Unit 3 Careers and skills：Project 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版）

Unit 3 Careers and skills
Project
I. Learning objectives
By the end of the lesson, students will be able to:
1. know about all types of jobs around the world;
2. understand a mock photographer interview;
4. design a mock teacher interview.
II. Key competence focus
1. Exhibit the students’ imagination.
2. Develop the students’ power of designing a mock interview.
3. Improve the students’ writing skills.
III. Predicted area of difficulty
Designing the mock teacher interview.
IV. Teaching procedures
T greets the class.
T: Class begins, boys and girls! Good morning/afternoon!
Step 1 Revise the core vocabulary.
Fill in the blanks with proper forms of the given words.
1. The job advertisement states clearly that the ________ (apply) must have three years’ experience.
1. applicant(s)
2. Politeness, clearness and ________ (concise) are the essentials of good business writing.
2. conciseness
3. He walked on the opposite side of the street to ________ (fresh) his memory of the building.
3. refresh
4. All the passengers who ________ (delay) received 400 yuan as compensation from the airline.
4. were delayed
5. She longed to break in on their conversation but didn’t want to appear ________ (rudeness).
5. rude
6. As the goods were damaged, she felt fully ________ (justify) in asking for her money back.
6. justified
7. The doctor must seek the agreement of the two ________ (relative) before carrying out the operation.
7. relatives
8. They ________ (infer) from the article that the pilot was responsible for the accident.
8. inferred
9. When I returned home, I tried ________ (convey) the wonder of this machine to my husband.
9. to convey
10. Before he could run away, she ________ (seize) seized him by the collar.
10. seized
【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。此处也可当作过关检测，检查学生对核心词汇掌握情况。】
Step 2 AP41 Discuss job opportunities
T As a class, discuss what job opportunities there are for a mock job interview. Then in groups, choose one job for the students’ mock job interview.
T: What do you think is a job
S: A job is a person’s role in society. More specifically, a job is an activity, often regular and performed in exchange for payment. Let’s list some of the jobs available in the job market.
S1: Waiter, dentist, nurse, electrician, doctor….
S2: Businessman, football player, surgeon, secretary, soldier….
S3: Repairman, scientist, reporter, construction worker, professor…
S4: Police officer, postman, photographer, pilot, painter…
S5: Mechanic, magician, lifeguard, clown, housekeeper…
S6: Gardener, forest keeper, farmer, flight attendant, fireman…
S7: Engineer, carpenter, architect, boxer, detective, journalist…
S8: Driver, salesman, librarian, singer…
T: So there are countless jobs available around the world. Today we’ll hold a mock job interview. Let’s determine one.
T Students discuss and then determine “mock teacher job interview”.
【设计意图：老师先引导学生理解工作的概念，然后列举各种工作，最后确定本节课的主题：模拟教师面试场景。】
Step 3 BP41 Make a list of interview questions
T As a group, make a list of interview questions and try to think about answers to these questions. You can think of general job interview questions as well as those that are specific to your chosen job. Use the following ideas to help you.
T: Please read the model questions in BP41:
What work experience the applicant has What skills the applicant has Why the applicant applies for the job How the applicant handles the specific challenges of the job
T: Everyone “offers” at least one teacher interview question.
T: Ready Let’s speak it out one by one as quickly as possible.
S1: What is your educational background What was the most rewarding part of attending that particular school
S2: What are you currently reading for enjoyment
S3: What do you want to be doing in five years
S4: List five adjectives to describe yourself.
S5: What is one of your weaknesses, and what are you doing to improve it
S6: What are your interests or hobbies outside of the classroom
S7: What teams, clubs or extracurricular activities were you involved in while you were in school
S8: What activities would you consider coaching or advising as part of the teaching staff
S9: Why do you want to teach at this particular level or this particular subject
S10: What strengths do you have that help your teaching career
S11: What is your favourite subject to teach and why
S12: What is your least favourite subject, and how do you approach it to ensure that you teach it well
…
T: Try to think about answers to them.
【设计意图：此节设想模拟教师面试场景常见的问题，然后思考如何回答。这样自然导入模拟教师面试场景的设计。每个学生最少设计一个问题，然后接龙提出，速度快，课堂气氛好。】
Step 4 CP41 Reading
T Read through CP41 and try out understand the strategies in the job interview.
【设计意图：CP41是摄影师面试场景的典型例子，学生通过阅读感受这种情景，并思考如何设计教师面试场景。】
Step 5 A mock job interview
T: As a group, conduct the mock job interview in front of the class. Use the example in CP41 to help you.
A mock teacher interviewInterviewer 1: Hello, Mr. Wang, welcome to our teacher interview.Applicant: Thanks for the great opportunity. Interviewer 1: So why did you decide to become a teacher Applicant: From the time I was young, I have loved learning and appreciated the great teachers who opened new worlds for me. There’s no job more important than teaching the future leaders of our world the information they need to know, but more importantly, showing them their worth, their potential, and their ability to form their own opinions by thinking critically and observing the world around them.Interviewer 1: What makes you a good fit for this school Applicant: I am inspired by this school’s reputation for educational excellence and for encouraging creativity through its renowned arts program.Interviewer 1: What role does discipline play in teaching and what is your approach Applicant: I believe that a teacher can’t be effective without the right disciplinary approach. I prefer to explain what’s expected of my students, so they’re set up for success. Without discipline, there won’t be respect. I’ve found that a rewards system is the best method for avoiding bad behaviour. That is, using rewards enforces positive behaviour and gives children a goal to strive for.Interviewer 2: What continuing education classes, workshops, training, etc. have you attended Applicant: The district where I worked previously offered continuing education opportunities in the evenings throughout the year. I attended these sessions regularly.Interviewer 3: How have you used, or how will you use the technology Applicant: In my last classroom, the students used tablets to create and manage their own website, which proved to be a great tool for communicating with parents and allowing them to see the daily activities their kids participated in.Interviewer 3: Would you be interested in leading any after-school activities Applicant: During the summer, I am the director of a theater camp offered by the art center in town. I would love to take part in any drama clubs or performances the children participate in throughout the year. Or, if there isn’t a drama club, I’d certainly love to start one, if that’s something that the school would be interested in. While theater happens to be my personal passion, if there are any other activities that are especially in need of support and that I might be a good fit for, I’d be willing to help out however I can.Interviewer 4: How would you deal with a student who is habitually late Applicant: If a child is coming into school late on a regular basis, I would first talk with the child to see if there is anything going on in school or at home that is causing him or her to be late. After talking with the child, and depending on what they share, I would discuss with my supervisor the best possible approach to talk to the family about the repeated lateness.Interviewer 4: How would you engage a reluctant student Applicant: If a student seems reluctant to participate during a specific subject, I would use my experience working with different types of learners and adjust my teaching strategies to engage the student in a way that they would feel more comfortable to participate.Interviewer 5: What would you say to an angry parent about their child’s grade Applicant: If I have a parent who is upset about a grade their child received, I would then ask the parent(s) to help me brainstorm ways that their child might prepare for and perform better on assessments. For example, I once had a child who consistently struggled with his weekly spelling work. I asked the parent if we could think of some strategies the child could use both in the classroom and at home to improve the student’s spelling skills. Interviewer 5: What questions do you have for us Applicant: How would you describe the culture of the school What qualities do you look for in a candidate What are some of the school’s greatest achievements What extracurricular activities are offered to students
【设计意图：此处是教师面试场景设计，体现教师面试的过程、常见问题以及如何回答。】
Homework
1. Watch the micro lesson: Mock interview guide. (Optional)
2. Finish off “Appreciating language” P74 in the workbook. (Optional)
Guided reading
Robert Louis Stevenson (1850–1894) was a Scottish author who is best known for his adventure stories, especially Treasure Island (1883). Stevenson came from a well-to-do family and trained as a lawyer; however, he ultimately decided to pursue a career in writing.
In this adapted excerpt, Stevenson addresses a young man who wants to become an artist. It is likely that the author’s own experience was at the back of his mind as he wrote the text. Stevenson’s writing style is rich, which shows his passion for art and literature. In the second paragraph, he discusses the sharp emotional turns of youth through a series of opposites: “now in the airiest touch, now with a bitter hug; now with exquisite pleasure, now with cutting pain; but never with indifference, to which he is a total stranger”. This description is quite dramatic, and the reason for this can be found in the use of adjectives. For example, the young person described is not just a stranger to indifference, but a total stranger to it; likewise, Stevenson does not just mention pain, and he describes cutting pain. If he had used such a large number of adjectives throughout the passage, it would quickly get tiresome. Wisely, the author limits it to this key description.
In fact, this passage is a good example of how writers can use variation to maintain the readers’ interest. Stevenson varies the length and rhythm of the sentences, and he adjusts the focus from himself (in the first paragraph) to that of a generalized young person (in the second paragraph) to addressing the reader directly (in the third paragraph).