Module 2 ,B5教案
车斌B5 Module2 英语教学设计
单元（章）教学设计授课时间：年月日至月日太原市教研科研中心研制第 1 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 2 页（总页）课时教学流程太原市教研科研中心研制第3 页（总页）课时教学流程第4 页（总页）课时教学流程第5 页（总页）课时达标检测设计第 6 页（总页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点本节课的重点内容。
侧重能力训练，落实本节课所学语言知识说和写的运用。
用时10 分钟反馈全班学生独立完成，老师点拨，其他学生补充，最后学生组成短文，互相修改，老师抽查并评价写作内容。
矫正方法普遍性的错误，写在黑班上，学生改正。
个别错误，进行个别辅导。
未达标的学生再次检测。
就英语学科性质来说，除随堂达标检测外，还应遵循语言规律，输入与输出的知识相结合，分层次，重落实，勤反馈的训练模式，基于学情设计每个环节后分层训练题及反馈活动。
课时教学设计尾页太原市教研科研中心研制第7 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 1 页（总页）课时教学流程第2 页（总页）课时教学流程第3 页（总页）课 时 达 标 检 测 设 计太原市教研科研中心研制第 4 页（总 页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点 本节课的重点内容。
侧重能力训练，落实本节课所学语言知识说和写的运用。
用时 10 分钟 反馈全班学生独立完成，老师点拨，其他学生补充，最后学生组成短文，互相修改，老师抽查并评价写作内容。
矫正方法普遍性的错误，写在黑班上，学生改正。
个别错误，进行个别辅导。
未达标的学生再次检测。
就英语学科性质来说，除随堂达标检测外，还应遵循语言规律，输入与输出的知识相结合，分层次，重落实，勤反馈的训练模式，基于学情设计每个环节后分层训练题及反馈活动。
课时教学设计尾页太原市教研科研中心研制第 5 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 1 页（总页）课时教学流程第2 页（总页）课时达标检测设计第 3 页（总页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点本节课的重点内容。
Module5Unit2教案
4.提升学生的学习能力，使学生掌握有效的学习策略，形成自主、合作、探究的学习习惯；
5.培养学生的社会责任感，通过学习环保知识，使学生能够在生活中践行低碳环保，关爱自然。
三、教学难点与重点
1.教学重点
（1）核心词汇与短语：recycle, reuse, reduce, waste, energy等，这些词汇是描述环保行为的基础，需要学生熟练掌握并在实际情境中运用。
Module 5 Unit 2教案
一、教学内容
《Module 5 Unit 2》主要围绕“环境”主题展开，教学内容包括：
1.掌握本单元的生词和短语，如：recycle, reuse, reduce, waste, energy等；
2.学习一般现在时态的用法，描述日常生活中的环保行为；
3.理解并运用目标句型：“What can we do to protect the environment?”, “I can ... to ...”进行问答交流；
举例：能够用“Recycling paper helps to save trees.”来描述回收废纸的好处。
（2）一般现在时态的用法：要求学生能够运用一般现在时描述日常生活中的环保行为。
举例：能够用“I reuse plastic bags to carry my books.”来表述自己重用塑料袋的行为。
（3）句型的实际应用：要求学生能够在实际交流中熟练使用目标句型，对于一些学生来说，这可能是一个挑战。
举例：在小组讨论时，学生需要能够用“ What can we do to protect the environment?”, “I can ... to ...”进行有效问答。
B5U2教学设计
Unit 2《Puzzles in Geography》Ⅰ. Teaching aims：1. Students will be able to know about the history of the formation of the UK.2. Students will be able to have knowledge of the three parts of England and their characteristics.3. Students will be able to learn about the history and culture of London.4. Students will be able to know about and try to use the following words and expressions：consist of, be linked to, get connected, etc.Ⅱ. Teaching methods and activities：Toachieve different teaching aims, various kinds of teaching methods and activities will be adopted t hroughout this period, such as TBL (Task-based learning), skimming, pair work, brainstorm a nd others, which can offer students opportunities to fulfill tasks in which they can use language to achi eve a specific outcome.Ⅲ. Teaching aids：Computer , projector, blackboard.Ⅳ. Teaching important points：(1) Make students have a clear mind for the structure of the text.(2) Help students understand the theme of the text.Ⅴ. Teaching difficulties：(1) So many new words may affect students’ understanding.(2) How to clarify the question that how the UK come into being?(3) How to summarize the main idea of this text in your own words.Ⅵ. Teaching proceduresStep 1 Warming up1 Draw a rough map of the United Kingdom, ask the students to fill the names of four countries in the map.2 Discuss how did the Uk come into being and how many zones does the England include?Step 2 SkimmingSkim the whole passage, divide the passage into three parts and match the main idea of each part. Step 3 Scanning1 Read Para.2 and analyze how did the UK come into being.2 Read Para. 2. and answer the question. The Union Jack unites the flags of three countries in the United Kingdom. Which country is left out? Why?3 What are the similarities and differences of these four countries?4 Using the information of Part I to fill in the blanks5 What are the three zones in England?6 What are the features of the South, the Midlands and North of England?7 Where can you find more about British history and culture?8 Read Para. 5 and fill in the table.9 Which group of the invaders did not influence London?10 According to Para. 4 and Para. 5, guess which zone London is located in in England? Why? Step 4 Post reading1 Complete the passage according to the reading passage Puzzles in Geography.When asked why different words are used to describe these four countries：England, Wales, Scotland and Northern Ireland, there’s no need to debate any more. You can 1._______this question if you study British history.Now when people refer to England you find Wales 2.____________ as well. Great Britain was the name given when England and Wales were 3._________ to Scotland. Just as they were going to get Ireland 4.___________ in the same peaceful way to form the United Kingdom, the southern part of Ireland 5.______ away to form its own government. To their 6.________, the four countries do work together in some areas, but they still have very different 7.___________. England is the largest of the four countries, and for 8.____________ it is divided roughly into three zones. Most of the population is settled in the south, but most of the industrial cities are in the Midlands and the North of England.London with its museums, art 9.___________, theatres, parks and buildings is the greatest historical treasure of all. It is the centre of national government and its 10.____________.2 Try to find the sentences true or false. If false, try to correct them.1) The oldest castle in London was constructed by Norman rulers in 1066.( )2) London has the oldest port built by the Normans in the 1st century AD.( )3) The oldest building in London was begun by the Anglo-Saxons in the 1060s.( )4) The first invaders Norman left their towns and roads.( )5) The Vikings influenced the vocabulary and place-names of the North of England.( )Step 5 SummarySummarize the whole passage with about 60 words, and ask the students to comments.Step 6 Homework1 Learn the passage carefully and retell the it to your desk mate.2 Rewrite the summary of the passage again.。
b5m2教学设计新部编版
品读
感悟文本，
评价文本内容。
What kind of job is worth doing?
Proverbs：
Every job is useful/meaningful to society.
Every job plays a different role in the world
Every job is worth doing.
Have read material other than that included in the textbook totaling over 300,000 words.
TeachingGoals
1.Knowledge andSkills:a.Understand and distinguish between the basic meanings of words and their meanings in special situations.b.Infer the meaning of new words from the context and word formation rules.c.Understandthereading e appropriate reading strategies to find information according to different reading purposes.
Module2教案教案
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用英语表达兴趣爱好，以及它们在我们的生活中的重要性。同时，我们也通过实践活动和小组讨论加深了对这一主题的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
Module 2教案教案
一、教学内容
Module 2教案教案
《英语》人教版八年级下册
1.单元主题：Module 2 My hobby
-单元目标：通过本单元学习，使学生能够用英语描述自己的兴趣爱好，并能够简单表达对他人爱好的看法。
2.教学内容：
- Unit 1 What's the weather like?
3.文化意识：
-增进学生对中外文化差异的认识，尊重和包容不同的兴趣爱好；
-通过学习，了解兴趣爱好在不同文化背景下的表现和内涵。
4.学习能力：
-培养学生自主学习能力，通过查阅资料、同伴互助等方式，拓展兴趣爱好相关知识；
-培养合作意识，学会在小组活动中分享观点、交流经验。
三、教学难点与重点
《英语》人教版八年级下册Module 2 My hobby
其次，关于教学方法的运用，我采用了分组讨论、角色扮演等多样化的教学活动，旨在提高学生的参与度和积极性。从实际效果来看，这些活动确实让学生们更加投入课堂，主动运用英语进行交流。但同时，我也注意到在活动组织过程中，部分学生存在依赖心理，不够积极主动。因此，我需要继续引导和鼓励他们，提高他们在课堂上的自主性。
(三起点)外研版五年级英语上册《Module2-模块整体教案》
(三起点)外研版五年级英语上册《M o d u l e2-模块整体教案》-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANModule2 模块整体教案模块教材分析本模块继续学习一般过去时，在己经学过过去时一般疑问句和陈述句的基础上学习由what引导的一般过去时的特殊疑问句，并作相应的回答。
教学内容主要围绕着过去买了什么东西和买了多少东西的话题而展开一系列的对话和活动。
教学的重心应放在如何让学生运用一般过去时来询问他人过去买了什么东西和买了多少东西。
掌握词汇can, any, use, half. 第一单元主要通过创设情景，引出话题并进人重点语言知识的学习，主要句型是: What did you buyWe bought some apples. How many bananas did you buy? 第二单元主要询问别人过去买了多少东西(不可数名词），学习字母u, o, a和字母组合e, ir, ui的发音，主要句型是: How much cheese did you buyHalf a kilo.模块教学目标☆知识目标1. 能理解并会说唱Unit 2 Activity 5 Listen and say. Then sing.2. 能听、说、读、写Unit 1 Activity 3 Listen and say.和Unit 2 Activity 1 Look, listen and say.中的单词和句子。
3. 能听、说、认、读Unit 1 Activity 2 Listen, read and act out Unit 2 Activity 6 Do and say.和Activity 7 Now write and act.中的句子。
4. 能朗读和理解Unit 2 Activity 2 Listen and read.中的单词和句子。
5. 能够认、读Unit 2 Activity 4 Listen and repeat.中的音素及例词。
(完整版)外研版八年级下册Module2教案
Where are you from?既是为了活跃课堂气氛，激发学生的学习兴趣, 又是为 了能很快进入主题 Can you tell me where you’re from?
Step 2 Pair work
1. Where are you from?
生自由向老师提问, 老师重复学生的问题, 很自然地引出新知识---疑 问句的宾语从句。 eg.
S1: Miss Ni, do you still like teaching English?
T: S1 wants to know if I still like teaching English. I’m glad to tell you that I
3. Make a telephone call. Mr. Wang telephoned Father. But Father wasn’t in. You answered the
telephone. （用两只电话机让学生在课堂上表演）
4. U3 Activity 5, 2, 3, 4 设计意图 在常规听力练习中进一步提高学生听的能力，在尽可能真实的 情景中巩固打电话用语。
最后拓展到课外。
Step 4 Talk about Liu Xiang eg. S1 ： Liu Xiang was born in Shanghai.
S2: What does S1 say? S3: He/she says (that) Liu Xiang was born in Shanghai.
教师准备好一个抽奖箱，箱子里事先放入一些写有活跃气氛的简单句 的纸条。两个学生一起上去，一个在箱子里抽取一张纸条，大声读。另一个 学生重复。让学生们在笑声中复习知识。
小学英语第五册Module2说课稿
小学英语说课稿这节课的内容选自小学英语第五册Module2。
这节课的教学重点是让学生在对话中掌握单词的现在分词形式，教学内容都是简单易记的单词，所以不是很难，主要是通过练习对话和朗读课文，小组活动来记忆单词的现在分词形式。
兴趣是最好的老师。
特别是对小孩子而言，如果对英语学习没有兴趣的话，那就事倍功半了。
在这节课的整体设计中，我想兴趣是第一位的，通过情境、图片等方面吸引学生，提高他们的兴趣，让他们想学，爱学，下面是这节课的教学思想。
一、说教材我说课的内容是小学英语第五册Module2，这节课主要是学习如何通过简单的对话记忆一些单词和它们的现在分词形式。
我采用多样化的教学手段将听、说、唱、记溶于一体，激发学生学习英语的兴趣，并让他们掌握记忆单词的方法。
找到自己的学习策略。
情感态度目标:通过本节课的学习，让学生有兴趣的读课文，同时有兴趣的听、说英语。
培养学生敢于开口、乐于参与的学习态度。
充分利用教材和多媒体资料教学所提供的学习资源，实现学生积极参与，相互合作，主动和他人交流，并克服语言学习中的困难，提高用英语交流的能力。
文化意识目标：能够和其他小朋友一起练习对话记忆单词，掌握单词及它们的现在分词形式，相互合作，敢于说英语，读英语，找到适合自己学习英语的学习策略。
二、重难点结合教学目标的要求，我把本课的重难点设置为：1、如何有感情的进行对话，注意发音与语调，并从对话过程中记住单词。
2、和同学组成小组一起学习。
我主要是想通过教材的对话—设置—灵活运用这三个主要步骤来突破教材重难点的。
在教学开始让学生先通过游戏提起兴趣，然后开始讲解课文中的对话，让他们按步骤依次进行对话，并借助图片，动作等多种媒体介的感官刺激实现对知识的掌握。
三.说教法和学法1、游戏教学法开始上课时，先让孩子们做一个游戏，看图片与我对话。
学生与我互动，学生积极回答问题，课堂气氛逐渐活跃起来，完成简单的对话。
这样既轻松地记住了单词和初步对单词的现在分词形式有了一定得了解，也提高学生的兴致和积极性。
外研社版八年级英语上册Module5 Unit2 教学设计(公开课教案)
外研社版八年级英语上册Module 5 Unit 2 It describes the changes in Chinese Society.【教材分析】本模块以老舍以及老舍茶馆为主题，介绍了作家老舍、老舍茶馆以及话剧《茶馆》等相关内容，共三个单元。
第一单元为听说课，以玲玲带贝蒂前往老舍茶馆观看京剧为主题展开的对话。
本课时是第二单元第一课时，为阅读课，以介绍著名作家老舍、其作品《茶馆》和北京老舍茶馆为主要内容。
通过设置读前、读中、读后三个阶段的教学活动，学生可以学会通过观察短文段落标题来把握文章大意，培养阅读策略，并引导学生通过建立时间轴来表现人物的生平，借此把握文章脉络，充分提取细节信息。
通过对老舍及其生平和作品的了解，增强对中国传统文化的热爱，增强民族自豪感。
【学情分析】本单元的话题贴近学生生活，内容是通过对作家老舍，戏剧《茶馆》和景点老舍茶馆了解，形成有效的语言输出，完成任务，让学生了解有关传统文化的主题。
在教学中反复使用词汇及句型，以不同形式反复出现，在足够的输入中达成有效的语言输出。
八年级学生，他们活泼、开朗，对学习英语有着强烈的兴趣，但注意力容易分散，有不稳定性的生理特点。
教学中注意启发引导，更要注重教学方法的灵活性，因此，通过任务型教学法、情景交际教学法和学生小组合作、小组竞争等不同形式来激发学生。
【教学目标】1.过图片和语境帮助学生学习新单词和短语。
2.借助段落标题和照片，使学生理解文章主要意思。
3.通过时间轴来记录事件的发展顺序。
4.进一步培养学生爱国情怀，弘扬传统文化的品格。
【教学重难点】重点：本单元单词、短语和文章主要意思。
难点：用时间轴记录事件发展顺序。
【教学过程】Step 1： Lead-inTeacher shows learning objectives, let students get aims of this class. Ask students questionsQ1：Do you like watching movies?Q2：Do you know the movie and did you see the movie?（展示学习目标，让学生明确本节课学习内容，再看图片，引入电影《我和我的祖国》，即激发学生兴趣，又设定情景，开展情景教学。
人教版高二英语B5U2教案(带反思)
东北师大附中朝阳学校高中教案编号：教师：课题Unit 2 The United Kingdom课时8 日期教学目标1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.教材分析本单元的话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动学生积极的思维，激发学生的学习动机。
Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。
Reading (Puzzles in Geography)从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
Comprehending 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。
Learning about Language 部分主要强调通过语境运用本单元生词，还设计了有关构词法的练习和各种与动词say同义和近义词的练习。
语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。
练习册部分还设计了具有实际意义的活动──完成一份调查报告。
Using Language 部分涵盖了听、说、读、写几个部分。
听的部分通过张萍玉与导游之间的对话使学生亲身体验去伦敦旅行的真实情景，既训练学生的听力，又通过回答问题训练他们的分析能力。
外研版Module5,Unit2教学设计
第二课时课题：The Grand Canyon was not just big.课型：读写课学习目标：1）知识目标：能正确使用M 5 U2中的单词和词组；2）能力目标：能读懂简单介绍博物馆的短文；培养学生在阅读中通过速读来抓住文章大意的能力；通过阅读使学生掌握文章中各段落之间的逻辑关系和文章结构；培养学生在阅读中辨认代词在上下文中指代的人或物的阅读技巧。
3）情感目标：引导学生提高自觉遵守公共规则的自觉性；使学生在了解博物馆的有关知识的同时，也增长了日常生活的常识。
1）重点：1. 掌握本单元重点单词及交际用语。
2. 合成词的构词方法。
表示禁止的多种表达方法。
2）难点：1. 合成词的构词方法。
表示禁止的多种表达方法。
教学过程：课前延伸Step1情境导入1. Ask the students to look at the pictures in Activity 1.2. Introduce the Science Museum in London and show some picture and videos.Step 2一读：Read the passage and answer the question.How is the Science Museum different from other museums?___________________________________________________三读：1. Read para.2 and answer the questions:What can you learn about on the second floor?__________________________________________________2. Read para.3 and answer the questions:Which room is Tony’s favourite room on the third floor？Why?____________________________________________________3. Read para.3 and answer the questions:What can you learn about on the fourth and fifth floors?____________________________________________________语言点：1. … if you w ant to fill a bag with sand, you have to control a kind of track on wheels and move it into the correct place. …如果你想将袋子装满沙子，你得操控一种带轮子的运输车，并把车移动到正确的位置。
Module5Unit2新课教案外研版英语八年级上册
3.成果展示：每个小组将向全班展示他们的讨论成果和对话模拟的情况。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“如何在实际生活中应用描述人物的英语表达”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
五、教学反思
在今天的教学中，我尝试了多种方法来帮助学生掌握Module 5 Unit 2中描述人物外貌和性格的词汇和语法。我注意到，通过实际案例分析和对话模拟，学生们对一般现在时的运用有了更深刻的理解。然而，我也发现了一些需要改进的地方。
在词汇教学中，我发现学生们对于一些词汇的用法还是有些混淆，比如“tall”和“high”的区别。在未来的教学中，我需要更加细致地讲解这些易混淆词汇，并通过更多实际例句来帮助学生区分。
举例：开展小组活动，让学生互相描述对方，加强句型的实际运用。
（4）阅读：理解文章中的细节描述，如人物的外貌、性格和习惯。
举例：设计问题引导学生关注文章中的关键信息，提高阅读理解能力。
（5）写作：如何将所学的词汇、语法和句型运用到写作中，使文章内容丰富、表达流畅。
举例：给出写作框架和提示，指导学生逐步完成写作任务，提高写作水平。
教学内容与课本紧密关联，旨在帮助学生掌握描述人物的基本表达，提高英语综合运用能力。
二、核心素养目标
本章节的核心素养目标主要包括：
1.语言能力：培养学生准确运用词汇和语法描述人物外貌和性格的能力，提高英语表达水平。
2.思维品质：通过分析、比较和总结人物特点，锻炼学生的观察力、思维力和逻辑推理能力。
3.文化意识：让学生了解并尊重不同文化背景下人物描述的差异，培养跨文化交际意识。
八年级英语上册 Module 5 Unit2教案 外研版
培养学生礼貌使用语言的意识和能力。在表达不同意见时，能够照顾他人的感受。
运用任务：
收集有关音乐、音乐家的信息，用适当方式向大家介绍。
三、教材分析
本节课是外研版英语八年级上册Module5 Western Music Unit 2 Vienna is the centre of European classical music.
e.g.老师和同学们都在唱歌。
Tom不但会说英语而且会说法语。
⑶、at the age of...:when sb. Was... years old
e.g.Mozart wrote his first opera when he was 12 years old.(同义句)
Mozart wrote his first opera_____________about Xian
●famous for the song The Yellow River
● wrote it in 1939 in only six days
● music describes China to the rest of the world
⑵、Mozart worte The Blue Danue.( )
⑶、The father Johann Strauss died in 1791.( )
⑷、The family took Mozart around the world.( )
2、Careful reading.
Read the text carefully and answer the questions
⑵、Get the meanings of the new words.
二、教学课题
第二课时外研版英语八年级上册Module5Unit2教学设计
1.教师呈现课文，引导学生通过略读、寻读等阅读策略，了解文章大意。
2.教师讲解本节课的核心词汇和短语，如"conquer", "obstacle", "persistence", "achieve success"等，并通过例句、图片等帮助学生理解记忆。
3.分析课文中的语法结构，重点讲解一般过去时和现在完成时的用法，让学生通过实例进行区分和掌握。
3.阅读作业：
-推荐一篇关于克服困难、取得成功的英文文章，要求学生课后阅读并完成相关阅读理解练习。
-文章难度适中，旨在提高学生的阅读理解能力，同时巩固本节课所学词汇和语法。
4.家庭作业：
-家长协助孩子记录一周内遇到的困难和挑战，以及他们是如何克服这些困难的。
-家长鼓励孩子用英语进行描述，并分享给家庭成员，提高孩子的英语口语表达能力。
4.培养学生热爱生活、乐观向上的态度，激发他们追求卓越、不断进步的动力。
二、学情分析
针对外研版英语八年级上册Module 5 Unit 2的教学内容，学情分析如下：
八年级的学生在英语学习方面已经有了一定的基础，掌握了基本的语法、词汇和语言表达，具备一定的听说读写能力。在此基础上，他们在本章节的学习中可能存在以下特点：
3.教师针对学生的练习情况进行点评，指出错误和不足，给予针对性的指导。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般过去时和现在完成时的用法，以及如何运用所学词汇描述困难和挑战。
2.学生分享自己在课堂上的收获和感悟，教师进行点评和鼓励。
3.教师强调面对困难和挑战时，要保持积极的心态，勇于克服和解决问题，从而实现自己的目标。
英语教案B5M2
英语教案：《Module 2 A Job Worth Doing》（第1课时）（外研版必修5）Teaching Goals: 1. To learn about the volunteer, Timoteo Apaza, and understand the importance of his job. 2. To develop some basic reading skills桽kimming and Scanning. 3. To deal with the new words and phrases.4. To ocultivate the Ss’ right view of life, jobs, value and world. Teaching Procedures: Step 1 Leading-in Purpose: 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 the re 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) volunteer Then divide the jobs into the following groups: Modern: electrician, biochemist, accountant, businessman/ businesswoman, policeman Traditional: miner, cook/ chef, barber, secretary, volunteer, policeman Step 4 While-reading Purpose: 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. 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 joband 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 it Suggested 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協or 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-reading Purpose: 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 Homework Try to find the difficult sentences for you in the passage.归纳拓展①The teacher took up his place on the platform and began his lesson. 老师在讲台上站好开始上课. ②When did he take up football? 他是什么时候开始踢足球的？③She took up the story where John had not finished. 她接着讲约翰未讲完的故事. ④That big table takes up too much room. 那张大桌子占的地方太大了. 巧学活用 10－1根据句意选用take短语的正确形式填空(1)She finally ___________ her words. (2)I put the telephone down and __________ my work again. (3)He speaks German so well that he’s often ___________ a native. took back took up taken for 10－2翻译句子(1)Writing the paper took up most of the weekend. ____________________________________ (2)After 2010, Shanghai began to take on a new look. _____________________________________ 写那篇论文占去了周末的大半时间. 2010年之后, 上海开始呈现出新的面貌. 句型巧析 1. (教材原句)Although there is not a lot of traffic, on average, one vehicle comes off the road every two weeks.尽管交通量不大, 但平均每两周就有一辆车驶出公路. [句法分析]本句为主从复合句, although引导让步状语从句, 不与but连用, 但可与yet, still连用. ①Although there is much difficulty in learning English, I will not give up. 尽管学英语有很多困难, 但我不会放弃. 归纳拓展 as, though, while都可引导让步状语从句 (1)as引导让步状语从句, 从句须倒装. (2)though引导让步状语从句. 可与even连用, 即even though, 从句不再倒装. (3)while引导让步状语从句, 相当于although, 意为“尽管, 虽然”, 不倒装, 且位于句首. ②Young as he is, he knows a lot.他虽年轻, 但他知道得很多. ③While he was ill, he went there.虽然他病了, 但他还是去了那里. 【提示】有些介词或短语如：despite, in spite of也可表达“尽管”之意, 但它们后面只跟名词或代词, 不跟状语从句. ④Despite the bad weather, the mother insisted on sending her sick son to the nearby hospital.尽管天气恶劣, 母亲仍坚持将生病的儿子送往附近的医院. ⑤In spite of his age, he still leads an active life. 尽管年事已高, 他依旧过着一种忙碌的生活. 巧学活用 1－1完成句子(1)_________________________(尽管)he had got a bad cold, the boy didn’twant to give up the match. (2)______________________ (尽管受伤) she was, Huang Yinyao insisted on finishing the bicycle race. Although/Though/While Injured as/though 1－2单项填空 ________ the bad weather, we enjoyed our holiday. A. Although B. In spite of C. Though D. As 解析：选B. 考查状语从句. 句意：尽管天气不好, 但我们玩得很高兴. although引导让步状语从句, 题中不是从句而是一个名词, 故应用介词短语作状语. in spite of尽管, 为介词短语. 故B正确. 2. (教材原句)Every morning he climbs up to the bend with a large circular board in his hand.每天早晨, 他手里都拿着一个大圆板爬上弯道. [句法分析]本句中使用了“with＋宾语＋宾语补足语”复合结构作状语, 可用介词短语、形容词、副词、不定式、现在分词或过去分词作宾语补足语. ①The boy always sleeps with his head on the arm. 这个孩子总是头枕着胳膊睡觉. (伴随状语) ②The soldier had him stand with his back to his father. 士兵让他背对着他父亲站着. (方式状语) 归纳拓展③He likes sleeping with the windows open. 他喜欢开着窗户睡觉. ④The teacher came in the classroom with a few books in his right hand. 老师右手里拿着几本书走进教室. ⑤With all the things bought, she left the supermarket. 买了所有需要的东西, 她离开了超市. ⑥With Miss Chen teaching us, we have made great progress in English. 由陈老师教我们, 我们的英语取得了很大的进步. ⑦With a lot of homework to do, I have to stay at home. 有很多作业要做, 我只好呆在家里. 【提示】在“with＋宾语＋宾补”这一复合结构中作宾补的有动词的现在分词、不定式、过去分词, 这三种形式已成为考查的热点. (1)若该结构中宾语补足语表示的动作为宾语发出, 应用v.-ing形式; (2)结合句意, 若宾语补足语表示的动作已完成, 应用v.-ed形式; (3)若还未发生, 就用不定式的主动形式;(4)without也适用于此类结构. ⑧Without any problems to settle, the head teacher left the school. 没有任何问题要解决, 校长离开了学校. 巧学活用 2－1完成句子 (1)我们关着门工作了一天. We worked with the door ________ all the day. (2)他离开了办公室, 计算机还开着. He left the office with the computer________. closed working (3)老师们解决了许多问题后回家. The teachers went home ________ a lot of problems ________. (4)有许多工作要做, 经理下班后仍在工作. ________ a lot of work _______________, the manager went on working after work. with settled with to do 3(教材原句)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.他正开着装满香蕉的卡车要驶过一个弯道, 突然他连人带车翻到了300米深的山崖下. [句法分析] sb.was doing..., when...是一个重要的句型, 意为“某人正在做某事, 突然…… 其中, when为并列连词. ①I was putting on my coat and going to go out, when an old friend dropped in. 我刚想穿上衣服出门, 突然一位老友来访. 归纳拓展 (1)某人正要做某事, 这时(突然)…… sb.was doing sth., when... sb.was about to do sth., when... sb.was on the point of doing sth., when... (2)某人刚做完某事, 这时(突然)…… sb.had just done sth., when...②I was about to go to bed, when the telephone rang.我刚想上床睡觉, 电话铃响了③My little daughter had just put away all her things, when the lights went out. 我的小女儿刚把她的东西收拾好, 突然灯灭了. 巧学活用 3－1单句改错 (1)He has just finished his homework when his father cameback.___________________ (2)I watched TV at home when there was a knock at the door. ______________________________________ has→had watched→was watching 温馨提示请做课时作业Module 2Section Ⅱ本部分内容讲解结束按ESC键退出全屏播放 5. respect vt.遵守; 尊重 n. 方面; 敬意, 问候 (教材原句)But in practice, few drivers respect the rules. 但实际上, 几乎没有司机遵守这些规则. 归纳拓展 (1)be highly respected受到敬重 respect sb./sth.(for sth.)(就……而)尊重某人/某物 (2)show/have respect for sb.＝respect sb.尊敬某人 give/send my respects to sb.请代我向某人问好/致意 in respect of关于; 就……来说 in all respects无论从哪方面来看 (3)respectable adj.值得尊敬的, 可敬的 respectful adj.表示敬意的, 尊重的助记①If you don’t respect yourself, how can you expect others to respect you? 自己不自重, 又怎能受到别人尊敬呢？②The students have great respect for their history teacher. 学生们非常尊敬他们的历史老师. ③Please give my respects to your parents.请代我向你父母问好. ④The teacher is respectable to his students, so the students are respectful to the teacher.这位教师值得学生们尊敬, 所以学生们都很尊敬这位老师. 巧学活用 5－1完成句子吉姆在各方面都像他父亲. Jim is similar to his father ______________. 5－2翻译句子Everyone should respect the traffic rules. __________________________________ in all respects 每个人都应遵守交通规则. 6. direct vt.指挥, 指引; 导演 adj.径直的, 一直的, 直接的, 直率的; 直截了当的 adv.直接地; 一直 (教材原句)Timoteo stands on the bend and directs the traffic. 铁穆特欧站在弯道处指挥交通. 归纳拓展助记①The officer directed his men to advance slowly.军官命令部下缓慢前进. ②Who directed the film If You Are the One 2? 谁导演的电影《非诚勿扰2》？③He took a direct flight to New York.他直飞纽约. ④He ran in the direction of that village. 他朝着那个村庄的方向跑去. [易混辨析] direct, directly direct 被用作副词时, 意为：一直或直接地, 即直达目的地, 不取道其他地方或采取迂回的道路. directly 被用作副词时, 意为：(1)直接地, 多用于借喻; 不指实际路程. (2)立刻, 不久. (3)相当于as soon as一……就……. ⑤The next flight does not go direct to America; it goes by way of Japan. 下一个航班不直飞美国, 而是取道日本. ⑥He left directly after the meeting was over. 会刚一开完, 他就离开了. 巧学活用 6－1用direct的适当形式填空 (1)He ____________ the building of the new bridge last week. (2)He answered me very ________ and openly. (3)I will telephone you ________ I hear the news. directed directly directly (4)Some people don’t like him because of his ________way of speaking. 7. take...for granted认为……理所当然 (教材原句)But often they just pass by, taking the human traffic signal for granted.但是在大多数情况下, 司机们开着车就过去了, 把人体交通标志看作是理所当然的事情. direct 归纳拓展 take sth.seriously严肃对待某事, 认真地对待某事 take...as/to be...认为……是…… take...for...把……当作……(大都表示“把……误认为……”) tak e things easy放松一下, 别紧张; 沉住气, 别着急 take the trouble不辞劳苦, 不怕费事, 尽力设法 take the lead领先, 带头, 走在前面take one’s time慢慢来①Her husband was always there, which she just took for granted. 她丈夫随时都出现在身边, 她只是认为他理应如此. ②Don’t take it for granted that youcan’t learn English well, why not? 你不要想当然地认为你不能学好英语, 为什么就学不好呢？③I’m afraid you’ll have to take the trouble of going there to see about it. 这事恐怕还得辛苦您一趟. 巧学活用 7－1完成句子 (1)Losing my job taught me never to ________________________ (认为什么事都是理所当然的). (2)他认为他妈妈为他做的一切都是理所当然的. He takes _____________ his mother does for him for granted. take anything for granted everything 7－2单项填空Don’t take _________________for granted _____________everyone should adore you. A. that; what B. that; which C. it; what D. it; that 解析：选D. it 作形式宾语, 代替that 引导的宾语从句. 句意为“不要想当然地认为人人都该崇拜你”. 8. encounter vt.& n. 遇到, 遭遇; 邂逅 (教材原句)Then one day while he was working as a lorry driver he had a close encounter with death.他当卡车司机的时候, 有一次他和死神打了个照面. 归纳拓展①I encountered great difficulties in learning English grammar. 我在学习英语语法时遇到了很大困难. ②She encountered an old friend on the road.她在路上偶然碰到一位老朋友. ③In the busy streets, I also have a chance encounter with him. 巧学活用 8－1完成句子 (1)我好几次都险些与技术不佳的司机相撞. I’ve had a number of ________________________ bad drivers. (2)她是我所见到过的最出色的女性. She was the most remarkable woman I ________________________. close encounters with had ever encountered 9. have an effect on对……有影响 (教材原句)This last experience had a profound effect on Timoteo. 最后的这次经历对铁穆特欧产生了重大的影响. 归纳拓展 have no/little/much/great effect on对……没有/几乎没有/有很大/有重大的影响 bring/carry/put sth.into effect实行, 实施 come into effect实行, 实施 take effect生效; 奏效 with effect有效①Foreign food and climates can have an effect on your health. 异国的食品和气候可能会对你的健康产生影响. ②These suggestions were adopted and put into effect. 这些建议得到了采纳, 并付诸实践. [易混辨析]affect, effect, influence affect vt.影响, 作用, 感动. 相当于have an effect on, 常指短时的不良影响. effect n.结果; 影响. effect用作动词时, 意为：实现, 引起. influence n.影响力; 势力, 权势 vt.影响. 常指长时、潜移默化的影响. ③Moving to another city can affect both your salary level and your cost of living.搬到另一个城市不仅会影响你的薪资水平, 也会影响你的生活消费水平. ④Some TV programs have a bad effect on children. 有些电视节目对孩子有不良影响. ⑤His parents no longer have any real influence over him. 他的父母对他不再有任何真正的约束力了. 巧学活用 9－1用effect, affect, influence的适当形式填空 (1)What parents do and say ____________ the children deeply. (2)The policies in controlling the house prices have ___________ a little change to our life. (3)The long drought has _____________ the wheat growth. influences effected affected 9－2完成句子 (1)惩罚对他没有什么效果. Punishment ________________ on him. (2)我们学校将实施新的规定. Our school will ________________ the new rules ________________. (3)新的税率从4月起生效. The new tax rates ________________from April. had little effect put/carry/bring into effect come into effect 10. take up占好位置以备……; 开始从事; 把……继续下去; 着手处理; 占去 (教材原句)And so every morning, week in, week out, from dawn to dusk, Timoteo takes up his place on the bend and directs the traffic.于是每天早上, 铁穆特欧都来到弯道处站好自己的位置, 开始指挥来往的车辆, 从拂晓到黄昏, 一周又一周. Module 2 A Job Worth Doing 要点透析讲练互动 Module 2 A Job Worth Doing 要点透析讲练互动 Module 2 A Job Worth Doing 要点透析讲练互动Section ⅡIntroduction & Reading and Vocabulary—Language Study 要点透析·讲练互动词汇精研 1. satisfying adj.令人满意的, 使人满足的归纳拓展①When he saw his son’s satisfying work, a satisfied smile appeared on his face.当他看见儿子那令人满意的工作时, 脸上露出了满足的笑容. ②What satisfying and exciting news from the sports meet! 从运动会上传来了令人满意和振奋的消息！③I am satisfied with the result.我对那个结果感到满意. 【提示】satisfying与satisfied这两类词都是由动词转化而来的, 其中, -ing形式的形容词, 表示主语或所修饰的名词本身所具有的特征, 意为：“令人……的”; -ed形式的形容词, 表示的是主语或所修饰名词对外界的感受, 意为：“感到……的”, 有时用来修饰表示人或动物的声音或面部表情的名词; a satisfied smile满意的微笑, a satisfied look满意的表情. 巧学活用 1－1完成句子 (1)令他满意的是, 他儿子在英语方面取得了快速的进步. ____________________, his son made rapid progress in English. To his satisfaction (2)和你们一起劳动是我们感到满意的一项活动. Working with you was our most ____________ activity. 1－2单项填空 What you have done ________ the teachers very much.They were very __________with you. satisfying A. satisfying; satisfying B. satisfying; satisfied C. satisfied; satisfying D. satisfied; satisfied 解析：选D. 分析句子成分可知第一个空格处应是谓语动词, 排除A、B两项; 第二个空格后面有with, 构成be satisfied with. 2. offer vi.& vt.(主动)提出(愿意做某事); 提供; 出价; 试图 n. 提议; 出价 (教材原句)This person has offered to do a job—and may not be paid for doing it.这个人主动地去做一份工作——而且, 可能不要报酬. 归纳拓展①Tired as he was, he offered to carry the child. 尽管他很累, 他还是提出要抱孩子. ②They offered me a better position. 他们给了我一个更好的位置. ③I offered him 1,000 pounds for the house. ＝I made him an offer of 1,000 pounds for the house. 我提出愿以一千英镑买他那所房子. [易混辨析]offer, provide, supply offer 多指主动提出或提供意见或东西等, 可跟双宾语. 用于句型： offer sb.sth.＝offer sth.to sb.. provide 侧重于免费提供或供应, 常用句子结构：provide sth.for sb.或provide sb.with sth., 不跟双宾语. supply 倾向于源源不断地供应或供给, 多指收费的提供, 常用句子结构：supply sth.to/for sb.或supply sb.with sth. 不跟双宾语. 助记④Nowadays, the government provides free textbooks for elementary and junior high school students. 目前, 政府向小学生和初中生免费提供课本. ⑤The electricity company supplies electricity to houses. 电力公司向各家供应电力. 巧学活用 2－1完成句子 (1)泰勒愿出500美元雇他做这份工作. Taylor ________ him 500 dollars ________ the work. (2)本旅馆提供优良的家庭服务设施. The hotel______________excellent facilities ________families. offered to do provides for (3)孩子们主动提出刷盘子. The children _________________ the dishes. (4)他向我出价1 000美元买那架钢琴. He __________ me D|S1,000________ the piano. offer to do/clean offered for 2－2单项填空—Do you have any problems if you ________this job? —Well, I’m thinking about the salary... A. offer B. will offer C. are offered D. will be offered 解析：选C. 句意：——若提供给你这项工作, 你有问题吗？——我正考虑薪酬问题……. if 引导的条件状语从句中常用一般现在时表将来, 且you 与offer之间构成动宾关系, 故选C. 3. signal n. 信号, 暗号, 手势 (教材原句)The Human Traffic Signal 人体交通标志归纳拓展①At an agreed signal, they left the room. 一收到约定信号, 他们就离开了房间. ②The heavy drought in China is a signal that we should do something to protect the environment. 发生在中国的严重干旱表明：我们应该行动起来保护环境了. ③He signaled (to) the band to start playing. 他向乐队示意开始演奏. 助记④When I give the signal, run! 我一发信号, 你就跑！巧学活用 3－1完成句子 (1)我按报时信号校正我的表. I corrected my watch by the time ________. (2)前方有一标语, 写着“学校, 慢行”. There is a ________, which says “School—Go slow”. signal sign (3)请在有问题的地方做个记号. Please make a ________where you have questions. 3－2翻译句子She signaled the car to stop by raising her hand. _________________________________ mark 她举手示意车停下. 4. on average 平均起来, 一般说来 (教材原句)Although there is not a lot of traffic, on average, one vehicle comes off the road every two weeks.尽管交通量不大, 但平均每两周就有一辆车驶出公路. 归纳拓展 average不同词性及短语 (1)n.平均(数); 平均标准, 一般水平 an average of...平均…… above/below average高于/低于平均水平 (2)adj.平均的; 平常的 (3)v.平均为……, 计算……的平均数average out得出……的平均数①London has on average 7.6 hours of sunshine per day during May. 伦敦五月份每天平均有7.6小时日照时间. ②These marks are well above the average.这些分数远在一般水平以上. ③Meals at school average out at about 10 yuan per day. 在学校伙食平均每天大概10元. 巧学活用 4－1完成句子 (1)哈利的功课在中等以下, 吉姆的功课刚到达一般水平. Harry is ___________________ in his lessons and Jim is about _____________________. (2)他只是一个普通的学生. He is just ________________________. below the average up to the average an average student 4－2翻译句子(1)这个男孩平均每天上网3个小时. __________________________________________________________________________ (2)The rainfall there averages 300 mm a year. ______________________________________ The boy spends three hours online on average every day. 那儿的年降雨量平均每年为三百毫米. Module 2 A Job Worth Doing 要点透析讲练互动 Module 2 A Job Worth Doing 要点透析讲练互动 Module 2 A Job Worth Doing 要点透析讲练互动Teaching Goals: 1. To enable Ss to master how to remember new words.2. To get Ss to have knowledge of this grammar point: past simple, past continuous and past perfect tense.3. To enable Ss to make deductions about the past. Teaching Procedures: Step 1 Leading-in Purpose: To get the Ss to know the ways to learn words. Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to givetwo examples of the method. Step 2 Grammar 1. Presentation Purpose: To get the Ss to know the teaching content of Grammar Show the following contents on the blackboard or PowerPoint. （1）一般过去时的考点分析（考核重点）。
Module5Unit2教案-外研版九年级上册英语
1.在讲解语法难点时，结合生活实例，让学生更加直观地理解一般过去时的用法。
2.在提问环节，注重问题的质量，提高问题的启发性和开放性，引导学生深入思考。
3.加强课堂练习，特别是在写作环节，让学生多写、多练，提高他们对一般过去时的运用能力。
4.针对学生的个体差异，进行个性化辅导，帮助他们在难点上取得突破。
二、核心素养目标
Module 5 Unit 2《The Great Wall》的核心素养目标如下：1.提高学生的语言素养，通过学习描述地理特征的形容词和一般过去时，使学生在实际语境中准确地表达观点和描述历史事件；2.增强学生的文化意识，通过了解长城的历史和文化背景，培养学生的民族自豪感，提高跨文化交际能力；3.培养学生的思维品质，引导学生运用批判性思维分析文章内容，提高独立思考能力；4.提升学生的学习能力，鼓励学生自主探究、合作学习，培养良好的学习策略。这些核心素养目标与新教材要求相符，有助于全面提高学生的英语学科素养。
（2）语法运用：一般过去时的用法对于学生来说可能存在一定难度，尤其是动词过去式的变化规则。教师应通过具体实例和练习，帮助学生突破这一难点。
（3பைடு நூலகம்文化背景：学生可能对长城的历史和文化背景了解有限，教师需要运用丰富的教学资源，如图片、视频等，帮助学生更好地理解文章内容。
举例：针对语法难点，教师可以设计一些小组活动，让学生在互动中练习一般过去时，如角色扮演、访谈等。此外，教师还可以通过对比中西方历史文化的差异，帮助学生更好地理解长城的文化价值。
（3）阅读理解：文章内容涉及长城的历史和文化背景，教师需引导学生关注文章的关键信息，掌握文章的主旨大意。
举例：在讲解词汇时，教师可以通过图片、例句等形式，让学生直观地理解并运用词汇。
上册五Module2_教案
Module2一、教学目标1. 能够听、说、认、读单词和词组ate, bottle, drank, over there, kilo, a lot of.2. 能够听、说、读、写单词use, half.3. 能够听、说、读、写句子How much cheese did you buy? Half a kilo.4. 能够运用所学的语言知识对不可数名词数量的多少进行问答。
二、教学重难点重点：听、说、读、写句子How much cheese did you buy? Half a kilo.难点：half和a lot of的运用。
三、教学准备1. 单词卡片2. 音频3. 人物头饰4. PPT课件四、教学设计Step 1 Warm-up教师播放歌曲“HOW MANY DO YOU W ANT?”的动画，全班同学边做动作边唱歌曲。
Step 2 Preview1. Free-talk.T: Hello! What did you do yesterday?Ss: We had classes yesterday.T: What did you buy last night?Ss: I bought some bananas.T: …Ss: …2. Sing a chant.教师播放课件，呈现chant内容，配上节奏进行说唱。
Where, where, where did you go?I went, I went, I went to the supermarket.What, what, what did you buy?I bought, I bought, I bought many apples.How many, how many, how many apples did you buy?I bought, bought, I bought some apples.Great! Great! Great!Step 3 Presentation1. 学习Look，listen and say.（1）教师提问：Did Ms Smart want to have a picnic? What did they buy? 引导学生回忆上节课的情景之后，让学生回答。
B5 MODULE2
astronaut writer
volunteer actor
business owner football player
fire fighter TV presenter
5. “I love my job. Because I can play different roles.”
Cheng Long
5) You go to this person to get your hair cut. _b_a_rb_e_r_
6) This person works in an office. _se_c_r_e_ta_r_y_
7) This person knows a lot about money. _ac_c_o_u_n_t_a_n_t _
accountant barber biochemist
businessman/businesswoman
cook
electrician miner
policeman secretary volunteer
1) We ask this person to put electricity in homes. _e_le_c_tr_i_c_ia_n_
10) This person has offered to do a joband may not be paid for doing it. _v_o_lu_n_t_e_e_r_
To learn some words and phrases about occupation, be able to describe different jobs. To understand the passage about Timoteo’s job and retell the passage. To learn some useful words and expressions in the passage. To get a right attitude towards jobs.
外研版高中英语必修5教案Module 2 写作 to be a volunteer
学生心存评分标准，从而能规范和提高表达技能。
15分钟
4.总结提升
说明性记事文的书写结构 ；
根据主要信息储备优秀词句。
评分标准知多少。
提示，完善并记录
1.I would like to apply for
2.As a outgoing, active and optimistic boy
3.I’ll do my best to do it whatever..
4.If accepted, I’ll do everything in my power to
说结构；总结背出优秀词句；独立成文。
形成书面表达的规范思维--- 结构安排及要点信息句；针对信息句的词句储备；信息句及扩充要点的英文形成；使用适当的过度句成文。
2017-2018学年度第一学期渤海高中高二英语课教案
时间： 2017年9月 8 日
课题
M2/B5 写作: to be a volunteer
课时
1
ቤተ መጻሕፍቲ ባይዱ课型
New
重点
审题: 结构。1.写信目的 2.自己的优势和对将来承诺；3.对组委会考虑自己的申请表示感谢。
依据： 考纲及表达评分标准
难点
词句运用
依据：考纲及表达评分标准
二．能力目标
能用合适的词句表达主要信息。能说出类似话题的层次结构及内容。
三．情感态度与价值观
激发学生对生活的热爱；对不同文化及语言的了解。
理由：考纲及课程标准要强化学生的语言运用能力，丰富词汇量；培养学生的英语学科素养及社会主义核心价值观。
教具
多媒体课件 教材 教辅(learning English) A4 of the second stage)
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MODULE 2 TEACHING PLANContent：Module 2 A Job worth doing [senior 2 , New standard English]一、题材内容本模块介绍在玻利维亚，山地崎岖，交通困难，从首都LA PAZ向北延伸的一条山路最为突出，给过往车辆带来隐患。
当地居民Timoteo Apaza 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的路段。
并由此延伸，培养学生乐于奉献的精神。
教学中应结合社会生活实际情况，灵活掌握教学过程，组织教学内容，丰富学生知识，拓展学生视野。
二、教学目标3）学习策略尊重他人工作，树立正确的职业观。
参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
三、教学重点和难点重点：1．如何使用地道的英语介绍各种职业的情况。
2．正确理解并应用动词的各种时态。
3．礼貌的进行日常对话。
难点：能用得体的英语表述有关职业的故事并能自如的申请自己喜欢的工作。
四、教学方法基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习得课堂活动，强调合作探究与独立思考相结合，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
五、教材处理核心任务：思考并表达未来热门职业的情况。
三个环节如下：pre-task：学生联系社会生活实际，激活背景知识，了解职业情况。
task –cycle：通过整个模块的听说读写的训练，强化“有关工作的对话”的表达能力，为完成任务做好铺垫post-task）：达成任务，展示成果，反馈学习情况六、教材安排根据学生学习英语的特点和规律，我们把本模块划分为5课时：Period 1:Introduction & Vocabulary& Listening and SpeakingPeriod 2:V ocabulary and ReadingPeriod 3:Everyday English and Function and &Grammar 2Period 4:Reading &WritingPeriod 5:Cultrual Corner &Task &Module File注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』Period 1:Introduction & Vocabulary & Listening & SpeakingTeaching Content :Introduction & V ocabulary & Listening & SpeakingTeaching Aims and Demands:1. Language KnowledgeNew words: Intellectual stressful, satisfying earn, salary, staff, sign, agent, analyst, apply, permanent,contract.2. Listening skillImprove the students’ listening ability.3.Affection and attitudes: Learn something about different jobs. We should respect the work of otherpeople. Form positive and right opinion about labour.Learning strate.g. ies:Discussion and listening the tape and do some exercises.Teaching Aids: Multi-MediaTeaching Procedures:Part I: IntroductionTask: Talk about different jobs.Step One: Look at the photos and say what the people are doing.Directions:1. Tell them a story about Young Liwei2. Introduce them to the topic.3. Talk about different jobs according to the pictures.4.Disscuss the importance of every job.Step Two: Talk about some famous people of these jobs.Directions:1.List some famous people of these jobs. Then let the Ss talk about them .2.Do activity 2 on page1Step three: Ask some questions and answer them as a competitionQuestions such as , What sort of jobs would you like to do?Why do you like it?What should you do for the dream?Directions: The teacher gives questions and the Ss are divided into groups and answer quickly. The groups which answer most questions will be rewarded.Part II: VocabularyTask: Grasp the vocabulary of this module.Directions:Step one: Ask the students to do activity 1on page 15 and compare with their partners.Step two: Complete the sentences with words in activity 1Check the answers with the classmates.Step three Practice: Match the words to form the jobs.Step four Ask questions about these jobs.Step five: Summarize:.Part III: Listening and speakingTask: Obtain and deal with information by ListeningStep one: Lead in and prepare background knowledge for the target materialDirections:1. Have a competition ask and answer questions about applying for jobs.2. Discuss “Can you guess what we will listen to ?”Step two: Presentation .Listen to the target language :1.Play the cassette for the first time and have the students say what job Claire is applying for.2.Let the Ss. Write a question Claire could ask the manager Play again to check if Claire ask your question.3.Listen to part 1and 2 of the interview and complete the form in activity 3 . Have the students compare notes inpairs .4.Play the tape a third time for a final check and do activity 45.Check notes with the teacher.6.Role-play7.Work in pairs. Choose another job and role-play a similar situation.Part IV: HomeworkDo Ex 4, 5 6 and 8 on page 74 and 15 in the Workbook.Period 2: Vocabulary and ReadingTeaching Content: Vocabulary and ReadingTeaching Aims and Demands:Language knowledge:New words:barber, biochemist, electrician, miner, volunteer, sheer, average, circular, encounter, mission, qualified, profound, direct…Reading skill: Understanding how to tell something about a job.Affection and attitudes: Learn something about different jobs. We should respect the work of other people. Form positive and right opinion about labour.Learning strate.g. ies:1.Learn how to tell something about a job.2.Summing up the uses of the past tensesCultural awareness:Getting prepared for identifying important jobs for the future.Teaching Aids: Multi-MediaTeaching Procedures:Part I: Revision1. Help students to revise what is learnt in Period one of this module2. Look at the photos and say what the people are doing.Part II: Pre-reading activitiesLead in the study of the text by carrying out the following activities:1.Talk about different jobs according to the pictures.(Ask students to speak out as many as they can)2.Can you give us an example about a job?(Ask the Ss to tell the story to their partner)3.Match the words in the box with their meanings in activity 1on page 12.Part III: Reading for main ideaHelp students to grasp the main idea of the text by doing the task .1.Ask and answer the questions on page 12 in activity2.2.Read the passage and answer :Which country is it about?What does he do to help the drivers?3.match the headings with the paragraph in activity 3.Part IV: Reading for detailed information1.Read the text again and answer the questions in pairs.1)What is Timoteo’s job?2)Where does he work ?3)Why is the road so dangerous?4)What does he get for directing the traffic?5)What made him start this job?6)Why does he continue to do the job?2.According to the answers, write some key words on the blackboard. Then the teacher and students retell thealtituderoadcountry city vehiclejob ----human traffic signalwhy ? volunteerHave a profound effect onso take up ,directPart V: Dealing with expressions1.Read the text again and do activity 5on page 14.2.Pay attention to these sentencesa.Many roads are in bad condition and accidents are frequent.in …conditionin conditionout of conditionon condition thaton no conditionHis house is now in poor condition.Walking 30 minutes every day and you’ll soon be back in conditionYou can use my computer on condition that you don’t play games.You are on no condition allowed to do that to your parents.Discussion: Can you master these phases?b.But often they just pass by, taking the traffic signal for granted.Pass by sb,\sth.Pass sb,\sth byPass thoughPass awayPass downPass outE.g. We can’t pass this matter by without protest.They pass though a forest.To his grief , his grandpa pass away last month.The book was pass down from generation to generation.He passed out when he heard the bad news.Take for grantedHe takes everything his mother does for him granted.Questions: Do you understand these sentences?Part VI: Language use1. Exercise 7.8.9Direction: Ss do it by themselves. Let’s see who can finish it as soon as possible.2.(Give the students some time to recall what they’ve learned in this class)First think by themselves Then discuss in pairs and finally in pairs and finally share in class.Part VII: Homework: Retell the text as fluently as possible.Part VIII: A testRetell the text.Period 3: Everyday English and Function and Grammar 2Teaching Content: Everyday English and Function and Grammar 2Teaching Aims and Demands: Master the grammar and use them freelyAffection and attitudes:Learn something. about different jobs. We should respect the work of other people.Form positive and right opinion about labour.Learning strate.g. ies: 1. Learn how to tell something about a job.2.Summing up the uses of the past tensesCultural awareness: Getting prepared for identifying important jobs for the future.Teaching Aids: Multi-MediaTeaching Procedures:Part I: Everyday English and FunctionTask: Making deductions about the pastDirections:Step one:Remind the students of the expressions that we have learned .Step two: Ask the students to recite them with their partner.Step three: Complete the sentences with the correct words and phrases. Let the students ask questions in pairs. Step four: Complete the sentences with must , can’t or mightStep five: Speaking practice:Use the expressions above to make a conversation which is about jobs.Part II: Grammar 2Task 1:Review of verb formsActivity1: Match the sentences with the names of the tenses.Activity2: Find out the rules of the present tenseDirection: Read the sentences and answer the questions.Activity3: Find out more sentences of each tense in Part 3 of the passage.Observe, compare and find out the rules.Activity 4: Complete the passage with the correct form of the verbs.【NMET.2004】：---Has Sam finished his homework today?----I have no idea. He _________ it this morning.A.didB.has doneC.was doingD.had doneNMET.2004 My mind wasn’t on what he was saying so I’m afraid I ________half of it .A.was missingB.had missedC.missD.missedKEYS: C DPart III: A test：Fill in the blanks1.Before he ____________（自愿指挥）the traffic, Timoteo ____________（有许多工作）2.One day while he ________（开卡车）he __________（与。