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基礎(chǔ)英語第__2___冊(cè)第__3__單元教案
課題名稱 Unit 3 Have you ever done a part-time job 課型 Listening and speaking
教學(xué)目標(biāo) 知識(shí)目標(biāo) 1. To recognize and read aloud 8 words “creative, confident, fluent, sportsman, operator, designer, cashier, typist” 2. To recognize and read aloud “good with hands, have good communication skills, team player, properly” 3. To recognize and read aloud 5 sentence structures Could you tell me something about yourself Have you ever done a part-time job What are your strong points Why do you want to work for our company I have worked as a part-time… in a company for…
能力目標(biāo) To be able to understand the conversation about job interview and use the key words and sentence patterns to complete a conversation about job interview.
情感態(tài)度價(jià)值觀 To know the euphemism in English and use them properly.
教學(xué)重點(diǎn) To master the following words, phrases and sentences: 8 words: creative, confident, fluent, sportsman, operator, designer, cashier, typist 3 phrases: good with hands, have good communication skills, team player 5 sentences: Could 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 have worked as a part-time… in a company for…
教學(xué)難點(diǎn) To be able to complete an interview using the key words and sentences.
教學(xué)方法 Task-based Language Teaching method is chosen according to analyzing the teaching resource and the students. The task “to complete an interview” is developed on the background of holiday social practice. The students will learn on their own and learn by cooperating with group members.
教學(xué)手段 Mobile-learning：look up new words in youdao and read after it; record and play videos and recordings
教學(xué)過程
教學(xué)環(huán)節(jié)與時(shí)間分配 教師活動(dòng) 學(xué)生活動(dòng) 教學(xué)意圖
Prepare for Class Upload the “Learning resource” package. Divide the Ss into 3 groups, mainly according to their objectives. Tutor the Teaching Assistants before the class. Each group has two TAs and each TA is responsible for a pair of group members. Finish the pre-test and upload the answers; Finish their resumes according to the Want Ads; Look up new words in the ads Preview the videos TA should work hard and prepare well for the class. Develop Ss’ autonomous learning habits. Prepare Ss for the classroom learning.
Step 1 Lead in & Assign the task 5’ Show the teacher’s part-time job pictures. “You have known my experience, how about you Have you ever done a part-time job ” “Do you want to have a part-time job this holiday ” Clarify the task and encourage the students to try their best to get the interview opportunity offered by the Forbidden City, the BMW 4S Shop, and the Property Company. Watch the pictures and tell true from false. Answer simply. Definitely yes. Clarify the task: Try to get the interview opportunity. To personalize the topic “part-time job”to arouse the Ss’ interest and lead in the task.
Step 2 Analyze the task & Practice 44’ Guide Ss to analyze interview factors：“understand interview questions; tell one’s talents and strong points，interview manners’ and to create their Study List. Create their Study List: Words about jobs and talents; sentences about interview questions and answers; interview manners. Help the students be clear about their starting points.
Vocabulary building： Act 1: Review the learned words Guide the students to share information in groups and fill in their Study Lists. Present the slide with pictures of different jobs. Point and ask the students to say the English words they know and lead in new words. Act 2: Learn new words about job Present another slide with 5 pictures and 5 new words about job：sportsman, operator, designer, cashier, typist Act 3: Consolidate the new words about job. Guide Ss to play the Sudoku game Act 4: Guess words. Describe the jobs and ask Ss to present answers. Act 5: Learn the new words about talents. Guide the Ss to share words about “talents”on their Study Lists and learn new words and phrases: good with hands, have good communication skills, team player, creative, fluent, confident Act 6: Check new words about talents. Present the slide with pictures of ‘talents’ and ask Ss to voluntarily guess the words of each picture. Follow the teacher’s instruction. First share information and then look up new words in youdao. Read words aloud after youdao. Blurt out the answers. And then supplement their Study List. Look up new words in youdao, study on their own. TA is responsible to supervise groups members work hard and is empowered to ask members to rotate to read the new words to ensure their pronunciation is correct. In case of any mistake occurring, TA should help improve. TA chooses five new words and another four words beyond what group members have mastered. Group members PK in pairs. Guess the words. Look up new words in youdao, study on their own. TA is responsible to supervise groups members work hard and is empowered to ask members to rotate to read the new words to ensure their pronunciation is correct. In case of any mistake occurring, TA should help improve. Blurt out the words. In case of difficulty, consult their group members. Review the words about job and inspire the students' desire for studying new words. Develop the Ss' self-study ability. Game helps the Ss learn in a fun way. To check the result of the autonomous study to see if Ss have mastered the new words about job. Develop the Ss' self-study ability. To check the result of the autonomous study to see if Ss have mastered the new words about talents.
Sentence-building：listen Act 1: Pre-listening: Make sure that Ss understand the words in questions. Predict the listening material by transferring key words into questions: Act 2: While-listening: First listening: what are they talking about Second listening: fill in the information card Third listening: tick the sentences Fourth listening: comprehension Act 3: Post-listening: Check answers. Guide Ss to compare the questions they heard：“Could you tell me something about yourself Have you done any part-time job ”and the questions they predicted. Share information in groups and look up common new words in youdao. Consult group members and list possible questions for information card: Name: What's your name School: which school are you from Talents: What talents do you have Work experience: Do you have work experience Listen to the dialogue on their phones and must finish the first three questions. And finish question 4 if time is enough. TA checks answers with group pare the difference and focus on the key sentences. To help Ss know how to reduce difficulty of getting information from listening material. Listening on their phones help Ss attack the difficult points and allow them listen again and again. To train Ss to get rough idea and focus on detail information and main idea in the listening material. Optional question 4 is designed to fulfill the advanced Ss’ need. Lead in the key sentence study in next step.
Communication practice: Act 1: Watch the video, read, record and re-record Play some recordings and make comments: --Intonation Could 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 --liaison-could you ; about yourself， --Slur--part-time job Demonstrate for Ss and travel around the classroom to offer ment again and appraise Ss’ improvement. Act 2: Information gap practice. Hand out two pairs of information cards to TA in each group. Guide Ss work in pairs and travel around the classroom. Act 3: Interview on the phone. Offer three job interview recordings with questions only. Make comments: When meeting difficult questions in an interview, don’t use “what, repeat”to ask for repetition. It’s impolite. Euphemism should be used. Act 4: Interview manners Guide Ss to compare“can you say something about yourself ”and“could you tell me something about yourself ” Explain how to make questions more polite by using ‘could you tell me’ Give an example: Have you any done any part-time job Could you tell me if you have done any part-time job Comment on the answers. Guide Ss to think over other interview manners: body language, wear a smile, dress formally. Watch the video on their phones, read after it. Record and upload their recording. Listen carefully to the comments. Read again and ask TA or teacher for help, if any question occurs. Record again and upload once more. Work in pairs to ask for and give information according to the information card. TA should ensure that they use correct sentences and help improve. Choose one recording to complete the interview and record the answers and upload. Listen carefully to the comments. Try to use ‘could you tell me’ to make questions polite. What are your strong points Why do you want to work for our company Try to do it independently first and then discuss in groups. Each group sends one representative to write the answers on the blackboard. Blurt out the answers. To know the dialogue better. To improve pronunciation and intonation. To get familiar with key sentences. To train Ss better understand the sentences and use them. To train Ss to put the words and sentences into practice. To train Ss improve comprehensive qualities.
Step 3 While -task 25’ Act1: Clarify the interview criteria. rich words; fluent sentences, correct pronunciation and intonation, good at interaction. Act 2: Role-play in groups. Travel around the classroom and check the interview progress. Act 3: Final interview Interview the two interviewees in each group. Choose the best one to attend the holiday practice interview. Pose some obstacles during the interviews. Ask other Ss to grade the interviewees. TAs work as interviewers. All Ss be clear about interview criteria. Group members attend the interviews with resumes in hands. TAs recommend two out of four interviewees to attend the final interview. Record their interviews and upload. Interviewees try their best and other Ss grade them according to the criteria. The criteria focus on the key points. To train Ss to put the learned knowledge into practice. To train Ss to learn to make evaluations meanwhile improve themselves.
Step 4 Post -task Evalua- tion & summary 15’ Act 1: Make evaluations and reflect Act 2: Summarize and improve. Organize the jeopardy activities to check the Ss’ learning outcome. Work in groups and complete their Study List. Group members get feedbacks from their TAs and reflect how to do better next time. Exchange their Study Lists in pairs and check each other. Challenge the questions in jeopardy. Check their learning outcome. Summarize key points by challenging in the jeopardy competition.
Step 5 Assign the homework 1’ 1．Watch the videos and listen to the recordings and make evaluations on at least three classmates’ performances. 2. Make Want Ads posters for kindergarten English teacher and marketing assistant. Finish homework carefully and hand in on time To consolidate what Ss have learned and prepare for reading and writing lessons.
板書設(shè)計(jì) Unit 3 Have you ever done a part-time job Can you say something about yourself Could you tell me something about yourself What are your strong points Could you tell me what are your strong points

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