【正文】 writing +(p223) Errata page number errors corrections notes p187 (S‘s book) 1 week holiday (?) not known Gloria freelancer p187 (S‘s book) ine ￡ 15,000 for foreman 10,000 annually Sam assembly line worker p72(T‘s book) Sam Jhodabukus Sam Khodabukus p188 (S‘s book) you can keep your dirty cities ? p188 (S‘s book) 10?30 to 3?30 10:30 to 3:30 Passage 2 p190 (S‘s book) 8 . to 4 2: Mrs Brian (p185) Listening for main idea (p185)。 discourse structure in job accounts. TOPICS: I Working 1. 1. Occupations (Mrs Brian‘s profile) 2. 2. Jobs in the UK (brief accounts of the jobs of six people) 3. 3. Jobs in the US (Hub Dillard and Lucky Miller) 4. 4. Jobs in China (a taxi driver in Guangzhou) II Finding a Job 1. Classified ads (jobs) and recruitment information in newspapers and on the Inter 2. Job hunting for graduates 3. Getting a job in China 4. Applying for teaching jobs 5. Writing .‘s and letters of application 6. Job interview with a jointventure pany III To Work, or NOT to Work? Different attitudes towards work Skills amp。 p147156, Unit writing: p175, Change the original topic to ― My favorite Chinese athlete ‖ Teaching plan Day 1 (2 hours) pp123131 Focus 1 Monologue : Talking about sports Note taking skills. Listen for structure and language The activity is designed to train students to transfer what they have listened (input ) to their speaking (output) 2 How Top leaders keep fit 3 Conversation 1 John‘s sporting habits Listen for language : informal style Loose sentence structure Frequent use of personal pronouns Grammatical slips Students are advised to pay attention to the informal style of talking Day 2 (3 hours) pp131138 Focus 1 Act 5 Ben‘s sporting experiences Reading for opinions : he is for and he is against Reading for language Act 6 The sporting spirit This is a rather difficult passage . students may experience a lot new words in it. Train students to figure out meaning of new words through context. Discourse structure is also worth their attention . The following questions are prepared to help students‘ understanding: To introduce the topic of the essay How to develop his argument? How did he introduce his evidence and further develop his ideas? How did he conclude and draw readers‘ attention? Day 3 (2 hours) pp139157 Reading passage on pp144147 can be done as homework. Reading passage from p147156 is suggested but not pulsory reading for students. Focus 1 Act reading instructions (Note : This is a very good opportunity to train students to translate the written instructions into their real life exercise.) 2 Act listen to instructions Note : This is a very good opportunity to involve all students in. Students are advised to follow the instructions . The interaction is designed to raise students‘ awareness on transferring input to output. Day 4 (2 hours) pp157165 Focus 1 Act 4 : minilecture Listening for specific information, call students attention to different purpose of listening task . Note : research project is left for students‘ homework. As university students, they should know how to access the research documents they need . 2 2Conversation 46 Interview skills Direct and indirect ways of asking questions Getting the information you want Day 5 ( 3 hours) pp165175 Focus 1 Act 4 Interpreting Note : students may refer to conversation 3 and 4 for language .Teachers should remind students that this is not a word for word interpreting task, they should learn to anize ideas and present it in a nice way, 2 Act 5 Reading headlines and first paragraphs Sports English Skimming skills training Information transfer : how to transfer main ideas from a source language to target language Day 6 (2 hours) pp175177 Focus: sports news from radio Listening for information UNIT FOUR: JOBS Objectives: In this unit, students are supposed to learn 1) 1) culturallybound job accounts in the UK, US and in China。 then Exercises 3amp。 contrasting ? ? The passive voices ( The simple present and the past tenses ) ? ? The past participle forms of verbs ? ? The sequence markers ? ? The causeeffect relationship ? ? Vocabulary related to the main contents ? ? Structures or patterns related to the abovementioned functions Objectives: For the students to 1. 1. use English to acquire knowledge of the processing of coffee and tea 2. 2. learn the customs and habits of eastern and western nations in the preparation of tea and coffee 3. 3. master the discourse structures of process description through content learning 4. 4. realize the causeeffect relationship in a cycle, which is typical of English thought pattern 5. 5. learn the language related to the contents Time allocation amp。 focal activities Day 1 ( 2 hrs ) ACTS 1 – 4 pp 3 – 11 NB 1. After ACTS (p3) amp。 4. 6. 6. Additional work brainstorming: what aspect can advertisements focus on to attract customers? 7. 7. In Act 10 (P74), ss must learn how to detect denotative and connotative codes, promises, and problems in advertisements Day 3 ( hrs) 11 13 (P77 – 85) NB: 1. In Act. 11 (P78 – 80), familiarize the ss with the format of interviewing customers and a market research report. 2. Act 12 (P81) aims at helping ss to design advertisements themselves: a creative but difficult job. 3. In Act. 13 (P82 – 85), draw ss‘s attention to how the plaints are made and inform ss not to worry abou