高中英语Unit 14 Careers教学设计 北师大版 必修5
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全国中小学学科德育精品课程教学设计Module 5 – Unit 14 CareersLesson 2 Interviews【教学材料】北师大版必修五 Unit 14 Careers Lesson 2 Interviews【执教教师】【教材分析】本课时是北师大版英语必修模块五(Module 5)中的Unit14 Careers的第二课时(Lesson 2 Interviews),此课时教材内容的设计是在学生了解了一定的职业名称后,通过听力和阅读的输入,掌握工作面试中所运用的语言知识,最终完成角色扮演和工作面试对话的任务,并掌握相关的礼仪礼貌,为将来的成功面试做好准备。
本课时教学内容包括:Phrasal verbs的学与练;Listening practice;Speaking practice和Role-play,是一节兼顾了读写的听说课。
一、教学目标(Teaching Aims)(一)知识与能力通过阅读和听力练习训练学生使用与工作面试相关的语言知识,并练习note-taking的听力技巧;(二)过程与方法角色扮演“暑期工的面试”,锻炼学生交际和合作的能力,通过评价活动,培养学生自我评价和互相评价的策略,在评价中自我提升,体验积极情感;(三)情感态度与价值观通过角色扮演和自评互评,帮助学生了解工作面试中的礼仪,技巧和注意事项,提高学生的人文素养,为学生将来步入社会进行面试做好各方面的准备,帮助学生认识社会的需求,及学习英语对于未来就业的重大意义。
(以下表格具体分析此课时的知识目标、能力目标及德育目标)二、教学重难点(一)教学重点1.短语动词的学与练2.与工作面试相关的语言知识3.工作面试的相关礼仪(二)教学难点调动每位学生积极主动地参与课堂活动以提高他们言语技能和实际运用英语的能力。
三、教法学法(一)教法:交际教学法、任务型教学法(整节课设置为由五个任务构成的任务链);1.任务一:合作学习短语动词。
高中英语 Unit 14《Careers》学案3 北师大版必修5rewardchargeaidconsultcasualappointmentcivilovercomebeneathbenddecreaserespondflexibleenvybotherpanicguidancequarrelinstantsurroundingtake__charge__of make__outgo__into__detail(s) speak__upsit__upbelieve__inturn__overpay__offkeep__up__within__caseWhatever rather than The instant Itwaswho Thereis doubt thataid n.援助,帮助,救援物资;v.救助,帮助One of the station staff saw he was in difficulty and came to his aid.一位车站工作人员见他有困难,便过来帮助他。
We went to the aid of the injured man.我们给那个受伤的男子提供帮助。
aid比help正式,多指援助一群人,尤指钱物,接受帮助的人的范围比较广。
They are discussing the medical aid programmes.他们正在讨论医疗援助计划。
1.用aid的适当短语填空:(1)He was breathing only________________ventilator.(2)Some artists are collecting money________________charity.(3)This job would be impossible________________a computer.【答案】(1)with the aid of (2)in aid of (3)without the aid ofconsult vt.& vi.向……咨询;查阅关于你的病情,你找你的医生看过了吗?Have you consulted with the other members of the team?你和其他队员商量过了吗?He consulted his dictionary to look up the meaning of the word “apotheosis”.他在词典中查看“apotheosis”这个单词的意思。
Section Ⅴ Grammar单元语法项目 ( 一 ) ——间接引语 ( Ⅰ)语法图解研究发现①“ Could you lend me a pen?”→P eter asked me to lend him a pen.②“ Don't lose the receipt. It's important. ”→The salesgirl instructed the shopper not to losethe receipt.③“ Check for errors, please. ”→The teacher ordered the class to check for errors.④“ Why don't you take me for a picnic ?” he asked.→He advised me to take him for a picnic.⑤He said, “Let's go to the movies. ”→He suggested that they should go to the movies.⑥“ Would you like to see my flat ?”she asked.→She asked me whether/if I would like to see her flat.→She asked me to see her flat.[ 我的发现 ](1)直接引语为祈使句,变间接引语时把祈使句变换成不定式作宾语补足语,动词用order/ask/instruct/suggest等。
如句②、句③、句⑤。
(2)直接引语为委宛祈使句,变间接引语时把委宛祈使句变换成不定式,动词用ask/advise等,如句①、句④。
(3) 直接引语为以Let's ...开头的祈使句,变间接引语时,常用“ suggest_that_...”句式变换。
Unit 14 Careers 教学设计(一)学生分析1.学生组成情况2.学生的认知心理和认知水平17-18岁的高中生正是处于求知欲望很强、好奇心也很强、接受新鲜事物的能力强的时期,他们的思维特点正处于由形象思维转化为逻辑思维的阶段。
尤其是对与他们的前途和择业有关的话题尤感兴趣。
3.学生现有知识和技能水平本单元话题是职业,而本节课的内容是让学生了解一些职业的名称,并通过问卷调查来了解一个人的性格与适合的职业,从而使学生能够正确分析判断自己个人的个性,进而选择分析与自己比较适合的职业,话题具有很强的实际指导意义。
在上个单元Unit 13 People 中学生学会了怎样去描述一个人,不仅描述他们的外貌特征,而且还了解到了很多关于对人的性格描述的用语,同时也触及到人的性格和职业的关系这一点。
所以这一课的话题对于他们来说,已经有了很多的知识铺垫。
(二)教材分析本课内容是北师大版的必修模块五Unit 14 Careers中的Warm-up和Lesson 1,但是因为我们学生的英语水平和实际教学情况,对于Warm-up的处理,我们通常是根据当课的内容和学生对其了解的程度和兴趣来确定其在该单元中的容量的多少。
通常情况下Warm-up要占15-20分钟时间,有时至少也要10分钟左右的时间,而剩余的时间要完成第一课的全部内容通常是有困难的,所以我们教学实际常常会在每个单元的第一课时完成Warm-up和Lesson 1的部分内容,而这一部分的安排通常是看这两部分内容的衔接来定。
因为学生对于本课的话题已经有了相当的铺垫,所以老师处理就比较驾轻就熟,重点有二:一、让学生尽可能地去了解多一些职业的名称;二、通过调查问卷的形式,让学生来分析了解自己的性格特征和自己比较合适的职业,并试图用一些形容词来描述人的性格特征和他们所能胜任的工作。
(三)教学目标《英语课程标准》指出:“基础英语教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
Lesson 4 Job TrendsObjectives★To practice matching sentences with sentence gaps in a text.★To practice vocabulary related to work and jobs.Teaching difficulties:To practice connecting sentences within a paragraph.Teaching Aids: CAITeaching procedures:Ⅰ.Warming-upHave a free talk with the SsT : If we go to a new country, what will we meet ?S: Culture shockT: If we go to future, what will we meet?S:Future shockT: What cause the future shock?S: What will be changed in the future?Ⅱ. Read ingTask1: First readingRead the text quickly and try to find out the changes in the future according to the text.Task2:Second readingRead the sentences below and the text. Then follow the steps in the Reading Strategies to find the correct sentences (a-f) for each gap (1-6) in the text.a.On the other hand, the service industry, the media and information technology are booming.b. Because of this, people who work with computers will bein much greater demand.c. However, understanding other people, their minds,culture and history will be very important.d. First of all, don’t panic.e. They will also need people who can work together and geton well in a team.f. Because of this, workers will have to be more flexible.Task3: Post-ReadingRead the article again and answer these questions1.What is “future shock” ?2. What is one of the job areas of the future?3. How will jobs change?4. How will companies change?5. What skills and personal qualities will people need?6. What personal benefits will the new situation bring?Ⅲ.Language points1.work out (verb phrase)eg: He was meant to work out these math problems all alone.2. rather thaneg: He was a friend rather than a mother.3.respond to 做出反应eg: How did he respond to the news?He liked the children, and they responded to him.4.bother (vt) doing/n.eg: Don’t bother me.It’s no need to bother asking him5.consider to do/ doing/n./adj.I am considering buying a new watch.Am I considered to be a good teacher?=Am I considered a good teacher?6.react to 对某事作出反应, 对某人有疗效。
Unit 14 CareersCommunication Workshop一、教学目标• 读懂一则招聘广告和一封学生的求职信;• 了解求职信的格式;• 运用所学的词汇和结构根据招聘广告中的内容写一封求职信。
二、教学重难点• 运用所学的词汇和结构根据招聘广告中的内容写一封求职信。
三、教学过程Step 1T gets the Ss to review the words about jobs in this unit.[PPT 3]回顾有关职业的词汇。
Step 2T asks the Ss how to apply for the job[PPT4-5]引入如何申请职位---写求职信。
PreparationsStep 3Ss read the advertisement and the letter of application then answer the questions on Page 30.[PPT6-10]学生们阅读回答问题了解招聘广告和求职信的内容。
Step 4Ss read each part of the application letter, understand their functions and then match the headings with the parts they have read.[PPT11–16]学生做连线找每段标题的活动,了解招聘广告和求职信的结构。
Step 5Ss look at the underlined words and analyze the functions of the linking words and deal with the useful expressions of linking words.[PPT 17-19]明确连词在文章中的作用。
WritingStep 6T explains the task to the Ss--- Writing an application letter.[PPT 20]明确布置任务,使所有学生都清楚要写求助信。
Unit 14 Careers【美文阅读】你想享受成功的快乐与满足吗?阅读下面的文章能帮你圆了你的成功梦!The Road to SuccessAll people want to be successful as the Edison,Newton,Keynes,etc.However,do you know the exact way to the success? Here are some acceptable pieces of advice.Firstly,just as the saying goes,“Nothing is too difficult if you put your heart into it”.The confidence is the most important part while entering the successbuilding.In order to hold a boost(激励)to your spirit,you should say,“I can do it well.I'm the first” to yourself every morning,which is helpful before taking action.If you are confident,you will have succeeded in half.So keep the saying firmly in mind “Where there is a will,there is a way”.Secondly,take wellpreparation for whatever you will do.As we know that,“A good beginning makes a good ending.” So,wellpreparation makes you confident.So you could deal with everything smoothly.For instance,you could make a list written what you will do.Then pay more attention to those which are more important and think about shortcut to get twice the result with half the effort.Thirdly,perseverance(坚持,毅力)is the essential part.It means that: “If at first you don't succeed,try,try again.” Generally speaking,the harder you worked,the luckier you got.So,having great endurance(忍耐力)makes you believe that the hard is really not hard as you thought before.When you fall into the trouble,you should say,“I must persist with that.I must keep pace with the hardship.I couldn't bow down.” And then,you may become more confident by leaps and bounds(飞快地).This rule holds true for many cases in your life.In addition,positive attitudes towards many kinds of things and a good education as well as a good health are also what you need.To sum up,the great confidence,the wellprepar ation and the perseverance build up the successbuilding.From my single view,it's the road to success.【诱思导学】1.What is the most important factor of the road to success?________________________________________________________________________ ________________________________________________________________________ 2.What factors to success are needed in addition to confidence?________________________________________________________________________ ________________________________________________________________________ 【答案】 1.Confidence is the most important factor. 2.Wellpreparation,perseverance,positive attitude,a good education and a good health are also the factors to success.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习,了解本课文中所出现的词汇,初步了解课文以及相关的背景知识,对下一堂课课文的全面理解起到一个铺垫作用。
英语:Unit14《Careers》教案- Lesson 2 Interview 〔北师大版必修5〕Teaching aimsTo practice using the language of job interview.To role-play an interview for a holiday job.To practice listening and taking notes.To practice asking polite questions.To practice using phrasal verbs.Teaching difficulties:To practice using the language of job interview.To role-play an interview for a holiday job.To practice using phrasal verbs.Teaching Aids: puterTeaching procedures:Ⅰ. Warming upAsk the students to look at some picture about the job market then ask them: is it difficult to find a job?To get a job, we should…1 . Prepare a resume2. Prepare for an interviewCan you give some advice for job interview?What do you think you need to pay attention to in job interview ?Ⅱ. Reading the sentencesSetep1. look at the advice for job interviews. Use a dictionary to check the meaning of the phrasal verbs.1. Put on casual clothes for the interview2. Go out for a walk before the interview to relax.3. Think about the job and write down your strengths and weaknesses4.Find out information about the pany5. Turn up at the interview a couple of minutes early.6. Take down notes during the interview7. Sit down or get up when they ask you to.8. Make up information about yourself.9. Make out you understand something when you don’t!10. Go into a lot of detail about your personal life.11. Speak up and express yourself clearly12. Sit up straight and look people in the eyeStep2.plete Mandy’s account of an interview with v erbs form Exercise 1.Ⅲ. Listen to an interview for holiday job and plete the chart.Listen to the tape 3 times, the first time, get the main idea, the second time finis the chart. The third time, try to finish Ex.6.Reasons to join the pany:Oliver’s exp eriences:Qualities for the job:Ⅳ. SpeakingPair work. In pairs, follow the function file and make up a dialogue. A=interviewer B= interviewee. Interviewer:education, work experience, qualities for the job, languages spoken, certificate, interestsInterviewee:education, pay, acmodation, personal qualitiesⅤ. Assignments▪Prepare lesson3▪Finish English Weekly。
Unit 14 CareersLesson 1 Your Choice教学设计一、Teaching AimsAt the end of the lesson, students will be able to:1. Discuss your dream jobs and analyze the reason behind (such as personality)讨论未来要从事的职业和选择该职业的原因(如:个性特征)2. Read a questionnaire and make choices 阅读问卷并做出相应答案;3. 根据性格问卷信息判断他人的性格特征,推荐相应的职业Give advice on your partners’personalities and right jobs;二、Teaching Important Points:enable students to read a questionnaire and make choices; enable students to discuss their dream jobs and analyze the reason behind (such as personality)三、Teaching Difficulties:enable students to give advice on their partners’ personalities and right jobsImprove the skill of reading and expressing their own ideas on jobs and personalities四、Teaching Procedures:Lead-inBain-storming1、T: What does your father do? S: He is a worker……etc…..2、T: Could you list some words about jobs? If sts can’t, ask them to look at the words on P21 Ex-1 (same order with the text)architect, carpenter, doctor, chemist, engineer, farmer, fireman, hotel receptionist, journalist , lawyer, shop assistant, soldier, tour guide, typist (More : designer; artist; nurse, teacher)3、Translate the WORDS into Chinese,CHECK the Chinese meaning and read4、ask sts: to find out the jobs in the pictures (A to F) on P21architect ,typist ,farmer, hotel receptionist, journalist , doctor5、ask sts : which job would you like to do in the future: lawyer ETC6、Do you have anything special inside yourself to have such a job? ( USE Word bank (P- 22, Exe 1)careful cheerful creative reliable confident generous helpful modestMotivated organised patient practical. (MORE :/logical /flexible/strong/ )I think I’m confident, careful and logical.As a result, I feel I am good at law__.I am a natural _lawyer___.look at the material to guess what it’s about?What is the main idea of the text?(B)A.Everybody is good at something.B.It is a personality test, which helps to find a right job.C.It describes different kinds of people.D.It is a personality test, which helps to find a friendWhile-readingI.Match the main idea with each part.(B)Part 1 What would you do to help a friend to write a summary? 一位朋友在为一份读书报告写情节摘要时遇到了一些困难。
Unit 14 Careers Lesson 1教案Teaching aimsI.words and phrases:II. listening and discussion about something of jobs and career.III.to read the text and study the language pointsIV.grammar:reported speech(I)Teaching timeTwo periodsTeaching processStep 1 Revision:dicationStep 2 new words learningStep 3 Warm-up1.Read unit objectives, and ask the students to tell the meanings.2.Exercise 1a) let the students read the key words and then look at the photos and match the jobs to the photos.b)students suggest more jobs to add to the list.3.Exercise 2students listen to the four situations and match them with jobs in the Key Words.4.Exercise 3a) read the example sentences and Key Words with the classb)give students some time to think about a professional are that they are interested in and rehearse what to say.c)ask some students to tell the class what they are thinking of for a future career.5.Exercise 4a)students do the exercise individually firstb) have some students to do on the blackboard.Lesson 1 Your Choicestep 4 Reading1.Before you startexercise 1:a) read the Key Words first. then students choose three adjectives to describe themselves.b)check their answers2.Read to learna) ask the students look at exercise 2, and then do it individuallyb) directc) exercise 3students read the key to the questionnaire on page 91 and decide if the description fits their personality and if they would like to do the suggestions. Some students share their ideas with the class.Step 5 grammar: Reported Speech(I)1.exercise 4a)read the first section of the questionnaire and the example sentences with the class. pare them with the reported speech.b)students work in pairs. then check their answers.2.exercise 5:look at exercise 4,how do pronouns change in reported speech? ask students to read aloud people’s actual words and the corresponding reported requests to see how the pronouns change.3.exercise 6:plete the rule. ask students to do in pairs. then check their work4.exercise 7.do the first item with the class. then have some students to do on the blackboard.5.exercise 9:read the example sentence with the class. students work through the leaflet, reporting each piece of advice.step 6 Summary and exercisea)summary b)exercise 2 on page 66。
Unit 14 Careers 教学设计(一)学生分析1.学生组成情况2.学生的认知心理和认知水平17-18岁的高中生正是处于求知欲望很强、好奇心也很强、接受新鲜事物的能力强的时期,他们的思维特点正处于由形象思维转化为逻辑思维的阶段。
尤其是对与他们的前途和择业有关的话题尤感兴趣。
3.学生现有知识和技能水平本单元话题是职业,而本节课的内容是让学生了解一些职业的名称,并通过问卷调查来了解一个人的性格与适合的职业,从而使学生能够正确分析判断自己个人的个性,进而选择分析与自己比较适合的职业,话题具有很强的实际指导意义。
在上个单元Unit 13 People 中学生学会了怎样去描述一个人,不仅描述他们的外貌特征,而且还了解到了很多关于对人的性格描述的用语,同时也触及到人的性格和职业的关系这一点。
所以这一课的话题对于他们来说,已经有了很多的知识铺垫。
(二)教材分析本课内容是北师大版的必修模块五Unit 14 Careers中的Warm-up和Lesson 1,但是因为我们学生的英语水平和实际教学情况,对于Warm-up的处理,我们通常是根据当课的内容和学生对其了解的程度和兴趣来确定其在该单元中的容量的多少。
通常情况下Warm-up要占15-20分钟时间,有时至少也要10分钟左右的时间,而剩余的时间要完成第一课的全部内容通常是有困难的,所以我们教学实际常常会在每个单元的第一课时完成Warm-up和Lesson 1的部分内容,而这一部分的安排通常是看这两部分内容的衔接来定。
因为学生对于本课的话题已经有了相当的铺垫,所以老师处理就比较驾轻就熟,重点有二:一、让学生尽可能地去了解多一些职业的名称;二、通过调查问卷的形式,让学生来分析了解自己的性格特征和自己比较合适的职业,并试图用一些形容词来描述人的性格特征和他们所能胜任的工作。
(三)教学目标《英语课程标准》指出:“基础英语教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。
”结合高二学生实际和教材内容,我们把本单元的教学目标从语言技能、语言知识、情感态度、学习策略和文化意识方面定为:1.语言知识目标( Knowledge objectives )词汇: 职业n.architect, electrician, vet, hotel receptionist, plumber, politician, designer, host/ hostess, psychologist,…描述性格adj.careful, creative, reliable, confident, emotional, flexible, generous, helpful, logical, motivated, organized, patient, social, dynamic2.语言技能目标( Ability objectives )看图说话培养学生的口语表达能力;完成问卷调查,培养和提高学生的阅读(浏览,寻读主要事实)能力,形成以英语获取信息、分析问题、得出结论的能力,以及用英语思维来表达相关话题的能力。
3.情感态度目标( Moral objectives )通过游戏来引导学生去想办法记忆词汇;通过与相关话题的图片、问卷调查和分组讨论,激发学生用英语来获取信息、交流思想的浓厚兴趣;通过对课文学习的小组讨论等形式,培养学生团结协作的品质。
通过协作式作业的布置和完成,帮助学生将学习和作业的模式进行进一步的扩展,让学生知道学习的方式是无穷无尽的,从而把英语学习拓展到课堂以外的各个方面。
4.学习策略目标( Strategy objectives )启发学生通过发散式思维积累词汇,指导学生自主思索,并对思考的内容进行整理和归纳。
通过作业的布置,要求学生的知识内容得到进一步的落实和巩固。
(四)教学策略1.视听说教学策略先通过复习,通过图片的视觉刺激来激发学生说的欲望,在说有了充分的铺垫之后,进行听力练习,达到较好的互动的效果。
2.任务型课堂教学策略任务型教学的特点是:意义是第一位的,即任务所关心的不是语言的形式,而是语言的意义。
所提供的材料是生活化的、真实的语言材料。
在本课的教学过程中,任务的完成是最重要的,即我们关注的是学生能不能表达他们的真实想法和思维。
本教学设计认为,要完成教学目标的要求,使用任务型教学最合适学生在调查、汇报、交流、互评等任务的驱动下,完成本课时的内容。
3.体验型课堂活动的策略本课设计的活动都是体验型的活动,让学生感受英语,在看图说话、讨论、总结、互评等活动中自觉使用英语。
不但学生很有成就感,而且师生互动、生生互动的感觉相对比较自然。
4.辅助手段和媒体多媒体电脑、音响以及多功能的大屏幕。
(五)教学过程Step I. Leading inReview the contents of Unit 13 People, and lead in the topic of Unit 14 --- careers.Step II. New lesson:Show more pictures about different careers,and talk about them.Step III. Talk about the pictures in the textbook, and learn more words about careers.Turn to page 21, and talk about the pictures in your textbook.Which jobs can you see in the photos? Use the key words to help you.Step IV. Listening practice:Listen to four situations. Write down the jobs from the key words above.Step V. Talk about your future jobs and do a memory game.Have you ever thought about your future careers? You can choose a professional area that you are interested in from the key words in Ex.1 & Ex.3.1) Discuss your dream jobs with your partners, and tell your partners why.2) Then we'll play a memory game to practise the occupational vocabulary.Student A: I want to be an architect.Student B: A wants to be an architect. I want to be a lawyer.Student C: A wants to be an architect, B wants to be a lawyer and I want to be a doctor.Student D: A wants to be ...Step VI. Lesson 1 Your Choice Questionnaire:Requirements:1. Do the questionnaire individually. (Read the questionnaire and decide what you would do inthe situations.)2. Group work:1) Exchange your ideas: Tell your partners what are your choices?2) Discuss: Different choices show different personalities. Use three or four adjectives to describe your personalities.eg: If most of your choices are a / b / c / d , what are your personalities?3) Discuss: What kind of jobs are suitable for the people of your kind?4) A report. (Each group can choose one person to do the report.)Step VII. Summary and extension:1) Summarize the person’s personalities and their suitable jobs. (Reference P 91)2) Suppose: You are a manager in a computer company, what personalities should you need?Probably you are strong, very confident, and motivated. Besides these personalities, you need to be very logical, organized and careful. Maybe you are very creative. That is to say: You are one of the dynamic people, the practical people and the creative people.You have mixed personalities. People with mixed personalities often have different skills and different abilities.Remember: Everybody's good at something.Just be self-confident!Believe in yourselves.We can’t do everything well, we can do something very well.Step VIII. Homework: (Team work)1) Write a composition: Describe one of your group members. You need to describe his/ her appearance, personalities, hobbies, and your suggestions on his / her careers in the future.2) Guess and evaluate (评价): Let your group members to guess who you are describing, and evaluate your compositions.3) Hand in: Your compositions and comments (评论) from your group members.(评论) from your group members.(六)课后反思1.教学较成功的方面通过Unit 13 People的学习,学生学会了很多描绘人的词汇,他们不仅热衷于描述自己熟悉的同学、朋友和老师的外貌,而且还积极去描述这些人的性格特征,通过上个单元的学习,感觉学生对此话题意犹未尽。