Module2AJobWorthDoingI.模塊教學目標技能目標SkillGoalsTalkaboutdifferentjobsandtheirimportancePractisemakingdeductionsaboutthepastReviewtheverbforms:pastsimple,pastperfectandpastcontinuousWritealetterofjobapplicationandaCVII.目標語言功能句式MakingdeductionsaboutthepastTheymighthavegotlost,orhadanaccident.ThatmusthavebeenveryinterestingThatcan'thavebeeneasyHecanthaveseentheadvertisement.詞匯.四會詞匯accountant,administrative,advertisement,agent,agency,assistant,badlypaidbarber,careerprospects,chef,contract,condition,dataanalyst,dawn,demandusk,earn,electrician,firefighter,frequent,gentle,load,lorrydriver,miner,outgoing,permanent,physical,salary,sheer,socialworker,staff,stressful,temporary,travelagent,volunteer,wellpaid.認讀詞匯database,Bolivia,steeply,bioinformatician,pathologist,careerprospects.詞組haveaneffecton,inparticular,inpractice,inresponseto,intheory,passby,take...forgranted,takenoticeof語法Reviewtheverbforms:pastsimple,pastperfectandpastcontinuousSomehowhesurvived.Hewasdrivingalorrywhenhecameofftheroad.Beforehevolunteeredtodirecttraffic,Timoteohadhadlotsofjobs.重點句子Manyroadsareinbadconditionandaccidentsarefrequent.P12Butoftentheyjustpassby,takingthehumantrafficsignalforgranted.P13Hewasdrivingalorryloadofbananaswhenhecameofftheroadatabeneandfellthreehundredmetresdownthemountain.P13Iamwritinginresponsetoyouradvertisementforatemporarypositionasawaiter.P18Ilookforwardtohearingfromyou.P18For...,commonsense,physicalfitnessandanoutgoingpersonalityareliketobemoreimportantthancomputerskills.P19田.教材分析與教材重組1.教材分析本模塊以AJobWorthDoing為話題，旨在通過模塊教學使學生了解社會中的各種工作及其對社會的重要作用，并設想未來的工作類型。功能項目主要通過具體的語境，用不同的情態動詞表達不同語氣與程度的猜測與判斷。 語法項目主要復習一般過去時、過去進行時和過去完成時的用法。寫作部分要求學生就某一項工作寫一封求職信，咨詢有關此項工作的情況，并介紹自己的簡歷。在教學過程中，教師通過一系列的聽說讀寫和討論等活動， 拓寬學生視野，并通過對課文的學習，培養學生對社會的責任感，培養他們奉獻社會、回報社會的精神，使他們認識到只有通過自己的努力工作改造社會，未來社會才會變得更美好。INTRODUCTION以幾幅與工作有關的圖片開頭，激發學生的興趣，讓他們討論不同的工作，同時鞏固并學習與工作有關的詞匯。而討論人們為什么要工作，更能激起學生的熱情，激發學生對本模塊的中心話題產生興趣， 為后面的閱讀做好熱身活動，從而也使教師對本模塊的授課更具有針對性。VOCABULARYANDREADING介紹了一位普通志愿者TimoteoApaza為了救其他人的生命，甘愿在艱苦的環境下充當路標的偉大事跡。通過學習本課文，引導學生樹立正確的社會觀、人生觀，為日后走向社會作鋪墊。課文重點介紹了LaPaz地勢的危險和路面的惡劣狀況，以及TimoteoApaza在那里的工作情況和原因。通過閱讀，學生學習了新的詞匯、句型，提高了閱讀水平，并學習樂于奉獻的精神。GRAMMAR通過一系列練習要求學生復習并靈活運用一般過去時、 過去完成時和過去進行時。VOCABULARY通過對重點詞匯及合成詞的練習， 掌握與工作相關的詞匯。LISTENINGANDSPEAKING該部分有兩項任務，一是聽錄音，完成與錄音有關的練習； 二是分組練習求職經過， 談論與面試有關的問題， 為學生將來走向社會打下基礎。FUNCTION部分要求學生掌握用情態動詞加完成時對過去所發生的事做出推斷的功能句式。EVERYDAYENGLISH要求學生掌握幾個日常用語的意義和用法。READINGANDWRITING部分讓學生閱讀五份招聘廣告，然后根據其中一份寫一封求職信，咨詢更多信息并介紹自己的簡歷。CULTURALCORNER是一篇預測未來工作需求狀況的文章，要求學生在理解該文章的基礎上設想中國未來的工作類型需求情況。TASK要求學生對本模塊所學到的工作類型做一總結，并列出 10種未來中國最有價值的工作。MODULEFILE簡要總結了本模塊所學的重點詞匯、短語及句型。教材重組將INTRODUCTION,VOCABULARYANDREADING 整合在一起，上一節精讀課，因為同是討論工作，可以把INTRODUCTION當作Reading的熱身活動。可將GRAMMAR，FUNCTION，VOCABULARY與WORKBOOK中的Grammar整合為一節語言學習課。把LISTENINGANDSPEAKING，EVERYDAYENGLISH和WORKBOOK中的Listeningandspeaking整合為一節聽說課。將CULTURALCORNER和WORKBOOK中的Reading及課外補充材料整合在一起，上一節泛讀課，拓寬學生視野。把READINGANDWRITING，TASK及WORKBOOK中的Writingandspeaking整合在一起上一節寫作課，練習求職信及簡歷的寫法。課型設計與課時分配1stPeriodReading2ndPeriodLanguageStudy3rdPeriodListeningandSpeaking4thPeriodExtensiveReading5thPeriodWritingIV.分課時教案TheFirstPeriodReadingTeachinggoals教學目標Targetlanguage目標語言重點詞匯和短語dangerous,exciting,intellectual,manual,satisfying,stressful,volunteer,sheer,well/badlypaid,inparticular,inpractice,deathtoll,passby,take...forgranted,haveaneffecton重點句式Thispersonhasofferedtodoajob—andmaynotbepaidfordoingit.Manyroadsareinbadconditionandaccidentsarefrequent.Butoftentheyjustpassby,takingthehumantrafficsignalforgranted.Abilitygoals能力目標HelpthestudentslearnaboutTimoteoApazaandhisjob.Learningabilitygoals學能目標Enablethestudentstolearnhowtodescribetheimportanceofajob.Teachingimportant&difficultpoints教學重難點UnderstandtheimportanceofTimoteoApaz’asjobasahumantrafficsignal.Teachingmethod嗷學方法Asking-answeringactivity,pairorgroupworkanddiscussion.Teachingaid瞰具準備Arecorder,acomputerandaprojector.Teachingprocedures&way教學過程與方式StepILead-inShowthepicturesofdifferentpeopledoingdifferentjobsonthescreen,andaskthestudentstotalkaboutjobs.T:Thereareallkindsofjobsintheworld.Lookatthepicture,whataretheirjobs?Ss:Oneisasoliderandtheotherisasportsman.T:Whatdoyouthinkoftheirjobs?Aretheyimportant?Ithinktheirjobsareveryimportant.Withoutsoldiers,ourcountrywillbedefenselessandwearenotsafe.Sotheirjobisoneofthemostimportantjobsintheworld.Inmyopinion,sportsmenarealsodoinganimportantjob.Theytrainhardandwingoldmedalsforourcountry.Theyshowthepowerofourcountry.T:Iagreewithyou.Everyjobisimportant,whateverbigorsmall.Forexample,teachingismyjob.IlovethisjobandIthinkitisajobworthdoing.Doyouwanttobeateacherwhenyougrowup?Idontwanttobeateacher.Teachingistiringandthesalaryisnothigh.Iwanttobeabusinessmanandflytomanyplacesandenjoylife.Ifnooneofuswantstobeateacher,whowillteachourchildreninthefuture?SoIwanttobeateacher.Ithinkteachingisinterestinganditisworthdoing.Manyyearslater,Iwillhavealotofstudentsandtheywillmakecontributionstoourcountry.Iwillbeproudofthem.T:Verygood!Iagreewithyou.Weeattolive,notlivetoeat.Peopleshouldliveameaningfulandproductivelife.Thereissomethingvaluableintheworldthatmoneycan'tbuy.YouallhaveyourownidealjobsandIhopeyoucanrealizeyourdreamsinthefuture.StepIIIntroductionT:TodaywearegoingtolearnModule2, “AJobWorthDoing”.Whatisajobworthdoing?Afterlearningthismodule,we'llhaveabetterunderstandingofjobs.First,lookatthepicturesonpage11.Whataretheirjobsandhowimportantaretheirjobs?Describethejobsusingthewordsinthebox.Youcanchooseoneortwopictures.Inpictureone,thewomanisadoctor.Ithinkherjobiswellpaidandneedspatience.Itisveryimportantbecauseiftherewerenodoctors,wewouldsufferfromdiseasesorevendie.SoIthinkitisajobworthdoing.Inpicturefive,themanisapilot.Tobeapilot,youneedbraverybecauseitisadangerousjob.Butweneedthemtodefendourcountry.T:Youdidagoodjob.Therearethousandsofjobsintheworld.Whydoesapersonneedajob?Youwillhavetwominutestodiscussthisquestionwithyourpartners.Twominuteslater,asktwostudentstoanswerthequestions.Ithinkapersonneedsajobbecauseheorsheneedstomakealiving.Heorsheneedstolive,toeatandtodomanyotherthings.Weallneedmoney.Youarepartlyright.Butmoneyisnoteverything.Peopleeattolive,notlivetoeat.Otherthaneating,wehavemoreimportantthingstodo.Inmyopinion,apersonneedsajobbecauseitisinteresting,meaningfulorchallenging.Heorshelovesitnotonlybecauseofmoney,buttoliveameaningfulandproductivelife.StepIIIReadingT:Youarebothreasonable.Butthereissuchaperson.Hechoosesajob—ajobwithoutanypay.Lookatthepictureonpage12.Whereisthemanstanding?Heisstandingatabendoftheroadonahighmountain.T:Whatisheholdinginhishand?Somethinglikeaboard.T:Canthebusdriverseethelorry?No,thedriverscan’tseeeachother.T:Sowhatisthemandoingthere?Ithinkheisdirectingthetrafficthere.Whatkindofjobisit?Whydoeshechooseit?Whatkindofpersonishe?Doyouwanttoknowsomethingabouthim?Ss:Yes.T:Ok.Todaywewillreadapassageabouthim.Pleasereadthetextquickly.Afterreadingit,youwillhaveafurtherunderstandingabouthisjob.Task1FastreadingT:Igiveyoufiveminutestoreadthepassage.ThendoExercises3and4onpage13.Fiveminuteslater.BecauseExercise3iseasy,sojustchecktheanswerwiththewholeclass.Task2CarefulreadingThistaskisdesignedtohelpthestudentstounderstandthetextbetter.Thestudentsshouldreadthetextcarefullyandfindouttheanswerstothequestionsonthescreen.T:Readthetextagainandfindtheanswerstothefollowingquestions.Thenworkinpairstoreportyouranswersinclass.Showthefollowingquestionsonthescreen.HowarethelifeandtheconditionofcommunicationinLaPazlike?Whyaretheresomanyaccidentsthere?Whyhasthedeathtollfallen?Whatdothedriversdowhentheypassbyhim?Whateffectdidhislastexperiencehaveonhim?Afewminuteslater.Sampleanswers:Pair1HowarethelifeandtheconditionofcommunicationinLaPazlike?Lifeishardatsuchahighaltitudeandthemountainsmakecommunicationdifficult.Manyroadsareinbadconditionandaccidentsarefrequent.Pair2Whyaretheresomanyaccidentsthere?Becauseononesidearethehighmountainsandontheothersideisasheerdrop,andtherearemanybendsontheroads.Wha’tsworse,fewdriversrespectthetrafficrules.Pair3Whyhasthedeathtollfallen?BecauseofamannamedTimoteoApaza.Heactsasatrafficsignalanddirectsthetraffic.Heisdoingameaningfuljob.Pair4Whatdothedriversdowhentheypassbyhim?Somedriversgivehimatip,butmostofthemjustpassby,takingthehumantrafficsignalforgranted.Pair5Whateffectdidhislastexperiencehaveonhim?S10:Ithadaprofoundeffectonhim.Hethoughthewasluckytobealiveandheshoulddothejobtohelpothers.Itisamissionforhim.Task3ListeningThispartistoimprovethestudents’pronunciationandintonation.T:NowIwillplaythetapeforyou.Youjustlistenwithyourbooksclosed.Afterlistening,pleaseunderlinesomeimportantsentencesandphrases.Playthetapeforthestudents.T:Somuchforlistening.Let’sunderlinesomeimportantsentencesandphrases.Task4ExplanationShowthefollowingonthescreen.Thesesentencesorphrasesmaybedifficultforthestudentstounderstand.manyroadsareinbadconditionandaccidentsarefrequent.asheerdroponaverageonevehiclecomesofftheroadeverytwoweeks.Butthankstooneman,thedeathtollhasfallen.Butoftentheyjustpassby,takingthehumantrafficsignalforgranted.Hehadacloseencounterwithdeath.Firstaskthestudentstoguessthemeaningsofthesentencesandphrasesusingthecontext.Thenexplainthemtothestudents.ononesidearethehighmountainsandontheothersideisasteepdrop,andtherearemanybendsontheroads.Sotheroadsareverydangerousandaccidentsoftenhappen.“Asheerdrompea”ns“asteepslopeofamountain”.Accordingtotheaverage,theaccidentsoftenhappen,abouttwoweeksatime.BecauseTimoteoApazadirectsthetrafficeveryday,theaccidentsdo’nthappensooften.Hesavedalotofpeople’slives.Mostofthedriversjustdrivetheircarsawayfromhim,asiftheydidn’ttakenoticeofhim,ortheythinktheyhavenothingtodowithhim.Anaccidentalmostkilledhim.StepIVDiscussionThediscussionisdesignedtohelpthestudentsunderstandthetextfurtherandbuildupacorrectconceptoflifevalue.Makethemformarightattitudetowardsworkandsociety.T:Well,boysandgirls.Idon’tknowwhetheryouaremovedornot.TimoteoApazaisavolunteer.Hedoesthejobwithoutanypay.Whatdoyouthinkofhisjob?Isitajobworthdoing?Iwillgiveyoufiveminutestodiscussthequestion.Thengivemeyouropinions.Fiveminutesfordiscussion.T:Timeisup.Whichpairwantstohaveatry?Askapairtopresenttheiropinions.Ireallycan’tunderstandwhyhechoosesthejob,forhecan’tmakeanymoneyfromit.Ithinkitisnotajobworthdoing.Thatisbecauseheoncehadacloseencounterwithdeath.Heknowsthevaluesoflife.Sohewantstosavetheothers’lives.Hethinksitishismissionandajobworthdoing.Butdon’tyouthinkitunnecessaryforhimtodothat?Isn’tthereanypracticalandmodernwaytosolvetheproblem?Forexample,hecanmakeelectricallights,usingredandgreenlights.Maybethereismuchdifficultyforhimtosolvetheprobleminthatway.Butheistheonlypersonwhohasdonesomethingforthisandhehassavedalotofpeople.Inmyopinion,heisapersonwhodeservesourrespect.Hesacrificesalotforothershappiness.Weshouldlearnthespiritfromhim.S1:Oh,Isee.Ican’tagreewithyoumore.T:Iamgladthatyoutwohavelearntsomethingfromhim.Youdidagoodjob.Pleasesitdown.StepVTextAnalysisT:Nowreadthroughthetextagainandsummarizethewritingcharacteristicsofit.Asampleversion:Thewriterusesanunusualtitle“TheHumanTrafficSignal”toattractthereader’sattentionandarousetheirinterest.ThenthetexttellsusthebadconditionofmanyroadsinLaPaz.Afterwards,ittellsuswhythedeathtollhasfallen—becauseofthehumantrafficsignal(TimoteoApaza).Atlastittellsuswhyhechoosesthejob.Afterreadingit,weareeasilymoved.T:Whatisthemainideaofthetext?Letmetry.BothlifeandcommunicationaredifficultinLaPaz.Accidentsoftenhappenonsomedangerousroads.TimoteoApaza,avolunteer,whohadanaccidentandhadacloseencounterwithdeath,realizedthatitisnecessarytodirectthetraffic.Becauseofhim,thedeathtollhasfallen.Heisanordinaryaswellasgreatman.T:Thenwhocantellusthewritingpurposeofthistex？tBydescribingthespecialjobofTimoteoApaza,theauthorwantstoshowusthatthevalueofajobisnotmoney.Instead,itliesinthehappinessofservingsociety.Weshouldformrightattitudestowardsworkandsociety.StepVIHomeworkT:Todaywehavelearntsomewordsaboutjobandapassageaboutaperson.FromthetextweknowthatTimoteoApazaisanordinaryperson,andhedoesanordinaryjob,buthehasanoblemind.Hedevoteshimselftosavingothers’lives.Wecansayheisgreatlyrespectable.Fromthisstory,weknowwecanmakegreatcontributionstosocietyevenwedoordinaryjobs.Ifeveryoneofushasthisspirit,thefuturewillbecomebetter.Homeworkfortoday:Readthetextagain,andrememberthelanguagepoints.DoExercise1onpage12andExercise5onpage14.TheSecondPeriodLanguageStudyTeachinggoals教學目標Targetlanguage目標語言重點詞匯和短語takenoticeof,temporary,freezer,freeze,contract,permanent,salary,staff,sign,agent,analyst,apply,deduction重點句式Hewasdrivingalorrywhenhecameofftheroad...Beforehevolunteeredtodirectthetraffic,Timoteohadhadlotsofjobs.Somehowhesurvived.Thatmusthavebeeninteresting.Theymighthavegotlost,orhadanaccident.Thatcan’thavebeeneasy.Abilitygoals能力目標Helpthestudentsreviewtheverbforms—pastsimpletense,pastperfecttenseandpastcontinuoustense.Learningabilitygoals學能目標Enablethestudentstoreviewtheverbformsandmakedeductionsaboutthepast.Teachingimportantpoint敬學重點Enablethestudentstomakedeductionsaboutthepastactions.Teachingdifficultpoint瞰學難,點Teachthestudentshowtousepastperfecttenseandhowtomakedeductionscorrectly.Teachingmethod嗷學方法Questionandansweractivity,pairworkandcomparisonmethod.Teachingaid瞰具準備Aprojectorandacomputer.Teachingprocedures&way教學過程與方式StepIRevisionFirst,showthesummaryofthetextonthescreenandaskthestudentstofillinit;andthenasksomeofthemtoreadtheiranswers.Atlastchecktheanswerstothesummaryandtheirhomeworkwiththewholeclass.T:LastclasswelearnedsomethingaboutTimoteoApaza,doyouremember?Now’llIgiveyouacoupleofminutestofillintheblankstoseeifyoureallyrememberthelanguagepoints.Showthesummaryonthescreen.TOC\o"1-5"\h\zLaPazisthehighestcapitalintheworld,andthemountains1 （使交通困難 ）.Manyroadsare2 （狀況不好 ）andaccidentsare3 （經常的 ）.Ononeroad4 （尤其 ）,onevehiclecomesofftheroad5 平均每兩周一次（ ）.But6（由于）TimoteoApaza,7（死亡人數）hasfallen.Oncehehadanaccidentontheroadand8 與死神擦肩而過（ ）.Sohefeltitwasa9 （使命）inlifetohelpothers.Soheactsasahumantrafficsignalanddirectsthetraffic10 （從早到晚）.Somedriversgivehimatip,butmostofthemjust11 （經過）,12 （把這個人體交通標志認為是想當然的事 ）.Sampleanswers:1.makecommunicationdifficult2.inbadcondition3.frequent4.inparticular5.everytwoweeksonaverage6.thanksto7.thedeathtoll8.hadacloseencounterwithdeath9.mission10.fromdawntodusk11.passby12.takingthehumantrafficsignalforgrantedAskastudenttoretellthetextaccordingtothesummary.Thenchecktheanswerstohomework.StepIIGrammarTask1ReviewInthispart,thestudentswillreviewsomeoftheverbforms.T:Todaywewillreviewthepasttenses.Howmanypasttenseshaveyoulearned?Whatarethey?Three.Theyarepastsimple,pastperfectandpastcontinuous.Sinceyouhavelearntthem,let’sdoasimplequiz.Pleaseturntopage14.DoExercise1ofGRAMMAR.Youhavetwominutes.Twominutelater,checktheanswers.T:Now,lookatthescreen.Le’tsreviewthethreedifferenttensestogether.ThepastsimpletenseThepastsimpletensereferstoanactionthathappenedbeforenow,evenaminuteago.e.g.Allthestudentswenttoseethefilmlastnight.Isawyoursisterjustafewminutesago.ThepastcontinuoustenseThepastcontinuoustensereferstoanactioninprogresswhenanotherthinghappened.Thatistosay,apastactionwasinprogress.e.g.ThereportersaidthattheUFOwastravelingeasttowestwhenhesawit.ThepastperfecttenseThepastperfecttensereferstoanactionthathappenedbeforeapastactionorapasttime.e.g.Thetrainhadleftwhenthewomangettothestation.Wehadlearnt5000Englishwordsbytheendofthelastterm.Task2PracticeInthispart,enablethestudentstopractiseusingdifferentverbforms.T:Haveyouunderstoodthedifferentpasttenses?Ss:Yes.T:Ok,let’sdosomepractising.Turntopage14.DoExercise4.Youhavefourminutestofinishthistask.Then,Iwillhaveastudentreadhisanswers.Givethestudentsfourminutestodoit.T:Timeisup.Whowouldliketoreadyouranswers?Whataboutyou?Astudentstandsupandreadhis/heranswers.T:Wonderful!Inordertounderstandthetensesbetter,readthethirdparagraphofthereadingpassage.Findthesentenceswiththethreedifferentverbforms.5minuteslater.T:Whohasfoundthesentencesinthepastsimpletense?Somehowhesurvived.Hewasinhospitalformonths.Hewascalledoutinthenighttohelppullpeopleoutofabus.Herealizedthathewasluckytobealiveandfeltitwasamissioninlifetohelpothers.Thislastexperiencehadaprofoundeffectonhim.T:Excellent!Whataboutthepastperfecttense?Beforehevolunteeredtodirectthetraffic,TimoteoApazahadhadlotsofjobs.Hehadbeenaminerandasoldier.Hewascalledoutinthenighttohelppullpeopleoutofabuswhichhadcrashedatlacurvadeldiablo.T:Agoodjob!Howaboutthepastcontinuoustense?S3:Thenonedaywhilehewasworkingasalorrydriver,hehadacloseencounterwithdeath.Hewasdrivingalorryloadofbananaswhenhecameofftheroadatabendandfellthreehundredmetersdowntheroad.T:Wehavereviewedthedifferentpasttenses,buthowtousethemcorrectlyisaproblem.Youshouldpayattentiontothemwhenusingthem.Let’scometoFUNCTION.StepIIIFunctionThispartistohelpthestudentsmakedifferentdeductionsaboutthepastusingdifferentmodalverbs.Showthefollowingonthescreenandgetthestudentstolearnthedifferentusagesofthesemodalverbs.“must+havedonesth.”isusedtoshowthatthespeakeriscertainaboutsomethinghappened.e.g.Sincetheditchisfullofwater,itmusthaverainedlastnight.“can’t+havedonesth.”isalsousedtoshowthatthespeakeriscertainaboutsomethinghappened,butinanegativeway.e.g.Youcan’thavemetmygrandmother.Shediedbeforeyouwereborn.“may/might+havedonesth.is”usedtoexpresspossibility.But“may”expressesstrongerpossibilitywhile “might”expressesweakerpossibility.e.g.Ican’tfindmykeys.Imay/mighthaveleftthemattheschoolyesterday.T:OK,completethesentencesinExercise1onpage17andthenanswerthetwoquestions.Afterabout2minutes.T:Whichsentencesshowthatthespeakeriscertainaboutsomething?Sentences1and2.T:Good.Thenwhichsentencereferstoapossibilityinthepast?Sentence3.LetthestudentsfinishExercise2andthenchecktheanswers.T:NowreadthesituationsinExercise3andwriteasentencetosayabouteachpersonineachsentence.SampleanswerstoExercise3:Hemusthavemetalotofblackpeople./Heca’nthavehadtimetotravelaround.Hemusthavehadatightschedule.Hemighthavebeendelayedbytrafficjam.StepIVVocabularyT:Inthefirstperiod,wehavelearntsomewordsaboutjob.Inthisperiod,wewilllearnmorewordsaboutjob.NowdoExercises1-2onpage15.Youcanlookthewordsupinyourdictionaryifyoudon’tknowtheirmeanings.Fiveminuteslater,checktheanswerstogether.T:LookatthetwogroupsofwordsinExercise3.WhenweputawordfromGroupaandanotherfromGroupbtogether,wecangetanewword.Forexample,whenweput“data”and“analyst”together,wegettheword“dataanalys”twhichmeans“項目分析師” inChinese.Matchtheproperwordsfromthetwogroupsandseehowmanyjobswecanget.Afterthestudentsfinishmatching,checkiftheyputtherightwordstogether.T:OK.Makesuretheymakesensewhentheyareputtogether.Inthisway,yourvocabularywillbeenlarged.Now,matchthequestionsinExercise4withthejobsyougetinExercise3.Thenworkinpairs,askandanswerthequestions.StepVSummaryandHomeworkT:Todaywehavereviewedthepastverbformsandlearnedhowtomakedeductions,andsomenewwordsaboutjob.Afterclass,pleasedotheexercisesofGrammarandVocabularyinWORKBOOKtopractisethem.TheThirdPeriodListeningandSpeakingTeachinggoals教學目標Targetlanguage目標語言重點詞語和短語applyfor,contract,careerprospects重點句式DoIhavetodoanyspecialtraining?Howdidyoufindoutaboutus?Whatmakesyouthinkyou’lllikethejob?WhatsortofcareerprospectswillIhavewithyou?WhencanIstartwork?Abilitygoals能力目標Enablethestudentstoapplyforajob,askandanswerquestionsaboutajob.Learningabilitygoals學能目標Helpthestudentslearnhowtoapplyforajobandperformwellinaninterview.Teachingimportant&difficultpoints教學重難點Getthestudentstoaskandanswerquestionsproperlyinaninterviewwhenapplyingforajob.Teachingmethods教學方法Listeningandtask-basedactivity.Teachingaid瞰具準備Ataperecorder,aprojector,amicrophoneandsomeslides.Teachingproceduresandway教學過程與方式StepIRevisionChecktheirhomework.Revisionofthegrammar.T:Now,let’sdosomeexercisestopractisethegrammaryoureviewedyesterday.Showtheexercisesonthescreen.Thepoliceman’sattentionwassuddenlycaughtbyasmallboxwhich placedundertheMinister’scar.（2005廣東 ）A.hasbeen B.wasbeingC.hadbeen D.hadbeentraveling—Howaretheteamplaying?—Theyareplayingwell,butoneofthem hurt.（2002春招 ）A.gotB.getsC.areD.were—Youhaven’tsaidawordaboutmynewcoat,Brenda.Doyoulikeit?—I’msorry.I anythingaboutitsooner.Icertainlythinkit’sprettyonyou.（2002全國）A.wasn’tsaying B.don’tsayC.won’tsay D.didn’tsayThenewscameasnosurprisetome.I forsometimethatthefactorywasgoingtoshutdown.（2003北京）A.hadknownB.knowC.haveknownD.knowTOC\o"1-5"\h\zIarrivedlate;I theroadtobesoicy.（2004北京春 ）A.wouldn’texpect B.haven’texpectedC.hadn’texpected D.wasn’texpectingHekeptlookingather,wonderingwhetherhe hersomewhere.（200湖北4 ）A.sawB.hasseenC.seesD.hadseenSorryI’mlate.I haveturnedoffthealarmclockandgonebacktosleepagain.（2000北京春 ）A.mightB.shouldC.canD.willI havebeenmorethansixyearsoldwhentheaccidenthappened.（20天津05）A.shouldn’tB.couldn’tC.mustn’tD.needn’t—What’swrongwithyourcoat?—JustnowwhenIwantedtogetoffthebus,themannexttome onit.（2005重慶）A.sat B.hadsatC.hadbeensittingD.wassittingIhavelostoneofmygloves,I itsomewhere.（2005北京春 ）A.mustdrop B.musthavedroppedC.mustbedropping D.musthavebeendroppedKey:1~5CADAC6~10DABDBStepIIListeningT:Wearegoingtolistentoaninterview.Inthisinterview,Claireisapplyingforajob.ListentoPart1oftheinterview,andsaywhatjobheisapplyingfor.Playthetapeandaskastudenttoanswerthequestion.T:Intheinterview,Claireaskedthemanagersomequestions.Writeaquestionhemayaskthemanager.Hemayask:“WhencanIstartwork?”Ithinkhewillask “Howaboutmysalary?”Whatarethehours?...T:Thenwhatquestionswouldthemanageraskhim?Doyouhaveanyworkingexperienceinthisfield?Whatmakesyouthinkthatyouarequalifiedforthisjob?Whatkindofpersondoyouthinkyouare?Whatareyourhobbies?...T:OK.Let’slistentoPart2oftheinterview,andcheckwhetherClaireaskedyourquestionsornot.Playthetape,andletthestudentscheckthequestionstheyhavewritten.T:ReadtheforminExercise3.ItisaresumeofClaire.Findtheitemsyouhavetowritedown.ThenlistentoParts1and2againandgetthespecificinformation.Playthetapeagain.Afterthestudentscompletetheform,checktheanswerswiththewholeclass.AskthestudentstodoExercise4andthenchecktheanswerstogether.StepIIISpeakingT:Nowlet’srole-playtheinterviewwejustheard.Workinpairs,oneofyouwillbethemanager,andtheotherClaire.AskandanswerthequestionsinExercise4.Youmayaddmorequestions.Givethestudents6minutestomakeupdialogues.6minuteslater.AskapairtoactoutthesituationT:Wonderfulperformance.Nowchooseanotherjobandrole-playasimilarsituation.Sampledialogue1:Goodmorning,sir!IamLiuYang.Nicetomeetyou.Goodmorning!Iamheretoapplyforthejob.Howdidyoufindaboutus?Ireadanadvertisementinthenewspaper.Whatmakesyouthinkyou’lllikethejob?IlikethejobbecauseIthinkthejobisinterestingaswellaschallenging.Haveyoutraveledmuchyourself?Yes,Ihavetraveledmuch.Iliketravelingandcommunicatingwithdifferentpeople.Whatlanguagescanyouspeak?Besidesournativelanguage,IcanspeakEnglishandalittleFrench.Verygood.Doyouhaveanyquestionsaboutthejob?Yes.DoIhavetodoanyspecialtrainingbeforeIwork?Yes,youneedaten-daytraining.Whataboutthehours?Wework8hoursadayandfivedaysaweek.Youhaveknownthesalaryfro