U14L1L2教案.doc

模块五
第二单元 教学设计
Lesson 1 Your Choice
教材分析
本课是第14单元的第1课。本课的语篇是一篇有关职业与性格的问卷。学生将在本课了解自己的个性特征，以及不同个性特征适合做的职业的有关信息，学习有关性格测查的词汇，理解文章大意，使用任务型阅读等阅读策略。学生要利用阅读信息，完成调查任务，将阅读信息内化，转换成自己的语言，并针对调查出的个人个性特征结果，相互推荐，自己判断未来适合的职业。
本课的语法是复习直接引语和间接引语。
学生在初中阶段已经学过这两种引语的基本用法，本课的重点是体验和归纳两种引语的区别。学生要能够在语篇中识别、在语境中运用这两种引语。
本课计划按两课时完成：第一课时重点是阅读文章，让学生学习有关性格测查的词汇，从文章中提取信息，处理信息，借助有关信息判断同学性格，提出未来职业发展方向建议；第二课时复习巩固从课文例句中发现表示请求或命令的间接引语，将这些间接引语转换为直接引语，并在语境中恰当地使用两种引语。
教学内容
话题：个人性格与适宜的工作调查问卷（阅读）
词汇： 重点词汇： summary timetable aid guidance aid institute topic
相关词汇： take charge of pump data paragraph deer
语法：直接引语和间接引语的使用和区别
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1. 描述未来要从事的职业和选择该职业的原因（如：个性特征）；
2. 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；
教学过程
注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work

教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Lead-in
Step 1
Bain-storming
T invites Ss to name some famous persons’ jobs.
引出话题，激活学生的背景知识。
CW
3’
Pre-reading
Step 2
T asks Ss their dream job and the special reason behind to have such a job.
新学一些职业词汇，练习表述选择某种职业的原因。
CW
5’
Step 3
T teaches some new words [PPT 8]
学习话题词汇扫清阅读障碍。
CW
7’
While-reading
Step 4
Ss read the questionnaire, make choices and exchange answers in pairs. [PPT 9]
学生阅读问卷，做出回答，互换答案。
IW & PW
7’
Step 5
Ss will guess what personality in pairs and the right jobs. Then Ss decide whether the job suits each other. [PPT 10]
同桌间互相判断个性特征和适合的职业。
PW
8’
Step 6
Ss check the answer key on page 91. Ss will judge whether the description fits their personalities. [PPT 11]
学生自己看书后答案，判断描述是否适合自己。
IW
5’
Post-reading
Step 7
Ss learn some other words in the new context. [PPT 12]
在语境中学一些不影响阅读的新词。
CW
5‘
Homework
Do Ex. 6 on page 67.

第二课时

Second Period
教学目标
在本课结束时，学生能够：
1. 辨认表述建议和命令的间接引语；
2. 转换相应的表达建议和命令的直接引语和间接引语
3. 在情境中使用间接引语表述别人要求和命令。
教学过程

教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Grammar-learning
Step 1
Ss Find out sentence patterns in the text like “she asks you to help her”.(reported orders and requests) [PPT 3]
学生通过观察例句，在课文中发现更多的具有相似结构的句子，体会语法的用法。
IW
5’
Step 2
Ss transfer the reported orders and requests into people’s actual words. [PPT 5]
学生把找出的表达命令和要求的间接引语转换成直接引语，体验两者间的联系与区别。
IW
5’
Step 3
Ss compare the sentences in the two groups and find out the difference between them. [PPT 6-7]

教师帮助学生归纳和整理语法规则，保证学生对结构的理解准确。
CW
5’
Practice
Step 4
Ss do Ex. 7, 8 and 9 on page 23.
[PPT 8–20]
尝试在语境中使用两种引语。
CW
15’
Language in use
Step 5
Ss do Ex. 10 on page 23. [PPT 21–23]
综合运用本课语法。
CW
5’
Step 6
Ss write down the rules of their school in imperatives and write a speech to introduce the rules of the school to the new students in a conference house. [PPT 24–26]
综合运用本课语法。
CW
8’
Step 7
T helps Ss to summarize and expand the sentence pattern.
语法总结拓展与反思。
CW
2’
Sample speech:
Our school advises us to go to school on time and greet teachers. Meanwhile, our school also tells us to be honest. The school orders us not to smoke as well. And the school tells us to persist in doing physical exercise and finish homework in time. At this very beginning of the new semester, I, as a senior schoolmate, advise all of us to be hard-working students and achieve something in future.
第一课时学案
I. How many jobs can you think of? Write down the new words you have just learned.
___________ ___________ ______________ ____________ ________________
___________ ___________ ______________ ____________ ________________
II. Pair work: Do you have anything special inside yourself to have such a job? (p22, exe 1)
I think I am _________, ___________ and _____________. As a result, I feel I am good at________. I am a natural _________.
III. Match the main idea with each part.
Part 1 When your bus had an accident on a deserted road?
Part 2 What would you do when your teacher asked your class to act out a play in a short time?
Part 3 What would you do to help a friend to write a summary?
Part 4 What would you do when your boss tells your team to repair an old pump?
IV. Guess the words in the new contexts:
l He did the homework with his teacher's guidance so that he knew how to make it. His teacher often gives aid to him in this way.
l Generally speaking, a text is composed of several paragraphs on one topic.
l My dream university is the Massachusetts Institute of Technology in the USA.
l The data were collected by different researchers.
V. .Your desk mates will guess what personality you are and the right jobs for you. Then you are going to decide whether it suits you.
Example: I guess you are cheerful and creative. Meanwhile, you may be very motivated. As a result, I advise you to be a teacher or a tour guide.

I guess you are _______ , _______and _____, so I advise you to be______or _________.
VI. (p22 exe 3) Check the answer key on page 91. Does the description fit your personality? Would you like to do the kind of jobs that the answer key suggests for you?
Example:
My partner asked me to be a teacher or a tour guide. The answer key, however, advised me to be a journalist. In my opinion, I would like the latter because I am creative and the job can bring my strengths to the full. I believe I can write good news reports in future.
My partner told me to be _____or a_____. The answer key, however, advised me to be_____. In my opinion, I would like_____ because I am _____ and the job can bring my strengths to the full. I believe I can write good news reports in future.
第二课时学案
I
a. Find out such sentence patterns as those in Exercise 1 in the text!
1) _________________________________
2) __________________________________________
3) __________________________________________
4) __________________________________________
5) __________________________________________
6) __________________________________________
7) __________________________________________
8) ____
Are there anything in common in the five sentences above?_______________________
b. Look at the reported requests and orders from the questionnaire. What are people’s actual words? There is usually more than one option.
1) ___________________________________
2) __________________________________________
3) __________________________________________
4) __________________________________________
5) __________________________________________
6) __________________________________________
7) __________________________________________
8) ______
c. Compare the sentences in the two groups, what’s the difference between them?
1) Pronouns: ____________________
2) Verbs
When we report people’s requests or orders we use the pattern:
ask/ tell/ order somebody + _________
When the order or request is negative, we use the pattern:
ask/ tell/ order somebody+_________+ infinitive
(See Page 92, Grammar Summary 3)
II Rules at school
At the beginning of the semester, there are lots of new students in your school. You are supposed give a speech to introduce the rules of the school to the new students in a conference house.
a. Write down the rules of your school
1) __________________________________________
2) __________________________________________
3) __________________________________________
4) __________________________________________
b. Write down your speech.

III Review the sentence pattern:
_______________
_______________
_______________
_______________
_______________ sb + to do
_______________
_______________
_______________
Can you summarize the sentences above as a sentence pattern? __________________

模块五
第二单元 教学设计
Lesson 2 Interviews
教材分析
本课是第14单元的第2课。本课是第四单元第二课，是一节听力技能课（Skills-focus）。本课的话题是Interviews（面试），与第一课有一定的联系。工作面试是中学生比较生疏的话题，因此通过上节一课的问卷调查，学生已找到适合的工作来导入话题，激活学生兴趣，同时引导学生深入话题。工作面试是他们将要面临的重要的事情，因此学生会非常的认真及感兴趣。
本课是听力技能课，教师要指导学生：1）能听懂工作面试的功能用语，并学习运用。2）能运用taking notes 的听力策略，从听力材料中提取中心思想，使用信息网络图、关键词和缩略语写出重要信息，同时，要引导学生关注工作面试的功能用语，模拟面试对话，能够用making short speeches 的口语策略，用恰当的手势和联系副词清楚地表达观点，发展学生的语言交际能力。
本课共有两段听力材料，计划按两课时进行。第一课时听第一段材料，了解工作面试的功能用语，学习一些和工作面试有关的词组，并猜测词汇，预测在工作面试中应该做和不应该做的事情。在听力过程中关注功能用语，学会使用功能用来进行工作面试，并能根据所提取的信息进行再加工和自主表达。第二课时听第二段材料，运用听力策略，学会提取中心思想，使用信息网络图、关键词和缩略语写出重要信息，并关注工作面试的礼貌语气。
本课词汇学习的任务重，建议把练习1和2留做预习作业。理解大意后，在课堂中要引导学生关注面试的功能句和具体信息。
教学内容
话题： Interviews
听力技能：1）面试功能句；2）抓关键词，理解细节；3）提取中心思想
词汇：
重点词汇：moral, appointment, instant, basis, nursery,
相关词汇： collar, childhood, typewriter, battle, corn, frost, cattle, wisdom, idiom, grain, lip, mud.
词语搭配： make up, make out, go into, speak up, sit up
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1. 在语境中猜测新词（如：nursery，appointment，instant，battle，moral）；
2. 在听力过程中学会如何速记；
3. 模拟正式面试；
教学过程
注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work

教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time

Lead-in
Step 1 Deal with phrasal verbs
1）Work individually to know the meaning of some underlined phrasal verbs from the context.
2) Work in pairs to make a list of things to do and not to do.

处理新词组，为下一步的学习做好铺垫。
1）IW 2’
2）PW 3’

Pre-listening
Step 2
Learn two new words and review one word in the context. (handout Exe I)
Complete Mandy’s account of an interview with the above phrasal verbs.
读前处理的一级词汇可以帮助学生对文章整体的理解。
CW
6’
While-listening
Step 3
1） What does the interviewee do?
2） Was the interviewee successful?
带着问题听，听后获取听力材料的大意。
IW & PW
3’
Step 4
Finish Exe II on handout, and then listen again to check the answers part by part.
获取信息，并在核对答案时，学生根据所记录的关键词，用整句话表达出来。
PW
9’
Step 5
Get specific information
1. Finish Exe IV in handout.
Listen for the third time and complete the questions the interviewer has asked.
(Finish P24 Exe 4)
获取细节信息是听力策略中很重要的一种能力,同时学生理解面试中的问题。

IW
6’
After-listening
Step 6
Do role play.
1) Recall the three procedures of giving an interview.
2) Prepare for the presentation in pairs.
3) Give a presentation.
根据已完成的关键信息表格和板书，学生可以通过角色扮演来落实听力内容。这是学生对听力内容清晰理解的体现，同时学生又在身临其境中进一步体会了新话题词汇。
CW
6’
Step 7
Complete Function File with words from the list on P25.

进一步落实、运用话题词汇。
CW & PW 6’
Step8
Voice opinions
Do you think the interviewee got the job? Why or why not?
这是深层次理解题，大部分学生可以运用所学词汇，表达自己的观点。
CW 4’
Homework
1) Finish Exe III in handout
2) Write a composition: My opinion on the interview according to the Exe 2 on P24.

第二课时
Second Period
教学目标
在本课结束时，学生能够：
1. 提取中心思想；
2. 在新的语境中运用所学词汇和功能用语进行表达；

教学过程:
注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work

教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Lead-in
Step 1
Work with your partners. One acts as an interviewer, the other works as an interviewee. (P25 Exe 7)

Act out the interview. Use expressions from the Function File.
进一步内化上一节的内容，。
PW 7’
Pre-listening
Step 2
In a job interview when you don’t catch what he says what should you say? How do you show you are polite?
Ask students to express their own ideas.
Listen to people asking the interviewee to repeat or explain something. Judge which of them are polite and which are not?
使学生了解工作面试应该注意的语调。
CW 5’
Step 3
Learn the listening Strategies with the class

学习听力策略，学生知道要做什么。
CW 2’
Step 4

Lean some new words before listening
(Exe 12 On P25)
扫清障碍，为将要进行的听力做好准备。
CW 8’
While-listening
Step 5
Listen for the first time and get the general idea.
获取听力材料的中心思想。
CW 7’
Step 6
Listen for the first time and check the answers in pairs.
通过合作学习，使学生增强回答问题的信心。
PW 6’
Step 7
Finish the passage in handout.
获取听力材料的具体信息。
CW 5’
After-listening
Step 8
In pairs, use the notes to tell each other the information you found out, using complete sentences.
For example, student can state their sentence like:
One of the problems with farming is that disease can ruin a harvest.
学生根据所记录的关键词，用整句话表达出来。
CW 5’
Homework
P68 1,3& 4

第一课时学案
Period one
I. Learn the underlined words according to the contexts and finish the exercise.
1. You should phone his secretary if you want to make an appointment.
2. Jacks' son, Sam, 2, is one of 30 children who attend a nursery school in the church.
3. I like instant coffee, because it is convenient and fast, like Nescafe.
4. Pingxing guan Battle is one of the important battles in the War of Resistance against Japan.
Fill in the gaps with the above bold words:
1. Babies need constant attention in the ________.
2. The Chinese win the _____ in the War of Resistance against Japan.
3. You should phone his secretary if you want to make an _________
4. I shall be back in an _______.

II. Listen to an interview for and complete the chart.
Reasons to join the company
Oliver’s experiences
Qualities for the job
1.
1.
patience, …
2. well-organized
2.
3.

III. 用所给词汇填空：
Experience, quality, enthusiasm, moral, organize, youth, monitors, personnel reputation, basis
1. He is experienced, which means that she has much __________of teaching.
2. His ________ made his lesson interesting and exciting.
3. Mozart started composing from his _______. He was very famous when young.
4. She is a very successful CEO with perfect leadership ________.
5. Zhang Sensen is the ________ of our class13.
6. The Students Union held a meeting to discuss how to _________ a creative Teacher’s Day Party.
7. _______ is the department in a company which deals with employees or their problems.
8. China has got an excellent _____ now in the world on the______ of holding the 29th Olympic successfully. What’s more, volunteers show their friendliness (友好) and good _____ actions to the world.
9. The food security not only concerns legal aspects, but also _______ ones.

IV。 Fill out the blanks. (Woman-W; Oliver-O)
W: Good morning, take a seat.
O: Good morning, thank you.
W: My name is Judith. I am the _____ ______ for the Camp Elizabeth Holidays. And you are Oliver Blankstone?
O: That’s right.
W: I see that you are in your lat year at school.
O: Yes. I am doing A levels this summer. I hope to go to university to study civil engineering.
W: So (________________________________) at the Camp Elizabeth.
O: Well your company has ___________. I know some people who have been to your camps, and they say everything was ___________. I __________________ and I’d like to get some more work experience.
W: (______________________________)?
O: I help with the ___________ at school. I’ve ___________________to various places----to concerts and plays and things like that.
W: Mm, (____________ do you think _________________)?
O: I am sorry. What do you mean exactly?
W: I mean the _____ you need to work with children.
O: Well, you certainly must have ______. And another important thing is _________. You have got to show children that you enjoy things. And well, you also have to be __