Unit8PlanningyourcareerSectionOneStep1.WordstotheTeacherThisisthelastunitofModule5,thelastmoduleforthecompulsorycourseofEnglish.Itmaybetherighttimetohavestudentsthinkaboutwhattheyshoulddowhentheygraduatefromhighschool.Choosingacareerisnoeasyjob.Itdependsonmanyfactorsthatareatwork.However,thistopicoffersavaluableopportunityforyourstudentstothinkandplanforthemselves,andmakenecessarypreparationsforwhatevertheyintendtodointhefuture.1.Turntotheopeningpage,UnitEight,PlanningYourCareer.Asktheclasstoreadthetitleandshortdescriptionandguesswhatwillbepresentedinthisunit.Recordtheirresponsesonthechalkboard.Ask“Whydoyouthinkso?”2.Brainstormalistofcareerswiththeclass.3.Discussthemeaningofinterests,skillsandtalents.Howarethesewordsdifferentinmeaning?Step2.ChoosingacareerUsingTheDirectedReading-ThinkingActivity(DR-TA),(Stauffer,1969)process,theteacherwillguidethestudentsthroughthetext.BeforetheClass,ThereisSomePreparation.1.Determinestop-points.Thistexthasnaturalstopspointsaftereache-mailmessage.2.Preparequestionstobeaskedatstop-points.Trytoaskopen-endedquestions.Thesetypesofquestionsencouragediscussion.3.Beforethestudentssilentlyreadthefirstsection,introduceany"newvocabularytostudents.Thepurposeisforthestudentstoeasilycomprehendthetext.FirstMessageAskthestudentstoreadsilentlythefirste-mailthatJennysendsLiMing.Afterthereading,askforvolunteerstoretellthee-mailmessageintheirownwords.Askthefollowingopen-endedquestions:WhydoyouthinkJennyisstartingtothinkabouthercareer?Howaredaydreamingandthinkingthesame?SecondMessage1.Beforeassigningthenextemailmessageforsilentreading,discussthefollowingvocabulary:expression,serious,advice,choices.Askformanyexamplesofeachofthefourwords.2.Askstudentstoretelltextintheirownwords.Questionstoaskafterreadingthetext:HowdoyouthinkLiMingwilldecidetoplanhiscareer?Whatpartofthestorygaveyouaclue?HowwilllearningtohelpLiMing?WhydoyouthinkLiMingaskedhisfriendJennyforadvice?Whatpartofthestorygaveyouaclue?ThirdMessage1.Vocabularytodiscussbeforeassigningthenexte-mail.message:observe,rewarding,questionnaire,consider,confused.2.Afterthestudentshavesilentlyreadthemessage,discusswiththeclass.Askforvolunteerstoretellthemessage.Questionsfordiscussion:InwhatwaywillobservingothershelpJenny?Doyouthinkthisisgood,advice?HowareMrs.WilliamsandMr.Baldwin’svaluesaboutworkdifferent?FourthMessage1.Vocabularytodiscussbeforeassigningthenexte-mailmessage:reply,goal2.Afterthestudentshavesilentlyreadthemessage,discusswiththeclass.Askforvolunteerstoretellthemessage.3.Questionsfixdiscussion:DoyouagreewithMr.Chen’sadvice?Whyorwhynot?SectionTwoStep1.Buildyourskills1.BuildyourcomprehensionThissectioncanbeassignedforhomeworkorasanin-classgroupactivity.[Answers:l.(personalchoices)2.Jennydaydreamsaboutbecomingaworld-famousscientistwhocuresmanydiseasesandaboutclimbingmountainsandhavingapeakintheHimalayasnamedafterher.ShealsodaydreamsaboutbecomingagreatOlympicathleteandbecomingachefwithherownTVprogram.3.c.4.c.5.b.6.Workwiththestudentstosummarizetheadvicebyreviewingtherelevantparagraphsandpassages.]2.Buildyourvocabulary(1)Matchthephrasesa.Beforeopeningthebookandmatchingthedefinitions,writethe4phrasesontheboard:beinthesameboat,cooldown,fillin/out,pullsomeone’sleg(2)Dividetheclassintogroupsandaskeachgrouptolocatethe4phrasesinthecontextofthestory.Withtheclassdiscusswhatthephrasesmeaninthecontextofthestor...
