第二课时
Second Period
教学目标
在本课学习结束后，学生能够：
用所学语言并结合口语策略展示面试情景；
或者做出一个与职业话题有关的简短的演讲；
倾听歌曲并填写空白词后理解歌曲的深层含义。
教学过程
教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Lead-in
Step 1
Ss get to know the objectives of this class. [PPT 2]
明确本节课的目标---听和说的任务。
CW
1’
Preparations
Step 2
T asks if Ss still remember the advertisement and the letter of the sample application. Then go through it once again as quickly as possible, focusing on the student posts and adjectives describing a person.
为面试的对话做准备。
CW
3’
Step 3
T asks Ss to work in pairs as an interviewee and an interviewee respectively. Ss make the most of the stressed words and the speaking strategies as well. [PPT 3 - 4]
用所学材料中的语言支持练习对话，口语交际策略使学生对话更真实、自然。
PW
7’
Role-play
Step 4
At least 3 pairs present their dialogues of interview in class while the rest will listen carefully and then consider who is the best interviewer and who is most likely to get the job.
表演面试对话，运用所学语言，展示成果。
评价问题使学生认真倾听。
PW
10’
Step 5
Ss assess their peers’ dialogues and give convincing reasons.
在了解语言和策略的基础上表达个人观点。
IW
5’
Another choice --- a short speech related to jobs
Preparations
Step VI
T elicits the short speech about which of these jobs should be paid best and gets Ss to follow the stages on Page 31. [PPT 6]
学习演讲的策略，利用课本内容。
CW
5’
Step VII
Strategy input: Ss reading strategies for making short speech loudly. [PPT 7]
学生学会用策略于演讲中，增强演讲的说服力。
CW
2’
Step VIII
Ss may talk about other topics related to jobs if T thinks the short speech in the text is very hard. [PPT 9]
让学生有话可说。
CW
1’
Step IX
Ss read the words to describe a person’s personalities in the culture corner. [PPT 10]
Other backup topics based on Ss’ practical language competence. [PPT 11-14]
学生在演讲中运用描述性格的词语。
CW
2’
Step X
Ss make a decision of the topic and then make the most of the language in the text and in the culture corner and the speaking strategies to practice their speech.
学生亲身实践，按照口语策略，依据语言支持，做个简单的演讲。
IW or PW
10’
Speech making
Step XI
Ss present their speech to the class.
学生展示成果。
IP & CW
6’
Listening of a song
Step 6
T asks Ss to read through the question before they listen to the song. [PPT 15]
学生明确听力的任务。
CW
1’
Step 7
Ss listen to the song and fulfill the exercise in the text. [PPT 15]
认真倾听完成任务。
CW & IW
5’
Step 8
Ss listen again and fill in the gaps in the lyrics. [学案II] [PPT 16-19]
使学生了解细节信息，为下一步说出大意做准备。
CW
5’
Step 9
T encourages Ss to voice their opinion on the theme of the song. Ss work in pairs first and then volunteer to share understandings with the whole class.
学生主动思考听力材料的内容，理解歌手想表达的信息。
PW & IW
3’
homework
Language Power P75-76
学案II
Listening: A Song Fill in the blanks
If you could read my mind love,
What a _____ my thoughts could tell,
Just like an old time movie,
‘bout a ghost from a wishing well,
In a castle dark or a fortress strong,
With ________ upon my feet.
You know that ghost is me,
And I will never be _______________,
___________ I’m a ghost that you can’t see.
If I could ______________ love,
What a tale your thoughts could tell.
Just like a paperback novel,
The kind the drugstores sell.
When you reach the part _________ the heartache comes,
The hero would be me.
But heroes often _______,
And you won’t read that book again,
Because the ending’s just _______________.
I’d walk away like a movie star,
Who ____________ in a three way script,
Enter number two,
A movie queen to play the scene,
Of ________ all the good things _____ in me.
But for now love, let’s be real.
I never thought I could feel this way.
And I’ve got to say that I just don’t get it
I don’t know where we _____________ ,
But the feeling’s gone.
And I just can’t get it back.
If you read my mind love,
What a tale my thoughts could tell,
Just like an old time movie,
‘Bout a ghost from a wishing well,
In a castle dark or a fortress strong,
With chains upon my feet.
But stories always end,
And if you ________________________,
You’ll know that I’m just trying to understand,
The feelings that you ______.
I never thought I could feel this way
And I’ve got to say that I just don’t get it
But the feeling’s gone,
And I just can’t get it back.
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