Unit 5 Launching Your Career Period 6 Using language—Reading comprehension and language focus教学设计-2025-2026学年人教版高中英语选择性必修第四册

该高中英语教学设计聚焦求职场景下的文本阅读与语言运用，通过“是否想找暑期工作”“如何申请”等问题激活学生生活经验，搭建从实际需求到招聘广告、求职信、简历三类文本分析的学习支架，梳理其文体特征与语言要点。 以核心素养为导向，通过对比招聘要求与申请材料匹配度的讨论，培养学生分析评价的思维品质，自我评估环节促进学习能力提升，语言点讲解结合实例巩固语言能力，助力学生掌握实用求职技能，为教师提供清晰可操作的教学路径。

Teaching and Learning Design Book4 Unit5 Launching Your Career 教学设计 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and comprehend the 3 different kinds of texts related to applying for a summer job for general ideas and detailed information; 2) Learn about the new language items in the 3 texts; 3) Learn about the stylistic features of job advertisements, cover letters and resumes. Teaching and learning important points: 1) Reading comprehension of the 3 different kinds of texts related to applying for a summer job; 2) Learning about the new language items in the 3 texts; 3) Learning about the stylistic features of job advertisements, cover letters and resumes. Teaching and learning difficult points: 1) Reading comprehension of the 3 different kinds of texts related to applying for a summer job; 2) Learning about the new language items in the 3 texts; 3) Learning about the stylistic features of job advertisements, cover letters and resumes. Teaching and learning procedure: Step 1 Leading in and warming up Activity 1 Leading in 1. Lead into the teaching topic by asking the students to answer the following two questions. Do you want to have a summer job? Do you know how to apply for a summer job? 2. Introduce the learning objectives of this period. Step 2 Reading comprehension Activity 2 Reading comprehension 1. Scan the titles and forms of the 3 texts to find out: What type of texts are they? What are these three different texts about? They are a job advertisement, a cover letter and a CV. The first text is a job advertisement looking for helpers at a summer camp. The second is an application letter for that job as a camp helper. The third is the CV of the job applicant. 2. Read the text “SUMMER CAMP HELPERS WANTED!”, answer the questions, fill in the table and then summarize the stylistic features of a job advertisement. 1) Answer the questions: What job is advertised? Camp helpers. What kind of person is wanted for the job? Has a good level of English; Has good organizational and teamwork skills; Has a passion for Chinese and international culture; Has experience with animals; Has a friendly, welcoming attitude, and good handwriting. 2) Fill in the table according to the job advertisement. Job responsibility to supervise and/ or help out in a variety of tasks and recreational activities. Job requirement Personality and attitude active and outgoing a friendly and welcoming attitude Language skills a good level of English Experience and skills experience with animals good organisational and team work skills 3) Guide the students to summarize the stylistic features of a job advertisement. Basic elements: job responsibility, requirement, (payment), and contact information. Language feature: the language is simple, easy and clear. 3. Read the cover letter and the CV to complete the following tasks. 1) Answer the following questions. (1) What kind of person is required for the job? An active and outgoing person who is passionate about Chinese culture and would like to meet and help young people from other countries. (2) What experience does the applicant have with foreign languages? How has the applicant displayed her knowledge of Chinese culture? She has travelled to several English speaking countries and her English is at an intermediate level. She has a certificate in Chinese Calligraphy and taught after-school classical calligraphy classes. 2) Guide the students to summarize the stylistic features of a job letter. Basic elements: purpose, ability and skills, experience, promise and prospect, personality and attitude, willingness, looking for a reply. Language feature: the language is simple, easy and clear. 3) Go through the CV and find out its function and language feature. Function: To prove or give support for what has been mentioned in the cover letter, and to offer more detailed personal information. Language feature: listing the facts in categories and in order. 4. Read the cover letter and CV again, find out how the applicant responds to each of the job requirements to fill out the table, and discuss whether the applicant is a good match for the job and why. 1) Fill out the table. Job advertisement Application letter CV A good level of English at an intermediate level PETS 3 English qualification Good organisational and teamwork skills Volunteered at local library Captain of school table tennis team; knew how to lead and decide on priorities helped organise city tour for visiting students from Canada A passion for Chinese and international culture Excited about the prospect of welcoming exchange students to our country keen to give them a warm welcome and an experience they will always remember visited UK on high school exchange programme Experience with animals Yes. Worked during holidays at local pet shop A friendly, welcoming attitude, and good handwriting proficient in Chinese calligraphy certificate in Chinese calligraphy 2) Have a discussion: Do you think she is a good match for the job? Why? Suggested answer: She speaks intermediate-level English, has proficiency in Chinese calligraphy, helped to organize a three-day tour of her city for visiting exchange students, worked during holidays at local pet shop, and visited UK on high school exchange programme. She seems to be a good match for the job, as she appears to have all the necessary skills and qualifications. Step 3 Language Focus Activity 3 Learning about the new language items Learn about the following new language items. 1. attend to关怀；照料；处理 attend vt. vi.出席；参加；照顾；护理 vt. 经常去，定期去(某处) vi.专心；留意 attend a meeting/a lecture/school参加会议/听讲座/上学 e.g. I’d appreciate it if you could attend to my daughter while I’m off to work. 如果你能在我去工作的时候照顾我的女儿，我将感激不尽。 The main thing is to attend to the injured. (照料) If we do not attend to the problem, it will certainly go worse. (处理) I am writing to invite you to attend a one-on-one interview at our school radio station for a program named“Talk and Talk,” 我写信邀请您参加我们学校广播电台的一对一采访，节目名为“Talk and Talk”。 2. I have been captain of my school table tennis team for two years, so I know how to lead and decide on priorities.我在学校乒乓球队当了两年队长，所以我知道如何领导团队和决定事情的优先顺序。 1) 句式结构：“疑问词＋不定式”结构。“疑问词＋不定式”结构中的特殊疑问词指when，where，what，which，who及how等连接词；“疑问词＋不定式”结构在句中可作主语、宾语、表语等，用作宾语的情况比较多，尤其是用在advise，ask，consider，decide，discuss，explain，forget，know，learn，remember，show，teach，tell，wonder等动词后面；特殊疑问词与构成不定式的动词之间为逻辑上的动宾关系时，不定式通常用主动形式表示被动意义；该结构作主语时，谓语动词常用单数形式。 e.g. He is so young that he doesn’t know what to do with such a thing. When and where to hold the meeting remains to be discussed further. 何时何地举行会议仍需进一步讨论。 Now, when having trouble in learning English well, plenty of students urge to know what to do with it. 现在，当很多学生在学好英语方面遇到困难时，他们都想知道如何应对。 I would appreciate it if you could offer me some tips on how to adapt to the new surroundings 如果您能给我一些如何适应新环境的建议，我将不胜感激。 2) priority n.优先事项；首要的事；优先 give priority to优先考虑 a top priority 当务之急；最优先考虑的事 take/have priority over 优先考虑 prior adj.先前的；优先的；较重要的；在前面的 prior to 在前，居先 e.g. Nowadays the priority for travelling is shifted from shopping to food and scenery. 当今，旅行的重点从购物转变成了品尝美食和欣赏风景。 They made originality top priority in their fashion design. 他们把独创性放在时装设计的首位。 The search for a new vaccine will take/have priority over all other medical research. 寻找新疫苗将优先于所有其他医学研究。 Women are more likely to give priority to child care and education policies. 女性更可能优先考虑孩子的照料和教育方案。 It is important to enrich the soil prior to planting. 在种植之前，先给土壤增肥很重要。 3. With my proficiency in Chinese calligraphy, I could also conduct classes for your visitors to help them learn more about this beautiful aspect of Chinese culture. 由于我精通中国书法，我也可以为你们的访客开设课程，帮助他们更多地了解中国文化美丽的一面。 with复合结构由with + n./pron.(宾语)+宾语补足语构成，宾语补足语可以是形容词/副词/介词短语(表状态)，也可以用非谓语动词，包括现在分词(表主动意义，强调动作正在进行)、过去分词(表被动意义，强调动作已完成)或不定式(表将要发生的动作或客观情况) e.g. He slowly raised his head, looking at me with a twinkle in his eye. 他慢慢抬起头，眼睛里闪烁着光芒看着我。 Perhaps we ought to combine our ideas and provide a balanced menu with food full of energy and fibre. 或许我们应该结合彼此的想法，然后提供一个能量充足且富含纤维的均衡的菜单。 To my surprise, it was a girl about my age with a bloody cut on her forehead. There lay Grandma, looking peaceful yet painful with so many tubes attached to her. With the college entrance examination drawing near, I am engaged in preparing for it. With so much homework to do, I was busy yesterday. 4. keen adj. 渴望的；热衷的；着迷的；敏捷的；灵敏的；激烈的；低廉的；寒冷的；锋利的 be keen to do sth./ on doing sth./that….渴望；热切；热衷于(=be eager for sth./to do sth. ) be keen on sb./sth./on doing sth. 喜爱；(对……)着迷，有兴趣 e.g. John was very keen to help. 约翰很热心，愿意帮忙。 We are keen that our school should get involved too. 我们盼着自己学校也参与其中。 I wasn’t too keen on going to the party. 我不太想去参加这次聚会。 Tom is very keen on Anna. 汤姆迷上了安娜。 She’s not keen on being told what to do. 她不喜欢别人向她发号施令。 5. finance n. 资金；财政；财力 vt. 给……提供资金 financial adj. 财政的，财务的；金融的；有钱的 financially adv. 财政上，金融上，经济上 e.g. Finance for education comes from taxpayers. 教育经费来自纳税人。 The study proposes a comprehensive restructuring of government finances. 该研究提议对政府财政进行全面重组。 The building project will be financed by the government. 这个建筑项目将由政府出资。 He took a job to finance his stay in Germany. 他找了一份工作以赚钱支付在德国的费用。 The company is in financial difficulties. 公司目前财政困难。 Financially, she’s more stable now than in previous years. 她现在比前几年经济上更稳定了。 6. certificate n. 证明，证书；文凭v. 发结业证书 certification n. 证明，鉴定 (technical 术语，强调过程) e.g. a birth/marriage/death certificate 出生/结婚/死亡证明 a Postgraduate Certificate in Education (= a British qualification for teachers) 教育学研究生证书 the medical certification of the cause of death 为死因出具医学鉴定 Step 4 Summary and evaluation Activity 4 Summary and text reconstruction 1. Summarize the above language items. 2. Summarize the stylistic features (basic elements and language features) of job advertisements, cover letters and resumes (CV). Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the stylistic features of job advertisements, cover letters and CV? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $