必修5 Module 2 A Job Worth Doing 模块教案
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| 名称 | 必修5 Module 2 A Job Worth Doing 模块教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2019-08-01 22:14:04 | ||
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Book 5 Module 2
A Job Worth Doing
教材分析
This unit focuses on the theme of "work" in listening, speaking, reading and writing. "Work" is a very close to life and can excavate the teaching theme. In the teaching process, teachers widen the students' field of vision through a series of activities such as listening, speaking, reading and writing and discussion, and through the study of the text, making students have a sense of responsibility to the society, develop their spirit of contributing to society.
教学目标
【知识目标】
Key vocabulary and phrases:
accountant, administrative, advertisement, agent, agency, assistant, badly paid, barber, career prospects, chef, contract, condition, data analyst, dawn, demand, dusk, earn, electrician, fire fighter, frequent, gentle, load, lorry driver, miner, outgoing, permanent, physical, salary, sheer, social worker, staff, stressful, temporary, travel agent, volunteer, well paid,have an effect on, in particular, in practice, in response to, in theory, pass by, take ... for granted, take notice of
Key structures:
1. Many roads are in bad condition and accidents are frequent. P12
2. But often they just pass by, taking the human traffic signal for granted. P13
3. He was driving a lorry load of bananas when he came off the road at a bend and fell three hundred metres down the mountain. P13
4. I am writing in response to your advertisement for a temporary position as a waiter. P18
5. I look forward to hearing from you. P18
6. For ..., common sense, physical fitness and an outgoing personality are likely to be more important than computer skills. P19
【能力目标】
Talk about different jobs and their importance.
Practise making deductions about the past.
Review the verb forms: past simple, past perfect and past continuous.
Write a letter of job application and a CV.
【情感目标】
Through the study of this text, guide students to set up a correct outlook on society and life, laying a foundation for the society.
教学重难点
【教学重点】
Learn the key words and phrases.
Learn the important grammar of this period.
Understand the importance of Timoteo Apaza’s job as a human traffic signal
【教学难点】
How to teach the students to use past perfect tense and how to make deductions correctly.
How to train their ability and have a sense of responsibility.
课前准备
Tape recorder, Multimedia
教学过程
Period 1 Introduction and Reading
Step 1. Lead-in
1. Introduction (3m)
Describe the job with the words or phrases.
badly paid dangerous exciting intellectual manual stressful well paid satisfying
e.g. He’s a doctor. Doctor is a well- paid job.
T: Please look at the pictures and give me the name of each job.
The teacher plays the PPT and shows the pictures to them.
T:What sort of job you would (not)like to do and why?
The teacher plays the PPT and shows the examples to them.
Example:
I want to be a _____, because it ________.
OR: I don’t want to be a _______, because it ___________________.
T: Let’s use the words to describe the job.Who can have a try to make some sentences like the models?
2. Vocabulary(4m)
T: Let’s do another practice.
The teacher plays the PPT and shows the examples to them.
Match the words in the box with their meanings.
accountant barber biochemist businessman/businesswoman
cook electrician miner
policeman secretary volunteer
1) We ask this person to put electricity in homes. _________
2) This person works underground. _____
3) He or she prepares meals in a restaurant. ____
4) This scientist studies the chemistry of living things. __________
5) You go to this person to get your hair cut. ______
6) This person works in an office. ________
7) This person knows a lot about money. __________
8) He or she works in business. _________________
9) This person must do many things- including directing the traffic. _________
10) This person has offered to do a job- and may not be paid for doing it. _________
【设计意图】
用图片的形式引出职业的名称，激发学生兴趣，调动积极性。通过图片之后的系列问题，引导学生参与头脑风暴，为课文内容的学习进行思维准备。
Step 2. Warm-up
1. Questions(2m)
T: Read the followingquestions and give us your opinions about each.
The teacher plays the PPT to them .
(1) What is the job of the man?
(2) Have you seen a human traffic signal before?
2. T: Now look at the picture and answer the further questions to find some details..
The teacher plays the PPT of the big picture to them .
(1) Where is the man standing?
(2) What is he holding?
(3) Can the bus driver see the lorry?
(4) Can the lorry driver see the bus?
【设计意图】
用学生感兴趣的问题做切入点，易于表达，层层递进，加上后面的图画探索，更好的激发学生探究的兴趣，自然转入课文场景，引导了阅读思维。
Step 3. Fast-reading
Matching each paragraph with the main idea. (5m)
T: Listen to the passage and match the headings with the paragraphs.
T: Let’s answer them.Some volunteers?
The teacher plays the PPT to them .
Para1 the man
Para2 the road
Para3 the reason why he does
【设计意图】
听力练习和快速浏览结合，用这一方法，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速浏览的能力,对学生的阅读技巧有很好的引导作用。
Step 4. Careful-reading
T：I will give you six minutes to read the passage again.Then have a further discussionabout details..
The teacher plays the PPT to them .
1. (6m)Fill in the blanks.
Many roads in the mountains in the highest capital in the world are__________,making
communications difficult and causing many accidents to occur. One road in particular
_____________ the most dangerous road in the world, for anyone inside the vehicle coming off the road is lucky_________. The rules set for the road are to prevent the accidents happening , _________few drivers respect the rules.
Answers:
in bad condition
is considered
to survive
but
2. (4m)Answer the questions.
The teacher plays the PPT to them .
(1) Why has the death toll fallen ?
Because Timoteo worked as a human traffic signal to direct the traffic.
(2) What did Timoteo get for directing the traffic?
Nothing ,but sometimes a small amount of money from some drivers.
(3) How does the paragragh mainly develop?
The teacher plays the PPT to them .
In the order of time.
Before he volunteered -----then, one day---then, a few years later----so now, every morning.
(4) The reason why he does it?
The teacher plays the PPT to them .
before volunteering: lots of jobs(a miner ,a soldier)
then, one day: as a lorry driver ;come off ,fell down;had an encounter with , survived,in hospital
then, a few years later: was called out to pull people out of a bus had a profound effect on ,realise and felt
Now,every morning: Direct the traffic
3. (2m)Conclusion:
T: Let’s find the reading skills of the above.
The teacher plays the PPT to them .
Learning to find : Details ----Paragraph ideas--- Passage Idea
【设计意图】
在快速阅读的基础上，学生对文章的内容就有了大概的了解，但却没有真正地理解文章。设计细节的阅读环节，旨在引导学生从正确辨认和理解事实的细节入手，注意时间、位置与方向、对比、特点、数与量、原因与结果等文章信息。
Step 5. Intensive-reading
The teacher plays the PPT to them .
1. (2m) True or False
①La Paz is the highest city.
②The road going north from the capital is particularly dangerous.
③In theory the road can be used by traffic all the day.
2. (2m) Guess the words
①. a nearly vertical fall(para1) sheer drop
②. a form of transport(para1) vehicle
③. the total number of dead(para2) death toll
a part of the road which is not straight(para2) bend
to still be alive(para3) survive
3. (2m) Reading skills:
T:To learn some reading skills, please think about how you guess the words in the questions above?
The teacher plays the PPT to them .
Reading skills :
related information
cause and effect
definition and explanation
common sense
4. (3m) Choose the best answers.
(1) Which is TRUE about the particularly dangerous thing according to Passage 1?
A．There is one vehicle falling from the road every three weeks.
B．Most of the drivers on the road respect the rules.
C．The road going south from the capital is particularly dangerous.
D．It runs north from the capital，La Paz.
(2) Why has the death toll fallen according to Passage 2?
A．Because Timoteo works as a traffic signal to direct the traffic for free.
B．Because more drivers start obeying the rules when seeing Timoteo work as a traffic signal.
C．Because they have made some changes to the bend to make it less dangerous.
D．Because Timoteo’s effort finally affected the drivers on the road.
(3) Why does Timoteo do the job?
A．Because he feels it his duty to help those who are facing difficulties.
B．Because he has no other skills and is not qualified to do anything else.
C．Because he is fond of being a human traffic signal.
D．Because he has to do this job as the local government requires him to.
(4) We can see from the last passage that___
A．Timoteo has formed the habit of changing jobs frequently
B．Timoteo once narrowly escaped from death when driving a lorry load of bananas
C．Timoteo dislikes being asked to pull people out of the bus in the deep night
D．he was encouraged by the drivers and as a result he started to take up the mission
【设计意图】
学生完成细节阅读后，对表层信息有了肤浅的认识，也初步了解文章的基本线索。然而他们只是完成了辨认文字符号的感性认识阶段；而理解内容，吸收信息，创造性思维译码的理性认识阶段还没有建立。因此，延伸阅读，深化挖掘信息，进一步加深文章的理解就是本环节的设计意图。
Step 6. Summary
T: If you are a journalist, your deskmate is Timeteo, what are you going to talk about in the studio?
The teacher plays the PPT to them .
T: Think the following questions：
What do you think of Timoteo Apaza?
Is it worth doing?
What would you do if you were in such a situation?
--- He is a kind man worthy of respect and I will follow his example in such a situation.
--- He is the only person who has done something for this and he has saved a lot of people. In my opinion , he is a person who deserves our respect.
--- He sacrifices a lot for other’s happiness. We should learn the spirit from him.
--- He is an ordinary person.
T: Think of what sort of job you would like to do in the future and why.
【设计意图】
阅读后设置相关话题，引导学生应用文章中的词汇、短语、句式进行交流和应用，是基础向能力的转化，把语言符号转化成有效信息加以利用和思想表达，真正体现了语言的交流作用，是听读向说写的升华。
Step 8. Homework
Write a short passage about what kinds of jobs you want to do in the future .
The title is “A job worth doing”
【设计意图】
经由阅读教学，涉及与本单元话题相关的实用写作，与高考题型结合，旨在发展学生的语言模仿能力和写作表达能力。
Period 2 Language points, Grammar and Function
T: After the first period, we have known something related to different jobs. Today we will learn some languages first.
Step 1. Language points (8m)
The teacher plays the PPT to them .
1. One road in particular, which goes north from La Paz, is considered (to be/as) the most dangerous road in the world.
It is considered that Tom stole the book.
Tom is considered to have stolen the book.
consider...(as/to be)...
It is considered that...
sb/sth be considered to have done...
You should consider accepting our request.
We will consider what to do next.
consider+(doing) sth.
consider+特殊疑问词+to do
2. But often they just pass by, taking the human traffic signal for granted.
take ...for granted: 认为...是理所当然的
He takes our help for granted.
take it for granted that...
他认为父母为他做一切事情是理所当然的。
He takes it for granted that his parents should do everything for him.
3. He was driving a lorry load of bananas when he came off the road.
was/were doing sth. when... 正在做某事这时...
I was cooking when the gas ran out.
句式：was /were doing…when…
was /were about to do…when…
was/were going to do …when…
was/were on the point of doing…when…
had just done…when…
eg:We were about to leave when it began to rain.
We were going to leave when it began to rain.
We were on the point of leaving when it began to rain.
We had just watered the field when it began to rain heavily.
【设计意图】
学习词汇，准确理解和正确运用英语单词和短语，积累有用的词组和句式。
Step 2 Practice (3m)
The teacher plays the PPT to them .
take...for granted , offer , respect , satisfy , take up , walk , on average , grateful , lose
Zhou Kai _______ his parents very much, for he never ________________ that his parents love him. He ________playing the piano at the age of 12. So hard does he practice that he has made great progress, which makes his parents________. He takes piano lessons twice a week _________. One day ,he___________on the street when he heard an old man shouting for help, because he__________ his way. Zhou Kai___________help him.The old man was________for the boy's kindness.
【设计意图】
短文填空，旨在进一步熟悉和精准掌握词汇在语境中的运用。
Step 3 Grammar
The teacher plays the PPT to them .
1. (1m)Match the sentences with the names of the tenses.
He survived. past simple
He had had lots of jobs. past perfect
He was driving a lorry. past continuous
2. (1m)Read the sentences and discuss the questions.
a. Which tense refers to actions in the past?
b. Which tense refers to an action in progress when another thing happened?
c. Which tense refers to something which happened before something else?
Before he volunteered to direct traffic, Timoteo had had lots of jobs. C
He was driving a lorry when he came off the road. B
Somehow he survived. A
【设计意图】
信息匹配，让学生正确理解和掌握语法知识，初步体会该语法的具体应用场合。
3. (5m)Learning
The teacher plays the PPT to them .
一般过去时
构成形式为:did或was/were+表语
1) 表示在过去时间里发生的动作或存在的状态，常与表示一般过去的时间状语连用。如:
He lived here three years ago.
2) 表示在过去一段时间内, 经常性或习惯性的动作。如:
He?gave?Mary surprising gifts every Christmas.
3) 在时间或条件状语从句中，常用一般过去时代替过去将来时。如：
The students wouldn't leave until the teacher?came?back.
Ann said she wouldn't go shopping if it?rained.
过去进行时
构成形式为: was/were?+动词-ing形式
1)?表示过去某一时刻或某一阶段正在进行的动作。如：
I?was trying?to fix a machine before you arrived.
They?were building?a dam last winter.
2)?表示过去打算做某事。如：The teams?were leaving?a few days later.
3)?表示说话人的某种情绪，常与always, forever, frequently等连用。如：
Frank?was?always?changing?his mind.
过去完成时
构成形式为: had?+动词-ed形式
1)?表示过去某一时间或动作之前已经发生或完成的动作。如：
I?had finished?writing the article when they came.
2)?表示在过去某一时间之前已经开始并一直持续到那时的动作或状态。如：
By six o'clock they?had worked?for twelve hours.
3)?表示过去本打算做某事却未能实现的希望和意图，只适用think, hope, expect, want, intend, plan, mean等表示意愿的动词。如：
They?had wanted?to help but couldn't get here in time.
【设计意图】总结三种时态的构成和用法，比较异同，给出例句加深理解，符合探究的教学模式。
5. (2m) Practice
The teacher plays the PPT to them .
用括号内动词的正确时态填空。
As soon as she heard the news, she ______ (drive) to the station.
He ________ (work) much harder last year than he works now.
I knew I would make progress if I ________ (study) hard.
I ____________ (read) at 5 p.m. yesterday.
I ____________ (walk) alone when I met my teacher.
When I got to the cinema, the tickets_____________ (sell)?out.?
【设计意图】
给特定语境，从理解的基础上去运用这些语法，加深了对语法的认识。
Step 5 Function
Making deductions about the past
1.(2m) Complete the sentences with the correct words and phrases.
“I visited China last year.” “That ________ interesting!”
A. Was B. can be
C. must be D. must have been
“I looked after a group of fifteen French children.” “That ______ easy!”
A. mustn’t be B. mustn’t have been
C. can’t have been D. wasn’t
They ___ have got lost, or had an accident.
A. can B. might C. must D. mustn’t
2. (1m)Thinking:
Which sentences show that the speaker is certain about something? 1 and 2
Which sentences refers to a possibility in the past? 3
【设计意图】
利用初步小练习，让学生观察规律特点，后面的思考匹配环节，引导学生得出相应结论，为情态动词的学习奠定基础。
3. (5m)情态动词+have+过去分词
情态动词must, can / could, may / might均可表示推测，它们可以对过去、现在或将来的情况作出语气强弱不同的推测。对过去的情况进行推测时，用“情态动词+ have +过去分词”。
?1）.表示肯定的推测时，语气从弱到强的情态动词依次为：might?→?may?→?could→?can?→?must；表示否定的推测时，may not / might not语气较弱，can’t / couldn’t语气较强。
注意：must的否定形式mustn’t不表示否定推测，而是表示“不得”或“一定不要”。
2）.?情态动词表示推测时，在用法上有一些限制：
① must只用于肯定句中，意为“一定，准是”。
② can多用于否定句和疑问句中。
③ may / might用于肯定句和否定句中。
3）.?对过去的情况进行推测时，用“情态动词+ have +过去分词”。如：
I didn’t see Alex. He might have gone home.
I couldn’t have left my bag on the bus.
They must have gotten lost or they’d be here by now.
【拓展】
在特定的语境中, “might / could + have +过去分词”不是对一件事情是否发生进行推测, 而是表示本来可能发生但没有发生, 或者本来可能完成却没有完成的动作, 有时具有一定的感彩。
① might have done本可以做(却没有), 有时表示很委婉的责备。如：
Honestly, the report might have been better written.
② could have done本可能做(却没有)。如：
He did not regret saying what he did but felt that he could have expressed it differently.
【设计意图】
总结情态动词的不同用法，比较总结，给出例句和拓展加深理解，符合老师引导，学生探究思考的教学模式。
4. (7m) Practice
I. Complete the sentences with must, can’t or might.
“When I was younger, I worked as a miner.” “That _____ have been hard.”
I’m surprised David didn’t apply for the job. He _____ have seen the advertisement.
“Where’s Sam?” “I don’t know. He _______ have gone to the meeting.”
I don’t know why the manager didn’t reply. He ______ not have received our letter.
Jackie looks happy. They ______ have increased his salary.
The secretary wasn’t listening. She ____ have heard what I said.
II. Write sentences to say about each person using must, can’t or might.
Someone who has just returned from volunteer work in Africa
He might have learnt a kind of African language.
Someone who has just returned from a business trip to Europe
He must have met some important business people.
someone who was expected to arrive home from work an hour ago, but hasn’t arrived yet
He can’t have caught the train.
III. Complete the dialogue with the correct words and phrases.
A: I visited China last year
B: That ______________ very interesting.
A: Not really. I still had to look after a group of French children who were visiting China.
B: That ______________ easy!
A: No, it was a nightmare.
B: They ______ have got lost, or had an accident.
A: Yes, but luckily there were no disasters. I managed somehow.
【设计意图】
学后应用，精准练习，由易到难，反复应用，及时巩固。
Step 6 Homework
1. Review Grammar and Function.
2. Finish the exercises in the workbook.
【设计意图】
复习今天的知识，温故知新；做相应练习，及时运用。
Period 3 Vocabulary ,Listeningand Everyday English
Step 1.Vocabulary(4m)
The teacher plays the PPT to them .
1. Complete the sentences with the following words:
assistant career prospects contract earn permanent salary staff temporary pay (n.)
two words which mean the opposite _________ _________
two words which mean the same ____ _____
a word for a person ________
a word for a group of people ______
a word for a work agreement _______
a word which means to get (money)_____
an expression which refers to the future _______________
2. Complete the sentences with the words in the box.
The job is OK but the _____ is not very good. Only 500 yuan a month.
I have not signed the ________ yet. I’m still think about it.
I find all the ____ in our office very friendly.
This is my __________ address. I dislike changing my flat.
How much does a cook ____ in your hometown?
Ellen has got a _________ job. He will go abroad for study in two months.
He worked as an ________ to the President.
She wasn’t interested in her stage ______.
【设计意图】
从学生熟悉词汇入手，起到热身作用，为听力和相应任务做好词汇准备。
Step 2. Listening and speaking
The teacher plays the PPT to them .
T: You are a HRM of a company. You’re planning an interview for those who are applying for the following jobs. Now think of some questions to ask them.
job offers
data analyst lorry driver
travel agent office assistant
T: Then what is HRM ?
The teacher plays the PPT to them .
HRM 人力资源经理Human Resource Management
【设计意图】
初步提问简单问题，为听力内容热身。
T: Let’s begin Part Listening.
The teacher plays the PPT to them .
1. (2m) Listen to Part 1 of the interview. Say what job Claire is applying for.
A temporary position.
Travel agent
2. (3m) Write a question Claire could ask the manager. Now listen to Part 2 of the interview. Did Claire ask your question?
How old are you?
Are you interested in a temporary position with us?
How did you find out about us?
What makes you think you’ll like the job?
Have you travelled much yourself?
What languages do you speak?
What’s your French like?
【设计意图】
两个环节的问题循序渐进，步步深入，符合教师引导和学生为主体的课堂要求。
3. (3m)Listen the tape again and pay attention to the details.
Age
(1)__
Qualification
“A” levels in English
(2) _______and ______________
Way to find the job
__________________
Work description
(1)________________
(2)________________
Language spoken
______and______
salary
(1)￡______
Working hours
(2)_____to______
Days
(3)_________to ________
Job starts
(4)_______
Contract lasts
(5)__months
【设计意图】
信息量增多，学生需整理和记忆的信息也相应加大，呈现和挖掘听力的整体内容。
4. (2m) Say who asks these questions, Claire (C) or the manager (M).
1. How did you find out about us? ( )
2. What makes you think you’ll like the job? ( )
3. Have you travelled much yourself? ( )
4. What languages do you speak? ( )
5. Do I have to do any special training? ( )
6. What are the hours? ( )
7. When can I start work? ( )
8. What sort of career prospects will I have with you? ( )
【设计意图】
进一步整合加工听力内容的信息，从输入变为输出，训练学生的应用和反应能力。
Step 3 Everyday English(5m)
T:Read the part on the screen,then do the exercises.
The teacher plays the PPT to them .
Choose the correct meanings.
1. It was a nightmare.
A. It was a interesting experience.
B. It was a terrible experience.
2. I managed somehow.
A. I survived the experience
B. I was the manager
3. My take-home salary is 2000 yuan a month.
A. Every month I get 2000 yuan RMB before paying taxes.
B. Every month I get 2000 yuan RMB after paying taxes.
4. Roughly 200 US dollars is 1650 yuan RMB.
A. 200 US dollars is about 1650 yuan RMB.
B. 200 US dollars is exactly 1650 yuan RMB.
5. I have a day off each week.
A. I don’t work that day.
B. I work late that day.
【设计意图】
此环节来自生活中的情景交际，练习设置同义句转化侧重语境的进一步理解延伸。
Period 4 Reading ,Cultural Corner and Writing
Step1 Reading—Asking and listening (3m)
T: Read the reply on the page 18. Say which job the writer is applying for.
The teacher plays the PPT to them .
The writer is applying for a temporary job as a waiter from Major Catering Company.
T: Listen to the tape and answer the following questions.
1. How many jobs does the passage refer to?
10 jobs.
2. What will the ten fastest growing jobs relate to?
Computer and health.
3. Which of them do you think are important in China?
I think all of them are important in China.
【设计意图】
在听说读环节之后，此环节开启了写的初步环节，为相关话题写作铺垫词汇和短语信息。
Step 2 Reading –Practice (2m)
TURE OR FALSE
①The ten fastest growing jobs will be related to computers and wealth. ( )
②The bioinformaticians combine computer skills with knowledge of information. ( )
③More and more home care nurses will be needed to look after the old. ( )
④In the future, less travel agents will be needed. ( )
【设计意图】
阅读短文之后，教师引导学生进行细节探究，训练学生捕捉有效信息的能力。
Step 3 Writing
The teacher plays the PPT to them .
1. (2m)Simple sence
You are going to leave school and you want to apply for a job. But you don’t know how to write an application. So you and your friends go to the Job Consultant to look for help.
【设计意图】
设置相关场景，提供语境基础，为写作进行初步探究。
2. (2m)The structure of the essay.
________________ Write your address.
_______________
_______________
_______________ Write the date.
Dear Sir or Madam, Begin like this.
……
I look forward to… Finish like this.
【设计意图】
给出明确文体结构，让学生一目了然。
3. (2m) 审题
1.体裁：应用文（应聘信）
2.人称：主要第一人称
3.正文三部分的主题分别是：
(写信目的，表明求职心愿
(介绍个人简历及自身优势
(请求答复和联系，表明决心和感激
【设计意图】
呈现思维模式，引导学生构建写作审题步骤，把抽象问题具体化。
4. (30m) Task:
How to write a letter applying for a job:
A Voluntary Activity in the winter vacation,
5 VOLUNTEERS WANTED as English teachers at SOS Children's Village.
Those who are interested in taking part in the activity, please send an email to studentunion@bjsz.cn explaining your past experiences and purposes for applying.
Student Union
(5m)Give the task and discussion。
(15m)Writing .
(10m)Presentation.
【设计意图】
设置相关任务，探究具体写作信息，引导理论如何转化为实践。
5. (5m) A possible version:
I am writing in response to your advertisement for a job as a teacher in the voluntary activity. Personally, nothing is more meaningful than making contributions to the children in need of help.
Equipped with a good command of English, I’m confident that the children will make progress with me teaching them. Although I haven’t been involved in activities of this kind,I’ll work hard to make up for the lack of experience.Furthermore, so warm-hearted and outgoing am I that it’ll be easy for me to fit in with students.
If accepted,I will spare on pains to do it well. I would be grateful if you could give me the chance.
Looking forward to your reply.
【设计意图】
展示范文，规范思维，推敲语言，强调亮点。
Step 6 Homework
Do the exercises of the workbook..
【设计意图】
作业对课堂所学的技能很好的综合检测。能够进一步深化语言的运用，体会不同语境的实际侧重。
教学反思
略。
A Job Worth Doing
教材分析
This unit focuses on the theme of "work" in listening, speaking, reading and writing. "Work" is a very close to life and can excavate the teaching theme. In the teaching process, teachers widen the students' field of vision through a series of activities such as listening, speaking, reading and writing and discussion, and through the study of the text, making students have a sense of responsibility to the society, develop their spirit of contributing to society.
教学目标
【知识目标】
Key vocabulary and phrases:
accountant, administrative, advertisement, agent, agency, assistant, badly paid, barber, career prospects, chef, contract, condition, data analyst, dawn, demand, dusk, earn, electrician, fire fighter, frequent, gentle, load, lorry driver, miner, outgoing, permanent, physical, salary, sheer, social worker, staff, stressful, temporary, travel agent, volunteer, well paid,have an effect on, in particular, in practice, in response to, in theory, pass by, take ... for granted, take notice of
Key structures:
1. Many roads are in bad condition and accidents are frequent. P12
2. But often they just pass by, taking the human traffic signal for granted. P13
3. He was driving a lorry load of bananas when he came off the road at a bend and fell three hundred metres down the mountain. P13
4. I am writing in response to your advertisement for a temporary position as a waiter. P18
5. I look forward to hearing from you. P18
6. For ..., common sense, physical fitness and an outgoing personality are likely to be more important than computer skills. P19
【能力目标】
Talk about different jobs and their importance.
Practise making deductions about the past.
Review the verb forms: past simple, past perfect and past continuous.
Write a letter of job application and a CV.
【情感目标】
Through the study of this text, guide students to set up a correct outlook on society and life, laying a foundation for the society.
教学重难点
【教学重点】
Learn the key words and phrases.
Learn the important grammar of this period.
Understand the importance of Timoteo Apaza’s job as a human traffic signal
【教学难点】
How to teach the students to use past perfect tense and how to make deductions correctly.
How to train their ability and have a sense of responsibility.
课前准备
Tape recorder, Multimedia
教学过程
Period 1 Introduction and Reading
Step 1. Lead-in
1. Introduction (3m)
Describe the job with the words or phrases.
badly paid dangerous exciting intellectual manual stressful well paid satisfying
e.g. He’s a doctor. Doctor is a well- paid job.
T: Please look at the pictures and give me the name of each job.
The teacher plays the PPT and shows the pictures to them.
T:What sort of job you would (not)like to do and why?
The teacher plays the PPT and shows the examples to them.
Example:
I want to be a _____, because it ________.
OR: I don’t want to be a _______, because it ___________________.
T: Let’s use the words to describe the job.Who can have a try to make some sentences like the models?
2. Vocabulary(4m)
T: Let’s do another practice.
The teacher plays the PPT and shows the examples to them.
Match the words in the box with their meanings.
accountant barber biochemist businessman/businesswoman
cook electrician miner
policeman secretary volunteer
1) We ask this person to put electricity in homes. _________
2) This person works underground. _____
3) He or she prepares meals in a restaurant. ____
4) This scientist studies the chemistry of living things. __________
5) You go to this person to get your hair cut. ______
6) This person works in an office. ________
7) This person knows a lot about money. __________
8) He or she works in business. _________________
9) This person must do many things- including directing the traffic. _________
10) This person has offered to do a job- and may not be paid for doing it. _________
【设计意图】
用图片的形式引出职业的名称，激发学生兴趣，调动积极性。通过图片之后的系列问题，引导学生参与头脑风暴，为课文内容的学习进行思维准备。
Step 2. Warm-up
1. Questions(2m)
T: Read the followingquestions and give us your opinions about each.
The teacher plays the PPT to them .
(1) What is the job of the man?
(2) Have you seen a human traffic signal before?
2. T: Now look at the picture and answer the further questions to find some details..
The teacher plays the PPT of the big picture to them .
(1) Where is the man standing?
(2) What is he holding?
(3) Can the bus driver see the lorry?
(4) Can the lorry driver see the bus?
【设计意图】
用学生感兴趣的问题做切入点，易于表达，层层递进，加上后面的图画探索，更好的激发学生探究的兴趣，自然转入课文场景，引导了阅读思维。
Step 3. Fast-reading
Matching each paragraph with the main idea. (5m)
T: Listen to the passage and match the headings with the paragraphs.
T: Let’s answer them.Some volunteers?
The teacher plays the PPT to them .
Para1 the man
Para2 the road
Para3 the reason why he does
【设计意图】
听力练习和快速浏览结合，用这一方法，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速浏览的能力,对学生的阅读技巧有很好的引导作用。
Step 4. Careful-reading
T：I will give you six minutes to read the passage again.Then have a further discussionabout details..
The teacher plays the PPT to them .
1. (6m)Fill in the blanks.
Many roads in the mountains in the highest capital in the world are__________,making
communications difficult and causing many accidents to occur. One road in particular
_____________ the most dangerous road in the world, for anyone inside the vehicle coming off the road is lucky_________. The rules set for the road are to prevent the accidents happening , _________few drivers respect the rules.
Answers:
in bad condition
is considered
to survive
but
2. (4m)Answer the questions.
The teacher plays the PPT to them .
(1) Why has the death toll fallen ?
Because Timoteo worked as a human traffic signal to direct the traffic.
(2) What did Timoteo get for directing the traffic?
Nothing ,but sometimes a small amount of money from some drivers.
(3) How does the paragragh mainly develop?
The teacher plays the PPT to them .
In the order of time.
Before he volunteered -----then, one day---then, a few years later----so now, every morning.
(4) The reason why he does it?
The teacher plays the PPT to them .
before volunteering: lots of jobs(a miner ,a soldier)
then, one day: as a lorry driver ;come off ,fell down;had an encounter with , survived,in hospital
then, a few years later: was called out to pull people out of a bus had a profound effect on ,realise and felt
Now,every morning: Direct the traffic
3. (2m)Conclusion:
T: Let’s find the reading skills of the above.
The teacher plays the PPT to them .
Learning to find : Details ----Paragraph ideas--- Passage Idea
【设计意图】
在快速阅读的基础上，学生对文章的内容就有了大概的了解，但却没有真正地理解文章。设计细节的阅读环节，旨在引导学生从正确辨认和理解事实的细节入手，注意时间、位置与方向、对比、特点、数与量、原因与结果等文章信息。
Step 5. Intensive-reading
The teacher plays the PPT to them .
1. (2m) True or False
①La Paz is the highest city.
②The road going north from the capital is particularly dangerous.
③In theory the road can be used by traffic all the day.
2. (2m) Guess the words
①. a nearly vertical fall(para1) sheer drop
②. a form of transport(para1) vehicle
③. the total number of dead(para2) death toll
a part of the road which is not straight(para2) bend
to still be alive(para3) survive
3. (2m) Reading skills:
T:To learn some reading skills, please think about how you guess the words in the questions above?
The teacher plays the PPT to them .
Reading skills :
related information
cause and effect
definition and explanation
common sense
4. (3m) Choose the best answers.
(1) Which is TRUE about the particularly dangerous thing according to Passage 1?
A．There is one vehicle falling from the road every three weeks.
B．Most of the drivers on the road respect the rules.
C．The road going south from the capital is particularly dangerous.
D．It runs north from the capital，La Paz.
(2) Why has the death toll fallen according to Passage 2?
A．Because Timoteo works as a traffic signal to direct the traffic for free.
B．Because more drivers start obeying the rules when seeing Timoteo work as a traffic signal.
C．Because they have made some changes to the bend to make it less dangerous.
D．Because Timoteo’s effort finally affected the drivers on the road.
(3) Why does Timoteo do the job?
A．Because he feels it his duty to help those who are facing difficulties.
B．Because he has no other skills and is not qualified to do anything else.
C．Because he is fond of being a human traffic signal.
D．Because he has to do this job as the local government requires him to.
(4) We can see from the last passage that___
A．Timoteo has formed the habit of changing jobs frequently
B．Timoteo once narrowly escaped from death when driving a lorry load of bananas
C．Timoteo dislikes being asked to pull people out of the bus in the deep night
D．he was encouraged by the drivers and as a result he started to take up the mission
【设计意图】
学生完成细节阅读后，对表层信息有了肤浅的认识，也初步了解文章的基本线索。然而他们只是完成了辨认文字符号的感性认识阶段；而理解内容，吸收信息，创造性思维译码的理性认识阶段还没有建立。因此，延伸阅读，深化挖掘信息，进一步加深文章的理解就是本环节的设计意图。
Step 6. Summary
T: If you are a journalist, your deskmate is Timeteo, what are you going to talk about in the studio?
The teacher plays the PPT to them .
T: Think the following questions：
What do you think of Timoteo Apaza?
Is it worth doing?
What would you do if you were in such a situation?
--- He is a kind man worthy of respect and I will follow his example in such a situation.
--- He is the only person who has done something for this and he has saved a lot of people. In my opinion , he is a person who deserves our respect.
--- He sacrifices a lot for other’s happiness. We should learn the spirit from him.
--- He is an ordinary person.
T: Think of what sort of job you would like to do in the future and why.
【设计意图】
阅读后设置相关话题，引导学生应用文章中的词汇、短语、句式进行交流和应用，是基础向能力的转化，把语言符号转化成有效信息加以利用和思想表达，真正体现了语言的交流作用，是听读向说写的升华。
Step 8. Homework
Write a short passage about what kinds of jobs you want to do in the future .
The title is “A job worth doing”
【设计意图】
经由阅读教学，涉及与本单元话题相关的实用写作，与高考题型结合，旨在发展学生的语言模仿能力和写作表达能力。
Period 2 Language points, Grammar and Function
T: After the first period, we have known something related to different jobs. Today we will learn some languages first.
Step 1. Language points (8m)
The teacher plays the PPT to them .
1. One road in particular, which goes north from La Paz, is considered (to be/as) the most dangerous road in the world.
It is considered that Tom stole the book.
Tom is considered to have stolen the book.
consider...(as/to be)...
It is considered that...
sb/sth be considered to have done...
You should consider accepting our request.
We will consider what to do next.
consider+(doing) sth.
consider+特殊疑问词+to do
2. But often they just pass by, taking the human traffic signal for granted.
take ...for granted: 认为...是理所当然的
He takes our help for granted.
take it for granted that...
他认为父母为他做一切事情是理所当然的。
He takes it for granted that his parents should do everything for him.
3. He was driving a lorry load of bananas when he came off the road.
was/were doing sth. when... 正在做某事这时...
I was cooking when the gas ran out.
句式：was /were doing…when…
was /were about to do…when…
was/were going to do …when…
was/were on the point of doing…when…
had just done…when…
eg:We were about to leave when it began to rain.
We were going to leave when it began to rain.
We were on the point of leaving when it began to rain.
We had just watered the field when it began to rain heavily.
【设计意图】
学习词汇，准确理解和正确运用英语单词和短语，积累有用的词组和句式。
Step 2 Practice (3m)
The teacher plays the PPT to them .
take...for granted , offer , respect , satisfy , take up , walk , on average , grateful , lose
Zhou Kai _______ his parents very much, for he never ________________ that his parents love him. He ________playing the piano at the age of 12. So hard does he practice that he has made great progress, which makes his parents________. He takes piano lessons twice a week _________. One day ,he___________on the street when he heard an old man shouting for help, because he__________ his way. Zhou Kai___________help him.The old man was________for the boy's kindness.
【设计意图】
短文填空，旨在进一步熟悉和精准掌握词汇在语境中的运用。
Step 3 Grammar
The teacher plays the PPT to them .
1. (1m)Match the sentences with the names of the tenses.
He survived. past simple
He had had lots of jobs. past perfect
He was driving a lorry. past continuous
2. (1m)Read the sentences and discuss the questions.
a. Which tense refers to actions in the past?
b. Which tense refers to an action in progress when another thing happened?
c. Which tense refers to something which happened before something else?
Before he volunteered to direct traffic, Timoteo had had lots of jobs. C
He was driving a lorry when he came off the road. B
Somehow he survived. A
【设计意图】
信息匹配，让学生正确理解和掌握语法知识，初步体会该语法的具体应用场合。
3. (5m)Learning
The teacher plays the PPT to them .
一般过去时
构成形式为:did或was/were+表语
1) 表示在过去时间里发生的动作或存在的状态，常与表示一般过去的时间状语连用。如:
He lived here three years ago.
2) 表示在过去一段时间内, 经常性或习惯性的动作。如:
He?gave?Mary surprising gifts every Christmas.
3) 在时间或条件状语从句中，常用一般过去时代替过去将来时。如：
The students wouldn't leave until the teacher?came?back.
Ann said she wouldn't go shopping if it?rained.
过去进行时
构成形式为: was/were?+动词-ing形式
1)?表示过去某一时刻或某一阶段正在进行的动作。如：
I?was trying?to fix a machine before you arrived.
They?were building?a dam last winter.
2)?表示过去打算做某事。如：The teams?were leaving?a few days later.
3)?表示说话人的某种情绪，常与always, forever, frequently等连用。如：
Frank?was?always?changing?his mind.
过去完成时
构成形式为: had?+动词-ed形式
1)?表示过去某一时间或动作之前已经发生或完成的动作。如：
I?had finished?writing the article when they came.
2)?表示在过去某一时间之前已经开始并一直持续到那时的动作或状态。如：
By six o'clock they?had worked?for twelve hours.
3)?表示过去本打算做某事却未能实现的希望和意图，只适用think, hope, expect, want, intend, plan, mean等表示意愿的动词。如：
They?had wanted?to help but couldn't get here in time.
【设计意图】总结三种时态的构成和用法，比较异同，给出例句加深理解，符合探究的教学模式。
5. (2m) Practice
The teacher plays the PPT to them .
用括号内动词的正确时态填空。
As soon as she heard the news, she ______ (drive) to the station.
He ________ (work) much harder last year than he works now.
I knew I would make progress if I ________ (study) hard.
I ____________ (read) at 5 p.m. yesterday.
I ____________ (walk) alone when I met my teacher.
When I got to the cinema, the tickets_____________ (sell)?out.?
【设计意图】
给特定语境，从理解的基础上去运用这些语法，加深了对语法的认识。
Step 5 Function
Making deductions about the past
1.(2m) Complete the sentences with the correct words and phrases.
“I visited China last year.” “That ________ interesting!”
A. Was B. can be
C. must be D. must have been
“I looked after a group of fifteen French children.” “That ______ easy!”
A. mustn’t be B. mustn’t have been
C. can’t have been D. wasn’t
They ___ have got lost, or had an accident.
A. can B. might C. must D. mustn’t
2. (1m)Thinking:
Which sentences show that the speaker is certain about something? 1 and 2
Which sentences refers to a possibility in the past? 3
【设计意图】
利用初步小练习，让学生观察规律特点，后面的思考匹配环节，引导学生得出相应结论，为情态动词的学习奠定基础。
3. (5m)情态动词+have+过去分词
情态动词must, can / could, may / might均可表示推测，它们可以对过去、现在或将来的情况作出语气强弱不同的推测。对过去的情况进行推测时，用“情态动词+ have +过去分词”。
?1）.表示肯定的推测时，语气从弱到强的情态动词依次为：might?→?may?→?could→?can?→?must；表示否定的推测时，may not / might not语气较弱，can’t / couldn’t语气较强。
注意：must的否定形式mustn’t不表示否定推测，而是表示“不得”或“一定不要”。
2）.?情态动词表示推测时，在用法上有一些限制：
① must只用于肯定句中，意为“一定，准是”。
② can多用于否定句和疑问句中。
③ may / might用于肯定句和否定句中。
3）.?对过去的情况进行推测时，用“情态动词+ have +过去分词”。如：
I didn’t see Alex. He might have gone home.
I couldn’t have left my bag on the bus.
They must have gotten lost or they’d be here by now.
【拓展】
在特定的语境中, “might / could + have +过去分词”不是对一件事情是否发生进行推测, 而是表示本来可能发生但没有发生, 或者本来可能完成却没有完成的动作, 有时具有一定的感彩。
① might have done本可以做(却没有), 有时表示很委婉的责备。如：
Honestly, the report might have been better written.
② could have done本可能做(却没有)。如：
He did not regret saying what he did but felt that he could have expressed it differently.
【设计意图】
总结情态动词的不同用法，比较总结，给出例句和拓展加深理解，符合老师引导，学生探究思考的教学模式。
4. (7m) Practice
I. Complete the sentences with must, can’t or might.
“When I was younger, I worked as a miner.” “That _____ have been hard.”
I’m surprised David didn’t apply for the job. He _____ have seen the advertisement.
“Where’s Sam?” “I don’t know. He _______ have gone to the meeting.”
I don’t know why the manager didn’t reply. He ______ not have received our letter.
Jackie looks happy. They ______ have increased his salary.
The secretary wasn’t listening. She ____ have heard what I said.
II. Write sentences to say about each person using must, can’t or might.
Someone who has just returned from volunteer work in Africa
He might have learnt a kind of African language.
Someone who has just returned from a business trip to Europe
He must have met some important business people.
someone who was expected to arrive home from work an hour ago, but hasn’t arrived yet
He can’t have caught the train.
III. Complete the dialogue with the correct words and phrases.
A: I visited China last year
B: That ______________ very interesting.
A: Not really. I still had to look after a group of French children who were visiting China.
B: That ______________ easy!
A: No, it was a nightmare.
B: They ______ have got lost, or had an accident.
A: Yes, but luckily there were no disasters. I managed somehow.
【设计意图】
学后应用，精准练习，由易到难，反复应用，及时巩固。
Step 6 Homework
1. Review Grammar and Function.
2. Finish the exercises in the workbook.
【设计意图】
复习今天的知识，温故知新；做相应练习，及时运用。
Period 3 Vocabulary ,Listeningand Everyday English
Step 1.Vocabulary(4m)
The teacher plays the PPT to them .
1. Complete the sentences with the following words:
assistant career prospects contract earn permanent salary staff temporary pay (n.)
two words which mean the opposite _________ _________
two words which mean the same ____ _____
a word for a person ________
a word for a group of people ______
a word for a work agreement _______
a word which means to get (money)_____
an expression which refers to the future _______________
2. Complete the sentences with the words in the box.
The job is OK but the _____ is not very good. Only 500 yuan a month.
I have not signed the ________ yet. I’m still think about it.
I find all the ____ in our office very friendly.
This is my __________ address. I dislike changing my flat.
How much does a cook ____ in your hometown?
Ellen has got a _________ job. He will go abroad for study in two months.
He worked as an ________ to the President.
She wasn’t interested in her stage ______.
【设计意图】
从学生熟悉词汇入手，起到热身作用，为听力和相应任务做好词汇准备。
Step 2. Listening and speaking
The teacher plays the PPT to them .
T: You are a HRM of a company. You’re planning an interview for those who are applying for the following jobs. Now think of some questions to ask them.
job offers
data analyst lorry driver
travel agent office assistant
T: Then what is HRM ?
The teacher plays the PPT to them .
HRM 人力资源经理Human Resource Management
【设计意图】
初步提问简单问题，为听力内容热身。
T: Let’s begin Part Listening.
The teacher plays the PPT to them .
1. (2m) Listen to Part 1 of the interview. Say what job Claire is applying for.
A temporary position.
Travel agent
2. (3m) Write a question Claire could ask the manager. Now listen to Part 2 of the interview. Did Claire ask your question?
How old are you?
Are you interested in a temporary position with us?
How did you find out about us?
What makes you think you’ll like the job?
Have you travelled much yourself?
What languages do you speak?
What’s your French like?
【设计意图】
两个环节的问题循序渐进，步步深入，符合教师引导和学生为主体的课堂要求。
3. (3m)Listen the tape again and pay attention to the details.
Age
(1)__
Qualification
“A” levels in English
(2) _______and ______________
Way to find the job
__________________
Work description
(1)________________
(2)________________
Language spoken
______and______
salary
(1)￡______
Working hours
(2)_____to______
Days
(3)_________to ________
Job starts
(4)_______
Contract lasts
(5)__months
【设计意图】
信息量增多，学生需整理和记忆的信息也相应加大，呈现和挖掘听力的整体内容。
4. (2m) Say who asks these questions, Claire (C) or the manager (M).
1. How did you find out about us? ( )
2. What makes you think you’ll like the job? ( )
3. Have you travelled much yourself? ( )
4. What languages do you speak? ( )
5. Do I have to do any special training? ( )
6. What are the hours? ( )
7. When can I start work? ( )
8. What sort of career prospects will I have with you? ( )
【设计意图】
进一步整合加工听力内容的信息，从输入变为输出，训练学生的应用和反应能力。
Step 3 Everyday English(5m)
T:Read the part on the screen,then do the exercises.
The teacher plays the PPT to them .
Choose the correct meanings.
1. It was a nightmare.
A. It was a interesting experience.
B. It was a terrible experience.
2. I managed somehow.
A. I survived the experience
B. I was the manager
3. My take-home salary is 2000 yuan a month.
A. Every month I get 2000 yuan RMB before paying taxes.
B. Every month I get 2000 yuan RMB after paying taxes.
4. Roughly 200 US dollars is 1650 yuan RMB.
A. 200 US dollars is about 1650 yuan RMB.
B. 200 US dollars is exactly 1650 yuan RMB.
5. I have a day off each week.
A. I don’t work that day.
B. I work late that day.
【设计意图】
此环节来自生活中的情景交际，练习设置同义句转化侧重语境的进一步理解延伸。
Period 4 Reading ,Cultural Corner and Writing
Step1 Reading—Asking and listening (3m)
T: Read the reply on the page 18. Say which job the writer is applying for.
The teacher plays the PPT to them .
The writer is applying for a temporary job as a waiter from Major Catering Company.
T: Listen to the tape and answer the following questions.
1. How many jobs does the passage refer to?
10 jobs.
2. What will the ten fastest growing jobs relate to?
Computer and health.
3. Which of them do you think are important in China?
I think all of them are important in China.
【设计意图】
在听说读环节之后，此环节开启了写的初步环节，为相关话题写作铺垫词汇和短语信息。
Step 2 Reading –Practice (2m)
TURE OR FALSE
①The ten fastest growing jobs will be related to computers and wealth. ( )
②The bioinformaticians combine computer skills with knowledge of information. ( )
③More and more home care nurses will be needed to look after the old. ( )
④In the future, less travel agents will be needed. ( )
【设计意图】
阅读短文之后，教师引导学生进行细节探究，训练学生捕捉有效信息的能力。
Step 3 Writing
The teacher plays the PPT to them .
1. (2m)Simple sence
You are going to leave school and you want to apply for a job. But you don’t know how to write an application. So you and your friends go to the Job Consultant to look for help.
【设计意图】
设置相关场景，提供语境基础，为写作进行初步探究。
2. (2m)The structure of the essay.
________________ Write your address.
_______________
_______________
_______________ Write the date.
Dear Sir or Madam, Begin like this.
……
I look forward to… Finish like this.
【设计意图】
给出明确文体结构，让学生一目了然。
3. (2m) 审题
1.体裁：应用文（应聘信）
2.人称：主要第一人称
3.正文三部分的主题分别是：
(写信目的，表明求职心愿
(介绍个人简历及自身优势
(请求答复和联系，表明决心和感激
【设计意图】
呈现思维模式，引导学生构建写作审题步骤，把抽象问题具体化。
4. (30m) Task:
How to write a letter applying for a job:
A Voluntary Activity in the winter vacation,
5 VOLUNTEERS WANTED as English teachers at SOS Children's Village.
Those who are interested in taking part in the activity, please send an email to studentunion@bjsz.cn explaining your past experiences and purposes for applying.
Student Union
(5m)Give the task and discussion。
(15m)Writing .
(10m)Presentation.
【设计意图】
设置相关任务，探究具体写作信息，引导理论如何转化为实践。
5. (5m) A possible version:
I am writing in response to your advertisement for a job as a teacher in the voluntary activity. Personally, nothing is more meaningful than making contributions to the children in need of help.
Equipped with a good command of English, I’m confident that the children will make progress with me teaching them. Although I haven’t been involved in activities of this kind,I’ll work hard to make up for the lack of experience.Furthermore, so warm-hearted and outgoing am I that it’ll be easy for me to fit in with students.
If accepted,I will spare on pains to do it well. I would be grateful if you could give me the chance.
Looking forward to your reply.
【设计意图】
展示范文，规范思维，推敲语言，强调亮点。
Step 6 Homework
Do the exercises of the workbook..
【设计意图】
作业对课堂所学的技能很好的综合检测。能够进一步深化语言的运用，体会不同语境的实际侧重。
教学反思
略。