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Unit 6 Would you mind saying something about your work
experience
（第一课时教学设计）
一、学情分析
本教案授课对象是高二计算机
1. 班级基本概况：本班女生12人，男生32人。
2. 学生学习兴趣和学习基础
经过一年的学习，学生基本适应了本教材。但是由于本专业男生多，英语基础薄弱，学习 兴趣不高，特别是听说课更是他们的难点。他们往往不愿开口，存在畏难情绪。所以我设计的 教学活动尽可能接近他们的能力水平，采用尽可能灵活多样的教学活动，最大限度地激发学生 全员参与课堂活动，创造最佳的学习效果。
二、教材分析
1. 教学内容
本课时系教材《英语3（基础模块）》（高教版）第六单元的第一课时，包括Lead-in和 Listening and speaking两部分。本课以职业场景中求职面试为话题，让学生熟悉并掌握求职面 试的有关词汇、用语及问答方式，培养学生的口语表达能力。为本单元的阅读教学做好语言上 的准备。
2. 教学重点、难点
(1) 教学重点
学生熟悉并掌握求职面试的词汇、用语及求职面试场合中的问答方式，如 job interview, application, resume, position, advertise, etc.
Would you mind saying something about your work experience When can I know the result？
Why do you want to work for our company ...
(2) 教学难点
如何培养学生运用所学知识完成简单的求职面试交际活动，初步培养职场英语的应用 能力。
三、教学目标
1. 知识目标
(1) 学生熟悉并掌握求职面试的词汇及用语，如 job interview, application, resume, position, advertise, apply, instruction。
Would you mind saying something about your work experience When can I know the result
Why do you want to work for our company ...
(2) 能用hard-working, outgoing 来描述自己的性格特征。
2. 能力目标
学生能够听懂职业场景中求职面试时所提出的问题如： Have you got any experience Would you mind saying anything about your work experience ... 并做出正确的表达，培养学生 在职业场景中的英语听说能力。
3. 情感目标
学生了解并体验求职面试时的情景，更加努力学习知识，为求职面试做好充分的准备。
四、教学步骤
Step I Lead-in
(Activity 1)
1. Show a short video about Job Fair.
(设计意图：用一求职招聘的短片视频作为新课导入，旨在通过video激活求职话题，学 生似乎觉得自己也来到了求职招聘现场，渲染了一种很好的学习气氛。)
2. PPT Show: Look at some pictures, then ask Ss to match the words with pictures.
（设计意图：本课的词汇有一定的难度，学生的基础又不太好，教材的图片不清晰，所 以通过词语与图片的匹配，降低学习的难度，同时通过这种直观教学能激发学习兴趣， 最大限度的帮助学生理解掌握词汇。）
resume, job interview, job fair, want ads, application form, application letter, production instruction, selling computers.
3. Discuss and tick.
Discuss and tick the words and phrases related to job interview.
4. Read them after teacher, then try to remember them.
（设计意图：Activity 1 中的词汇对学生来说难，所以花了较多的时间来进行强化训练， 这为后面的学习做了很好的铺垫。）
(Activity 2)
1. Listen to the tape twice, then choose T or F.
(设计意图：在播放听力之前先引导学生略读习题，标出听时应该关注的重点，能有的 放矢地进行听力训练，培养学生有效的学习策略。因为词汇在Activity 1 中得到了强化， 所以这一环节还是非常容易的。)
2. Ask some students to check the answer.
(设计意图：让学生个别来回答时，应该让学生读一个问题再回答T or F，尽一切可能给
学生训练说英语的机会。)
3. Listen and answer questions:
Why is Wang Yang making a call to Red Star IT Company Where did he get the news about the position
Has he got any working experience
(设计意图：再放一遍录音，让学生回答问题，这一环节比回答T 或F略难一点，梯度教 学让不同层次的学生都能学有所得。)
(Activity 3)
1. Discuss and list.
Discuss: Is Wang Yang fit for this job
What qualification does marketing salesperson need
(设计意图：这一活动讨论并列举申请市场营销职位的人应该具备的特征。可以从上面 的听力活动中引申过渡过来，这样就觉得比较连贯，过渡衔接比较自然。然后让学生列 举申请市场营销职位的人应该具备的性格特征，这一活动可以采用头脑风暴的游戏形 式。)
Game — Brainstorming:
如：friendly, brave, cold-hearted, good, cruel, outgoing, cooperative, kind, hard-working ... (设计意图：全班分成4组，教师先示范性地说一个描写人的性格特征的单词如warm- hearted, 第一小组接着说出另一个，依次轮流。小组成员可以讨论，但必须在5秒钟内说 出且不能重复，否则淘汰出局，坚持到最后一组获胜。
Step II Listening and speaking
1. Extensive listening (Activity 4)
(1) Predict the content of listening according to the pictures.
(听录音前让学生根据图片内容和本单元的求职面试话题对所听的内容进行预测，训 练学生根据图片所提供的信息预测听力内容的能力。)
(2) Extensive listening — look at the pictures while listen to the tape, try to grasp the main idea of the listening material. Then tick the right picture.
(设计意图：本活动为泛听，要求学生在听的过程中抓住关键词，获取对话中说话人 所谈论的话题。培养学生能在听的过程中迅速抓住对话谈论的要点，并概括所谈论 话题的能力。)
2. Intensive listening (Activity 5)
(1) Read the uncompleted sentences quickly, pay attention to the information in blanks. Put stress on it.
(2) Listen to the tape, then complete the following sentences.
Lin Dong will have tomorrow.
Lin Dong once worked
Lin Dong wants to work in the company because the company has
The company needs
Lin Dong is a hard-working, ______________________ and __________________ boy.
(3) Ask 5 students to check the answers one by one. (Keys: an interview, in a company selling computers, a good reputation, a salesperson, outgoing, cooperative)
(设计意图：本活动要求学生在听的过程中提取有关Lin Dong 的相关信息，所以在听之 前应该阅读题干，有助于提高听力解题。本环节主要训练学生根据问题有选择地获取信 息的能力。)
(4) Listen to the tape again, then decide the following statements are T or F.
1) Lin Dong feels quite confident about the coming interview.
2) Sara is the manager of the company that Lin Dong wants to work in.
3) Lin Dong has some work experience.
4) Lin Dong would like to work for the company that offers high salary.
5) Lin Dong is good at English.
(设计意图：本环节进一步对听力材料进行加深理解，进一步训练学生的听力理解能力 和捕捉细节信息的能力。)
3. Pre-speaking (Activity 6)
(1) Present the listening script on the screen, guide Ss to find some useful sentences during an interview (and add some more).
Interviewer Interviewee
Would you mind saying something about your work experience I once worked in ...
Why do you want to work in our company Your company has a good reputation.
Your application says you are hard- working, outgoing and cooperative. Yes, I can work overtime and get along well with others.
Why did you leave your last job I am hoping to get an offer of a better position.
What is your strongest point(s) hardworking, cooperative, helpfulness, caring ...
Do you have any questions Where can I know the result
Just wait for our reply. Could you tell me about job training / salary ...
... ...
(设计意图：本活动为口语表达前的准备活动，主要是呈现面试中会使用的语言，要求 学生在听的过程中关注并标出求职面试中可能会用到的语句。可以采用Competition的比 一比游戏。把学生分成两半Half A — interviewer和Half B — interviewee，分别在对话 中找到对应的相关句型，也可以增加一些以前学过的有关面试招聘的用语。用上述表格 样式，一目了然，也为对话中的重点句型的学习和对话练习做好准备。)
(2) Read the above sentences in pairs.
(3) Read the dialogue in pairs. Sara — Li Dong
4. Speaking — Similar dialogue making (Activity 7)
Pair work — Ask students to make similar dialogue with partners. Students prepare the dialogue in groups while the teacher goes among each of the groups to see if they have any questions and directs their activities.
S1: Would you mind ... S2: I once worked in ... Why do you want to work for our company ...
（设计意图：本活动为半开放性的口语表达活动，要求学生利用教材提供的句型和求职 者的相关信息进行对话练习，帮助学生巩固所学的语言知识，掌握职业场景中有关面试 的问答方式，为随后的开放性活动做好准备。在pair work 前，可以先让学生同桌两人 一起讨论合作，然后再挑选2组学生进行面试问题练习，以降低难度，尽可能让每一位 学生都能参与到我们的英语学习活动中来,同时也能培养学生的语言表达能力和合作能 力。）
5. Speaking — Dialogue production (Activity 8)
(1) Discuss — Now let’s look at four Want Ads, which may be difficult for students. So first I will ask students to read it quickly, then put forward questions. Later we will discuss and learn to understand it.
(2) Group work
Group 1 --------Ad Group 2 --------Ad 2 Group 3 --------Ad 3 Group 4 --------Ad4
本课时教学内容较多，时间比较紧，所以每一组各选一个招聘广告，然后同桌合作模拟 面试对话。
(设计意图：本活动为开放性活动，属于Activity 7的延续，要求学生根据教材所提供的 招聘信息和求职者信息，模拟面试场景进行对话表演，以帮助学生进一步巩固所学的语 言知识，训练他们把所学的语言知识结合生活实际进行口头输出的能力。）
6. Let’s imitate a job interview in the classroom.
Directions: Two students act as interviewers, the other four students are interviewees. 3 minutes are given for interviewers to prepare for the questions they’d like to ask interviewees . At the same time, Interviewees make preparation for the interview individually. Then interview begins. At last let’s choose the best person for the job, and explain the reason for the choice.
（设计意图：设置虚拟场景，某公司正在招聘一名总经理秘书，要求是女性，计算机专 业毕业，有很好的文字组织能力，熟练运用各种电脑办公软件，工作认真负责，性格开 朗，善于与人沟通。）
Step III Summary &Evaluation
Step IV Homework
Practice writing an application letter (or resume) according to the following want ad.
Part-time Receptionist
Requirements: outgoing, having related work experience, working part-time at weekends.
For more information call at: 325-864-71
五、板书设计
Unit 6 Would you mind saying something about your work experience？
apply for a job, have an interview, offer, appreciate, look forward to, contact, available, be qualified for, resume ... You can make it. Take it easy ...

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