外研必修五Module A Job Worth Doing 教学设计.docx

《外研必修五Module A Job Worth Doing 教学设计.docx》由会员分享，可在线阅读，更多相关《外研必修五Module A Job Worth Doing 教学设计.docx（6页珍藏版）》请在三一办公上搜索。

1、外研必修五Module A Job Worth Doing 教学设计外研版必修五Module 2 A Job Worth Doing 教学设计 Text Analysis 本单元围绕“工作”这一主题展开听，说，读，写多种教学活动。“工作”是一个非常贴近生活，具有时代性，可挖掘性的教学主题。这一课主要上Introduction和Reading 这两部分。Introduction这部分通过四张图片来复习和学习与职业有关的描述性词汇，对部分职业进行简单的描述，为后面的主题作了一个热身运动。Reading让学生学习了解当地居民Timoteo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

2、险的路段，并由此延伸，培养学生乐于奉献的精神以及帮助学生树立正确的职业观。 Student Analysis 高中二年级的学生已经在高一阶段的英语学习中积累了一定的词汇基础,并掌握了一些学习策略和技巧,具有一定的英语听说读写能力。在英语学习上，他们希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。 Knowledge and Skills 1) Master words and phrases Intellectual, stressful, volunteer, sheer, average,

3、circular, encounter, mission, qualified, vertical, vehicle, survive, take for granted, have a profound effect 2) Master sentence pattern What sort of job would you like to do? I want to do a job which helps other people, such as I like to be, because Process and Strategies 1) Learn some daily expres

4、sions concerning job 2) Train students reading ability though fast reading and careful reading Emotion and Value Respect others job, have an idea of what job is worth doing and establish correct occupational value. Teaching Key Points 1) Develop the ability of understanding the main idea 2) Improve

5、students ability of skimming and scanning 3) Learn some useful expressions about job Teaching Difficult Points 1) Lead students to talk about jobs actively. 2) Help students to sum up what kind of job is worth doing Teaching Method Speaking; Skimming; Scanning Teaching Procedures Step I. Introductio

6、n 1. Show some pictures about different jobs and ask the students to look at the pictures and say what the man in the picture does. And describe the jobs with adjective words. T: What does he/she do? S: He/She is a/an . (doctor/manager/cook/electrician/pilot/biochemist). T: What do you think of his/

7、her job? S: His/Her job is .( badly paid/ well paid/dangerous/exciting/manual/intellectual/ satisfying/stressful). 2. Say other jobs and what they would like to do in future. T: Can you name some other jobs? S: actor, announcer, businessman, businesswoman, policeman, secretary, accountant,. T: What

8、sort of job would you like to do? S:I want to do a job which helps other people, such as I like to be, because 设计意图：用与话题相关的图片与学生的理想工作激发学生的学习兴趣，为之后的学习做好铺垫。 Step II Reading 1. Prediction Look at the picture and answer the questions. a. Where is the man standing? b. What is he holding? c. Can the bus d

9、river see the lorry? d. Can the lorry driver see the bus? Suggested answers： a: On a bend on a road in the mountains. b: A large circular board. c: No. d: No. Imagine the job and what this passage will be about. 设计意图：根据图片及标题可以让学生预测文章的大概信息比如文章是关于那个方面的，什么文体等，有助于学生快速进入阅读。 2.Skimming Read the passage an

10、d match the headings with the paragraphs. Para 1. A.The man Para 2. B.The road Para 3. C.The reason why he does it Suggested answers: B, A, C. 设计意图：让学生通过Skimming是获得每段话的主要大意，训练学生获得信息，归纳总结的能力。 3. Scanning Read the passage and anser the questions. Q1. What is Timoteos job? Q2. Where does he work ? Q3.

11、Why is the road so dangerous? Q4. What does Timoteo get for directiong the traffic? Q5. What made him start his job? Q6. Why does he continue to do the job? Suggested answer: 1. He is a volunteer who directs the traffic. 2. At the side of a road in the mountains. 3. It is narrow an in bad condition.

12、 4. A small amount of money from some dirvers. 5. The experience he had helping people in bus crash. 6. He feels he must do it. 设计意图：通过略读学生初步掌握文章整体后，学生再进行寻读，捕捉具体信息细节，加深对文章的理解。问题的解答有助于提高学生获取信息，处理信息的能力。其中涉及到信息准确定位，长难句的理解，词汇的同义转换。 4. Exercise. Fill in the blanks with the words in the text. Timoteo is a

13、 gentle 46-year-old man who lives in a village near the most dangerous part of a road in Bolivia. The road is 1 _ _ _ because it is in high mountains, which rise steeply, and has 2 _ _ _. Anyone who can survive from such a travel is lucky. But 3 _ _ Timoteo, the 4 _ _ has fallen. Every morning he 5_

14、 _ _ the bend with a large circular board in his hand, which is red on one side and green 6 _ _ _. When two vehicles approach from 7_ _, they cant see each other and situation may be dangerous. But they can see Timoteo. In this way, Timoteo 8 _ _ _. How much do you think Timoteo receive from doing i

15、t? Nearly nothing. Only a few drivers give him a tip which is just enough for him to 9_ _, most of them just pass by, because they 10_ _ _ _. Actually Timoteo is a 11_, and nobody asks him to do so. Suggested answers: in bad condition, a sheer drop, thanks to, death toll, takes up, on the other, opp

16、osite directions, direct the traffic, live on, take it for granted, volunteer. 设计意图：在学生获取信息后进行信息输出既可以让学生巩固所学又可以让学生从宏观上把握语篇。 5. Post reading Discussion 1. What can we learn from Timoteo? 2. What job is worth doing ? Open. 设计意图：通过讨论进一步学习Timeteo坚持不懈，无私奉献的精神，进而让学生重新思考自己的职业观点，树立正确的职业观。 Step III Homework

17、Write a summary of the passage. Design on Bb Module 2 A Job Worth Doing Para 1: The Road Para2: The man Para3: The Reason why he does it Teaching Reflection 从谈论工作及期望的工作到了解一种与众不同的工作，再到讨论值得做工作，学生的职业观点发生些许变化。这是令人欣慰的。或许加入一些新潮的工作会让学生的视野有所开拓。教书过程中的图片起到一定的激发学生兴趣的作用，谈论理想工作的对话虽不难但也应留充足时间，不能蜻蜓点水，流于形式。阅读各环节比较紧凑，层层深入，但对学生小组活动，合作学习的组织还有待提升。