教案課程名稱新時代職業英語通用英語2課時班級專業教師系部教研室教材《新時代職業英語通用英語2》

教學計劃教學單元Unit5Socialmediaandcareersuccess單元主題Howtousesocialmediahelpyoufindjob?課時安排6教學內容VocabularyFocusExploringcareersReadingSocialmedia:willithelporhinderyourjobsearch?ChattingYoucanfindworkonsocialmedia.WritingAposterGrammarFocusSimplepastperfectandpastperfectcontinuousThePrideofChinaQianXuesen

教學目標教學活動建議WarmingUpTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerHavestudentslookatthepicturesandaskthemtotellyouasmuchastheycanaboutthepictures,suchas:Whatarethesepicturesof?Whoarethesepeople?Whataretheydoing?Elicitasmuchinformationaspossiblefromstudents.Readtherubricandthenmoveontothediscussionquestion.Putstudentsintopairsorsmallgroupsandhavethempracticeaskingandansweringthequestion.Oncetheyhaveansweredthequestion,goaroundtheclassaskingindividualstudentstoanswer.Foranextension,youcanhavestudentscomeupwithtwoextraquestionsonthetopicofjobs.VocabularyFocusAandBToteachstudentsnewvocabularyrelatedtoaskingaboutsomeone’sjobHavethestudentslistenandrepeatthewords,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestionssuchas“What’sanotherwaytosayhard/difficult?”(tough),“What’sawordthatmeansone’ssocialposition?”(status)and“Howcanyoudescribeapersonwhoisgiftedinaspecificfield?”(talent).Oncestudentsseemcomfortablewiththenewwords,havethemcompletetheexercisesandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctiftheymakeanyerrors.Ifyouwanttogivethissectionashomework,youcanhavestudentsreviewthewordsathomeandtellthemthatnextweekyouwillgiveaspellingtestofthisweek’svocabulary.Ifyoudothis,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.CToimprovestudents’listeningandcomprehensionskillsTellthestudentstheywillhearaconversationbetweentwofriendswhohaven’tmeteachotherforalongtime.Playtheconversationtothemonce.Nowreadthroughthequestions.Ifstudentsarehavingtrouble,playtheconversationagain.Thistime,pauseitwheneverinformationrelatedtothequestionsisheard.Then,havethestudentswritetheanswerstothecomprehensionquestions.Oncetheyarefinished,havethemswitchbooksandgothrougheachanswer,askingonadifferentstudenteachtime.DToimprovestudents’speakingandcomprehensionskillsGivestudentsseveralminutestofillintheblanks.Checkanswersaroundtheclass.Askquestionstoimprovestudents’participationinclass,suchas:Whatisyourpriorityinchoosingajob?Whatwillyoulookforajobposition?ReadingAandBToimprovestudents’readingcomprehensionExerciseAFocusstudents’attentiononthetitle,andaskthemtotellyouwhatrolestheythinksocialmediaplaysinpeople’sjob-hunting.Givestudentsseveralminutestoreadthetext.EncouragethemtorefertoWORDS&EXPRESSIONS.AskstudentstoanswerthequestionsinExerciseA.Allowthemtochecktheiranswerswithapartnerbeforeconductingclassfeedback.Checkanswersaroundtheclass.ExerciseBGetstudentstolookatthestatistics.Theyshouldthenreadthetextagain,andfinishthesentencesrelatingtothegivenstatistics.Collectanswersaroundtheclass.C,DandEToreviewtheusefulwordsandexpressionsExerciseCReadtherubricaloud.Completethefirstsentencetogetherasanexample.Askstudentstocompletetherestoftaskindividually.Checkanswersaroundtheclass.ExerciseDReadwordsandexpressionsintheboxesaloud.Askstudentstocompletethesentences.Allowthemtochecktheiranswerswithapartnerbeforecheckinganswersaroundtheclass.Checktheanswersandstudents’comprehensionbyaskingquestions,suchas:Whatisthewordtodescribeapersonwhocriticizesothersinaveryunpleasantmanner?Canyouthinkofanywordsorexpressionsthathasthesamemeaningwith“catchtheeyeof”?Canyougivesomeadviceonhowtoletoffsteam?ExerciseEChallengestudentstoseewhocanbethefirsttomatchthewordstothedefinitions.Fastfinishersshouldwritesentencescontainingthewordsintheleftcolumn.Theyshouldthenblankoutthewordsandreadthesentencesaloudtoanotherfastfinisher,whoshouldlistenandprovidethemissingwordsBeyondtheTextToimprovestudents’criticallythinkingabilityandencouragethemtolearnalessonfromthestoryExerciseAReadtherubricaloudtostudents.Getstudentstolookatthefourdescriptionsandpicturesofsocialmediapersonalitytypes.Givestudentsopportunitiestoaskquestionsaboutanywordsorsentenceswhosemeaningstheyareunsureof.Drawatableontheblackboardandaskstudentstofindoutthetraitsofeachpersonalitytypes.Organizestudentsintogroupstosharetheirideas,andthenbringtheclasstogetherforfeedback.Nominateafewstudentstoreportontheirdiscussions.Conductaclassvotetoseewhichtypeofpersonisthemostpopular/leastpopular,andwhichtypeisthemostcommon.ExerciseBReadtherubricaloudtostudents.Askthem:Areyouanactivesocialmediauser?Howoftendoyoupostthingsonsocialmedia?Doyoulikecommentonothers’posts?Nominatestudentstoreadtheexample.Allowthemtoaskquestionsifthereareanythingthattheydon’tunderstand.Organizestudentsintopairstosharetheiropinionsoneachtypeofsocialmediapersonalityandletthemtalkaboutwhattypeofpersonalitytheyareof.Monitorasstudentscompletethetask,offeringsupportifnecessary.Notedownanyproblemsthatstudentshaveandgoodexpressionsthatyouhear.Nominateafewpairstosharetheiropinionstotherestoftheclass.Conductclassfeedback.Discussanythingyoupickedupduringyourmonitoringofthepracticingprocess.ChattingToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationExercisesA&BExplaintostudentsthattheywillhearaconversationinwhichtwopeoplediscusssocialmediaandjobhunting.Introducethekeyvocabularywordsforthisconversation.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetalkingaboutsocialmediausingthequestionsinthebook.Now,gothroughtheWORDS&EXPRESSIONSsection,explainthemeaningofeachwordandletstudentsreadaloud.ExerciseCReadtherubricaloudanddirectstudents’attentiontotheprompts.Asaclass,readthroughtheexpressionsinUSEFULLANGUAGE,focusingonthecorrectpronunciation,sentencestressandintonation.Organizestudentsintopairsandgetthemtoworkontheirrole-plays.Circulateasstudentsdothis,listeningandmakingnotesofanyexamplesofgoodlanguageyouhear(oranyissuesstudentsneedhelpwith).Nominateacoupleofconfidentpairstoperformtheirrole-playtotherestoftheclass.Conductclassfeedback,takingtimetodiscussanyissuesyouhaveobservedandsharinganyexamplesofgoodlanguageandcommunicativeskills.WritingToimprovestudents’writingskillsandlearntowriteaposterExerciseAExplaintostudentsthattheyaregoingtolearnhowtomakeaposter.Elicitwhataposterisandtheplaceswheretheymightseerecruitingposters.Givestudentsseveralminutestocompletethetask.Checkstudents’answersaroundtheclass.ExerciseBReadtherubricaloud.Getstudentsseveralminutestoreadandtocompletethematchingtask.Checkanswersaroundtheclass.Askquestionstohelpstudentsbetterunderstandtherequirementsofwritingaposter:Whathaveyoufoundonthisposter?Whatkindofinformationisgivenhere?Doesthisposterlookattractivetoyouandwhy?ExerciseCElicitwhatkindoflanguageisusedinaposter(short,concise).Askstudents:Whydoyouthinkthatconciselanguage,especiallyintheformofshortphrases,isusuallyusedinposterslikethis?Askstudentstomatchthesentencehalves.Advisethemtorefertotheexampleposteriftheyneedto.Checkanswersorally.ExerciseDReadtherubricaloudandfocusstudent’attentiononthetask.Explainthesentencesthatwouldbetypicallyfoundonrecruitingposters.Organizestudentsintogroupstobrainstormforarecruitingeventthatcouldhappenattheircollege.Givethemenoughtimetodiscusswitheachotherandgetthemtocomeupwiththeirownrecruitingposters.Monitorstudentsandoffersupportifnecessary.Whenstudentshavefinished,askacoupleofgroupstosharetheirposterswiththerestoftheclass.Givecommentsandnotedownthegoodexpressionsthey’veused.GrammarFocusToteachstudentshowtousesimplepastperfectandpastperfectcontinuousDividetheboardinhalfandwritesimplepastperfectontheleftandpastperfectcontinuousontheright.Startingontheleftsideoftheboard,explainthatweusethesimplepastperfecttenseforactionsthatarefinished,focusingonresultsorpermanence.Giveanexampleforeach,emphasizingthestructureused(subject+had+p.p.verb).Askstudentstocomeupwiththeirownexamplesentencesandwritethemontheboard.Explainthatweusethepastperfectcontinuoustenseforactionsthatareunfinished,focusingondurationortemporaries.Writeanexampleforeachontherightsideoftheboardandhavestudentscomeupwiththeirownexamples.Makesuretoemphasizethestructureofthecontinuousform(Subject+hadbeen+v-ing).DoExerciseAtogethertomakesurethatstudentsunderstandthegrammarpoints.HavestudentscompleteExerciseBandthenswitchbookstocorrecttheirmistakes.Explaindifficultsentencesifthereareany.課后學習設計作業FinishalltheexercisesinUnit5.Readthetextinthisunitagainandtrytosummariseitscontent.Writeaposter.課后總結與反思補充教學資源VocabularyFocus參考譯文薩拉： 嗨，帕特里克。好久沒見到你了！你在非洲的一年過得怎么樣？帕特里克： 嗨，薩拉。過得非常好，謝謝你。我喜歡那里。薩拉： 你的工作是和孩子們在一起，是嗎？帕特里克： 是的，我加入了“一帶一路”項目，在馬拉維的一所小學里當老師。教10到12歲的孩子。薩拉： 那邊工作辛苦嗎？帕特里克： 嗯，有時候很辛苦。我們根本沒有多少教學資源，所有的教室都很簡陋，而且班級人數很多。薩拉： 不過你一定很喜歡在那里的這一年。帕特里克： 是的，我很喜歡。孩子們都很好。這整個經歷讓我確定我想要成為一名教師。我知道這個職業很適合我。

Reading參考譯文社交媒體：它會幫助還是阻礙你的求職？如今，社交媒體是影響求職的一個關鍵因素。它讓你能更容易地發現工作機會，并與你所選擇的領域建立聯系。那么，你要如何利用社交媒體來幫助自己，而不是阻礙自己找工作呢？大約37%的雇主利用社交媒體來調查潛在雇員，也就是說，有五分之二的公司會利用你的在線檔案來評估你的個人素質，并決定是否雇傭你。這是好消息，也是壞消息。如果你在網上的檔案很干凈，反映出你有很多的成就和興趣，那這就是個好消息。但有34%的雇主說，他們在網上看到的信息讓他們決定不給那些有潛力的求職者提供這份工作。求職者應該注意不要把什么發布到網上呢？首先，很多招聘者承認，他們不會為那些發布挑逗性或者不合適照片的求職者提供工作。其次，大約有45%的雇主表示，因為網上有證據表明求職者酗酒或濫用藥物，所以他們決定不雇傭這位雇員。另外，你是否曾在互聯網上向前雇主發泄過你的怒氣？盡管發泄情緒是一種誘惑，招聘者還是會以說前任雇主的壞話為理由不給求職者提供工作。招聘者還會注意那些與種族或性別相關的歧視性言論。在任何情況下，請利用社交媒體來吸引潛在雇主的注意。但是,請要確保他們注意到你的理由是對的。語言解析1.Itenablesyoutofindvacanciesandmakeconnectionsmoreeasilyinyourchosenfield.在社交媒體上，人們可以找到空缺崗位，并方便其在選擇的工作領域建立聯系。enablev.①makepossible使能夠；使有機會；允許。常用詞組為enabletodosomething使某人能做某事e.g.Thenewtestenablesdoctorstodetectthediseaseearly.新的檢測手段使醫生們能夠及早查出這種疾病。②facilitate使成為可能e.g.ItistheaimoftheeconomicuniontoenablethedevelopmentofmarketforcesinEastGermany.經濟聯盟的目標是實現東德市場力量的發展。makeconnections建立聯系e.g.Wearenotabletomakeconnectionsbetweencurrenteventsandpasteventsuntilwehavesomedistancefromboth.如果我們不置身事外客觀地看待過去和現在的話,很難將二者聯系起來。2.Twoinfivecompaniesuseyouronlineprofiletoevaluateyourpersonalqualities,andmakedecisionsaboutwhetherornottheyshouldhireyou.五分之二的公司使用你的在線資料來對你的個人素質進行評估，并決定他們是否會雇用你。分數在英語中主要有以下表達。①通常是借助于基數詞和序數詞來共同表達的。其中基數詞表示分子，序數詞表示分母。如果分子大于1，分母要用復數形式。e.g.Abouttwothirdsofthestudentsattendthemeeting．大約2／3的學生都參加了會議.②用“基數詞＋介詞＋基數詞”表示。本句中就是采用這種表達方法。借助介詞表示分數，介詞前的數詞是分子，介詞后的數詞是分母。這種結構中的介詞主要有in，outof，of以及to。e.g.Ninety-ninepeopleoutofahundred,iftheywereaskedwhofirstfoundAmerica,wouldanswerColumbus．如果要問是誰首先發現美洲，有百分之九十九的人會回答是哥倫布。makedecisionsabout/todosomething決定……；做出……決定e.g.TheheadmadeadecisiontodisciplineMarshall.領導做出懲戒馬歇爾的決定。whetherconj.①indicatingalternativesordoubt是否；是不是e.g.Thecouncilisconsideringwhethertoapproveoftheuseoffirearms.政務委員會正在考慮是否要批準動用武器。e.g.It’sdoubtfulwhethershe’llattendthemeeting. 她未必會參加會議。②inallcircumstances不管……還是e.g.Thishappenswhetherthechildrenareintwo-parentorone-parentfamilies.不管是生活在雙親還是單親家庭，這種情況都會發生。3.Whatkindofcontentshouldjobseekersbewaryofpostingonline?求職者應該警惕在網上發布什么樣的內容？本句是一個特殊疑問句。特殊疑問句是以特殊疑問詞開頭，對句中某一成分提問的句子。常用的特殊疑問詞有what,who,whose,which,when,where,how和why等。Bewaryof謹慎；小心做e.g.Theytaughthertobewaryofstrangers. 他們教育她要提防陌生人。4.Anotherthingwhichrecruiterswatchoutforisdiscriminatorycommentsrelatingtoraceorgender.另外，招聘人員還會關注求職者發布的有關種族或性別歧視的評論。在本句中包含一個which引導的定語從句。Which在該從句中擔任watchoutfor的賓語。watchfor:lookoutfor密切注意；關注e.g.Wewillbewatchingforanydevelopments. 我們會關注所有進展。5.Byallmeans,usesocialmediatohelpyoucatchapotentialemployer’seye.無論如何，使用社交媒體能幫助求職者吸引雇主的注意。byallmeans一定；無論如何e.g.Youmustbringhimherebyallmeans. 你們一定要設法把他帶到這里來。catchsomebody’seyeorcatchtheeyeofsomebody引起某人的注意e.g.LizzycatchestheeyeofwealthylandownerMr.Darcy. 莉齊引起了富有的地主達西先生的注意。Chatting參考譯文露西：嗨，薩姆。你在做什么？薩姆：找工作！這里有好多的機會。露西：是啊，我同意。但你要小心點。薩姆：什么意思？露西：嗯，你的網絡足跡有多干凈？薩姆：我不清楚。我經常用社交媒體，你知道的！露西：那你都發些什么東西？薩姆：各種各樣的內容。晚上出去玩的照片，笑話有時也會評論別人的帖子。露西：有沒有讓雇主不滿意的內容？薩姆：嗯，可能會有。他們不會費心看我所有的帖子吧？露西：他們可能會看！如果我是你，就趕緊查看一下自己的社交媒體賬戶，刪除任何不積極、不專業的內容。教案課程名稱新時代職業英語通用英語2課時班級專業教師系部教研室教材《新時代職業英語通用英語2》

教學計劃教學單元Unit6Settingsmartgoals單元主題Lifegoals課時安排6教學內容VocabularyFocusThinkingoflong-termgoalsReadingSettingSMARTgoalsChattingLet’stalkaboutthefutureplans.WritingAlettertomyfutureselfGrammarConditionalsThePrideofChinaYangLiwei

教學目標教學活動建議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.課后學習設計作業Finishalltheexer