīng)濟(jì)聯(lián)盟的目標(biāo)是實現(xiàn)東德市場力量的發(fā)展。makeconnections建立聯(lián)系e.g.Wearenotabletomakeconnectionsbetweencurrenteventsandpasteventsuntilwehavesomedistancefromboth.如果我們不置身事外客觀地看待過去和現(xiàn)在的話,很難將二者聯(lián)系起來。2.Twoinfivecompaniesuseyouronlineprofiletoevaluateyourpersonalqualities,andmakedecisionsaboutwhetherornottheyshouldhireyou.五分之二的公司使用你的在線資料來對你的個人素質(zhì)進(jìn)行評估，并決定他們是否會雇用你。分?jǐn)?shù)在英語中主要有以下表達(dá)。①通常是借助于基數(shù)詞和序數(shù)詞來共同表達(dá)的。其中基數(shù)詞表示分子，序數(shù)詞表示分母。如果分子大于1，分母要用復(fù)數(shù)形式。e.g.Abouttwothirdsofthestudentsattendthemeeting．大約2／3的學(xué)生都參加了會議.②用“基數(shù)詞＋介詞＋基數(shù)詞”表示。本句中就是采用這種表達(dá)方法。借助介詞表示分?jǐn)?shù)，介詞前的數(shù)詞是分子，介詞后的數(shù)詞是分母。這種結(jié)構(gòu)中的介詞主要有in，outof，of以及to。e.g.Ninety-ninepeopleoutofahundred,iftheywereaskedwhofirstfoundAmerica,wouldanswerColumbus．如果要問是誰首先發(fā)現(xiàn)美洲，有百分之九十九的人會回答是哥倫布。makedecisionsabout/todosomething決定……；做出……決定e.g.TheheadmadeadecisiontodisciplineMarshall.領(lǐng)導(dǎo)做出懲戒馬歇爾的決定。whetherconj.①indicatingalternativesordoubt是