资源简介

Unit 10 Many young people start their own
business when graduating from school
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）熟记本单元与工作主题相关的词汇、短语与句型。
（2）学习拓展阅读短文中出现的词汇和句型，如：
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in
People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else.
It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.
能力目标
（1）复习本单元词汇与短语及分词的基本用法，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
了解不同的工作及其社会价值，培养学生正确的择业观和价值观。
三、教学步骤
Step One Lead-in
Check the homework of last period. And then show the sentences on the Bb and ask the Ss to translate them into Chinese, paying attention to the usage of participle.
(1 )Hearing the news, they got excited.
(2 )Be careful while/when crossing the street.
(3 )Having been bitten by a snake, she was frightened at it.
(4 )Given a chance, I can surprise the world.
(5 )The cup dropped to the ground, breaking into pieces.
(6 )Having been told many times, he still repeated the same mistake.
(7)The teacher came into the lab, followed by some students.
(8 )Seeing the cat, the mouse ran off.
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read and remember the words and expressions on P126, then have a dictation.
（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. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left.
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
Activity 16. Read and match.
Ask Ss to read the words on the left and match them with the words on the right to form the phrases.
（设计意图：引导学生关注动词与其他词语的搭配，学会在具体语境中记忆和使用单词。）
Activity 17. Read and complete.
Ss read the words and phrases in the block and tell the meaning of them.
Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese.
（设计意图：本活动是一个词汇综合应用活动，侧重句子的理解，学生在正确理解句子的基础上利用所给单词或短语的正确形式完成句子。学生既要选对词汇，又要注意其中所涉及到的语法要点，注意词形变化。）
Step Three Supplementary Reading
T shows the title of the passage ,asking the Ss to guess what the job is and tell something about the most boring job in their mind.
（设计意图：通过文章标题引入本文，激发学生阅读兴趣，预判文章内容。）
Read and decide.
Ss read the sentences of Read and decide, then read the passage once more and decide true or false.
Check the answers by asking the Ss to give the reason to the class after reading.
（设计意图：学生带着问题阅读文章，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧。）
Ss read the sentences of Read and choose, then read the passage for the third time and answer the questions.
（设计意图：本活动为细节识别活动，学生需要仔细阅读文章获取具体信息才能作出正确选择。）
Ss answer and discuss the following questions:
What do you think of Helen Southall’s job Do you want to obtain such a job as hers
What’s your first consideration when choosing a job, salary, self-worth, working environment, or anything else
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key words and phrases:
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in
Long and difficult sentences:
People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else.
It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Read and remember the words and sentences in Step One and Step Four.
（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
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else. It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.Unit 10 Many young people start their own
business when graduating from school.
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：Reading部分是一篇有关90后初入职场所面临的问题的短文，学生应能够读懂短文，理解年轻人对自由、平等、尊重的渴望，同时，也应该教育他们学会遵守职场和社会的各种规则，以便今后能愉快地工作和生活。Writing部分要求学生读懂Jack写给Bob的谈论自己实习情况的电子邮件，并帮忙回复邮件。
教学重点、难点
（1）教学重点
学习描述对目前工作的喜恶及自己心目中理想工作的词汇与短语；
读懂短文，理解王枫枫实习中面临的困境及王伯庆博士的谆谆教导。根据课文及自身诉求，填写实习意向表。
读懂Jack写给Bob的谈论自己实习情况的电子邮件，并帮忙回复邮件。
（2）教学难点
读懂Jack写给Bob的电子邮件，并帮忙回复邮件。
二、教学目标
知识目标
（1）学习描述对目前工作的喜恶及自己心目中理想工作的词汇与短语，如：
state-owned company a two-month internship boss around a very attractive salary
prescribe would like to do rather than do outspoken communicate with
a…working environment a strong sense of “self-worth” be eager to do sth.
no matter when… be based on
（2）学会并能熟练使用以下句型，如：
The reason was that she couldn’t stand… although..
I would like … rather than…
Having a strong sense of…, they are eager to…
No matter when…, I can …
能力目标
（1）熟记描述对目前工作的喜恶及自己心目中理想工作诉求的词汇与短语；
（2）读懂短文，理解青年一代对理想工作的种种诉求。
（3）读懂Jack写给Bob的谈论自己实习情况的电子邮件，并帮忙回复邮件。
情感目标
（1）培养学生正确的择业观，学会遵守职场和社会规则。
（2）培养学生辩证看待问题的能力，理解自由的相对性。
三、教学步骤
Step One Lead-in
Ask Ss to act out the dialogue which they have completed in their homework of last period.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Teacher shows the following phrases(state-owned company, private company, foreign company) on the Bb and asks the Ss to answer the question to lead in the new lesson.
Q: What kind of company would you like to work in, a state-owned company, a private company or a foreign company Or maybe you have some other better choices, and what’s your reason
（设计意图：教师提供的一些选择，既可以引起学生思考，又能承上启下，为阅读短文扫除一些词汇障碍，为降低后面任务的难度做了铺垫。）
Step Two Reading and writing
Activity 7. Discuss and tick.
T writes the following words and phrases on the Bb:
salary working environment promotion team spirit
If students can’t understand some of them ,T explains them. And then T asks the Ss to think about the following question and make their own choices.
Q: What’s the most important thing to consider when you choose a job
（设计意图：教师提供的一些选择，旨在激活学生对职业、价值观的认识，同时也是一个小型的职业选择调查，既可以引起学生思考，又能让学生对即将进行的阅读活动更有准备。本活动为激活活动，教师不需要给出标准答案，只要学生能说出原因都应给予鼓励。）
Activity 8. Read and circle.
Ss read the passage for the first time and try to grasp the main idea of it, and then circle the reason why Wang Fengfeng quit her job.
（设计意图：了解短文大意，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧,引导学生运用正确的阅读策略进行阅读。）
Activity 9. Read and choose.
Ask Ss to read the passage again and choose the right answers. Ss work individually or in groups. If they have some difficulties understanding the questions, T or the group leader should help them.
（设计意图：本活动为细节识别活动，学生需要仔细阅读文章获取具体信息才能作出正确选择。如果学生基础较差，教师可安排小组合作学习，或是在学生开始练习之前挑选出学生可能会遇到困难的选项进行解释。）
2） T shows the sentences which contain some key phrases on the Bb, explaining them and giving some more model sentences to consolidate the usage of the focus points.
① The reason was that she couldn’t stand being bossed around although she could receive a very attractive salary.
② I would like to express my own ideas rather than just follow orders without any right to question them.
③ Having a strong sense of “self-worth”, they are eager to explore the outside world.
Activity 10. Read and translate
Ss translate the Chinese sentences into English.
T checks the answers and explains some of them if necessary.
（设计意图：这属于阅后的一个检测巩固活动，通过翻译检测学生对短文的理解程度和对重点句型的掌握程度。）
Activity 11. Read and complete
Suppose the Ss will start their internship soon, ask them to finfish the survey according to their own intention and demands.
Ask Ss to say something about their intention about their own internship according to the form they complete above.
（设计意图: 这依然属于一个阅后的一个延伸活动，通过学生填写实习意向表，进一步巩固本课所学重点词汇与句型，并给学生创设一个接近于真实自然的语言应用场景，为后边的写作和日常生活的求职面试的口语交际打下基础。）
Reading and writing
Ss read the e-mail that Jack sent to Bob, and try to understand the beginning of the reply.
Ss help Bob give a reply.
（设计意图: Jack 给Bob的电子邮件是编者给学生创设的一种真实情景，也是一种写作示范，学生需读懂邮件内容，更应关注回复邮件中开头给出的句子所起到的限制作用，否则，学生易自由发挥，离题万里。）
Step Three Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
state-owned company, a two-month internship, boss around , a very attractive salary
prescribe , would like to do rather than do , outspoken , communicate with
a…working environment , a strong sense of “self-worth”, be eager to do sth.
no matter when… , be based on
Important sentence Patterns:
The reason was that she couldn’t stand… although..
I would like … rather than…
Having a strong sense of…, they are eager to…
No matter when…, I can …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Four Homework
Copy and remember the vocabulary in the summary of this period.
Ss work in groups of three or four, reading and revising each other’s composition.
（设计意图: 课后进一步练习巩固本堂课所学内容,让学生学会作文的自评和互评。）
四、板书设计
Phrases: state-owned company, private company, foreign company boss around a very attractive salary would like to do rather than do a…working environment a strong sense of “self-worth” be eager to do sth. no matter when… Questions： 1.What’s the most important thing to consider when you choose a job，Salary，working environment ， promotion or team spirit？ 2. Why did Wang Fengfeng quit her job 3.What’s Wang Boqing’s advice to post-90s Do you agree with him Why Unit 10 Many young people start their own
business when graduating from school
Lead-in + Listening and speaking教学设计
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：复习有关入职要求或职业素养的词汇与短语，听懂并掌握择业就业打算的简单对话，能准确地表达自己的打算及面临的困惑。
教学重点、难点
（1）教学重点
复习有关入职要求或职业素养的词汇与短语；听懂择业就业打算的句型；听懂并掌握择业就业打算的简单对话，能准确地表达自己目前的打算及面临的困惑。
（2）教学难点
听懂并掌握择业就业打算的简单对话，能准确地表达自己目前的打算及面临的困惑。
二、教学目标
知识目标
（1）学习并识记入职要求或职业素养的词汇与短语，如：
go to the university get a certificate borrow money from the bank
be good at communication be able to operate the machine learn computer skills
（2）学会并能套用有关谈论找工作的句型，如：
I find it difficult to … Why don’t you…
Sounds good, but… You can get…
For me, I haven’t got… Having a strong mind, you’ll…
能力目标
（1）能听懂并说出与工作主题相关的词汇。
（2）能准确地表达自己喜欢的行业及相关入职资格。
（3）能询问别人找工作的情况，会使用恰当的语言表示对别人的理解、赞许和鼓励，或给别人以中肯的建议。
情感目标
（1）能了解不同文化中人们对待工作的态度，培养学生良好的价值观和健康的、多元化的择业观。
（2）教会学生理解工作的意义，学会尊重遵守工作与社会生活的各种规则，树立积极的工作态度，从而为得到理想的工作作好充分的准备。
三、教学步骤
Step One Lead-in
Ask Ss to read the title of this unit and ask some questions according to it, such as, Do you want to start your own business when graduating from school What’s your ideal job , and so on.
（设计意图：通过本单元的题目引入本单元的话题，激发学生的学习热情与参与欲望。）
Activity 1.
Ask the Ss which sector they’d like to work in and go over some words related to job-hunting.(e.g: e-business, education, health care, fitness, tourism; businessman, teacher, nurse, fitness trainer, tourist guide…)
（设计意图：本部分为导入部分，目的是为听说活动作准备，让学生回忆与联想与工作相关的词汇，为听力活动扫清词汇障碍。）
（操作建议：教师可通过头脑风暴活动帮助学生扩展思维，引出与本单元话题相关的更多的新单词。）
Look and match.
Ss look at the pictures and match them with corresponding phrases.
（设计意图：让学生通过讨论求职应该具备的资格或素养，熟悉词汇并引出听说部分的话题。）
（操作建议： 老师可结合学生专业或兴趣实际，让学生事先收集自己喜欢的行业信息，找到可以代表自己理想职业的图片。课堂谁可以小组或职业群为单位，让学生说出自己向往这个职业的理由，老师引导学生研究从事这个职业应具备的条件。）
Step Two Listening and speaking
Activity 2. Listen and tick
Ss listen to Dialogue A for the first time and try to understand what the man and the woman are talking about.
（设计意图：本活动为大意听力理解练习，要求学生在听对话的过程中把握对话内容主旨。）
Activity 3. Listen and choose
Ss listen to Dialogue A again and choose the best answer to each question.
（设计意图：本活动为细节听力理解活动，采用单项选择的命题方式，学生只需识别所需信息完成答题即可。虽然涉及细节理解，但没有语言输出的要求。）
（操作建议：为了让学生更好地获取信息，教师可组织学生先阅读句子，学会预判。对于学生不理解的选项，教师应进行解释，以降低听力难度。教师播放录音，学生边听录音边选出对话中提及的内容，教师抽查并给出反馈。反馈时，教师应要求学生不仅说出答案，还要给出答案的依据。）
Activity 4. Listen and complete
Ss listen to Dialogue A for the third time and complete the sentences according to the dialogue. Check their answers, play it 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。同时，本活动为信息转述活动，是由听到说的一个中间环节，也涉及到了语言的输出能力的逐步培养。）
Activity 5. Listen and repeat
Ss listen to Dialogue B and try to get the main idea.
（设计意图: 本活动为呈现活动，主要是呈现表示计划、祝愿、建议和鼓励的语言，学生应听懂大意，为后边说的活动奠定良好的语言输入基础。）
Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。本活动关键是通过学习对话中的功能语句，让学生灵活运用这些语句。所以，教师应组织学生进行适当的机械训练，以便让学生熟练掌握，为后面的活动打好基础。）
Step Three Presentation
Practice and act.
Ss work in pairs and make up new dialogues by using the patterns and phrases in this unit as much as possible. Show the sentence patterns if necessary.
Ask several pairs to act out their conversations about job-hunting.
（设计意图: 本活动是应用活动，属于语言的输出训练，目的是让学生把听力活动中重点的词汇和句型应用到实际的语境中，训练学生在相对真实的语境下用恰当的方式谈论理想工作的话题）
Step Four Summary
Make a short summary about what we’ve learned in this period.
Key vocabulary:
e-business education health care fitness tourism
businessman teacher nurse fitness trainer tourist guide
go to the university get a certificate borrow money from the bank
be good at communication be able to operate the machine learn computer skills
Sentence Patterns about job-hunting:
I find it difficult to … Why don’t you…
Sounds good, but… You can get…
For me, I haven’t got… Having a strong mind, you’ll…
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Read and remember the words in the summary of this period.
Make a dialogue to talk about job-hunting. Try to perform it with your partner.
（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: e-business education health care fitness tourism businessman teacher fitness trainer nurse tourist guide go to the university borrow money from the bank learn computer skills Sentence patterns: Problem advice I find it difficult to … Why don’t you… Sounds good, but… You can get… For me, I haven’t got… Having a strong mind, you’ll…Unit 10 Many young people start their own
business when graduating from school
Language in Use教学设计
一、教材分析
教学内容
本课包括Language in use部分，具体内容为：分词作状语的用法。
教学重点、难点
（1）教学重点
分词短语的不同形式及其作状语的基本用法。
（2）教学难点
现在分词和过去分词的用法区别，特别是分词在句子中和主语的逻辑关系是学生理解的难点。
二、教学目标
知识目标
（1）了解分词短语的不同形式及其作状语的作用。
（2）学会判断句子主语和逻辑主语的关系，正确使用现在分词和过去分词。
能力目标
学生能根据句子上下文的意思和逻辑关系来判断非谓语动词的功能及与句中主语的关系，选择正确的分词。
情感目标
学会在具体语境中运用分词，，培养学生正确使用词语表达思想的能力。
三、教学步骤
Step One Lead-in
Check the homework of last period. Show some excellent samples of the Ss’ composition, giving some comments if necessary.
（设计意图：检查上一课时布置的作业，复习所学的重点词汇与句型。）
Ask Ss to read and translate the following sentences:
① Having such a strong mind, you will definitely make it.
② Having a strong sense of “self-worth”, they are eager to explore the outside world.
③ Being an intern, I am eager to do something meaningful for the company.
④ Given another chance, he will do it better.
⑤ Seen from the hill, our school looks more beautiful.
⑥ Caught in a heavy rain, he was wet to the skin.
（设计意图：本活动是一个呈现活动，目的是让学生初步了解分词作状语的不同形式，级用法，教师应启发学生通过理解来总结、归纳分词的作用。）
Step Two Presentation
Ask Ss to read the following sentences, paying attention to the structure and usage of the present and past participle.
分词作状语，修饰谓语动词，可以表示时间、原因、条件、让步、行为方式或伴随状况等，在意义上相当于一个状语从句。
①表示时间
Hearing the news, they all jumped with joy. 听到这个消息时，他们都高兴得跳了起来。
Seen from the top of the hill , the city looks like a big garden. 从山顶望去，这个城市就像一个大花园。
②表示原因
Being sick, I stayed at home. (因为)生病，我只好待在家。
Caught in a heavy rain, he was wet to the skin.(因为)淋到了大雨，他全身湿透了。
③表示条件
Working hard, you will succeed.如果努力工作，你就可以成功。
Given another chance, he will do it better.如果再给他一次机会，他会做得更好。
④表示让步
Having failed many times, he didn’t lose heart.（虽然）多次失败，他并没有灰心。
Laughed at by many people, he continued his study.（虽然）被很多人嘲笑，他还是继续学习。
⑤表示方式或伴随状况
All night long he lay awake, thinking of the problem.他整夜躺在床上睡不着，思考着那个问题。
The old man entered the meeting room supported by a young fellow.那个老人在一个年轻人的搀扶下进入了会议室。
注意：分词作状语时，其逻辑主语必须与主句中的主语一致，它们之间是主动关系用现在分词，为被动关系则用过去分词。
如：Now many young people start their own business when graduating from school.这一句子中分词短语graduating from school的逻辑主语是many young people，它与分词graduating from school之间是主动关系，所以用现在分词。
请看另一个例子：Asked many times, I told him the secret.（被问过很多次，我告诉了他这个秘密。）这个句子中，分词asked 与其逻辑主语（即句子主语）I 之间存在被动关系，是 “我”被问起，所以用过去分词.)
Activity 12 Read and choose
Ss read and choose the correct form of the verbs to complete the sentences. T checks the Ss’ answers and gives some necessary explanation if it is needed.
（设计意图：本活动为语法的检查与应用，学生根据句子上下文的意思和逻辑关系来判断非谓语动词的功能以及与句中主语的关系，然后选择正确的形式完成句子。）
Step Three Practice
Activity 13 Read and match
Ss match the questions on the left with the answers on the right.
T checks the Ss’ answers and asks the Ss to underline the sentences which contain present or past participle.
（设计意图: 本部分要求学生将左栏问句与右栏正确的答语匹配，内容既涉及到本单元课文内容，也与本节课语法内容有关，要求学生找出包含现在分词或过去分词的句子，并分析其用法。可进一步巩固本节课所学内容，加深印象。）
Step Four Summary
T asks the Ss to read the model sentences again and try to further understand the usage of the present and past participle.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Read the model sentences and further understand the present and past participle.
Do the grammar exercises on the workbook.
（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
① Having such a strong mind, you will definitely make it. ② Having a strong sense of “self-worth”, they are eager to explore the outside world. ③ Being an intern, I am eager to do something meaningful for the company. ④ Given another chance, he will do it better. ⑤ Seen from the hill, our school looks more beautiful. ⑥ Caught in a heavy rain, he was wet to the skin.

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