Module2AJobworthdoing教案

1、MODULE 2 TEACHING PLANContent: Module 2 A Job worth doing senior 2 , New standard English一、题材内容本模块介绍在玻利维亚，山地崎岖，交通困难，从首都 LA PAZ向北延伸的一条山路最为突出，给过 往车辆带来隐患。当地居民 Timoteo Apaza自愿无偿充当“路标”，为过往车辆提供信号，维护车辆安 全通过最危险的路段。并由此延伸，培养学生乐于奉献的精神。教学中应结合社会生活实际情况，灵 活掌握教学过程，组织教学内容，丰富学生知识，拓展学生视野。、教学目标1）语言知识:语音动词的过去式，过去分词的发音词汇

2、Intellectual stressful, accountant, barber, biochemist, electrician, miner, volunteer, sheer, average, circular, encounter, mission, qualified, vertical, temporary, freeze, contact, earn, salary, post, demand, suffer, leisure, individual, fitness 词组Apply for, in good condition, living things, at hig

3、h altitude, on average, in theory, in practice, in particular, thanks to , in response to , from down to dusk, take -for granted, have a profound effect on , have a close encounter with death, known locally as 语法1 .复习动词时态的几种不向用法：一般过去时；过去完成时，过去进行时2 .结合第1模块语法有关时态，灵活运用，提高综合运用能力。功能对过去发生的事作出推论和演绎。话题介绍各种职

4、业的情况。2）语言技能:听听懂侣关 The Human Traffic Signal的内容获取/息；听懂侣关申请工作的对 话并获取信息并学会填充工作申请表，会应用申请工作的日常用语，提高学 生实际应用能力。说能说出EVERYDAY ENGLISH 介绍的短语并把他们应用于对话，熟练的介绍各种职业情况并应用于申请工作；流利的说出含有本模块生词、短语。读阅读技能训练写自如的写出一封求职信。3）学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测，速读，略读，查读等技能调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习EVERYDAY ENGLISH

5、 AND FUNCTION运用恰当词语进行对话资源通过其他资源获取更多介绍职业情况等方面的信息。4）文化意识:交际技巧了解英语交际中如何根据对方的话语做出恰当的反应并表达自己的需求。中外对比了解中外职业的大致情况；通过对比，思考未来职业趋向。5）情感技巧尊重他人工作，树立正确的职业观。参加各种英语活动，克服困难，在新环境中进一步树立准确的语 言学习观。三、教学重点和难点重点： 1 如何使用地道的英语介绍各种职业的情况。2正确理解并应用动词的各种时态。3礼貌的进行日常对话。难点：能用得体的英语表述有关职业的故事并能自如的申请自己喜欢的工作。四、教学方法基于课程改革的理念及“第二语言习得论”和“整

6、体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习得课堂活动，强调合作探究与独立思考相结合，初步设计“PT P”自主学习立体模式：pre-task task-cycle post-task。五、教材处理核心任务：思考并表达未来热门职业的情况。三个环节如下：pre-task：学生联系社会生活实际，激活背景知识，了解职业情况。task -cycle ：通过整个模块的听说读写的训练，强化“有关工作的对话”的表达能力，为完成任务做好铺垫post-task) ：达成任务，展示成果，反馈学习情况六、教材安排根据学生学习英语的特点和规律，我们把本模块划分为5 课时：Perio

7、d 1:Introduction & Vocabulary& Listening and SpeakingPeriod 2:Vocabulary and ReadingPeriod 3:Everyday English and Function and &Grammar 2Period 4:Reading &WritingPeriod 5:Cultrual Corner &Task &Module File注： 教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。教学设计Period 1:Introduction & Vocabulary & Listen

8、ing & SpeakingTeaching Content :Introduction & V ocabulary & Listening & SpeakingTeaching Aims and Demands:1. Language KnowledgeNew words: Intellectual stressful, satisfying earn, salary, staff, sign, agent, analyst, apply, permanent, contract.2. Listening skillImprove the students listening ability

9、.3. Affection and attitudes: Learn something about different jobs. We should respect the work of other people. Form positive and right opinion about labour.Learning strate.g. ies:Discussion and listening the tape and do some exercises.Teaching Aids: Multi-MediaTeaching Procedures:Part I : Introducti

10、onTask: Talk about different jobs.Step One: Look at the photos and say what the people are doing.Directions:1. Tell them a story about Young Liwei2. Introduce them to the topic.3. Talk about different jobs according to the pictures.4. Disscuss the importance of every job.Step Two: Talk about some fa

11、mous people of these jobs.Directions:1 .List some famous people of these jobs. Then let the Ss talk about them .2 .Do activity 2 on page1Step three: Ask some questions and answer them as a competitionQuestions such as , What sort of jobs would you like to do?Why do you like it?What should you do for

12、 the dream?Directions: The teacher gives questions and the Ss are divided into groups and answer quickly. The groups which answer most questions will be rewarded.Part II: VocabularyTask: Grasp the vocabulary of this module.Directions:Step one: Ask the students to do activity 1on page 15 and compare

13、with their partners.Step two: Complete the sentences with words in activity 1Check the answers with the classmates.Step three Practice: Match the words to form the jobs.Step four Ask questions about these jobs.Step five: Summarize: .Part III: Listening and speakingTask: Obtain and deal with informat

14、ion by ListeningStep one: Lead in and prepare background knowledge for the target materialDirections:1. Have a competition ask and answer questions about applying for jobs.2. Discuss “ Can you guess what we will listen to ? ”Step two: Presentation .Listen to the target language :1. Play the cassette

15、 for the first time and have the students say what job Claire is applying for.2. Let the Ss. Write a question Claire could ask the manager Play again to check if Claire ask your question.3. Listen to part 1and 2 of the interview and complete the form in activity 3 . Have the students compare notes i

16、n pairs .4. Play the tape a third time for a final check and do activity 45. Check notes with the teacher.6. Role-play7. Work in pairs. Choose another job and role-play a similar situation.Part IV: HomeworkDo Ex 4, 5 6 and 8 on page 74 and 15 in the Workbook.Teaching Content: Vocabulary and ReadingT

17、eaching Aims and Demands:Language knowledge:New words: barber, biochemist, electrician, miner, volunteer, sheer, average, circular, encounter, mission, qualified, profound, direct Reading skill: Understanding how to tell something about a job.Affection and attitudes: Learn something about different

18、jobs. We should respect the work of other people. Form positive and right opinion about labour.Learning strate.g. ies:1 .Learn how to tell something about a job.2 .Summing up the uses of the past tensesCultural awareness:Getting prepared for identifying important jobs for the future.Teaching Aids: M

19、ulti-MediaTeaching Procedures:Part II: Revision1. Help students to revise what is learnt in Period one of this module2. Look at the photos and say what the people are doing.Part III: Pre-reading activitiesLead in the study of the text by carrying out the following activities:1 .Talk about different

20、jobs according to the pictures.(Ask students to speak out as many as they can)2 .Can you give us an example about a job?(Ask the Ss to tell the story to their partner)3 .Match the words in the box with their meanings in activity 1on page 12.Part IV: Reading for main ideaHelp students to grasp the ma

21、in idea of the text by doing the task .1. Ask and answer the questions on page 12 in activity2.2. Read the passage and answer :Which country is it about?What does he do to help the drivers?3. match the headings with the paragraph in activity 3.Part V: Reading for detailed information1. Read the text

22、 again and answer the questions in pairs.1) What is Timoteo s job?2) Where does he work ?3) Why is the road so dangerous?4) What does he get for directing the traffic?5) What made him start this job?6) Why does he continue to do the job?2. According to the answers, write some key words on the blackb

23、oard. Then the teacher and students retell the text according to the key words.altitudemountain roadcountry city Jvehiclejob job human traffic signal(Timoteo Apaza -x why ? volunteer- Have a profound effect onso take up ,directPart V： Dealing with expressions1. Read the text again and do activity 5o

24、n page 14.2. Pay attention to these sentencesa. Many roads are in bad condition and accidents are frequent.in conditionin conditionout of conditionon condition that on no condition His house is now in poor condition. Walking 30 minutes every day and you ll soon be back in condition You can use my co

25、mputer on condition that you don t play games. You are on no condition allowed to do that to your parents.Discussion: Can you master these phases?b. But often they just pass by, taking the traffic signal for granted.Pass by sb,sth.Pass sb,sth byPass thoughPass awayPass downPass outE.g. We can t pass

26、 this matter by without protest.They pass though a forest.To his grief , his grandpa pass away last month.The book was pass down from generation to generation.He passed out when he heard the bad news.Take for grantedHe takes everything his mother does for him granted.Questions: Do you understand the

27、se sentences?Part VI： Language use1 . Exercise 7.8.9Direction: Ss do it by themselves. Let s see who can finish it as soon as possible.2 .(Give the students some time to recall what they ve learned in this class)First think by themselves Then discuss in pairs and finally in pairs and finally share i

28、n class.Part VII: Homework: Retell the text as fluently as possible.Part VIII: A testRetell the text.Period 3: Everyday English and Function and Grammar 2Teaching Content: Everyday English and Function and Grammar 2Teaching Aims and Demands: Master the grammar and use them freelyAffection and attitu

29、des: Learn something. about different jobs. We should respect the work of other people.Form positive and right opinion about labour.Learning strate.g. ies: 1. Learn how to tell something about a job.2.Summing up the uses of the past tensesCultural awareness: Getting prepared for identifying importan

30、t jobs for the future.Teaching Aids: Multi-MediaTeaching Procedures:Part I: Everyday English and FunctionTask: Making deductions about the pastDirections:Step one:Remind the students of the expressions that we have learned .Step two: Ask the students to recite them with their partner.Step three: Com

31、plete the sentences with the correct words and phrases. Let the students ask questions in pairs.Step four: Complete the sentences with must , can t or mightStep five: Speaking practice:Use the expressions above to make a conversation which is about jobs.Part II: Grammar 2Task 1:Review of verb formsA

32、ctivity1: Match the sentences with the names of the tenses.Activity2: Find out the rules of the present tenseDirection: Read the sentences and answer the questions.Activity3: Find out more sentences of each tense in Part 3 of the passage.Observe, compare and find out the rules.Activity 4: Complete t

33、he passage with the correct form of the verbs.【 NMET.2004 】 ： -Has Sam finished his homework today?I have no idea. He it this morning.A. didB. has doneC. was doingD. had doneNMET.2004 My mind wasn t on what he was saying so I m afraid I half of it .A. was missingB. had missedC. missD. missedKEYS: C

34、DPart III: A test： Fill in the blanks1.Before he （自愿指挥）the traffic, Timoteo （有许多工作）2.One day while he （开卡车）he （与。 。 。 。 。擦肩而过）with death.3.He （正在驾驶）a lorry load of bananas when he came off the road at a bend and fell300meters down the mountain.Answer: 1. volunteered to direct, had a lot of work2 .wa

35、s working as a lorry driver, had a close encounter3 . was drivingPart VI: Homework:Do EX 1 、 2、 3.on Page 73 in the workbook.Period 4 : Reading &WritingTeaching Content: Reading &WritingTeaching Aims and Demands: Read the advertisement and the reply. Write a letter asking for a job.Reading skill: Le

36、arn how to write the advertisement and the replyTeaching Procedures:Part I: ReadingTask: Read the advertisement and the reply. Say which job the write is applying for.Direction:Step one: I can lead in saying what have you learned?What s the topic（?Give them the topic）Step two:1） List the words which

37、 may be used for this topic.2） Students may make some sentences about this topic using the words.3） Translate some sentences which are all about the topic .Give them some Suggestions.4） Read the advertisement and the reply.Then they can say which job the write is applying for.5） Ask and answer quest

38、ions about the passagePart II: WritingTask: Writing a letter asking about one of the other jobs using the passage as a model.Step one: Lead in saying ” What will you be in the future? ”What will you say when you apply for the job?Do you know how to write a letter asking for a job?Step two: Write a l

39、etter asking for a job.（Pay attention to the phrases pattern etc.）Evaluation by oneself & partnerRead it out before the class.Part III: RecallingRecall what we learn today.Part IV: Homework: CompositionDo EX 15 on Page 78 in the workbook.Period 5: Cultural Corner &Task &Module FileTeaching Content:

40、Cultural Corner &Task &Module FileTeaching Aims and Demands: Master the sentence patterns and use them freelyTeaching Procedures:Part I: Cultural cornerTask: Read the passageDirections:Step one: Lead in saying “ We have learnt something about jobs. Do you know what sort of jobs will people be doing

41、10 years from now? ” Now read the passageStep two: Students read through the letter. Answer the questions:How many jobs does the passage refer to ?Which of them do you think are important in China?Step three: Make a list of the jobs you have learned in this module.Step four: Write the list of ten mo

42、st useful jobs for China s future.Part II: Module FileStep one: Key words form vocabulary:Ipost: traditional : barber ,volunteer, agent cook ,doctormodern: accountant , biochemister. Electrician, miner, analyst, model, pathologistother: stuff ,salary , apply for a post .sign a contract2.satisfyingSa

43、tisfiedSatisfysatisfactory.unsatisfactory.E.g. I choose the job because the salary is satisfyingHe is satisfied with his students rapid progress.He is satisfied to sit before computer and chat with her e-pals.Nothing satisfies him; he is complaining.Sales are up 30% from last year ;thats very satisf

44、actory.Vt.Adj.Aerestinterestedinterestingexciteexcitedexcitingsurprisesurprisedsurprisingdisappointdisappointeddisappointingworryworriedworryingboreboredboring2.1 n conditionin conditionout of condition on condition thaton no conditionMany roads are in bad condition and accidents are frequent.

45、His house is now in poor condition.Walking 30 minutes every day and you ll soon be back in condition. You can use my computer on condition that you don t play games. You are on no condition allowed to do that to your parents.4.Pass by sb,sth.Pass sb,sth byPass thoughPass awayPass downPass outE.g. But often they just pass by, taking the traffic signal for granted. .We can t pass this matter by without protest. They pass though a forest.To his grief, his grandpa pass away