体验商务英语 unit2 work and leisure

商务英语教案 1 章节、课题 Unit 2 Work and leisure

周学时 2 学分 2 课程性质 选修 教学目的和要求：

When the learners finish learning this unit, they should be able to 1. Describe your routine 2. Talking about work and leisure

教学重点与难点：  Focus  1. Initiate a conversation

2. Get familiar with daily jobs and leisure activities 教学方法与手段： Student-oriented communicative teaching, free discussion and interaction, Multimedia software, CD-ROM, PPT 教学中的创新点： To introduce some background information of the text, as well as make use of multimedia devices in the class. To encourage the students to discuss some questions about college life and English study in college, which is different from that in high school.

讨论、思考题和课后作业： 1.ask students to write an e-mail.

备注： 商务英语教案

2 Unit 1 Introductions Period 1 and 2

I. Review 1. Ask groups to write as many countries and nationalities as they can in three minutes. 2. Compare with other groups.

II. Lead-in: talking about students’ future jobs Q1: What do you think about your future job? Q2: Why do you choose this job? Talking about students’ future jobs is the first step to initiate a conversation. That's the skill we will practice in this unit.

III. Starting up—part 1: work Listen to four people. Make three word partnerships they use from the words in each box. (P14) After listening, students will learn to talk about your future jobs and list things that you think are important in a job (such as salary or holiday).

Part A Play the recording from beginning to end and Pause after each speaker and elicit the answers. Part B 1. Finish the exercise and check the answers around the class. 2. Ask some students to read the phrases. Part C 1. Work in pairs to make a list. 2. Encourage Ss to compare their answers with others. III. Vocabulary Days, months, and dates 1. Ss are introduced to vocabulary for days, months, and dates. 商务英语教案 3 2. On the board write days, months, and dates. Ask Ss to look at the words in the box and put them in order.

3. Get Ss to complete the exercise and check the answers around the class. 4. Go through the lists with the class, modeling pronunciation and word stress. Ask Ss to repeat. 5. In pairs, Ss talk about their jobs. Deal tactfully with students who are not career-orientated. If appropriate for your class, Ss can swap partners three or four times.

IV. Reading: Describing your routine This article is about the working day of Michael Dell’s who is the chairman of Dell Computer Corporatin. After finish the exercise according to the passage, Ss work in pairs to tell the partner about their days.

A. Reading 1. Before Reading:  Write Dell on the board. Ask Ss if they know the brand of computer. Do they know recognize the swoosh logo? Do any of the class have any Dell products?  Pre-teach some difficult words.

2. Read the article for the first time to get a general sense of the article and complete the exercises. 3. After Reading:  Finish the exercises and check the answer around the class. B. After-reading 1. Close books. Ask pairs what they remember about Michael Dell. Have a feedback session and encourage Ss to use sentences.

2. Ask Ss to read out one or two more sentences from the article that use simple present tense. Write the sentences on the board and elicit how to say them as questions. Ask the questions and elicit short answers.

V. Language focus Simple present tense Ss look at the examples of present simple tense. Then read a passage and complete the article by using the given words.

1. Give Ss a few moments to read the Language focus box. 商务英语教案 4 2. Focus on the tense of the present simple.

VI. Part 2: leisure activities 1. Vocabulary Ss are introduced to vocabulary for leisure activities.  On the board write leisure activities. Divide the class into groups of three or four.Ask Ss to write down the related words as many as they can.  Get Ss to complete the exercise and check the answers around the class.

 Divide the class into pairs. Tell student A to turn to page 136 and student B to turn to page 143. Explain to Ss that they should take turns to ask a question about a company. They should use the information in the Activity file to answer their partner’s questions.

2. Language focus: Adverbs and expressions of frequency Ss look at the examples of the use of adverbs and expressions of frequency.  Read the information in the Language focus box with the class.  Finish the exercises and check the answer.