体验商务英语3教案-unit-5-2nd

体验商务英语3教案-unit-5-2nd

一、教案头编号：

授课班级：

授课日期：年月日年月日年月日

本次课标题：Unit 5 Employment

(Language Review / Skills / Case Study)

教学目标能力（技能）目标知识目标

1. Can use question forms,

including subject/object

questions and indirect

questions to make sentences.

2. Can use the skills and

language involved in

managing meeting to manage

a meeting.

3. Practice meetings skills in

an agenda-based role play.

4. Choose a new Genera

Manager for a chain of health

and fitness centers.

1. Language review: Questions.

2. Language involved in managing

meetings.

能力训练任务及过程1. Greet the students and introduce the aims of this class

2. Explain the language point to the students.

3. Students try to think of appropriate questions at a job interview.

4. Write the answers on the blackboard.

5. Listen to Recording 5.3 and finish the exercise.

6. Students form a group of applicants, a new manager for a chain of health and fitness clubs in New York.

参考资料Teacher’s Resource Book （高等教育出版社）

二、教学设计

步骤教学内容

教学

方法

Activities (学生活动)

Time

(时间)

告知(教学内容、目的）1. Language review:

Questions.

2. Language involved in

managing meetings.

3. Practice question forms,

including subject/object

questions and indirect

questions.

4. Study the skills and

language involved in managing

meeting.

5. Practice meetings skills in

an agenda-based role play.

6. Case Study: choose a new

Genera Manager for a chain of

health and fitness centers.

讲授5min

引入（任务项目）

Exercise: Match the rules 1~4

with the examples a~d.

练

习

Do the

exercise in

the leading

part of

Language

5 min

review.

操练（掌握初步或基本能力）Language review: Questions.

Questions are more complex

and various in structure in

English than in most other

languages, and errors are

frequent even at high levels.

讲授

语法

The students

read the

rules and

examples of

Questions.

20

min

深化（加深对基本能力的体会）Exercises revise and practice

the rules and uses of direct and

indirect questions, finishing

with a job interview role play.

语

法

练

习

Students do

the exercises

in Part A~ D

in Language

review.

15min

归纳（知识和能力）Skills: Managing meetings.

Useful language in managing

meetings.

Role play with the useful

language.

学

习

常

用

句

子

和

角

Read the

useful

language.

Role play.

20min

Period II:

Steps （步骤）

Methods & Tasks （方法、任务）

Introd 1. Language review: Questions.

2. Language involved in managing meetings.

色扮演

训练

(巩固 拓展 检验)

Case study: Slim Gyms.

Students select, form a group of applicants, a new

manager for a chain of health and fitness clubs in New York.

分组讨论

Students discuss the cases in groups.

15min

总结

1. Language

review: Questions. 2. Skills: Managing

meetings.

归纳

讲述

5min

作业

Practice the useful language.

课堂练习

Practice in class

5min 后记

3. Practice question forms, including subject/object questions and indirect questions.

4. Study the skills and language involved in managing meeting.

5. Practice meetings skills in an agenda-based role play.

6. Case Study: choose a new Genera Manager for a chain of health and fitness centers.

Step Language review: Questions

Part A

1)R ules and Examples of Questions

①I f who/what/which is the subject of the

sentence, we do not use do/does/did.

②D irect questions are usually made by

putting an auxiliary verb before the

subject.

③W e often use indirect questions to ask

for information or to be polite. The

word order is different from a direct

question. We often begin indirect

questions with expressions like: Do you

know~ or Could I ask you~.

④W hen a verb phrase has no auxiliary

verb, the question is made with the

auxiliary do: Do you live in Paris?

2)P resent and past simple wh- questions do not always use do or did. Study these questions.

①M ark applied for the job.

Who applied for the job?

What job did he apply for?

②A nnie interviewed him.

Who did Annie interview?

Who interviewed Mark?

③H e got the job.

Who got the job?

What job did he get?

3) Work with a partner. Write five wh-

questions about the situation described in the sentence below. For example, Who did Mr. Yamago sack?

Step Part B ~ C

1)G o through the instructions for both exercises, checking students understand what they are doing and why.

2)D ivide the students into pairs or groups of three.

3)T ell students to work through both exercise. When a pair has the right answer to one exercise they can go straight to the next. Circulate and monitor.

4)C heck the answers with the whole class. Answers:

B 1 a) 2 b) 3 a)

C 1 Could you tell me your age/how old you are/what age you are/what your age is?

2 Could you tell me how much you

currently earn/what your current salary is?

3 Could you tell me about your reasons

for leaving your last job/why you left

your last job?

4 Could you tell me about your weaknesses/what your weaknesses are?

Step Part D

1)R emind students of the warmer at the beginning of the unit when they talked about their ideal job.

2)A sk students to write down, individually, the jobs they would like to have next.

3)D ivide the class into pairs.

4)T ell students they are going to be interviewed for the job they have chosen. Get them to think about questions and answers before starting the role play.

5)S tudents take turns to interview and be interviewed. Circulate and monitor.

Step Skills: Managing meetings

Part A

1)T ell students to open their books and give them a few minutes to look through the useful language box, comparing their ideas with the language in the book.

2)T ell students they are going to listen to an extract from a meeting and should tick any expressions from the useful language box which they hear. Explain that they will hear one for each function listed and that they will hear these in order.

3)S tudents listen to the extract and tick the relevant expressions, comparing answers in pairs once they have finished.

4)P lay the recording again then check the answers with the whole class.

Right, can we start please?

How do you feel about~?

Could you let her finish, please?

I’m not sure that’s relevant.

I think we should move on now.

I think we should discuss this a bit more. Ok, let’s go over what we’ve agreed.

Step Five Part B

1)a sk students to read through the Managing Director’s notes and point out that they should use them as an agenda for their discussions.

2)D ivide they class into groups of up to six students each. Appoint a chair for each point on the agenda.

3)A llow time for students to prepare for the role play, if possible putting students together who are chairing the same agenda points to discuss the pros and cons and come up with some ideas and suggestions.

4)R eturn students to their original groups for the role play. The chair for item 1 opens the meeting and the chair for item 6 closes it. The other hand over the chair between agenda items.

1 to 1

1) give students time to read through the task instruction, Managing Director’s notes, and choose just three or four of the agenda items to discuss.

2) hold a 1 to 1 meeting, with students taking the chair and working through the agenda.

3) Allow time for feedback and discussion at the end.

Step Six Task

1)d ivide the class into small groups of between three and five.

2)S et up the situation-that they are Slim Gym’s directors and must choose the best person for the job.

3)A ppoint or ask students to appoint a chair in each group.

4)A sk the chairs to get the meeting started and keep them on course.

5)A llow time for feedback and discussion.

1 to 1

1) start preparing the case study the same way but give students time to work through all four file cards, marking up candidate’s strengths and weaknesses.

2) play the recordings and allow time for students to expand their notes.

3) hold a 1 to 1 meeting where you play the Managing Director of Slim Gyms and students present their analysis of each candidate and recommendations for selection.

Home work Writing: Design a promotional leaflet to increase membership of the six Slim Gyms clubs.

Concl usion 1. Language review: Questions.

2. Language involved in managing meetings.