新时代职业英语《 通用英语2》电子教案U3

1

教 案

课程名称 新时代职业英语通用英语2

课 时

班 级

专 业

教 师

系 部

教 研 室

教 材 《新时代职业英语通用英语2》

2

教学计划

教 学

单 元 Unit 3 In the workplace

单 元

主 题 In the workplace 课 时安 排 8

教

学

内

容  Vocabulary Focus

Getting to know the dress code

 Reading

Working for peanuts?

 Chatting

I’ve lost my job.

 Writing

A résumé

 Grammar Focus

Past continuous

 The Pride of China

Mo Yan

3

教学目标 教学活动建议

Warming Up

To get students to talk

about the main topic

of this unit in a

comfortable and

relaxed manner  Explain that the focus of this unit is on workplace

behavior.

 Ask students to look at the picture. Read the

rubric aloud and give students several minutes to

list the examples of improper behavior they find.

 Allow students to share their ideas with a partner

before conducting class feedback. Ask students if

they can think of any further examples of

improper behavior in the workplace.

Vocabulary Focus

A and B

To teach students new

vocabulary related to

the workplace  Have students listen and repeat the words,

teaching the definition for each one. There are a

few tricky words here, so you may need to spend

more time on pronunciation.

 Start with the two expressions “dress

code” and “dress down”, giving

examples of when we might use these

expressions. For example, you can talk

about what to wear in the workplace, or

times when employees have the chance

to wear their own clothes. The word

“attitude” is closely related to these two

phrases, you may teach that word next.

You may explain that, to obey rules or

dress codes indicates one has a good

working attitude.

 You may teach the verb “cooperate”, by

explaining that to cooperate with others

is an important quality suggesting your

ability to work in groups or teams. Ask

students to name other necessary

qualities to achieve successes in their

works. You can also brainstorm good

qualities and bad qualities. One of good

qualities to mention may be 4

“persistence”, which means that one has

a strong will to achieve the goal, and

would not give up easily.

 Then teach other words: “vacancy”,

“slogan” and “journalist”. Ask students

questions such as: What do you think a

journalist do? If someone is absent, then

what will there be? How to describe a short

sentence or a phrase that encourages

people to do certain things?

 Have students complete Exercise B and

then switch books.

 Go through the answers, calling on a

different student each time. Correct any

mistakes.

C

To improve students’

listening and

comprehension skills  Tell students they will hear a

conversation between a senior worker

and a new employee.

 Have students listen to the conversation

and complete it. Then get students to

role-play the conversation in pairs with

one student as the senior worker and the

other as the new employee. Walk around

the class monitoring the conversations,

correcting any errors.

 Choose some good role-plays and have

students act them out in front of the

class.

D

To improve students’

speaking and

comprehension skills  Focus students’ attention on the job ad, and elicit

its purpose (looking for an employee).

 Read the words in the boxes aloud, modeling

correct pronunciation.

 Get students to complete the job ad.

 Check answers around the class. Ask students:

Would you apply for a job like this? Why (not)?

Reading

A and B

To improve students’ Exercises A

 Get students to look at the pictures and 5

reading

comprehension read the heading. Ask them: What do

you think the expression “work for

peanuts” means? Have you ever worked

for little money? What do you know

about internships? Would you like to do

one? Do you know anyone who’s

completed one?

 Give students several minutes to read the

text and to answer the questions. Allow

them to refer to WORDS &

EXPRESSIONS.

 Check answers around the class.

Exercise B

 Read the rubric aloud to students.

 Monitor as students complete the task,

making sure that they are using no more

than three words in their answers.

 Conduct class feedback.

C, D and E

To review the useful

words and expressions Exercise C

 Read the words in the boxes aloud, modeling

correct pronunciation.

 Get students to complete the sentences. Ask fast

finishers to think of more pairs of opposites and

get them to write sentences using them.

 Read the completed sentences around the class.

Exercise D

 Read the words and expressions in the boxes

aloud, modeling correct pronunciation.