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______________________________________________________________________________________________________________ Module 2 A Job Worth Doing I. 模塊教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲ Talk about different jobs and their importance ▲ Practise making deductions about the past ▲ Review the verb forms: past simple, past perfect and past continuous ▲ Write a letter of job application and a CV II. 目標(biāo)語言 功 能 句 式 Making deductions about the past They might have got lost, or had an accident. That must have been very interesting！ That can’t have been easy！ He can’ t have seen the advertisement. 詞 匯 1. 四會詞匯 accountant, administrative, advertisement, agent, agency, assistant, badly paid, barber, career prospects, chef, contract, condition, data analyst, dawn, demand, dusk, earn, electrician, fire fighter, frequent, gentle, load, lorry driver, miner, outgoing, permanent, physical, salary, sheer, social worker, staff, stressful, temporary, travel agent, volunteer, well paid 2. 認(rèn)讀詞匯 database, Bolivia, steeply, bioinformatician, pathologist, career prospects 3. 詞組 have an effect on, in particular, in practice, in response to, in theory, pass by, take ... for granted, take notice of 語 法 Review the verb forms: past simple, past perfect and past continuous Somehow he survived. He was driving a lorry when he came off the road. Before he volunteered to direct traffic, Timoteo had had lots of jobs. 重 點 句 子 1. Many roads are in bad condition and accidents are frequent. P12 2. But often they just pass by, taking the human traffic signal for granted. P13 3. 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. P13 4. I am writing in response to your advertisement for a temporary position as a waiter. P18 5. I look forward to hearing from you. P18 6. For ..., common sense, physical fitness and an outgoing personality are likely to be more important than computer skills. P19 Ⅲ. 教材分析與教材重組 1. 教材分析 本模塊以A Job Worth Doing為話題，旨在通過模塊教學(xué)使學(xué)生了解社會中的各種工作及其對社會的重要作用，并設(shè)想未來的工作類型。功能項目主要通過具體的語境，用不同的情態(tài)動詞表達(dá)不同語氣與程度的猜測與判斷。語法項目主要復(fù)習(xí)一般過去時、過去進(jìn)行時和過去完成時的用法。寫作部分要求學(xué)生就某一項工作寫一封求職信，咨詢有關(guān)此項工作的情況，并介紹自己的簡歷。在教學(xué)過程中，教師通過一系列的聽說讀寫和討論等活動，拓寬學(xué)生視野，并通過對課文的學(xué)習(xí)，培養(yǎng)學(xué)生對社會的責(zé)任感，培養(yǎng)他們奉獻(xiàn)社會、回報社會的精神，使他們認(rèn)識到只有通過自己的努力工作改造社會，未來社會才會變得更美好。 1.1 INTRODUCTION以幾幅與工作有關(guān)的圖片開頭，激發(fā)學(xué)生的興趣，讓他們討論不同的工作，同時鞏固并學(xué)習(xí)與工作有關(guān)的詞匯。而討論人們?yōu)槭裁匆ぷ?，更能激起學(xué)生的熱情，激發(fā)學(xué)生對本模塊的中心話題產(chǎn)生興趣，為后面的閱讀做好熱身活動，從而也使教師對本模塊的授課更具有針對性。 1.2 VOCABULARY AND READING介紹了一位普通志愿者Timoteo Apaza為了救其他人的生命，甘愿在艱苦的環(huán)境下充當(dāng)路標(biāo)的偉大事跡。通過學(xué)習(xí)本課文，引導(dǎo)學(xué)生樹立正確的社會觀、人生觀，為日后走向社會作鋪墊。課文重點介紹了La Paz地勢的危險和路面的惡劣狀況，以及Timoteo Apaza在那里的工作情況和原因。通過閱讀，學(xué)生學(xué)習(xí)了新的詞匯、句型，提高了閱讀水平，并學(xué)習(xí)樂于奉獻(xiàn)的精神。 1.3 GRAMMAR通過一系列練習(xí)要求學(xué)生復(fù)習(xí)并靈活運(yùn)用一般過去時、過去完成時和過去進(jìn)行時。 1.4 VOCABULARY 通過對重點詞匯及合成詞的練習(xí)，掌握與工作相關(guān)的詞匯。 1.5 LISTENING AND SPEAKING 該部分有兩項任務(wù)，一是聽錄音，完成與錄音有關(guān)的練習(xí)；二是分組練習(xí)求職經(jīng)過，談?wù)撆c面試有關(guān)的問題，為學(xué)生將來走向社會打下基礎(chǔ)。 1.6 FUNCTION部分要求學(xué)生掌握用情態(tài)動詞加完成時對過去所發(fā)生的事做出推斷的功能句式。 1.7 EVERYDAY ENGLISH 要求學(xué)生掌握幾個日常用語的意義和用法。 1.8 READING AND WRITING 部分讓學(xué)生閱讀五份招聘廣告，然后根據(jù)其中一份寫一封求職信，咨詢更多信息并介紹自己的簡歷。 1.9 CULTURAL CORNER是一篇預(yù)測未來工作需求狀況的文章，要求學(xué)生在理解該文章的基礎(chǔ)上設(shè)想中國未來的工作類型需求情況。 1.10 TASK 要求學(xué)生對本模塊所學(xué)到的工作類型做一總結(jié)，并列出10種未來中國最有價值的工作。 1.11 MODULE FILE 簡要總結(jié)了本模塊所學(xué)的重點詞匯、短語及句型。 2. 教材重組 2.1 將INTRODUCTION, VOCABULARY AND READING整合在一起，上一節(jié)精讀課，因為同是討論工作，可以把INTRODUCTION當(dāng)作Reading的熱身活動。 2.2 可將GRAMMAR，F(xiàn)UNCTION，VOCABULARY與 WORKBOOK 中的Grammar 整合為一節(jié)語言學(xué)習(xí)課。 2.3 把LISTENING AND SPEAKING，EVERYDAY ENGLISH和WORKBOOK中的Listening and speaking 整合為一節(jié)聽說課。 2.4 將CULTURAL CORNER和WORKBOOK中的 Reading及課外補(bǔ)充材料整合在一起，上一節(jié)泛讀課，拓寬學(xué)生視野。 2.5 把READING AND WRITING，TASK 及WORKBOOK 中的Writing and speaking整合在一起上一節(jié)寫作課，練習(xí)求職信及簡歷的寫法。 3. 課型設(shè)計與課時分配 1st Period Reading 2nd Period Language Study 3rd Period Listening and Speaking 4th Period Extensive Reading 5th Period Writing IV. 分課時教案 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 dangerous, exciting, intellectual, manual, satisfying, stressful, volunteer, sheer, well / badly paid, in particular, in practice, death toll, pass by, take ... for granted, have an effect on b. 重點句式 This person has offered to do a job — and may not be paid for doing it. Many roads are in bad condition and accidents are frequent. But often they just pass by, taking the human traffic signal for granted. 2. Ability goals 能力目標(biāo) Help the students learn about Timoteo Apaza and his job. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to learn how to describe the importance of a job. Teaching important & difficult points教學(xué)重難點 Understand the importance of Timoteo Apaza’s job as a human traffic signal. Teaching methods教學(xué)方法 Asking-answering activity, pair or group work and discussion. Teaching aids教具準(zhǔn)備 A recorder, a computer and a projector. Teaching procedures & ways教學(xué)過程與方式 Step I Lead-in Show the pictures of different people doing different jobs on the screen, and ask the students to talk about jobs. T: There are all kinds of jobs in the world. Look at the picture, what are their jobs? Ss: One is a solider and the other is a sportsman. T: What do you think of their jobs? Are they important? S1: I think their jobs are very important. Without soldiers, our country will be defenseless and we are not safe. So their job is one of the most important jobs in the world. S2: In my opinion, sportsmen are also doing an important job. They train hard and win gold medals for our country. They show the power of our country. T: I agree with you. Every job is important, whatever big or small. For example, teaching is my job. I love this job and I think it is a job worth doing. Do you want to be a teacher when you grow up? S3: I don’t want to be a teacher. Teaching is tiring and the salary is not high. I want to be a businessman and fly to many places and enjoy life. S4: If no one of us wants to be a teacher, who will teach our children in the future? So I want to be a teacher. I think teaching is interesting and it is worth doing. Many years later, I will have a lot of students and they will make contributions to our country. I will be proud of them. T: Very good! I agree with you. We eat to live, not live to eat. People should live a meaningful and productive life. There is something valuable in the world that money can’t buy. You all have your own ideal jobs and I hope you can realize your dreams in the future. Step II Introduction T: Today we are going to learn Module 2, “A Job Worth Doing”. What is a job worth doing? After learning this module, we’ll have a better understanding of jobs. First, look at the pictures on page 11. What are their jobs and how important are their jobs? Describe the jobs using the words in the box. You can choose one or two pictures. S5: In picture one, the woman is a doctor. I think her job is well paid and needs patience. It is very important because if there were no doctors, we would suffer from diseases or even die. So I think it is a job worth doing. S6: In picture five, the man is a pilot. To be a pilot, you need bravery because it is a dangerous job. But we need them to defend our country. T: You did a good job. There are thousands of jobs in the world. Why does a person need a job? You will have two minutes to discuss this question with your partners. Two minutes later, ask two students to answer the questions. S7: I think a person needs a job because he or she needs to make a living. He or she needs to live, to eat and to do many other things. We all need money. S8: You are partly right. But money is not everything. People eat to live, not live to eat. Other than eating, we have more important things to do. In my opinion, a person needs a job because it is interesting, meaningful or challenging. He or she loves it not only because of money, but to live a meaningful and productive life. Step III Reading T: You are both reasonable. But there is such a person. He chooses a job — a job without any pay. Look at the picture on page 12. Where is the man standing? Ss: He is standing at a bend of the road on a high mountain. T: What is he holding in his hand? Ss: Something like a board. T: Can the bus driver see the lorry? Ss: No, the drivers can’t see each other. T: So what is the man doing there? S: I think he is directing the traffic there. T: What kind of job is it? Why does he choose it? What kind of person is he? Do you want to know something about him? Ss: Yes. T: Ok. Today we will read a passage about him. Please read the text quickly. After reading it, you will have a further understanding about his job. Task 1 Fast reading T: I give you five minutes to read the passage. Then do Exercises 3 and 4 on page 13. Five minutes later. Because Exercise 3 is easy, so just check the answer with the whole class. Task 2 Careful reading This task is designed to help the students to understand the text better. The students should read the text carefully and find out the answers to the questions on the screen. T: Read the text again and find the answers to the following questions. Then work in pairs to report your answers in class. Show the following questions on the screen. 1. How are the life and the condition of communication in La Paz like? 2. Why are there so many accidents there? 3. Why has the death toll fallen? 4. What do the drivers do when they pass by him? 5. What effect did his last experience have on him? A few minutes later. Sample answers: Pair 1 S1: How are the life and the condition of communication in La Paz like? S2: Life is hard at such a high altitude and the mountains make communication difficult. Many roads are in bad condition and accidents are frequent. Pair 2 S3: Why are there so many accidents there? S4: Because on one side are the high mountains and on the other side is a sheer drop, and there are many bends on the roads. What’s worse, few drivers respect the traffic rules. Pair 3 S5: Why has the death toll fallen? S6: Because of a man named Timoteo Apaza. He acts as a traffic signal and directs the traffic. He is doing a meaningful job. Pair 4 S7: What do the drivers do when they pass by him? S8: Some drivers give him a tip, but most of them just pass by, taking the human traffic signal for granted. Pair 5 S9: What effect did his last experience have on him? S10: It had a profound effect on him. He thought he was lucky to be alive and he should do the job to help others. It is a mission for him. Task 3 Listening This part is to improve the students’ pronunciation and intonation. T: Now I will play the tape for you. You just listen with your books closed. After listening, please underline some important sentences and phrases. Play the tape for the students. T: So much for listening. Let’s underline some important sentences and phrases. Task 4 Explanation Show the following on the screen. These sentences or phrases may be difficult for the students to understand. 1. ... many roads are in bad condition and accidents are frequent. 2. a sheer drop 3. ... on average one vehicle comes off the road every two weeks. 4. But thanks to one man, the death toll has fallen. 5. But often they just pass by, taking the human traffic signal for granted. 6. He had a close encounter with death. First ask the students to guess the meanings of the sentences and phrases using the context. Then explain them to the students. 1. ... on one side are the high mountains and on the other side is a steep drop, and there are many bends on the roads. So the roads are very dangerous and accidents often happen. 2. “A sheer drop” means “a steep slope of a mountain”. 3. According to the average, the accidents often happen, about two weeks a time. 4. Because Timoteo Apaza directs the traffic every day, the accidents don’t happen so often. He saved a lot of people’s lives. 5. Most of the drivers just drive their cars away from him, as if they didn’t take notice of him, or they think they have nothing to do with him. 6. An accident almost killed him. Step IV Discussion The discussion is designed to help the students understand the text further and build up a correct concept of life value. Make them form a right attitude towards work and society. T: Well, boys and girls. I don’t know whether you are moved or not. Timoteo Apaza is a volunteer. He does the job without any pay. What do you think of his job? Is it a job worth doing? I will give you five minutes to discuss the question. Then give me your opinions. Five minutes for discussion. T: Time is up. Which pair wants to have a try? Ask a pair to present their opinions. S1: I really can’t understand why he chooses the job, for he can’t make any money from it. I think it is not a job worth doing. S2: That is because he once had a close encounter with death. He knows the values of life. So he wants to save the others’ lives. He thinks it is his mission and a job worth doing. S1: But don’t you think it unnecessary for him to do that? Isn’t there any practical and modern way to solve the problem? For example, he can make electrical lights, using red and green lights. S2: Maybe there is much difficulty for him to solve the problem in that way. But he is the only person who has done something for this and he has saved a lot of people. In my opinion, he is a person who deserves our respect. He sacrifices a lot for others’ happiness. We should learn the spirit from him. S1: Oh, I see. I can’t agree with you more. T: I am glad that you two have learnt something from him. You did a good job. Please sit down. Step V Text Analysis T: Now read through the text again and summarize the writing characteristics of it. A sample version: The writer uses an unusual title “The Human Traffic Signal” to attract the readers’ attention and arouse their interest. Then the text tells us the bad condition of many roads in La Paz. Afterwards, it tells us why the death toll has fallen — because of the human traffic signal (Timoteo Apaza). At last it tells us why he chooses the job. After reading it, we are easily moved. T: What is the main idea of the text? S1: Let me try. Both life and communication are difficult in La Paz. Accidents often happen on some dangerous roads. Timoteo Apaza, a volunteer, who had an accident and had a close encounter with death, realized that it is necessary to direct the traffic. Because of him, the death toll has fallen. He is an ordinary as well as great man. T: Then who can tell us the writing purpose of this text？ S2: By describing the special job of Timoteo Apaza, the author wants to show us that the value of a job is not money. Instead, it lies in the happiness of serving society. We should form right attitudes towards work and society. Step VI Homework T: Today we have learnt some words about job and a passage about a person. From the text we know that Timoteo Apaza is an ordinary person, and he does an ordinary job, but he has a noble mind. He devotes himself to saving others’ lives. We can say he is greatly respectable. From this story, we know we can make great contributions to society even we do ordinary jobs. If everyone of us has this spirit, the future will become better. Homework for today: 1. Read the text again, and remember the language points. 2. Do Exercise 1 on page 12 and Exercise 5 on page 14. The Second Period Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 take notice of, temporary, freezer, freeze, contract, permanent, salary, staff, sign, agent, analyst, apply, deduction b. 重點句式 He was driving a lorry when he came off the road ... Before he volunteered to direct the traffic, Timoteo had had lots of jobs. Somehow he survived. That must have been interesting. They might have got lost, or had an accident. That can’t have been easy. 2. Ability goals 能力目標(biāo) Help the students review the verb forms — past simple tense, past perfect tense and past continuous tense. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to review the verb forms and make deductions about the past. Teaching important points教學(xué)重點 Enable the students to make deductions about the past actions. Teaching difficult points教學(xué)難點 Teach the students how to use past perfect tense and how to make deductions correctly. Teaching methods教學(xué)方法 Question and answer activity, pairwork and comparison method. Teaching aids教具準(zhǔn)備 A projector and a computer. Teaching procedures & ways教學(xué)過程與方式 Step I Revision First, show the summary of the text on the screen and ask the students to fill in it; and then ask some of them to read their answers. At last check the answers to the summary and their homework with the whole class. T: Last class we learned something about Timoteo Apaza, do you remember? Now I’ll give you a couple of minutes to fill in the blanks to see if you really remember the language points. Show the summary on the screen. La Paz is the highest capital in the world, and the mountains 1______(使交通困難). Many roads are 2 ______ (狀況不好) and accidents are 3______(經(jīng)常的). On one road 4______ (尤其), one vehicle comes off the road 5______(平均每兩周一次). But 6______(由于) Timoteo Apaza, 7___＿＿_(dá)(死亡人數(shù) ) has fallen. Once he had an accident on the road and 8______(與死神擦肩而過). So he felt it was a 9______ (使命) in life to help others. So he acts as a human traffic signal and directs the traffic 10______(從早到晚). Some drivers give him a tip, but most of them just 11______( 經(jīng)過), 12______(把這個人體交通標(biāo)志認(rèn)為是想當(dāng)然的事). Sample answers: 1. make communication difficult 2. in bad condition 3. frequent 4. in particular 5. every two weeks on average 6. thanks to 7. the death toll 8. had a close encounter with death 9. mission 10. from dawn to dusk 11. pass by 12. taking the human traffic signal for granted Ask a student to retell the text according to the summary. Then check the answers to homework. Step II Grammar Task 1 Review In this part, the students will review some of the verb forms. T: Today we will review the past tenses. How many past tenses have you learned? What are they? S: Three. They are past simple, past perfect and past continuous. T: Since you have learnt them, let’s do a simple quiz. Please turn to page 14. Do Exercise 1 of GRAMMAR. You have two minutes. Two minute later, check the answers. T: Now, look at the screen. Let’s review the three different tenses together. The past simple tense The past simple tense refers to an action that happened before now, even a minute ago. e.g. All the students went to see the film last night. I saw your sister just a few minutes ago. The past continuous tense The past continuous tense refers to an action in progress when another thing happened. That is to say, a past action was in progress. e.g. The reporter said that the UFO was traveling east to west when he saw it. The past perfect tense The past perfect tense refers to an action that happened before a past action or a past time. e.g. The train had left when the woman get to the station. We had learnt 5000 English words by the end of the last term. Task 2 Practice In this part, enable the students to practise using different verb forms. T: Have you understood the different past tenses? Ss: Yes. T: Ok, let’s do some practising. Turn to page 14. Do Exercise 4. You have four minutes to finish this task. Then, I will have a student read his answers. Give the students four minutes to do it. T: Time is up. Who would like to read your answers? What about you? A student stands up and read his / her answers. T: Wonderful! In order to understand the tenses better, read the third paragraph of the reading passage. Find the sentences with the three different verb forms. 5 minutes later. T: Who has found the sentences in the past simple tense? S1: Somehow he survived. He was in hospital for months. He was called out in the night to help pull people out of a bus. He realized that he was lucky to be alive and felt it was a mission in life to help others. This last experience had a profound effec