资源简介

Unit 6
English competence is a key requirement of this position
Vocabulary practice + Supplementary Reading教学设计
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关面试和求职的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
. via effective connection target professional capability state paragraph concrete achieve contact signature a letter of interest job opening get in touch with
能力目标
（1）复习本单元词汇与短语及定语从句的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
培养学生尊重文化差异的意识以及运用英语帮助他人的良好习惯。
三、教学步骤
Step One Lead-in
Check the homework with the class to see if the students have known the attributive clause.
Ask several students to say something about the attributive clause learned in last period.
（设计意图：检查上一课时布置的作业，复习有关定语从句的内容。）
Ss read the words and expressions on P79-80 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
Step Two Vocabulary practice
Activity 15. Get students to read Activity 15 and try to match the words and the word meanings. Then check the answers with the class.
Keys: d /a/b/c
（设计意图：通过词语和词义配对，复习所学单词。）
Activity 16. Ask Ss to read Activity16 and try to match the words on the left and expressions on the right to make some phrases.
Keys:b/c/d/a
（设计意图：让学生通过完成本练习，复习本单元短语，并记住它们的用法。）
Activity 17.
Go through the expressions in the form with the students and make sure they understand them
Ask students to read the sentence and complete the sentences with the correct forms of the given expressions
Keys: 1. cooperated with 2. be active in 3. seek for 4. graduated from
5. carry out 6. In addition
（设计意图：引导学生关注复习所给的有用词汇，并运用这些词汇完成句子。）
Activity 18.
Step Three Supplementary Reading
Get students to read the passage on P80, underline the new words and get the meaning from the word list on P81. Explain the meaning if there are still some difficult words.
via effective connection target professional capability state paragraph concrete achieve contact signature a letter of interest job opening get in touch with
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Students read the words and expressions in the word list on P81 after teacher, then read first in groups then together. Make sure students understand them.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
Get the students to read the passage again and try to tell the sentences in Read and Decide true or false. Then check the answers and ask some students to give out the reasons why the sentences are true or false.
Keys: FTTF
（设计意图：学生带着问题阅读文章，理解短文。）
Ask students to read the passage for the third time and finish the exercises in Read and Choose, then check the answers with the class.
Keys: D/B/C
（设计意图：对文章的细节进行了解，进一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
via effective connection target professional capability state paragraph concrete achieve contact signature a letter of interest job opening get in touch with
(设计意图：进一步巩固在补充阅读中学习到的单词胡短语)
Revise the usage of the attributive clause and try to find out the attributive clauses in the passage.
If you want to work in a company which hasn’t advertised job openings.
You’d better make sure if anyone you know has a connection with your target company.
It’s important to state clearly the type of position and department you are targeting.
（设计意图: 总结回顾定语从句的用法，进一步阅读文章，加深印象。）
Step Five Practice
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Five Homework
Revise words and expressions learned in the period.
Revise the usage of the attributive clause
Complete the exercises of Part II and Part III in Exercise Book.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四 板书设计
Key words: via effective connection target professional capability state paragraph concrete achieve contact signature a letter of interest job opening get in touch with Important sentences If you want to work in a company which hasn’t advertised job openings. You’d better make sure if anyone you know has a connection with your target company. It’s important to state clearly the type of position and department you are targeting.Unit 6
English competence is a key requirement of this position
Reading and writing教学设计
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读一篇短文，读懂短文内容并根据短文内容完成短文后练习题，学会求职相关的常用句型和表达方式，能写简单的英文求职信。
教学重点、难点
（1）教学重点
读懂简单的英文求职信，学习求职信相关的词汇和表达方。学习写简单的求职信
（2）教学难点
掌握写英文求职信的常用句型，写简单的英文求职信。
二、教学目标
知识目标
（1）学习英文求职信相关的词汇与短语，如：
apply for advertise Tourism English major course obtain Guide Certificate part-time travel agency cooperate with sightseeing spots in addition be active in participate in positive responsible diligent pressure seek for challenge ideal appreciate
(2) 学会写求职信的常用句型
I’m writing to apply for the position of …
I’m going to graduate from…
I do well in …
I’ve obtained…
I’ve gained a wealth of experience in… and cooperating with others.
I’m active in …
I feel the job you are offering is the one I am hunting for.
I’ll appreciate the opportunity to meet with you for personal interview.
能力目标
（1）能读懂简单的英文求职信。
（2）掌握写英文求职信的格式和有用句型。
（3）能根据自己的情况或提供的信息写简单的应为求职信。
情感目标
（1）让学生掌握怎样写简单的英文求职信，培养学生乐观积极对待生活的态度。
（2）培养学生在日常生活中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Ask two pairs to act out their dialogue made up after the last period. Correct their mistakes.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Activity 7 Ask students to look at Activity 6 and ask them to discuss the question in groups of four. After several minutes, collect their answers and introduce the topic of this period.
（设计意图：让学生讨论找工作考虑的因素，引出本课时的话题，为后面的阅读做准备。）
Step Two Reading
Activity 8. Ask student to go through the passage and circle the factors referred to in the Activity 7 in pairs. Then check the answers with the class. (collect 5 pairs’ answers, if there are some different answers, let students discuss and find out the correct answers.)
Work experience: I’m working as a part-time tour guide in a travel agency.
Good study results: During the past three years, I’ve worked hard and done well in all the major courses. In fact, I’m the top student in my class.
Teamwork: I’ve gained a wealth of experience in carrying out guide duties and cooperating with others.
Communication skills: I can introduce sightseeing spots in English and communicate with English speakers freely.
（设计意图：让学生通过快速阅读，了解短文大意，并按要求找出所需信息。 若有不正确答案，通过讨论辨明文章内容，找出正确信息。）
Activity 9 Ask students to read the passage again and try to find out the answers to Activity 9 in pairs. Then check the answers with the class. (ask a few pairs to show their answers and ask other pairs to tell whether their answer are right or not)
（设计意图：再次阅读，让学生对短文内容进步了解，为更好地掌握句型做好准备。）
Ask students to read the passage carefully and try to find out the important, useful expressions and sentences in groups of four. They have to write down their expressions and sentences and try to explain them to the others. Several minutes later, ask several groups to show their results. In the end, read the expressions and sentences aloud.
（设计意图：本环节旨在让学生学会合作学习， 并更好地了解学生的需要。 注意： 教师做好指导和控制工作。不花太多时间， 必要时给予学生适当的帮助，以达到较好理解短文的目的。）
Activity 10.
Ask Ss to read the whole passage aloud and pay attention to the important and useful expressions and sentences.
Get students to complete the sentences in Activity 10 in pairs without looking at the passage.
Ask several pairs to check the answers.
（设计意图：通过完成习题检测学生对短文的理解程度，对重要短语和句型的掌握程度。）
Step three Writing
Activity 11.
Ask Ss to read Activity 11 and discuss in groups of four..
Ask Ss try to fill the form in groups of four. Each group has to finish one application form.
Get 5 groups to show their application forms. Other groups can correct the mistakes. If necessary, the teacher offers some help.
（设计意图: 通过学生讨论和小组合作完成有关工作申请表的填写，通过小组间纠错，让学生更好地掌握相关的句型和表达方式。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
apply for advertise Tourism English major course obtain Guide Certificate part-time travel agency
cooperate with sightseeing spots in addition be active in participate in positive responsible diligent
pressure seek for challenge ideal appreciate
Sentence Patterns about how to write an application letter
I’m writing to apply for the position of …
I’m going to graduate from…
I do well in …
I’ve obtained…
I’ve gained a wealth of experience in… and cooperating with others.
I’m active in …
I feel the job you are offering is the one I am hunting for.
I’ll appreciate the opportunity to meet with you for personal interview.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Read the passage again and try to remember the word, expressions, and sentences learned in this period.
Ask students to read the passage again to get to know how to write an application letter.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Words and expressions: apply for advertise Tourism English major course obtain Guide Certificate part-time travel agency cooperate with sightseeing spots in addition be active in participate in positive responsible diligent pressure seek for challenge ideal appreciate Sentence patterns: I’m writing to apply for the position of … I’m going to graduate from… I do well in … I’ve obtained… I’ve gained a wealth of experience in… and cooperating with others. I’m active in … I feel the job you are offering is the one I am hunting for. I’ll appreciate the opportunity to meet with you for personal interview.Unit 6
English competence is a key requirement of this position
Lead-in + Listening and speaking
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：复习职业名称和职业技能相关的词汇与短语，听懂并掌握面试的简单对话，能准确地表述工作经历、教育背景、职位要求和个人能力。
教学重点、难点
（1）教学重点
复习职位名称和相关的词汇与短语；学习面试常用的句型；听懂面试的简单对话，准确地表述工作经历、教育背景、职位要求和个人能力。
（2）教学难点
掌握并运用简单的面试对话的句型和表达方式。
二、教学目标
知识目标
学习并识记职业、职业技能和面试相关的词汇与短语，如：
schedule appointments and meetings interview major financial accounting communicate with work as competence used to correspond with look for requirement position
（2）学会面试的相关句型，如：
Would you please tell me something about yourself
My name is… I graduated from …
My major is …
Can you tell me about your last job
I began to work as …in…
How do you think you can fit in our supermarket/ company…
I’m very good at … /I do well in…
We’re looking for a…who can…
How is your spoken English/written English /…
I can communicate with…in English
I know English competence is a key requirement of this position.
能力目标
（1）能听懂面试的简单对话。
（2）能准确地表述工作经历、教育背景、职位要求和个人能力。
（3）能记住职位名称和相关词汇与短语，能记住面试相关的句型，并熟练运用于简单的面试对话中。
情感目标
（1）让学生了解参加面试的技巧和注意事项，培养学生善于交流沟通的能力，礼貌待人的良好品质。
（2）培养学生学习英语的能力和解决问题的能力，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Ask Ss to look at the topic picture and read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit to the Ss.
（设计意图：通过本单元的主题图和题目引入本单元的话题，让学生了解本单元所涉及的内容。）
Activity 1.
Show the pictures in Activity 1 on PPT. Ask students to match the pictures with position requirements in pairs. Maybe 3minutes is enough. Then check the answers with the class. If it is difficult for students to understand the position requirements. Please explain the difficult and important words and expressions to help them:
Key words:
arrange handle receipt introduce maintain
Key phrases:
schedule appointments and meetings
（设计意图：复习职位名称及相关的词汇和短语，为完成后面的听、说、读、写等活动做词汇准备。）
Step Two Listening
Activity 2.
Get students to read the questions and possible answers in Activity2 and make sure they know the meanings of the possible answers. Get students to discuss the following question in group of four.
Question: What may be listened to for each possible answer
（设计意图：让 学生们复习和学习备选项中单词，并通过讨论明确各种主题设计的关键词。本环节不应太深入。比如让学生讨论到面试可能会听到教育背景，工作经历这些名词即可。）
Get students to listen to the dialogue and choose the correct answer.
Activity 3.
Ask students to read the questions and possible answers in Activity 3 and get them to listen to the dialogue A again. Then students discuss the answers in pairs. At last, check the answers with the class.
（设计意图：先就对话内容有一整体印象，然后再听对话，了解大意，为理解对话内容做相应准备。让学生讨论是让学生有一个交流所听信息的过程。 学会分享。）
Activity 4.
Ask Ss to read Activity 4. Remind Ss to pay attention to the useful and important words about interview. Then play the audio once again and ask Ss to complete Activity 4. Check the answer with the class, let students to listen again if necessary.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
Step 3 Speaking
Activity 5
Ask students to listen to Dialogue B and try to find out the answers to the following questions in pairs. If the students have some trouble in completing the task, give them some time to discuss.
Questions:
What is Wangmei’s major
What does Wangmei do well in
What position is Wangmei applying for
（设计意图：让学生能发现该对话和前一个对话不完全一样，培养学生听细节的听力技巧。 给学生时间讨论，让他们分享听的资源和技能。 ）
Get students to read the dialogue after the audio.
（设计意图：通过跟读练习使用正确的语音语调，如有必要可再读一遍。）
Activity 5.
Ask students read the dialogue again and try to find out the useful and important sentences about interview in pairs. Then get students to look at the form in Activity 6 and check answers.
（设计意图：让学生通过读和小组活动能找出对话中与面试相关的重要句型。）
Key sentences:
Would you please tell me something about yourself I graduated from …
Could you tell me something about your last job I began to work as …in…
How do you think you can fit in … I’m good at …/I do well in…
How is your English I communicate with…
I used to…
（设计意图: 通过让学生自己找出面试相关的重要句型，训练学生的归纳能力，培养学生自主学习的能力。）
Let students practice the sentences in pair aloud. If necessary, give them some position names to practice.
Get students to read Activity 6 and discuss the requirements of a bank-teller in pairs, then check the answers and write down the results on the blackboard to help them finish the task.
Possible results:
handle bank receipts and money be polite be careful hard-working…
Ask students to make up a similar dialogue according to the learned dialogue and the results of the discussion in pairs . Get several pairs to act out their dialogue after a few minutes,
（设计意图: 通过小组协作，让学生将本堂课所学词汇与句型能够迁移到日常生活中，同时训练学生口头表达能力，并培养学生合作学习的好习惯。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
schedule appointments and meetings interview major financial accounting communicate with work as competence used to correspond with look for requirement position
Sentence Patterns about interview:
Would you please tell me something about yourself
My name is… I graduated from …
My major is …
Can you tell me about your last job
I began to work as …in…
How do you think you can fit in our supermarket/ company…
I’m very good at …
We’re looking for a…who can…
How is your spoken English/written English /…
I know English competence is a key requirement of this position.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Try to remember the vocabulary and important sentences in the dialogue
Offer students some information, and ask them to make up another similar dialogue to practice the important sentences about interview.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases: schedule appointments and meetings interview major financial accounting communicate with work as competence used to correspond with look for requirement position Sentence patterns: Would you please tell me something about yourself My name is… I graduated from … My major is … Can you tell me about your last job I began to work as …in… How do you think you can fit in our supermarket/ company… I’m very good at … /I do well in… We’re looking for a…who can… How is your spoken English/written English /… I can communicate with…in English I know English competence is a key requirement of this position.Unit 6
English competence is a key requirement of this position
Language in Use and writing教学设计
一、教材分析
教学内容
本课包括Language in use和 writing部分，具体内容为：定语从句的概念和功用，关系代词引导的定语从句的基本用法; 根据要求完成一封求职信。
教学重点、难点
（1）教学重点
定语从句的概念和功用， 关系代词引导的定语从句的基本用法。
（2）教学难点
定语从句中关系词的作用，关系代词引导的定语从句的基本用法， that/which的用法。
二、教学目标
知识目标
（1）理解定语从句的用法和关系词的作用。
（2）学习定语从句的基本用法：
能力目标
（1）能正确运用定语从句。
（2）能在含定语从句的句子中正确选用关系代词。
情感目标
学习使用含定语从句的复合句，培养学生日常生活中恰当使用语句的良好习惯。
三、教学步骤
Step One Lead-in
Check the homework with the class.
Ask students to translate the following sentence. If necessary, the teacher helps them.
我写信申请你们公司广告的护士的职位。
（I’m writing to apply for the position of nurse your company has advertised）
我专业课好。
(I do well in all major courses.)
我希望有机会面试
(I’ll appreciate to the opportunity to meet you in personal interview. )
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Students to translate the following sentences
我们在招聘一名可以用英语和外国客户交流的银行柜员。
We’re looking for a bank-teller who can communicate with foreign clients in English.
你们提供的书正式我们想买的。
The books you are offering is the ones we want to buy.
（设计意图：翻译这些包含定语从句的复合句，为学生学习定语从句做铺垫。）
Step Two Language in use
Grammar focus. Ask Ss to read Grammar focus on P76, pay attention to the structure of the attributive clauses. Ss read aloud the example sentences altogether.
Explain the structure and usage of the attributive clauses
Attributive Clause
定义
在复合句中修饰或限定名词或代词的从句。被定语从句修饰的名词或代词叫先行词。引导定语从句的词叫关系词。
e.g. The girl who is talking with our teacher is good at English.
其中，who is talking with our teacher 是定语从句，修饰“the girl” “the girl”被称为先行词，“who”是关系词。
基本用法
关系词的作用：1）指代先行词，引导定语从句（通常在定语从句句首）
2）在定语从句中充当句子成分。
关系词分为关系代词和关系副词。
关系代词。 关系代词有who/whom/whose/which /as
who/whom 指人，在定语从句中做主语或宾语。Whom 做宾语时可以省略。
The boys who are interested in football can enter for the match.
The man (whom) Mary mentioned yesterday is very famous.
That 指物或人，在定语从句做主语或宾语。作宾语时可以省略。
Do you know the boy that is reading the story book
The machine that is running was bought last week.
Is this the book (that) you are looking for
which指物，在定语从句中作主语或宾语。作宾语可以省略。
I like the dress which was bought yesterday .
I like the dress (which)my mother bought for me yesterday.
Ask students to read the sentences in Grammar Focus and underline the attributive clauses. And then point out the relative pronouns.
（设计意图：让学生通过分析句子结构，找出定语从句和关系代词，学习和进一步掌握关系代词引导的定语从句的用法。）
Step three Practice
Activity 12.
Ask Ss to finish Activity 12 in pairs. Check the answers with the class and ask several pairs to give the reasons why they choose so.
（设计意图：通过学生完成有关定语从句的练习，进一步明确定语从句的基本用法。）
Activity 13.
Ask students to match the expressions on the left with the ones on the right to make some sentences in pairs. Check the answers later and get students to translate them into Chinese.
（设计意图：让学生通过配对的方式连接出完整的句子，进一步掌握定语从句的机构以及关系代词的用法。）
Step Three writing
Activity 14.
Ask students to read Activity 14 and discuss it in pairs, then try their best to complete the application letter in pairs. Get them to use some attributive clauses. Give students enough time to finish the task. In the end, check the answers by showing several pairs’ results. Other students try to correct the mistakes. If necessary, the teacher helps them.
Show students the model essay.
（设计意图：加深对定语从句的用法的了解，复习怎样写求职信。）
Step Four Summary
Ask Ss to make a short summary about the attributive clause learned in this period in pairs and show their results to the class. If necessary, the teacher offers some help.
定义
在复合句中修饰或限定名词或代词的从句。被定语从句修饰的名词或代词叫先行词。引导定语从句的词叫关系词。
(Give some examples)
基本用法
关系词的作用：
1）指代先行词，引导定语从句（通常在定语从句句首）
2）在定语从句中充当句子成分。
关系词分为关系代词和关系副词。
关系代词。 关系代词有who/whom/whose/which /as
who/whom 指人，在定语从句中做主语或宾语。Whom 做宾语时可以省略。
that 指物或人，在定语从句做主语或宾语。作宾语时可以省略。
which指物，在定语从句中作主语或宾语。作宾语可以省略。
(give some examples).
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Ask students to try to remember what was learned about the attributive clause.
Do more exercises.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Attributive Clause 定义 在复合句中修饰或限定名词或代词的从句。被定语从句修饰的名词或代词叫先行词。引导定语从句的词叫关系词。 基本用法 关系词的作用： 1）指代先行词，引导定语从句（通常在定语从句句首） 2）在定语从句中充当句子成分。 关系词分为关系代词和关系副词。 关系代词。 关系代词有who/whom/whose/which /as who/whom 指人，在定语从句中做主语或宾语。Whom 做宾语时可以省略。 that 指物或人，在定语从句做主语或宾语。作宾语时可以省略。 which指物，在定语从句中作主语或宾语。作宾语可以省略。

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