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Unit 10 Many young people start their own
business when graduating from school
Vocabulary practice + Supplementary Reading教學設計
一、教材分析
教學內容
本課包括Vocabulary practice及Supplementary Reading部分，具體內容為：復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。
教學重點、難點
（1）教學重點
復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。
（2）教學難點
讀懂拓展閱讀中的文章內容并完成相關閱讀練習。
二、教學目標
知識目標
（1）熟記本單元與工作主題相關的詞匯、短語與句型。
（2）學習拓展閱讀短文中出現的詞匯和句型，如：
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in
People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else.
It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.
能力目標
（1）復習本單元詞匯與短語及分詞的基本用法，能熟練運用這些詞匯及句型，完成相關練習。
（2）能讀懂拓展閱讀中的短文并完成相關閱讀練習。
情感目標
了解不同的工作及其社會價值，培養學生正確的擇業觀和價值觀。
三、教學步驟
Step One Lead-in
Check the homework of last period. And then show the sentences on the Bb and ask the Ss to translate them into Chinese, paying attention to the usage of participle.
(1 )Hearing the news, they got excited.
(2 )Be careful while/when crossing the street.
(3 )Having been bitten by a snake, she was frightened at it.
(4 )Given a chance, I can surprise the world.
(5 )The cup dropped to the ground, breaking into pieces.
(6 )Having been told many times, he still repeated the same mistake.
(7)The teacher came into the lab, followed by some students.
(8 )Seeing the cat, the mouse ran off.
（設計意圖：檢查上一課時布置的作業，復習所學內容。）
Ss read and remember the words and expressions on P126, then have a dictation.
（設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。）
Step Two Vocabulary practice
Activity 15. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left.
（設計意圖：讓學生先讀釋義再進行搭配，復習本單元詞匯，鞏固詞義。）
Activity 16. Read and match.
Ask Ss to read the words on the left and match them with the words on the right to form the phrases.
（設計意圖：引導學生關注動詞與其他詞語的搭配，學會在具體語境中記憶和使用單詞。）
Activity 17. Read and complete.
Ss read the words and phrases in the block and tell the meaning of them.
Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese.
（設計意圖：本活動是一個詞匯綜合應用活動，側重句子的理解，學生在正確理解句子的基礎上利用所給單詞或短語的正確形式完成句子。學生既要選對詞匯，又要注意其中所涉及到的語法要點，注意詞形變化。）
Step Three Supplementary Reading
T shows the title of the passage ,asking the Ss to guess what the job is and tell something about the most boring job in their mind.
（設計意圖：通過文章標題引入本文，激發學生閱讀興趣，預判文章內容。）
Read and decide.
Ss read the sentences of Read and decide, then read the passage once more and decide true or false.
Check the answers by asking the Ss to give the reason to the class after reading.
（設計意圖：學生帶著問題閱讀文章，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧。）
Ss read the sentences of Read and choose, then read the passage for the third time and answer the questions.
（設計意圖：本活動為細節識別活動，學生需要仔細閱讀文章獲取具體信息才能作出正確選擇。）
Ss answer and discuss the following questions:
What do you think of Helen Southall’s job Do you want to obtain such a job as hers
What’s your first consideration when choosing a job, salary, self-worth, working environment, or anything else
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key words and phrases:
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in
Long and difficult sentences:
People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else.
It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Read and remember the words and sentences in Step One and Step Four.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
dull, fascinating, rewarding, terrific, pattern, species, length, growth, despite, involved in People do think it’s strange when I tell them my job is to watch grass grow, but I think it’s fascinating and I wouldn’t do anything else. It’s so rewarding seeing a stretch of perfect green grass and knowing that it has grown right because of my work.Unit 10 Many young people start their own
business when graduating from school.
Reading and writing教學設計
一、教材分析
教學內容
本課包括Reading and writing部分，具體內容為：Reading部分是一篇有關90后初入職場所面臨的問題的短文，學生應能夠讀懂短文，理解年輕人對自由、平等、尊重的渴望，同時，也應該教育他們學會遵守職場和社會的各種規則，以便今后能愉快地工作和生活。Writing部分要求學生讀懂Jack寫給Bob的談論自己實習情況的電子郵件，并幫忙回復郵件。
教學重點、難點
（1）教學重點
學習描述對目前工作的喜惡及自己心目中理想工作的詞匯與短語；
讀懂短文，理解王楓楓實習中面臨的困境及王伯慶博士的諄諄教導。根據課文及自身訴求，填寫實習意向表。
讀懂Jack寫給Bob的談論自己實習情況的電子郵件，并幫忙回復郵件。
（2）教學難點
讀懂Jack寫給Bob的電子郵件，并幫忙回復郵件。
二、教學目標
知識目標
（1）學習描述對目前工作的喜惡及自己心目中理想工作的詞匯與短語，如：
state-owned company a two-month internship boss around a very attractive salary
prescribe would like to do rather than do outspoken communicate with
a…working environment a strong sense of “self-worth” be eager to do sth.
no matter when… be based on
（2）學會并能熟練使用以下句型，如：
The reason was that she couldn’t stand… although..
I would like … rather than…
Having a strong sense of…, they are eager to…
No matter when…, I can …
能力目標
（1）熟記描述對目前工作的喜惡及自己心目中理想工作訴求的詞匯與短語；
（2）讀懂短文，理解青年一代對理想工作的種種訴求。
（3）讀懂Jack寫給Bob的談論自己實習情況的電子郵件，并幫忙回復郵件。
情感目標
（1）培養學生正確的擇業觀，學會遵守職場和社會規則。
（2）培養學生辯證看待問題的能力，理解自由的相對性。
三、教學步驟
Step One Lead-in
Ask Ss to act out the dialogue which they have completed in their homework of last period.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Teacher shows the following phrases(state-owned company, private company, foreign company) on the Bb and asks the Ss to answer the question to lead in the new lesson.
Q: What kind of company would you like to work in, a state-owned company, a private company or a foreign company Or maybe you have some other better choices, and what’s your reason
（設計意圖：教師提供的一些選擇，既可以引起學生思考，又能承上啟下，為閱讀短文掃除一些詞匯障礙，為降低后面任務的難度做了鋪墊。）
Step Two Reading and writing
Activity 7. Discuss and tick.
T writes the following words and phrases on the Bb:
salary working environment promotion team spirit
If students can’t understand some of them ,T explains them. And then T asks the Ss to think about the following question and make their own choices.
Q: What’s the most important thing to consider when you choose a job
（設計意圖：教師提供的一些選擇，旨在激活學生對職業、價值觀的認識，同時也是一個小型的職業選擇調查，既可以引起學生思考，又能讓學生對即將進行的閱讀活動更有準備。本活動為激活活動，教師不需要給出標準答案，只要學生能說出原因都應給予鼓勵。）
Activity 8. Read and circle.
Ss read the passage for the first time and try to grasp the main idea of it, and then circle the reason why Wang Fengfeng quit her job.
（設計意圖：了解短文大意，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧,引導學生運用正確的閱讀策略進行閱讀。）
Activity 9. Read and choose.
Ask Ss to read the passage again and choose the right answers. Ss work individually or in groups. If they have some difficulties understanding the questions, T or the group leader should help them.
（設計意圖：本活動為細節識別活動，學生需要仔細閱讀文章獲取具體信息才能作出正確選擇。如果學生基礎較差，教師可安排小組合作學習，或是在學生開始練習之前挑選出學生可能會遇到困難的選項進行解釋。）
2） T shows the sentences which contain some key phrases on the Bb, explaining them and giving some more model sentences to consolidate the usage of the focus points.
① The reason was that she couldn’t stand being bossed around although she could receive a very attractive salary.
② I would like to express my own ideas rather than just follow orders without any right to question them.
③ Having a strong sense of “self-worth”, they are eager to explore the outside world.
Activity 10. Read and translate
Ss translate the Chinese sentences into English.
T checks the answers and explains some of them if necessary.
（設計意圖：這屬于閱后的一個檢測鞏固活動，通過翻譯檢測學生對短文的理解程度和對重點句型的掌握程度。）
Activity 11. Read and complete
Suppose the Ss will start their internship soon, ask them to finfish the survey according to their own intention and demands.
Ask Ss to say something about their intention about their own internship according to the form they complete above.
（設計意圖: 這依然屬于一個閱后的一個延伸活動，通過學生填寫實習意向表，進一步鞏固本課所學重點詞匯與句型，并給學生創設一個接近于真實自然的語言應用場景，為后邊的寫作和日常生活的求職面試的口語交際打下基礎。）
Reading and writing
Ss read the e-mail that Jack sent to Bob, and try to understand the beginning of the reply.
Ss help Bob give a reply.
（設計意圖: Jack 給Bob的電子郵件是編者給學生創設的一種真實情景，也是一種寫作示范，學生需讀懂郵件內容，更應關注回復郵件中開頭給出的句子所起到的限制作用，否則，學生易自由發揮，離題萬里。）
Step Three Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
state-owned company, a two-month internship, boss around , a very attractive salary
prescribe , would like to do rather than do , outspoken , communicate with
a…working environment , a strong sense of “self-worth”, be eager to do sth.
no matter when… , be based on
Important sentence Patterns:
The reason was that she couldn’t stand… although..
I would like … rather than…
Having a strong sense of…, they are eager to…
No matter when…, I can …
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Four Homework
Copy and remember the vocabulary in the summary of this period.
Ss work in groups of three or four, reading and revising each other’s composition.
（設計意圖: 課后進一步練習鞏固本堂課所學內容,讓學生學會作文的自評和互評。）
四、板書設計
Phrases: state-owned company, private company, foreign company boss around a very attractive salary would like to do rather than do a…working environment a strong sense of “self-worth” be eager to do sth. no matter when… Questions： 1.What’s the most important thing to consider when you choose a job，Salary，working environment ， promotion or team spirit？ 2. Why did Wang Fengfeng quit her job 3.What’s Wang Boqing’s advice to post-90s Do you agree with him Why Unit 10 Many young people start their own
business when graduating from school
Lead-in + Listening and speaking教學設計
一、教材分析
教學內容
本課包括Lead-in & Listening and speaking兩部分，具體內容為：復習有關入職要求或職業素養的詞匯與短語，聽懂并掌握擇業就業打算的簡單對話，能準確地表達自己的打算及面臨的困惑。
教學重點、難點
（1）教學重點
復習有關入職要求或職業素養的詞匯與短語；聽懂擇業就業打算的句型；聽懂并掌握擇業就業打算的簡單對話，能準確地表達自己目前的打算及面臨的困惑。
（2）教學難點
聽懂并掌握擇業就業打算的簡單對話，能準確地表達自己目前的打算及面臨的困惑。
二、教學目標
知識目標
（1）學習并識記入職要求或職業素養的詞匯與短語，如：
go to the university get a certificate borrow money from the bank
be good at communication be able to operate the machine learn computer skills
（2）學會并能套用有關談論找工作的句型，如：
I find it difficult to … Why don’t you…
Sounds good, but… You can get…
For me, I haven’t got… Having a strong mind, you’ll…
能力目標
（1）能聽懂并說出與工作主題相關的詞匯。
（2）能準確地表達自己喜歡的行業及相關入職資格。
（3）能詢問別人找工作的情況，會使用恰當的語言表示對別人的理解、贊許和鼓勵，或給別人以中肯的建議。
情感目標
（1）能了解不同文化中人們對待工作的態度，培養學生良好的價值觀和健康的、多元化的擇業觀。
（2）教會學生理解工作的意義，學會尊重遵守工作與社會生活的各種規則，樹立積極的工作態度，從而為得到理想的工作作好充分的準備。
三、教學步驟
Step One Lead-in
Ask Ss to read the title of this unit and ask some questions according to it, such as, Do you want to start your own business when graduating from school What’s your ideal job , and so on.
（設計意圖：通過本單元的題目引入本單元的話題，激發學生的學習熱情與參與欲望。）
Activity 1.
Ask the Ss which sector they’d like to work in and go over some words related to job-hunting.(e.g: e-business, education, health care, fitness, tourism; businessman, teacher, nurse, fitness trainer, tourist guide…)
（設計意圖：本部分為導入部分，目的是為聽說活動作準備，讓學生回憶與聯想與工作相關的詞匯，為聽力活動掃清詞匯障礙。）
（操作建議：教師可通過頭腦風暴活動幫助學生擴展思維，引出與本單元話題相關的更多的新單詞。）
Look and match.
Ss look at the pictures and match them with corresponding phrases.
（設計意圖：讓學生通過討論求職應該具備的資格或素養，熟悉詞匯并引出聽說部分的話題。）
（操作建議： 老師可結合學生專業或興趣實際，讓學生事先收集自己喜歡的行業信息，找到可以代表自己理想職業的圖片。課堂誰可以小組或職業群為單位，讓學生說出自己向往這個職業的理由，老師引導學生研究從事這個職業應具備的條件。）
Step Two Listening and speaking
Activity 2. Listen and tick
Ss listen to Dialogue A for the first time and try to understand what the man and the woman are talking about.
（設計意圖：本活動為大意聽力理解練習，要求學生在聽對話的過程中把握對話內容主旨。）
Activity 3. Listen and choose
Ss listen to Dialogue A again and choose the best answer to each question.
（設計意圖：本活動為細節聽力理解活動，采用單項選擇的命題方式，學生只需識別所需信息完成答題即可。雖然涉及細節理解，但沒有語言輸出的要求。）
（操作建議：為了讓學生更好地獲取信息，教師可組織學生先閱讀句子，學會預判。對于學生不理解的選項，教師應進行解釋，以降低聽力難度。教師播放錄音，學生邊聽錄音邊選出對話中提及的內容，教師抽查并給出反饋。反饋時，教師應要求學生不僅說出答案，還要給出答案的依據。）
Activity 4. Listen and complete
Ss listen to Dialogue A for the third time and complete the sentences according to the dialogue. Check their answers, play it again if necessary.
（設計意圖：進一步聽懂對話部分細節，了解對話內容，培養學生聽細節的聽力技巧。同時，本活動為信息轉述活動，是由聽到說的一個中間環節，也涉及到了語言的輸出能力的逐步培養。）
Activity 5. Listen and repeat
Ss listen to Dialogue B and try to get the main idea.
（設計意圖: 本活動為呈現活動，主要是呈現表示計劃、祝愿、建議和鼓勵的語言，學生應聽懂大意，為后邊說的活動奠定良好的語言輸入基礎。）
Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（設計意圖: 通過逐句跟讀與集體朗讀，訓練學生正確的語音語調，培養學生模仿英美原音語音語調的學習習慣。本活動關鍵是通過學習對話中的功能語句，讓學生靈活運用這些語句。所以，教師應組織學生進行適當的機械訓練，以便讓學生熟練掌握，為后面的活動打好基礎。）
Step Three Presentation
Practice and act.
Ss work in pairs and make up new dialogues by using the patterns and phrases in this unit as much as possible. Show the sentence patterns if necessary.
Ask several pairs to act out their conversations about job-hunting.
（設計意圖: 本活動是應用活動，屬于語言的輸出訓練，目的是讓學生把聽力活動中重點的詞匯和句型應用到實際的語境中，訓練學生在相對真實的語境下用恰當的方式談論理想工作的話題）
Step Four Summary
Make a short summary about what we’ve learned in this period.
Key vocabulary:
e-business education health care fitness tourism
businessman teacher nurse fitness trainer tourist guide
go to the university get a certificate borrow money from the bank
be good at communication be able to operate the machine learn computer skills
Sentence Patterns about job-hunting:
I find it difficult to … Why don’t you…
Sounds good, but… You can get…
For me, I haven’t got… Having a strong mind, you’ll…
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Read and remember the words in the summary of this period.
Make a dialogue to talk about job-hunting. Try to perform it with your partner.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Phrases: e-business education health care fitness tourism businessman teacher fitness trainer nurse tourist guide go to the university borrow money from the bank learn computer skills Sentence patterns: Problem advice I find it difficult to … Why don’t you… Sounds good, but… You can get… For me, I haven’t got… Having a strong mind, you’ll…Unit 10 Many young people start their own
business when graduating from school
Language in Use教學設計
一、教材分析
教學內容
本課包括Language in use部分，具體內容為：分詞作狀語的用法。
教學重點、難點
（1）教學重點
分詞短語的不同形式及其作狀語的基本用法。
（2）教學難點
現在分詞和過去分詞的用法區別，特別是分詞在句子中和主語的邏輯關系是學生理解的難點。
二、教學目標
知識目標
（1）了解分詞短語的不同形式及其作狀語的作用。
（2）學會判斷句子主語和邏輯主語的關系，正確使用現在分詞和過去分詞。
能力目標
學生能根據句子上下文的意思和邏輯關系來判斷非謂語動詞的功能及與句中主語的關系，選擇正確的分詞。
情感目標
學會在具體語境中運用分詞，，培養學生正確使用詞語表達思想的能力。
三、教學步驟
Step One Lead-in
Check the homework of last period. Show some excellent samples of the Ss’ composition, giving some comments if necessary.
（設計意圖：檢查上一課時布置的作業，復習所學的重點詞匯與句型。）
Ask Ss to read and translate the following sentences:
① Having such a strong mind, you will definitely make it.
② Having a strong sense of “self-worth”, they are eager to explore the outside world.
③ Being an intern, I am eager to do something meaningful for the company.
④ Given another chance, he will do it better.
⑤ Seen from the hill, our school looks more beautiful.
⑥ Caught in a heavy rain, he was wet to the skin.
（設計意圖：本活動是一個呈現活動，目的是讓學生初步了解分詞作狀語的不同形式，級用法，教師應啟發學生通過理解來總結、歸納分詞的作用。）
Step Two Presentation
Ask Ss to read the following sentences, paying attention to the structure and usage of the present and past participle.
分詞作狀語，修飾謂語動詞，可以表示時間、原因、條件、讓步、行為方式或伴隨狀況等，在意義上相當于一個狀語從句。
①表示時間
Hearing the news, they all jumped with joy. 聽到這個消息時，他們都高興得跳了起來。
Seen from the top of the hill , the city looks like a big garden. 從山頂望去，這個城市就像一個大花園。
②表示原因
Being sick, I stayed at home. (因為)生病，我只好待在家。
Caught in a heavy rain, he was wet to the skin.(因為)淋到了大雨，他全身濕透了。
③表示條件
Working hard, you will succeed.如果努力工作，你就可以成功。
Given another chance, he will do it better.如果再給他一次機會，他會做得更好。
④表示讓步
Having failed many times, he didn’t lose heart.（雖然）多次失敗，他并沒有灰心。
Laughed at by many people, he continued his study.（雖然）被很多人嘲笑，他還是繼續學習。
⑤表示方式或伴隨狀況
All night long he lay awake, thinking of the problem.他整夜躺在床上睡不著，思考著那個問題。
The old man entered the meeting room supported by a young fellow.那個老人在一個年輕人的攙扶下進入了會議室。
注意：分詞作狀語時，其邏輯主語必須與主句中的主語一致，它們之間是主動關系用現在分詞，為被動關系則用過去分詞。
如：Now many young people start their own business when graduating from school.這一句子中分詞短語graduating from school的邏輯主語是many young people，它與分詞graduating from school之間是主動關系，所以用現在分詞。
請看另一個例子：Asked many times, I told him the secret.（被問過很多次，我告訴了他這個秘密。）這個句子中，分詞asked 與其邏輯主語（即句子主語）I 之間存在被動關系，是 “我”被問起，所以用過去分詞.)
Activity 12 Read and choose
Ss read and choose the correct form of the verbs to complete the sentences. T checks the Ss’ answers and gives some necessary explanation if it is needed.
（設計意圖：本活動為語法的檢查與應用，學生根據句子上下文的意思和邏輯關系來判斷非謂語動詞的功能以及與句中主語的關系，然后選擇正確的形式完成句子。）
Step Three Practice
Activity 13 Read and match
Ss match the questions on the left with the answers on the right.
T checks the Ss’ answers and asks the Ss to underline the sentences which contain present or past participle.
（設計意圖: 本部分要求學生將左欄問句與右欄正確的答語匹配，內容既涉及到本單元課文內容，也與本節課語法內容有關，要求學生找出包含現在分詞或過去分詞的句子，并分析其用法。可進一步鞏固本節課所學內容，加深印象。）
Step Four Summary
T asks the Ss to read the model sentences again and try to further understand the usage of the present and past participle.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Read the model sentences and further understand the present and past participle.
Do the grammar exercises on the workbook.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
① Having such a strong mind, you will definitely make it. ② Having a strong sense of “self-worth”, they are eager to explore the outside world. ③ Being an intern, I am eager to do something meaningful for the company. ④ Given another chance, he will do it better. ⑤ Seen from the hill, our school looks more beautiful. ⑥ Caught in a heavy rain, he was wet to the skin.

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