新职业英语教案
第二册
Unit 1 Workplace
Learning objectives
1 .In warming-up: Students can identify the different rooms in an office and give directions
2. In Reading A : grasp the main idea of the text and learn the useful words and phrases;
3. In Reading B: practical reading about Boeing Code of Conduct
4. In listening and speaking，conduct a series of listening, speaking and writing activities related to the theme of the unit.
5. In writing：learn how to write Notice
Warming-up
Task 1 Work in pairs. Look at the following office layout. Discuss with your partner and identify the marked rooms.
1.washroom
2.department manager’s office
3.meeting room
4.staff office
5.multifunction meeting room
6.hallway
7.reception room
指路时一些相关的词汇：
be far from 距离某处很远
be nearby 距离某处很近
go straight across/to/through 径直走过/向/过cross (over) 穿过（某条街道）
be next to 紧邻
turn left/right 左转/右转
go up/down 向上（北）/向下（南）
go back/back/back up 向回走
go east/west/south/north 向东/南/西/北
go on/along…till you meet…
沿…一直走，直到…
be on sb’s left/right 在某人的左边/右边
be the first/second/third from the left/right 从左/右数第一/二/三个
directly opposite 和…相对
be located behind/in front of
坐落在…的前面/后面
be on the corner of A street and B street
在A和B街交汇的拐角处
be in the corner of 在…的角落里
ground floor （英）首层
wing 配楼/建筑的一部分
annex 配楼/建筑的附属建筑
basement 地下室/第一层
twin building
由两个完全相同的部分构成的建筑
landmark 标志性的建筑
block/complex
由若干个建筑构成的建筑群/街区
stair 楼梯
step 台阶
wheel chair access 无台阶的/残疾人用
aisle 过道
intersection/crossroad 十字路口
a fork on the road 分叉路口
a T road 丁字路口
intersection/crossroads/junction/clover-leaf 立交桥Reading A
Step 1Words study
1.Lead the students to read the new words after the tape twice and
correct their pronunciations while reading.
2.Ask some students to read the new words to check whether they
have mastered the pronunciations of the words.
3. Explanation for some important and useful words
1）reputation名声，声誉
Eg T his restaurant has a fine reputation. 这家餐厅信誉很好。
repute n.名声, 名气, 声望...
enjoy a high reputation... 享有佳誉have a reputation... vt. 出名因(因 .....出名)
2) trendy a. 流行的，赶时髦的
n. 赶时髦的人;追求时髦者
3）caution n.
小心,谨慎[U]
Dad always drives with caution.
爸爸开车一直十分小心。
警告,告诫[C]
The policeman let the driver off with a caution.
警察向司机提出警告后就让他走了。
【口】令人发笑的人或物;发噱的事[S]
vt.
警告,告诫,使小心[(+about/against/for)]
We were cautioned not to make a lot of noise after ten in the evening. 我们得到告诫晚上十点以后不要大声喧闹。
The policeman cautioned me for parking here.
警察警告我不可在此停车
4）outfit n.
?.全套装备, 全套工具
His father bought a ski outfit for him on his birthday.
他父亲在他生日那天给他买了一套滑雪用具。
?.一套服装
Jenney bought a new outfit for her daughter's wedding.
珍妮为参加女儿的婚礼买了一套新装。
?集体; 组织
He works in a small publishing outfit.
他在一家小型出版单位工作。
vt.
?装备；配置设备；供给服装
5）compliment n.
?.赞美(话), 恭维(话)
?.向…送礼以表示敬意
?.问候；致意；祝贺
vt. 其他读音：[?k?mpliment]
?表扬; 恭维; 称赞; 钦佩
6）casual adj.
?.漠不关心的, 冷淡的
?.随便的, 非正式的
The guests wore casual clothes.
客人们穿着便服。
She's a very casual person.
她是一个很随便的人。
?.偶然的, 碰巧的
?.临时的, 不定期的
He earns a living by casual labour.
他靠做临时工为生。
?漫不经心的，不小心的；草率的
?.肤浅的；轻微的；表面的
?.穿着随便而花哨的
7）setting n 环境，背景
e.g. It was the perfect setting for a wonderful Christmas.
e.g. The old castle would have provided the perfect setting for a horror story.
8）productive adj.
?多产的, 富饶的
They lived on the produc -tive land.
他们生活在富饶的土地上。
?.富有成效的; 有益的
We had a productive meeting that solved some problems.
我们开了一个富有成效的会议, 解决了一些问题。
?.生产性的
?.具有创造性的，有创意的
take a productive place
从事有创造性的工作
9）incorporate vt.
?包含, 加上, 吸收
The shopping centre also incorporates a library and a bank.
商业中心还包括一家银行和一家图书馆。
?把…合并, 使并入
We had to incorporate the company for tax reasons.
由于纳税的原因, 我们不得不把那家公司合并了。
?.组成公司
When Smith's business became large, he incorporated it.
当史密斯的业务扩大之后, 他把它组成了公司。
?使混合
?使具体化；体现
His book incorporates his military thinking.
他的书体现了他的军事思想。
vi.
?.包含；吸收
?.合并；混合
The factory incorporates with others.
这家工厂与别家合并了。
?.组成公司；结成社团
10）fit in with (使)适合, (使)与…一致
His examples fitted in well with his argument.
他举的例子很说明他的论点。
Your ideas fit in with mine.
你的想法和我的一致。
I will try to fit my arrangements in with yours.
我将尽量使我的安排与你的一致。
11）pros and cons t he advantages and disadvantages of something
e.g. What comment do you have on the
pros and cons of studying abroad?
Step 2 Extensive Reading
Pre-reading
1.Ask the students to discuss in pairs something about how to dress then read text A quickly and do exercises
2. Background information
Dressing for the Workplace
●No matter what you wear, your clothes should be neat and
clean;
●Quality counts. Instead of buying several trendy outfits, invest
in one good quality jacket or suit, and upgrade your blouse, shirt or tie;
●Grooming (打扮，穿戴) is very important. Don’t forget to shave
or bathe;
●Keep your shoes in good condition;
●Makeup should be subtle;
●Nails should be clean and neat and of reasonable length;
●Dress for the job you want. If you want to be a manager, dress
like them.
●When in doubt, dress up.
3. Lead the students to read the text together part by part and ask them to answer some simple questions to check whether they have understood the passage or not.
Para 1
1.“More than＋形容词”等于“很”或“非常”的意思，如：
In doing scientific experiments, one must be more than careful with the
instruments.
“More than＋名词”表示“多于……”、“非但……尤其是”如：
1) Modern science is more than a large amount of information.
2) Jason is more than a lecturer; he is a writer, too.
“More than＋数词”含“以上”或“不止”之意，如：
3) I have known David for more than 20 years.
4) Let's carry out the test with more than the sample copy.
在“More...than...”中，肯定“more”后面的而否定“than”后面的，约等于“是……而不是……”如：
5) The difference between pure linguistics and applied linguistics is more apparent than real.
6) This book seems to be more a manual than a text.
7) Catherine is more diligent than intelligent.
Para 2
What many people do not realize is that there are a number of pros and cons of relying on workplace fashion trends.
What引导的主语从句
relying on分作状语词分词(短语)用作时间状语通常可转换成时间状语从句(引导时间状语的从属连词需根据句意来确定)
分词的逻辑主语必须与主句的主语保持一致！！
When he looked out of the window, he found that a lot of people had gathered on the street.
Looking out of the window, he found that a lot of people had gathered on the street.
将状语从句改为分词作状语分三步：
1.去掉连词;
2.去掉主语；
3.将从句中谓语动词改为分词形式（从句为主动语态时，用现在分词；从
句为被动语态时，用过去分词）。
Para4
What do you do for a living? 你是做什么的?
Para5
The last thing that you want to do is get a bad name for yourself instead of compliments.
最不希望的是不但没有受到夸奖，还落下坏名声。
take what others may think of you into consideration. 考虑
Step 3. Exercise
Lead the students to discuss Task 2 and try to correct the statements without rereading the passage. Then check the answers together. Step 4. Assignments
1.Task 3 of language lab
2.Exercises. on the workbook
Practical Writing（Notice）
通知是上级对下级、团体对个人部署工作、传达事情或召开会议时所用的一种文体。同级单位有事情要进行讨论或协商，也可以互发通知。通知分为口头通知和书面通知两种。书面通知又分为两种：一种是以布告形式，把事情通知有关人员；另一种是以书信形式，把相关事情传达给有关人员。一般说来，通知正文上面正中的地方往往有Notice 或NOTICE 一词作为题目，正文的下面是发出通知的单位名称。有时，发出通知单位的名称也可写在正文之前。发出通知的日期如果是齐头式一般写在左下角，缩进式写在右下角；发出通知的人或单位的名称，可以写在右下角。这两项有时也可以省略。发出通知的单位和通知对象一般都用第三人称，但若正文前用了称呼语，则应用第二人称表示被通知的对象。
二、分类
1. 口头通知
口头通知是面对面地把信息传达给对方，无需说明发布通知的日期和发布通知的人(单位)。
格式
(1) 称呼语。称呼语通常需根据听众的具体情况来确定。如在比较正式且男女听众兼有的场合,通常用Ladies and gentlemen 来称呼听众。如果在非正式场合,则比较随便,可以说Everyone。对学生用的称呼语通常是Boys and girls。
(2) 过渡语。在做口头通知时,通常要先将听众的注意力吸引过来,而后再做通知。常使用的过渡语有:
May I have your attention, please?
Attention please. I have an announcement to make.
Be quiet. There is something important I have to tell you.
I have something (important) to tell you.
I’m glad to tell you something important.
(3) 正文。即通知的内容。
(4) 结束语。口头通知的结束语通常为:That’s all. Thank you.
例如：
口头通知:
May I have your attention?
We will visit the Summer Palace on Wednesday, May 4th. It is the largest well-kept royal park in China. So I am sure you will be struck by its beautiful scenery. Please be on time at the hotel gate at 6:10 on Wednesday morning.
That’s all. Thank you.
2. 书面通知
通知是传达将要做的事，因此，写通知多用一般现在时和将来时态。书写通知的正文时，语言应简洁明了，把通知的对象、事由、时间、地点、内容有条理地说清楚即可。简单地说，就是"某人(单位)某时在某地干某事，加上注意事项"即可。当然，必须注意句子之间的安排，使之符合逻辑，条理清楚。
书面通知格式的写法有点类似于书信的写法。如下图所示：
(1) 标题。书面通知要在正文的正上方写上Notice或大写NOTICE。
(2) 正文。即通知的内容。
(3) 落款。书面表达要表明出通知的时间和单位名称。时间放在正文的左下角（如果是缩进式放在右下角单位名称后, 单位名称则放在右下角。
【要领】
(1) 书面通知较之口头通知所使用的句式要复杂些。书面通知可以将若干的信息通过一个句子表达出来,而口头通知则可以分为几个句子表达。
(2) 通知是要告诉大家即将进行的活动,因此其主要时态是一般将来时。
(3) 为避免命令之嫌,通知中常采用被动语态或“please + 祈使句”表示要求。如:
All teachers are requested to meet in the school meeting room at 4 p.m. on Friday to celebrate Teachers’Day. Please be there on time.
例如：
书面通知:
Notice
Next Monday Professor Fan from Liaoning University will give us a lecture on how to learn a foreign language well in the meeting hall. The lecture will begin at 8:00. Please gather at 7:45 in front of the classroom building. Everyone is requested to take a notebook to take notes. After the lecture, we will have a talk.
Students’Union
Mar 3rd,2010
Listening & Speaking
Task 1 Roy is talking with his supervisor about setting up a department meeting. Listen to the conversation and fill in the blanks with what you hear.
Task 2 Listen to the conversation about work shift and decide Whether the following statements are true (T) or false (F).
Task 3 Morris and Rachel are talking about appropriate dress in the company. Listen to the conversation and tick off the items that have been mentioned.
Task 4 Listen to the conversation about water cooler chat and choose the best answer to each question you hear.
Task 5 Listen to the passage twice and fill in the blanks with what you hear.
Unit 2 Business Meeting Learning objectives
1 .In warming-up: Students can identify the different tasks at each stage of running a business meeting
2. In Reading A grasp the main idea of the text and learn the useful words and phrases;
3. In Reading B: practical reading about Board Meeting Minutes
4. In listening and speaking，conduct a series of listening, speaking and
writing activities related to the theme of the unit.
5. In writing：learn how to write Minutes
Warming-up
Work in pairs. Read the following list of the tasks at different stages of a business meeting. Discuss with your partner and match each task with its corresponding stage.
Unit 1 Organization Teaching Objectives 1.To require students think what organization is. 2.To help students master the key language points and grammatical structures in the text. 3.To enrich students’ English for careers. 4.To improve students’ listenin g, speaking, reading and writing skills. Teaching focus https://www.doczj.com/doc/a51879630.html,prehension of reading A. 2.Master the key language points and grammatical structures in the text. 3.Listening and writing skills. Teaching procedures Step1. Warming-up Students read warming-up Task1. Get students to look at the logos. Go through the pronunciation of any problematic word. Ask students to give the names of the countries. Give the answers. Step2. Background Information What is a logo? Company introduction Step3. Language points Step4 Reading A explanation a.Students read the passage and find out important events in the different periods of Google’s history on page 5. b.Ask students to divide this text into several parts and sum up the main ideas. c.Teachers explain the text in details one paragraph by one paragraph and give the translation Step5 Reading B Step6 Listening & Speaking Step 7 Writing How to write an envelope?
Period One – Around the Topic Period Length: 50 minutes Goals Period Length: 50 minutes Goals -Activate background knowledge about work Purposes -Get familiar with vocabulary related with work -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 150 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work -Discuss the issue of work with reference to the questions listed on Pages 150 & 151 -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious
新职业英语教案 第一册 《职业综合英语》第一册2011-2012第1学期导言 本学期是学生入学后英语学习的第一学期，是紧张学习最关键的一个学期，在本学期要求大多数同学能够掌握《职业综合英语》中要求的基本词汇、语法，能听懂并学会一些较简单的职场口语。为了使学生对本学期的学习目的、授课内容及测试等有所了解，现说明如下：本学期必讲课程有八个单元每个单元分为听、说、读、写几个板块。听说读写译五种技能同时发展。尤其是听说比重会适度加大。ReadingA为精读文章，考核时较为全面,ReadingB 为一篇实用文体的文章,考核的重点是阅读。同时在授课中会一些更高层次的要求，诸如篇章的理解，句子深层次含义的理解，词汇的搭配学习等。本学期要适当调动学生自主学习的积极性，集中体现在听说方面就是让他们更多的练习语言的实际应用，可适当进行一些与授课内容有关的课外活动，如：讨论、演讲、故事接龙、电影赏析等。为了使学生提高学习效
率，增强课堂互动性，要求讲解每一单元前都进行复习，有些单元教师布置具体复习任务让学生完成。成绩的评定以期末考试和平时成绩相结合，平时的作业完成情况、出勤、课堂表现都将作为采分依据。 本学期的学时为48或52学时，第一次课为导论课不进行新课讲授，作为学生了解本学期教学内容、教学要求之用, 同时教师可适当征求学生对本学期课程的要求和建议。
教案 第 2 次课
Unit 1 Organization Teaching steps Pre-reading tasks: Warming -up Task 1 Look at the following logos and give the names of the countries in which the companies are headquartered. Steps: 1)Ss read Warming –up task 1 2)get Ss to look at the logos 3)go through the pronunciation of any problematic word 4) ask Ss to give the names of the countries and give answers. Germany Japan USA Germany USA France Republic of Korea Finland P. R. China Background information introduction 1.What is a logo? A logo is a graphical element that, together with its logo type, forms a trademark or commercial brand. Typically, a logo’s design is for immediate recog nition. The logo is one aspect of a company’s 2. Metro AG, established in 1964, is a diversified retail and wholesale group based in Germany. It is the largest in its home market, and one of the most globalized retail and wholesale corporations. 3. Wal-Mart Stores, Inc., founded in 1962, is an American public corporation that runs a chain of large, discount department stores. It is the world’s largest public corporation by revenue, according to the “2008 Fortune Global 500”. Carrefour SA is a French international hypermarket chain, with a global network of outlets. It is the second largest retail group in the world in terms of revenue after Wal-Mart. Samsung Group is the largest company of the Republic of Korea. It is composed of Samsung Electronics, Samsung Heavy Industries and Samsung Engineering & Construction. Lenovo Group Limited is China’s largest and the world’s fourth largest personal computer manufacturer. Lenovo mainly produces desktops, laptops, servers, handheld computers, imaging equipment and mobile phone handsets (听筒). Nokia Corporation is a Finnish multinational communications corporation. Nokia is focused on
Unit 4 Product Teaching objectives: 1) Grasp the main idea and structure of the text; 2) Master the key language points and grammatical structures in the text; 3) Reading strategy and methods 4) How to make a catalog ? Teaching contents: Reading A & B Teaching focuses: 1) the main idea of the reading A & B; 2) the key language points and grammatical structures in the text; 3) How to make a catalog ? Teaching methods: Task-based Approach; Communicative Language Teaching; Activity Teaching Approach; Question-answer Teaching Approach. Teaching aids: blackboard, multimedia, tape Teaching procedures: Step 1 Greetings and revision 1) Check the homework 2) Dictation (Unit 3) Step 2 Warming-up 1) work in pairs. Choose one product from each pair and explain why. 2) Ask Ss to role-play their dialogs. 3) Discuss: what factors do you need to consider before you buy a product ? which one is the most important for you ? why ? Suggested answers: Before you make purchase of any product, there are some factors you should consider. Necessity : Do you really need this? Property: Do I really like this? Am I really satisfied with the quality ,color, shape, packaging, etc.
江西外语外贸职业学院教案备课纸（2）
江西外语外贸职业学院教案备课纸（3） 主任审阅____________________ 授课教师____________________ 年月日年月日
江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 2 Section I Talking Face to Face The topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person. 1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to underline the useful expressions and perform the mini-talks in class. 3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) sentences frequently used for expressing thanks: It was so generous of you to send me such a fine and beautiful gift. I don’t know how to express my thanks to you. I’m grateful for all the help and encouragement you’ve given me. 2) Sentences frequently used for expressing congratulations: Congratulations on your recent promotion! Please accept my heartiest congratulations.
Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)
外研社新职业英语第二版职业综合英语1 Unit3教案1 授课时间 班 周星期第节 班 周星期第节 班 周星期第节 课次12 学时数 2 授课形式 （请打√） 纯理论□纯实践□理实一体化□习题课□其他□授课题目Unit3 Business Meals: Lead–in &Reading A: Deals over Meals 教学目的Ss learn how to arrange the table seats for an English banquet Ss Understand the main idea and structure of the text 教学重点 1. The usages of new words and expressions in reading A 2. Understanding of Reading A 教学难点 1. How to use the key words and expressions in Reading A 2. Analysis on the text structure 使用的教 具/多媒体 /仪器/仪 表/设备等 Textbook; PPT;CD 教学方法Case teaching; Pair-work; Analyzing 参考资料English for Careers (Book1)
教学基本内容及设计Unit 1. Reading A: Deals over Meals I.Warm-up (10’) Task Complete the following table seating arrangement. Principles of Seating Arrangement Guest Information II. Reading A: Secretaries (80’) 1.Lead-in 2.Global reading (1) Listen to the passage while reading and think about the main idea of each paragraph. (2) Information collection a. Skimming Task1 Read the passage. Then match the business meals with their characteristics. b. Scanning Task 2 Decide which of the fo llowing behaviors are Do’s or Don’ts for business meals according to the passage. 3.Intensive reading a. Text structure analysis Para 1: Westerners do business over all kinds of meals. Para 2: Different meals have different characteristics. Para 3: Watch your behavior during business meals. Para 4: Mastery of good table manners is of great help. Para 5: Polite dinning at the table pays. b. Language Points entertain: e.g. 1. I’ll entertain my friends over the weekend. 2. The child was entertaining himself with his toys. build up: to build; to increase, or become bigger or stronger gradually
Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked:
English for Careers 2 Unit 1 Workplace
Unit Focus fit in with reputation pros and cons outfit compliment for instance casual setting productive incorporate Teaching procedures This unit is arranged for a time span of 8 hours, during which a time limit is suggested for each step. Though it’s always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. Hour 1: Course introduction 45 minutes Warming-up Task 1 10 minutes Objective: Ss can identify different rooms in an office. Steps: ? Ss read Warming-up Task 1. ? Get Ss to look at the layout of the office. ? Ask Ss to identify different rooms. ? Give the suggested answers. Suggested answers:
新职业英语第二版职业综合英语1 Unit7教案1 授课时间 班 周星期第节 班 周星期第节 班 周星期第节班 周星期第节 班 周星期第节 课次17 学时数 2 授课形式 （请打√） 纯理论□纯实践□理实一体化□习题课□其他□ 授课题目Unit7 Customer Service Reading A: I Really Want to Know 教学目的Ss understand successfully measuring customer satisfaction Ss make and handle a complaint 教学重点 1. The main idea and the structure of the reading A. 2. Master the key words and language points. 教学难点 1.How to use the key words and expressions in reading A. 2.Analysis on the text structure. 使用的教 具/多媒体 /仪器/仪 表/设备等 Textbook; PPT; CD 教学方法Pair-work; Discussing, lecturing 参考资料English for Careers (Book1)
教学基本内容及设计Part I Warming-up 20 minutes Task 1 10 minutes Objective: Ss learn how to collect customer opinions through a survey. ? Explain briefly what a survey is. E.g. “A survey is a method of gathering information from a sample of individuals. The goal is to find out people’s stand or opinion on certain matters.” Task 2 10 minutes Objective: Ss can analyze data, find problems and give solutions. ? Divide the class into groups of 4-6 students and ask each group to collect and analyze the data. ? Ask some groups to present their conclusions and solutions to the class. Part II New words in Reading A 15 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps: ? Ss listen to the new words and expressions, etc. ? Ss read the new words a nd expressions, etc. Part III Discussions before Reading A 10 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps: ? Ss know something about Reading A. ? Ss discuss the following two questions: 1.Why did the writer and his wife go to their favorite restaurant for dinner? 2.In order to successfully measure customer satisfaction, what should you pay attention to? Part IV Reading A Language points 35 minutes Paragraph 1 deserve: v. to have earned something by good or bad actions or behavior e.g. You’ve been working all the morning—I think you deserve a rest. gain: v. to increase in weight, speed, height or value e.g. Last week I gained another five pounds. Paragraph 3 admirable: a. having many good qualities that people respect and admire e.g. This essay is admirable in all respects. implement: v. to take action or put into practice e.g. We have decided to implement the president’s suggestion in full. establish: v. to start; to set up e.g. My grandfather established the family business in 1938. The relationships between the two companies were established two years ago. obtain: v. to get something especially by means of effort e.g. We wish to obtain first-hand information. particular: a. unusual, single and different from others
Unit 2 Values Teaching Aims: 1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 2.Appreciate the wording (riches) in the title of the text 3.Grasp the key languge points in Texts A and learn how to use them in context 4.Unerstand the cultural background related to the content 5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 2.Have students learn more about the fact that economic development and personal income can’t always account for happiness. 3.Do you think rich people must be happier than poor people? Why? 4.Do you think a poor person can have a life full of riches? How? 5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’? Step 2 Global analysisi of Text A 1. Division of the Text A Part1: Paras.1-2 T he writer’s encounter with a boy who raised the question “Are you poor?” Part2: Paras.3-12 In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: Para.13 In conclusion, the writer thinks he’s grown to understand more about himself because of the boy’s question. 2.Understanding the main idea of the text with the help of the questions on page 37-38