王守仁实用综合教程-2-Unit-1-教案.doc

Unit 1 Blue-Collar Workers
Objectives：
1. read an article about the demand for blue—collar workers；
2. enlarge your vocabulary relating to personal qualities；
3. gain some ideas of what the top 9 blue-collar jobs are；
4. get some tips about modal verbs in English；
5. learn how to read and write a thank-you letter。
Focuses：
1. Vocabulary： (omitted)
2. Speaking： Talk about the ideas of an ideal job based on the following questions。
3. Grammar: Modal verb in English
4. Practical writing： How to write a thank—you letter。
Outline：
Period 1: Warm-up Discussion; study of words and expressions in Text A
Period 2： Discussion of Text A
Period 3： Comprehensive Exercises
Period 4: Grammar Tips； Active Words and Vocabulary Check
Period 5： Discussion of Text B and the follow-up Comprehension
Period 6: Practical Writing
Period 7: Starting Out & In—class Activities （Practical Listening and Speaking Course)
Period 8： Cultural Notes ＆ After—class Activities (Practical Listening and Speaking Course)
Methods：
(1) Practice speaking and listening
(2) Discussion
(3) Presentation and role play
（4) Exercises
Teaching Procedures
Period 1:
Step 1。 Warm-up Discussion （5 minutes)
Questions:
1。 Do you like blue—collar jobs?
Hint： I like blue-collar jobs because: the demand is huge； we can get professional training and technical knowledge； and the salary is good。
2。 What will be your favorite blue-collar job and why？
Hint： My favorite blue-collar job is that of a gardener, because I can work outdoors and enjoy the fresh air； and I can keep fit and get good pay。
Step 2. Background Information (10 minutes）
Tell something about different types of Workers
A blue-collar worker is a member of the working class who performs manual labor。 Blue-collar work may involve skilled or unskilled, manufacturing, mining， construction， mechanical, maintenance, technical installation and many other types of physical work。 Blue-collar work is often paid hourly wage-labor, although some professionals may be paid by the project or salaried. There is a wide range of payscales for such work depending upon field of specialty and experience.
White-collar workers typically perform work in an office environment and may involve sitting at a computer or desk. Service workers， or pink—collar workers, make up a third type of worker。 Their labor is related to customer interaction, entertainment sales or other service—oriented work。
Step 3. Vocabulary in Text A （20 minutes）
Ask Ss to read new words and expressions by themselves and then read the new words together. Explain the important points.
1。 heartland n. the area or region where a particular set of activities or beliefs is most significant 中心地区,心脏地带
Jack had a six—day bus tour around the industrial heartland of America杰克在美国工业中心区域乘大巴旅游了六天
Even the attack on Pearl Harbour was remote from the country’s heartland. 即使是珍珠港事件的发生地也远离美国的心腹地带。
2。 resident n. people who live in a place 居民,住户
They are going to build more low—cost homes for local residents。 他们将为当地居民建造更多低成本的住宅
Phrases:
(1) permanent resident 永久居民
（2) resident physician 住院医生
reside v。 居住
Margaret resides with her mother in a London suburb玛格丽特
3。 corporation n。 company multinational corporations
4。 workforce n. 劳动力，劳动队伍
In the country， half the workforce is unemployed
an employer of a very large workforce
5。 Replacement sth. or sb. that takes the place of sth. or sb。 else 代替物，代替者
Taylor has nominated Adams as his replacement
6。 shortage n。 without enough of sth. 缺乏，缺少
Vietnam is suffering from food shortage越南正遭受食物短缺之苦。
7. manufacturer n。 a business or company which makes goods in large quantities to sell 生产商
the world’s largest doll manufacturer全球最大的玩偶生产商
8. annual adj. once a year, every year 年度的，每年的
annual meeting / annual report
9。 earnings n. （pl.） money received in return for one’s work （复)收入，工资，挣得的钱
net earning
earning rate
earn v。 挣钱
Jack earns a lot of money every month. 杰克每个月挣很多钱。
10。 point to 显示，表明；指向
When Japanese people refer to themselves， they point to their nose, not their heart. 当日本人表示自己时，他们会指向自己的鼻子，而不是心口。
11。 gap n. big difference; space between two things or a hole in the middle of sth. solid 差距；空隙
the gap between rich and poor贫富差距
He pulled the thick curtains together， leaving just a narrow gap。 他拉上厚厚的窗帘，仅留下一条狭窄的缝隙
12。 plumb v。 put the pipes in buildings for carrying water； examine closely or deeply 装水管；探寻，探究
She learned to wire and plumb the house herself. 她学会了自己给房子接电线、装水管.
Magda had plumbed her own heart for answers。 玛格达在自己心中搜寻答案。
13. program n. a series of actions or events that are planned to be done； a small book or sheet of paper that gives information about the play or concert； a set of instructions that a computer follows in order to perform a particular task 方案，计划;节目单；程序
the nation’s largest training and education program for adults该国最大的成人培训与教育计划
14。 find a way up 找到进步或晋升的途径
“You've got to find a way to break up conventional thinking，” he says. 他说：“你必须找出打破常规思维的方法。”
15. investment n。 the activity of using one’s money to increase its value; the money used this way 投资行为；投资款项
The government must introduce tax incentives to encourage investment。 政府必须通过给予税收利益来鼓励投资.
Step 4。 Vocabulary Check B &C (10 minutes)
Ask the students to finish the exercise， vocabulary check （part B and C). Then check the answers.
Period 2：
Step 1。 Language Points in Text A （30 minutes）
Explain the language points to Ss and analyze the structure of the passage。 Pay more attention to longer sentences in Text A and try to make Ss understand。
1. To many ... offer its residents。: For many people， America’s industrial heartland can’t provide enough work to its residents。
too little： not too much, not enough 太少
Too much work and too little rest often lead to illness. 过量的工作和过少的休息会引起疾病。
offer： make available or accessible， provide or furnish 提供,给予
We have been successful because we are offering a qualityservice. 我们一直是成功的，原因是我们在提供优质服务。
2。 But things look 。.。 in Ohio。: But in the eyes of Karen Wright - the CEO of Ariel Corporation in Ohio, things are different.
look very different to: appear different in sb。’s eyes 在某人眼中看上去不一样
They don’t look different to me whether they’re children or adults。 不管他们是儿童或者变成了成年人，在我脑海中都是一样的。
3. I don’t know where we are going to find replacements。： I don't know where we are going to find the new and young skilled workforce。
replacements: equivalent persons or things in the place of another 替换
the replacement of damaged or lost books受损或遗失书籍的替补
We need a replacement for the secretary who left. 我们需要一个人代替已离职的秘书.
4。 That may sound surprising .。. for a generation.: Considering that the state has suffered from lack of jobs for a generation, it may sound surprising.Here “given” is a preposition. If you say given something, you mean taking that thing into account.
Given the uncertainty over Leigh's future I was left with little other choice。 考虑到莉前途未卜,我几乎没有选择余地。
5。 The industrial recovery comes with a price: a quickly rising demand for skilled workers.： The industrial recovery suffers from a quickly rising demand for skilled workers. Here, “a quickly rising demand for skilled workers" is an explanation of “a price”。
price: sth。 you have to do or suffer in order to get sth. else 代价
There may be a price to pay for such relentless activity， perhaps ill health or even divorce. 这样没完没了的活动可能是要付出代价的，也许是健康恶化甚至是离婚。
Compare：
（1) at any price 不管价格的高低；不惜任何代价
(2） at a price 以高于市场（或正常）的价格；做出
相当大的牺牲
(3) at the price of 以…的代价
6. The shortage of ... world economy。: The shortage of industrial skills means a wide gap between the American education system and the demands of the world economy.
point to： mean, show 表明，证明是
All the evidence points to his guilt所有证据都表明他有罪。
7。 For many years 。.。 systems design。： For many years, Americans have been told that the future depends on the advanced services， such as law， and “creative" professions such as software—writing and systems design。
high-end： high-level， advanced 高端的
high—end interview高端访谈
high—end jewelry高档首饰
Step 2. Comprehension of Text A (15 minutes)
Give students 5 minutes to go through the text, ask them to finish the exercise then check the answers.
Period 3：
Step 1。 Comprehensive Exercises (45 minutes)
Ask the students to finish the exercise then check the answers.
Period 4：
Step 1。 Active words （20 minutes）
Ask the students to pay more attention to the function of the active words and then finish the relative exercises。
Step 2. Grammar Tips情态动词( Modal Verbs） （20 minutes)
First, ask Ss to preview the explanation and then give further study of the grammar tip. Do the exercises to check out whether Ss know the grammar well.
情态动词的定义
情态动词有一定的词义，表示说话人的情绪、态度或语气，不能单独作谓语,只能和其他动词原形构成谓语。情态动词数量不多，主要有：can （could）， may （might）, must， need， ought to， dare（dared)， shall （should)， will （would)等。
情态动词的特点
情态动词无人称和数的变化，其否定式构成是在情态动词后面加“not”。有些情态动词有现在式和过去式两种形式,过去式常用来表达委婉的语气，时态性不强。
情态动词介绍（见课本)
Step 2。 Practice （5 minutes)
Give students five minutes to go through and finish the relative exercises.
Period 5:
Step 1. Language Points in Text B （30minutes）
Select some important words and expressions to explain and analyze， pay special attention to the language points. Then ask Ss to scan the text and conduct further study。
1。 What’s more ..。 so—called white—collar jobs: Moreover， the pay for these jobs is nearly the same as that for many so—called white—collar jobs。
What’s more： furthermore, moreover 不仅如此,而且
2。 …these workers even make much more than the average American worker: The salary of blue—collar workers is higher than that of the average American worker.
3。 Below are 9 ..。 in today’s workforce。： The followings are the top 9 best-paying blue—collar jobs， which are still much needed in today’s workforce。
below: refers to the thing or things that you are about to mention
4. Plumbers and pipefitters 。.. commercial and public buildings。: Plumbers and pipefitters install, maintain and repair many different types of pipe systems, which range from those in city water treatment plants to residential， commercial and public buildings。 Here, “those" is a pronoun， referring to the pipe systems.
5. Electricians 。.。 classroom instruction.: Electricians learn their profession through apprenticeship programs, including both on—the-job training and related classroom instruction.
apprenticeship： a fixed period of time during which someone learns a skill from a person who has the particular skill 学徒期
6。 Eye-hand coordination 。.. in this field.： In order to do a good job in this field, eye—hand coordination, physical fitness and a good sense of balance are three key elements.
Here， “who want to do a good job in this field" is a relative clause sentence, which modifies “people”. physical fitness： good physical condition; being in shape or in condition 身体健康
7。 … a probationary period ranging from six months to three years： a trial period is about six months to three years.
a probationary period: the state or period of such testing or trial 见习期
Step 2。 Follow—up Comprehension （15 minutes)
Help students go through Text B and finish the comprehensive exercises。
Period 6. Practical Writing （How to Write a Thank—you Letter）
It is necessary to teach some writing skills beforehand, and then study the sample。 Ask Ss to write a note on the spot.
Step 1. General Introduction (10 minutes)
在社会生活中,我们经常会得到别人的帮助或赠礼。为此，我们需要通过某种方式表示我们的感激之情。给对方写感谢信是一种常见的致谢方式。下面示范的是两封用英语书写的感谢信，可以通过电子邮件发送。
Step 2. Sentence patterns for expressing thanks in English (15 minutes):
1。 Thank you so much for your hospitality.
2. Thank you very much / ever so much / most sincerely / indeed / from the bottom of my heart。
3. Many thanks for your kind and warm letter.
4。 Please accept / I wish to express my sincere / grateful / profound appreciation for…
5. I sincerely / deeply / warmly appreciate…
6. I am very / sincerely / most / truly grateful to you for…
7. It was good / fine / thoughtful of you…
8。 We were deeply touched by …
9. We are indebted to you for …
Step 3. A sample for the writing task in this unit （25 minutes）:
Sep.2
February 20
Dear Tom，
I’m so grateful to you for the dictionary you gave me as a gift。 It is very helpful in my work, especially when I'm translating business material。 Thanks for your kindness。 You’re a true friend。
Come to see me when you are free。 Take care.
Yours,
Xiao Ming
Period 7:
Step 1。 Starting Out (15 minutes)
This is the first unit of the second semester. By now the students must be very familiar with the campus. So the teacher may want some students to draw a sketch map of the campus either before or during the first class。 And then on the basis of the map， demonstrate to the students how to ask for and give directions about the buildings on campus. Ask them which building they would like to locate。 Teacher may want to make a dialogue with one of the more advanced students； either let him/her to ask you or ask him/her to give directions to that building. Once the students know how to do it， let them make dialogues in pairs and talk about one or two of the following topics.
1. The library
2. The computer lab
3. The school canteen
4. The administrative building
5. The school gate
Step 2. In-class Activities (20 minutes）
This section contains short dialogues that offer various expressions concerning asking for and giving directions on campus。
Step 3. Speaking Out （10 minutes）
This part is designed for students using certain expressions to ask for directions。
Period 8：
Step 1。 Culture Notes (15 minutes)
Let the students read this section on their own. The teacher may want to check if they have read this section by asking the following questions:
1. If you want to stop someone and ask him/her for directions， what do you usually say to him/her first? (Excuse me.)
2. If you don’t quite understand what the person has told you about the directions, what can you do? （Although one can always say “I beg you pardon？” or “Could you say it again?” try not to make the person repeat more than twice。 Instead， you may repeat what you’ve already understood and let the person tell you the test.)
3. While traveling in a foreign country， what would you bring along to make your travel easier? （A road map。）
Step 2。 After—class Activities （30 minutes)
Although the exercises included in this part are meant for the students to practice in their spare time, the teacher may want to select some of them to practice in class， especially those in Sections A and B。 Unlike those in Book One， the exercise items included in Section B are mini—dialogues designed to prepare the students for the standardized examination they are to take in the following year。
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