新生代英语基础教程2 Unit7电子教案.docx

新生代英语基础教程2 Unit7电子教案.docx

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新生代英语基础教程2Unit7电子教案

教案

课程名称新生代英语基础教程2

课时____________________

班级____________________

专业____________________

教师____________________

系部____________________

教研室____________________

教材《新生代英语基础教程2》

TeachingPlan

教学

单元

Unit7“Howdidyouhearaboutthisjob?

”

单元

主题

●Jobinterviews

课时安排

8

教

学

内

容

●ShowTime

“Howdidyouhearaboutthisjob?

”

●Reading

Makeorbreak?

●ChatTime

Areyoureadyforyourinterview?

●Writing

Athank-youletter

●Grammar

adverbsofmanner

●MyStory

Whatdoyoudo?

教学目标

教学活动建议

Warm-up

Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner

●Havestudentslookatthepictureandaskthemtotellyousomethingaboutitasmuchastheycan.

●Then,gothroughthequestionsandcompleteeachanswer.Inaddition,youcanaskafewwarm-upquestionssuchas“Doyouhavejob?

”and“Wheredoyouwork?

”Youmayneedtoteachthewordresume（number2）,inorderforstudentstocompletethatquestion.Tellstudentsthataresumeisasummaryofsomeone’sworkexperienceandeducation.Itissomethingweusewhenweapplyforajob.

VocabularyBuilder

AandB

Toteachstudentsnewvocabularyrelatedtowork

●Havestudentslistenandrepeatthewords.Forthedefinitions,startwiththewordsmanagerandsupervise.Tellstudentsthatamanagerlooksafteraplaceofbusiness.Heorshedoesthisbysupervisingworkers.Makesurestudentsareawarethatmanagerisanounandsuperviseisaverb.Forthewordsinterviewandexperience,youcanrefertothepictureinthewarm-upsection.Thewomanisatajobinterview.Thisisaformalmeetinginordertoapplyforajob.Manystudentsknowthewordexperiencefromvideogames,whereitiscommonlyknownasEXP.Asalways,relatingnewvocabularytothestudents’livesisthebestwaytoteachthem.Forthewordapplication,tellstudentsthatitisaformusedtotryandgetsomething.Thewordssalesclerk,part-timeandcashregisterhaveallbeenmentionedinpreviousunits.Studentsshouldalreadybefamiliarwiththesethreewords.

●Oncestudentsarefamiliarwiththenewwords,havethemdotheexercises,correctinganymistakes.Formorevocabularyrelatedtojobs,see.

CandD

Toimprovestudents’listeningandcomprehensionskills

●TellstudentstheywillhearaconversationbetweenKenandBianca.Theyarediscussingtheirpart-timejobsoverthesummer.Then,listentotheconversationandhavestudentscompletethesentences.Correctanymistakes.

●ForExerciseD,firsthavestudentsbrainstormasmanyjobsaspossible.Chooseonejobandletstudentsmakeajobdescription,e.g.“I’mateacher.IteachEnglishand…”Thenletstudentsreadthejobdescriptionsintheexerciseandencouragethemtoguesswhatjobstheymaybewithoutlookingatthelist.Theycansharetheirreasonswithapartner.Correctanymistakes.

ShowTime

A

Toteachstudentsspeakingskillsthroughthevideo

●First,havestudentswatchthevideoinitsentirety.Askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo?

”“Wherearethey?

”“Whataretheydoing?

”“Whyaretheydoingthat?

”“Howaretheydoingit?

”

●Next,havestudentstaketurnsexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.

B,CandD

Toimprovestudents’listeningcomprehensionthroughthevideo

●Watchthevideo.ThenlookatExerciseB,andaskstudentstocompletetheTrue/Falsestatements.

●Next,studentscancompletethedialogueinExerciseC.HaveagroupofstudentsreadoutthedialoguewithonestudentplayingtheroleofMr.Patel,andtheotherasHector.

●Foranextensionactivity,youcanalsohavestudentsrewritetheconversation,usingdifferentnames.Studentscanalsorole-playajobinterviewusingthevocabularytaughtinthisunit.TochecktheanswersforExercisesB,C,andD,studentscanexchangebooksandlistenasyougothroughtheanswers.

Reading

AandB

Toimprovestudents’readingcomprehensionandlearnaboutjobinterviewtips

●Explaintostudentsthemeaningoftips.Thenaskstudentsiftheycanthinkofanytipssomeonemightneedforajobinterview.

●Next,readandhavestudentslistentothetext.Letthemreadeachofthequestionsandchoosethebestanswer.

C,DandE

Togetstudentscomfortablewhenspeakingabouthousing

●Putstudentsinpairsandhavethempracticetalkingaboutjobinterviews.Everytwominuteshavestudentsstandupandchangepartners.Dothisthreeorfourtimes,dependingonclasssize.

●ForExerciseD,havestudentsimaginethemselvesascandidatesandaskthem,“Whatwillyouwearifyougoforaninterview?

”Thenletthemusetheirideasorthoughtstojudgethethreecandidatesandfinishtheexercise.Remindthemthattheseareopenquestions.Next,askthem“Besidesoutfit,whatelseshouldyoupayattentionto?

”Youcangivethemsomehintslikepunctuality,politeness,etc.

●ForExerciseE,letstudentsfindthedifferenceineachpairofpictures.Letthemcommentontheintervieweesanddecidewhichisappropriate.Havestudentsawarethatoutfitsandmannersareimportantinajobinterview.

ChatTime

Toimprovestudents’listening,speaking,writingandactingskillsthroughtheconversation

●ExplaintostudentsthattheywillhearaconversationinwhichHarrisgivesVivianadviceaboutherupcomingjobinterview.Introducethekeyvocabularywordsforthisconversation.Tellstudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.

●Next,havestudentspracticetalkingaboutjobsmonitoringthemwhiletheydoso.

●ForExerciseC,havestudentsreviewsomebasicexpressionsandsentencesusedinaninterview.Thenletstudentsrole-playtheinterviewerandVivian.Invitesomegoodroleplayerstoperformaconversationinfrontoftheclass.

Writing

Toimprovestudents’writingskillsandlearntowriteathank-youletter

●Introducetheelementsofathank-youletter.AskstudentstoreadthroughtheexampleandthenfinishExercisesAandB.Checktheirwork.

●Explaintheexample.Payattentiontolanguagepoints.

●TellstudentsthatthefouraspectsasisshowninExerciseBiswhatneedtobecontainedinathank-youletter.Askstudentstowritetheirownversions.

Grammar

Toteachstudentsaboutadverbsofmanner

●Startbyexplainingtostudentsthedefinitionofanadverb.Thebestwaytodothisistoshowthemsomeexamples.Youcanusethedefinitionandexamplegiveninthebook.

●Next,youmustgothroughthespellingrulesforadverbs.StartbywritingLYontheboard.Writeuptheruleandgiveanexample.Now,havestudentsgiveyoumoreexamples,untilyouhavefilledupthatsectionoftheboard.DothesameforILY,ALLYandIRREGULAR.Also,besuretogothroughtheNotesatthebottomofthebox,astwoimportantexceptionsarelistedthere.

●Oncestudentshaveagoodideaaboutthespellingrules,youcanplayaquickgametoreviewthem.Havetwostudentscometothefrontandthensayanadjective.Studentsaresupposedtowritethecorrectadverbontheboard.Thefirstonetocompleteitcorrectlygetsapointforhisorherteam.

●Finishbyhavingstudentscompletetheexercises,andthenaskthemtoexchangebooksandgothroughtheanswers,correctinganymistakes.

MyStory

Toimprovestudents’listeningcomprehensionandspeakingabilitythroughthevideo

●Tellstudentsthattheywillseeavideoinwhichrealpeopletalkabouttheirjobs.

●Then,watchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.Next,havestudentstellyoutheanswers,correctinganymistakes.

●Watchthevideoagainandhavestudentsfillinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.

●Forthediscussionsection,givestudentsyouranswerstothequestions.Next,youcanhaveseveralstudentsgivetheiranswerstotheclass.Finally,havestudentsdiscussthequestionsinpairsand/oringroups.

课后学习设计

作业

◆FinishalltheexercisesinUnit7.

◆Readthetextinthisunitagainandtrytosummariseitscontent.

◆Writeathank-youlettertoyourmother.

课后总结与反思

补充教学资源

VOCABULARYBUILDER

Ø参考译文

肯：

夏天过得怎么样，比安卡？

比安卡：

很忙。

我在一家咖啡馆做兼职。

肯：

你喜欢在那里工作吗？

比安卡：

是的，我喜欢。

我了解了一些顾客。

你呢？

肯：

在夏天我也有一份兼职工作。

那工作不错。

比安卡：

真的吗？

你在干什么？

肯：

我在兼职做海滩救生员。

比安卡：

酷。

肯：

真是太棒了……我希望明年夏天我能再做一次。

SHOWTIME

Ø语言解析

1.I’mthestoreownerandmanager.我是商店的老板和经理。

本句指同一人有不同身份，manager前面不要加任何冠词。

2.Hesaidthatyouarelookingforapart-timesalesclerk,whichisperfectforme,becauseI’mastudent.

他说你们正在寻找一个兼职销售员，这对我来说最合适，因为我是学生。

本句是多重复合句。

该句可分为三个层次，第一层是句子主干为Hesaidthat，其中that引导的从句作宾语；第二层是由which引导的非限制性定语从句，which作定语从句的主语；第三层为because引导的原因状语从句。

3.Whatwasitthatyoudidasan“assistant”?

作为助理，你到底都做些什么工作？

本句使用了强调结构“Itis（was）+强调部分+that（who）+句子的其余部分”.It在句中无意义，只起引出被强调部分的作用。

被强调的部分指人时，除可用that外，还可换用who（强调宾语指人时也可用whom）。

4.Iansweredthephonesandtookmessages.我接电话并记录留言。

answer这里意为“接，应答（电话等）”

e.g.Pleaseanswerthephone.请接一下电话。

5.I’mmajoringinbusiness,andtakingclassesinaccounting,andsomedayIwouldliketobeastoremanagerlikeyourself,Mr.Patel.

我正在主修商科，学习会计课程，将来我想成为像你一样的商店经理，帕特尔先生。

major这里是作为动词，意为“主修…专业”；此外还可以作为名词和形容词。

1）作为名词，意为“主修科目，专业；专业学生”。

e.g.“What’syourmajor?

”“I’manEconomicsmajor.”

“你是哪个专业的?

”“我的专业是经济学。

”

2）作为名词，意为“（大小、