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单元名称 Unit 6 A Good Tour Guide 课型 Extended Activities
教学目标 1 能够通过听有关导游素质的职场对话，获取导游的证书、性格、技能、工作经验等关键信息。 2 能够掌握个人简历的语篇结构，比较两位导游的个人优势，合作获取信息，并根据思维导图的要求选择合适的导游。 3 通过学习两位不同导游的简历，在完成职场任务的过程中，了解导游应备的素质。 4 能够综合运用听说读写技巧，采用恰当的学习方法，梳理思路、拓展思维、呈现信息，养成良好的英语学习习惯。
教学重点 结合职场具体情境，掌握并运用与证书、性格、技能、工作经验相关的表达，熟练运用解决职场实际问题。
教学难点 基于职业场景，能综合应用听说读写技巧，从所给的听力、阅读材料中提取关键信息，通过分析、比较等，最终完成职场任务，并进行口头汇报。
教学方法 小组讨论法、任务教学法、情境教学法
教学手段 PPT课件、多媒体设备、语音素材
教学过程
教学环节与 时间分配 教学活动与步骤 设计意图 评价要点
Warm-up 5’ T encourages Ss to think and discuss what a tour company would consider when choosing a tour guide. 引导学生转变视角，从旅游公司的角度思考合适的导游，帮助学生设置职业场景，为下文综合活动做好铺垫。 能够说出导游的工作经验、证书等方面。
Pre-listening 4’ Ss read the table and predict the information in the dialogue. 阅读表格，预测表格中空白信息。 能够进行一定预测。
Listening 25’ Ss listen to the recording and identify the three aspects in the table. 通过泛听，定位表格中的position, requirements contact三个方面。 能够通过文本中的关键词定位position，requirements，contact三个方面。
Ss listen to the dialogue for several times and fill in the table in Activity one. T shows Ss the transcript and Ss underline the keywords to check answers. 基于已有铺垫，根据表格提示，从听力材料中提取关键信息，培养综合听力能力。 能够正确捕捉所需信息，梳理对话内容，标注语言要点，填入表格。
Post-listening 10’ Ss listen to dialogue again and try to imitate. T invites some groups to perform in class and others give comments. 在理解内容的基础上，鼓励学生模仿材料进行对话表演，进一步体会职场沟通的语言特征。 能够顺畅地完成朗读，语音语调基本正确。
Homework 1’ Ss read the transcript and memorize the key words and phrases. 巩固本课听力所学，为阅读课做准备。 能够准确表达表格中关键信息。
板书设计 Unit 6 A Good Tour Guide (
Requirements
) (
C
ontact
) (
Please send your
resume
to
hrgolderfall@
.
) (
certificate
polite
,
positive
,
get along with
Professionalism
&
communication
skills
deal with
emergencies;
working
experience
)
Revision of listening 4’ Ss revise what they have learnt in the listening part and pay attention to the key information in the table. 回顾听力所学，注意表格中关键信息。 能够简要复述表格中关键信息。
Reading 20’ Ss work in pairs. Student A reads the leaflet of two tour guide candidates in Activity two and Student B fills in the blanks in the mind map by asking questions. 鼓励学生通过准确理解语篇内容，合作完成信息的沟通和填写。 同伴合作交流形式下，完成思维导图的梳理和填写。
Ss exchange roles and check answers.
3. T organizes group discussion by comparing the strengths of the two candidates. 基于读前讨论和思维导图，比较两位候选者的优劣势，为下一阶段的综合应用奠定基础。 基于听力内容，正确筛选两位候选者的优势点。
Discussion 18’ 4. Ss in pairs sort out the requirements in Activity one and match them with the qualifications of the two companies in Activity two. 基于听力和阅读铺垫，进入职业场景，以小组讨论形式，有效促进内容理解，并为下一阶段的口头汇报做好准备。 对活动一的要求和活动二的条件进行准确匹配。
5. Ss make their choice and practice with the help of semantic markers offered by T and the mind map in Activity two. Each pair speak out their choice and give reasons. T and/or other Ss give feedback. 基于上个环节的匹配，学生根据思维导图和语义标记进行练习，并陈述理由。老师或/和学生进行评价。 能够运用思维导图和语义标记表达选择，陈述原因。
Summary & Homework 3’ With the help of T, Ss try to sort out the knowledge points. Homework: Ss write a 100-word passage about their choice on better candidates in Activity three and give reasons. 梳理单元内容，高效整理本课思路，归纳知识点。通过写作，巩固本课语言点。 能够依据所学，有条理地以文字形式描述所选导游及理由。
板书设计 Unit 6 A Good Tour Guide (
A:
able to speak fluent English
familiar with places of interest
able to deal with emergencies
B:
able to speak English fluently
g
ood at giving attractive and professional explanations of
tourists
sites
a
ble to
solve
problems
) (
A:
A tour guide certificate
B:
A tour guide certificate
) (
W
ork
experience
) (
C
ertificate
) (
Skill
) (
Character
) (
A:
5 years' experience
B:
2
years'
of
volunteering
experience
) (
A:
friendly and easy-going
B:
outgoing,
helpful
and reliable
)

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