B5M2-参考教案 A job worth doing
高中英语_b5Module2 A Job Worth Doing教学设计学情分析教材分析课后反思
Book 5 Module 2 A Job Worth Doing Teaching aims1.Train the students’ reading skills2.Train the students’ speaking ability through individual and pair work3.Make sure the students make sense of the passage4.Make the students master some new words5.learn the spirit of Timoteo ApazaStep 1 Before reading –warming upBrainstorm Can you think of more jobs?Step 2 While reading SkimmingⅠRead the text quickly and answer the questions1. 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?5. Why is the man standing there?6. Is his work dangerous? Is it helpful?ⅡRead the passage and match the headingsPart1 The manPart 2 The roadPart 3 The reason why he does itScanningThe roadLocation:_________________________________________Altitude:_________________________________________Communication:___________________________________Accidents:________________________________________Reasons:__________________________________________The man1.How does he make the death toll fall?A.Every morning he climbs up to the bend with a large circular board in his hand.B. Timoteo stands on the bend and directs the traffic.C. He doesn’t allow the traffic to pass.2. What does Timoteo get for directing the traffic?A .A small amount of money from some drivers.B. A small salary from the state.C. No money at all.The reasons1. What made him start this job?A. An accident he had when he was young.B. He likes to change jobs frequently.C. The experience he had helping people in a bus crash.2. Why does he continue to do the job?A. He loves it.B. He feels he must do it.C. He isn’t qualified to do anything else.Step ⅢAfter reading Fill in the blanksLa Paz is at high ______ , where mountains make___________ difficult . The roads are in bad _________ and accidents are frequent .But thanks to Timoteo,who works as a human traffic__________,the death toll has _______. But most drivers take his efforts for ________.Timoteo once had a close________ with death when he was driving a lorryload of ___________. A few years later , he was called out to help pull people out of a bus , which had a profound _______ on him. He felt it his _________ to help others .StepⅣ speakingWhat do you think of Timoteo Apaza? What should we can learn from him? Step ⅤDiscuss with your group members about your dream job.What’s your dream job? Why do you choose it as your dream job？How do you make it come true?本堂课以学生熟悉内容感动中国人物为导入，引起学生的兴趣，一步步的分析课文，采用多种形式——填空，判断，回答问题，翻译等等。
最新外研版必修五Module2-A-Job-Worth-Doing全单元教案
Module 2 A Job Worth Doing Teaching Design Goals: ●To learn about jobs done by people in English●To learn to read with strategies第1课时Step1 Introduction1.教师：大家请看多媒体大屏幕的六幅图片，现在我们两人为一组来进行讨论：What are the people doing in the photos？学生讨论以后，回答：The doctor is examining the old woman.The manager is talking about the problems with the employees.The electrician is examining the wares.The biochemist is making an experiment.……2.教师：大家做的很好,下面请看大屏幕上的一些词汇。
badly paid dangerous exciting intellectualwell paid manual satisfying stressful请大家用以上的词汇描绘照片上的人所从事的工作。
学生：（讨论后踊跃发言）The manager is intellectual and stressful.The pilot’s job is exciting but dangerous.The biochemist is intellectual.The electricia n’s job is very dangerous.…3.教师：I think you must like one job best. Now let us discuss in pairs:what sort of job would you like to do?学生：（讨论后用自己的话来回答）I want to do a job which helps other people, such as a doctor.I want to do a job which is very interesting and exciting, such as, a football player.I want to do a job which is a little dangerous, because I like to risk.I like to be a teacher, because I like to stay with children.I like to be a pilot, because I want to fly freely like a bird in the sky.I like to be a biochemist, because I prefer to make experiments.第2课时Step2 Reading and Practice1.教师：大家看一下大屏幕上的这个人在做什么？Do you think what the man is doing？学生：（讨论后回答）Maybe the man is directing the traffic.2.教师：请默读课文，验证答案。
英语Module2《AJobWorthDoing》教案(外研版必修5)
科目
English
主备人
时间
2011.9.23
课题
A Job Worth Doing
课时
1课时
教学目标
1.Revise words and phrases
2. Read and learn more about the text .
It is to our advantage to prepare questions in advance. ________________________________________.
2. score
(1)vi/vt.得分；计分；评分
He scored 98 on the test.他在测验中得了98。
事先准备好问题对我们有利。
3 He declared that the news was true.
4. It was Tom that/who saved the boy in the river last night. D
你到底在哪找到你那只丢失的钢笔啊？C
5.我们成功的可能性有多大？
6.我的汽车最多能带4个人。You are not up to the job.
【句法】本句属于强调句型，所强调的是主语this sense of failure.强调句型的构成是“It +is/was +被强调部分+that/who +句子的其他部分”。被强调的成分通常是主语、宾语、时间状语和地点状语等。
昨天晚上，是汤姆从河里就起了那个男孩。______________________________________________
Book5 Module2 A Job Worth Doing 全程课件
5. respect n. v. in respect of sth 关于…; 就…而言
His essay is fine in respect of information, but the style is dreadful. 他的论文就资料而言非常好,但文体很糟。 with respect to sth 涉及﹑ 提到或关于… This is true with respect to English but not to French. With respect to your proposal, we are sorry to say that we cannot agree to it.关于你的提议,很 抱歉我们无法同意。
8. qualified adj. 有资格的，合格的
be qualified for/as 有…的资格; 适于担任 be qualified to do
He is well qualified for / to do the work. He is qualified as a president. He is a qualified scientist.
2. stress n.压力, 重要性 v.强调 Janet's been under a lot of stress since her mother's illness. put/lay stress on The teacher laid particular stress on the need for discipline. stressful adj. 充满压力的 Many people complain that their jobs are uninteresting and stressful.
外研版必修五Module2《A Job Worth Doing》word教案
Module 2 A job worth doingPeriod OneTeaching aims:1. Help the Ss have some information of the present jobs.2. Develop the Ss' ability of reading comprehension.Teaching aids: MultimediaTeaching procedures:Step 1. Lead-inShow Ss some pictures and have a free talk.Step 2. Introduction (vocabulary and speaking)Activity 1: Can you name some of the jobs? And what are the jobs of your family members?teacher, headmaster, worker, barber, hair-dresser, officer, official, policeman, firefighter, banker, doctor, nurse, vet, engineer, cook, postman, official, secretary, typist, busboy, manager, pilot, sailor, seller, waiter, librarian, architect, designer, director, actor, actress,…Activity2: Introduction-brainstorming (2m) Describe the job with as many words as possible.exciting stressful well paid dangerouscool-looking come into chaos have gun on dutyStep 3. DiscussionLook at the six pictures on page 11 and discuss with your partner:1.Where are they?2.What do they do?3.What are they doing?4.What do you think of the jobs?Discuss what sort of job you would(not) like to do and why.I want to be a _____, because it _________________________.OR: I don’t want to be a _______, because it__________________________. Step 4. Dialogue making1. Make a dialogue with your partner and talk about which one in these jobs you like best and which you don’t like most and why (you can use the words in the box).2. Say what sort of job you would like to do and why.Step 5. Vocabulary and reading1. Do you know other jobs?accountant barber biochemist businessman businesswoman cook electrician miner policeman secretary Secretary General of the United Nations volunteer2. Matching: Match the words in the box with their meanings.a.We ask this person to put electricity in homes.b.This person works underground.c.He or she prepares meals in a restaurant.d.This scientist studies the chemistry of living things.e.You go to this person to get your hair cut.f.This person works in an office.g.This person knows a lot about money.h.He or she works in business.i.This person must do many things – including directing the traffic.j.This person has offered to do a job – and may not be paid for doing it. 3. Sorting. Now divide the jobs into modern and traditional.4. Look at the pictures 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 lorry driver see the bus?e. How is the road?f. Why is the man standing there?g. Is his work dangerous? Is it helpful?h. How much money do you think he will receive from standing there and doing such work?Step 6. SkimmingRead the passage and match the headings in activity 3 on page 13 with the paragraphs.Step 7. Vocabulary and Reading 4 – scanningRead the first paragraph and answer the questions.1. Where is La Paz?2. What is its altitude?3. Which road is the most dangerous there?4. Are there any rules of using it? Do people respect them?Step 8. Reading1. Read the last two paragraphs and choose the correct answers in part 4.2. Read the whole passage again and finish activity 5.Step 9. ExerciseFind the words or phrases in the passage which mean:1. A nearly vertical fall2. A form of transport, especially one with an engine and four wheels3. To still be alive, after being in an accident4. The total number of dead (e.g.in an accident)5. A part of the road which is not straight6. To be used to something that you don’t see its true value and don’t show thanks.7. To make someone think hard8. A reason for livingStep 10. Check the answers(Answers: 1. sheer drop 2.vehicle 3. survive 4. death toll 5. bend 6. take for granted 7. have a profound effect on 8. mission in life)Step 11. True or False1.The mountains make communication easy.2.Many roads are in bad condition and accidents are unfrequented.3.Timoteo has an unusual job.4.He climbs up to the bend with a large square board in his hand.5.Some one asked him to do the job.6.He felt that it was others mission to do it.Step 12. Language points1. At 3,500 metres, La Paz, in Bolivia, is the highest capital in the world. Life is hard ____________ (在高海拔地区), and the mountains make communications difficult.2. Many roads are ______________(处于不好的状态) and accidents are frequent.3. One road ___________ (尤其，特别), which goes north from La Paz, is __________(认为) the most dangerous road in the world.4.___________(一边) the mountains rise steep, ____________(另一边) there is a sheer drop, which in places is hundreds of metres deep.5. Although there is not a lot of traffic,___________(平均), one vehicle __________ (坠落) the road every two weeks.6. _________ (理论上), the road can only be used by t raffic …. But_________(实践上), few drivers ________ (遵守) the rules.7. When two vehicles __________(接近) from opposite directions they can’t see each other.8. Sometimes drivers give him a tip, so that he has just enough money to ______(继续生存).9. But often they just pass by, _____ the human traffic signal __________(看作理所当然).10. Then one day while he was working as a lorry driver he ______________________(跟死神打了个照面).11. This last experience ___________________(对……有重大影响) Timoteo.12. And so every morning,______________(一周又一周), from dawn to dusk, Timoteo ________________ (占据他的位置) on the bend and directs the traffic. Step 13. SpeakingImagine that you are a journalist of Topics in Focus, and your partner is Timoteo, please interview him by asking some questions, for example:1.How old are you?2.When did you start directing the traffic?3.Why do you choose to do so?4.How do you direct the traffic?Step 14. Role-playAs a reporter, you just had read a report about Timoteo. So you want to have a face-to-face interview with him.Step 15. Homework1.Try to remember the new words of this period.2.Prepare a topic about the hero TimoteoPeriod TwoTeaching aims:1. Help the Ss grasp the language points in the text.2. Enlarge the students vocabulary.Teaching aids:Multimedia /papersTeaching procedures:1. offer: vt.&n.提供He offered me $2000 for the car. I accepted an offer of help.2. Life is hard at high altitude, and the mountains make communications difficult.make 此处为动词，“使成为，使变为”。
高中英语_A Job Worth Doing教学设计学情分析教材分析课后反思
A Job Worth DoingLanguage Points, Grammar &Writing 一.课程分析（一）学习内容本课是关于工作和求职的内容。
是在课本课文和拓展阅读之后的知识点，语法和写作的学习和练习。
主要任务是通过对知识点的学习，语法的复习来熟练掌握本话题的表达法，熟练掌握求职信的写法。
（二）教学目标以学生为主体，培养学生的实际运用能力，培养创新能力，本课的主旨是使学生熟练掌握相关表达，在此基础上让学生用所学表达完成写作任务。
（三）学习重点1.与工作和求职有关的词汇和重点句式2.一般过去式，过去进行时和过去完成时的复习3.求职信的写作练习（四）学习难点求职信的写作练习是学生写作方面的重点，自我推荐方面的选材和高级表达是难点,时态的辨析方面也是学生难以判断的二.学情分析高二学生具备了一定的基础知识的储备，通过导学案的帮助，预习的效果很好，上课的进度能适度加快。
求职信这种应用文对学生还是有一定的吸引力，由于课堂容量有限，写作训练的修改润色的工作要延伸到课后。
三.设计理念本课以学习和及时反馈为主，边学边练，贯穿说和读。
写作练习以学生的学习和发现为主，老师帮助总结和扩展。
四.教学流程Part1 Lead inShow the picture of the text, and recall what we have learnt.Part 2 Language Points通过课本原句，展现重点单词，短语和句式的使用方法，并举例使用。
1.consider课本原句：One road in particular,which goes north from La Paz, is considered(to be/as) the most dangerous road in the world.Translation:1.It is considered that Tom stole the book.2.Tom is considered to have stolen the book.3.You should consider accepting our request.4.We will consider what to do next.2. But often they just pass by, taking the human traffic signal for granted. take ...for granted: 认为...是理所当然的他认为父母为他做一切事情是理所当然的。
《A Job Worth Doing》教学设计
《A Job Worth Doing》教学设计教材分析：本课出自外语教学与研究出版社出版的普通高中课程标准实验教科书必修五第二模块的第二课时阅读课。
教材的内容介绍了一位普通志愿者Timoteo 为了救其他人的生命，甘愿在艰苦的环境下充当路标的伟大事迹。
学习本文可以让学生掌握新的词汇、短语，提高阅读水平，同时培养学生对社会的责任感以及奉献社会、回报社会的精神，使他们认识到只有通过自己的工作改造社会，未来的生活才会更美好；也让学生明白平凡的志愿者们所做的不平凡的贡献，培养他们正确的世界观、人生观和价值观。
学情分析：高二学生在心理特征方面思想活跃，求知欲旺盛，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
在学习能力方面，学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想；同时注意调整活动任务设置的梯度，使每个学生通过学习活动都能学有所成，体验到成功。
教学过程：Step 1：Lead-inDiscuss what sort of job you would like to do.设计目的：激发学生的学习兴趣，用简单句型引起学生的表达冲动，创造良好的课堂氛围。
Step 2：Pre-readingLook at the picture and answer the questions on page12.设计目的：通过观察课本上的图片，提出几个关键问题，让学生在回答问题过程中对之后的文章阅读有一个大概的方向，也对文章中的具体信息产生阅读欲望。
Step 3：While-readingRead the passage and match the headings.Part I. The ManPart II. The roadPart III. The reason why he does it设计目的：帮助学生快速确定段落主题，强化学生的阅读技巧。
Book5 Module 2 A Job Worth Doing教案
Teaching plan :Module 2 A Job Worth DoingIntroduction and ReadingTeaching Goals:1. To arouse Ss’ interest in learning about this module.2. To develop Ss’ speaking ability.3. Enable Ss to get some information about the jobs4. Enable Ss to realize the importance of jobs.Teaching difficulty:1.To learn about talking bout jobs2.To know the contribution Timoteo didTeaching importance :Talk about jobsTeaching Procedures:Step 1 Leading-inPurpose: To arouse Ss’ interest in learning about this module an d enable them to realize the important of jobs.A song to lead to this topic :jobShow a lot of pictures about jobs and ask Ss what the people are doing and what their jobs are.(Game)Step 2 IntroductionPurpose: To review and study the words and phrases to describe jobs and developSs’ speaking ability.1. Review and study the words and phrases to describe jobs, and then describe the jobs with the words and phrases.badly paid dangerous exciting intellectual manual satisfying stressful well paid2. Let Ss work in pairs and discuss the following questions:(Dream tree)Q1. What do you think of the jobs in the pictures?Q2. Are they useful and important?Q3. Why do people choose a job?Q4. What’s your idea of jobs in the future?Step 3 ReadingProcedure1:Pre-reading（Vocabulary）A picture to show the vocabulary in the passageProcedure2: While-readingPurpose: To develop some basic reading skills and get some information about the volunteer Timoteo Apaza, and understand the importance of his job and to deal with the new words and phrases in the text.1. Group Work: Turn to P12 and ask Ss to look at the picture and answer the questions.Q1. Where is the man standing?Q2. What is he holding?Q3. Can the bus driver see the lorry?Q4. Can the lorry driver see the bus?Q5. So what is the man doing there?Q6. What do you think of the job? Is it important?Q7. Why does he choose it? What kind of person is he? And do you want to know something about him?Suggested answers:A1. He is standing at the bend of a road on a high mountain.A2. He is holding something like a board in red.A3. No, they can’t see each other.A4. No, they can’t see each other.A5. I think he is directing the traffic there.A6. Maybe it is a little boring and very dangerous but it is very important.A7. We don’t know why he chooses the job and what kind of person he is, and we want to know more about him.2. Scanning:Ask Ss to scan the passage and finish activity 3 and 4.Suggested answers of activity 3:(1) The road (2) The man (3) The reason why he does itSuggested answers of activity 4:(1) c (2) b (3) a (4) a (5)c (6) b3. Skimming:Ask Ss to finish the blanks to know the main idea about this text.Procedure3:Post-reading(Discussion)Purpose: To cultivate Ss’ right vi ew of life, jobs, value and world.Group work: Ask the Ss to discuss the following questions in groups.Why does Timoteo Apaza choose the job? What kind of person is he? What do you think of his behavior?(The students all answers.)At last, the teacher lead the students to a right view of life, job, value and world.A video about the person who are willing to help others.Step 3 HomeworkRole act: Imagine you are a reporter ,and you will have an interview with him. So what kind of questions you want to ask him.。
高二外研版必修5Module 2 A Job Worth Doing教案
Module 2 A Job Worth Doing I. 模块教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本模块以A Job Worth Doing为话题，旨在通过模块教学使学生了解社会中的各种工作及其对社会的重要作用，并设想未来的工作类型。
功能项目主要通过具体的语境，用不同的情态动词表达不同语气与程度的猜测与判断。
语法项目主要复习一般过去时、过去进行时和过去完成时的用法。
写作部分要求学生就某一项工作写一封求职信，咨询有关此项工作的情况，并介绍自己的简历。
在教学过程中，教师通过一系列的听说读写和讨论等活动，拓宽学生视野，并通过对课文的学习，培养学生对社会的责任感，培养他们奉献社会、回报社会的精神，使他们认识到只有通过自己的努力工作改造社会，未来社会才会变得更美好。
1.1 INTRODUCTION以几幅与工作有关的图片开头，激发学生的兴趣，让他们讨论不同的工作，同时巩固并学习与工作有关的词汇。
而讨论人们为什么要工作，更能激起学生的热情，激发学生对本模块的中心话题产生兴趣，为后面的阅读做好热身活动，从而也使教师对本模块的授课更具有针对性。
1.2 VOCABULARY AND READING介绍了一位普通志愿者Timoteo Apaza 为了救其他人的生命，甘愿在艰苦的环境下充当路标的伟大事迹。
通过学习本课文，引导学生树立正确的社会观、人生观，为日后走向社会作铺垫。
课文重点介绍了La Paz地势的危险和路面的恶劣状况，以及Timoteo Apaza在那里的工作情况和原因。
通过阅读，学生学习了新的词汇、句型，提高了阅读水平，并学习乐于奉献的精神。
1.3 GRAMMAR通过一系列练习要求学生复习并灵活运用一般过去时、过去完成时和过去进行时。
1.4 VOCABULARY 通过对重点词汇及合成词的练习，掌握与工作相关的词汇。
1.5 LISTENING AND SPEAKING 该部分有两项任务，一是听录音，完成与录音有关的练习；二是分组练习求职经过，谈论与面试有关的问题，为学生将来走向社会打下基础。
a-job-worth-doing公开课教案
Book5 Module 2 A Job Worth DoingWriting by readingTeaching Aims:Language Aims1. New words and expressions such as, in particular; on average; in practice; with a large circular board in his hand; take … for granted; have an effect on2. Sentence structureseg. Every morning he climbs up to the bend with a large circular board in his hand. Ability Goals1. To enable the students know more about jobs.2. To improve the students’ abilities by reading and speaking.Teaching Important Points1. To teach the students new vocabulary and phrases by reading.2. To help the students to write by reading.Teaching Difficult Points1. To make the students learn new vocabulary about jobs in mind2. To make the students talk about their dream jobs in their future.3. To make the students write a passage about their dreaming jobs.Affection and Attitude1. To make the students learn about Timoteo’s job and his spirit2. To enable the students to gain their professional consciousness.Teaching ApproachesTask-based teaching, discussion, speaking, skimming, scanningTeaching AidsA blackboard and a multimedia teaching systemTeaching Procedure:Part I IntroductionTask1: Describe what sort of job you would (not) do in the future.Step 1 Lead in by an ad about McDonald’s C orporate CareersQuestion: Reading the following passage and think about whether you will apply for this position or not after reading it. Pay attention to those words underlined while reading.Job OpportunityTitle: Administrative Assistant—Part-timeDepartment: MarketingLocation: BeijingAbout McDonald’s:McDonald’s is the largest and best-known global food-service retailer with more than 30,000 restaurants, serving 46 million customers each day in 118 countries. We plan to expand our leadership position through tasty food, superior service, everyday value & convenience. Join our team and find out firsthand why Fortune magazine calls us one of America’s most admired companies.About the Position:This is a part-time job-sharing position (20 hours per week with benefits). Work time is Wednesday afternoon, Thursday and Friday.This position supports three directors and one manager.Main Responsibilities:— Opens, sorts and distributes incoming mails, reportsand correspondence— Produces correspondence and reports usingappropriate software and tools— Arranges travel reservations and accommodations— May process telephone calls and answer enquiriesKey Requirements:— High School Diploma required, B.A. preferred— Minimum of 3 years of administrative experience— Strong project management skills— Excellent written, verbal and communication skills in English— Strong organizational skills— Proficient in Microsoft Word, Excel and PowerPoint— Teamwork skillsStep 2 Discussion according to those picturesStep 3 Speaking by some group leadersPart II Learning By ReadingStep 1 Read the text and try to summarize the main idea of this passage depending on these words: who, where, what, how, why and represent ideas using mind-map. Step 2 Underline the key phrases which maybe are good for your writing. And fill in the blanks.in bad condition thanks to The reason why… is thatit is on e’s mission to do… work as1. ______________the cleaners’ hard work, we can enjoy a good livingenvironment.2. The working environment of oil workers is __________________,but they keep doing the job because our country needs oil to develop the economy.3. As firefighters(消防员）, they believe it is their ________ to save people from danger even at the cost of their own lives4. ________________why he chose to be a solider is ______ he has a deep love forhis motherland.5. She chose to _______________a singer because she is quite talented in singing.Step 3 Discuss what kind of job do you want to do in the future and why you choose the job with the help of those phrases we have learned.Step 4 SummaryEveryone has his own choice. But whichever job you will choose, I do hope all of you can work hard in your position and try your best to make contributions to our country. Part III HomeworkWrite a passage,80 words . The title is what is your favorite job . You should write what the kind of the job is. Why do you want to do that job and how will you improve your ability to achieve it.教学反思此教案的内容是外研版英语教材高一下学期必修四的第四个模块的第一个课时-Introduction and Reading 部分。
高中英语B5 M2 A Job Worth Doing使用优秀课件
Activity 2:Sentence patterns〔句型〕 求职信的结尾:
1. I would be grateful if you could consider giving me a chance to/for.... 2. I would appreciate it if you could take my application into consideration. 3. I’m looking forward to your early reply.
therefore, thus, so…〔因此〕
Activity 4: Write and Present
Write the whole application letter.
Para 1: 表达获取消息的来源，应聘兼职记者； Para 2: 优势：精通英语，口语流利；喜欢阅读，
知识面广；性格外向，善于与人交往。 Para 3: 希望得到工作时机
Activity 2:Sentence patterns〔句型〕
正文:优势
1. I have a good knowledge of…, which makes me suitable for this job.
2. I’m always fond of reading, which broadens my horizons.
Step 1 : Analyze the writing material
招聘
招聘对象：英文报社兼职记者
要求条件：精通英语，口语流利；喜欢阅读，知识面广；
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Module 2 A Job Worth DoingI. 教学内容分析本模块的主题是值得去做的职业，介绍了不同职业的特性及其对社会的贡献，另外通过要求学生写调查报告的形式了解同学们的择业观，通过写作部分练习写一封英文的求职信，通过听力了解面试时应该准备的事项和通过Cultural Corner 介绍了未来比较有发展前景几项工作。
要求同学们通过本课的学习培养正确的择业观，明白平凡的志愿者们所做的不平凡的贡献。
本模块从不同的职业开始，介绍了不同职业的特性及其对社会的贡献。
Introduction 部分以设计几幅关于职业的图片入手，激发学生的好奇心，达到导入整个模块的效果。
在这一部分中学习一些有关职业的形容词，让学生会谈论人们为什么要工作和自己将来会选择什么工作，让学生明白工作的重要性，培养对工作的热爱。
Vocabulary and Reading介绍了一名叫做Timoteo Apaza 的志愿者在一个极度危险的转角处充当人体路标的事迹。
通过学习，让学生明白平凡的志愿者们所做的不平凡的贡献，培养学生正确的人生观、价值观和世界观。
Grammar部分主要是复习的还是动词时态的语法项目：Past simple, past continuous and past perfect.Vocabulary主要学习有关工作的一些单词和词组。
Learning to learn是关于记忆单词的一些方法，对于提高学习策略水平有很大的帮助。
Listening and Speaking部分第一部分听一段面试中的对话，了解求职者的信息。
第二部分是两人活动了解面试时应该准备的事项，为学生以后找工作做一定的准备。
Everyday English通过学习复习Listening and Speaking中的句子学会一些非常有用的日常生活用语：nightmare, manage, take–home salary, roughly, have a day off.Function节选听力中的语句介绍情态动词加完成时对过去表示推断的功能句。
Reading and Writing集阅读和写作于一体，培养的是学生语言综合运用的能力。
首先是阅读五则招聘广告，接下来让学生选择一则写求职信。
Cultural Corner 通过阅读Growing Jobs的文章，了解未来比较有发展前景几项工作。
Task要求学生列出所有知道的工作和未来中国最有用的十项工作并说明理由。
Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于提高学生的总结归纳、自我检验和自学的能力。
II. 教学重点和难点1. 教学重点（1）本模块的生词和短语（2）语法项目：Past simple, past continuous and past perfect.（3）介绍情态动词加完成时对过去表示推断的功能句2. 教学难点（1）让学生找出所有知道的工作和未来中国最有用的十项工作，培养正确的择业观。
（2）通过对Timoteo Apaza学习，让学生明白平凡的志愿者们所做的不平凡的贡献，培养学生正确的人生观，价值观和世界观。
III. 教学计划经过对教材内容的分析和重组，本模块可以分六课时教授：第一课时Introduction, Task, Cultural Corner第二课时Reading (Workbook ), Vocabulary and Reading (1)第三课时Vocabulary and Reading (2), Vocabulary第四课时Learning to learn, Grammar, Function第五课时Listening and Speaking, Everyday English, Reading and Writing 第六课时Workbook, Module FileIV. 教学步骤：Period 1 Introduction, Task, Cultural CornerTeaching Goals:1. To arouse Ss’ interest in learning about this module.2. T o develop Ss’ speaking ability.3. Enable Ss to get some information about the ten most useful and fastest growing jobs for the future.4. Enable Ss to realize the importance of jobs.Teaching Procedures:Step 1 Leading-inPurpose: To arouse Ss’ interest in learning about this module and enable them to realize the important of jobs.Show a lot of pictures about jobs and ask Ss what the people are doing and what their jobs are.Step 2 IntroductionPurpose: To review and study the words and phrases to describe jobs and develop Ss’ speaking ability.1. Review and study the words and phrases to describe jobs, and then describe the jobs with the words and phrases.badly paid dangerous exciting intellectual manual satisfying stressful well paid2. Let Ss work in pairs and discuss the following questions:Q1. What do you think of the jobs in the pictures?Q2. Are they useful and important?Q3. Why do people choose a job?Q4. What’s your idea of jobs in the future?Step 3 TaskPurpose:To activate Ss and organize them to make an investigation on the ten mostuseful and fastest growing jobs for Chinese future.1.Group work Ask Ss to turn to P20, and follow the instructions to make an investigation on the ten most useful and fastest growing jobs for Chinese future in the group. Pay attention to show the time limit about 5 minutes.2. Call back Ss and share their investigations together. According to the results of the investigations, make a list of the ten most useful and fastest growing jobs for Chinese future.Step 4 Cultural CornerPurpose: Enable Ss to get some information about the ten most useful and fastest growing jobs for the future.Ask Ss to read the passage individually and answer the following questions in group of four or five.Q1. How many jobs does the passage refer to?Q2. Which of them do you think are importance in China?Suggested answer:1. Some jobs are related to computer and health, including computer system analysts, data analysts and data base managers. And some for health care professionals are in the demand, such as home care nurses, and bioinformaticians who combine computer skills with knowledge of biology. The speech pathologists are need for many youngsters who suffer from language or speech problems. And social workers will continue to be in demand. The leisure industry could be a good bet for many people love the outdoor life and more travel agents and guides will be needed as many countries open up to tourism for heath and personality are more important than computer skills.2. In my opinion, computer system analysts, data analysts and data base managers are important in China. Because computer plays a more and more important part in China. Most things are done by computer now.Step 6 HomeworkPreview what will learn next lesson.Period 2 Reading (Workbook), Vocabulary and Reading (1)Teaching Goals:1. To learn about the volunteer, Timoteo Apaza, and understand the importance of his job.2. To develop some basic reading skills—Skimming and Scanning.3. To deal with the new words and phrases.4. To cultivate the Ss’ right view of life, jobs, value and world.Teaching Procedures:Step 1 Leading-inPurpose: To arouse Ss’ interest in learning about the special jobs.Ask Ss to discuss the following questions in pairs.Do you know any special jobs in the world? Why are they special?Suggested answers:To be a volunteer for the Beijing Olympics is a special job. Because it can make contribution to our country and can improve our English.I think the part-time job for students is very special, for it gives us chance to communicate with the society.Step 2 Reading (Workbook)Purpose: To develop some basic reading skills and get some information about firefighter.1. Before Ss read the passage, ask them to discuss the following questions.Q1. Are there any jobs which women can’t do?Q2. What would be the best thing about being a firefighter?Q3. What would be the worst thing about being a firefighter?(Students’ own answers.)2. Ask Ss to read the passage on Page 76 and check the true statements.Suggested answers:The true statements are number 3 and number 6.3. Let the students to finish Activity 9 to study and review some words and phrases.Suggested answers:1) eye test 2) well paid 3) fit 4) administrative 5) advice 6) career prospects Step 3 Pre-reading（Vocabulary）Purpose: To review and learn the names of some jobs.1. Ask Ss to review the jobs of the following pictures that we studied last period.2. Ask Ss to read the words in activity 1 and check the meanings of them, then match the words with their meanings.Suggested answers:(1) electrician (2) miner (3) cook (4) biochemist (5) barber(6) secretary (7) accountant (8) businessman/ businesswoman(9) policeman (10) volunteerThen divide the jobs into the following groups:Modern: electrician, biochemist, accountant, businessman/ businesswoman, policemanTraditional: miner, cook/ chef, barber, secretary, volunteer, policemanStep 4 While-readingPurpose: To develop some basic reading skills and get some information about the volunteer Timoteo Apaza, and understand the importance of his job and to deal with the new words and phrases in the text.1. Group Work: Turn to P12 and ask Ss to look at the picture and answer the questions.Q1. Where is the man standing?Q2. What is he holding?Q3. Can the bus driver see the lorry?Q4. Can the lorry driver see the bus?Q5. So what is the man doing there?Q6. What do you think of the job? Is it important?Q7. Why does he choose it? What kind of person is he? And do you want to know something about him?Suggested answers:A1. He is standing at the bend of a road on a high mountain.A2. He is holding something like a board in red.A3. No, they can’t see each other.A4. No, they can’t see each other.A5. I think he is directing the traffic there.A6. Maybe it is a little boring and very dangerous but it is very important.A7. We don’t know why he chooses the job and what kind of person he is, and we want to know more about him.2. Scanning:Ask Ss to scan the passage and finish activity 3 and 4.Suggested answers of activity 3:(1) The road (2) The man (3) The reason why he does itSuggested answers of activity 4:(1) c (2) b (3) a (4) a (5)c (6) b3. Skimming:Ask Ss to read the passage again and finish Activity 5.Suggested answers:(1) sheer drop (2) lorry (3) survive (4) toll(5) bend (6) take…for granted (7) have an effect on (8) mission4. Words studying:Turn to P116 and ask Ss to read the new words in the passage.Step 5 Post-readingPurpose: To cultivate Ss’ right view of life, jobs, value and world.Group work: Ask the Ss to discuss the following questions in groups.Why does Timoteo Apaza choose the jib? What kind of person is he? What do you think of his behavior?(The students all answers.)At last, the teacher lead the students to a right view of life, job, value and world. Step 6 HomeworkTry to find the difficult sentences for you in the passage.Period 3 Vocabulary and Reading (2), VocabularyTeaching Goals:1. To develop a basic reading skill—analyzing the text.2. To deal with the language points in the text.3. To learn more words about jobs.Teaching Procedures:Step 1 Lead inPurpose: To review what we learnt last lesson and to develop a basic reading skill—analyzing the text.Ask Ss to work in pairs and try to analyze the text. Several minutes later, ask some students to show their opinions.Suggested answers:The structure of the passage is very clear. There are three parts of the passage.Part 1 (the first paragraph) It is mainly about the roadPart 2 (the second paragraph) It introduces the volunteer, Timoteo Apaza, to us.Part 3( the third paragraph) It tells us the reason why he directs the traffic as a human traffic signal.Step 2 Language pointsPurpose: To train Ss’ listening ability and to deal with the language points in the text.Listen to the tape and deal with the language points in groups.Listen to the tape and follow it in a low voice. Then the students are divided into three groups. Each group is supposed to read through each heading, and then discuss them.Paragraph 1.1. Many roads are in bad condition and accidents are frequent.很多路的状况都不好，事故频繁发生。