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Unit 5 Launching Your Career教案设计
单元主题 本单元主题语境是“人与自我”，涉及的主题语境选择自己的职业，了解career aptitude test以及职业各类型等知识，借助高中生生涯规划方面的专业知识，引导学生展开讨论和学习，正面引导。了解高三学生面临的学业，就业等多种压力及有助于解决的途径和方法，结合时代的发展需要，扩充学生对大学专业的了解，组织学生能够进行有意义的讨论和思考。启发学生思考立志与立业，个人选择可能与国家发展，社会进步的关系。
单元目标 1.语言能力目标 了解career aptitude test以及职业各类型等知识，了解自己的职业。谈论大学专业和选择职业。 2.文化意识目标 了解更多的职业。 3.思维品质目标 能够通过比较、分析，准确获取选择职业的知识，学生思考立志与立业，个人选择可能与国家发展，社会进步的关系。 4.学习能力目标 能够通过了解career aptitude test以及职业各类型等知识，激发学生认识自我，发现自我，规划未来。
Reading and thinking板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——职业
内容分析 本部分是一篇文本阅读—说明文（Launching your career）。文本通过分析介绍career aptitude test，得出结论，要找到一份好的职业必须考虑：教育，经验和热情。
教学目标 1.了解career aptitude test，并且会分析给出的图表； 2.学习文本有关career aptitude test相关的知识。
教学重点 1.引导学生分析career aptitude test； 2.引导学生了解career aptitude test相关的知识。
教学难点 1.引导学生分析career aptitude test； 2.引导学生了解career aptitude test相关的知识。
教学策略 任务型教学
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 （Before reading） 1. T asks Ss to answer this question: What appears in your mind when you see the word ”career” 2. T asks the Ss read the questions in Activity 1. 3.T asks Ss brainstrom the word career. 4.Ss brainstorm it. 1. Ss brainstorm the word career. 2. Ss answer the questions. 1.Understandthe word career 2.Lead to learning the text.
Activity 2 (Before reading) 1. T asks Ss to focus on the title” Working out what you want to do”. How will you think of What do you want to learn from the text according to the title and charts and graph 2. T asks Ss to share with the class. 1. Ss focus on the title . 2. Ss talk about the title and charts and graph. 3.Share the answers. Train comprehensive language application ability to express ideas and give reasons.
Activity 3 (Before reading) 1. T asks Ss to discuss these questions in groups. 1). What are some of the ways that can help people decide which career is appropriate for them 2). ls it essential that teenagers decide on a career before they become adults Why Ss read the text and answer the questions on P50. 1. Train comprehensive language application ability to express ideas and give reasons. 2.Summarized integrating information
Activity 4 (While reading) 1. T asks Ss to what the passage mainly talks about It mainly talks about career aptitude test. Find a good career bases on your_______. 2.T asks Ss to skim the text and answer it. 1.Ss readhe text and answer the question. 2.Ss talk with the classamtes and answer the questions. 1. Improve communication skills. 2. Improve the ability of autonomous learning.
Activity 5 (While reading) 1. T asks Ss to read para. 1-2. Question:What’s the function of para. 1-2. 2. T asks Ss to read para. 3—6 and fill in the blanks. 3. T asks Ss to read the “career aptitude test” . From the graph we know: 4. T asks Ss to read the last para. Choose the best choice: What can we infer from this paragraph A. Career aptitude test are very useful. B. Career aptitude tests are important to remember. C. Finding a good career depends on your passion. D. Finding a good career and try new test. 5.T guides Ss to do the exercises. 1.Ss read every paragraph and do the exercises. 2.Ss share their opinions. 1. Improve communication skills. 2. Improve the ability of autonomous learning.
Activity 6 (While reading) 1. T asks Ss to read the text again and answer the questions. 2. T asks Ss to add more jobs to each category. 1.Ss read the text .Answer the quesions. 2. Ss share their opinions. 1. Improve communication skills. 2. Improve the ability of autonomous learning.
Activity 7 (After reading) 1. T asks Ss to analyze the sentences 2.T asks Ss to write a short passage:. 请你以My Dreaming Career为题，发表演讲。 1.Ss to analyze the sentences. 2.Ss share their opinions. 1. Improve communication skills. 2. Improve the ability of autonomous learning.
Language points板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——职业
内容分析 本部分学习的是语言点，语境中学习阅读文章的重点词汇： 1. The career you have defines your life, … 2. …but many others just have a few ideas bouncing around in their their heads. 3. … is to complete “career aptitude test.” 4. Help and advise people in serious debt. 5.…and some tests also suggest careers that you may be suited to,… 6.The career suggestions are based on your education and experience level, but…. 根据语境学习的词汇，也让学生练习词汇题，目的是让学生熟悉词汇的用法和运用。
教学目标 1.通过讲解语境中的词汇的词性和用法，让学生了解这个词的运用。 2.通过词汇练习题，让学生知道如何使用这个词，提高综合语言能力。
教学重点 引导学生学习阅读文本的单词，在语境中的意思，同时学会辨析。
教学难点 引导学生学习阅读文本的单词，在语境中的意思，同时学会辨析。
教学策略 举例、讲授法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to learn this word: The career you have defines your life, … defines adj. ① How do you define laziness
② We should clearly define the scope of our research. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this word. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Activity 2 T asks Ss to learn this word: …but many others just have a few ideas bouncing around in their their heads. bouncing vi. ① The ball hit the wall and bounced off it. ② I bounced the baby on my knee. bounce n. ① The volleyball gave a high bounce. ② There's not much bounce left in these balls. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this word. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Activity 3 T asks Ss to learn this word: … is to complete “career aptitude test.” aptitude adj. ① That student has an aptitude for mathematics. ② She had no aptitude for nursing. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this word. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Activity 4 T asks Ss to learn this word: Help and advise people in serious debt. debt n. ① I just want someone to get in there and get us out of debt. ② This is why you must confront and eliminate your debt. in debt负债 in one’s debt感激 ① I know what it is to be in debt. ②Thank you for rescuing my cat, I shall always be in your debt. T asks Ss to do the exercises. Translation: 1. I'll always be in your debt for all the help you've given me. 2. On the other hand, it could just put you in debt. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this word. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Activity 5 T asks Ss to learn this word: …and some tests also suggest careers that you may be suited to,… be suited to ① He is suited to be an engineer. ② Make sure that your exercise is suited to your physical strength. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this phrase. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Activity 6 T asks Ss to learn this word: The career suggestions are based on your education and experience level, but…. be based on ①.What he said is based on fact. ②. He based his success on hard work. ③.Based on the above reasons, a company will be my first and sole choice. Fill in the blankes with“ base on”. 1. Theory _____practice. 2. _____ a true story , the novel is popular soon. 3. Much of her work is speculative, ____psychoanalytic theory rather than empirical data. 1.Ss read the sentence. 2.Ss take notes. 3.Ss do the exercises about this phrase. 1.Grasp the usage of the word and use it. 2. Cooperative learning.
Build up your vocabulary板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 词汇练习课
主题语境 人与自我——职业
内容分析 本板块主要是词汇学习，首先通过完成句子填写课文里学过的单词，帮助学生熟悉课文内容和加强单词的学习；然后用单词正确形式，填写单元学过的单词，为了帮助学生深刻理解单词的用法；最后，用课文出现的单词进行语篇填空，帮助学生在语篇中运用单词，并且提高学生单词的熟练程度。
教学目标 1.能够在教师的引导下，复习并运用上节课学习的词汇。 2.学习并运用话题词汇写自己喜爱的职业；
教学重点 1.引导学生熟悉词汇并运用写自己喜爱的职业； 2.引导学生通过阅读材料和所学词汇了解自己喜爱的职业。
教学难点 1.引导学生熟悉词汇并运用词汇自己写自己喜爱的职业； 2.引导学生通过阅读材料和所学词汇写自己喜爱的职业。
教学策略 交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1.T asks Ss to complete these sentences with words from the reading text, Then write down your own dream career and give reasons. 2. T asks Ss to complete the sentences in Activity 1. 1. Ss find the sentences in the reading text.Then explain the reason.. 2. Ss finish Activity 1 . Understand more career.
Activity 2 1. T asks Ss to complete the sentences with the correct forms of the words you have learnt in this unit. Circle the part of speech. Then think of more words that can be used in both noun and verb forms. 2. T asks Ss to complete the sentences in Activity 2. 1. Ss complete the sentences using the correct forms of the words in the box. 2. Ss give the answer to the teacher. Use language according to different words.
Activity 3 1.T asks Ss to use the words in the box to complete the following excerpt from a student’s speech.
2. T asks Ss to complete the sentences in Activity3 1. Ss complete each sentences using the correct word. 2. Ss give the answer to the parison and analysis to understand new words and phrases.
Review Useful Structures 板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我---职业
内容分析 本部分是复习长句(Review Long Sentences )。首先让学生在阅读文章中找出并列句、复合句和并列复合句，让学生了解并列句、复合句和并列复合句的形式；接着把简单句合并成复合句，目的是帮助学生写长句，理解长句；最后是长句在语篇的用法，选用正确的连接词，排序，帮助学生理解语篇，并且进行长难句的分析。
教学目标 复习和掌握长句；掌握并列句和复合句；能够在语篇中正确理解长句，并进行长句分析。
教学重点 1. 引导学生复习并列句和复合句； 2. 引导学生较好地掌握并列句和复合句的用法，理解并列句和复合句，并进行长句的分析。
教学难点 1. 引导学生复习并列句和复合句； 2. 引导学生较好地掌握并列句和复合句的用法，理解并列句和复合句，并进行长句的分析。
教学策略 协作、讨论、探究
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to Distinguish the sentence. 2. T invites some Ss to share their opinion and asks the class the function of the circle words. 1. Ss read the sentences and pay attention to the circle words. 2. Ss show their opinions in class. Lead to grammar learning.
Activity 2 1. T invites Ss to find the following types of long sentences in the reading text. 2. T asks Ss to have a look at the sentences. 1. Ss read the sentences aloud. 2. Ss tell the types of the sentences. Improve students' language competence.
Activity 3 T asks Ss to Review the concept of long sentence. 长句在语法上称为复合句,是由一个主要的句
子(主句)和一个或几个从属子句(从句)组
成。它包含有两个或更多的主谓结
构,其中有一个(或更多的)主谓结构充当句
子的某一(些)成份,如主语、宾语、表语、
定语、状语等。 Ss understand the long sentence in Activity 3. understand the concept of long sentence.
Activity 4 T asks Ss to review compound sentence. 并列句 并列句是由两个或两个以上的独立分句 并列在一起构成。其基本结构为： 分句+并列连词+分句。 I have neither time nor money for the ball. 表示并列关系和递进关系的并列连词有 and, both…and…., as well as, not only…but also.., neither…nor等 1. Ss complete the blanks. 2. Ss talk with classmate and then share with the class. Consolidate compound sentence
Activity 5 T asks Ss to review complex sentence. 复合句 1.定义：是由一个主句和一个及一个以上的从句 构成。主句为句子的主体，从句只作句子中的一个成分，不能单独成句。但从句有自己的主语和谓语等，一般由连接词引导。 2.类型：状语从句、定语从句、名词性从句。 根据其作用可分为时间、地点、目的、原因、结果、方式、条件、让步、比较等状语从句。 While birds use their feathers for flight, some of their feathers are for other purposes. A number of high buildings have arisen where there was nothing a year ago but ruins. 1. Ss review complex sentence and take notes 2. Ss work in groups and organise their ideas. Consolidate and integrate the language and content learnt.
Activity6 T asks Ss to review complex sentence. 并列句和复合句之间的转换。 并列句转换为复合句，可以根据句意把其中一个分句 转化为从句，再加上相应的从属连词。 It’s foggy today, so we can’t see the distant hills. （并列句） Because it’s foggy today, we can’t see the distant hills. （含有原因状语从句的复合句） 复合句转换成并列句 需把一个从句转换成一个分句，再加上一个合适的并列连词或者具有并列连词作用的分号。 Though he has been told several times, he still can’t understand it. （含有让步状语从句的复合句） He has been told several times, but he still can’t understand it.（含有并列连词的并列句） 2.T asks Ss to do some exercises. 1. Ss review the grammar . 2. Ss summarize the usage of the long sentence. Consolidate long sentence.
Activity 7 1. T asks Ss to change these simple sentences into long sentences. Pay attention to the connectors you need to use. Ss joint the two compound sentences into a complex sentence by using the conectors. Consolidate the usage of long sentence.
Activity 8 2.T asks Ss to complete the sentences using what, which, that, who, and how. Then put the sentences into the correct order to make a complete passage. Ss do the exercise and share their answers. Consolidate long sentence.
Activity 9 1.T asks Ss to write a paragraph about one of them or any other person you admire. 2. T asks Ss to summarize the usage. Ss do the exercise and share their answers. Consolidate long sentence.
Using Language 1 板块教学设计 （ Using Language 1 部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Listening
主题语境 人与自我——职业
内容分析 Using Language板块,先讨论选择大学的专业,帮助学生规划人生;听对话,选择哪个国家的大学,并且选择哪个专业,目的是让学生认识自我,发现自我,能规划好自己的人生。最后是学生申请一份暑假工，学生亲自体验生活，付诸于实践，慢慢走向成就自我。
教学目标 1.讨论选择自己的职业； 2. 如何规划自己的人生； 3. 付诸于实践，成就自我。
教学重点 1.引导学生规划自己的人生； 2. 引导学生从听力材料中，学习选择好的适合自己的专业。
教学难点 1.引导学生规划自己的人生； 2. 引导学生从听力材料中，学习选择好的适合自己的专业；
教学策略 听前预测、抓关键信息
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1（ Before listening） 1. T asks Ss to look at the picture. Question: What do you want to major in university 2. T asks Ss to write down the answer. 1. Ss look at the picture and discuss. 2. Ss write down the answer. Lead to the listening content.
Activity 2 (Before listening) 1. T asks Ss to Look at the pictures below. Discuss in pairs which university major each picture might show. 2. T asks Ss to work in groups, share their ideas and prepare to answer them. 1. Ss look at the picture and discuss. 2. Ss write down the answer. 1.Autonomous learning ability and hands-on ability. 2. Cooperative learning.
Activity 3 (While listening) 1. T asks Ss to listen to the conversation and tick the chart according to what is needed to get into a good university/college in each country. 2. T asks Ss to show their answers. 1. Ss listen to the conversation and take notes. 2. Ss show their answers. 1.Autonomous learning ability and hands-on ability. 2. Cooperative learning.
Activity 4 (While listening) 1. T guides Ss to listen to the conversation again, and take notes on what each student would like to study and why. 2. T asks Ss to take notes and explain the reason. 1.Ss listen to the conversation and take notes. 2.Ss write down the sentences and explain the reason. 1.Autonomous learning ability and hands-on ability. 2. Cooperative learning.
Activity 5 (While listening) 1.T asks Ss to listen again and answer the questions below. 2.T aks Ss to show their answer. 1.Ss discuss listen and take notes. 2.Ss show their answer. 1.Autonomous learning ability and hands-on ability. 2. Cooperative learning.
Activity 6 (After listening) 1.T asks Ss to discuss these questions. 1). Do you agree with Olivia’s parents when they say that a person’s career might depend on what university they get into Why or why not 2). Do you agree that there is no point studying something that you like but you are not very good at Give your reasons.
2. T asks Ss to tell each other about the major(s) you would like to choose. Ss discuss and show their answers. 1.Autonomous learning ability and hands-on ability. 2. Cooperative learning.
Using Language 2 板块教学设计 （此部分建议40—80分钟，教师可根据教学实际酌情调整。）
课型 Reading+Writing
主题语境 人与自我---职业
内容分析 本板块要求的主题是Apply for a summer job,首先读“Simmer Camp Helpers Wanted”,理解“Wanted”是学生应聘找工作，学会如何写应聘通知，然后是读一封KellyXu的应聘信，教学生如何写应聘信；读后是写一封应聘信。
教学目标 1.了解和掌握写如何写应聘信； 2.读KellyXu的应聘信，并回答相关问题。
教学重点 1.引导学生读KellyXu的应聘信，并回答相关问题； 2.引导学生如何写应聘信。
教学难点 1.引导学生读KellyXu的应聘信，并回答相关问题； 2.引导学生如何写应聘信。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1.T asks Ss to look at the picture and decide what it is. 2.T invites some Ss to do it. 1.Ss look at the picture and discuss what it is . 2.Ss give their opinions. Know about the preparation for reading.
Activity 2 1. T asks some Ss to Read the texts and then answer the questions below. 1). What are these three different texts about What type of texts are the 2). What kind of person is required for the job 3). What experience does the applicant have with foreign languages How has the applicant displayed her knowledge of Chinese culture 2. T asks Ss to work in pairs. 3. T asks Ss to complete their reading after class. T reminds Ss to cooperate as a group. 1. Ss share what they’ve found after class and understand the text. 2. Ss work in groups and answer the questions. Improve reading ability.
Activity 3 1.T asks Ss what the main idea of Kelly Xu’s cover letter. The cover letter talks about applying for a position of a ______________. 2. T asks some Ss to finish it. Ss answer it. Understand the main idea of Kelly Xu’s cover letter.
Activity 4 1.T asks Ss to read the letter. Question: 1）What does Kelly Xu write in her cover letter why 2）What can we know from para.1 A. Kelly Xu often organizes tour. B. Kelly Xu is addicted to the team. C. Kelly Xu can speak English fluently. D. Kelly Xu is going to English-speaking countries. 3）Read Para. 2 and fill in the blanks. __________ _________ animals. Volunteered to ________ _______the children’s section. Be captain of her _______ _______ team for two years. 4）Read Para. 3--4 and think: The purpose of these two paragraphs: 2.T asks Ss to read Kelley Yu’s CV. After reading Kelley Yu’s CV, if you are boss, which career you can give to Kelly Yu. 3.T invites Ss to dinish the exercises. Know more information of Kelly Xu’s letter.
Activity 5 1.T asks Ss to read your partner's application letter and CV. Use the checklist to help him/her improve them. 2.T guides Ss to write a CV. 第一段：Purpose of your letter 第二段：why you want this job 第三段：Your specialist skills that are relevant to the job 第四段：Your general skills that relevant to the job 第五段：ending 3.T asks Ss to write a CV. 4.T show an example to class. 1.Ss learn how to write a CV and take notes. 2.Ss write the CV themselves. Learn how to write a CV.

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