《新时代职业英语 英语 2》教案 Unit-6-Setting smart goals

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》

教学计划教学单元Unit6Settingsmartgoals单元主题Lifegoals课时安排6教学内容VocabularyFocusThinkingoflong-termgoalsReadingSettingSMARTgoalsChattingLet’stalkaboutthefutureplans.WritingAlettertomyfutureselfGrammarConditionalsThePrideofChinaYangLiwei

教学目标教学活动建议WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerAskstudentstolookatthepictures.ReadEXAMPLEaloudandelicitwordsandexpressionsweusetotalkaboutthefuture.Givestudentsseveralminutestolookateachpictureandhavestudentsthinkaboutwhattheirplansandhopesare.Organizestudentsintopairstosharetheirideas.Conductclassfeedback.Getstudentstoreportontheirpartner’splans.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtolifegoalsHavestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Makesurestudentsarefamiliarwiththewordgoal,youcanaskthemwhatgoalstheyhave.Forthewordsintern,degree,andthephrasesocialactivity,askstudents:Haveyoueverbeenanintern?Whenwillyougetyourdegree?Whatarethesocialactivitiesyouenjoythemost?Makesurestudentsknowtheadjectivesshort-term,long-termandoutstanding.Trytohavestudentscomeupwithasentenceforeachone.Youcandothiswithsimplequestions,suchas:Whoisthemostoutstandingpersonyouknow?Doyouhaveanyshort-termplanorlong-termplan?Fortheverbparticipate,youcanreviewtensesbyhavingstudentscomeupwithsentencesinanytensetheyhaverecentlystudied.HavestudentscompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanymistakes.CToimprovestudents’listeningandcomprehensionskillsTellstudentstheywillhearaconversationbetweentwostudents.Afterstudentshavecompletedtheconversation,youcanhavestudentsrole-playtheconversationinpairsandtalkabouttheirshort-termorlong-termgoals.Walkaroundtheclass,monitoringtheconversationsandcorrectinganyerrors.Youcanalsochoosesomegoodrole-playsandhavestudentsactthemoutinfrontoftheclass.DToimprovestudents’speakingandcomprehensionskillsFocusstudents’attentiononthetableandelicitthethreecategoriesthatthesegoalsaresortedinto:study,careerandrelationship.Readtherubricaloudandgivestudentsacoupleofminutestocompletethetable.Checkanswersaroundtheclass.ReadingA,BandCToimprovestudents’readingcomprehensionExerciseAAskstudentsiftheyhaveeversetalong-termorshort-termgoalbefore.Somestudentsmayhaveagoalatthemoment,too.Askstudents:Whatwas/isyourshort-term/long-termgoal?Youcanalsoaskwhatstepsstudentsaretakingtoachievetheirgoals.Foranextensionactivity,youcanhavethewholeclassstandup,andhaveastudentsitdownafterreadingeachsentence,onebyone.Thiswillensurethateveryoneintheclasspaysattentionandreadsatleastonesentence.Oncestudentshavereadthroughthepresentation,havethemcompletethetrueorfalsestatementsandthengothroughtheanswers.ExerciseBFocusstudents’attentiononthetable.ReadthewordswhichmakeupSMART(specific,measurableetc.)andgetstudentstofindtheirmeaningsinthetext.GothroughtheSMARTwordsandgetstudentstotellyouwhattheymeanwhenitcomestotargetsetting.Readtherubricaloudandaskstudentstocompletethetable.Circulateasstudentsdothis,offeringsupportwhennecessary.Discussanswersasaclass.ExerciseCReadPaul’sandElsa’sgoalsaloud(ornominateastudenttodoso).Allowstudentstoaskquestionsaboutanywordstheydon’tunderstand.Organizestudentsintopairstoshareandtowritedowntheirgoals.Askafewstudentstosharetheirgoalswiththerestoftheclass.D,EandFToreviewtheusefulwordsandexpressionsExerciseDReadthewordsintheboxesaloudtostudents,modelingthecorrectpronunciation.Readtherubricaloudandgivestudentsafewminutestocompletethesentences.Collectanswersaroundtheclass.Askstudents:Doyouknowanyotheracronyms?Whatgoalshaveyousetforyourselfinthenextthreeyears?ExerciseECompletethefirstsentencetogetherwithyourclass,asanexample.Circulateasstudentscompletethetask,offeringsupportifnecessary.AllowstudentstochecktheiranswerswithapartnerbeforeconductingclassfeedbackExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirsttosolvetheanagrams.Fastfinisherscanmakeanagramsandwritecluesusingwordslearnedinthisunit.Theycanwritetheiranagramsandcluesontheblackboardandgettherestoftheclasstosolvethem.BeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthetextExerciseAReadtherubricaloud.Focusstudents’attentiononthethreepeopleandgetastudenttoreadaloudBrian’sgoal.GetstudentstoremindyouofwhatthelettersintheSMARTacronymstandforandwhattheymean.ReadthroughBrian’sSMARTtargetstogether.GetstudentstoreadKenneth’sandGaoYou’sgoals.Tellstudentsthattheyaregoingtowritetargetsforthesetwopeople.Getstudentstoworkinpairstocompletethistask.Circulate,offeringsupportwhennecessary.NominateacoupleofstudentstoreadtheirSMARTtargetsaloudtotherestoftheclass,whoshouldlistenandcheckthateachtargetcorrespondswithaletterintheacronym.ExerciseBReadtherubricandExampletostudents.Getthemtodiscusstheirideaswithapartner.Remindstudentstothinkofspecificgoalswhentheyarediscussingtheirideasandtodrawontheirexperiences.Nominateafewstudentstoreportontheirdiscussions.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichamantellshisfriendabouthisrelationshipproblems.Introducethekeywordsforthisconversation.TellstudentstolistencarefullyandtowritedownwhattheyhearintheblanksinExerciseA.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingabouttheirplansusingthequestionsinExerciseB.HavestudentsreadthroughLanguageNote,whichteachestheexpressiontietheknot.ExerciseCReadtherubricaloudtostudents.NominatetwostudentstoreadExampleinfrontoftheclass.Focusstudents’attentionontheprosandconsofhavingaweddingceremony.Allowthemtoaskquestionsaboutanythingtheydon’tunderstand.Organizestudentsintopairsforthediscussion.Circulateasstudentssharetheirideas,promptingthemandofferingsupportwhennecessary.Bringtheclasstogetherforfeedback.Askafewstudentstoreportback.Findoutifthemajorityoftheclassarefororagainstaweddingceremony.WritingToimprovestudents’writingskillsandlearntowritealettertotheirfutureselfExerciseAGivestudentsaminuteortwotoreadtheletter.Focustheirattentiononthequestions.Havestudentsdiscussthequestionsasaclass.Elicitwhysomeonemightwritealettertohis/herfutureself.Tellstudentsthattheyaregoingtowriteletterstotheirfutureselves.ExerciseBReadtherubricaloudandmakesurethatstudentsunderstandtherearetwopartstothistask.Whenstudentshavecompletedthetask,theyshouldchecktheiranswerswithapartner.Collectanswersaroundtheclass.ExerciseCAskstudentstothinkofwhattheirlifewillbelikewhentheyareintheirmid-thirties.Focusstudents’attentionontheheadings.Chooseaconfidentstudentandaskhim/hertocommentononeoftheheadings,suchas:Wheredoyouthinkyou’llbeliving?Whatkindofhousewillyoulivein?Readtherubricaloudandcirculateasstudentstakenotesundertheheadings,promptingthemandofferingsupportwherenecessary.Bringtheclassbacktogether.Askafewstudentstosharewhatthey’vewritten.ExerciseDReadtheusefulexpressionsaloudandencouragestudentstocheckanythingtheyarenotsureabout.Tellstudentstheyaregoingtowritetheirownletter,usingtheexpressionsprovidedandthenotestheytookinthepreviousexercise.Circulateasstudentswritetheirletters,offeringsupportifnecessary.GrammarFocusToteachstudentshowtouseconditionalsentencesExerciseAStartbyexplainingtostudentsthataconditionalsentenceisusedtoexpressthatanactioninthemainclausecanonlytakeplaceifacertainconditioninthesubordinateclauseisfulfilled.Dividetheblackboardintothreeparts.WriteZEROontheleftsideandexplainthatthezeroconditionalisusedforfacts.Giveanexampleandwritethesentencestructureunderneathit.Askstudentstocomeupwithmorezeroconditionalsentences.WriteFIRSTinthecenteroftheblackboard.Tellstudentsthatweusethefirstconditionaltotalkaboutthingsthatwillprobablyhappen.Writeanexamplesentencewiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownsentences.WriteSECONDontherightsideoftheblackboard.Tellstudentsthatweusethesecondconditionaltotalkaboutimaginaryorunlikelysituations.Thiswillprobablybethehardestconditionalforstudentstounderstand,soyoumayneedtospendmoretimeonthis.Writeanexamplesentenceontheblackboardwiththestructureunderneathit.Onceagain,havestudentstrytocomeupwiththeirownexamples.Havestudentscompletetheexercise.Collectanswersaroundtheclass.ExerciseBReadtherubricaloudtostudentsandfocustheirattentionontheexample.Makethefirstsentencetogetherasaclass,andgetstudentstocompletetherestofthetaskalone.Monitorastheydothis,offeringsupportwherenecessary.Collectanswersaroundtheclass.课后学习设计作业FinishalltheexercisesinUnit6.Readthetextinthisunitagainandtrytosummariseitscontent.Writealettertoone’sfutureself.课后总结与反思补充教学资源VocabularyFocus参考译文陈珊： 你对未来有什么计划，埃米？埃米： 嗯，我的短期目标是在这个学期末通过所有考试。陈珊： 我也是！但是最近我开始考虑长期目标。你知道的，我真的很想拿到一个好学位。埃米： 我也一直在思考这个问题。优秀的毕业生拥有的选择机会比别人多得多。陈珊： 没错。拥有一个好学位也意味着你在毕业后有机会得到一个实习岗位。埃米： 不过，我们不应该只考虑职业目标。个人问题也很重要。陈珊： 你说得对。但首先，我想在我的职业发展上令自己满意。Reading参考译文如何设定SMART目标今天我想介绍一下如何为自己设定目标。目标的设定可以帮助你选择自己的生活方式。如果你想在设定目标时更加得心应手，首字母缩略词SMART可以帮到你。让我们来看看每个字母都代表什么含义。明确性Specific首先，要选择一个清晰的目标，制定目标时要明确目标的重要性、达成目标的地点等信息。举例来说，如果你想要开办一项保姆业务，不应该说：“我想做看孩子的生意。”而应该说：“我家附近很多人在照管孩子方面遇到了困难。所以我要从事保姆业务来挣钱，同时帮助邻居们解燃眉之急。”可衡量性Measurable通过衡量一个目标，你就能知道自己距离完成这个目标还有多远。举例来说，制定目标时，不要说：“我要拥有很多客户。”而要说：“我的目标是在这个月底之前拥有20位客户。”可实现性Attainable目标具有可实现性，就是说这个目标是可以达成的。诚实地审视自己的能力，然后制定一个现实的目标是很重要的。举例来说，你不应该说：“我要成为我国最成功的企业家。”而应该说：“我要在社区里为我的托儿业务建立良好的声誉。”相关性Relevant相关性，指的是你的目标应该与你现在的生活有一定的联系。问问自己：“现在是合适的时机吗？”“我准备好了吗？”举例来说，如果你计划开办一项保姆业务，那么学习急救知识可能就是一个具有相关性的目标。时限性Time-bound你应该始终有一个完成目标的目标时间。举例来说，制定目标时，不应该说：“我要开办自己的业务。”而应该说：“我的目标是在月底之前拥有5位顾客。”如果你遵循SMART原则，那么对于设定和完成生活中重要的目标，你将更加得心应手。语言解析Let’stakealookatwhateachletterstandsfor.让我们来看看每个字母都代表什么含义。standfor:ifaletterorsymbolstandsforsomething,itrepresentsawordoridea,especiallyasashortform（字母或符号）代表，表示e.g.WhatdoesATMstandfor?ATM是什么意思？Measuringagoalwilltellyouhownearorfaryouarefromcompletingit.通过衡量目标，你可以知道自己离