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1、教 案课程名称 捷进英语综合教程2 课 时 班 级 专 业 教 师 系 部 教 研 室 教 材 捷进英语综合教程2 教师用书Teaching Plan教 学单 元Unit 8 The Working World单 元主 题l Choosing a careerl How does your Facebook page affect your job-seekingl Job interviews课 时安 排8教学内容l Reading for learningI Dont Know What to Do!l Reading for DoingIs Your Facebook Page Lett
2、ing You Down? l Guided WritingA Business Cardl Audio/Video Lab教学环节主要特色教学活动安排建议Warm-up（热身）This section introduces the concept of different jobs and the skills required to do these jobs. Depending on the time you have available, you could play various games such as miming the jobs or describing the jo
3、bs without naming them.Reading（阅读）Reading for learningThis section starts with using rhetorical questions in reading texts. It also encourages Ss to match notes to questions.u Vocabulary and GrammarTask 1works on the meaning of thematic words from the text and extends these into opposites and near s
4、ynonyms. Tasks 2 and 3 look at words describing skills and abilities. The grammar section looks at too/enough, too many/too much.u Beyond the TextStudents consider how well different jobs satisfy different needs of employees. The first two tasks encourage students to use the questions in the text to
5、 think about and personalise the issues. Task 3 checks more detailed understanding and can easily be extended with discussion or further questions. Task 4 reverses the concept of making notes from questions and to actually form questions from the reading. Finally, students consider some of their own
6、 priorities. Not all of the words from the first vocabulary task are in the reading text. Ask students to find the ones that are and then ask why they think the other ones have been included. The last vocabulary task can easily be extended into a discussion task. This will help pre-empt the more det
7、ailed work of the Beyond the Text section. The Grammar Focus part looks at too/enough, too many/too much. There is lots of potential for personalisation with this grammar point. For example, students can write about their own experiences of college or work. Beyond the text section allows students to
8、 consider their own skills and how they match to potential careers. You could match some of the work from the warm-up section to this part.Reading for doingu Ss read an article looking at online profiles and how they can impact o careers. This section should take less time than section B as the text
9、s are less complicated. They focus on developing students everyday reading skills. If you have more time, you could develop the discussion and work on encouraging students to monitor their own online behaviour.Guided Writingu Students write a business card. They revise punctuation in English and wri
10、ting addresses. Before the lesson you could find examples of business cards from different countries to show students. You could also extend the scenario to consider different business card etiquette in other cultures.Audio/Video Labu Students watch two different job interviews.u They analyse the su
11、ccess of each interview and consider the skills required to have a good interview. For each part of the video you might want to play it twice. As an extension you could ask students to interview each other for an imaginary job using the questions from the recording.Wrap-upu This section provides a q
12、uick review of the vocabulary, grammar, writing and theme of the unit. u Tasks could be set for individual work or done in pairs. For the first tasks on the language work you might want to set them up as a team game or class quiz. For the final task it could be set as a small group discussion or down as a reflective writing task.课后学习设计作业u Finish all the tasks in Unit 8.u Read the two texts in this unit again and try to summarise their contents.u Role-play a job interview in pairs. 课后总结与反思
