2019年北师大版 高中英语必修5 Unit 13 Lesson 2 Personalities a

Uint13 Lesson 2参考教案Lesson 2 Personalities and JobsTeaching Objectives:To practise describing people and talking about jobs.To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.To practise using suitable intonations in conversations.Teaching difficulties:To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.Teaching Aids: computer cassetteTeaching procedures:Ⅰ. Warming upT: Do you think t here is necessary connection between “personalities and jobs”?S:T: Yes, everyone has disadvantages and advantages in personalities, for example, someone is brave, impatient and careless, so they are not fit for…S: Doctors and nurse.T: I think some of you who are full of imagination are good at maths and enjoy drawing. What do you want to be in the future?S: ArchitectT: So there is necessary connection between “personalities and jobs”.Can you think of some words about personalities?S:T: Students have given many words including some unexpected answers. Teachers can add some words, such as: confident, creative, sociable, sympathetic, persistent, patient, selfish, intelligent, independent, communicative.T: Look at the photographs and guess what kind of job they do. (give some pictures) Students work in pairs guessing the jobs. The purpose is to ask students to say out their jobs and what personalities they haveS:T: Our society needs all kinds of people doing different jobs. All people’s jobs are a ll important. Without farmers working we will have no grain, meat, vegetables and fruits. If no one works as dustman what will happen?S:T: Now I want know your opinions about jobs, so work in pairs and discuss the following questions. (give students some time to consider the questions)1.What job do you want to do? Why?2. What characteristics have you got that are good or this kind of job?3. What will you have to do to get this job? What skills will you need and whatexams will you have to pass?Ⅱ Vocabulary●Read through the key Words with the class and check comprehension by asking students to give the antonym, synonym or translate the words.●Student do the exercise individually. They then work in pairs comparing their answers.●Check answers b y having students read out the sentences.Ⅲ ListeningDo the exercise 4●Ask students to read the strategies first and make sure they understand themJust now we talked a lot about job, now let us listen others opinions about jobs1.Student read through the questions before they start to listen2.Play the cassette twice for students to answer the questions.3.Check students’answers by playing the cassette and pausing after each job that istalked about.●Do the exercise 5. Learning to express your own ideas i s very important. Nowlisten again and write down at least five ways of giving opinions.●Do the exercise 6. Student read through the given words and phrases as well as the Function File, predicting what the missing words for the blanks are.●Play the cas sette for students to check their predictions and complete the sentences.●Intonation is very important, as intonation affects the meaning of what is being said.●Now you read out these sentences while deciding whether rising or falling intonations should be used.●Play the cassette for students to identify the intonations for each expression.● Check answers by having some of the students read out the sentences.● Play the cassette again for students to repeat.Ⅴspeaking and writingDo the exercise 8. Students do the exercise individually. Check answers by having students read out the letter.Do the exercise 9. Read through the list with the class and check students’ comprehension of the words.●According to your personalities, choosing a job from the l ist and talking about the qualities and skills needed for the job.●Now you are divided into two groups, one group describe the qualities and skills for the others, and the other group guess which job they are referring to.Do the exercise 10.●read through the example with the class●Student then work in pairs talking about jobs they would like to do●Now who are willing to play out their conversations to the class?Praise students playing their conversations for their wonderful phrases and sentence structures, and at the same time point out their mistakes.Ⅵ HomeworkWrite sentences about your best friend and say what job would be suitable for him / her. Give reasons.。

SectionⅣLesson 4 First Impressions&Communication Workshop&Culture Corner&Bulletin Board课时训练Ⅳ基础夯实Ⅰ.根据句意及汉语或首字母提示完成句子.We can never j a book by its cover.at the envelope and recognized his sister’s handwriting.’s a to them,so she never dare approach any cat..Lucy and Lily are twins,and they are a in character..If you want to turn on the computer,you should press this b .” the mother (叹着气说).银行账户)shows we have spent more than we received.(缺点).(伴侣).(证实) that the man who had killed a tiger died two years ago.Ⅱ.用适当的介词或副词填空my jacket in the playground.his face.your mother like that?her brother for what he had done to her.your brother your rude words.Ⅲ.用方框内所给短语的适当形式填空(每个限用一次).She went into the room,her brother,John.2.When the girl saw the beautiful dress from the window,she stopping and entering the shop’t helpwhen they were told the tickets had been sold out.4.—The printer doesn’t work.’s .We’ll never get this report ready on time.being late,he narrowly escaped from the terrible accident.水平提升Ⅳ.阅读理解AInternet users make up their minds about the quality of a website in the blink of an eye,a study shows.Researchers found that the brain makes decisions in just a 20th of a second of viewing a webpage.They were surprised as they believed it would take at least 10 times longer to form an opinion.The study also suggests that first impressions have a lasting effect.The Canadian team showed volunteers glimpses of websites,lasting for only 50 milliseconds.The volunteers then had to assess the websites in terms of their aesthetic appeal(美学吸引力).The researchers found that the quickly formed conclusions closely matched up to opinions of the websites that had been made after much longer periods of examination.Gitte Lindgaard,lead researcher of the study expressed her surprise at the results.“We believed it would be impossible to really see anything in less than 500 milliseconds,” she said.The judgements were being formed almost as quickly as the eye can take in information.The researchers believe that these quickly formed first impressions last because of what is known to psychologists as the “halo effect(光圈效应)”.If people believe a website looks good,then this positive quality will spread to other areas,such as the website’s content.Since people like to be right,they will continue to use the website that made a good first impression,as this will further confirm that their first decision was a good one.As websites increasingly compete for business,Dr Lindgaard added that companies should take note.“Unless the first impression is favourable,visitors will be out of your site before they even know that you might be offering more than your competitors,” she warned.1.How long did the researchers expect it would take to form an opinion about a webpage?A.At least 0.005 seconds.B.At least 0.5 seconds.C.At least 2.5 seconds.,研究者预料要花一秒的二十分之一去看网页,另外他们相信要花上多于十倍的时间来形成观点,即形成观点需花费的时间多于一秒的二分之一,即多于0.5秒。

2019年北师⼤版⾼中英语必修5Unit13Lesson2PersonalitiesaUnit 13 Lesson 2 Personalities and Jobs本节教材分析（1）三维⽬标Knowledge and skills:1. discuss a photo.2. practise communicating effectively.3. practise describing and speculating.4. write a description of a person.Process and methods1.Questions-and-answer activity2.Individual, pair or group work to make every student work in class.Emotion, attitude and values1. Arouse the students' interest in writing2. Make them have a clear idea of practice talking and writing about meeting someone .（2）教学重点1.To practice making job-related nouns using suffixes（3）教学难点2.How to practice talking and writing about meeting someone .（4）教学建议1.Practise getting the students to master what they’ve learned新课导⼊设计导⼊⼀How to Make a Great First Impression on a DateYour First Days Working at a New JobIn categorizing people, we all take shortcuts, and first impressions about people often turn into long-term perceptions and reputations -- which are good for people who make positive first impressions (the halo effect), but bad for people who make negative first impressions."I think the early days are when your boss and colleagues form the most lasting impressions about you," observes Ann Marie Russell, a program coordinator with AmeriCorps. "This is when they make assessments about your 'typical' behavior -- the 'type' of person you are. If you have any attendance/punctuality issues in the first few days or weeks, you've already lost a significant battle-- their confidence in you. People will take you as seriously as you seem to take yourself -- and your work," says Russell, a 2001 psychology grad from the University of Massachusetts, Amherst. And in the workplace, during those first few early days where you are meeting everyone -- and everyone is meeting you -- first impressions about you and your future potential can make a major impact on your future success with the organization."You have to realize that first impressions are remembered," says a 2001 general-business major, "and even if you talk tosomeone who isn't related to your job . . . they may know someone who is. Watch what you say and do. Things can come back to haunt you."Not to worry, though; in most situations, employers don抰expect you to knock their socks off or hit homeruns during those first few weeks. Most employers realize that there is a learning curve for most positions. So, there is often an unofficial grace period while you settle into your job. How can you improve your chances for making a great first impression when you抮e starting a new job? Here are 20 tips -- along with some comments and suggestions from job-seekers who have been there --to help you make a great impression.导⼊⼆Life in the USA:Customs and habitsMeeting someoneWhen meeting someone for the first time, it is customary to shake hands, both for men and for women. Hugs are only exchanged between close friends. Kissing is not common, and men never kiss other men.Americans will usually introduce themselves by their first name and last name (such as “Hello, I’m John Smith”), or, if the setting is very casual, by their first name only (“Hi, I’m John”). The common response when someone is introduced to you is “Pleased to meet you.” Unless someone is introduced to you with their title and last name (such as Mister Smith or Miss Johnson), you should address them by their first name. Americans normally address everyone they meet in a social or business setting by their first name. However, you should always address your college professors by their title and last name (such as Professor Jones), unless they ask you to do otherwise.Speaking on the telephoneAmericans normally answer the telephone by simply saying "Hello". If you are calling a business, the person answering the phone will give the name of the business and usually their own name as well. If the person you would like to speak to has answered the phone, you should sayhello and state your name. If not, you should ask for that person politely: “May I please speak with Andrew Brown?”The majority of Americans have answering machines in their homes. Also, the majority of businesses have voice mail accounts for their employees. When leaving a message, state your name clearly and leave a telephone number where you can be reached. Telephone messages should be brief and to the point.Eating outAll restaurants in America accept cash for payment, and most (even some fast food restaurants) also accept credit cards. A few restaurants also accept ATM cards for payment. You will rarely find a restaurant that accepts checks.It is common to have to wait for a table at a popular restaurant. There are many popular restaurants that do not accept reservations, or will only accept reservations for large parties (for example, six or more people). At these restaurants, the wait can be very long on a weekend night, sometimes up to 1 hour. However, almost all upscale, or more formal, restaurants will accept reservations.Many restaurants in America (except for fast food restaurants) have a license to serve alcohol. Beer and wine are always available, and at some restaurants hard liquor (such as vodka or whisky) is also available. Restaurants that serve hard liquor are said to have “a full bar.” The drinking age in America is 21. If you look young, be prepared to show proof of your age when ordering alcohol.TippingThere are only a few situations where tipping is expected. The one you will encounter most often is at restaurants. American restaurants do not add a service charge to the bill. Therefore it is expected that the customer will leave a tip for the server. Common practice is to leave a tip that is equal to 15% of the total bill for acceptable service, and about 20% for superior service. If the service was unusually poor, then you could leave a smaller tip, about 10%.Other professions where tipping is expected include hairdressers, taxi drivers, hotel porters, parking valets, and bartenders. The general rule is to tip approximately 15% of the bill. In situations where there is no bill (as with hotel porters and parking valets), the tip may range from $1 to $5, depending on the type of establishment and on how good the service was. SmokingSmoking is not as common in America as in many other countries. Generally, Americans smoke less than Europeans and much less than Asians. It is a practice that is becoming less and less socially acceptable.Smoking is prohibited in many places. It is not allowed in any public buildings, on any public transportation (including airplane flights within the United States), in shops, movie theaters, schools, and office buildings. The general rule is if you are indoors, then you probably are not allowed to smoke. The exceptions are bars, nightclubs, and some restaurants. If a restaurant does allow smoking, it will only be in an area that is designated for smokers. If you are with someone, even outdoors, it is polite to ask if they mind before you start smoking.The legal smoking age in America is 18. If you are buying cigarettes (or another tobacco product) and you look young, the store clerk is required by law to ask you for proof of legal age. You should be prepared to provide identification.useful in our daily life. Of course, the students should receive some moral education. Let the students learn that the relationship between personalities and jobs. In order to find a suitable job in future, they should know their personalities first. Part 2. Teaching aimsKnowledge aim: Learn the key words in the listening and get the main idea of the listening.Part 1. My understanding of this lessonThis lesson is a listening passage. It plays a very important part in the English teaching of this unit. And it is the third part of unit 13 which is helpful to make the students learn the rest of this unit. The task in this lesson is to practice listening. Some key words in the listening are important andAbility aim: Learn to identify opinions during the listening.Emotional aim: Make the students learn their personalities, which is useful for them to find a suitable job in future.Part 3. Teaching important points◆Learn the key words about personalities and jobs.◆Learn how to identify opinions in the listening.Part 4. Something about the students◆The students have known some words about personalities and jobs.◆They are lack of vocabulary.◆They don’t often do some listenings and use English to express themselves andcommunicate with others.Part 5. My teaching theories, methods and aidsTeaching theories:●Make the students the real masters in class while the teacher himself acts asdirector.●Combine the language structures with the language functions.●Let the students receive some moral education as they are learning the Englishlanguage.Teaching methods:●Group work and individual work method.●Question-and-answer activity teaching method.●Free discussion method.Teaching aids:The media and the blackboardPart 6. Teaching stepsI have designed 8 steps to train their ability of listening. They are: Greetings, Revision, Lead-in and preparation for listening, Key words, Listening Strategies, Listening, Discussion and Homework.Step 1. GreetingsGreet the whole class as usual.Good morning, my dear friends!Step 2. RevisionCheck the homeworkAsk some of the students to read their short passage about the job they want to do in future.Step 3. Lead-in and preparation for listeningAsk the students to look at some photographs on the screen and guess what kind of job they do and what are their personalities.My purpose: Arouse the students’interest of study; Bring in our subject: Personalities and Jobs.Step 4. Key wordsKey words are very important before the students do the listening. And most of them are new words. I show them on the screen. Let the students work in groups to get their meanings and read them. Then I explain some of them on the blackboard. And then let the students do some exercises individually. Finally, ask some of them to check the answers.During this step, I use group work and individual work method.My purpose: Remove the barriers in the listening; Increase the students’confidence of listening.Key words:1.characteristic n.2.athletic adj.athlete n.3.independent adj.independence n.4.desire n./v.5.satisfaction n.satisfy v.satisfied / satisfying adj.6.harvest n./v.7.biology n.biologist n.biological adj.8. pineapple n.9. selfish adj.---- selfless adj.10. requirement n.require v.Exercises:Complete each sentence with a word from the Key words.1. people would care only about themselves and not about other people.2.Someone is able to do things by themselves and in their own way.3. people like to exercise and are good at sports.4.A farmer knows a lot about animal .5.I like fruit like and peaches.Step 5. Listening StrategiesIdentifying opinions：●Before you listen, try to imagine the people and what kind of things they mightsay.●While you listen, write down important words.●After you listen, look for synonyms of the words in the questions.I show them on the screen. Read and learn them. They are very useful in the listening.Step 6. ListeningListen to a class discussion (two times) and answer the questions on the screen. Use the Listening Strategies to help you. Then, let the students work in groups to discuss the answers and ask some of them to check the answers. At last, listen to the discussion again. Try to get more information in the listening.During this step, I use group work method, discussion method and question-and-answer activity teaching method.My purposes: Train the students’ ability of listening and cooperation..Questions:1.Which student believes that people who work with computers are not athletic butthey have to be creative?2.What characteristics do the students think that tour guides should have?3.Li Liang said,”They must never give up.” Which job is he talking about here?4.What is Li Liang’s opinion about people who wish to be nurses?5.Who wants to be a doctor?Step 7. DiscussionWhat job do you want to do? What characteristics do you have? Is the job you want is fit for you? Why or why not?I show the questions on the screen and let the students discuss them freely. Use free discussion method to train their speaking ability and let them know themselves better.Step 8. HomeworkWrite a short passage to present your personalities and a suitable job for you My purpose: I mean to give them emotional education. Don’t just have a job you want. Try to know what job is fit for you.Part. 7 Teaching SummaryDuring this lesson, I use group work, discussion and question-and-answer activity teaching method to train the students’ability of listening, reading, speaking and writing. Especially their ability of listening is improved. They can also receive some moral education.Part. 8 Blackboard Design⼀些常⽤后缀⼩节：1. independent adj. -t是形容词后缀independence n. -ce是名词后缀类似词：intelligent / intelligencepatient / patienceconfident / confidence2. satisfaction n. -tion是名词后缀类似词： creation，invention，pollutionsatisfied / satisfying adj.-ed / -ing 形容词后缀⽤法区别： -ed 结尾的形容词修饰⼈-ing结尾的形容词修饰物和事e.g. He is satisfied his job.He has a satisfying job.类似词：interested / interestingbored / boringamazed / amazing3. biologist n. -ist指⼈，尤其指某学科或领域的专家类似词：artist, chemist , novelist4. selfish adj.—反-- selfless adj. -less后缀常表⽰否定意义类似词：helpless, hopeless, uselessThank you!。

Unit 13 Lesson 1 Reading Materials1)EQ to IQ: Why Smart People FailResearch indicates that, for jobs of every type, Emotional Intelligence (or Emotional Quotient) is twice as important as IQ and technical skills combined. Moreover, EI accounts for 85% of what separates star performers from average ones.Daniel Goleman, author of the best-seller, Working with Emotional Intelligence, describes EI as "recognizing and managing our own feelings and those of others--the fundamentals upon which are built such important organizational competencies as outstanding leadership, customer service, and teamwork.”The good news," Goleman states, "is that Emotional Intelligence can be learned."Based on Goleman's book, this seminar explores how you can boost productivity, lead more effectively, and enjoy more satisfying relationships through Emotional Competence. During the seminar, you'll complete an EQ map - an extensively researched and tested self-assessment.The map, along with other EQ activities, will enable you to:∙Gain a better understanding of yourself∙Plot your individual path to success∙See how you score on 20EQ scales and their inherent competencies∙Create a snapshot of your current EQ strengths and vulnerabilities∙Cluster your current EQ strengths and vulnerabilities1.How much does EQ account for of what separates star performers from average ones?2.Who is Daniel Goleman? Can Emotional Intelligence be learned?2)EQ vs. IQEQ- is a measure of your emotional intelligence, or your ability to use both your emotions and cognitive skills in your life. Emotional intelligence competencies include but are not limited to empathy, intuition, creativity, flexibility, resilience, coping, stress management, leadership, integrity, authenticity, intrapersonal skills and interpersonal skills.IQ- a number used to express the apparent relative intelligence of a person that is the ratio multiplied by 100 of the mental age as reported on a standardized test to the chronological age. IQ is the measure of cognitive abilities, such as the ability to learn or understand or to deal with new situations; the skilled use of reason; the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (as tests); mental acuteness; logic and analytical skills.1.What is EQ and IQ?2.What elements do emotional intelligence competencies include but are not limitedto?3)COMPARISONSEQ gets you through life vs. IQ gets you through school.Appealing to reason and emotions to convince someone vs. Trying to convince someone by facts alone.Using your emotions as well as your cognitive abilities to function more effectively vs. Relying solely on your cognitive skillsEQ----gets you through life; reason and emotions to convince people; emotions as well as cognitive abilities to function more effectivelyIQ----gets you through school; facts to convince people; relying solely on your cognitive skills EXAMPLESamuel had a high IQ. He could reason, was analytical and logical, and had a steel-trap focus on tasks. He learned new things quickly. However, he ignored how he was feeling and how others were feeling. If things didn't do the way he expected them to, he would lose his temper and lash out at others. He was unable to relate to people who weren't as smart as he was and lacked empathy. This limited his ability to be effective in team situations even though his IQ was very high. Jose had a high EQ. He got along well with people, and managed his own emotions well. This made him highly effective in his work, even though there were others in the firm with higher IQs. Jose was able to consider the emotional component of interactions, using both his cognitive abilities and his understanding of emotions. He was able to influence and motivate people because he understood what mattered to them and was an excellent communicator. His authenticity and integrity made him a natural leader. He was flexible and creative when faced with a challenge, and resilient in the face of temporary defeats. He was well-liked and well-respected.。