1.3 SPEAKING提供了职业顾问的部分调查问卷，要求学生以小组合作形式，谈论自己的喜好、不足之处，并就课本所供几种工作类型进行讨论，从而让学生客观地认识自我，并训练自己的表达能力。

1.2 LISTENING是三位学生谈论有关择业问题的听力材料。要求学生听前以小组合作方式预测听力内容。

1.1 WARMING UP 提供了四幅有关理发师、餐厅服务员、厨师和会计工作场景的图片，让学生运用已有的知识和经验，想象并描述他们的日常工作内容、职责和义务并以全班讨论的形式，发表自己的观点。

1. 教材分析

本单元以Finding jobs为话题，旨在通过单元教学，使学生正确认识自我并懂得要想成就一项事业，实现人生理想，需要付出不懈的努力；能灵活运用所学知识描述社会上的不同职业，描述自己的特长以及未来的职业理想；能根据一些建议和要求，表达自己的优势，阐述求职理由，并能写出一封成功的求职信。

2. Write down how you can get some information if you want to be a volunteer.

1. Get more information about youth culture.

3. Learning ability goals 学能目标

Enable the students to learn how to talk about youth culture and interests of young people.

Teaching important points　 教学重点

Enable the students to present their opinions about computer games.

Teaching methods　 教学方法

Discussion.

Teaching aids 　教具准备

A computer and a projector.

Teaching procedures & ways　 教学过程与方式

Step I　 Revision

Check the homework.

T: Yesterday I asked you to design some posters or find some pictures showing what life is like for a modern teenager today. Have you brought your homework here?

S: Yes.

T: Very good. Take out your homework and put it on your desk. I’ll check it later.

Step II　 Warming up

Get the students to talk about the pictures and do the first two tasks.

T: Now let’s turn to Page 127 and look at the pictures first. Which of the pictures are true to your life?

Ss: Picture 1, 2, 3 and 4.

T: What other activities and interests are typical of you young people?

S1: Playing computer games.

S2: Chatting on the Internet.

S3: Sending and receiving e-mails.

S4: Sending and receiving messages.

S5: Go traveling.

S6: Go camping.

S7: Taking part in some voluntary work.

S8: Attending some extra classes such as painting, music, dance, handwriting and so on.

T: OK. Nowadays people often talk about the “global teenager”. What do you think teenagers in China have in common with those in the other countries?

S1: They all like popular things.

T: Can you give some examples?

S1: Let me try. They are always wearing fashionable clothes, jewels, glasses, hair,

beard and so on.

S2: They like entertainment after school or work. They often go to dance, sing

songs, play computer games, and hold parties.

S3: They have their idols such as some film stars, TV stars, singers, sports stars and

some other popular persons. They admire them and sometimes imitate them.

S4: Sometimes they feel lonely and depressed in the competitive society so they value friendship and like making friends in life or through the Internet.

S5: Money, success, and expensive things are what they seek.

S6: They run after life of high quality. They like green food, pay attention to taking exercise, enjoying life in the open air and traveling. They believe the best things in life are sunshine, laughing, walking in the beauty of the country, friends and music.

T: Wonderful!

Step III　 Speaking

Get the students to present their posters and pictures and then discuss and answer the four questions. T: Now pass your posters and pictures around the class and discuss why young people like these things. (While the students are having a discussion, the teacher may go around and join them.)

Ask the students to show their work.

T: Now who would like to explain your designs and contents and tell us why you chose to include this or these characteristic(s) of teenage life.

S1: Here are our pictures. Now many teenagers are taking pictures of Yang Liwei, Yao Ming, Ding Lei, Deng Yaping and Wu Xiaoli, because they have just been elected as the first five favorite youth idols. It seems that the new generation focuses on what their idols contribute to society, and they are worshippers of pop singers, movie stars and sports stars. The youth are inspired to study and work hard to create a bright future.

It is a common phenomenon that the adolescents worship stars. But what kind of stars they adore and who should become youth idols is what matters. They should be guided properly.

S2: The pictures in our posters are on my U-disk. Can I use the computer and the projector to show it?

T: Of course. Go ahead please.

S2: Look at the screen. In our posters there is a mobile phone, a computer, an Mp3 and a digital camera. It shows that the youth in the contemporary era have used the media more than ever before. As new media and popular culture range from basic use of the Internet to digital technologies to file sharing, youths, the new “experts” of the media occupy a position of agency, which challenges the historical stance of protecting them from the media.

We believe that young people’s using of the media is normal, so the teachers and parents shouldn’t be surprised. If I can’t use the computer, I can’t show you the picture today.

S3: Here is a picture. Look at the picture. Some youths are playing in water. They go outing on weekends to relax themselves. It shows a kind of youth lifestyle: work hard and play as much as they like in their spare time. Would you like the life? Why not join them?　

We suppose we young people should study, work and play and try to make our life rich and colorful.

S4: This is our poster. In our poster some youths are signing their names. They are volunteers to conduct a survey about all kinds of pollution in our country during their summer holidays. Let’s join them or do some other voluntary work, OK?

We think teenagers should take part in some voluntary work to get some social and work experience.

T: Very good! Your pictures and posters all show different aspects of youth culture. But what’s youth culture? Discuss it with your group members and try to summarize the concept of “youth culture” in a few sentences.

Go around the class offering help if needed.

T: Who’d like to tell us your answers?

S1: Youth culture is simply a kind of culture that differs from adult culture, but it stands for the main trends of social culture whether it is good or not good. It is a social phenomenon and it exists in every history of the human society.

S2: Youth culture has aspects that cross racial, ethnic, and geographical boundaries, and while all youth do not behave or think in the exact same ways. Many similarities suggest that the vast majority of adolescents fit somewhere within the mainstream of popular youth culture.

S3: Youth culture is about how youth spend their time, what they value, what their attitudes, lifestyles, behaviors, and concerns are and how they interact with mass mediated messages, their peers, and society-at-large. These all make up youth popular culture.

T: Terrific! But is there a negative side to youth culture? Ss: Yes, we think so.

T: Can you give some examples?

S1: Some youths form some small groups and overdo something for the benefits of their own groups.　

S2: Some youths get into the habit of taking drugs.

S3: Some youths break away from their schools or families.

S4: Those who spend too much time playing computer games often end up falling behind in their studies and suffering health and social problems.

T: I agree with you no more. Teenagers’ addicting to computers is really a big problem.

Step IV　 Reading and Speaking

Get the students to read the passage on Pages 259 and 260 in the workbook and then discuss the questions in Part 2.

T: Here is a passage on Pages 259 and 260. Read it quickly and silently to find out the advantages and disadvantages of playing computer games.

Discuss the questions with the students.

T: Who would like to tell us your answers?

S1: It’s good to the children’s development and to the country.

S2: Spending too much time, falling behind in studies, suffering health problems, suffering social problems, resulting in tragedy are the disadvantages.

T: OK. What should the teenagers’ lives be like according to the passage?

Ss: Their lives should be happy, healthy and balanced.

T: Good! Now go through the questions in Part 2 (Allow them a few minutes) Have you finished it?

Ss: Yes.

T: Now we are going to have a debate. You are to discuss the issue of teenagers’ playing computers in groups of four. Two are for it while two are against it. You may use the expressions on the screen.

Show the following to the students.

Useful expressions:

☆In my opinion I think ...

☆In my point of view I don’t think ...

☆I believe that ...

☆I agree with you ...

☆I agree with you no more ...

T: Now do some preparation work.

Give the students enough time to prepare for it.

T: Who would act out?

Sample dialog:

S1: I’m against playing computer games. I think playing too long will do bad to our health, such as headache, eyesight loss, wrist and back problems.

S2: I don’t think so. Playing games has a lot of advantages. It can help to improve the teenagers’ studies like math, spelling, and reading.

S3: I agree no more. Besides, gamers can be trained to locate things easily and work out the size of space and shapes very well.

S4: But in my point of view, playing games for too long can make teenagers shy and have difficulties. It affects their communication with others and self-development.

S2: As far as I know many gamers have developed decision-making skills and problem-solving abilities. Like our monitor who is as well as a gamer. He has learnt a lot from playing games.

S1: But you can’t deny the fact that playing games of fighting and killing might make violence seem like an ordinary everyday activity and lead to aggressive behavior. This is what adults are worried about very much.

S3: So the most important thing for us teenagers is to choose games wisely and to limit the time of playing games.

S4: That is to control us teenagers playing games rather than be controlled by it. If so we will have a happy, healthy and balanced life.

T: A very wonderful debate.

Step Ⅴ　 Homework

Ask the students to do the following two exercises.

2. Ability goals 能力目标

Enable the students to talk about youth culture and interests of young people.