《新時(shí)代職業(yè)英語 英語2》 教案 Unit-5-Socialmediaandcareersuccess、Unit-6-Settingsmartgoals

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

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

教學(xué)目標(biāo)教學(xué)活動(dòng)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(jì)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?cè)谝黄穑菃?？帕特里克?是的，我加入了“一帶一路”項(xiàng)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(shí)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(jí)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(gè)經(jīng)歷讓我確定我想要成為一名教師。我知道這個(gè)職業(yè)很適合我。

Reading參考譯文社交媒體：它會(huì)幫助還是阻礙你的求職？如今，社交媒體是影響求職的一個(gè)關(guān)鍵因素。它讓你能更容易地發(fā)現(xiàn)工作機(jī)會(huì)，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(huì)利用你的在線檔案來評(píng)估你的個(gè)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(gè)好消息。但有34%的雇主說，他們?cè)诰W(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(huì)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?yàn)榫W(wǎng)上有證據(jù)表明求職者酗酒或?yàn)E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(huì)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(huì)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(qǐng)利用社交媒體來吸引潛在雇主的注意。但是,請(qǐng)要確保他們注意到你的理由是對(duì)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(huì)；允許。常用詞組為enabletodosomething使某人能做某事e.g.Thenewtestenablesdoctorstodetectthediseaseearly.新的檢測(cè)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(shí)現(xiàn)東德市場(chǎng)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(duì)你的個(gè)人素質(zhì)進(jìn)行評(píng)估，并決定他們是否會(huì)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(huì)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(huì)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是否；是不是e.g.Thecouncilisconsideringwhethertoapproveoftheuseoffirearms.政務(wù)委員會(huì)正在考慮是否要批準(zhǔn)動(dòng)用武器。e.g.It’sdoubtfulwhethershe’llattendthemeeting. 她未必會(huì)參加會(huì)議。②inallcircumstances不管……還是e.g.Thishappenswhetherthechildrenareintwo-parentorone-parentfamilies.不管是生活在雙親還是單親家庭，這種情況都會(huì)發(fā)生。3.Whatkindofcontentshouldjobseekersbewaryofpostingonline?求職者應(yīng)該警惕在網(wǎng)上發(fā)布什么樣的內(nèi)容？本句是一個(gè)特殊疑問句。特殊疑問句是以特殊疑問詞開頭，對(duì)句中某一成分提問的句子。常用的特殊疑問詞有what,who,whose,which,when,where,how和why等。Bewaryof謹(jǐn)慎；小心做e.g.Theytaughthertobewaryofstrangers. 他們教育她要提防陌生人。4.Anotherthingwhichrecruiterswatchoutforisdiscriminatorycommentsrelatingtoraceorgender.另外，招聘人員還會(huì)關(guān)注求職者發(fā)布的有關(guān)種族或性別歧視的評(píng)論。在本句中包含一個(gè)which引導(dǎo)的定語從句。Which在該從句中擔(dān)任watchoutfor的賓語。watchfor:lookoutfor密切注意；關(guān)注e.g.Wewillbewatchingforanydevelopments. 我們會(huì)關(guān)注所有進(jìn)展。5.Byallmeans,usesocialmediatohelpyoucatchapotentialemployer’seye.無論如何，使用社交媒體能幫助求職者吸引雇主的注意。byallmeans一定；無論如何e.g.Youmustbringhimherebyallmeans. 你們一定要設(shè)法把他帶到這里來。catchsomebody’seyeorcatchtheeyeofsomebody引起某人的注意e.g.LizzycatchestheeyeofwealthylandownerMr.Darcy. 莉齊引起了富有的地主達(dá)西先生的注意。Chatting參考譯文露西：嗨，薩姆。你在做什么？薩姆：找工作！這里有好多的機(jī)會(huì)。露西：是啊，我同意。但你要小心點(diǎn)。薩姆：什么意思？露西：嗯，你的網(wǎng)絡(luò)足跡有多干凈？薩姆：我不清楚。我經(jīng)常用社交媒體，你知道的！露西：那你都發(fā)些什么東西？薩姆：各種各樣的內(nèi)容。晚上出去玩的照片，笑話有時(shí)也會(huì)評(píng)論別人的帖子。露西：有沒有讓雇主不滿意的內(nèi)容？薩姆：嗯，可能會(huì)有。他們不會(huì)費(fèi)心看我所有的帖子吧？露西：他們可能會(huì)看！如果我是你，就趕緊查看一下自己的社交媒體賬戶，刪除任何不積極、不專業(yè)的內(nèi)容。教案課程名稱新時(shí)代職業(yè)英語通用英語2課時(shí)班級(jí)專業(yè)教師系部教研室教材《新時(shí)代職業(yè)英語通用英語2》

教學(xué)計(jì)劃教學(xué)單元Unit6Settingsmartgoals單元主題Lifegoals課時(shí)安排6教學(xué)內(nèi)容VocabularyFocusThinkingoflong-termgoalsReadingSettingSMARTgoalsChattingLet’stalkaboutthefutureplans.WritingAlettertomyfutureselfGrammarConditionalsThePrideofChinaYangLiwei

教學(xué)目標(biāo)教學(xué)活動(dòng)建議WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudentstolookatthepictures.ReadEXAMPLEaloudandelicitwordsandexpressionsweusetotalkaboutthefuture.Givestudentsseveralminutestolookateachpictureandhavestudentsthinkaboutwhattheirplansandhopesare.Organizestudentsintopairstosharetheirideas.Conductclassfeedback.Getstudentstoreportontheirpartner’splans.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtolifegoalsHavestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Makesurestudentsarefamiliarwiththewordgoal,youcanaskthemwhatgoalstheyhave.Forthewordsintern,degree,andthephrasesocialactivity,askstudents:Haveyoueverbeenanintern?Whenwillyougetyourdegree?Whatarethesocialactivitiesyouenjoythemost?Makesurestudentsknowtheadjectivesshort-term,long-termandoutstanding.Trytohavestudentscomeupwithasentenceforeachone.Youcandothiswithsimplequestions,suchas:Whoisthemostoutstandingpersonyouknow?Doyouhaveanyshort-termplanorlong-termplan?Fortheverbparticipate,youcanreviewtensesbyhavingstudentscomeupwithsentencesinanytensetheyhaverecentlystudied.HavestudentscompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanymistakes.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationbetweentwostudents.Afterstudentshavecompletedtheconversation,youcanhavestudentsrole-playtheconversationinpairsandtalkabouttheirshort-termorlong-termgoals.Walkaroundtheclass,monitoringtheconversationsandcorrectinganyerrors.Youcanalsochoosesomegoodrole-playsandhavestudentsactthemoutinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthetableandelicitthethreecategoriesthatthesegoalsaresortedinto:study,careerandrelationship.Readtherubricaloudandgivestudentsacoupleofminutestocompletethetable.Checkanswersaroundtheclass.ReadingA,BandCToimprovestudents’readingcomprehensionExerciseAAskstudentsiftheyhaveeversetalong-termorshort-termgoalbefore.Somestudentsmayhaveagoalatthemoment,too.Askstudents:Whatwas/isyourshort-term/long-termgoal?Youcanalsoaskwhatstepsstudentsaretakingtoachievetheirgoals.Foranextensionactivity,youcanhavethewholeclassstandup,andhaveastudentsitdownafterreadingeachsentence,onebyone.Thiswillensurethateveryoneintheclasspaysattentionandreadsatleastonesentence.Oncestudentshavereadthroughthepresentation,havethemcompletethetrueorfalsestatementsandthengothroughtheanswers.ExerciseBFocusstudents’attentiononthetable.ReadthewordswhichmakeupSMART(specific,measurableetc.)andgetstudentstofindtheirmeaningsinthetext.GothroughtheSMARTwordsandgetstudentstotellyouwhattheymeanwhenitcomestotargetsetting.Readtherubricaloudandaskstudentstocompletethetable.Circulateasstudentsdothis,offeringsupportwhennecessary.Discussanswersasaclass.ExerciseCReadPaul’sandElsa’sgoalsaloud(ornominateastudenttodoso).Allowstudentstoaskquestionsaboutanywordstheydon’tunderstand.Organizestudentsintopairstoshareandtowritedowntheirgoals.Askafewstudentstosharetheirgoalswiththerestoftheclass.D,EandFToreviewtheusefulwordsandexpressionsExerciseDReadthewordsintheboxesaloudtostudents,modelingthecorrectpronunciation.Readtherubricaloudandgivestudentsafewminutestocompletethesentences.Collectanswersaroundtheclass.Askstudents:Doyouknowanyotheracronyms?Whatgoalshaveyousetforyourselfinthenextthreeyears?ExerciseECompletethefirstsentencetogetherwithyourclass,asanexample.Circulateasstudentscompletethetask,offeringsupportifnecessary.AllowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedbackExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirsttosolvetheanagrams.Fastfinisherscanmakeanagramsandwritecluesusingwordslearnedinthisunit.Theycanwritetheiranagramsandcluesontheblackboardandgettherestoftheclasstosolvethem.BeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthetextExerciseAReadtherubricaloud.Focusstudents’attentiononthethreepeopleandgetastudenttoreadaloudBrian’sgoal.GetstudentstoremindyouofwhatthelettersintheSMARTacronymstandforandwhattheymean.ReadthroughBrian’sSMARTtargetstogether.GetstudentstoreadKenneth’sandGaoYou’sgoals.Tellstudentsthattheyaregoingtowritetargetsforthesetwopeople.Getstudentstoworkinpairstocompletethistask.Circulate,offeringsupportwhennecessary.NominateacoupleofstudentstoreadtheirSMARTtargetsaloudtotherestoftheclass,whoshouldlistenandcheckthateachtargetcorrespondswithaletterintheacronym.ExerciseBReadtherubricandExampletostudents.Getthemtodiscusstheirideaswithapartner.Remindstudentstothinkofspecificgoalswhentheyarediscussingtheirideasandtodrawontheirexperiences.Nominateafewstudentstoreportontheirdiscussions.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichamantellshisfriendabouthisrelationshipproblems.Introducethekeywordsforthisconversation.TellstudentstolistencarefullyandtowritedownwhattheyhearintheblanksinExerciseA.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingabouttheirplansusingthequestionsinExerciseB.HavestudentsreadthroughLanguageNote,whichteachestheexpressiontietheknot.ExerciseCReadtherubricaloudtostudents.NominatetwostudentstoreadExampleinfrontoftheclass.Focusstudents’attentionontheprosandconsofhavingaweddingceremony.Allowthemtoaskquestionsaboutanythingtheydon’tunderstand.Organizestudentsintopairsforthediscussion.Circulateasstudentssharetheirideas,promptingthemandofferingsupportwhennecessary.Bringtheclasstogetherforfeedback.Askafewstudentstoreportback.Findoutifthemajorityoftheclassarefororagainstaweddingceremony.WritingToimprovestudents’writingskillsandlearntowritealettertotheirfutureselfExerciseAGivestudentsaminuteortwotoreadtheletter.Focustheirattentiononthequestions.Havestudentsdiscussthequestionsasaclass.Elicitwhysomeonemightwritealettertohis/herfutureself.Tellstudentsthattheyaregoingtowriteletterstotheirfutureselves.ExerciseBReadtherubricaloudandmakesurethatstudentsunderstandtherearetwopartstothistask.Whenstudentshavecompletedthetask,theyshouldchecktheiranswerswithapartner.Collectanswersaroundtheclass.ExerciseCAskstudentstothinkofwhattheirlifewillbelikewhentheyareintheirmid-thirties.Focusstudents’attentionontheheadings.Chooseaconfidentstudentandaskhim/hertocommentononeoftheheadings,suchas:Wheredoyouthinkyou’llbeliving?Whatkindofhousewillyoulivein?Readtherubricaloudandcirculateasstudentstakenotesundertheheadings,promptingthemandofferingsupportwherenecessary.Bringtheclassbacktogether.Askafewstudentstosharewhatthey’vewritten.ExerciseDReadtheusefulexpressionsaloudandencouragestudentstocheckanythingtheyarenotsureabout.Tellstudentstheyaregoingtowritetheirownletter,usingtheexpressionsprovidedandthenotestheytookinthepreviousexercise.Circulateasstudentswritetheirletters,offeringsupportifnecessary.GrammarFocusToteachstudentshowtouseconditionalsentencesExerciseAStartbyexplainingtostudentsthataconditionalsentenceisusedtoexpressthatanactioninthemainclausecanonlytakeplaceifacertainconditioninthesubordinateclauseisfulfilled.Dividetheblackboardintothreeparts.WriteZEROontheleftsideandexplainthatthezeroconditionalisusedforfacts.Giveanexampleandwritethesentencestructureunderneathit.Askstudentstocomeupwithmorezeroconditionalsentences.WriteFIRSTinthecenteroftheblackboard.Tellstudentsthatweusethefirstconditionaltotalkaboutthingsthatwillprobablyhappen.Writeanexamplesentencewiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownsentences.WriteSECONDontherightsideoftheblackboard.Tellstudentsthatweusethesecondconditionaltotalkaboutimaginaryorunlikelysituations.Thiswillprobablybethehardestconditionalforstudentstounderstand,soyoumayneedtospendmoretimeonthis.Writeanexamplesentenceontheblackboardwiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownexamples.Havestudentscompletetheexercise.Collectanswersaroundtheclass.ExerciseBReadtherubricaloudtostudentsandfocustheirattentionontheexample.Makethefirstsentencetogetherasaclass,andgetstudentstocompletetherestofthetaskalone.Monitorastheydothis,offeringsupportwherenecessary.Collectanswersaroundtheclass.課后學(xué)習(xí)設(shè)計(jì)作業(yè)Finishalltheexer