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Unit6-main1,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Unit6-main2,Part IListening,Part II Reading,Part III Speaking,Part IV Translation & Writing,Part V Time to Relax,Video Exercises,In this unit, the students are expected to: 1. have listening and speaking practices to know six types of people and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, master the useful sentence structures, words and expressions found in the relevant exercises of the first two texts;3. know how to use nominal expressions to distill ones major points either in writing or in speaking;4. be able to read the directions of a product;5. be able to write a reply to an inquiry letter.,Objectives,I. Objectives,II. Suggested Teaching Plan for Unit 6,II. Suggested Teaching Plan for Unit 2,The teacherA. keeps the theme in mind while making a transition from the short talk to the two dialogues;B. handles Useful Language in a unique way, e.g., asking students to whatever they like to do with the words/phrases being learned; C. plays the first dialogue once, or twice if necessary, and asks students to do the T/F exercise as required to explore the main idea;D. plays the first dialogue once more for the details so that students will have no trouble answering the questions;,Objectives3,Sections 3, 4 & 5,Review ofTheme-related Listening Sections,ReviewThe teacherA. has a brief review of what students have learned in the first period of listening practice;B. makes a meaningful transition to Text A.,3 periods,Objectives3,E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; F. checks the answers in a meaningful way, e.g., putting the relevant words, phrases or even statements on the chalkboard.,Objectives3,Text A & Text-related Exercises,Starter,After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacherA. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty doing this, the teacher can ask them to think about what kind of jobs they would like to have and give their reasons for such a choice. The teacher can provide them with the following key words in English: in the future, after graduation from college, make a living, have interest in, spend more time on, a source of pleasure, pursue ones dream, be suited for, be ft for, keep ones mind open to, climb up the social ladder.,Objectives3,B. gives the students 10 minutes to read Text A and find out which personality type they belong to and ask them if they like the jobs that their personality type seems to be suited for.,Text AThe teacherA. discusses the whole text with the students;B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework according to the students levels.,Objectives4,Time,The teacherA. asks the students to go over the text and do the multiple choice questions about it;B. while discussing the text with the students, calls the students attention to the nominal ways of expression and their functions;C. lets the students do the vocabulary and language use exercises either in class or after class.,1.5 periods,Text B &Text-relatedExercises,0.5 period,Practical Reading,The teacherA. explains the directions of a product;B. gives the students 5 to 10 minutes to do the exercise.,Objectives5,1 period,Speaking,The teacher A. fully understands what the exercises are intended to do;B. in Ex. 1 has a brief review of six types of people students have leaned in Text A, and then asks class to carry out the match task as required; C. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with or without the script; D. in Ex. 2 asks class to take a close look at themselves based on the six types of people mentioned above, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.,Objectives6,Translation and Writing, Time to Relax & Workbook,The teacherA. leaves the sentence translation exercise as the students homework;B. tells the students how to write a reply to an inquiry letter by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class;C. plays the song “None To Five” in class and lets the students fill in the blanks in the lyrics (This can be done as students homework if there isnt much time left in class);D. if possible, plays the video in the Workbook in class and lets the students do the exercise based on the video.,1 period,Background Information -main,USA Today,USA Today is a national American daily newspaper published by the Gannett Company. It was founded by Al Neuharth in 1982. The newspaper vies with The Wall Street Journal for the position of having the widest circulation of any newspaper in the United States, something it previously held since 2003. According to the Audit Bureau of Circulations, the paper has 1.8 million copies as of March 2010 compared to the Wall Street Journals 2.1 million though this figure includes the WSJs 400,000 paid-for, online subscribers. USA Today remains the widest circulated print newspaper in the United States. USA Today is distributed in all fifty states, Canada, the District of Columbia, Puerto Rico, Guam and the United Kingdom. USA Today sells for US$1.00 in newsstands; however, it is often found free at hotels and airports that distribute it to their customers.,III. Background Information1,Part IListening Listen to the upcoming short talk and fill in theblanks of the summary below with two or three words.Getting to know the following useful language firstmight be helpful.,Part IListening,1,Useful Languagesatisfaction / n. vision / n.exist / vi.inanimate / a.brick by brickso to speakpotential / a.examine / vt.strong pointlimitation / n.self-knowledge / n.empower / v.,Part IListening,满意，满足憧憬存在没生命的,无活力的一点一点地可以说，可谓潜在的，可能的检查长处，优点局限自知之明，自觉授权与,使能够,What will you be? One thing is sure that each of you will 1) . But there is no such a future you dont 2) . What youre doing today is 3) . The most important thing to do is to 4) . You need to know what type of person 5) , to know your strong points as well as your limitations. This helps you 6) and shape your future.,have a career,have to build,shaping your,_,_,Script,future,know yourself,_,you are,_,build yourself,_,Script:Hi class, Have you ever stopped and tried to answer this question about your life: What will I be? Young people naturally tend to live in the present and are used to the immediate salisfaction of their desires. But just because you are focused on today doesnt mean that you cant also have something of a vision of what and who you will be tomorrow, and what it may take to get there. Yes, you all certainly have a future. But each of yours will be very different. Likewise, all of you will have a career. But there, too, many differences will occur. Your future doesnt exist, just like that, as if it were an inanimate thing. Its a living process, getting built by you every day, brick by brick, so-to-speak. What youre doing today is shaping your future in many small and large ways. In short, what you will be tomorrow, in the future,is being decided right now by what you are doing today. So for a future thats being made even as we speak, whats key? The answer is simple and short, but very powerful: Wake up! Know yourself! Each of you is born with a unique potential. You need to examine it so that you know what kind of person you are. To know yourself is to know your strong points as well as your limitations. That self-knowledge empowers you as you go your own way, it lights the road as you shape the future you see for yourself as an adult.,Hi class, Have you ever stopped and tried to answer this question about your life: What will I be? Young people naturally tend to live in the present and are used to the immediate salisfaction of 1) . But just because you are focused on today doesnt mean that you cant also have something of a vision of 2) tomorrow, and what it may take to get there. Yes, you all certainly have 3) . But each of yours will be very different. Likewise, all of you will 4) . But there, too, many differences will occur. Your future doesnt exist, just like that, as if it were an inanimate,Listen to the short talk again and fill in the blanks below with the missing words.,Objectives22,their desires,_,2,what and who you will be,_,a future,_,have a career,_,thing. Its a living process, getting 5) by you every day, 6) , so-to-speak. 7) today is shaping your future in many small and large ways. In short, what you will be tomorrow, in the future, 8) right now by what you are doing today. So for a future thats being made 9) , whats key? The answer is simple and short, but very powerful: Wake up! 10) ! Each of you is born with a unique potential. You need to examine it so that you know 11) person you are. To know yourself is to know your strong points as well as your limitations. That self-knowledge empowers you as you go 12) , it lights the road as you shape the future you see for yourself as an adult.,Objectives23,built,_,is being,What youre doing,_,brick by brick,_,decided,even as we speak,_,Know yourself,_,what kind of,_,your own,way,Floraand Frank are talking about personalgrowth.Listen to their conversation and then decide whethertheconversation-basedstatementsbelow are true (T)or false (F).Getting to know the following usefullanguage first might be helpful.,Useful Languageacquire / v.You have a point.,Objectives24,3,获得，学到说得有道理。,1) According to Frank, college education is more than about acquiring knowledge. 2) Frank means that meaningful experience at college comes from personal growth. 3) Flora has come to realize that knowledge is everything.,F,Objectives25,_,T,_,T,_,Script,Flora: Do you think your college education can decide your future career? Frank: Not really. Flora: What does college mean to us then? Frank: Well, it is only partly about acquiring knowledge. It has more to do with absorbing a deeply meaningful experience. Flora: What do you mean by that? Frank: For instance, in terms of technology, what we are studying today is not likely to be useful 10 or 20 years from now. Flora: You have a point.,Objectives25,Script:,Frank: So what we do now matters less than who we become. And thats all about how we build ourselves, how we grow. Growth and personal development is the meaningful, even essential, experience for us at college. Flora: I get it. You mean getting knowledge is not everything. Whats most important at college has to do with character. Frank: Exactly. And key to that is to know yourself. Only then do you have the power to truly use information, think critically, make decisions for your life.Flora: Youre talking about character building, right? Frank: Yes, I am. And about personal growth. As we build our characters at college we shape our future and our careers.,Objectives25,Flora: I see. College is far more important than I thought. Books are only a very small part of the story,Objectives25,1) What does a college education mean to Frank? 2) What does Frank say about the knowledge they are studying today? 3) What is it important for us to do according to Frank?,He says that in terms of technology, what they are studying today is not likely to be useful 10 or 20 years from now.,Listen to the conversation again and answer thefollowing questions.,He believes growth and personal development is the meaningful, even essential, experience at college.,To build our characters. That is the meaningful experience at college.,_,_,_,4,5) What is personal growth at college according to Frank?,Getting to know yourself, your strengths and weaknesses. Only then do you have the power to truly use information, think critically, make decisions, etc. for your life.,_,She means that there are other valuable things to learn while in college.,_,4) What does Flora mean when she says that getting knowledge is not everything?,Irene and Victor are talking before an interview. Listen to their conversation, and then answer the questions below by choosing the best response. Getting to know the following useful language first might be helpful.,5,all set sociable / a. EQ abbr.fatter / vt. have what it takescandidate / n. confident / a.sensitive / a. artistic / a.have sth. / a lot / nothing going for one,Script,准备就绪好交际的emotion quotient 情商奉承胜任，称职申请求职者自信的敏感的有艺术天赋的有一些/有很多/没有有利条件,Useful Language,Script:Victor: All set for the interview. Irene: I think youre just the right person for the job. I know you.Victor: Thanks.Irene: Youre sociable. And you have a high EQ. Victor: Youre flattering me. Irene: No, I m not. Im telling the truth. Victor: Thank you for believing in me. Irene: Honestly, I know you have what it takes. No question youre the best candidate for the position.Victor: Thanks. Irene: And you look so confident too. Victor: What make you say so?,Objectives28,Irene: Anyone can tell you know what kind of person you are, and are clear about your strengths and talents. Plus, youre sensitive and artistic. You know you have a lot going for you, and it shows.Victor: So I dont just feel like a winner, I look like one too, eh? Irene: You took the words right out of my mouth!,Objectives29,What is Victor most probably going to do? A) Have an EQ test. B) Meet with Irene. D) Find the right person for the job. 2) Why does Irene think that Victor is the right person for the job? A) Because he trusts her. B) Because he has a high IQ. D) Because he knows himself well.,Objectives30,C) Have an interview.,C) Because he has what it takes.,3) What type of person is Victor? A) Hes sociable. B) Hes sensitive. C) Hes artistic. 4) How does Victor look? B) He looks worried. C) He looks smart.D) He looks shy.,Objectives31,D) All of the above.,A) He looks confident.,5) What can we learn from the conversation?A) Irene is a person in Victors life. B) Irene trusts Victors good education. C) Victor has more confidence than ability.,Objectives32,D) Victor knows both himself and the position well.,Part II Reading -main3,Text AFollow Your Passions to a Career,Part II Reading,Text BIs a Part-time Job Right for You?,Exercises,Exercises,Practical Reading,Part IIReading Text A,Text A1,Follow Your Passions to a CareerT. J. Wallis1 To win the career game, you need to develop strategies. Heres how to find the job that fits your interests, skills, and values. 2 Debbie had been dragging herself out of bed every morning to go to a job she hated. An administrative assistant at a large automotive dealership, she felt pressured to please the general manager, the controller, the parts manager, the sales manager, and a whole bunch of salespeople. Then there were the customers, whom she saw only when they had a beef about something.,Part IIReading Text A,Text A1,1) What should we do if we want to win the career game?,We need to develop strategies.,2) What was Debbies job?,She was an administrative assistant at a large automotive dealership.,Question1,Paras. 1-2 of Text AQuestions about These Paragraphs,3) What did Debbie feel pressured to do?,She felt pressured to please the general manager, the controller, the parts manager, the sales manager, and a whole bunch of salespeople.,4) When did she see the customers?,Only when they had a complaint about something.,要赢得职业游戏，你需要制订策略。这里就是如何找到适合你的兴趣、技能和价值观的职业的方法。 每天早晨，黛比都要把自己从床上硬拖起来去干一份她不喜欢的工作。她在一家大的汽车经销商那里担任行政助理，要讨好总经理、财务总管、零部件部经理、销售部经理和一大帮销售员，她感到很有压力。另外还有那些客户，因为她只在他们就某事有所抱怨时才见到他们。,Chinese Version,Chinese Version,追随你对某一职业的激情 TJ沃利斯,To win the career game, you need to develop strategies.要赢得职业游戏，你需要制订策略。本句中的To win the career game是不定式，作目的状语。又如： 在第五段中， To do that, experts say, you have to examine your interests, strengths, and attitudes中的To do that也是不定式作目的状语。,To win the career .,Notes,To understand the professor, we must listen carefully in class.,要想理解教授所讲的内容，我们必须课上认真听讲。,An administrative assistant at a large automotive dealership, she felt pressured to please the general manager, the controller, the parts manager, the sales manager, and a whole bunch of salespeople. 她在一家大的汽车经销商那里担任行政助理，要讨好总经理、财务总管、零部件部经理、销售部经理和一大帮销售员，她感到很有压力。本句中的An administrative assistant at a large automotive dealership是主语she的同位语，实质上是用来说明主句所表达内容的原因。,An administrative .,Notes, whom she saw only when they had a beef about something. 因为她只在他们就某事有所抱怨时才见到他们。本句中的beef在美国口语中意为“牢骚，申诉”，作此用法时是可数名词。又如：, whom she,Notes,He will listen to anybodys beef about the President.,任何人对总统发表不满意见他都愿意倾听。,T. J. Wallis / TJ沃利斯,T. J. Wallis,Language Points,Debbie / 黛比(女子名),Debbie,Language Points,passion / n. strong feeling or emotion, esp. of love or anger 激情；热情,passion,Language Points,e.g.,His passion has cooled. Mr. Smith has a passion for music. You may have passion for her, but it is not love.,史密斯先生酷爱音乐。,他的热情消失了。,你可能十分喜欢她 ，但那不是爱情。,strategy,Language Points,strategy / n. plan that is intended to achieve a particular purpose 策略；行动计划,e.g.,improve ones strategiesWhat strategies do you use to teach a child to read?,你教孩子阅读采用的是什么方法？,改进战略,fit,Language Points,fit / vt. (make sb./sth.) be suitable for (使)适合；(使)符合,e.g.,That didnt fit their lifestyle. Does this plan fit our present or future needs? His great height fits him perfectly as a basketball player.This coat is a beautiful ft.,这个计划适应我们现在和未来的需要吗？,那不符合他们的生活方式。,他身材高大，非常适合打篮球。,这件上衣非常合适。,value / n. 价值；s价值观,value,Language Points,e.g.,the value of the watchThat country has different values from us. My father is definitely a person with old-fashioned values.,那个国家与我们有不同的社会准则。,手表的价值,我父亲绝对是个观念守旧的人。,administrative / a. connected with organizing the work of a business or an institute 管理的；行政的,administrative,
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