Unit 6 Harding working or hardly work

Unit 6 Working Hard or Hardly working?

Period 1-2

I. Teaching aims:

1. to talk about the topic of work concerned. 2. the new language points in Text A. 3. Reading skills 4. Listening skills

II.Teaching importance:

1. to talk about the topic of work concerned. 2. the new language points in Text A 3. Reading skills

III.Teaching difficulties:

1. Information related to the text. 2. The grammar points of the text. 3. The outline.

IV.Teaching methods:

1. Student-oriented communicative teaching(question - answer and group discussions)

2. The Audio-lingual method

3. The grammar-translation method

V. Teaching procedures:

Step 1. Warm-up and Lead-in

Show some pictures of working, ask the questions like these: What are they doing?

What’s he doing? – (he is painting/ he is typing or chatting online or searching on the internet for some useful message ) So we can conclude all of them—

They are working. Lets talk about sth about work. ―It is no use doing what you like;

You have got to like what you do. ‖

―The best preparation for good work tomorrow is to do good work today. ‖

When work is a pleasure , life is joy ! When work is duty, life is slavery.

I think they are useful for you. Now imagine you got a job. Then what

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will you do with it? Work hard ,hardly work( or absently)? So lets go to our new lesson --- Working Hard or Hardly Working? Step 2 . Discussion and finish the questionnaire on page 124.

Answer the questions before the text.

1. Who seem to work harder, people now or in the past?

2. Why most employees working longer hours now than ever before? 3. Do most people believe more time means more work?

Step 3. Information related to the text

Introduction

Nowadays, people work longer hours than they used to, but are they really working harder than ever before? The text give us the answer is ―no‖. Most of them spend extra, unproductive time at the office because their employers encourage them to do so, believing that the more time a person spends at work, the more she or he accomplishes. However, the connection between time and productivity is not always positive. Step 4. Vocabulary

Read new words and phrases, try to get their meanings. Step5. Reading and listening

Let the students read the text and then listen to the text. Step6. Outline

Read the text by themselves, then find out the main idea of every para, and finish exercise 2, 3. on page 128-129.

Para 1 Americans seem to be working harder today than ever before Para 2 The connection between time and productivity is not always positive

Para 3 Employees have to spend more time on their job because employers often consider the amount of time on the job in addition to job performance

Para 4 Employers believe that if the employees stay at work later, they may actually do more work, which may encourage other employees to spend more time at work, too

Para 5 People do not work long hours only for more money.

VI. Summary

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As shown by a recent survey. Americans work longer hours and take shorter vacations than they did in 1979.Though more time on the job doesn’t necessarily mean greater efficiency. In spite of this, people still work extra hours simply because they hope to be promoted by their employers. Head-hunters of a company also tend to believe in the

seeming truth that more time leads to more work. However, it should be noted that this attitude toward work does vary from person to person and from one circle of society to another.

VII. Assignment

Review all the new words and expressions that we learned today Translate this text into Chinese.

VI. Teaching reflection:

Period 3-4:

I. Teaching aims:

1. To read the text fluently.

2. To master the grammar points of the text. 3. To finish the after- reading task.

4. To finish the vocabulary and structure. II.Teaching importance:

1. Master the grammar points of the text. 2. Finish the after- reading task. 3.The vocabulary and structure. III.Teaching difficulties:

1. The grammar points of the text.

2. The finishing the vocabulary and structure. IV.Teaching methods:

1. Student-oriented communicative teaching(question - answer and group discussions)

2. The Audio-lingual method

3. The grammar-translation method V. Teaching process:

Step 1. Warm –up and Revision

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1. Ask some ss to sing children’s English songs. 2. Let the students read the words and text again. Step 2 . While- reading

Let ss read the text again, and then find out the main ideas of every para.

Five parts in the text:

Para 1 Americans seem to be working harder today than before.

Para 2 The connection between time and productivity is no always positive

Para 3 Employees have to spend more time on their job because

employers often consider the amount of time on the job in addition to job performance.

Para 4 Employers believe that if the employees stay at work later, they may actually do more work, which may encourage other employees to spend more time at word, too.

Para 5 People do not work long hours only for more money.

Step 3 Language Points of the text

Read the text again. And then give students more grammar details after understanding the meaning of the text.

1. hard: adv. with great effort, energy or concentration hardly: adv. almost no e.g .Try hard to succeed. .Look hard at this picture. There’s hardly any coal left.

He hardly ever goes to bed before midnight. 2. compare ―employee‖ with ―employer‖

employee: n. person who works for sb or for a company in return

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for wage.

employer: n. person or company that employs others

The suffix ―—ee‖, when added to a verb, usually means a person who is in a particular state.

e.g The payee (= someone is paid) A trainee (= someone is being trained) 3.find out:

learn (sth) by study or inquiry

Can you find out what time the train leaves? I won’t tell you – you must find out for yourself. 4. write down:

put sth down in words on paper

E.G Write down the address before you forget it. 5.at the end of: at the last part of at the end: finished in the end: at last; finally

He tried many different jobs; in the end he became a postman. The task was finished at the end of 1995. The film was at the end.

6.discover: v the opposite of it is cover n. .v. be covered with.. find or learn about (a place, fact, etc ) for the first time I’ve discovered a super restaurant near here!

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