外研版必修五Module2AJobWorthDoing教学设计.docx

1、外研版必修五Module2AJobWorthDoing教学设计外研版必修五Module 2 A Job Worth Doing 教学设计（终稿）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险

2、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, circ

3、ular, encounter, mission, qualified, vertical, vehicle, survive, take for granted, have a profound effect 2) Master sentence patternWhat sort of job would you like to do?I want to do a job which helps other people, such as I like to be, becauseProcess and Strategies1) Learn some daily expressions co

4、ncerning job2) Train students reading ability though fast reading and careful readingEmotion and ValueRespect others job, have an idea of what job is worth doing and establish correct occupational value.Teaching Key Points1) Develop the ability of understanding the main idea2) Improve students abili

5、ty of skimming and scanning3) Learn some useful expressions about jobTeaching Difficult Points1) Lead students to talk about jobs actively.2) Help students to sum up what kind of job is worth doingTeaching Method Speaking; Skimming; Scanning Teaching ProceduresStep I. Introduction1. Show some pictur

6、es 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/her job? S: His/Her j

7、ob 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 sort of job would you lik

8、e 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. PredictionLook at the picture and answer the questions. a. Where is the man standing?b. What is he holding?c. Can the bus driver see the lorry?d. Can the

9、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。 Read the passage and match the headings with the paragraphs.Para 1.

10、A.The manPara 2. B.The road Para 3. C.The reason why he does it Suggested answers: B, A, C. 设计 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. Why is the road so dangerous?Q4. What does Timoteo g

11、et 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.4.A small amount of money from some dirvers.5.The experience

12、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 gentle 46-year-old man who lives in a village near the most dangerou

13、s 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_ _ _ the bend with a large circular board in his hand, which is red o

14、n 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 it? Nearly nothing. Only a few drivers give him a tip which is just en

15、ough 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, opposite directions, direct the traffic, live on, take it for granted, vol

16、unteer. 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 Discussion1. 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 HomeworkWrite a summary of the passage.Design on BbModule 2 A Job Worth DoingPara 1: T

17、he Road Para2: The man Para3: The Reason why he does itTeaching 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。Module 6一、模块教学建议语言功能：询问能力学习任务：Can you run fast? Yes, I

18、 can. Can he/she jump? No, he/she cant. You cant run fast.运用任务：调查同学们能参加什么体育项目，能演奏什么乐器，能表演什么文艺节目，能画什么动物等；说明自己的才能；说明他人的才能。模块分析：Unit1宜通过动作、画图的方式让学生了解平常运动时所使用的表达方式，并初步了解怎样用英语表达自己的能力。Unit 2主要是帮助学生能陈述日常生活中的活动和练习，重点练习自己和他人具备的能力。二、活动建议活动1：告知大家我能行活动目的：呈现和练习can, cant,培养学生的观察和反应能力。活动准备：单词卡片：I can, I cant,活动时分别

19、贴在教师两侧的墙上。活动过程：教师首先呈现单词卡片，让学生跟读；告诉学生can, cant,分别代表能做到的和不能做到的，请同学们根据教师出示的单词卡片（swim, play football, row, ride a bike）以及动作演示来判断自己能否做到，如果可以请指向正确的地方并大声地说I can,反之，则说I cant。活动2：你知道吗？活动目的：巩固和练习询问别人能力的语句，增进同学间的相互了解。活动准备：学生自制的表示动作的画活动过程：请学生每人课下画出自己能做到的事情的图片（学生也可剪画），然后拿着自己手中的图片与自己的同桌互相猜测，Can you run fast?自己具备的

20、能力别人不一定具备，在猜测的过程中，增进同学间的了解。活动3：选拔生活小明星活动目的：巩固和练说询问与陈述能力的语句活动准备：复习有关说有动作的词汇。活动过程：教师告诉学生今天要进行选拔生活小明星赛。每位小朋友都可以上台自荐，一举教师的要求动作，既要完成自己的表演用英语描述是某项活动，又要用英语描述自己的能力，能完成教师要求的，就能获得生活小明星的称号。 Module 6 Abilities 教案Unit 1 Can you run fast?一、准备阶段: 教学目标:情感目标：培养学生学习英语的兴趣。知识目标：学习句型Can you run fast/ jump high/ ride fas

21、t? 能力目标：培养学生运用can来谈论能力。 教学重点;1 学习一般疑问句Can you? 及其回答。2 掌握单词及词组：can/ run fast/ jump high/ jump far/ ride fast/ winner 教学难点:能够正确区分运用动词词组。 辅助资源： 挂图、录音机、磁带、图片二、教学过程:I. Warming up 说歌谣Make a cake II. Revision:1学生看图片依次边做动作边说动词或词组，如：swim/ play football/ make a cake（通过有目的的复习动词，为本节课操练运用句型Can you ?做好铺垫）III. Pre

22、sentation:1. 在学生说完最后一个动词词组make a cake后，教师指着图片说He can make a cake.问学生：”Can you make a cake?”帮助学生回答Yes, I can. 或是No, I cant2. 板书句型 Can you ? Yes, I can. No, I cant. 学生学说。3. 教师拿出在复习环节所用到的动词图片，找学生随意抽取一张，其他学生则根据图片上的动词词组问该生，如：Can you swim? 学生根据自己的实际情况回答。 (通过简单的问答巩固教学重点句型：Can you?)4. 当学生拿到run这张图片时，教师问学生：”

23、Can you run? “待得到肯定回答后，教师再问：” Can you run fast? “5. 学说词组run fast, 并进行2人一组倒着跑的比赛。 （在趣味性的竞赛中，学生学习英语的热情高涨，能够更好的调动学生学习英语的积极性。）比赛结束后教说单词winner6. 教师对比赛中失败的学生说 :” You cant run fast. But can you jump? Can you jump high?” 教学新词组 jump high7. 二人一组模仿青蛙跳，看谁跳得高。 （通过模仿小动物的游戏活动，操练教学重点词组jump high）8. 同样方法教学词组jump far9

24、. 呈现课文：出示课文挂图，问学生:” Can you guess what can Sam do? “ 放课文录音后学生回答问题。（学生带着问题看挂图听录音，既能够巩固刚学习过的重点句型及词组，还能够有效的帮助学生理解课文的情境。）问题二：” What cant Sam do? 帮助学生回答He cant ride fast. 教学新知ride fastIV. Practice:1. 放课文录音，学生看书听。2. 跟录音磁带朗读课文。3. 学生分角色朗读课文。4. 小组完成调查表 Name run fast jump far jump high ride fast5. 四人一组，运用所学句型

25、 Can you? Yes, I can. No, I cant. 进行调查。完成课堂活动运书22、23页。V. Summary:Today we have learned how to talk about our abilities with “I can / I cant / Can you ? And the answers “Yes, I can. No, I cant.” Also some verb phrases. We can read them together.VI HomeworkTalk about your abilities with your friends o

26、r your parents after class. Unit 2 Yes, I can.一、准备阶段: 教学目标:情感目标：激发学生学习英语的热情。知识目标：学习句型Can you make a cake? Yes, I can. No, I cant. 能力目标：培养学生使用can询问他人的能力和讲述自己的能力。 教学重点;1 学习一般疑问句Can you? 及其回答。2 掌握单词及词组：make a cake/ play the flute/ wash clothes/ draw a dragon 教学难点:能够正确使用can。 辅助资源： 挂图、录音机、磁带、图片二、教学过程:I.

27、Warming up 听英语书25页歌曲 I cant do it. II. Revision:1学生汇报上节课进行的调查的结果，如：S1 can run fast. S1 cant ride fast. S2 can jump high. S3 cant jump far（复习上节课的教学重点，并为本节课的学习做好铺垫。）2. 听录音做课堂活动用书 24页第一题（本部分的题不涉及到本节课的新知，但是可以强化can/ cant 的区分运用）3. 再次听录音，听到can 时，学生举左手重复，听到cant 时，学生举右手重复。III. Presentation:1教师问学生：”Can you pl

28、ay football/ play basketball/ play volleyball/ play the flute?（复习play 有关的词组，以引出新词组play the flute的学习） 2. 学习词组play the flute, 学生谈论自己I can cant play the flute. 3. 教师问一个学生Can you play the flute? 待学生得到否定回答后，教师继续询问:” You cant play the flute. But can you draw? What can you draw?” 4. 学生边画边和同学谈论I can draw a

29、在画好后向其他学生介绍自己的画。 （通过画画来调动学生多种感官参与课堂教学活动，从而激发学生学习英语的兴趣） 5教师在学生介绍自己的画后询问：” Can you draw a dragon? Look, I can draw a dragon.” 同时进行简笔画演示。” Look, I can draw a dragon.”学说词组draw a dragon. （教师也可以借助图片出示dragon）6. 呈现课文：” Some of you can draw a dragon, Someone cant. Someone can play the flute. Someone cant. Bu

30、t do you know what can Sam Amy Lingling Daming do? Lets listen to the tape.”7. 学说wash clothes, 并鼓励学生用wash 说词组。IV. Practice:1. 放课文录音，学生看书完成英语书24页。2. 跟录音磁带朗读课文。3. 学生自制笑脸、哭脸，进行小组问答，询问他人的能力，并且在回答Yes, I can.时，要举起笑脸；回答No, I cant.时，要举起哭脸。4. 小组完成调查表：运用Can you ? Yes, I can. No, I cant.Can you? Name name name

31、 namewash clothes draw a dragon play the flute 5. 学唱歌曲 I cant do it. 分组进行表演唱。6. 完成学生用书中25页第四题。V. Summary:Today we have learned the sentences with “Can you ?” And the answers: “Yes, I can. No, I cant.” Also some verb phrases. We can read them together: “draw a dragon; play the flute; wash the flute”.VI HomeworkTalk about what you can do and you cant do with your friends after cla