高中英语Module2AJobWorthDoing彭姗教学设计list.docx

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1、Teach i ng Des i gnListening and Speaking: A Job Worth Doing彭姗 绵阳南山中学实验学校 教材分析：This is the listening and speaking part of Module 2 Book 5, aimed to help students master some listening and speaking skills. The emphasis of this period is mainly placed on a conversation about a job interview between th

2、e candidate Claire and the manager. 教学目标：Focus on students, lay emphasis on students * practical abilities to use what they have learned and try to develop their creative spirits. This period is aimed to enable students to have a basic command of some words and phrases about society and jobs. At the

3、 same time, make students try to make sentences by listening, speaking, reading and writing. On this basis, let students express their opinions on jobs application with what they have learned so that students abilities of logical thinking and expression will get improved.1. Language knowledge aims：

4、master the following words and phrasesaccountant, barber, payment, salary, career prospects, temporary, permanent.2. Language skill aims： through playing the tape, students are expected to understand the conversation about a job interview, able to grasp the key information in it and master how to as

5、k more information about the applied job. In the end, students are able to express their opinions on the job that they want to apply for。3. Emotion and attitude aims： make students respect people from al 1 walks of life and establish correct job-choosing and society-serving awareness.4. Learning str

6、ategy aims： through the training of listening, speaking, reading and writing, cultivate students ability of mastering the whole and detailed information of the listening material. Meanwhile, help students develop the habit of thinking independently in the way of narrating, asking, discussing and rol

7、e play.5. Cultural notion aims： after learning this period, enable students to learn the methods of talking in a job interview, improve their talk skills, more importantly, laying a foundation for their future job application and making them have a right view of employment.教学重点：1. To improve the stu

8、dents * listening and speaking abilityTo help the students to grasp the key information of the conversation 教学难点：How to help the students to understand the detailed information and know the way to have a job interview 教学用时：One period教学方法：Task-based approach, communicative approach, discussion approa

9、ch教学过程：Step 1 Lead-in（设计意图：通过讨论“未来最想从事的工作”，引起学生的讨论兴趣，话题贴近学生的日常生活, 易引起共鸣。）A. Ask the students to speak what they want to be in the future and let them to share their dream job and the reason why they choose it. Ask the students to express them in English as possible as they can.B. Listen to a piece o

10、f musicBe What You Wanna Be. Try to find out how many kinds of jobs are mentioned and what they are. In order to lower the difficulty, the teacher list a few kinds of jobs in advance, and then ask students to circle them out. In the meanwhile, the job will appear with the presence of a picture relat

11、ed to the job.Step 2 pre-listening（设计意图：通过预测提问的方式让同学们自己预设如果他/她是应聘者，会问什么一样的问题， 有助于培养同学们的预测能力，增强了学生的课堂参与度，让他们养成动脑的好习惯。） Task one: Listen to Part 1 of the interview. Say what job Claire is applying for. Task two: ask students to imagineif you were Claire, what questions would you ask? Please write them

12、 down.Possible answers: salary/ payment, working hours, job requirements, career prospects* Step 3 while-listening（设计意图：听听力第二部分验证学生的预测，这可以吸引学生们的注意力，同时再次听材料获 取细节信息，也有助于帮助学生了解应聘工作时可能会涉及到的问题，以及回答方式。） Task one: listen to Part 2 of the interview. And check whether Claire asks students, questions.Task two

13、: listen to Part 1&2 again and complete the form.CandidateClaire PattersonAge（1）Qualification A levels in English （2）and19; French; Business studies; French; Italian; 1200; 8:30; 18:00; Monday; Saturday; 1Language(3) and Salary(4) _/ monthWorking hours(5) to Days(6)一to .Job starts(7)Contract lasts(8

14、) monthsKeys to the form:July; 3Step 4 Post-listening(设计意图：在学生对听力材料进行了充分的理解之后，让学生判断问题的提出者，从而帮助学生 为后面的role-play做好准备。)Task one: Say who asks these questions, Claire(C) or the manager(M).1. How did you find out about us?2. What makes you think you 11 like the job?3. Have you travelled much yourself?4.

15、What languages do you speak?5. Do T have to do any special training?6. What are the hours?7. When can I start work?8. What sort of career prospects will I have with you?Task two: Work in pairs. Choose another job and role-play a similar situation.Student A: A managerStudent B: A candidate applying f

16、or a job(Choose one job and think of as many questions related to the job as possible.) Example:A: How did you find out about us?B: I read an advertisement in the paper.Step 5: Homework(设计意图：作业是对课堂上所学内容的一种延伸。教师设计了让同学们运用这堂课所听所说的关 于工作应聘的内容，最终落在文字上呈现，这样既是加强对课文知识的进一步探究，又促使学生对 己有的知识进行加工整合，有利于学生的思维和表达能力的提

17、高。)Write an application letter for your dream job position personal information experience ask for more details黑板设计:What do you want to be in theAn application letterfuture? positionA temporary job personal informationSalary/ payment experienceRequirementsCareer prospects ask for more details教学反思:整个课堂教学过程的设计是以任务活动驱动以及学生参与互动的学习过程，设计目的是激发学生 思维，鼓励语言表达，促进探究、合作学习氛围。因为工作是学生们尚未接触的事物，所以注重从 他们的理想工作引入，调动学生们的兴趣和积极性，同时培养学生们的预测能力和抓住关键信息的 能力，最后又能把听到的内容进行整合加工，成功进行一场模拟工作应聘，虽然有了这些设计，但 是整个课堂教学的评价偏简单，尚停留在课堂上的语言评价，后期还有待改进。