北师大版高中英语必修5Unit14教案Lesson 1
英语北师大版必修5 Unit14 Careers 教学设计
Unit 14 Careers 教学设计（一）学生分析1．学生组成情况2．学生的认知心理和认知水平17-18岁的高中生正是处于求知欲望很强、好奇心也很强、接受新鲜事物的能力强的时期，他们的思维特点正处于由形象思维转化为逻辑思维的阶段。
尤其是对与他们的前途和择业有关的话题尤感兴趣。
3．学生现有知识和技能水平本单元话题是职业，而本节课的内容是让学生了解一些职业的名称，并通过问卷调查来了解一个人的性格与适合的职业，从而使学生能够正确分析判断自己个人的个性，进而选择分析与自己比较适合的职业，话题具有很强的实际指导意义。
在上个单元Unit 13 People 中学生学会了怎样去描述一个人，不仅描述他们的外貌特征，而且还了解到了很多关于对人的性格描述的用语，同时也触及到人的性格和职业的关系这一点。
所以这一课的话题对于他们来说，已经有了很多的知识铺垫。
（二）教材分析本课内容是北师大版的必修模块五Unit 14 Careers中的Warm-up和Lesson 1，但是因为我们学生的英语水平和实际教学情况，对于Warm-up的处理，我们通常是根据当课的内容和学生对其了解的程度和兴趣来确定其在该单元中的容量的多少。
通常情况下Warm-up要占15-20分钟时间，有时至少也要10分钟左右的时间，而剩余的时间要完成第一课的全部内容通常是有困难的，所以我们教学实际常常会在每个单元的第一课时完成Warm-up和Lesson 1的部分内容，而这一部分的安排通常是看这两部分内容的衔接来定。
因为学生对于本课的话题已经有了相当的铺垫，所以老师处理就比较驾轻就熟，重点有二：一、让学生尽可能地去了解多一些职业的名称；二、通过调查问卷的形式，让学生来分析了解自己的性格特征和自己比较合适的职业，并试图用一些形容词来描述人的性格特征和他们所能胜任的工作。
（三）教学目标《英语课程标准》指出：“基础英语教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》教案 1
Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Aims:To practice reported requests and orders.To practice using personality vocabulary.Teaching difficulties:To practice reported requests and orders.To use reported speech to express others’ requests and orders.Teaching points:To know the words and phrases:architect, typist, farmer, doctor hotel receptionist, journalist (More : designer; artist; nurse, teacher) careful cheerful creative reliable confident generous helpful modest Motivated organised patient practical.(MORE：/logical /flexible/strong/ ) Teaching procedures:Ⅰ. Warming upT: First let’s read the words we learned just now. Now read together.S:T: Maybe you are sure that only you learn about yourself –know you best aren’t y ou?S:T: But somebody says it is difficult to say exactly our own characters, maybe others can see you more clearly. Now you prepare two piece of paper, on one piece of paper write down three adjectives from the Key Words that describe you best, on the other piece of paper you choose three adjectives to describe your partner, let’s begin.S: (students begin to write)T: Now compare your note with your partner.S: Students look at each other’s pieces of paperT: What are the results? (Ask some students to say out their notes: Which words do you choose from the key words to describe? What’s your partner’s opinion? At the same time ask the others in the class “What do you think of his opinion?)S:Ⅱ.readingT: No matter what a person’s character is, everybody’s good at something. Now do this personality test and find the right career for you. (first show the questions in slides and ask students to answer “What should you do in the situation” then give a), b) c) d), compare your ideas with the answers.) Which one do you choose?S:T: Read the key to the answers. Does the description fit your personality? Would you like to do the kind of jobs that the Key suggests for you?Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.Some students then share their ideas with the class.Ⅲ GrammarDo the exercise 4First give an example: She asks you to help her. Please imagine at that time what are the friend’s actual words? Let students know Reported Speech’s real meaning is “学舌”.Read the example sentences with the class and compare them with the reported speech (verb form, pronouns)Students then work in pairs, referring back to the questionnaire and doing the exercise.When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Do the exercise 5 and 6Help students to sum up the rule of reported speech and actual speechDo the exercise 7 and 8Do the first item with the class. Then have students work individually completing the exercise. Students compare their answers in pairs, before checking answers as a class in order to give students time to consider their probable questions.Encourage students to read out each pair of sentences voluntarily.Do the exercise 9First let students read the leaflet and give students time to do the exercise. When checking answers,tell students that different verbs are acceptable as the reporting verb.Ⅳ. Language in UseDo the exercise 10Ask students to read the topic request and the example. Then follow this pattern in the rest the exercise, giving an order, then giving a reason for it.Do the exercise voluntarily. Accept different reasons for the instruction in each situation.Ⅴ. HomeworkTurn to page 33.Read the passages ideal jobs. Talk about your favorite job.。
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》课件 Language Ponits 2
考点6 rather than而不是 listen rather than speak — learn as much
教材 as possible about your job and the company 与其多说不如聆听——尽可能多地了解你的工
原句 作和公司的情况
He rather than you is wrong. 是他而不是你错了。 You rather than Tom are to blame. 应受到责备的是你而不是汤姆。 I'd like to go to school on foot rather than by bike. 我愿意步行去上学，而不是骑自行车去。
[关键一点] rather than连接句子的主语部分时，谓语动词的数与 rather than前面的名词或代词在人称与数上保持一致。 [归纳拓展]
prefer to do ...rather than do ... ＝would do ...rather than do ... ＝would rather do ...than do ...
[辨析比较]income, pay, salary, wage
income 指经常得到的“收入”，可以是工作的薪水 指定时领取的“报酬，工资”，有时特指军队服役人员
pay 的军饷 通常指按月发、付给脑力劳动者或经过培训、学习有
salary 关专门知识或技能的人的“薪水”
指付给体力劳动者的工资，通常以劳动时间、熟练程 wage 度、定额多少来计算，一般按天或周支付，常用复数
quarrel with sb. about/over sth. 与某人争吵某事
She quarrelled with her sister over their father's will. 她和妹妹因为父亲的遗嘱起了争执。 We're not going to quarrel about a few dollars. 我们不想为了几美元而吵架。 I had a quarrel with my boss the other day. 那天我和老板吵了起来。
英语北师大版必修5 Unit14 Careers Lesson 1教案
Unit 14 Careers Lesson 1教案Teaching aimsI.words and phrases：II. listening and discussion about something of jobs and career.III.to read the text and study the language pointsIV.grammar:reported speech(I)Teaching timeTwo periodsTeaching processStep 1 Revision:dicationStep 2 new words learningStep 3 Warm-up1.Read unit objectives, and ask the students to tell the meanings.2.Exercise 1a) let the students read the key words and then look at the photos and match the jobs to the photos.b)students suggest more jobs to add to the list.3.Exercise 2students listen to the four situations and match them with jobs in the Key Words.4.Exercise 3a) read the example sentences and Key Words with the classb)give students some time to think about a professional are that they are interested in and rehearse what to say.c)ask some students to tell the class what they are thinking of for a future career.5.Exercise 4a)students do the exercise individually firstb) have some students to do on the blackboard.Lesson 1 Your Choicestep 4 Reading1.Before you startexercise 1:a) read the Key Words first. then students choose three adjectives to describe themselves.b)check their answers2.Read to learna) ask the students look at exercise 2, and then do it individuallyb) directc) exercise 3students read the key to the questionnaire on page 91 and decide if the description fits their personality and if they would like to do the suggestions. Some students share their ideas with the class.Step 5 grammar: Reported Speech(I)1.exercise 4a)read the first section of the questionnaire and the example sentences with the class. pare them with the reported speech.b)students work in pairs. then check their answers.2.exercise 5:look at exercise 4,how do pronouns change in reported speech? ask students to read aloud people’s actual words and the corresponding reported requests to see how the pronouns change.3.exercise 6:plete the rule. ask students to do in pairs. then check their work4.exercise 7.do the first item with the class. then have some students to do on the blackboard.5.exercise 9:read the example sentence with the class. students work through the leaflet, reporting each piece of advice.step 6 Summary and exercisea)summary b)exercise 2 on page 66。
高中英语Unit 14 Communication workshop教案1 北师大版 必修5
Unit 14 munication WorkshopGoals1. Teaching goals:1)To get students to practice writing a letter of application.2)To train students to practice using linking words expressing cause and addition.2. Ability goals:1)To develop students’ writing ability.2)To develop students’ cooperative learning ability3)To develop student s’ autonomous learning ability3. Teaching important points:1) To get students to grasp how to write a letter of application.2) To get students to learn how to use linking words expressing cause and addition.4 Teaching difficult points:To write the letter of application in proper words and sentences.5 Teaching methods:Cooperative learning and task-oriented learning6 Teaching aids: pute rand slide projectorTeaching procedureStep 1 Pre-taskTask 1 Review the words about personalities.Task 2 Get the students to read an advertisement and get the students to talk about what personalities are suitable for the jobs.Step 2 During-taskTask 1.Read the letter and answer the following questions.1)Why does Li Meiling write the letter?2)Why does Li Meiling apply for the job?3)What evidence does she give to show that:a)She is hard-working and mitted?b)She gets on well with people from different background?c)She would be a good reporter?Task 2 Match the parts of the letter (1—5) with these topics: a) signing off b) personal qualities c) qualification. d) reasons for interest e) reason for writingTask 3 LinkingLook at the underline words in the letter. Do they express addition, contrast or reason?Addition: in addition contrast: no words Reason: because, as, since, due toTask 4 ReviewingWhat the layout of the letter1)Heading of the letter.2)Body of the letter.Para. 1 Reason for writing.Para 2 Reason for interest.1 / 3Pare 3 Personal qualitiesPara 4 Qualifications3) Formal ending.Task 5 Writing (Divide the students into some groups and get them to do the following in groups) 1Look at the job advertisement and get the students to find one job they are interested in.2.Get students to write notes according to the CV about their reason for the job, their personalqualities, their qualifications and their practical skills.3.Write the letter step by step according to the stages and give some key sentences andexample.Writing stages1) Heading of the letter.2) Heading of the letter. Get the students to find the key sentences in the letter first. Suggest they use the sentences to help them.Also encourage them to use the words they studied in the unit. Give the students advice and help as possible.Useful words and phrases:journalism/ sports/ language…/things in our school/ things about sports…)/sports/ school/ our city…Useful words and phrases: mitted/ motivated/ creative… a voluntary programme…get on well/ deal with difficult problem…sports events/ school things/munity events…Qualifications:voluntary work, holiday jobs, participation in … activitiesPractical skills:fluent in (language), driving license, cooking, first aid3) Formal endingStep 3 Post-taskTask 1 Get the students to exchangetheir writingsand check in groups. Get them to see how good they are.Task 2 Enjoy one of their writings with a slide in class.Task 3 HomeworkWrite the letter in their own writing books.3 / 3。
北师大版高中英语必修5 Unit14 Lesson1_名师课件
·Help her after school.
Method ·Give her a model paragraph. ·Suggest ways.
·Tell her to make a (2)_______
Task 2
Work for an institute that gives (3) _____ to the poor in a small village.
Unit 14 Lesson 1 Your Choice– Everyone’s good at sth.
Cooperation(合作释疑)
Share Ideas
Preview Puzzles(预习困惑)
潘一雯 张瑞强等8位同学 困惑：chart,table,graph,form分不太清楚 张浩 韦乐鑫 等 in charge of与in the charge of的具体区别是什么？ 张凯凯 aid和help，assist可不可以互换？ 彭乐静 疑惑：error是经常用作电子设备损坏或发生错误吗" 王嘉莹 困惑：中国力学研究院的CAS是什么意思，是Chinese啥啥 李嘉庚 stuck on 没有完全理解
Homework
1. Exercises 6,7 and 8 on P23. 2. Finstitute n.
中科院化学研究所 中国社科院法学研 究所
3. liquid n.
4. line Help your members to learn their lines in a short play.
on line/online drop sb a line You just be quiet! You are way out of line.
北师大高中英语必修五Unit14lesson1Yourchoice课件
Whentheorderorrequestisnegative,weuse thepattern: ask/tell/ordersomebody++ not infinitive(toverb)
3.“Checkforerrors,Please.” Theteacherorderedtheclass
Themanagerofanofficeisilland, onthephone,givesherassistantinstru ctionsforthepeopleintheoffice.Rewri tetheinstructionsstartingwithTell.
1.Mrs.Smithmustcancelmytrip toParis.
1.Tellthemannottousedrinking water;theseawateristoosalt.
2.Telltheboysnottoleavethe emptycansonthegrassor throwinthelake.
3.Tellthemannottogocamping here;tonightahurricaneis likelytocome.
→Iwantyoutorepairanoldpump. 5.Yourteacheraskedyourclassto performashortplay.
→Willyouperformashortplay?
Completetherule
Whenwereportpeople’srequestsoror dersweusethepattern:
losecontrolof失去控制
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》教案 3
Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Objectives:In this lesson, students will…discuss your dream jobs and analyze the reason behind(such as personality);read a questionnaire and make choices;give advice on your partners’ personalities and right jobs;learn words in the contexts;Teaching difficulties:discuss your dream jobs and find the reasons behindRead a questionaire and make choiceTeaching points:Give advice to your partners’ personalities and right jobsLearn words on different occasionsTeaching procedure：1.Warming upa)Flash memory test on jobs.b)What’s your dream job?doctor,nurse,teacher,journalist,designer; artist; manager, architect, carpenter, chemist, social worker; engineer, farmer, fireman, hotel, receptionist, lawyer, shop assistant, soldier, tour guide, typistc)Do you have anything special inside yourself to have such a job?（Ask students to choose 2 or 3 words in p22, exe 1 and fill in the work sheet）●I think I’m…helpful/patient/generous/reliable/organized/logical/careful/emotional/creative/flexible/strong/confident/motivated.●I feel I am good at…●In my opinion, I am a natural …2.Skimming (Optional)a)What’s the type of the article? A a letter B. an advertisement C. a questionnaire D aposteri. A questionnaire is a list of questions that a number of people are asked so thatinformation can be collected about something.b)What is the purpose of the article? –After doing this test, you can find out the right jobfor you.c)How many parts are there?d)Matching with the main idea of each part.Part 1 When your bus had an accident on a deserted road?Part 2 What would you do when your teacher asked your class to act out a play ina short time?Part 3 What would you do to help a friend to write a summary?Part 4 What would you do when your boss tells your team to repair an old pump?3.Word learning (Optional)1)Teach the words before reading: summary timetable aid guidance aid institute topic2)Teach the words after reading: take charge of ; pump; data; paragraph deer4. Read the questionnaire, make choices and exchange answers in pairs.5. Your desk mates will guess what personality you are and the right jobs for you. Then you are going to decide whether it suits you.6. (P22 exe 3) Check the answer key on page 91. Does the description fit your personality? Would you like to do the kind of jobs that the answer key suggests for you?Grammar1.(p22 exe 4) Find out such sentence patterns in the text! Look at the reported requests andorders from the questionnaire. What are people’s actual words? There is usually more than one option.a)She asks you to help her.b)Tell them not to worry.c)Tell everybody on the bus to put on more clothes…d)Your boss tells your team to repair an old pump…e)…your teacher asked your class to perform a short play…Is there anything in common in the five sentences above?Ask/tell sb to doa)“Help me please!”/ “Could you help me, please?”b)“Don’t worry, (please)”c)“Listen, everybody. Put on more clothes.”d)“I want you to repair an old pump near a river.”e)“Will you perform a short play for the school?”Compare the sentences in the two groups, what’s the difference between them?1)Pronouns: 人称代词第一、二人称（直）第三人称（间）（p23, 5）2)VerbsWhen we report people’s requests or orders we use the pattern:ask/ tell/ order somebody + _________When the order or request is negative, we use the pattern:ask/ tell/ order somebody+_________+ infinitive(See Page 92, Grammar Summary 3)2.Report these orders and requests. Use the beginnings provided.1)“Could you lend me a pen?” Peter asked me ________.2)“Don’t lose the receipt. It’s important.”The salesgirl instructed the shopper_________.3)“Check for errors, please.” The teacher ordered the class ________.4)“Can you give me a lift home?” Mary asked John _________________.5)“Don’t drink that liquid. I don’t think it’s water.”The boy advised the girl_______________.6)“Read the text and answer the comprehension questions.” The teacher told thestudents _________.3.Rewrite the sentences with “tell” (p23, 8)4.Report the advice. (p23, 9)nguage in Use (p 23.10)1)Advice from police officers:Two police officers are controlling a tourist area on a lake. Look at the signs in the picture and imagine what the senior officer will tell his partner to do when theysee these people.2)Rules at schoolAt the beginning of the semester, there are lots of new students in your school.You are supposed give a speech to introduce the rules of the school to the newstudents in a conference house.a)Write down the rules of your school●Go to school on time.●Greet teachers.●Be honest.●Persist in doing physical exercise.●Do not smoke.●Finish homework in time.●…b)Sample speechOur school advises us to go to school on time and greet teachers. Meanwhile, our school also tells us to be honest. The school orders us not to smoke as well.And the school tells us to persist in doing physical exercise and finish homework intime. At this very beginning of the new semester, I, as a senior schoolmate, adviseall of us to be a hard-working student and achieve something in future.6.Review the sentence pattern: AskTellOrderAdvise +sb+to doAllowForbidPermitexpectSs will summarize by themselves:V+sb+to do7.HomeworkWrite an article and your school rules。
北师大版高二英语必修五课件：unit14Lesson1YourChoice
If your answers were mixed, you are probably suited to a job in which you can use your different skills and abilities. For example, as manager of a computer company you would use your practical abilities (b) and leadership abilities (d).
put on more clothes. → “Listen everybody. Put on more
clothes.”
4. Your boss tells your team to repair an old pump. → I want you to repair an old pump.
b: You are reliable/organized/ logical/ careful You are good at practical things. You are a good person to work with figures, computers, machines, plants or animals.
5. Your teacher asked your class to perform a short play.
→ Will you perform a short play?
Complete the rule
When we report people’s requests or orders we use the pattern:
Look at the reported requests and orders from the questionnaire. What are people’s actual words? There is uaually more than one option.
英语北师大版必修5 Unit14 lesson 1 Your Choice 教学指导
unit 14 1 Your ChoiceObjectives■To practise reported requests and orders.■To practise using personality vocabulary.Resources usedGrammar Summary 3.Possible problemsThere may be three problems for students when reporting what has been said: they may have problems with the question form, the backshifting of the verbs and the changing of pronouns in some cases.BackgroundThe job questionnaire is based on psychological analysis of different character types: A: People good at dealing with other people (helpful, patient,generous). Ideal jobs are doctor, nurse, teacher, and social worker.B: Practical people (reliable, organised, logical, careful). Ideal jobs are accountancy, computers, machines, working with plants or animals.C: Creative people (emotional, creative, flexible). Ideal jobs are journalist, designer, artist, writer.D: Dynamic people (strong, confident, motivated). Ideal jobs are directors, leaders, managers.Routes through the materialIf you are short of time, set Exercise 7 for homework and omit Exercise 10.If you have time, do the Options activities.If you have two periods for this lesson, a suitable natural break is after Exercise 6. ReadingBefore you startExercise 1careful, creative, reliable, confident, emotional, flexible, generous,helpful, logical, motivated, organised, patient■Read the Key Words with the class. Students then choose three adjectives to describe themselves.■Students tell their partners their adjectives and see if their partner agrees that these words describe them.Read to learnExercise 2■Working individually, students read the questionnaire and decide what they would do in the situations.Exercise 3■Students read the key to the questionnaire on page 91 and decide if the description fits their personality and if they would like to do the suggested jobs.■Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.■Some students then share their ideas with the class.Language Power: the Word Corner on page 67 practisesV ocabulary (jobs and qualities)GrammarREPORTED SPEECH (I)Exercise 4■Read the first section of the questionnaire with the class (“A friend is having a problem …〞). Draw students’ attention to the reported request whic h is the first item in the exercise.■Read the example sentences with the class and compare them with the reported speech (verb forms, pronouns).■Students then work in pairs, referring back to the questionnaire and doing the exercise.■When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Suggested answers2 Don’t worry! / Don’t worry, please.3 Listen everybody. Don’t panic.4 I want you to repair an old bridge.5 Will you perform a short play?Exercise 5■Ask students to read aloud people’s actual words and the corresponding reported requests to see how the pronouns change.Exercise 6■Students work in pairs, referring back to the text and completing the table. Answersask/tell/order somebody + infinitive (to + verb)ask/tell/order somebody + not + infinitive (to + verb)■Refer students to Grammar Summary 3 to study at home.Exercise 7■Do the first item with the class. Then have students work individually completing the exercise.■Students compare their answers in pairs, before checking answers as a class. Draw students’ attention to the change of pronouns.Answers1 to lend him a pen2 not to park on the pavement (because it’s forbidden)3 to be quiet4 to give her a lift home/if he could give her a lift home5 not to dye her hair6 to read the text and answer the questionsExercise 8■Read the example item with the class.■Students then work in pairs, rewriting the instructions starting with “Tell〞.■Check answers by having students read out each pair of sentences.Answers2 Tell John to move Peter’s desk to room 308.3 Tell him not to start redecorating the office before the end of the month.4 Tell him he has to pick up Mr Jensen from the airport on the 24th.5 Tell Mary not to send the contracts off before I come back.6 Tell her to prepare the information I need for my presentation.Exercise 9■Read the example sentence with the class. Draw students’attention to the use of the pronoun “them〞(not “me〞/ “him〞/“her〞) and tell students to use “they〞/ “them〞in the rest of the exercise.■As a whole class, students work through the leaflet, reporting each piece of advice. ■When checking answers, tell students that different verbs are acceptable as the reporting verb.AnswersThe leaflet tells people to be kind and co-operative/not to share very personal information/not to try and make friends with the boss/to listenrather than speak and learn as much as possible about the job and the company/to work hard and not spend too much time chatting or resting/to keep their desk tidy atall times/not to argue with anyone.Language in UseExercise 10■Read the example sentence with the class and point out that a reason for the instruction is given. Ask students to follow this pattern in the rest of the exercise, giving an order, then giving a reason for it.■Students work in pairs discussing what the senior officer will tell his partner to do in each situation.■Check answers as a class. Accept different reasons for the instruction in each situation.Suggested Answers2 Tell the boy not to drink the lake water; it’s polluted.3 Tell the boys not to leave their empty cans on the grass or throw them in the lake; it’s dangerous to do that.4 Tell the couple not to put up a tent; it’s forbidden to camp here.5 Tell the girl not to swim here; it’s very deep.6 Tell the couple not to light a bonfire; the grass is dry and they couldExtensionStudents form groups of four. Each student thinks of advice or requests that they would like to give to each of the other group members. They then work in groups, taking turns to receive the advice or requests from the others.When they all finish, students work individually, recalling the advice and requests they have received and writing them down in the reported speech, e.g. Li Ling asked me to lend her some money.Students then work in groups again, taking turns to read out their sentences.。
北师大版英语必修5_Unit14_Lesson_3参考教案
Unit14 Lesson 3参考教案Teaching objectives:To practice reading for inference.To develop strategies for working out meaning from context.To practice making reported statement.Carry out moral education by the story of Wang Bunyan.Teaching difficulties:To practice making reported statement.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upTalk about Mayun, a successful man that I admireAnd raise the question what make him so successful.Ⅱ. Pre-readingCan you tell me a successful person that you admire? What does he/she do? And what do you think make him/her lead to the road to success?Ⅲ. ReadingTask1. first readingRead the article “The Road to Success”, then answer the questions below.1. What characteristics does Wang Junyan believe made her a success?2. What did Wang Junyan do with her mother that taught her to be curious?3. What made Wang Junyan realize the importance of being a journalist?4. What does Wang Junyan like most about being a reporter?5. What does Wang Junyan’s story tell yo u about success?Task2.Read the text again and correct the mistakes of each sentence● 1. I asked Wang Junyan she liked most about being a reporter.● 2. Smiled brightly, she told me that she graduated from Fudan University.● 3. There are moments that I forget all about it.● 4. My mother was strong character.● 5. There was some particular moment made her realize reporter’s importance.6. It was my mother that taught me to curious.7. It was curiosity, perseverance and a commitment make Wang Junyan asuccessⅣ SpeakingDescribe jobs“ Writing that report wasn’t easy, but I realized that people needed to know and so I didn’t give up.”“ I discovered then that as long as I am committed and give up I will be able to produce high quality reports.”___ Wang Junyan/reporter Wang Juanyan described her job like that, now look at the description, and try to guess a job or jobs for each quote below.Ⅴ.Sum up the main ideaWang Junyan is a __________ now. She said that it is _______, ___________, and ______________ that made her success. It is _______ who taught her to be curious. After graduating from university, Wang became a ______. Her report ______ people and it also helped the government ______ the company and catch the _____________. Her perseverance _________ when she won an award for the report. She also said that as a reporter she needed many ___________ and kept ______ new things. She still felt ________ now.Ⅵ. Language points:Ⅶ.Assingments.。
北师大版高中英语必修5 Unit14 Lesson1 精品课件
a: You are helpful/patient/generous.
Your ideal job is one in which you work with people –helping, training or curing them, e.g. doctor, nurse, teacher, social worker.
Careful reading
If most of your answers were:
1) repair--- fix aid 2) help ---_____ 3) university---__________ institute topic 4) subject---_______
Careful reading
Pair work
Read the questionnaire, make choices and
I think I’m____, _____ and _____. I feel I am good at_____. In my opinion, I am a natural ____.
Word bank (P 22, exe 1)
helpful/patient/generous/reliable/
right jobs; Learn words on different occasions.
Pre-reading
careful , cheerful , creative , 1 2 3 reliable, confident , generous , Choose three of the words to helpful , modest , motivated , describe yourself. organized , patient , practical What kind of things do you thing are you good at? What kind of jobs do you want to do?
北师大版必修五Unit14TeachingDesignforCommunicationWorkshopWriting教案
Teaching Design for CommunicationWorkshop--WritingUnit 14 CareersModule 5 (BNUP)Ⅰ.Analysis of the students.A good understanding of the students is a must of successful teaching since the curriculum reform emphasizes a more interactive, communication-oriented, and student-centred approach.In my class, different students have different language levels and different learning styles. However, most of them usually participate in class activities and make their presentations actively. They are eager to learn and if stimulated properly, they show great potential and interest in writing.As to writing, there exist the following problems in most of my students: a lack of ideas of their own, poor expressions, incorrect using of words, grammar and spelling mistakes, and careless handwriting.Ⅱ.Analysis of the teaching materialsContent: To write a letter of applicationPosition and function: Following the four main language input lessons, communication workshop is actually a language output process, which gives students a chance to practise what they have learned in the previous lessons. The writing workshop is carefully staged so that it can be seen as a real communication activity, rather than simply the production of a “composition” for the teacher.This unit is about careers, which I believe is of great significance. As has already been found，Chinese students usually have a dim idea of their career choices, due to a lack of proper career education at school. Many people don’t know what kind of job they may be interested in, let alone what is suitable for them. High schools should offer them chances to explore this important field, as some developed countries do. That is why I am especially interested in this topic, and I regard this lesson as a chance to encourage and help the students to explore their future career choicesTeaching focus: The students will learn about the organization of an article and the application of linking words by practising different writing strategies, eg. brainstorming ideas, paragragh planning, drafting and self and peer assessment. Meanwhile, they will begin to explore their future careers and realize what to prepare for the future.Difficult points: The students may find it difficult to apply formal expressions and sentence patterns to express their ideas in the letter, as this is a formal style of writing.Ⅲ.Teaching goals1.The knowledge-learning goal: to build up the students’ vocabulary about careers andqualities, and to help them learn how to write a letter of application, eg, the contents and layout of such a letter.2.The abilities-cultivating goal: to improve the students’ integrated competence ofapplying language, and to train their ability of applying linking words.3. Career education goal: to offer the students a chance to accumulate some basicinformation about career choices and help them begin their exploration of their future careers.4.Emotions:The English Curriculum Standard stresses the importance ofunderstanding emotions, attitudes and sense of value in the language, so classroomactivities should aim at raising learners’ awareness of emotions. In this lesson, thestudents are expected to have a better understanding of their own advantages, and tobuild up confidence by participating in different activities.Ⅳ. Teaching methodology1.On teaching methods:Benjamin Franklin once said, “Tell me, I will forget. Teachme, I will remember. Involve me, I will learn.”. Therefore, a task-based approach,which involves the students with different tasks to achieve the expected goals, isadopted;Besides, according to Constructivism, which emphasizes the students’ own generative learning process instead of a cramming method of teaching, the teachingprocedures are planned step by step, based on the previous knowledge, to prepare the students for the ultimate task.2. On learning methods: In response to senior high school learners’ psychologicaldevelopment and Curricu lum Standard, learner’s learning activities should center ontheir cooperation and autonomy. Only in this way can we motivate their interest inlearning and participation in classroom activities and help them get used to thinkingindependently. With learne r’s autonomy, they will gradually extend their learningactivities outside the classroom, which will benefit their life-long learning.Ⅴ.Teaching procedures1.Pre-task phase:1) Before the class, I ask the students to interview a person with the job they are mostinterested in. I offer each of them a form with some questions to make it clear whatmajor details they should find out. And to make sure they have time to complete this project, I allow them two periods off on one afternoon.2) I also collect their finished forms the next day to have a check and mark the better ones.Purposes of the design:1) To collect some essential details to lay the foundation of their thinking, discussionand writing.The students should think of what kind of career they may be interestedin and try to find out what is expected in it.2)To stimulate and sustain the students' interest in learning by providing the studentswith a favorable learning environment. As a matter of fact, students who have moreinterest in English learning are often ready to take greater effort in their study and thus get a better understanding of the language they learn.3) To get the students realize what qualities, qualifications and skills they should possessfor their future careers, so that they may have a clear idea of what to prepare while at school.2.During-task phase:1) Lead in(1 mins): Introduce the topic by showing the students a resume of Chineseversion, tell them that many leading companies will require the applicants to writetheir resume and letter of application in English, which is considered as one of thebasic skills. However, many graduates don’t know how to write it. Encourage thestudents to have a try. They are expected to write a letter of application for theirideal jobs.Purpose of the design: Arouse the students’ interest in practising writing a letter of application.2)Reading (5 mins): In this part, the students will read a model letter with work onstyle, layout, contents and linking. Then check the answers about topics andfunctions (Part 2, Page 30).Purpose of the design: Get the students prepared for the following tasks.3) Prior knowledge construction:eful vocabulary (6 mins): Let the students form a mind map by brainstormingrelevant words about careers, skills and qualities, with the help of the notes intheir interview forms.Career: teacher, actor, dancer, writer, engineer, artist, business owner, reporter, lawyer, tour guide, doctor, policeman, TV presenter, salesman, etc.Skills: communication skills, computer skills, driving, typing, language skills,etc.Qualities: creative, flexible, hardworking, motivated, positive, good judgement, understanding, careful, helpful, committed, reliable, loyal, determined,enthusiastic, etc.B. Useful expressions (5mins): Go over the model text again with the students andguide them to find some useful expressions which they may apply in their ownarticle.Reason: get experience, learn about, find out about, interested in, etc.Qualifications: hold a certificate in…, passed exams in…, completed a coursein…, etc.Practical skills: be fluent in (language), be familiar with, be skilled in, etc.Sentences: I’m interested in applying for the job of…I would like to work for you because I am very interested in…I think I would be a good … due to my …experience.In addition, I hold a certificate in…I look forward to hearing from you soon.C. Linking words of reason (1 mins): as, because, because of, due to, since, etc.Purpose of the design: To activate existing linguistic resources, and to make it clear how to write such a letter. The theory of Constructivism suggests that studentsconstruct new knowledg e on what they’ve known instead of memorizing what theteachers cram into their minds. The students are required to collect all necessaryauthentic writing resources concerning the subject through reading, andcommunicating.4) Pair discussion(10 mins):After such a warm-up preparation, students will come tothe stage to practice and develop their language skills by finishing tasks related. Idivide my class into 10 groups. Each group of students are expected to share theirinterview forms and then discuss about some questions related to the contents of the letter. In this step, the students can make use of the resources they have collected to decide what qualifications and skills they should try to acquire at school and what they should include in their letters so as to successfully interest the employers. Remind the students that they can include in their letters something they think is important but still haven’t possessed now. Give the following questions as a guide to discuss:Help each other with these questions:1. What’s your ideal job?2. What qualities, qualifications and skills do you need to possess for your ideal job?3. What should be included in the letter to make your application successful?Purpose of the design: This is another chance for the students to practise inaccordance with the concept “ I do, I learn.” and they can use their notes and ideasfrom the preparation stage to perform the speaking task. All these efforts are to provide opportunities for learners to access and consolidate information. At the same time, it contributes to the students composing a piece of writing with ideas of their own, as it isa letter of application for their ideal job.5) Writing a draft(12 mins)The students are then given individual writingassignments, using the writing help on Page 30 as a guide to write a letter ofapplication for their ideal jobs.Purpose of the design: On the basis of interview and oral practice, students arethrough the process of “ words→sentences→paragraghs→composition”, but they still need to have a further processing with all the information.6) Peer assessment(5 mins):After the students finish their compositions, the studentscan share their compositions and think about the following questions:1. What can you help your partner to improve the composition?2. What is well written and what still remains to be improved?3. What can you learn from your partner’s writing to improve your own composition?4. Are you interested in such an applicant by reading the letter? Why?Then the students are to choose the best letter from each group to share with other classmates.Purpose of the design: Students have a chance to read and react to each other’swriting. Exploiting students’ own writing is very important, as it helps them to seewriting as a real communicative activity and it also helps to develop independentlearning. Besides, students tend to learn better from their peers.5.Post-task phase:Ask the students to perfect their letters, and hand them in. Remind the students that they had better include something special to make their letters distinguishing so as to successfully interest the employers. Note that their handwriting should be neat and clear.After being corrected by the teacher, print the letter and keep it in their folds. Choose the best letter from each group to post on the bulletin-board as examples.Reflect on the lesson: What have you learnt today?What is your plan for your school life now?Self-assessment:。
北师大版高中英语必修五Unit14《Lesson1YourChoice》教案1
北师大版高中英语必修五Unit14《Lesson1YourChoice》教案1Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Aims:To practice reported requests and orders.To practice using personality vocabulary.Teaching difficulties:To practice reported requests and orders.To use reported speech to express others’ requests and orders.Teaching points:To know the words and phrases:architect, typist, farmer, doctor hotel receptionist, journalist (More : designer; artist; nurse, teacher) careful cheerful creative reliable confident generous helpful modest Motivated organised patient practical.(MORE：/logical /flexible/strong/ ) Teaching procedures:Ⅰ. Warming upT: First let’s read the words we learned just now. No w read together.S:T: Maybe you are sure that only you learn about yourself –know you best aren’t y ou?S:T: But somebody says it is difficult to say exactly our own characters, maybe others can see you more clearly. Now you prepare two piece of paper, on one piece of paper write down three adjectives from the Key Words that describe you best, on the other piece of paper you choose three adjectives to describeyour partner, let’s begin.S: (students begin to write)T: Now compare your note with your partner.S: Students look at each other’s pieces of paperT: What are the results? (Ask some students to say out their notes: Which words do you choose from the key words to describe? What’s your partner’s opinion? At the same time ask the others in the cl ass “What do you think of his opinion?) S:Ⅱ.readingT: No matter what a person’s character is, everybody’s good at something. Now do this personality test and find the right career for you. (first show the questions in slides and ask students to answer “What should you do in the situation” then give a), b) c) d), compare your ideas with the answers.) Which one do you choose?S:T: Read the key to the answers. Does the description fit your personality? Would you like to do the kind of jobs that the Key suggests for you?Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.Some students then share their ideas with the class.Ⅲ GrammarDo the exercise 4First give an example: She asks you to help her. Please imagine at that time what are the friend’s actual words? Let students know Reported Speech’s real meaning is “学舌”.Read the example sentences with the class and comparethem with the reported speech (verb form, pronouns) Students then work in pairs, referring back to the questionnaire and doing the exercise.When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Do the exercise 5 and 6Help students to sum up the rule of reported speech and actual speechDo the exercise 7 and 8Do the first item with the class. Then have students work individually completing the exercise. Students compare their answers in pairs, before checking answers as a class in order to give students time to consider their probable questions.Encourage students to read out each pair of sentences voluntarily.Do the exercise 9First let students read the leaflet and give students time to do the exercise. When checking answers,tell students that different verbs are acceptable as the reporting verb.Ⅳ. Language in UseDo the exercise 10Ask students to read the topic request and the example. Then follow this pattern in the rest the exercise, giving an order, then giving a reason for it.Do the exercise voluntarily. Accept different reasons for the instruction in each situation.Ⅴ. HomeworkTurn to page 33.Read the passages ideal jobs. Talk about your favorite job.。
高中英语Unit 14 Careers Lesson 1教案 北师大版 必修5
Unit 14 Careers Lesson 1教案Teaching aimsI.words and phrases：II. listening and discussion about something of jobs and career.III.to read the text and study the language pointsIV.grammar:reported speech(I)Teaching timeTwo periodsTeaching processStep 1 Revision:dicationStep 2 new words learningStep 3 Warm-up1.Read unit objectives, and ask the students to tell the meanings.2.Exercise 1a) let the students read the key words and then look at the photos and match the jobs to the photos.b)students suggest more jobs to add to the list.3.Exercise 2students listen to the four situations and match them with jobs in the Key Words.4.Exercise 3a) read the example sentences and Key Words with the classb)give students some time to think about a professional are that they are interested in and rehearse what to say.c)ask some students to tell the class what they are thinking of for a future career.5.Exercise 4a)students do the exercise individually firstb) have some students to do on the blackboard.Lesson 1 Your Choicestep 4 Reading1.Before you startexercise 1:a) read the Key Words first. then students choose three adjectives to describe themselves.b)check their answers2.Read to learna) ask the students look at exercise 2, and then do it individuallyb) directc) exercise 3students read the key to the questionnaire on page 91 and decide if the description fits their personality and if they would like to do the suggestions. Some students share their ideas with the class.Step 5 grammar: Reported Speech(I)1.exercise 4a)read the first section of the questionnaire and the example sentences with the class. compare them with the reported speech.b)students work in pairs. then check their answers.2.exercise 5:look at exercise 4,how do pronouns change in reported speech? ask students to read aloud people’s actual words and the corresponding reported requests to see how the pronouns change.3.exercise 6:complete the rule. ask students to do in pairs. then check their work4.exercise 7.do the first item with the class. then have some students to do on the blackboard.5.exercise 9:read the example sentence with the class. students work through the leaflet, reporting each piece of advice.step 6 Summary and exercisea)summary b)exercise 2 on page 66。
北师大版英语必修5_Unit14_Lesson1_阅读参考学案
Unit14 Lesson1 阅读参考学案学习目标：1. To get the general idea of the text.2. To practise reading for specific information.Warm up:Choose three adjectives from the Key Words that describe you best. (Ex.1 P22) Step One: Fast-readingRead the passage quickly and then find out the answers to the following questions.1. Why should you get your friend make a timetable?A. It can save time for her.B. It can make her finish it on time.C. It can help her find some useful books.2. When you are asked to help the villagers repair the pump, why should you choose the hardest job?A. Because no one wants to do it.B. Because I can set a good example for others.C. Because it is hard to find workers for others.3. Why the coach got hurt during the school trip?A. Because a deer ran across the road.B. Because the y got lost.C. Because the road was slippery.4. If you are psychologist, which job mentioned in the text is suitable for you?A. 1B. 2C. 35. If you are having problems writing a plot summary for a book report which help do you prefer?A. Help you after school.B. Give you a model paragraph to prefer to.C. Suggest way to write a clear accurate summary.6. What does the phrase “learn their lines” mean?A. Learn how to be polite.B. Learn how to wait in line.C. Learn words spoken by a particular actor.D. Learn how to run.7. From the text, if you choose A in the first question, you may be a(n) _______ person.A. reliableB. confidentC. generousD. emotional8. If you choose B in Question 2, which job fits you?A. Teller.B. Nurse.C. Artist.D. Manager.9. Since you are very motivated and strong, in the situation of Question 3, what will you not do?A. Take charge of the situationB. Ask a small group to go to the nearby village to get help.C. Tell everybody on the bus to put on more clothes to keep warmD. Keep calm and comfort others.10. What is the main idea of the text?A. Everybody is good at something.B. It is a personality test, which helps to find a right job.C. It describes different kinds of people.D. It is a personality test, which helps to find a friend.Step Two: Careful-readingRead the text carefully to get some specific information from the text. Decide the following sentences are True or False1. You can write a plot summary for him/her when your friend is having problems writing a plot summary.2. It’s necessary to keep calm while one is in danger of the bad situation.3. In order to perform a short play on time, you will ask others to learn their lines all the time.Step Three: SummaryRead the passage to get the general idea of the text and write it down in less than 30 words._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________。
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Lesson 1 Your Choice
Teaching Aims:
To practice reported requests and orders.
To practice using personality vocabulary.
Teaching difficulties:
To practice reported requests and orders.
Teaching Aids: computer
Teaching procedures:
Ⅰ. Warming up
T: First let’s read the words we learned just now. Now read together.
S:
T: Maybe you are sure that only you learn about yourself –know you best aren’t you? S:
T: But somebody says it is difficult to say exactly our own characters, maybe others can see you more clearly. Now you prepare two piece of paper, on one piece of paper write down three adjectives from the Key Words that describe you best, on the other piece of paper you choose three adjectives to describe your partner, let’s begin.
S: (students begin to write)
T: Now compare your note with your partner.
S: Students look at each other’s pieces of paper
T: What are the results? (Ask some students to say out their notes: Which words do you choose from the key words to describe? What’s your partner’s opinion? At the same time ask the others in the class “What do you think of his opinion?)
S:
Ⅱ.reading
T: No matter what a person’s character is, everybody’s good at something. Now do this personality test and find the right career for you. (first show the questions in slides and ask students to answer “What should you do in the situation” then give a), b) c) d), compare your ideas with the answers.) Which one do you choose?
S:
T: Read the key to the answers. Does the description fit your personality? Would you like to do the kind of jobs that the Key suggests for you?
Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.
Some students then share their ideas with the class.
Ⅲ Grammar
Do the exercise 4
First give an example: She asks you to help her. Please imagine at that time what are the friend’s actual words? Let students know Reported Speech’s real meaning is “学舌”.
Read the example sentences with the class and compare them with the reported speech (verb form, pronouns)
Students then work in pairs, referring back to the questionnaire and doing the exercise.
When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.
Do the exercise 5 and 6
Help students to sum up the rule of reported speech and actual speech
Do the exercise 7 and 8
Do the first item with the class. Then have students work individually completing the exercise.
Students compare their answers in pairs, before checking answers as a class in order to give students time to consider their probable questions.
Encourage students to read out each pair of sentences voluntarily.
Do the exercise 9
First let students read the leaflet and give students time to do the exercise. When checking answers, tell students that different verbs are acceptable as the reporting verb.
Ⅳ. Language in Use
Do the exercise 10
Ask students to read the topic request and the example. Then follow this pattern in the rest the exercise, giving an order, then giving a reason for it.
Do the exercise voluntarily. Accept different reasons for the instruction in each situation.
Ⅴ. Homework
Turn to page 33.
Read the passages ideal jobs. Talk about your favorite job.。