《新時代職業(yè)英語 英語2》 教案 Unit-3-Intheworkplace、Unit-4-Careerpaths

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(jì)劃教學(xué)單元Unit3Intheworkplace單元主題Intheworkplace課時安排8教學(xué)內(nèi)容VocabularyFocusGettingtoknowthedresscodeReadingWorkingforpeanuts?ChattingI’velostmyjob.WritingArésuméGrammarFocusPastcontinuousThePrideofChinaMoYan教學(xué)目標(biāo)教學(xué)活動建議WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerExplainthatthefocusofthisunitisonworkplacebehavior.Askstudentstolookatthepicture.Readtherubricaloudandgivestudentsseveralminutestolisttheexamplesofimproperbehaviortheyfind.Allowstudentstosharetheirideaswithapartnerbeforeconductingclassfeedback.Askstudentsiftheycanthinkofanyfurtherexamplesofimproperbehaviorintheworkplace.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtotheworkplaceHavestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Thereareafewtrickywordshere,soyoumayneedtospendmoretimeonpronunciation.Startwiththetwoexpressions“dresscode”and“dressdown”,givingexamplesofwhenwemightusetheseexpressions.Forexample,youcantalkaboutwhattowearintheworkplace,ortimeswhenemployeeshavethechancetoweartheirownclothes.Theword“attitude”iscloselyrelatedtothesetwophrases,youmayteachthatwordnext.Youmayexplainthat,toobeyrulesordresscodesindicatesonehasagoodworkingattitude.Youmayteachtheverb“cooperate”,byexplainingthattocooperatewithothersisanimportantqualitysuggestingyourabilitytoworkingroupsorteams.Askstudentstonameothernecessaryqualitiestoachievesuccessesintheirworks.Youcanalsobrainstormgoodqualitiesandbadqualities.Oneofgoodqualitiestomentionmaybe“persistence”,whichmeansthatonehasastrongwilltoachievethegoal,andwouldnotgiveupeasily.Thenteachotherwords:“vacancy”,“slogan”and“journalist”.Askstudentsquestionssuchas:Whatdoyouthinkajournalistdo?Ifsomeoneisabsent,thenwhatwilltherebe?Howtodescribeashortsentenceoraphrasethatencouragespeopletodocertainthings?HavestudentscompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingonadifferentstudenteachtime.Correctanymistakes.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationbetweenaseniorworkerandanewemployee.Havestudentslistentotheconversationandcompleteit.Thengetstudentstorole-playtheconversationinpairswithonestudentastheseniorworkerandtheotherasthenewemployee.Walkaroundtheclassmonitoringtheconversations,correctinganyerrors.Choosesomegoodrole-playsandhavestudentsactthemoutinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthejobad,andelicititspurpose(lookingforanemployee).Readthewordsintheboxesaloud,modelingcorrectpronunciation.Getstudentstocompletethejobad.Checkanswersaroundtheclass.Askstudents:Wouldyouapplyforajoblikethis?Why(not)?ReadingAandBToimprovestudents’readingcomprehensionExercisesAGetstudentstolookatthepicturesandreadtheheading.Askthem:Whatdoyouthinktheexpression“workforpeanuts”means?Haveyoueverworkedforlittlemoney?Whatdoyouknowaboutinternships?Wouldyouliketodoone?Doyouknowanyonewho’scompletedone?Givestudentsseveralminutestoreadthetextandtoanswerthequestions.AllowthemtorefertoWORDS&EXPRESSIONS.Checkanswersaroundtheclass.ExerciseBReadtherubricaloudtostudents.Monitorasstudentscompletethetask,makingsurethattheyareusingnomorethanthreewordsintheiranswers.Conductclassfeedback.C,DandEToreviewtheusefulwordsandexpressionsExerciseCReadthewordsintheboxesaloud,modelingcorrectpronunciation.Getstudentstocompletethesentences.Askfastfinisherstothinkofmorepairsofoppositesandgetthemtowritesentencesusingthem.Readthecompletedsentencesaroundtheclass.ExerciseDReadthewordsandexpressionsintheboxesaloud,modelingcorrectpronunciation.Askstudentstoreadtheparagraphandtofillintheblankswiththewordsandexpressionsfromtheboxes.Nominateaconfidentstudenttoreadthecompleteparagraphtotherestoftheclass.ExerciseE Elicitthemeaningsofthewordsprosandcons(advantagesanddisadvantages).Readtherubricaloudandfocusstudents’attentiononthestatements.Allowstudentstodiscusstheiranswersbeforeconductingclassfeedback.Askstudentsiftheycanthinkofanymoreprosandconstoaddtothelists.Writestudents’ideasontheblackboard.BeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthestoryExerciseAGetstudentstoreadtheposters.Allowthemtoaskquestionsaboutanynewandunfamiliarwords.Askstudentstoworkinpairsandtodiscusstheposters.Tellthemtosharetheirpreferencesandtogivereasonsfortheirchoices.Conductclassfeedback.Nominateafewpairstoreportontheirdiscussionsandgenerateasmuchdebateaspossible.ExerciseBAskstudentsabouttheirvolunteerexperienceandwhatkindofvolunteerjobthey’dprefer.Organizestudentsintosmallgroupstodiscussthequestion.Circulate,makingsurethatstudentsarebackinguptheiranswerswithreasonsandexplanations.Nominateonespeakerfromeachgrouptoreporttotherestoftheclass.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichtwofriendsdiscussone’sinformeddismissal.Introducethekeywordsforthisconversation.TellstudentstolistencarefullyandtowritedownwhattheyhearintheblanksinExerciseA.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingaboutworkexperienceusingthequestionsinExerciseB.HavestudentsreadthroughLANGUAGENOTEonpage39,whichteachestheexpression“getfired”.ExplainthewordsinWORDS&EXPRESSIONS,andletstudentstoreadthewordsaloud.Nominatestudentstorole-play.TheconversationinExerciseAandExerciseB.ExerciseCFocusstudents’attentionontheresumeandreaditaloud,askingquestionstochecktheirunderstanding,suchas:WheredidKateParkstudy?Whereisshestudyingnow?Askstudentstolookattheconversationalpromptsandorganizestudentsintopairs.Tellstudentstocompletetheconversation,referringtotheresume.Circulateasstudentscompletethetask,offeringsupportifnecessary.Chooseaconfidentpairofstudentstoperformtheconversationtotherestoftheclass.WritingToimprovestudents’writingskillsandlearntowritearésuméExerciseATellstudentsthattheyaregoingtolearntowritearesume.Getstudentstolookatthelistandtoselectthecorrectinformation.Checkanswersaroundtheclass.ExerciseBAskstudentstolookattheresumeandreadtherubricaloud.Givestudentsseveralminutestocompletethetask.Allowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedback.ExerciseCFocusstudents’attentiononthecategoriesandchecktheirunderstandingofthem.Monitorasstudentscompletethetask,offeringsupportifnecessary.Fastfinisherscanaddonemoreexpressiontoeachcategory.ExerciseDFocusstudents’attentionontheexpressionsinthebox.Getstudentstowritetheirownresume.Checkstudents’firstdrafts.Iftimepermits,allowstudentstotypethemup.Copythebestresumeasamodelforotherstudents.GrammarFocusToteachstudentshowtousethepastcontinuoustenseExerciseAStartbyexplainingtostudentsthatweusethepastcontinuoustensetoshowwhatweweredoingataparticulartimeinthepast.Writeanexampleontheblackboard.Emphasizethestructureofthetense(subject+was/were+V-ing)byunderliningkeyelementsofeachsentence.HavestudentsdoExerciseAinthebook,correctinganyerrors.Foranextensionactivity,youcanaskstudentstowriteashortstoryusingthepastcontinuoustosetthescene.ExerciseBGetstudentstolookatthepictureandaskthemtodescribewhattheysee.Elicitexpressionstodescribetheappearanceoftheoldman,aswellasthatofthemotherandherchild.Givestudentsafewminutestoreadthestory.Askquestionstochecktheirunderstanding,suchas:Whywasthewomanrudetotheoldman?(Shethoughthewasnotimportantbecauseofhisjob.)Whatdoyouthinkwillhappennext?(Thewomanmightloseherjob.)Whatdoyouthinkthemoralofthestoryis?(Youshouldtreateveryonewithrespect.)Monitorasstudentscompletethetask,offeringsupportifnecessary.Readthestoryaroundtheclass.課后學(xué)習(xí)設(shè)計(jì)作業(yè)FinishalltheexercisesinUnit3.Readthetextinthisunitagainandtrytosummariseitscontent.Writearésumé.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：我的著裝有什么問題嗎？薩莉：嗯，你穿的是牛仔褲。蒂姆：哦，我覺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，對不起，我不會再穿了。不過我還沒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參考譯文為了一點(diǎn)小錢工作？你愿意為了一點(diǎn)小錢工作嗎？對這個問題給出肯定回答并不像你想象的那樣瘋狂。很多大學(xué)生都為了一點(diǎn)錢而非常努力地工作——不是因?yàn)樗麄兇溃且驗(yàn)樗麄兿朐谛袠I(yè)領(lǐng)域積累經(jīng)驗(yàn)、建立人脈。這樣的工作被稱為“實(shí)習(xí)”。實(shí)習(xí)為大學(xué)生提供了獲取專業(yè)經(jīng)驗(yàn)的一條絕佳途徑。但要確保你選擇的實(shí)習(xí)工作符合你的興趣。舉例來說，如果你喜歡寫作和攝影，為什么不去申請新聞機(jī)構(gòu)的實(shí)習(xí)呢？假如你喜歡技術(shù)，你可以嘗試申請去大型科技公司實(shí)習(xí)。經(jīng)過半年到一年的公司實(shí)習(xí)經(jīng)歷后，你可能會對自己的技能更加自信，并能寫出一份優(yōu)秀的簡歷去應(yīng)聘。在你選擇的領(lǐng)域里，實(shí)習(xí)也是一個建立有價值聯(lián)系的好方法。假如你能充分利用實(shí)習(xí)時間，你可以利用各種活動和會議來自我介紹——不僅僅是向你的公司，也向供應(yīng)商和客戶推薦你自己。把你的名片遞給別人，和在工作中遇到的人保持聯(lián)系，這樣你就不會缺少人脈，從而幫助你在事業(yè)上有一個好的開始。如今，實(shí)習(xí)工作越來越受歡迎。為什么不了解一下有什么實(shí)習(xí)機(jī)會呢？問問你的大學(xué)有沒有實(shí)習(xí)項(xiàng)目，或者自己上網(wǎng)尋找機(jī)會。這可能是一項(xiàng)輝煌事業(yè)的開始。

語言解析Thesejobsarecalledinternships.這些工作稱之為“實(shí)習(xí)”。internship:n.ajobthatlastsforashorttime,thatsomeoneespeciallyastudent,doesinordertogainexperience實(shí)習(xí)崗位，實(shí)習(xí)期e.g.Manyinternshipsareopentoapplicantsfromothercountries.許多實(shí)習(xí)崗位都接收其他國家的申請者。Iftechnology’syourthing,tryapplyingforaninternshipwithSamsungorApple.如果你是科技迷，那就試著申請三星或者蘋果的實(shí)習(xí)工作。ifsth.isyourthing:tosaysth.isyourthingmeanssth.youlikeoryouaregoodat如果你喜歡……，如果你是……迷e.g.Ifvintageisyourthing,hauntfleamarketsandgaragesales.如果你追求優(yōu)質(zhì)的衣服，那就去跳蚤市場或舊貨出售市場。applyfor:torequestsomething,esp.officiallyandinwriting提出請求，申請e.g.We’veappliedforahomeimprovementgrant.我們已經(jīng)申請改善住房的撥款。Bygivingpeopleyourbusinesscard,andkeepingintouchwithpeopleyoumeetonthejob,you’llhavenoshortageofusefulcontactstohelpyougetyourcareerofftoagoodstart.通過向別人遞你的名片，并與工作中接觸到的人保持聯(lián)系，你便不會缺乏有用的人脈，這將有助于你的事業(yè)迎來一個良好的開端。keep/stayintouchwith:與……保持聯(lián)系e.g.Wekeepintouchwitheachotherbyemail.我們通過電子郵件保持聯(lián)系。Hepromisedtostayintouchwithuswhilehewasabroad.他承諾出國后會和我們保持聯(lián)系。getsth.offtoagood/badstart:tostartinaparticularway有好的/不好的等開端e.g.Thedayhadgotofftoabadstart. 這一天一開始就不順。Whynotfindoutwhat’sonoffer?為何不去看看都有哪些實(shí)習(xí)機(jī)會？onoffer:供使用的，待出售的e.g.Over40newbooksareonofferat25percentofftheirnormalretailprice.超過40種新書降價25%出售。

Chatting參考譯文阿曼達(dá)：嗨，馬爾科。很抱歉得知你丟了工作。馬爾科：是的，我被解雇了。阿曼達(dá)：出了什么問題？馬爾科：我的老板告訴我，我不適合這個公司。阿曼達(dá)：她說為什么了嗎？馬爾科：我問了她，她說我很主動，但不夠有團(tuán)隊(duì)精神。阿曼達(dá)：你同意她的說法嗎？馬爾科：老實(shí)說，我確實(shí)更喜歡獨(dú)自完成任務(wù)。如果總是要我和同事們核對事情，那會拖累我。阿曼達(dá)：但要成為一名優(yōu)秀的團(tuán)隊(duì)成員是當(dāng)今職場最重要的技能之一，馬爾科。如果想成為一名成功的職場人士，你就必須為此努力。馬爾科：我認(rèn)為你說得對。好吧，我已經(jīng)吸取了教訓(xùn)。從今往后，我需要學(xué)會和他人交流，并且作為團(tuán)隊(duì)的一員去工作。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(jì)劃教學(xué)單元Unit4Careerpaths單元主題Workchoices課時安排6教學(xué)內(nèi)容VocabularyFocusChoosingcareersReadingDreambigChattingI’mconsideringacareerchange.WritingArecommendationletterGrammarPhrasalverbsThePrideofChinaZhongNanshan教學(xué)目標(biāo)教學(xué)活動建議WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudents:Whatwouldyouridealjobbe?Collectanswersaroundtheclass.Explainthatthisunitwillgivestudentspracticeintalkingaboutjobsandcareerpaths.Readaloudtheexpressionsmarkeda,b,candd.Checkthatstudentsunderstandthemeaningsofwordsresumeandinternshipbyaskingquestions,suchas:WhendoIneedtopreparearesume?(whenapplyingforajob)Whendopeopleusuallydointernship?(usuallybeforegraduating)Focusstudents’attentiononthecareerstages.Thengivestudentsseveralminutestocompletethestatements.Allowstudentstocheckanswerswithapartnerbeforeconductingclassfeedback.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtoworkHavestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whatisthewordfortheexaminationwetakeattheendofourtimeatuniversity?(final)Whichwordisusedtodescribesomethingthatmakesyoufeelhappyandsatisfiedbecauseyoufeelyouaredoingsomethingusefulorimportant?(rewarding)Whatdowecallsomeonewhoisbeingconsideredforajob?(candidate)Whatisthewordforobtainingadegreefromauniversity?(graduate)Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationinwhichtwopeoplediscussjobhunting.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthepictureandelicitthesituation(ajobinterview).Askstudentstosuggestacoupleoftypicalinterviewquestions.Getstudentstocompletethetask.StressthatthewordsortheexpressiontheyneedarecontainedinExerciseA.Organizestudentsintopairstocheckanswersandtopracticethejobinterviewquestionsandanswers.Nominatethreestudentstoperformthejobinterviewtotherestoftheclass.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.ChattingToimprovestudents’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.GrammarFocusToteachstudentshowtousephrasalverbsExerciseAExplainthatphrasalverbsareverbsthatusuallyconsistofaverbandanadverb.DividetheblackboardintotwohalvesandwriteTransitiveontheleftandIntransitiveontheright.Tellstudentsthatverbsthattakeobjectarecalledtransitiveverbs.Writeexamplesofeachkindofphrasalverbsontheblackboard.Inordertoreview,youcanplayagamewheretwostudentscometothefrontoftheclass.Yousayaverbandstudentsmustwriteanappropriatephrasalverbusingthatverb.Foranextrapoint,havestudenttellyouifthatphrasalverbistransitiveorintransitive.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBFocusstudents’attentiononthepictureandelicitthesituation(jobinterview).Askstudentstocompletetheconversationwiththephrasalverbsfromtheboxes.Getstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoperformtheconversationtotherestoftheclass.課后學(xué)習(xí)設(shè)計(jì)作業(yè)FinishalltheexercisesinUnit4.Readthetextinthisunitagainandtrytosummariseitscontent.Writearecommendationletter.課后總結(jié)與反思補(bǔ)充教學(xué)資源VocabularyFocus參考譯文愛德華：你好，諾拉。很高興見到你！對了，你的期末考試怎么樣了？諾拉: 你好，愛德華。我的期末考試很順利，謝謝。現(xiàn)在我已經(jīng)準(zhǔn)備好畢業(yè)了！愛德華：恭喜你！諾拉: 謝謝你?，F(xiàn)在我需要決定以后要做什么。愛德華： 你會成為一名護(hù)士，對嗎？諾拉:是的，但選擇工作單位是一