高中英语Unit 14 lesson 4 《Job Trends》教学指导 北师大版 必修5.docVIP

高中英语Unit 14 lesson 4 《Job Trends》教学指导 北师大版 必修5.doc

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unit 14 lesson 4 Job Trends 教学指导Objectives ■ To practise matching sentences with sentence gaps in atext. ■ To practise vocabulary related to work and jobs. ■ To practise collocations (verb + noun, verb + adverb, verb+ adjective). Possible problems ■ If students read at sentence level rather than at discourse level, i.e. connecting sentences within a paragraph, they may find difficulty fitting in the missing sentences. ■ Students may have problems with collocations of words. Background The article describing future work trends is based on Future Shock, a book by Alvin Toffler, a social psychologist. His book analysed the effects of rapid technological change on the individual, the family and society. Quote: Katherine Whitehorn was a popular British journalist and writer in the 1970s/80s. Routes through the material If you are short of time, set Exercise 7 for homework and omit Exercise 5. If you have time, do the Option activity. If you have two periods for this lessons, a suitable natural break is after Exercise 5. Reading Before you start Exercise 1Key Words Job areas: agriculture, coal mining, information technology, the media, professional services, shipbuilding, steel Skills: communication skills, computer skills, driving, language skills, organizational ability, typing Qualities: co-operation, creativity, cultural awareness, flexibility, initiative, motivation ■ Read through the Key Words with the class. Elicit specific examples of “organisational ability” (e.g. planning your work, organising a meeting) and “communication skills” (e.g. on the telephone, in meetings). ■ Students then discuss the questions in pairs and make notes of their ideas. ■ The pairs then exchange views as a class. Read to learn Exercise 2 ■ Read through the strategies with the class. Follow the stages reading the first two paragraphs and sentences a-f to show students how to find a sentence that matches the gap. ■ Students work individually, following the stages in the Reading Strategies

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