Unit2教案單元名稱Unit2TheWorkplace授課內容Warm-UpReading授課課時2教學目標1.能夠掌握與工作場所、職業名稱的相關的詞匯和表達；能夠設想和描述自己未來的工作場所，表達對職場環境的期望。2.能夠讀懂Pasha適應中國職場的經歷及其對工作場所的感受，提取并概括Pasha所在職場的相關細節和特點；感知中外職場環境的特點與異同，體會職場環境對職業發展的重要性，了解適應新職場的方法和途徑，提升對多元化工作場所和職場環境的認知和融入能力。3.能夠理解描寫文從多角度對職場環境及工作感受進行描繪的語篇結構和文體特征。4.能夠依據職場中可能遇到的挑戰，提出合理的應對措施。5.能夠運用描寫文閱讀策略，把握描寫的多個角度；運用掃讀的閱讀策略，提煉關于職場環境的關鍵信息。6.能夠掌握語篇中的重要語言點，在具體語境中運用新學的單詞和短語描述職業場景和表達適應未來職場的想法。教學重點1.閱讀并理解Pasha適應中國職場的經歷及其對工作場所的感受，提取并概括Pasha所在職場的相關細節和特點。2.思考并說出適應職場過程中可能遇到的挑戰，并提出合理的應對措施。3.閱讀重點語句，理解掌握重要語言點并能夠在具體語境中運用。教學難點對融入跨文化職場等典型職場挑戰提出合理的應對措施。教學過程教學環節時間分配主要內容教學活動設計意圖Step1

Warm-Up10’1.Explorationofjobsandworkplaces(1)Tshowsthepicturesandasksthequestion“Whatworkplacesandjobsdothesepicturesshow?”.Sstrytotellthewordsandexpressionsrelatedtojobsandworkplacesshowninthepictures.(2)Tshowsthewordsandexpressionsforthejobsandworkplacesinthetable.(3)Tshowsthefollowinghelpingsentencestructure“Ithinkitisapictureofa…(workplace).Peopleinthepictureare…(job).”Ssthinkaboutthepossiblejobsandworkplacesinthepicturesandusethehelpingsentencestructuretogivetheirideas.Toffershelpwithvocabularywhennecessary.(4)Tofferssuchhelpingsentencestructureas“A…(job)worksina(n)…(workplace)”tohelpSsdescribemorejobsandworkplaces.激活有關工作和工作場所的詞匯及背景知識，補充必要詞匯及表達，克服詞匯障礙、增強表達自信，通過展望未來職業場景，為后續閱讀活動提供詞匯和背景知識的基礎。2.Discussion(1)Tasks,“Whatworkplacewouldyouliketojoinaftergraduation?”encouragingstudentstothinkaboutanddescribetheirdesiredfuturejobsandworkplaces.(2)Ssusethenewvocabularyandexpressionstodescribetheiridealjobsandworkplaces.TorganizesSs’responsesontheboardandsupplementswithadditionalexpressions.(3)Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading3’IntroductionandpredictionSituation:Whatkindofworkplacedoyoudreamof?Doesanidealworkplacetrulyexist?Pasha,aforeignemployeewhohasdiscoveredaperfectworkplaceinChina,sharesherthoughts.Readontodiscoverwhatmakesherworkplaceideal.TleadsSstoreadtheintroductionofthetext,askingthemtothinkaboutwhetheraperfectworkplaceexistsandwhatitmightbelike.TencouragesSstobrieflydescribetheirdreamworkplaces.(2)Tintroducesthemaincharacter,Pasha,andasks,“What’sPasha’sworkplacelike?Whataspectsmakeitperfect?”Studentsmakepredictions.TwritesSs’predictionsontheboardforlaterreference.引導學生通過已有信息預測完美工作場所的可能特點，激發閱讀興趣，引起學生思考，引出語篇主題，為后續深入理解與討論文本做好鋪墊。Step3While-reading35’1.Skimmingandpredictionchecking(1)Ssskimthetexttocheckifthey’vemadetherightpredictionoftheaspectsthatmakePasha’sworkplaceperfect.(2)Sstickoutthecorrectpredictionsontheboard.(3)Tpresentsthecolumn“Aspect”ofthesummarychartinActivity1.TguidesSstoskimtheparagraphs2to5againandgetthe4aspectsofworkplace.(4)Ssfillinthekeywordsofcorrectpredictionsontheboardandthencompletethecolumn.1.引導學生運用略讀策略檢測讀前預測。引導學生運用描寫文閱讀策略，獲取描寫的4個角度，幫助學生明確語篇大意及作者敘述的主要方面。2.引導學生運用掃讀及尋讀策略獲取主要敘述方面的相關細節信息。3.引導學生深入挖掘文本內容，識別和分析適應新職場的挑戰，鍛煉問題分析與解決能力。4.引導學生識別和理解描寫文從多個角度對事物進行細節描寫的文本特征。2.Carefulreadingandchartfilling(1)SsscanthetextandthencompletethesummarychartbyfillinginthedetailsofthefouraspectsofPasha’sworkplace.(2)Sspresenttheiranswersandtellwheretheanswersarelocatedinthetext.TandSschecktheanswerstogether.SshaveadiscussionandTgivesexplanationswhenneeded.3.Carefulreadingandmatching-up(1)Tasks,“WhatchallengescouldPashafaceinherworkplace?Howcouldsheovercomethesechallenges?”encouragingSstoidentifythechallengesPashamightfaceandthepossiblesolutions.(2)SsreadthecluesinthetableinActivity2,andTprovidesvocabularysupportforcomprehension.(3)Ssreviewthetext,selectthepossiblechallengesPashamightfaceandthesolutionsshemightuse.TandSschecktheanswerstogether.4.Textanalysis—featuresofdescriptivewritings(1)Tbrieflyexplainssuchkeyfeaturesofdescriptivewritingsasdetaileddescriptionsanddiscussionsfromseveralaspectsofsomething.(2)Ssreadthetextagainandhighlightthefouraspectsandsentencesorphrasesthatcontaindetaileddescriptionsanddiscussions.(3)Sssharetheirhighlightedexampleswithapartner,discussingwhatdetailstheyconveyabouttheperfectworkplace.(4)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothechartinActivity1.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通過復述活動檢驗學生對語篇要點和關鍵信息的掌握程度，提升語言組織與表達能力。2.鞏固對語言知識的掌握，提升語言運用能力。3.引導學生利用詞性分析提高選詞正確率，培養利用語法分析判斷用詞是否合理的詞匯運用策略。4.通過選詞填空，在語境中學習動詞短語的含義。5.通過范例，學習并熟悉利用后綴“-ing”構成形容詞的構詞法。2.LanguagefocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.Wordsfilling(1)TshowsthefollowingtipandasksSstochoosetherightwordtocompleteeachsentence,changingtheformifnecessary.Tip:Identifythepartofspeechneededfortheblank(verb,noun,adjective,etc.),thenchooseandadjustthewordaccordinglytofitthecontextandgrammaticalstructureofthesentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.Wordscircling(1)TasksSstocircletherightwordtoformaphraseandcompleteeachsentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.Wordformation(1)Tintroducesthebasicrulesofadding“-ing”toaverbtoformanadjectivetodescribeanounorpronoun.Sscompleteeachsentencebyfollowingtheexample.(2)TaskssomeSstogivetheanswers.(3)TasksSstotellmoreverbsthatcanbeadded“-ing”to.Step5Summary5’1.ThefeaturesofPasha’sworkplaceinChinaandrelateddetails.2.Possiblechallengesfromanewworkplaceandpossiblesolutions.3.Languagefocusesinthetext.Step6Homework2’1.Copyandrecitethenewwordsandexpressions.2.Imagineyourfutureworkplace,uploadthepossiblechallengesyoumightmeetontotheplatformandworkoutsolutionswithyourclassmates.單元名稱Unit2TheWorkplace授課內容GrammarandUsageIntegratedSkills授課課時2教學目標1.能夠在具體語境中識別現在分詞的形式，理解其意義，正確、恰當地使用現在分詞。2.能夠運用觀察、歸納等學習策略，總結、掌握出現在分詞在具體語境中的表達進行時態、作形容詞、構成形容詞性質短語的意義和功能。3.能夠預測聽力內容，聽懂介紹職業場所和適應職場建議的對話，提取對話主旨和細節信息，邊聽邊記。4.能夠掌握和運用尋求和提供適應職場建議的相關句型進行問答交流，在交流中運用重復和解釋策略，清晰表達建議。5.能夠分析、歸納職場建議內容要點，篩選有效信息，使用恰當的詞匯和句型，撰寫、補全結構合理、表達清晰的職場建議郵件。6.能夠識別職場適應問題，根據職場環境要求和職場適應策略提出解決措施和建議，提高職場溝通協作和積極融入適應的能力。教學重點1.觀察并歸納現在分詞的形式、意義和用法，在具體語境中識別、運用現在分詞。2.聽懂并掌握尋求和提供職場建議的表達方式，并在相關情境中恰當應用。3.讀懂郵件中有關職場適應的建議要點，完善建議內容，補全建議郵件。教學難點1.能在真實情景中尋求和提供有關職場溝通與職場適應的建議。2.能運用邏輯思維分析、推斷職場適應問題所對應的具體措施和建議并填入郵件，補全職場建議郵件。教學過程教學環節時間分配主要內容教學活動設計意圖Step1GrammarandUsage25’1.Introductiontothepresentparticiple(1)Tprovidesexamplesentencesusingpresentparticiples,introducingthegrammaticalconceptofpresentparticiples.(2)TguidesSstoperceivetheform,meaning,andusageofpresentparticiples.引導學生運用觀察、歸納等學習策略，思考現在分詞的形式、意義與用法，在具體語境中識別、運用現在分詞。2.Formsandusagesofthepresentparticiple(1)Sstrytotellthemeaning,theform,themainusesofpresentparticiplesinexamplesentences.(2)Tsummarizesthegrammaticalconceptofpresentparticiples,explainingtheirform,meaning,andusage.(3)Tshowstheblank-fillingexercises.Sscompletesentencesbychangingthegivenverbsintopresentparticiples.(4)Ssstatetheiranswersandthereasonsbehindthem.TandSschecktheanswerstogether.3.Translation,observationandsummaryofthepresentparticiple(1)Tshowstranslationexercises.Sstrytounderstandthesentencesandsharetheirunderstandingofpresentparticiples.Then,theyattempttotranslatethesentences.(2)Ssstatetheiranswers.TasksquestionstoconfirmifSsunderstandthemeaningandfunctionofthepresentparticiplesinthesentences.(3)TandSschecktheanswerstogether.(4)TleadsSsthroughthesentencestosummarizethegrammaticalconceptofpresentparticiples,includingtheirforms,meaning,andusages.Step2Listening(Conversation1)16’1.Listeningforlocation(1)TleadsSstoreadthethreelocationoptions.Sspredictthreepossiblekeypiecesofinformationtheymighthear.(2)TplaystherecordingoftheconversationbetweenPashaandLiYu.Sslistentotherecording,notedownkeywordsrelatedtothelocations,verifytheirpredictions,andchoosethelocationwheretheconversationtookplace.(3)Ssstatetheiranswers.TandSschecktheanswerstogether.從簡單的聽力對話入手，理解對話大意與關鍵信息，引導學生熟悉職業場所相關詞匯和表達方式，為后續的交際活動做好鋪墊。2.Listeningfordetails(1)Ssreadthequestionandoptions,andmakeaninitialchoicebasedontheinformationtheycaptureduringthefirstlistening.(2)Tplaystherecording.Sslistenwiththeirchosenanswersinmindandverifytheiranswers.(3)Ssstatetheiranswers.TandSschecktheanswerstogether.Treplaysthedifficultpartsoftherecordingandmakesexplanationswhenneeded.Step3Listening&Speaking(Conversation2)24’1.Listeningfordetails(1)Ssreadtheconversationwithmissingpartsandpredictthemissingcontent,identifyingthekeyinformationtheyneedtocapturewhilelistening.(2)Tplaystherecording.Sslistenandtakenotes,fillingintheblanks.(3)Ssstatetheiranswers.TandSschecktheanswerstogether.Tmakesexplanationswhenneeded.通過聽取職場建議的對話，學習并運用尋求和提供職場建議的表達方式進行交流，總結歸納積極尋求及提供職場建議的重要性和具體方法。2.Listeningforexpressions(1)Sslistentotherecordingagainandwritedowntheexpressionsrelatedtoaskingforandofferingworkplaceadvice.(2)TshowstheconversationtextandSschecktheiranswers.ThelpsSsclarifythemeaningsoftheexpressions.3.Usefulexpressionslearning(1)TleadsSstobrainstormmoreexpressionsrelatedtoaskingforandofferingworkplaceadvice.(2)Tpresentsthe“UsefulExpressions”andasksSstosupplementtheseexpressionsfrombrainstorming.(3)Sspracticereadingtheexpressionsinpairs.4.Matching-up(1)TintroducesthematchingtaskinActivity5.Ssmatchtheproblemswiththeappropriatesolutions.(2)TandSschecktheanswerstogether.(3)Ssbrainstormmoreworkplaceadaptationproblemsandrelatedsolutionsingroups,andsharetheirfindingswiththeclass.Taddsrelevantexpressions.5.Asking-and-answeringpractice(1)Sspairupforrole-playingpractice,withoneactingasthenewemployeeandtheotherasthementor.(2)Tinvitessomepairstoshowtheirconversations.TandSsevaluatetheconversationstogether,suggestingimprovementswhereneeded.Step4Writing10’Emailreading(1)SsreadtheemailandidentifytheworkplaceadaptationissuesandsuggestionsgivenbyLiYu.(2)Ssstatetheanswers.TandSschecktheanswerstogetherandthenclarifythemaindirectionsofthesuggestionsintheemail.通過閱讀職場建議電子郵件，獲取職場適應建議的要點，掌握建議的基本內容和表達邏輯，整合運用所學職場建議句型補全建議郵件，完成寫作。2.Emailcompleting(1)TassistsSsinfurtherthinkingandrefiningthemeasures,significance,andotherrelevantinformationrelatedtothegivensuggestions.(2)Sscompletetheemailbyfillinginthespecificmeasuresandsignificanceforeachsuggestion.(3)Ssstatetheiranswers.Tpresentsthereferenceanswers,andSsverifyandcorrecttheiranswers.Step5Summary3’1.Meaning,formsandusageofthepresentparticiples.2.Usefulexpressionsofaskingforandofferingworkplaceadvice.3.Tipsofgivingworkplacesuggestionsinaformalemail.Step6Homework2’1.Performarole-playwithaclassmate,whereoneisanewemployeeseekingadviceandtheotherisamentorprovidingsuggestions,usinglearnedexpressions.Shootavideoanduploaditontotheplatform.2.WriteaformalemailwithworkplaceadaptationsuggestionstoyourfutureSelf單元名稱Unit2TheWorkplace授課內容ExtendedReadingReal-LifeActivity授課課時2教學目標1.能夠了解橋梁油漆工這一職業的具體工作內容、工作環境和安全要求，感受該職業的獨特性和重要性。2.能夠理解職業介紹說明文的結構特征，提取和分析文本中的關鍵信息。3.通過表達自己對工作場所各方面的喜歡或不喜歡及理由，提高批判性思維和表達能力，能夠根據文本內容進行個人觀點的分析和陳述。4.能夠讀懂公司內部通知及公司需求，分析工作場所環境現狀，指出存在問題，提出改進職場環境的建議并解釋其理由。5.能夠填寫員工建議表，清晰地表達自己的建議和其可能帶來的益處。6.能夠通過提取和分析職場信息，提升表達能力和批判性思維，增強在職場中的有效溝通能力。教學重點1.閱讀并了解橋梁油漆工職業的具體工作內容、工作環境和安全要求。2.閱讀并理解職業介紹說明文的結構特征，提取和分析文本中的關鍵信息。3.讀懂公司內部通知及公司需求，提出改進職場環境的建議并解釋其理由。教學難點1.利用批判性思維表達自己對工作場所各方面的喜歡或不喜歡及理由。2.提取和分析職場環境問題，在員工建議表中清晰地表達環境改善建議及其益處。教學過程教學環節時間分配主要內容教學活動設計意圖Step1Pre-reading4’SituationintroductionTleadsSsinreadingtheintroductionandtitleandasksfollowingquestions:-Haveyoueverdreamedofhavinganimportantjobthatletsyoumakeadifferenceintheworld?What’sthejob?-Whatdoyouthinkthejobofabridgepainterislike?導入閱讀語篇，引導學生思考橋梁油漆工這一職業的獨特性及其對社會的影響，激發學生的興趣和討論熱情，為后續深入理解和分析文本內容做好鋪墊。Step2While-reading20’1.Fastreadingformaincontent(1)TguidesSstoreadthroughtheentiretextanddeterminethemaincontent.(2)TpromptsSstoidentifyandstatetheaspectsofthebridgepainter’sjobmentionedinthearticle.1.訓練速讀、掃讀等閱讀策略，獲取語篇主旨大意，抓取語篇主要內容。2.訓練精讀策略，深入了解橋梁油漆工的詳細職業內容。3.通過問題引導學生梳理職業介紹類說明文語篇的主要內容和典型語言風格，總結職業介紹類說明文的文體特征及其作用。2.Carefulreadingandchartcompleting(1)Tpresentskeywordsfromthechartsuchasposition,workplace,jobduties,safetyrequirements,safetyrecord,andjobrisks.(2)Ssscanthetext,locateandmarksentencesrelatedtothesekeywords.Sstickthetruestatementsinthechart.(3)Ssgivetheanswersandsupportinginformation.TandSschecktheanswerstogether.Tmakesexplanationswhenneeded.3.Textreviewandstructureanalysis(1)TleadsSsthroughthechartinActivity1torecapthemainideasandkeydetailsaboutbridgepainters.(2)TleadsSstofocusonthekeystructuralelements(e.g.,jobdescription,workenvironment,duties,requirements)throughthefollowingquestions.-Whatmainparts/ideasareincludedinthisdescription?-Doesthewritergivespecificdutiesandresponsibilitiesforthebridgepainterjob?-Howdoesthedescriptionhelpyoubetterunderstandabridgepainter?-Whatdetailsabouttheworkimpressyoumost?(focusingonlanguagestyleanddescriptivedetails)(3)ThelpsSssummarizethekeystructuralfeatures(maincontentanddescriptivelanguagestyle)inadescriptivetextforajobwithamindmapandSstakenotesofthefeaturesandreflectsonhowunderstandingthestructurehelpsincomprehendingthetextbetter.Step3Post-reading13’Discussionandpresentation(1)TguidesSsthroughActivity2.Tprovidesademonstrationforchart-filling.(2)Ssfillinthechart,listingspecificaspectsofBob’sworkplacetheylikeanddislike,andexplainingtheirreasons.(3)Ssdiscussingroups,sharingtheirviewsonBob’sworkplaceandthereasonsfortheiropinions.(4)Tinvitesgroupstosharetheirviewsandreasonswiththeclass.TandSsevaluatethereasonablenessofthesharedviews.TencouragesSstoapplycriticalthinkinginfutureworkplacescenarios,learntoweighprosandcons,andmakethebestchoices.深化學生對語篇內容和語篇結構的理解，培養學生的批判性思維、分析能力和表達能力，促使學生在職場環境中進行合理評估和決策。Step4RealLifeActivity38’Noticereadingandunderstanding(1)