新時(shí)代職業(yè)英語(yǔ)《 英語(yǔ)2》電子教案U

教案

課程名稱新時(shí)代職業(yè)英語(yǔ)通用英語(yǔ)2

課時(shí)___________________________

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教師___________________________

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教材語(yǔ)通用英語(yǔ)H

教學(xué)計(jì)劃

教學(xué)

Unit3Intheworkplace

單元

單元課時(shí)

Intheworkplace8

主題安排

?VocabularyFocus

Gettingtoknowthedresscode

?Reading

Workingforpeanuts?

?Chatting

教

I'velostmyjob.

學(xué)

內(nèi)?Writing

容

Aresume

?GrammarFocus

Pastcontinuous

?ThePrideofChina

MoYan

教學(xué)目標(biāo)教學(xué)活動(dòng)建議

WarmingUpTogetstudentstotalk?Explainthatthefocusofthisunitisonworkplace

aboutthemaintopicbehavior.

ofthisunitina?Askstudentstolookatthepicture.Readthe

comfortableandrubricaloudandgivestudentsseveralminutesto

relaxedmannerlisttheexamplesofimproperbehaviortheyfind.

?Allowstudentstosharetheirideaswithapartner

beforeconductingclassfeedback.Askstudentsif

theycanthinkofanyfurtherexamplesof

improperbehaviorintheworkplace.

VocabularyFocusAandB?Havestudentslistenandrepeatthewords,

Toteachstudentsnewteachingthedefinitionforeachone.Therearea

vocabularyrelatedtofewtrickywordshere,soyoumayneedtospend

theworkplacemoretimeonpronunciation.

?Startwiththetwoexpressions“dress

code”and“dressdown”,giving

examplesofwhenwemightusethese

expressions.Forexample,youcantalk

aboutwhattowearintheworkplace,or

timeswhenemployeeshavethechance

toweartheirownclothes.Theword

“attitude”iscloselyrelatedtothesetwo

phrases,youmayteachthatwordnext.

Youmayexplainthat,toobeyrulesor

dresscodesindicatesonehasagood

workingattitude.

?Youmayteachtheverb"cooperate”,by

explainingthattocooperatewithothers

isanimportantqualitysuggestingyour

abilitytoworkingroupsorteams.Ask

studentstonameothernecessary

qualitiestoachievesuccessesintheir

works.Youcanalsobrainstormgood

qualitiesandbadqualities.Oneofgood

qualitiestomentionmaybe

“persistence”,whichmeansthatonehas

astrongwilltoachievethegoal,and

wouldnotgiveupeasily.

?Thenteachotherwords:"vacancy”,

“slogan"and"journalist”.Askstudents

questionssuchas:Whatdoyouthinka

journalistdo?Ifsomeoneisabsent,then

whatwilltherebe?Howtodescribeashort

sentenceoraphrasethatencourages

peopletodocertainthings?

?HavestudentscompleteExerciseBand

thenswitchbooks.

?Gothroughtheanswers,callingona

differentstudenteachtime.Correctany

mistakes.

C?Tellstudentstheywillheara

Toimprovestudents9conversationbetweenaseniorworker

listeningandandanewemployee.

comprehensionskills?Havestudentslistentotheconversation

andcompleteit.Thengetstudentsto

role-playtheconversationinpairswith

onestudentastheseniorworkerandthe

otherasthenewemployee.Walkaround

theclassmonitoringtheconversations,

correctinganyerrors.

?Choosesomegoodrole-playsandhave

studentsactthemoutinfrontofthe

class.

D?Focusstudents5attentiononthejobad,andelicit

Toimprovestudents9itspurpose(lookingforanemployee).

speakingand?Readthewordsintheboxesaloud,modeling

comprehensionskillscorrectpronunciation.

?Getstudentstocompletethejobad.

?Checkanswersaroundtheclass.Askstudents:

Wouldyouapplyforajoblikethis?Why(not)?

ReadingAandBExercisesA

Toimprovestudents9?Getstudentstolookatthepicturesand

readingreadtheheading.Askthem:Whatdo

comprehensionyouthinktheexpression"workfor

peanuts^^means?Haveyoueverworked

forlittlemoney?Whatdoyouknow

aboutinternships?Wouldyouliketodo

one?Doyouknowanyonewho's

completedone?

?Givestudentsseveralminutestoreadthe

textandtoanswerthequestions.Allow

themtorefertoWORDS&

EXPRESSIONS.

?Checkanswersaroundtheclass.

ExerciseB

?Readtherubricaloudtostudents.

?Monitorasstudentscompletethetask,

makingsurethattheyareusingnomore

thanthreewordsintheiranswers.

?Conductclassfeedback.

C,DandEExerciseC

Toreviewtheuseful?Readthewordsintheboxesaloud,modeling

wordsandexpressionscorrectpronunciation.

?Getstudentstocompletethesentences.Askfast

finisherstothinkofmorepairsofoppositesand

getthemtowritesentencesusingthem.

?Readthecompletedsentencesaroundtheclass.

ExerciseD

?Readthewordsandexpressionsintheboxes

aloud,modelingcorrectpronunciation.

?Askstudentstoreadtheparagraphandtofillin

theblankswiththewordsandexpressionsfrom

theboxes.

?Nominateaconfidentstudenttoreadthecomplete

paragraphtotherestoftheclass.

ExerciseE

?Elicitthemeaningsofthewordsprosandcons

(advantagesanddisadvantages).

?Readtherubricaloudandfocusstudents5

attentiononthestatements.

?Allowstudentstodiscusstheiranswersbefore

conductingclassfeedback.

?Askstudentsiftheycanthinkofanymorepros

andconstoaddtothelists.Writestudents9ideas

ontheblackboard.

BeyondtheTextExerciseA

9

Toimprovestudents?Getstudentstoreadtheposters.Allowthemto

criticallythinkingaskquestionsaboutanynewandunfamiliar

abilityandencouragewords.

themtolearnalesson

?Askstudentstoworkinpairsandtodiscussthe

fromthestory

posters.Tellthemtosharetheirpreferencesand

togivereasonsfortheirchoices.

?Conductclassfeedback.Nominateafewpairsto

reportontheirdiscussionsandgenerateasmuch

debateaspossible.

ExerciseB

?Askstudentsabouttheirvolunteer

experienceandwhatkindofvolunteerjob

they'dprefer.

?Organizestudentsintosmallgroupstodiscussthe

question.Circulate,makingsurethatstudentsare

backinguptheiranswerswithreasonsand

explanations.

?Nominateonespeakerfromeachgrouptoreport

totherestoftheclass.

ChattingToimprovestudents9ExercisesA&B

listening,speaking,?Explaintostudentsthattheywillheara

writingandactingconversationinwhichtwofriends

skillsthroughtheusediscussone'sinformeddismissal.

ofconversationIntroducethekeywordsforthis

conversation.

?Tellstudentstolistencarefullyandto

writedownwhattheyhearintheblanks

inExerciseA.Ifnecessary,pausethe

audiosothatstudentshavetimetowrite.

?Havestudentspracticetalkingabout

workexperienceusingthequestionsin

ExerciseB.

?HavestudentsreadthroughLANGUAGE

NOTEonpage39,whichteachesthe

expression"getfired".Explainthewords

inWORDS&EXPRESSIONS,andlet

studentstoreadthewordsaloud.

?Nominatestudentstorole-play.The

conversationinExerciseAandExercise

B.

ExerciseC

?Focusstudents9attentionontheresume

andreaditaloud,askingquestionsto

checktheirunderstanding,suchas:

WheredidKateParkstudy?Whereis

shestudyingnow?

?Askstudentstolookattheconversational

promptsandorganizestudentsintopairs.

Tellstudentstocompletethe

conversation,referringtotheresume.

?Circulateasstudentscompletethetask,

offeringsupportifnecessary.

?Chooseaconfidentpairofstudentsto

performtheconversationtotherestofthe

class.

WritingToimprovestudents5ExerciseA

writingskillsand?Tellstudentsthattheyaregoingtolearntowritea

learntowritearesume.

resume?Getstudentstolookatthelistandtoselectthe

correctinformation.

?Checkanswersaroundtheclass.

ExerciseB

?Askstudentstolookattheresumeandreadthe

rubricaloud.

?Givestudentsseveralminutestocompletethe

task.

?Allowstudentstochecktheiranswerswitha

partnerbeforeconductingclassfeedback.

ExerciseC

?Focusstudents5attentiononthecategoriesand

checktheirunderstandingofthem.

?Monitorasstudentscompletethetask,offering

supportifnecessary.

?Fastfinisherscanaddonemoreexpressionto

eachcategory.

ExerciseD

?Focusstudents'attentionontheexpressionsinthe

box.

?Getstudentstowritetheirownresume.

?Checkstudents5firstdrafts.Iftimepermits,allow

studentstotypethemup.

?Copythebestresumeasamodelforother

students.

GrammarFocusToteachstudentshowExerciseA

tousethepast?Startbyexplainingtostudentsthatweusethe

continuoustensepastcontinuoustensetoshowwhatwewere

doingataparticulartimeinthepast.

?Writeanexampleontheblackboard.Emphasize

thestructureofthetense(subject+was/were+

V-ing)byunderliningkeyelementsofeach

sentence.

?HavestudentsdoExerciseAinthebook,

correctinganyerrors.Foranextensionactivity,

youcanaskstudentstowriteashortstoryusing

thepastcontinuoustosetthescene.

ExerciseB

?Getstudentstolookatthepictureandaskthemto

describewhattheysee.Elicitexpressionsto

describetheappearanceoftheoldman,aswell

asthatofthemotherandherchild.

?Givestudentsafewminutestoreadthestory.

Askquestionstochecktheirunderstanding,such

as:Whywasthewomanrudetotheoldman?

(Shethoughthewasnotimportantbecauseofhis

job.)Whatdoyouthinkwillhappennext?(The

womanmightloseherjob.)Whatdoyouthink

themoralofthestoryis?(Youshouldtreat

everyonewithrespect.)

?Monitorasstudentscompletethetask,offering

supportifnecessary.

?Readthestoryaroundtheclass.

課后學(xué)習(xí)設(shè)計(jì)

作業(yè)?FinishalltheexercisesinUnit3.

?Readthetextinthisunitagainandtryto

summariseitscontent.

?Writearesume.

課后總結(jié)與反思

補(bǔ)充教學(xué)資源

VocabularyFocus

參考譯文

薩莉：嗨，蒂姆。我想和你說(shuō)句話，可以嗎？

蒂姆：當(dāng)然了，薩莉。

薩莉：我想提醒你一下我們公司的著裝規(guī)定。

蒂姆：我的著裝有什么問(wèn)題嗎？

薩莉：嗯，你穿的是牛仔褲。

蒂姆：哦，我覺(jué)得這條褲子看著還挺得體的。

薩莉：是，這條牛仔褲挺好看，但仍然是牛仔褲。公司不允許穿牛仔褲上班。

蒂姆：我明白了，對(duì)不起，我不會(huì)再穿了。不過(guò)我還沒(méi)有看到公司的著裝規(guī)定,

在哪里能看到？

薩莉：在我們的員工網(wǎng)頁(yè)上，我指給你看。你看，上面寫著“員工不可以穿牛

仔褲”。

蒂姆：看到了。也不能穿帶有標(biāo)語(yǔ)的T恤、短褲，不能戴棒球帽。

薩莉：有些周五我們可以隨意穿著，穿你想穿的衣服。

蒂姆：那可太好了！

Reading

參考譯文

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你愿意為了一點(diǎn)小錢工作嗎？對(duì)這個(gè)問(wèn)題給出肯定回答并不像你想象的那

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工作符合你的興趣。舉例來(lái)說(shuō)，如果你喜歡寫作和攝影，為什么不去申請(qǐng)新聞機(jī)

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