Module-2-A-Job-Worth-Doing-教案

Module 2 A Job Worth Doing I. 模块教学目标
II. 目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以A Job Worth Doing为话题，旨在通过模块教学使学生了解社会中的各种工作及其对社会的重要作用，并设想未来的工作类型。

功能项目主要通过具体的语境，用不同的情态动词表达不同语气与程度的猜测与判断。

语法项目主要复习一般过去时、过去进行时和过去完成时的用法。

写作部分要求学生就某一项工作写一封求职信，咨询有关此项工作的情况，并介绍自己的简历。

在教学过程中，教师通过一系列的听说读写和讨论等活动，拓宽学生视野，并通过对课文的学习，培养学生对社会的责任感，培养他们奉献社会、回报社会的精神，使他们认识到只有通过自己的努力工作改造社会，未来社会才会变得更美好。

1.1 INTRODUCTION以几幅与工作有关的图片开头，激发学生的兴趣，让他们讨论不同的工作，同时巩固并学习与工作有关的词汇。

而讨论人们为什么要工作，更能激起学生的热情，激发学生对本模块的中心话题产生兴趣，为后面的阅读做好热身活动，从而也使教师对本模块的授课更具有针对性。

1.2 VOCABULARY AND READING介绍了一位普通志愿者Timoteo Apaza 为了救其他人的生命，甘愿在艰苦的环境下充当路标的伟大事迹。

通过学习本课文，引导学生树立正确的社会观、人生观，为日后走向社会作铺垫。

课文重点介绍了La Paz地势的危险和路面的恶劣状况，以及Timoteo Apaza在那里的工作情况和原因。

通过阅读，学生学习了新的词汇、句型，提高了阅读水平，并学习乐于奉献的精神。

1.3 GRAMMAR通过一系列练习要求学生复习并灵活运用一般过去时、过去完成时和过去进行时。

1.4 VOCABULARY 通过对重点词汇及合成词的练习，掌握与工作相关的词汇。

1.5 LISTENING AND SPEAKING 该部分有两项任务，一是听录音，完成与录音有关的练习；二是分组练习求职经过，谈论与面试有关的问题，为学生将来走向社会打下基础。

1.6 FUNCTION部分要求学生掌握用情态动词加完成时对过去所发生的事做出推断的功能句式。

1.7 EVERYDAY ENGLISH 要求学生掌握几个日常用语的意义和用法。

1.8 READING AND WRITING 部分让学生阅读五份招聘广告，然后根据其中一份写一封求职信，咨询更多信息并介绍自己的简历。

1.9 CULTURAL CORNER是一篇预测未来工作需求状况的文章，要求学生在理解该文章的基础上设想中国未来的工作类型需求情况。

1.10 TASK 要求学生对本模块所学到的工作类型做一总结，并列出10种未来中国最有价值的工作。

1.11 MODULE FILE 简要总结了本模块所学的重点词汇、短语及句型。

2. 教材重组
2.1 将INTRODUCTION, VOCABULARY AND READING整合在一起，上一节精读课，因为同是讨论工作，可以把INTRODUCTION当作Reading的热身活动。

2.2 可将GRAMMAR，FUNCTION，VOCABULARY与WORKBOOK 中的Grammar 整合为一节语言学习课。

2.3 把LISTENING AND SPEAKING，EVERYDAY ENGLISH和WORKBOOK中的Listening and speaking 整合为一节听说课。

2.4 将CULTURAL CORNER和WORKBOOK中的Reading及课外补充材料整合在一起，上一节泛读课，拓宽学生视野。

2.5 把READING AND WRITING，TASK 及WORKBOOK 中的Writing and speaking整合在一起上一节写作课，练习求职信及简历的写法。

3. 课型设计与课时分配
1st P eriod Reading
2nd Period Language Study
3rd Period Listening and Speaking
4th Period Extensive Reading
5th Period Writing
IV. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
dangerous, exciting, intellectual, manual, satisfying, stressful, volunteer, sheer, well / badly paid, in particular, in practice, death toll, pass by, take ... for granted, have an effect on
b. 重点句式
This person has offered to do a job — and may not be paid for doing it.
Many roads are in bad condition and accidents are frequent.
But often they just pass by, taking the human traffic signal for granted.
2. Ability goals能力目标
Help the students learn about Timoteo Apaza and his job.
3. Learning ability goals学能目标
Enable the students to learn how to describe the importance of a job.
Teaching important & difficult points教学重难点
Understand the importance of Timoteo Apaza’s job as a human traffic signal. Teaching methods教学方法
Asking-answering activity, pair or group work and discussion.
Teaching aids教具准备
A recorder, a computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Lead-in
Show the pictures of different people doing different jobs on the screen, and ask the students to talk about jobs.
T: There are all kinds of jobs in the world. Look at the picture, what are their jobs? Ss: One is a solider and the other is a sportsman.
T: What do you think of their jobs? Are they important?
S1: I think their jobs are very important. Without soldiers, our country will be defenseless and we are not safe. So their job is one of the most important jobs in the world.
S2: In my opinion, sportsmen are also doing an important job. They train hard and win gold medals for our country. They show the power of our country.
T: I agree with you. Every job is important, whatever big or small. For example, teaching is my job. I love this job and I think it is a job worth doing. Do you want to be a teacher when you grow up?
S3: I don’t want to be a teacher. Teaching is tiring and the salary is not high. I want to be a businessman and fly to many places and enjoy life.
S4: If no one of us wants to be a teacher, who will teach our children in the future? So I want to be a teacher. I think teaching is interesting and it is worth doing. Many years later, I will have a lot of students and they will make contributions to our country. I will be proud of them.
T: Very good! I agree with you. We eat to live, not live to eat. People should live a meaningful and productive life. There is something valuable in the world that money can’t buy. You all have your own ideal jobs and I hope you can realize your dreams in the future.
Step II Introduction
T: Today we are going to learn Module 2, “A Job Worth Doing”. What is a job worth doing? After learning this module, we’ll have a better understanding of jobs. First,
look at the pictures. What are their jobs and how important are their jobs? Describe the jobs using the words in the box. You can choose one or two pictures.
S5: In picture one, the woman is a doctor. I think her job is well paid and needs patience. It is very important because if there were no doctors, we would suffer from diseases or even die. So I think it is a job worth doing.
S6: In picture five, the man is a pilot. To be a pilot, you need bravery because it is a dangerous job. But we need them to defend our country.
T: You did a good job. There are thousands of jobs in the world. Why does a person need a job? You will have two minutes to discuss this question with your partners. Two minutes later, ask two students to answer the questions.
S7: I think a person needs a job because he or she needs to make a living. He or she needs to live, to eat and to do many other things. We all need money.
S8: You are partly right. But money is not everything. People eat to live, not live to eat. Other than eating, we have more important things to do. In my opinion, a person needs a job because it is interesting, meaningful or challenging. He or she loves it not only because of money, but to live a meaningful and productive life.
Step III Reading
T: You are both reasonable. But there is such a person. He chooses a job —a job without any pay. Look at the picture. Where is the man standing?
Ss: He is standing at a bend of the road on a high mountain.
T: What is he holding in his hand?
Ss: Something like a board.
T: Can the bus driver see the lorry?
Ss: No, the drivers can’t see each other.
T: So what is the man doing there?
S: I think he is directing the traffic there.
T: What kind of job is it? Why does he choose it? What kind of person is he? Do you want to know something about him?
Ss: Yes.
T: Ok. Today we will read a passage about him. Please read the text quickly. After
reading it, you will have a further understanding about his job.
Task 1 Fast reading
T: I give you five minutes to read the passage. Then do Exercises 3 and 4.
Five minutes later.
Because Exercise 3 is easy, so just check the answer with the whole class.
Task 2 Careful reading
This task is designed to help the students to understand the text better. The students should read the text carefully and find out the answers to the questions on the screen. T: Read the text again and find the answers to the following questions. Then work in pairs to report your answers in class.
Show the following questions on the screen.
1. How are the life and the condition of communication in La Paz like?
2. Why are there so many accidents there?
3. Why has the death toll fallen?
4. What do the drivers do when they pass by him?
5. What effect did his last experience have on him?
A few minutes later.
Sample answers:
Pair 1
S1: How are the life and the condition of communication in La Paz like?
S2: Life is hard at such a high altitude and the mountains make communication difficult. Many roads are in bad condition and accidents are frequent.
Pair 2
S3: Why are there so many accidents there?
S4: Because on one side are the high mountains and on the other side is a sheer drop, and there are many bends on the roads. What’s worse, few drivers respect the traffic rules.
Pair 3
S5: Why has the death toll fallen?
S6: Because of a man named Timoteo Apaza. He acts as a traffic signal and directs
the traffic. He is doing a meaningful job.
Pair 4
S7: What do the drivers do when they pass by him?
S8: Some drivers give him a tip, but most of them just pass by, taking the human traffic signal for granted.
Pair 5
S9: What effect did his last experience have on him?
S10: It had a profound effect on him. He thought he was lucky to be alive and he should do the job to help others. It is a mission for him.
Task 3 Listening
This part is to improve the students’ pronunciation and intonation.
T: Now I will play the tape for you. You just listen with your books closed. After listening, please underline some important sentences and phrases.
Play the tape for the students.
T: So much for listening. Let’s underline some important sentences and phrases. Task 4 Explanation
Show the following on the screen. These sentences or phrases may be difficult for the students to understand.
1. ... many roads are in bad condition and accidents are frequent.
2. a sheer drop
3. ... on average one vehicle comes off the road every two weeks.
4. But thanks to one man, the death toll has fallen.
5. But often they just pass by, taking the human traffic signal for granted.
6. He had a close encounter with death.
First ask the students to guess the meanings of the sentences and phrases using the context. Then explain them to the students.
1. ... on one side are the high mountains and on the other side is a steep drop, and there are many bends on the roads. So the roads are very dangerous and accidents often happen.
2. “A sheer drop” means “a steep slope of a mountain”.
3. According to the average, the accidents often happen, about two weeks a time.
4. Because Timoteo Apaza directs the traffic every day, the accidents don’t happen so often. He saved a lot of people’s lives.
5. Most of the drivers just drive their cars away from him, as if they didn’t take notice of him, or they think they have nothing to do with him.
6. An accident almost killed him.
Step IV Discussion
The discussion is designed to help the students understand the text further and build up a correct concept of life value. Make them form a right attitude towards work and society.
T: Well, boys and girls. I don’t know whether you are moved or not. Timoteo Apaza is a volunteer. He does the job without any pay. What do you think of his job? Is it a job worth doing? I will give you five minutes to discuss the question. Then give me your opinions.
Five minutes for discussion.
T: Time is up. Which pair wants to have a try?
Ask a pair to present their opinions.
S1: I really can’t understand why he chooses the job, for he can’t make any money from it. I think it is not a job worth doing.
S2: That is because he once had a close encounter with death. He knows the values of life. So he wants to save the others’ lives. He thinks it is his mission and a job worth doing.
S1: But don’t you think it unnecessary for him to do that? Isn’t there any practical and modern way to solve the problem? For example, he can make electrical lights, using red and green lights.
S2: Maybe there is much difficulty for him to solve the problem in that way. But he is the only person who has done something for this and he has saved a lot of people. In my opinion, he is a person who deserves our respect. He sacrifices a lot for others’happiness. We should learn the spirit from him.
S1: Oh, I see. I can’t agree with you more.
T: I am glad that you two have learnt something from him. You did a good job. Please sit down.
Step V Text Analysis
T: Now read through the text again and summarize the writing characteristics of it.
A sample version:
The writer uses an unusual title “The Human Traffic Signal”to attract the readers’attention and arouse their interest. Then the text tells us the bad condition of many roads in La Paz. Afterwards, it tells us why the death toll has fallen —because of the human traffic signal (Timoteo Apaza). At last it tells us why he chooses the job. After reading it, we are easily moved.
T: What is the main idea of the text?
S1: Let me try. Both life and communication are difficult in La Paz. Accidents often happen on some dangerous roads. Timoteo Apaza, a volunteer, who had an accident and had a close encounter with death, realized that it is necessary to direct the traffic. Because of him, the death toll has fallen. He is an ordinary as well as great man.
T: Then who can tell us the writing purpose of this text？
S2: By describing the special job of Timoteo Apaza, the author wants to show us that the value of a job is not money. Instead, it lies in the happiness of serving society. We should form right attitudes towards work and society.
Step VI Homework
T: Today we have learnt some words about job and a passage about a person. From the text we know that Timoteo Apaza is an ordinary person, and he does an ordinary job, but he has a noble mind. He devotes himself to saving others’ lives. We can say he is greatly respectable. From this story, we know we can make great contributions to society even we do ordinary jobs. If everyone of us has this spirit, the future will become better. Homework for today:
1. Read the text again, and remember the language points.
2. Do Exercise 1 and Exercise 5.
The Second Period Language Study
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
take notice of, temporary, freezer, freeze, contract, permanent, salary, staff, sign, agent, analyst, apply, deduction
b. 重点句式
He was driving a lorry when he came off the road ... Before he volunteered to direct the traffic, Timoteo had had lots of jobs.
Somehow he survived.
That must have been interesting.
They might have got lost, or had an accident.
That can’t have been easy.
2. Ability goals能力目标
Help the students review the verb forms — past simple tense, past perfect tense and past continuous tense.
3. Learning ability goals学能目标
Enable the students to review the verb forms and make deductions about the past. Teaching important points教学重点
Enable the students to make deductions about the past actions.
Teaching difficult points教学难点
Teach the students how to use past perfect tense and how to make deductions correctly.
Teaching methods教学方法
Question and answer activity, pairwork and comparison method.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
First, show the summary of the text on the screen and ask the students to fill in it; and then ask some of them to read their answers. At last check the answers to the
summary and their homework with the whole class.
T: Last class we learned something about Timoteo Apaza, do you remember? Now I’ll give you a couple of minutes to fill in the blanks to see if you really remember the language points.
Show the summary on the screen.
La Paz is the highest capital in the world, and the mountains 1______(使交通困难). Many roads are 2 ______ (状况不好) and accidents are 3______(经常的). On one road 4______ (尤其), one vehicle comes off the road 5______(平均每两周一次). But 6______(由于) Timoteo Apaza, 7___＿＿_(死亡人数) has fallen. Once he had an accident on the road and 8______(与死神擦肩而过). So he felt it was a 9______ (使命) in life to help others. So he acts as a human traffic signal and directs the traffic 10______(从早到晚). Some drivers give him a tip, but most of them just 11______( 经过), 12______(把这个人体交通标志认为是想当然的事).
Sample answers:
1. make communication difficult
2. in bad condition
3. frequent
4. in particular
5. every two weeks on average
6. thanks to
7. the death toll
8. had a close encounter with death
9. mission 10. from dawn to dusk 11. pass by 12. taking the human traffic signal for granted
Ask a student to retell the text according to the summary. Then check the answers to homework.
Step II Grammar
Task 1 Review
In this part, the students will review some of the verb forms.
T: Today we will review the past tenses. How many past tenses have you learned? What are they?
S: Three. They are past simple, past perfect and past continuous.
T: Since you have learnt them, let’s do a simple quiz. Do Exercise 1 of GRAMMAR. You have two minutes.
Two minute later, check the answers.
T: Now, look at the screen. Let’s review the three different tenses together.
The past simple tense
The past simple tense refers to an action that happened before now, even a minute ago.
e.g.
All the students went to see the film last night.
I saw your sister just a few minutes ago.
The past continuous tense
The past continuous tense refers to an action in progress when another thing happened. That is to say, a past action was in progress.
e.g.
The reporter said that the UFO was traveling east to west when he saw it.
The past perfect tense
The past perfect tense refers to an action that happened before a past action or a past time.
e.g.
The train had left when the woman get to the station.
We had learnt 5000 English words by the end of the last term.
Task 2 Practice
In this part, enable the students to practise using different verb forms.
T: Have you understood the different past tenses?
Ss: Yes.
T: Ok, let’s do some practising. Do Exercise 4. You have four minutes to finish this task. Then, I will have a student read his answers.
Give the students four minutes to do it.
T: Time is up. Who would like to read your answers? What about you?
A student stands up and read his / her answers.
T: Wonderful! In order to understand the tenses better, read the third paragraph of the reading passage. Find the sentences with the three different verb forms.
5 minutes later.
T: Who has found the sentences in the past simple tense?
S1: Somehow he survived.
He was in hospital for months.
He was called out in the night to help pull people out of a bus.
He realized that he was lucky to be alive and felt it was a mission in life to help others.
This last experience had a profound effect on him.
T: Excellent! What about the past perfect tense?
S2: Before he volunteered to direct the traffic, Timoteo Apaza had had lots of jobs. He had been a miner and a soldier.
He was called out in the night to help pull people out of a bus which had crashed at la curva del diablo.
T: A good job! How about the past continuous tense? S3: Then one day while he was working as a lorry driver, he had a close encounter with death.
He was driving a lorry load of bananas when he came off the road at a bend and fell three hundred meters down the road.
T: We have reviewed the different past tenses, but how to use them correctly is a problem. You should pay attention to them when using them. Let’s come to FUNCTION.
Step III Function
This part is to help the students make different deductions about the past using different modal verbs.
Show the following on the screen and get the students to learn the different usages of these modal verbs.
“must + have done sth.” is used to show that the speaker is certain about something happened.
e.g. Since the ditch is full of water, it must have rained last night.
“can’t + have done sth.”is also used to show that the speaker is certain about something happened, but in a negative way.
e.g. You can’t have met my grandmother. She died before you were born.
“may / might + have done sth.”is used to express possibility. But “may” expresses stronger possibility while “might” expresses weaker possibili ty.
e.g. I can’t find my keys. I may / might have left them at the school yesterday.
T: OK, complete the sentences in Exercise 1 and then answer the two questions.
After about 2 minutes.
T: Which sentences show that the speaker is certain about something?
S1: Sentences 1 and 2.
T: Good. Then which sentence refers to a possibility in the past?
S2: Sentence 3.
Let the students finish Exercise 2 and then check the answers.
T: Now read the situations in Exercise 3 and write a sentence to say about each person in each sentence.
Sample answers to Exercise 3:
1. He must have met a lot of black people. / He can’t have had time to travel around.
2. He must have had a tight schedule.
3. He might have been delayed by traffic jam.
Step IV Vocabulary
T: In the first period, we have learnt some words about job. In this period, we will learn more words about job. Now do Exercises 1-2. You can look the words up in your dictionary if you don’t know their meanings.
Five minutes later, check the answers together.
T: Look at the two groups of words in Exercise 3. When we put a word from Group a and another from Group b together, we can get a new word. For example, when we put “data”and “analyst”together, we get the word “data analyst”which means “项目分析师”in Chinese. Match the proper words from the two groups and see how many jobs we can get.
After the students finish matching, check if they put the right words together.
T: OK. Make sure they make sense when they are put together. In this way, your vocabulary will be enlarged. Now, match the questions in Exercise 4 with the jobs you get in Exercise 3. Then work in pairs, ask and answer the questions.
Step V Summary and Homework
T: Today we have reviewed the past verb forms and learned how to make deductions, and some new words about job. After class, please do the exercises of Grammar and V ocabulary in WORKBOOK to practise them.
The Third Period Listening and Speaking
Teaching goals教学目标
1. Target language目标语言
a. 重点词语和短语
apply for, contract, career prospects
b. 重点句式
Do I have to do any special training?
How did you find out about us?
What makes you think you’ll like the job?
What sort of career prospects will I have with you?
When can I start work?
2. Ability goals能力目标
Enable the students to apply for a job, ask and answer questions about a job.
3. Learning ability goals学能目标
Help the students learn how to apply for a job and perform well in an interview. Teaching important & difficult points教学重难点
Get the students to ask and answer questions properly in an interview when applying for a job.
Teaching methods教学方法
Listening and task-based activity.
Teaching aids教具准备
A tape recorder, a projector, a microphone and some slides.
Teaching procedures and ways教学过程与方式
Step I Revision
Check their homework.
Revision of the grammar.
T: Now, let’s do some exercises to practise the grammar you reviewed yesterday. Show the exercises on the screen.
1. The policeman’s attention was suddenly caught by a small box which_____placed under the Minister’s car. (2005广东)
A. has been
B. was being
C. had been
D. had been traveling
2. —How are the team playing?
—They are playing well, but one of them _____hurt. (2002春招)
A. got
B. gets
C. are
D. were
3. —You haven’t said a word about my new coat, Brenda. Do you like it?
—I’m sorry. I _____ anything about it sooner. I certainly think it’s pretty on you. (2002全国)
A. wasn’t saying
B. don’t say
C. won’t say
D. didn’t say
4. The news came as no surprise to me. I _____for some time that the factory was going to shut down. (2003北京)
A. had known
B. know
C. have known
D. know
5. I arrived late; I _____the road to be so icy. (2004北京春)
A. wouldn’t expect
B. haven’t expected
C. hadn’t expected
D. wasn’t expecting
6. He kept looking at her, wondering whether he _____her somewhere. (2004湖北)
A. saw
B. has seen
C. sees
D. had seen
7. Sorry I’m late. I _____ have turned off the alarm clock and gone back to sleep again. (2000北京春)
A. might
B. should
C. can
D. will
8. I ____ have been more than six years old when the accident happened. (2005天津)
A. shouldn’t
B. couldn’t
C. mustn’t
D. needn’t
9. —What’s wrong with your coat?
—Just now when I wanted to get off the bus, the man next to me _____ on it. (2005
重庆)
A. sat
B. had sat
C. had been sitting
D. was sitting
10. I have lost one of my gloves, I_____ it somewhere. (2005北京春)
A. must drop
B. must have dropped
C. must be dropping
D. must have been dropped
Key:
1~5 CADAC 6~10 DABDB
Step II Listening
T: We are going to listen to an interview. In this interview, Claire is applying for a job. Listen to Part 1 of the interview, and say what job he is applying for. Play the tape and ask a student to answer the question.
T: In the interview, Claire asked the manager some questions. Write a question he may ask the manager.
S1: He may ask: “When can I start work?”
S2: I think he will ask “How about my salary?”
S3: What are the hours?
...
T: Then what questions would the manager ask him?
S4: Do you have any working experience in this field?
S5: What makes you think that you are qualified for this job?
S6: What kind of person do you think you are?
S7: What are your hobbies?
...
T: OK. Let’s listen to Part 2 of the interview, and check whether Claire asked your questions or not.
Play the tape, and let the students check the questions they have written.
T: Read the form in Exercise 3. It is a resume of Claire. Find the items you have to write down. Then listen to Parts 1 and 2 again and get the specific information.
Play the tape again. After the students complete the form, check the answers with the
whole class.
Ask the students to do Exercise 4 and then check the answers together.
Step III Speaking
T: Now let’s role-play the interview we just heard. Work in pairs, one of you will be the manager, and the other Claire. Ask and answer the questions in Exercise 4. You may add more questions.
Give the students 6 minutes to make up dialogues.
6 minutes later. Ask a pair to act out the situation.
...
T: Wonderful performance. Now choose another job and role-play a similar situation. Sample dialogue 1:
A: Good morning, sir! I am Liu Yang. Nice to meet you.
B: Good morning!
A: I am here to apply for the job.
B: How did you find about us?
A: I read an advertisement in the newspaper.
B: What makes you think you’ll like the job?
A: I like the job because I think the job is interesting as well as challenging.
B: Have you traveled much yourself?
A: Yes, I have traveled much. I like traveling and communicating with different people.
B: What languages can you speak?
A: Besides our native language, I can speak English and a little French.
B: Very good. Do you have any questions about the job?
A: Yes. Do I have to do any special training before I work?
B: Yes, you need a ten-day training.
A: What about the hours?
B: We work 8 hours a day and five days a week. You have known the salary from the paper. You can start work next month. Any other questions?
A: No. Thank you! See you next month then.
Sample dialogue 2:
A: How do you know we need a teacher?
B: I read an advertisement in the local paper.
A: Did you teach before?
B: Yes. I have taught English for 3 years in a school in Beijing.
A: What languages can you speak?
B: I can speak English and a little Japanese.
A: What makes you think you are qualified for this job?
B: I have three years of experience. I like teaching and I like being with kids. So I think I am fit for the job.
A: OK, you will be a member of our school. Congratulations. You can start work next week.
B: Thank you very much.
Step IV Listening and Speaking (WORKBOOK)
T: First read the two advertisements in Exercise 10. After reading, tell what jobs are being advertised?
S1: In the first advertisement, the job is to look after the children of guests to a hotel. While in the second advertisement, a teaching assistant is wanted.
T: You got it. Now listen to Part 1 of the interview and decide which job Peter is applying for?
Play the tape and then check the answer with the class.
T: After listening, we know that Peter is applying for the job in the second advertisement. Do you think the head of the school will give Peter the job? Why?
Let the students discuss the question in groups. And then ask two groups to present their opinions.
T: Now let’s listen to Part 2 of the interview and decide if you were correct about Peter’s job.
Play the tape and let the students check their predictions.
Let the students finish Exercise 13 and then check the answers with the class.
Step V Homework。