Vocabulary andGrammar
Task1works on the meaning of thematic words from the textand extends these into opposites and near synonyms. Tasks2and3look at words describingskills and abilities.
Before the lesson you could find examples of business cards from different countries to show students.
You could also extend the scenario to consider different business card etiquette in other cultures.
If you have more time, you could develop the discussion and work on encouraging students to monitor their own online behaviour.
Guided Writing
Students write a business card. They revise punctuation in English and writing addresses.
Readingfor doing
Ss read an article looking at online profiles and how they can impact o careers.
This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.
The lastvocabulary taskcan easily be extended intoadiscussion task. This will help pre-empt the more detailed work of the Beyond the Text section.
TheGrammar Focuspart looks at too/enough, too many/too much. There is lots of potential for personalisation with this grammar point. For example, students can write about their own experiences of college or work.
Wrap-up
Thissectionprovides a quick review of the vocabulary, grammar, writing and theme of the unit.
Tasks could be set for individual work or done in pairs.
课后学习设计
作业
Finish all thetasksin Unit8.
Read thetwo texts in this unit again and try to summarise their contents.
Role-play a job interview in pairs.
课后总结与反思
Job interviews
课时安排
8
教
学
内
容
Readingfor learning
I Don’t Know What to Do!
Readingfor Doing
Is Your Facebook Page Letting You Down?
Guided Writing
A Business Card
Not all of the words from the first vocabulary task are in the reading text. Ask students to find the ones that are and then ask why they think the other ones have been included.
Audio/VideoLab
Students watch two different job interviews.
They analyse the success of each interview and consider the skills required to have a good interview.
教案
课程名称捷进英语综合教程2
课时
班级
专业
教师
系部
教研室
教材《捷进英语综合教程2教师用书》
TeachingPlan
教学
单元
Unit8The Working World
单元
主题
Choosing a career
How does your Facebook page affect your job-seeking
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
（热身）
This sectionintroducesthe concept of different jobs and the skills required to do these jobs.
Depending on the tme you have available, you couldplay various games such as miming the jobs or describing the jobs without naming them.
Thefirsttwo tasks encourage students to use the questions in the text to think about and personalise the issues. Task 3 checks more detailed understanding and can easily be extended with discussion or further questions. Task 4 reverses the concept of making notes from questions and to actually form questions from the reading. Finally, students consider some of their own priorities.
For each part of the video you might want to play it twice.
As an extension you could ask students to interview each other for an imaginary job using the questions from the recording.
For the first tasks on the language work you might want to set them up as a team game or class quiz.
For the final taskitcould be set asasmall group discussion or down as a reflective writing task.
Reading
（阅读）
Readingfor learning
This section starts with using rhetorical questions in reading texts. It also encourages Ss to match notes to questions.
The grammar section looks attoo/enough, too many/too much.
Beyond theText
Studentsconsider how well different jobs satisfy different needs of employees.
Beyond the textsection allows students to consider their own skills and how they match to potential careers. You could match some of the work from thewarm-upsection to this part.