| Unit 24 Lesson 93, SEFC 3 B
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LESSON PLAN By Zhuang Zhilin TEACHING MATERIAL: Unit 24 Lesson 93, SEFC 3 B CLASS: TIME: Mar. 26, 2004 TITLE: Finding A Job ANALYSING THE TEACHING MATERIALS: The passage of Unit 24 L93 is about finding jobs. Finding a job is what each graduates concern and thus the passage contains some instructive advice in finding a suitable job in the future when they graduate. The approach taken in this passage is of instructions. (However, we do not wish to encourage students to find jobs only basing on the advice given in the passage.) The new vocabulary items and some difficult sentences of this passage are to be emphasized as they constitute the basis of the understanding of the whole text. TEACHING GOAL: Ss will increase their familiarity with a few reading skills (skimming, scanning, guessing the meanings from the context, paraphrasing, the arrangement of the passage, synopsis, etc.) and get to know a little more about reading between lines. TEACHING OBJECTIVES: Terminal objectives: 1. Ss will develop their inner "expectancy rules" that enable them to develop their schema regarding the topic of “Finding A Job”. 2. Ss will increase their reading skills and oral expression abilities. Enabling objectives: 1. Ss will master 6 vocabulary items. 2. Ss will comprehend the text. 3. In the text, Ss will build up the semantic map as well as the functional items of the passage under the guidance of the teacher. 4. Ss will retell the text of “Finding Jobs”, and will bear in mind when and how to find a suitable job. 5. Ideologically, Ss will know how to organize a passage and how to express themselves indirectly. IMPORTANT POINTS: 1. Reading skills. 2. Paraphrase some sentences from the context. 3. The Language Points of the text. DIFFICULT POINTS: 1. Conclude the synopsis of the passage. 2. Practice on how to apply for a job TEACHING PROPERTIES: A tape-recorder A set of multimedia facility LESSON TYPE: Comprehensive reading EVALUATION: Terminal objective and enabling objectives are evaluated as the activities unfold without a formal testing component. TEACHING PROCEDURES ARE AS FOLLOWS: Step l Greetings Brief introduction to myself Step 2 Presentations (Pre-reading) 1. Activity 1: Brainstorms Ask the Ss to give the names of as many jobs as they can; while one student speaks out, the rest of the Ss are asked to write down the words. Put the Ss in pairs and let them discuss which of the jobs they would like to do while which of the jobs they don’t like to do and give a simple reason. Step 3 While-reading 1. Activity 3: Skimming (P139) 1) What the passage is about? (Look at the picture and the first and last sentence.) 2) How many jobs are in the world? (Find out the number.) 3) “Chance” may play a more important part than “decision”, doesn’t it? (Find the quotation marks.) 2. Activity 4: Scanning 1) Play the tape and ask Ss to get a general idea and think of a title for the passage. 2) While listening, ask Ss to make a mark on the words or sentences which they don’t understand. 3. Reading Go through paragraph by paragraph, meanwhile, do the followings: Activity 5: Key words Find the key words or phrases of each paragraph, and meanwhile retell the passage. [P1~2]: A difficult job. [P3]: Recognizing yourself. [P4]: Difference between skill and interest. [P5]: Examining your skills and abilities [P6]: Doing research [P7]: Trusting yourself How to find a job A difficult job 40,000 finding/choosing chance/decision Recognize yourself What…you are… by answering 6 questions What special quality… Difference between… interest Like/enjoy skill Have ability to do… value worth doing Examine your skills With people Persuading, directing, interviewing… With information Dealing with numbers, news… With thing Making things, planting…. Doing research Read books… Ask your friend A bank manager / a clerk Go to job expo… Trust yourself It is your own life… 4. Activity 6: Paraphrase 1) Many young people end up in a job to which they are not suited 2) "Chance" may play a more important part than "decision" 3) As well as this, it is an advantage if you believe that a particular job is worth doing in the world. 4) It is better to talk to a bank clerk of twenty-four, rather than a bank manager of sixty-four. Step 4 Post-reading Activity 7: Job Application form Ask Ss to fill in the job application form separately and then ask one or two students to report to the class. Job Application Form Family name First name Sex male female Date of birth Place of birth Nationality Address Telephone No Fax No Post applied for Education Work experience Explain why you think you are suited to the job Step5 Homework 1. Read the passage and finish off the workbook exercises. 2. Use the job application form to write a letter to apply the job. Appendix: The students’ sheet for lesson 93 I. Write the names of as many jobs as you know: II. Write out the key words or phrases of each paragraph: How to find a job III. Paraphrase: 1. Many young people end up in a job to which they are not suited 2. "Chance" may play a more important part than "decision" 3. As well as this, it is an advantage if you believe that a particular job is worth doing in the world. 4. It is better to talk to a bank clerk of twenty-four, rather than a bank manager of sixty-four. VI. Fill in the Job Application Form: Job Application Form Family name First name Sex male female Date of birth Place of birth Nationality Address Telephone No Fax No Post applied for Education Work experience Explain why you think you are suited to the job Report the application form to your partner, following the example below: My name is _________. I am ______. My nationality is ____. I was born in _______ in ___________. Now I am living in _____________________. My telephone number is __________. I graduated from _____________. I want to apply for post of _________. I have (not) worked as _______ for __________. I want to apply for this job because ________________________________________________________. Thank you very much! |
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