1、Module 2 A Job Worth DoingI. 模塊教學(xué)目標(biāo)技能目標(biāo)Skill Goals To enable thestudents to learn about different jobs and their importance To make the students know how to make deductions about the past To make the students review and use the verb forms: past simple, past perfect and past continuous To enable the

2、students to write a letter of job applicationII. 目標(biāo)語言功 能 句 式They might have got lost, or had an accident.That must have been very interesting！That cant have been easy！He can t have seen the advertisement.詞 匯1. 四會(huì)詞匯accountant, administrative, advertisement, agent, agency, assistant, badly paid, barbe

3、r, 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 paid2. 認(rèn)讀詞匯database,

4、 Bolivia, steeply, bioinformatician, pathologist, career prospects3. 詞組have an effect on, in particular, in practice, in response to, in theory, pass by, take . for granted, take notice of語 法Review the verb forms: past simple, past perfect and past continuous Somehow he survived.He was driving a lor

5、ry when he came off the road. Before he volunteered to direct traffic, Timoteo had had lots of jobs.重 點(diǎn) 句 子1. Many roads are in bad condition and accidents are frequent. P122. But often they just pass by, taking the human traffic signal for granted. P133. He was driving a lorry load of bananas when

6、he came off the road at a bend and fell three hundred metres down the mountain. P134. I am writing in response to your advertisement for a temporary position as a waiter. P185. I look forward to hearing from you. P186. For ., common sense, physical fitness and an outgoing personality are likely to b

7、e more important than computer skills. P19. 教材分析與教材重組 1. 教材分析 本模塊以A Job Worth Doing為話題，旨在通過模塊教學(xué)使學(xué)生了解社會(huì)中的各種工作及其對(duì)社會(huì)的重要作用，并設(shè)想未來的工作類型。功能項(xiàng)目主要通過具體的語境，用不同的情態(tài)動(dòng)詞表達(dá)不同語氣與程度的猜測(cè)與判斷。語法項(xiàng)目主要復(fù)習(xí)一般過去時(shí)、過去進(jìn)行時(shí)和過去完成時(shí)的用法。寫作部分要求學(xué)生就某一項(xiàng)工作寫一封求職信，咨詢有關(guān)此項(xiàng)工作的情況，并介紹自己的簡(jiǎn)歷。在教學(xué)過程中，教師通過一系列的聽說讀寫和討論等活動(dòng)，拓寬學(xué)生視野，并通過對(duì)課文的學(xué)習(xí)，培養(yǎng)學(xué)生對(duì)社會(huì)的責(zé)任感，培養(yǎng)他們奉獻(xiàn)

8、社會(huì)、回報(bào)社會(huì)的精神，使他們認(rèn)識(shí)到只有通過自己的努力工作改造社會(huì)，未來社會(huì)才會(huì)變得更美好。 1.1INTRODUCTION以幾幅與工作有關(guān)的圖片開頭，激發(fā)學(xué)生的興趣，讓他們討論不同的工作，同時(shí)鞏固并學(xué)習(xí)與工作有關(guān)的詞匯。而討論人們?yōu)槭裁匆ぷ鳎芗て饘W(xué)生的熱情，激發(fā)學(xué)生對(duì)本模塊的中心話題產(chǎn)生興趣，為后面的閱讀做好熱身活動(dòng)，從而也使教師對(duì)本模塊的授課更具有針對(duì)性。 1.2VOCABULARY AND READING介紹了一位普通志愿者Timoteo Apaza為了救其他人的生命，甘愿在艱苦的環(huán)境下充當(dāng)路標(biāo)的偉大事跡。通過學(xué)習(xí)本課文，引導(dǎo)學(xué)生樹立正確的社會(huì)觀、人生觀，為日后走向社會(huì)作鋪墊。課文重

9、點(diǎn)介紹了La Paz地勢(shì)的危險(xiǎn)和路面的惡劣狀況，以及Timoteo Apaza在那里的工作情況和原因。通過閱讀，學(xué)生學(xué)習(xí)了新的詞匯、句型，提高了閱讀水平，并學(xué)習(xí)樂于奉獻(xiàn)的精神。 1.3GRAMMAR通過一系列練習(xí)要求學(xué)生復(fù)習(xí)并靈活運(yùn)用一般過去時(shí)、過去完成時(shí)和過去進(jìn)行時(shí)。 1.4 VOCABULARY 通過對(duì)重點(diǎn)詞匯及合成詞的練習(xí)，掌握與工作相關(guān)的詞匯。 1.5 LISTENING AND SPEAKING 該部分有兩項(xiàng)任務(wù)，一是聽錄音，完成與錄音有關(guān)的練習(xí)；二是分組練習(xí)求職經(jīng)過，談?wù)撆c面試有關(guān)的問題，為學(xué)生將來走向社會(huì)打下基礎(chǔ)。 1.6FUNCTION部分要求學(xué)生掌握用情態(tài)動(dòng)詞加完成時(shí)對(duì)過去所

10、發(fā)生的事做出推斷的功能句式。 1.7EVERYDAY ENGLISH 要求學(xué)生掌握幾個(gè)日常用語的意義和用法。 1.8READING AND WRITING 部分讓學(xué)生閱讀五份招聘廣告，然后根據(jù)其中一份寫一封求職信，咨詢更多信息并介紹自己的簡(jiǎn)歷。 1.9CULTURAL CORNER是一篇預(yù)測(cè)未來工作需求狀況的文章，要求學(xué)生在理解該文章的基礎(chǔ)上設(shè)想中國(guó)未來的工作類型需求情況。 1.10 TASK 要求學(xué)生對(duì)本模塊所學(xué)到的工作類型做一總結(jié)，并列出10種未來中國(guó)最有價(jià)值的工作。 1.11 MODULE FILE 簡(jiǎn)要總結(jié)了本模塊所學(xué)的重點(diǎn)詞匯、短語及句型。 2. 教材重組 2.1 將INTRODUC

11、TION, VOCABULARY AND READING整合在一起，上一節(jié)精讀課，因?yàn)橥怯懻摴ぷ鳎梢园袸NTRODUCTION當(dāng)作Reading的熱身活動(dòng)。 2.2 可將GRAMMAR，F(xiàn)UNCTION，VOCABULARY與 WORKBOOK 中的Grammar 整合為一節(jié)語言學(xué)習(xí)課。 2.3 把LISTENING AND SPEAKING，EVERYDAY ENGLISH和WORKBOOK中的Listening and speaking 整合為一節(jié)聽說課。 2.4 將CULTURAL CORNER和WORKBOOK中的 Reading及課外補(bǔ)充材料整合在一起，上一節(jié)泛讀課，拓寬學(xué)生視野

12、。 2.5 把READING AND WRITING，TASK 及WORKBOOK 中的Writing and speaking整合在一起上一節(jié)寫作課，練習(xí)求職信及簡(jiǎn)歷的寫法。 3. 課型設(shè)計(jì)與課時(shí)分配 1stPeriod Reading 2nd Period Language Study 3rd Period Listening and Speaking 4th Period Extensive Reading 5th Period WritingIV. 分課時(shí)教案The First Period ReadingLanguage Aims1. New Words and Expression

13、sIntellectual,satisfying,stressful,accountant,barber,biochemist,electrician,miner,volunteer,offer,signal,in particular,sheer,on average,in theory,in practice,respect,toll,bend,circular,direct,pass by,take.for granted,encounter,profound,have an effect on,mission,qualified,take up vertical2. Sentence

14、Structures1) You go to this person and get your hair cut.2) Life is hard at high altitude, and the mountains make communications difficult.3) One vehicle comes off the road every two weeks.4) Every morning he climbs up to the bend with a large circular board in his hand.5) He was driving a lorry loa

15、d of bananas when he came off the road at a bend and feel three hundred meters down the mountain.Ability Goals1. To enable the students know more jobs.2. To improve the students speaking and reading abilities.Teaching Important Points1. To teach the students new vocabulary and their usage.2. To impr

16、ove the students speaking and reading abilities.Teaching Difficult Points1. To make the students learn new vocabulary in mind2. To make the students talk about their dream jobs in their future.3. To make the students understand the passage.Affection and Attitude1. To make the students learn about Ti

17、moteos job and his spirit2. To enable the students to gain their professional consciousness. Cultural AwarenessTo make the students learn about natural environment and customs in Bolivia.Teaching ApproachesTask-based teaching,discussion,speaking,skimming,scanningTeaching AidsA blackboard and a multi

18、media teaching systemBlackboard DesignModule 2 A Job Worth DoingIntroduction & Vocabulary and ReadingPart I IntroductionTask: Describe what sort of job you would (not) do in the future.Step 1 Lead inStep 2 DiscussionStep 3 SpeakingPart II Vocabulary and ReadingStep 1 Pre-readingStep 2 Fast readi

19、ngStep 3 Detailed readingStep 4 Post readingPart III HomeworkTeaching ProcessPart I IntroductionTask: Describe what sort of job you would (not)like to do in the future.Step 1 Lead in1. Show a picture on the screen and ask the students the following questions and check some students answers in class.

20、1) What do you think of the men in the picture?2) What are their jobs?3) What do you think of their jobs?2. Show the students some pictures and ask the students to answer questions.Step 2 DiscussionAsk the students to discuss “what sort of job you would (not) like to do in the future”.Step 3 Speakin

21、gAsk some students to share their ideas of the topic discussed.Part II Vocabulary and ReadingStep 1 Pre-readingAsk the students to look at the picture on page 12 and answer the following questions.1) Can the bus driver see the lorry?2) Can the lorry driver see the bus?2) Will the lorry crash with th

22、e bus and why?Step 2 Fast reading1. Ask the students to finish Activity 3 on page 13.2.Ask the students to answer some questions in each paragraph.Step 3 Detailed reading1. Ask the students to finish Activity 4 on page 13.2.Ask the students to complete a True or False practice.Step 4 Post readingAsk

23、 the students to fill in blanks and finish the summary of the passage.Part III Homeworki.Ask the students to choose one of the following topics to write a composition within 120 words.1.Do you want to be a volunteer in the future and why?2.Describe the job you want to do in the future and give the r

24、easons. ii.Divide the students into 4 groups and give them three weeks to act this story out. If necessary, they can adapt this story.The Second Period Language StudyTeaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言a. 重點(diǎn)詞匯和短語take notice of, temporary, freezer, freeze, contract, permanent, salary, staff, si

25、gn, agent, analyst, apply, deductionb. 重點(diǎn)句式He was driving a lorry when he came off the road . Before he volunteered to direct the traffic, Timoteo had had lots of jobs.Somehow he survived. That must have been interesting.They might have got lost, or had an accident.That cant have been easy.2. Abilit

26、y goals 能力目標(biāo)Help the students review the verb forms past simple tense, past perfect tense and past continuous tense. 3. Learning ability goals 學(xué)能目標(biāo)Enable the students to review the verb forms and make deductions about the past.Teaching important points教學(xué)重點(diǎn)Enable the students to make deductions about

27、 the past actions.Teaching difficult points教學(xué)難點(diǎn)Teach the students how to use past perfect tense and how to make deductions correctly.Teaching methods教學(xué)方法Question and answer activity, pairwork and comparison method.Teaching aids教具準(zhǔn)備A projector and a computer. Teaching procedures & ways教學(xué)過程與方式Step

28、 I Revision First, show the summary of the text on the screen and ask the students to fill in it; and then ask some of them to read their answers. At last check the answers to the summary and their homework with the whole class.T: Last class we learned something about Timoteo Apaza, do you remember?

29、 Now Ill give you a couple of minutes to fill in the blanks to see if you really remember the language points. Show the summary on the screen.La Paz is the highest capital in the world, and the mountains 1_(使交通困難). Many roads are 2 _ (狀況不好) and accidents are 3_(經(jīng)常的). On one road 4_ (尤其), one vehicle

30、 comes off the road 5_(平均每?jī)芍芤淮?. But 6_(由于) Timoteo Apaza, 7_(死亡人數(shù) ) has fallen. Once he had an accident on the road and 8_(與死神擦肩而過). So he felt it was a 9_ (使命) in life to help others. So he acts as a human traffic signal and directs the traffic 10_(從早到晚). Some drivers give him a tip, but most of t

31、hem just 11_( 經(jīng)過), 12_(把這個(gè)人體交通標(biāo)志認(rèn)為是想當(dāng)然的事).Sample answers:1. make communication difficult 2. in bad condition 3. frequent 4. in particular 5. every two weeks on average 6. thanks to 7. the death toll 8. had a close encounter with death 9. mission 10. from dawn to dusk 11. pass by 12. taking the human

32、 traffic signal for grantedAsk a student to retell the text according to the summary. Then check the answers to homework.Step II GrammarTask 1 Review In this part, the students will review some of the verb forms.T: Today we will review the past tenses. How many past tenses have you learned? What are

33、 they?S: Three. They are past simple, past perfect and past continuous. T: Since you have learnt them, lets do a simple quiz. Do Exercise 1 of GRAMMAR. You have two minutes.Two minute later, check the answers.T: Now, look at the screen. Lets review the three different tenses together.The past simple

34、 tense The past simple tense refers to an action that happened before now, even a minute ago.e.g. All the students went to see the film last night.I saw your sister just a few minutes ago.The past continuous tense The past continuous tense refers to an action in progress when another thing happened.

35、 That is to say, a past action was in progress.e.g. The reporter said that the UFO was traveling east to west when he saw it. The past perfect tense The past perfect tense refers to an action that happened before a past action or a past time.e.g.The train had left when the woman get to the station.W

36、e had learnt 5000 English words by the end of the last term.Task 2 Practice In this part, enable the students to practise using different verb forms.T: Have you understood the different past tenses?Ss: Yes.T: Ok, lets do some practising. Do Exercise 4. You have four minutes to finish this task. Then

37、, I will have a student read his answers.Give the students four minutes to do it.T: Time is up. Who would like to read your answers? What about you?A student stands up and read his / her answers.T: Wonderful! In order to understand the tenses better, read the third paragraph of the reading passage.

38、Find the sentences with the three different verb forms.5 minutes later.T: Who has found the sentences in the past simple tense?S1: Somehow he survived. He was in hospital for months.He was called out in the night to help pull people out of a bus.He realized that he was lucky to be alive and felt it

39、was a mission in life to help others.This last experience had a profound effect on him.T: Excellent! What about the past perfect tense?S2: Before he volunteered to direct the traffic, Timoteo Apaza had had lots of jobs. He had been a miner and a soldier.He was called out in the night to help pull pe

40、ople out of a bus which had crashed at la curva del diablo.T: A good job! How about the past continuous tense? S3: Then one day while he was working as a lorry driver, he had a close encounter with death.He was driving a lorry load of bananas when he came off the road at a bend and fell three hundre

41、d meters down the road.T: We have reviewed the different past tenses, but how to use them correctly is a problem. You should pay attention to them when using them. Lets come to FUNCTION. Step III Function This part is to help the students make different deductions about the past using different moda

42、l verbs.Show the following on the screen and get the students to learn the different usages of these modal verbs.“must + have done sth.” is used to show that the speaker is certain about something happened.e.g. Since the ditch is full of water, it must have rained last night.“cant + have done sth.”

43、is also used to show that the speaker is certain about something happened, but in a negative way.e.g. You cant have met my grandmother. She died before you were born.“may / might + have done sth.” is used to express possibility. But “may” expresses stronger possibility while “might” expresses weaker

44、 possibility.e.g. I cant find my keys. I may / might have left them at the school yesterday.T: OK, complete the sentences in Exercise 1 and then answer the two questions.After about 2 minutes.T: Which sentences show that the speaker is certain about something?S1: Sentences 1 and 2.T: Good. Then whic

45、h sentence refers to a possibility in the past?S2: Sentence 3.Let the students finish Exercise 2 and then check the answers.T: Now read the situations in Exercise 3 and write a sentence to say about each person in each sentence.Sample answers to Exercise 3:1. He must have met a lot of black people.

46、/ He cant have had time to travel around.2. He must have had a tight schedule.3. He might have been delayed by traffic jam.Step IV Vocabulary T: In the first period, we have learnt some words about job. In this period, we will learn more words about job. Now do Exercises 1-2. You can look the words

47、up in your dictionary if you dont know their meanings.Five minutes later, check the answers together.T: Look at the two groups of words in Exercise 3. When we put a word from Group a and another from Group b together, we can get a new word. For example, when we put “data” and “analyst” together, we

48、get the word “data analyst” which means “項(xiàng)目分析師” in Chinese. Match the proper words from the two groups and see how many jobs we can get. After the students finish matching, check if they put the right words together. T: OK. Make sure they make sense when they are put together. In this way, your voca

49、bulary will be enlarged. Now, match the questions in Exercise 4 with the jobs you get in Exercise 3. Then work in pairs, ask and answer the questions.Step V Summary and HomeworkT: Today we have reviewed the past verb forms and learned how to make deductions, and some new words about job. After class

50、, please do the exercises of Grammar and Vocabulary in WORKBOOK to practise them. The Third Period Listening and SpeakingTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語言a. 重點(diǎn)詞語和短語apply for, contract, career prospectsb. 重點(diǎn)句式Do I have to do any special training?How did you find out about us?What makes you t

51、hink youll like the job?What sort of career prospects will I have with you?When can I start work?2. Ability goals 能力目標(biāo)Enable the students to apply for a job, ask and answer questions about a job.3. Learning ability goals 學(xué)能目標(biāo)Help the students learn how to apply for a job and perform well in an inter

52、view.Teaching important & difficult points 教學(xué)重難點(diǎn)Get the students to ask and answer questions properly in an interview when applying for a job.Teaching methods 教學(xué)方法Listening and task-based activity.Teaching aids教具準(zhǔn)備A tape recorder, a projector, a microphone and some slides.Teaching procedures and

53、 ways教學(xué)過程與方式Step I RevisionCheck their homework. Revision of the grammar.T: Now, lets do some exercises to practice the grammar you reviewed yesterday. Show the exercises on the screen.1. The policemans attention was suddenly caught by a small box which_placed under the Ministers car. (2005) A. has

54、been B. was being C. had been D. had been traveling2. How are the team playing? They are playing well, but one of them _hurt. (2002春招) A. got B. gets C. are D. were3. You havent said a word about my new coat, Brenda. Do you like it? Im sorry. I _ anything about it sooner. I certainly think its prett

55、y on you. (2002全國(guó)) A. wasnt saying B. dont say C. wont say D. didnt say4. The news came as no surprise to me. I _for some time that the factory was going to shut down. (2003) A. had known B. know C. have known D. know5. I arrived late; I _the road to be so icy. (2004春) A. wouldnt expect B. havent ex

56、pected C. hadnt expected D. wasnt expecting6. He kept looking at her, wondering whether he _her somewhere. (2004) A. saw B. has seen C. sees D. had seen7. Sorry Im late. I _ have turned off the alarm clock and gone back to sleep again. (2000春) A. might B. should C. can D. will 8. I _ have been more

57、than six years old when the accident happened. (2005) A. shouldnt B. couldnt C. mustnt D. neednt9. Whats wrong with your coat? Just now when I wanted to get off the bus, the man next to me _ on it. (2005) A.sat B. had sat C. had been sitting D. was sitting10. I have lost one of my gloves, I_ it somew