《牛津高中英语》第十一模块第一单元教学展评教案：Unit 1 Careers and skills

《牛津高中英语》第十一模块第一单元教学展评

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Module 11

Unit 1 Careers and skills

Goal Writing an essay about careers

Plan for the whole unit

Teaching objectives

By the end of this unit, Ss will be able to:

Language

1 describe different categories of jobs in different aspects (i.e. popularity, qualities or different

fields);

2 use some expressions to give opinions, such as: in reality, meanwhile, in contrast, similarly,

for example, etc;

3 tell what simile and metaphor is;

4 write an essay about careers.

Skills & strategies

5 read for opinions in a text;

6 compare advantages and disadvantages of different jobs;

7 describe the qualities that different jobs need;

8 listen for facts about a job;

9 get some skills of persuading people by using positive arguments;

10 analyze their own qualities and know what types of jobs are suited to them;

11 express their thoughts in a diary according to the sequence of an event;

12 give others advice and suggestions on how to choose suitable careers.

Culture & morals

13 understand the meaning “All of them together, though, help society function” and have a right

attitude to different types of jobs: when you choose a job, you are supposed to know that there

are no humble or noble jobs in our society.

14 evaluate themselves objectively and improve themselves constantly.

Overview

Module 11, Unit 1 is about jobs and careers. Each component of the unit is closely related and

developed coherently and successively.

As we know, a source of confusion in our classroom is related to the selection and sequencing of

tasks within a lesson or unit of work. It is therefore important to sequence tasks so that prior tasks

provide a “platform” for ones to come, so that succeeding tasks “depend” on those that have come

before. We can define this as “task dependency.” (David Nunan) According to his theory, we set

our tasks as follows:

We will deal with Reading in two periods. Our task is to show students how to express in the

target language things they’ve already known in their first language. With the teacher’s guidance,

the students will know some information about different types of jobs, their advantages and

disadvantages, and be able to find the author’s opinions with the clue of link words and his tone of

writing. In addition, they can talk about their own thoughts on jobs by following the sample

language.

It is time to enlarge the students’ vocabulary and help them build new schemata in Word power. In

our real life, the categories of professions are far more complicated than those in the reading text.

Thus, we can help the students to know more about the categories and qualities that are needed in

these jobs. This will provide a platform for the coming tasks.

Simile and metaphor are not tested separately in the College Entrance Examination, while we

think it is of great help to improve students’ reading and writing ability, especially for top students.

So it is necessary for them to know about them. By this means some of the students can try to use

this figure of speech to make their writing and speaking more vivid and persuasive.

At the stage of Task and Project, we will push the students to the creative use of the language. In

these two parts, the students will perform their competence of speaking and writing after the

acquisition of the topic and the relevant words, expressions, structures and information.

In order to make learning more meaningful and real, the teacher in Project will assign some real

tasks for the students to complete, which provide them space to bring their own experiences,

attitudes and feelings into the learning process so that the content of this unit is processed more

deeply and students’ independence and autonomy are fostered.

Period arrangement

Period Contents & pages or sources Self-

assessment

Textbook Workbook

(Page) Supplementary

(Source) To M Y Section Page

1 Reading (2-1) 1-5 P 98-99 1, 6, 7,13

2 Reading (2-2) 1-5 P97 A test (original) 1, 2

3 Word power 6-7 1, 8

4 Grammar and usage 6-7 P96 Consolidating exercises

(from NMET) 3

5 Task (2-1) 8-9 5, 9,10

6 Task (2-2) 10-11 P100 4, 11

7 Project (2-1) 12-13 8, 12

8 Project (2-2) 14-15 P101 8, 13,14

8 Total 15 ALL (6) 14

⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident

Plan for every period