基础模块_2_unit_3电子教案.
中职英语基础模块2(高教版)教案：Unit3 Internship(全6课时)
（2）Present the situation: Introduce the position of a person close to you, be it your parents, your older brother, or a student friend who is taking part in the internship.
and judgment of the listening material. The students make choices according to the options. After listening, the teacher checks and gives feedback.
2. Listen and decide.
expressions.
(2) Students use the sentence patterns and vocabulary in Activity 2 of the textbook to practice their thinking ability.The teacher can invite a student to have a dialogue as a demonstration, and then the students can practice in groups.
stimulate their learning interest, introduce unit topics, introduce relevant vocabulary and expressions of this class, and get familiar with relevant expressions of practice and training under the prompts of sentence patterns, exercise students' thinking ability, and prepare for the next part of listening and speaking activities.)
中职英语高教版基础模块第二册Unit 3 Have you ever done说课课件
教学设计
教学过程
教学反思
课前准备
怕学、不学
课堂实施
枯燥、抽象
课后提升
检验
小组合作 主动学习
图片 歌曲、视频 游戏 有趣、具体
创设情境
提升
Part three
本节课的整体设计思路是基于内容与 学情，采用以读促写的教学策略，即 利用阅读即语言知识的输入来促进写 作即语言知识的输出。并通过开展丰 富多样的教学活动，让学生在做中学， 做中练，做中掌握，凸显学习的主体 性。
教学分析
教学目标
教学设计
教学过程
教学反思
《中职英语课程标准》
教材内容 教学对象 畏惧心理
——注重基础，强调实用 ——主要围绕工作招聘展开
——职业教育，英语基础相对落后于普通高中生，对英语多有
知识 目标
➢学生掌握关于描述职业的名称、 其相应的能力要求的词汇、短语； ➢学生掌握简单招聘广告中的典
型句型;
说课
目录
01 教学分析 02 教学设计 03 教学过程 04 教学反思
教学分析
教学内容
教学设计
教学过程
教学反思
内容
《英语基础模块》第二版第二册第三单元 Reading and
Writing Have you ever done a part-time job?
基于lead-in（导入） 和listening and speaking （听说）部分内容的基础上，进行了深化和拓展， 要求学生进一步理解职业及其能力要求，并在能读 懂招聘广告的基础上，进行招聘广告的书写。 本部分内容贴近学生生活，与学生的就业息息相关， 实用性较大.
整体而言，教学思路清晰，教学过程衔接自然， 层层递进，由简入难，符合学生的认知水平和接受 能力。并结合自主探索、合作交流的学习方法展开 教学，能引导学生一步一步达成教学目标。
基础模块_2_unit_3电子教案.
教学重点
通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景并展开相应对话。
教学难点
了解词汇记忆的策略之一——分类记忆；灵活应用正确句子推销自己。
授课方法
PPT课件，pair work
教学用具
录音磁带
教学过程
补充内容
Step 1 Lead-in（8m）
1. A game. We play a game first. Students guess who the famous person is with the help of the key sentences--- sb can do sth, sb works as .... For example: A person can sing songs very well. He works as a singer and an actor. Possible answer: Liu Dehua
职高英语基础模块(外研社)第二册教案unit2,3
2）运用词汇。让学生用以上词汇造句。
3）帮助学生理解学生用书第17页②中的两个问题：
a. Where will the fashion show be held?
b. What is Lie Fang’s collection made up of?
While-readingthe Fashion Show
Keypoints:
a.sb. spend some time doing sth.的句型。
b. who引导的定语从句
c. be made up of
d. wait to do sth.
e. see sb. do sth.
课堂小结
教学记录
调适、反思
本课阅读材料的重点是描述制作衣服的过程，学生只要理解了关键动词的含义，便能消除大量词汇造成的阅读障碍。但如何有效地帮助学生理解并熟知制衣的流程是个问题。经过尝试，把制衣流程图分解，学生看图说话能较好掌握其要点，既解决了阅读障碍又训练了口语，学生倍感兴趣。不过要注意在不同班级不同的学情下，增加或降低教学要求，否则就流于形式了。
Summary
Keypoints:
a.sb. spend some time doing sth.的句型。
b. who引导的定语从句
c. be made up of
d. wait to do sth.
e. see sb. do sth.
课堂作业
教师提问：Are you interested in making clothes? Now you have a chance to take part in a Students’Fashion Show. Would you like to join us? Please make a sketch and describe it to us in your own words. And write down.要告知学生具体的写作要求。
《英语》(基础模块)第二册(外语与教研出版社)教案unit3,
公布找到的3个句子，然后两人一组比较句型中的不同之处。
语法
活动1：Test your memory教师在投
影上打出4个句子，学生用已学知识
活动3：教师利用投影打出书上例句及结构相似但特点不同的对比句。
1) 12 May was the day ______ the earthquake happened. (when/ which)
12 May was the day ______ Yong Gang will never forget. (which/that)
2) Later he went to work in an open area ______ volunteers were setting up tents for survivors. (where/in which)
Later he went to work in an open area ______ was set to be a hospital. (which/that)
4）Many victims ______volunteers helped in the earthquake became volunteers at last also. (who/that)
活动2：Match to complete a whole
sentence.教师利用投影打出连线练
习。
201 3 —2014学年上期
第4讲
章节
标题
Unit 3 I Am a Volunteer
《英语》(基础模块)第二册(外语与教研出版社)教案unit3,3-推荐下载
201 3 —2014 学年上期第 3 讲章节标题Unit 3 I Am a Volunteer授课日期10.15,10.16课时2教学内容目标语言知识掌握简单的在灾难事故中从事志愿工作的词汇和短语。
语言技能读：能够读懂简单描述志愿经历的文章；写：能够运用重要词组句型缩写阅读过的文章。
情感态度体验志愿者的无私奉献精神。
教学重点能够模仿课文介绍一次志愿工作经历；掌握课文中的重点短语。
教学难点能否运用简单合理的英文表达方式描述志愿者经历。
教学方法情境教学法、任务教学法辅助教具多媒体设备、录音、图片资料教学过程复习导入以图片方式展示上节课的重点词汇，学生见到图片要说出对应的单词，随机检查。
共同回答上节课的问题，How many kinds of voluntary work do you know?进一步提问到2008年对中国来说是意义重大的一年，为什么？学生会想到奥运会和汶川地震，进而想到这两个大事件都需要很多的志愿者。
看图说词，回答问题。
阅读Pre-reading:1）处理单词：a. 用图片和英文解释介绍disaster,victim, injured, relief；b. 用英文解释survive, survivor,ordinary和feel proud of；c. 使用带有糖和盐的标识的小瓶介绍label的用法，同时复习上一单元关系代词which引导定语从句的用法。
Please pass me the bottle which islabelled “Salt” or “Sugar”.提供实物让学生用sth. islabelled…造句。
2）出示汶川地震中有关志愿者工作的照片，提问：a. According to the pictures what event can you think about?b. The article is just about Yang Gang’s voluntary work in Wenchuan.While-reading:1）Please read it carefully and find theanswers to the following questions:a. When did the earthquakehappen?b. Who offered help in thedisaster?c. Why did Yang Gang feelproud of himself?完成课后练习3。
中职基础模块英语第二册全册教案
⑴We didn't prepare well for the
Reading
trip.
(2)We left our flight ticket at home.
(3) We were lucky that the fire at
Explanation
the hotel was put out soon.
授
(4) The bad experience didn't ruin
our holiday after all.
教学 环节
时间 安排
主要内容
师生双边活动 及教法运用
备注
4. Language points:⑴prepare for (2)no matter (3)go wrong
Explanation
2、play the tape for the students to listen and repeat.
Dialogues:
Family relationships
Dialogue
1、Listen to the tape and answer the questions.
2、Situation expressions:
课
题
Unit1what a wonderful time!
教学目标
（包括知识目标、能 力目标、情感目标）
1、To learn some phonetics
2、To learn the grammar "Exclamations"
教材分析 （包括教学重点、 教学难点）
1、some phonetics
教学设计标题：__英语 2__( 基础模块 高教版 ) 第三单元
教学设计标题：__英语 2__（基础模块高教版）第三单元教学设计标题:<<英语 2>>( 基础模块高教版 ) 第三单元第二课时课程名称: Unit 3 Have you ever done a part-time job?Dialogue姓名:于海云教学设计说明一、教材分析中等职业教育课程改革国家规划新教材英语第二册(基础模块)共有10 个教学单元及2个复习单元。
每个单元由Lead-in, Listening and Speaking, Readingand Writing, Language in Use, Unit Task, Pronunciation Practice, Self-check 和Life and Culture等八部分组成。
本次教学设计我选择的是第三单元 Have you ever done a part-time job?---第七单元 personalities Dialogue . 本单元在教材第一册第二单元 I can do it 和的基础上进行了话题深化，语言拓展，并进一步和职业准备挂钩。
该单元具体内容为:部分职业名称，描述个人性格和才能的短语，进行人员招聘、求职应聘面试时的询问和提供个人经历，才能及应聘原因等信息的简单对话。
要求学生能够理解并运用与其相关的词汇及句型，从而完成本节课具体任务“幼儿园模拟招聘会”。
二。
学情分析1(学生情况我所教的学生是幼儿师范专业一年级的学生。
该专业学生的特点是活泼好动，喜欢唱歌跳舞，讲故事做游戏，喜欢表现。
专业课水平较高，但对文化课程学习的积极性普遍不高，学习上存在畏难心理，英语更是令他们头痛。
英语基础参差不齐;大部分学生学习被动，缺乏好的学习习惯。
2(针对学生这一专业特点，我以练习chant的形式导入教学，并配以学习英文儿童歌曲的活动环节，从而增强学生的学习兴趣，引导他们不断努力探索英语中各方面的知识。
基础模块第2版第二册uinit task-unit3
Step two
Presentperfect
15’
Judge true from false.
Jack’s father is still in that
company.
Peter will have a job
interview soon.
Mary’s father is still in that
教学方法
ABLT: activity-based language teaching method
教学手段
Mobile-learning：look up new words in youdao and read after it;
教学过程
教学环节与时间分配
教师活动
学生活动
教学意图
Step one
Lead in
Connect the words and make sentences.
Learn to write sentences by using present perfect.
Step threeVoca Nhomakorabeaulary
22’
Guide the Ss to classifythe words about different jobs in different fields: kindergarten teacher, primary school teacher, doctor, dentist, nurse, pilot, bus driver, taxi driver, boss, marketing assistant, sales manager
TheSs who are interested in the same job positions sit together and form a group.
中职英语（外研版基础模块）第二册教案：Unit3IAmaVolunteer01
Unit 3 I Am a Volunteer第1课时教学目标 语言知识：掌握不同志愿工作的英文表达方式。
语言技能听：能够听懂简单的有关志愿工作内容、经历和感受的描述； 说：能够谈论志愿工作的内容和经历，表达对志愿工作的感受。
情感态度：体验志愿者的互助精神。
教学重点 有关志愿工作和感受的单词、短语和句型。
教学难点 能否准确使用英文表达方式描述志愿经历和感受。
教学方法 情境创设法 学习方法 小组合作学习教学媒体 多媒体设备、录音、图片资料 教学过程预设时间 教学环节 教师活动 学生活动设计意图5’导入利用投影显示志愿者图标，并提问：Do you know what this picture stands for?可能学生并不熟悉国际志愿者图标，教师运用不同的志愿者工作图片帮助学生得到图标代表志愿者的结论。
随后教师提问：What voluntary work can you find in our life? 进入Warming up ①。
讨论， 头脑风暴。
引入本课主题。
8’热身练习 1 完成Warming up ①—Listen and Match ，强调难词：blind, foreigner 和donate 。
随后教师通过活动帮助学生当堂掌握其中涉及的志愿工作的英文表达方式： Help the blind cross the road; Tell the way for a foreigner;Sing and dance at a nursing home;Donate blood; 活动：指导学生根据动作猜出上述志愿工作名称。
用所学句型描述示范者肢体动作表达的志愿工作。
让学生根据动作猜句型可以帮助学生更快地掌握这四种志愿工作的英文表达方式。
30’ 听说练习1教师提问： Have you ever been a volunteer? And what do you think of it? Then let’s see what’s Chen Yin and Mu Tong’s feeling about their voluntary work.Pre-listening: 1）学习新单词：学生课前预习本部分单词读音。
中职英语基础模块2unit3说课稿
中职英语基础模块2unit3说课稿The lesson plan for Vocational English Fundamentals Module 2 Unit 3 aims to provide students with a comprehensive understanding of the various topics covered in this unit. This unit is designed to build upon the foundation established in the previous modules and to further develop the students' proficiency in the English language.The primary objectives of this lesson plan are to ensure that students can effectively communicate in English, understand and apply grammatical concepts, and demonstrate their ability to comprehend and analyze written and spoken materials. Throughout the unit, students will be engaged in a variety of activities and tasks that will challenge them to think critically, problem-solve, and collaborate with their peers.The lesson plan is divided into several key components, each of which focuses on a specific aspect of the unit's content. The first component is vocabulary development, where students will be introduced to a range of new words and expressions related to the unit's themes. This component will involve activities such as wordgames, vocabulary quizzes, and discussions to help students internalize and apply the new vocabulary.The second component of the lesson plan is grammar instruction. In this section, students will learn about the various grammatical structures and rules that are essential for effective communication in English. This will include topics such as verb tenses, sentence structure, and parts of speech. Students will engage in exercises, practice activities, and interactive discussions to reinforce their understanding of these grammatical concepts.The third component of the lesson plan is reading and comprehension. Students will be exposed to a variety of written materials, including articles, stories, and academic texts, and will be required to demonstrate their ability to understand and analyze the content. This component will involve activities such as reading comprehension questions, summarizing key points, and engaging in discussions about the themes and ideas presented in the texts.The fourth component of the lesson plan is writing. Students will be given the opportunity to practice their written communication skills through a range of tasks, such as essays, reports, and creative writing exercises. This component will focus on developing the students' ability to organize their thoughts, use appropriate language and style, and effectively convey their ideas in written form.The fifth component of the lesson plan is speaking and listening. Students will engage in a variety of activities that will challenge them to improve their oral communication skills, including role-playing, presentations, and group discussions. This component will also involve listening exercises, such as audio recordings and video materials, to help students develop their comprehension and interpretation skills.Throughout the lesson plan, there will be a strong emphasis on the integration of technology and multimedia resources. Students will be encouraged to use digital tools and platforms to enhance their learning experience, such as online dictionaries, language-learning applications, and interactive multimedia content.The assessment of student learning will be ongoing throughout the unit, with a combination of formative and summative assessments. Formative assessments will include quizzes, homework assignments, and in-class activities, while summative assessments will involve larger projects, such as essays, presentations, and final exams.The lesson plan will also incorporate opportunities for differentiated instruction to cater to the diverse needs and learning styles of the students. This may include providing additional support or challenge activities, offering alternative assessment options, and incorporatingpersonalized feedback and guidance.In conclusion, the lesson plan for Vocational English Fundamentals Module 2 Unit 3 is designed to provide students with a comprehensive and engaging learning experience. By focusing on the development of language skills, critical thinking, and effective communication, this unit will equip students with the necessary tools to succeed in their academic and professional pursuits.。
《英语》(基础模块)第二册(外语与教研出版社)教案unit3,2
We need volunteers to …
We want some help …
If you are willing to help, please
join us.
组织学生四人一组完成写作任务。
4.以学生自愿展示和教师随机抽
选的方式找2-3组学生将写好的海报公布在黑板上，师生共同点评。
听录音寻找答案。
学生能回答出poster即可。
讨论写海报应注意哪些内容。
阅读
写作练习
1.安排学生两人一组快速阅读
Skill Practice中提供的海报，并完成填表练习。
2.讨论如何写海报，写清时间、地
点、从事的志愿活动类似有哪些，以及对志愿者的要求。
3.组织学生模仿Skill Practice中的海报，为刚刚完成的听力练习设计一张海报。师生共同讨论可以在海报中使用哪些句型，提醒学生使用听力练习前学过的单词语。
If you are willing to help, please join us.
课堂小结
Summary
Useful expressions in Skill practice:
We will hold a …..
We need volunteers to …
We want some help …
spring cleaning event.
2)进一步提：
a. What is a poster?
b. Can you read a poster?
c. Do you know how to write a poster?
集体回答获知志愿活动信息和参加志愿者的方式。
看图跟随老师读单词，了解单词含义。
中职英语基础模块2第三单元现在完成时教案
Unit 3 Have you ever done a part-time job?教案【Learning aims】:☆How to use the present perfect tense.【Important and difficult points】:☆Important points: Master the form of the present perfect tense☆Difficult points: How to use the present perfect tense correctly.【课前复习】:Complete the following sentences(完成下列句子):1.你曾经做过兼职工作吗？Have you _____ done a part-time job?2.我在一家公司做了两年的兼职销售员．I ___________ as a part-time salesperson in a company for twoyears .3. 到目前为止，我已经向六家公司递交了应聘申请I’ve ___________ six companies so far.4.你曾经去过上海吗？Have you ever __________ Shanghai?5.Mary去北京了。
Mary _________ to Beijing.【知识链接一】思考上述句子中用到了什么时态？现在完成时的构成：have / has + 动词的过去分词【知识链接二】:现在完成时态的用法1.表示过去发生的动作对现在造成的影响或结果，常与非延续性动词如begin, give, go , meet, see等连用。
常用的时间状语有many times，yet，ever，never，just，already，so far, by now等。
2.表示从过去持续到现在的动作或者状态，也许还将持续下去。
《英语基础教程》第二册word版电子教案 Book 2 Unit 3 教案 Unit3-3
Unit 3 I’ve worked as a part-time salesperson.〔第三课时教学设计〕一、教材分析1．教学内容本课时系教材?英语根底教程?〔2〕第三单元的第三课时，包括Language in use中的语法局部，具体内容为：现在完成时的根本用法，能在具体情境中运用现在完成时。
2．教学重点、难点⑴教学重点现在完成时的根本用法。
⑵教学难点能在具体情境中运用现在完成时。
二、教学目标1.知识目标⑴掌握现在完成时的根本结构；⑵掌握现在完成时的肯定句型、否认句型、一般疑问句型及其答复。
2.能力目标(1) 学生能用现在完成时描述职业或生活经历。
(2) 学生能够正确运用现在完成时的肯定句、否认句、一般疑问句及其答复。
3.情感目标学生能更加热爱学校，热爱工作，珍惜生活。
三、教学步骤Step One Lead-inThe teacher plays a video for the students. Have all the students take some notes according to the video about sentence pattern “have/has + done〞. Show them the Chinese sentences before playing the video.〔设计意图:播放的卡通小视频里面是关于现在完成时句型一些表述，在视频下方均呈现了英文字幕。
在播放之前将中文句子写出来，便于学生抓住视频内容的重点。
为下一步的学习任务做好准备。
〕Step Two Language in use1. 现在完成时的根本用法：根本结构：助动词〔have / has〕+ 过去分词〔done〕句型：肯定句：主语+ have / has + 过去分词+ …否认句：主语+ have / has + not + 过去分词+ …一般疑问句：Have / Has + 主语+ 过去分词+ …简略答语：肯定答复：Yes, 主语+ have / has.否认答复：No, 主语+ haven't / hasn't.用法：现在完成时表示过去发生或已经完成的动作对现在造成的影响或产生的结果。
最新中职英语基础模块教案：Unit2 (第三课时)英语
Book预备级 Unit 2 How do you do?（第三课时教学设计）一、教材分析1．教学内容本课时系教材《英语基础模块》（预备级高教版）第二单元的第三课时，包括phonetics review，具体内容为：体会并训练vowels ( // /:/ // /:/ ) 和consonants ( // // // // // // )。
2．教学重点、难点⑴教学重点模仿歌谣中含有目标音标的单词读音。
⑵教学难点体会元音音标( // /:/ // /:/ )的正确发音，并区分发音相似的辅音音标( // // // // // // )。
二、教学目标1.知识目标⑴找出歌谣中含有元音// /:/ // /:/的单词，并准确发音。
⑵模仿、背诵含有元音// /:/ // /:/的歌谣。
(3)熟读绕口令，熟悉辅音音标// // // // // //2.能力目标⑴能辨认两组长元音和短元音的发音。
// /:/ // /:/ 。
⑵列举几个含有元音音标// /:/ // /:/的单词，并准确发音。
3.情感目标学生通过朗读歌谣纠正自己的发音，提高语音语调，培养学生的英语学习兴趣。
三、教学步骤（英文）Step One Lead-in （5m）1. Have a comment on the students’ self-introduction. Read out the best self-introduction in the class.（设计意图:教师及时对学生的作业作出评价，对优秀作业的集体肯定，可以促使学生更积极主动地做作业。
）2. Ask another student to introduce the student, whose self-introduction is the best, using the following sentence patterns.His/Her name is …He/She is from …He/She is a …His/Her telephone number is …（设计意图:读懂介绍信息，复习用英语介绍他人。
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通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景并展开相应对话。
教学难点
了解词汇记忆的策略之一——分类记忆；灵活应用正确句子推销自己。
授课方法
PPT课件，pair work
教学用具
录音磁带
教学过程
补充内容
Step 1 Lead-in（8m）
1. A game. We play a game first. Students guess who the famous person is with the help of the key sentences--- sb can do sth, sb works as .... For example: A person can sing songs very well. He works as a singer and an actor. Possible answer: Liu Dehua
5. Read the key sentences after the teacher. Make sure that students can say them out fluently and their pronunciation of the words is correct.
6. Practice the sentences with the information from stals
学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.
3.Emotional goals
掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：1)询问个人经历、才能及应聘原因等信息时: Can you tell me something about yourself? Have you done any part-time job? What are your strong points? Why do you want to work for our company? 2)提供个人经历、才能及应聘原因等信息时: I am a student at…I will graduate…I am (creative and hard-working…) I have worked as a part-time…in a company for…I can (speak fluent English). And I have (very good communication skills). I think it is a/an (exciting) place to work.
3.Activity 5.Listen again and tick. Listen to the dialogue again and tick the advantages Li Xiaohong has. Help students learn the key expressions by paraphrasing the expressions. For example: An expression means being good at using computer. ( have good computer skills) An expression means being good at communicating with others. ( have good communication skills) An expression means being able to speak English very well. (speak fluent English)
Step 2 Listening and speaking (22m)
1.Activity 3. Listen and tick the right picture for the question. Listen to the dialogue and tick the right picture from the four pictures of four different places.
7. Activity 7.Practice the dialogue in pairs. Use Activity 6 as an example.
8. Ask some pairs to demonstrate示范their performance.
Step 3 Summary and Production (14m)
(2)expression about asking and answering the information of one’s working experience, skills and purpose. Can you tell me something about yourself? Have you done any part-time job? What are your strong points? Why do you want to work for our company? I am a student at…I will graduate…I am (creative and hard-working…) I have worked as a part-time…in a company for…I can (speak fluent English). And I have (very good communication skills). I think it is a/an (exciting) place to work.
在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪。
能力要求：
学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。
在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.
1. Make a short summary of what we’ve learned today.
(1)key vocabulary：salesperson; secretary; part-time; applicant; creative; strong points; speak fluent English; have good communication skills;
2. Think of words of jobs and one’s talents.
3. Think of more ways to ask about one’s information of working experience, skills and purpose.如：Why did you leave your last job？What contribution did you make to your current (previous) organization？Are you a multi-tasked individual？Do you work well under stress or pressure？How would your friends or colleagues describe you？How do you normally handle criticism？How do you handle your conflict with your colleagues in your work? How do you handle your failure？
3. Lead-in activity1. Tick the talents that you have. Make sure students understand the meaning of each expression and help them to find the talents they have.
2.Activity 4. Listen again and decide whether the following statement are true or false. Make sure students understand the meaning of each sentence and highlight the present perfect tense in the following sentences and try to guess the use of the tense.注意：Li Xiaohong has visited the company’s website. Li Xiaohong has passed the marketing test.
4. Activity 6. Read and underline. Read the dialogue and underline the interview questions and answers about asking and answering the information of one’s personality, working experience, skills and purpose. Can you tell me something about yourself? Have you done any part-time job? What are your strong points? Why do you want to work for our company? I am a student at…I will graduate…I am (creative and hard-working…) I have worked as a part-time…in a company for…I can (speak fluent English). And I have (very good communication skills). I think it is a/an (exciting) place to work.