Unit3Haveyoueverdonepart.doc

Book2 Unit 3 Have you ever done part-time jobs？
（第1-2课时 教学设计）
一、学情分析
本单元在教材第一册第二单元I can do it!的基础上进行了话题深化，语言拓展，并进一步和职业准备挂钩。在英语学习中，学生实际存在着“学不精、学不实、学不透”的问题。学不精，大小写不分，标点符号不加，屡教不改；学不实，懒得开口，不愿多花时间背单词、背课文，作业没人盯着不行；学不透，对英语缺乏主动学习，英语节目不听，文章不读，浅尝辄止。因此，教学中应重视基本关键句型的多种方式的多次巩固，并创设情境，帮助学生在实际运用中准确地掌握知识点和技能。尽管如此，学生对英语还存有一定兴趣，相当部分学生喜欢听英语歌，崇拜国外杰出人物，着迷国外风物人情等。因此，巧妙借助学生的兴趣搭桥，让学生们学得更精一点，更实一点，更透一点，并增强孩子们的自信、乐观、执着，成为教学设计的基本要求。学生们是追星一族，那么通往他们头脑最便捷的路径就是他们心心念念的星星们；学生们爱猜谜悬念，就让他们猜一猜想一想；孩子们缺乏实在的巩固，就重重复复领读几遍；学生们对机械训练容易厌倦，就设置情境假设身份。课堂如旅游，曲曲折折，才能渐入佳境。此时，文字搭载着的文化才会慢慢渗透人心，让人恍然大悟。我能做，我会做，我行！由此，课堂效果才如绵里藏针，针针见效。孩子们以后进入外企的机会或许不多，但英文程度较好的也会有在职业发展中碰到此类机遇的可能性，所以为他们做好职业准备还是非常有必要的。纵使不能在职业生涯中实际接触这个话题，通过在本单元讨论自己的职业经历、特长和优势，还是会对孩子们在心灵上和精神上的成长起到一臂之力。 
本单元设计分为4个课时：
第1-2课时 lead-in + listening and speaking
    第3-4课时 speaking
    第5-6课时 reading and writing + unit task
第7-8课时language in use
第9-10课时vocabulary consolidation and WB
第一课时
二、教材分析
1．教学内容
本课时系教材《英语2》（基础模块 高教版）第三单元的第1-2课时，包括Lead-in & Listening and speaking两部分，具体内容为：部分职业名称、描述个人性格和才能的短语、进行人员招聘/求职应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。同时，应聘的话题也为学生在进入职场进行必要的准备。
2．教学重点、难点
⑴教学重点
通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景
并展开相应对话。
⑵ 教学难点
学生了解词汇记忆的策略之一——分类记忆；
学生读懂招聘广告并能据此展开对话。

三、教学目标
1.    知识目标
⑴掌握部分职业名称、描述个人性格和才能等的短语及词汇，如salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;
⑵掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：
1) 询问个人经历、才能及应聘原因等信息时:
Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?
2)提供个人经历、才能及应聘原因等信息时:
I am a student at…
I will graduate …
I am (creative and hard-working…)
I have worked as a part-time… in a company for…
I can (speak fluent English). And I have (very good communication skills).
I think it is a/an (exciting) place to work.
2.    能力目标
⑴学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
⑵学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
(3) 在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.
3.    情感目标
在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪
 四、教学步骤
Step One Lead-in （8m）
1.  A game. We play a game first. Students guess who the famous person is with the help of the
key sentences--- sb can do sth, sb works as .... “Yaoming! Yaoming!” Students will always shout with great interest. Then come Liu Dehua, Luo Xuejuan, Zhou Jielun, J.K.Rowling, and the most important person in the lesson--- Barack Obama.
For example: A person can sing songs very well. He works as a singer and an actor. Possible answer: Liu Dehua
（设计意图:由学生熟知的明星人物入手，采用猜谜游戏形式，利用多媒体图片呈现，引发学生对话题的兴趣和开口欲望，并初步接触本单元关键句型。）
2.  Brainstorm. Students are encouraged to list the vocabulary of jobs they have learned as many
as they can. Then go with the third activity, this time students will guess the job according to the key sentences, which consist of some new words and expressions related to skills.
   For example: A person can type very fast. What’s his/her job?
   Possible answer: typist.
（设计意图:通过头脑风暴，我们可以快速呈现和温习已掌握的旧知，自然而然带出新知。）
3.  Lead-in activity1. Tick the talents that you have. Make sure students understand the meaning of each expression and help them to find the talents they have.
（设计意图:再次接触教材中的关键词汇和短语，为下一步听力和口语练习打好伏笔。）
4.  Lead-in activity2. Circle the jobs that you think you might do well. Make sure students understand the meaning of each job in the list and help them to find the suitable job，especially the key words in the unit, such as salesperson, secretary, and so on.
（设计意图:再次接触教材中的关于职业名称的关键词汇，为下一步听力和口语练习打好伏笔。）
 Step Two Listening and speaking (22m)
1.  Activity 3. Listen and tick the right picture for the question. Listen to the dialogue and tick the right picture from the four pictures of four different places.
2.  Activity 4. Listen again and decide whether the following statement are true or false. Make sure students understand the meaning of each sentence and highlight the present perfect tense in the following sentences and try to guess the use of the tense. Practice a similar dialogue with your partner.
Li Xiaohong has visited the company’s website.
Li Xiaohong has passed the marketing test.
（设计意图:通过猜测，帮助学生初步了解现在完成时的含义。）
3. Activity 5.Listen again and tick. Listen to the dialogue again and tick the advantages Li Xiaohong has. Help students learn the key expressions by paraphrasing the expressions.
For example:
An expression means being good at using computer. ( have good computer skills)
An expression means being good at communicating with others. ( have good communication skills)
An expression means being able to speak English very well. (speak fluent English)
（设计意图:通过词汇释义，帮助学生掌握关键词汇的含义。）
4. Activity 6. Read and underline. Read the dialogue and underline the interview questions and answers about asking and answering the information of one’s personality, working experience, skills and purpose.
Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?
I am a student at…
I will graduate …
I am (creative and hard-working…)
I have worked as a part-time… in a company for…
I can (speak fluent English). And I have (very good communication skills).
I think it is a/an (exciting) place to work.
5.  Read the key sentences after the teacher. Make sure that students can say them out fluently and their pronunciation of the words is correct.
6.  Practice the sentences with the information from students’ own.
7.  Activity 7.Practice the dialogue in pairs. Use Activity 6 as an example.
 (设计意图:从词到句，从句到对话，每一步骤都要确保学生能扎实掌握。从领读到齐读到互相读再到个别读，教师要确认学生能正确掌握发音和语音语调。)
8.  Ask some pairs to demonstrate their performance.
(设计意图:展示对话，锻炼了当事者的胆量。)
 Step Three Summary and Production (14m)
1.  Make a short summary of what we’ve learned today.
(1)key vocabulary：salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;
(2) expression about asking and answering the information of one’s working experience, skills and purpose.
Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?
I am a student at…
I will graduate …
I am (creative and hard-working…)
I have worked as a part-time… in a company for…
I can (speak fluent English). And I have (very good communication skills).
I think it is a/an (exciting) place to work.
2.  Think of words of jobs and one’s talents.
（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，方便学生补充笔记。）
3. Think of more ways to ask about one’s information of working experience, skills and purpose.
· Why did you leave your last job？
· What contribution did you make to your current (previous) organization？
· Are you a multi-tasked individual？
· Do you work well under stress or pressure？
· How would your friends or colleagues describe you？
· How do you normally handle criticism？
· How do you handle your conflict with your colleagues in your work?
· How do you handle your failure？
（设计意图:对程度较好的同学，帮助他们接触、了解、归纳和掌握更多的招聘用语，对于开阔眼界有所益处。这些用语不做四会要求。）
 Step Four  Homework (1m)
1. Copy and memorize the new words and expressions.
2. Practice dialogue with your classmates after class.
3. Make a similar dialogue, talking about personal information.
 五、板书设计
Ask for information :

Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?

Provide information :

I am a student at…
I will graduate …
I am (creative and hard-working…)
I have worked as a part-time… in a company for…
I can (speak fluent English). And I have (very good communication skills).
I think it is a/an (exciting) place to work.

Book2 Unit 3 Have you ever done part-time jobs？
（第3-4课时 教学设计）
 一、教材分析
1．教学内容
本课时系教材《英语2》（基础模块 高教版）第二单元的第3-4课时，包括Listening and speaking中的Dialogue 部分，具体内容为：根据情境，展开人员招聘/求职应聘对话，初步接触现在完成时态的用法。
这些内容将第一单元以及本单元第一课时的教学内容融合在了具体的任务中，同时为本单元任务“模拟招聘会”做好铺垫，起的是承上启下的作用。
2．教学重点、难点
⑴教学重点
在创设的情境中，以上一课时掌握的对话为基础，自编对话并进行表演。
⑵教学难点
根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。
 二、教学目标
1. 知识目标
⑴进一步巩固职业名称、描述个人性格和才能等的短语及词汇，如salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;
⑵进一步熟练掌握并巩固询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：
1) 询问个人经历、才能及应聘原因等信息时:
Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?
2)提供个人经历、才能及应聘原因等信息时:
I am a student at…
I will graduate …
I am (creative and hard-working…)
I have worked as a part-time… in a company for…
I can speak fluent English). And I have (very good communication skills).
I think it is a/an (exciting) place to work.
2.   能力目标
⑴学生能编写关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
(2) 根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。
(3) 在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.
3. 情感目标
在模拟情景交流中，进一步调教学生正确的应聘穿着及言谈举止方面的礼仪。 
四、教学步骤
Step One Lead-in (10m)
1.  Teacher shows pictures of different jobs and ask students to match them with words of jobs
2. Brainstorm: list all the words students know about jobs.
（设计意图:复习词汇，锻炼学生的短时记忆能力和归纳能力。）
3.  Survey: What skills do you think a salesperson and a secretary should have? Students do group work to discuss it and write the answers down.
（设计意图:为其后的课堂活动做好词汇的准备和铺垫。）
 Step Two Speaking (25 min)
1. Ask me. Students have a competition to ask teacher questions about personality, working experience, skills, personality and purpose.
（设计意图:师生角色互换，让学生充当提问者，教师一一回答问题。教师鼓励学生多提问题，为其后的对话活动搭好梯子。）
2.  Activity 8. A big company is holding a job fair in your school. The company wants to find a secretary and a salesperson. You want to find a job. Now please role play the job interview with your partner.
(1)    Teacher explains the difficulties in the two job advertisements makes sure students understand them thoroughly, especially the key sentences as followings:
Applicants should have…
…are required.
We are looking for … who…
(2)    Teacher hands out the cards (in two colors: red and yellow) of two roles of interviewer and interviewee randomly in the class. Make sure every student gets a card and role.
(3)    Teacher asks the students who will act out the role of interviewer to prepare the questions they will ask and the other students to prepare the ways to provide their information.
(4)    Teacher asks each student with a red card to find another one with a yellow card then to make up a dialogue.
(5)    Teacher walks around the classroom and gives help to those who have difficulties, and corrects the mistakes students make.
（设计意图: 教师采用角色卡的形式确定模拟情境中的角色，让学生更有新奇感，使活动更充满趣味。并能凭借由此产生的信息不对称感使情境更真实。在活动过程中，教师应时时给予指导，确保同学的参与以及对话一定程度的正确率。）
3．Performance. Teacher asks some pairs to demonstrate their dialogue in front of the class.
（设计意图: 鼓励大胆演示，激发内心力量。）
4. Evaluation. Teacher asks the students to judge the four best interviewers and interviewees and give reasons.
（设计意图:评选最佳招聘者和应聘者，树立规范形象。）
5. Performance guidance: Teacher gives more directions about one’s ways of appearance, apparel, speaking and body language in a formal interview to make it successful, especially the attention on politeness.
（设计意图: 教师还可抓住时机，进行应聘礼仪讲解与训练，例如如何穿着得体，。）
6. Teacher shows two more job advertisements and asks students to prepare for it and then practice it in pairs. Two groups of students will exchange their roles this time.
Marketing assistant
We are looking for students who are able to work underpressure. Applicants should have good communication skills.
 Kindergarten English teacher
Applicants should love children and have good English. Good computer skills are required.
  （设计意图: 为下节课的阅读做好内容铺垫。）
7. Teacher asks the four interviewers to act as personnel managers and the others people who want to apply for the position.
（设计意图: 让选出的四名最佳招聘者充当人力资源经理，其他同学充当应聘者，进一步增加情境真实度。）
 Step Three Summary (9min)
1. Teacher asks students to try to make their own job advertisements by filling in the blanks with the missing information. ________________
Applicants should _____________ and have ______________._____________ are required. _______________
We are looking for students who are able to _____________.Applicants should have______________.  
 （设计意图:在反复的口语交际活动后，帮助学生在书面形式上运用关键词汇语汇。）
2. Design a poster. Teacher asks students to design a poster of job advertisement with the pictures and the style they like.
（设计意图:让学生发挥创造力，设计一张简单的招聘海报。鼓励学生设计相应的图片，字体，色彩等。为增强学生兴趣，教师可给出一些比较有趣的有借鉴意义的范例。）
Step Four Homework (1m)
1.  Make a similar dialogue according to the dialogue in the book and write it down .
2.  Polish your poster of job advertisement.
Collect as many job words as possible.
Book2 Unit 3 Have you ever done part-time jobs？
（第5-6课时 教学设计）
 一、教材分析
1．教学内容
本课时系教材《英语2》（基础模块 高教版）第三单元的第5-6课时，包括Reading and
writing 部分，具体内容为：读懂简单的招聘广告，并能找出关键信息点；根据关键信息点，完成招聘广告。
这些内容将第一单元以及本单元第一课时的教学内容融合在了具体的任务中，同时为本单元任务“设计招聘广告”做好铺垫，起的是承上启下的作用。
2．教学重点、难点
⑴教学重点
读懂简单的招聘广告，并能找出关键信息点。
⑵教学难点
根据关键信息点，填入恰当的词汇完成招聘广告。
二、教学目标
1. 知识目标
⑴学生能掌握描述职业名称、个人职业能力及经历等词汇及短语，如kindergarten teacher， marketing assistant， have good computer skills， have good communication skills，be able to work under pressure,  work as…，two-year working experience;
⑵学生能掌握简单招聘广告中的典型句型，如：
We are looking for …
If you are interested, …
Please call…at…
Please visit … for more information.
Please send your resume to us.
⑶接触现在完成时态的句子并进行初步讲解;
I have passed the TOEFL test.
I have written many English stories.
2. 能力目标
⑴学生能读懂简单的招聘广告，并能找出关键信息点。
⑵学生能根据关键信息点，填入恰当的词汇完成招聘广告。
3.情感目标
帮助学生发现自我能力和价值，帮助学生树立信心，发展能力，为今后求职打下坚实基础。
四、教学步骤
Step One Lead-in (10m)
1.  Vocabulary memory: the teacher shows a group of pictures about talents, skills and abilities on ppt and asks the students to describe each picture.
（设计意图:复习词汇，锻炼学生的短时记忆能力，看图说话能力。）
2. Activity 9. Match the talents, skills and abilities with the two jobs: kindergarten teacher and marketing assistant. And then list at least two qualities required by each job.
（设计意图:将个人职业特长和优势与具体职业挂钩，为其后的课堂活动打下伏笔。教师要向学生解释特长与职业需求的特长的区别。前者更广义，后者要与具体职业挂钩，所以需要更有针对性。）
3.  Brainstorm: List the skills and abilities the two jobs required in order to do the jobs better.
（设计意图:鼓励学生列出更多做个优秀的职场人所需要的职业素养和特长，为其后的课堂活动进一步夯实基础，并向学生传达人文信息：要做到脱颖而出，需要更多的努力。）
 Step Two Reading and writing (20 min)
1. Activity 10. Read the following ads, and tick the common qualifications for the two jobs. Teacher asks students to underline the key words of the qualification in the job ads and tell what kind of talents each item belongs to.
（设计意图:训练阅读技巧之一：抓住关键词，获取关键信息。）
2．Activity11. Read the advertisements again and complete the chart. Teacher asks students to
find the key information in the job ads, including the title of organization, the position and the website address. Check the answers with the students, explaining the difficulties, especially the meaning of the words: organization, position and website address. Teacher can give an example to de