Warm-up第二课时教学实录

Unit 14 Careers教学设计

学情分析

学生组成情况

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。

学生现有知识和技能水平

本课话题是职业，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。

重点难点

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。

教学目标

《…

描述性格adj.

careful, creative, reliable, confident, emotional, flexible, generous, helpful, logical, motivated, organized, patient, social, dynamic

语言技能目标

( Ability objectives )

看图说话培养学生的口语表达能力；完成问卷调查，培养和提高学生的阅读（浏览，寻读主要事实）能力，形成以英语获取信息、分析问题、得出结论的能力，以及用英语思维来表达相关话题的能力。

情感态度目标

( Moral objectives )

通过游戏来引导学生去想办法记忆词汇；通过与相关话题的图片、问卷调查和分组讨论，激发学生用英语来获取信息、交流思想的浓厚兴趣；通过对课文学习的小组讨论等形式，培养学生团结协作的品质。通过协作式作业的布置和完成，帮助学生将学习和作业的模式进行进一步的扩展，让学生知道学习的方式是无穷无尽的，从而把英语学习拓展到课堂以外的各个方面。

学习策略目标

( Strategy objectives ) 启发学生通过发散式思维积累词汇，指导学生自主思索，并对思考的内容进行整理和归纳。通过作业的布置，要求学生的知识内容得到进一步的落实和巩固。

教学策略

视听说教学策略

先通过复习，通过图片的视觉刺激来激发学生说的欲望，在说有了充分的铺垫之后，进行听力练习，达到较好的互动的效果。

任务型课堂教学策略

任务型教学的特点是：意义是第一位的，即任务所关心的不是语言的形式，而是

语言的意义。所提供的材料是生活化的、真实的语言材料。在本课的教学过程中，任务的完成是最重要的，即我们关注的是学生能不能表达他们的真实想法和思维。

本教学设计认为，要完成教学目标的要求，使用任务型教学最合适学生在调查、汇报、交流、互评等任务的驱动下，完成本课时的内容。

体验型课堂活动的策略

本课设计的活动都是体验型的活动，让学生感受英语，在看图说话、讨论、总结、互评等活动中自觉使用英语。不但学生很有成就感，而且师生互动、生生互动的感觉相对比较自然。

辅助手段和媒体

多媒体电脑、音响以及多功能的大屏幕。

教学过程

Step I. Leading in Review the contents of Unit 13 People, and lead in the topic of Unit 14 --- careers. Step II. New lesson:

Show more pictures about different careers，and talk about them.

Step III. Talk about the pictures in the textbook, and learn more words about careers. Turn to page 21, and talk about the pictures in your textbook.Which jobs can you see in the photos? Use the key words to help you. Step IV. Listening practice:

Listen to four situations. Write down the jobs from the key words above. Step V. Talk about your future jobs and do a memory game.

Have you ever thought about your future careers? You can choose a professional area that you are interested in from the key words in Ex.1 & Ex.3. 1) Discuss your dream jobs with your partners, and tell your partners why.

2) Then we'll play a memory game to practise the occupational vocabulary.

Student A: I want to be an architect. Student B: A wants to be an architect. I want to be a lawyer. Student C: A wants to be an architect, B wants to be a lawyer and I want to be a doctor.

Student D: A wants to be ...

Step VI. Lesson 1 Your Choice

Questionnaire: Requirements:

1. Do the questionnaire individually. (Read the questionnaire and decide what you would do in the situations.)

2. Group work:

1) Exchange your ideas: Tell your partners what are your choices?

2) Discuss: Different choices show different personalities. Use three or four adjectives to describe your personalities.

eg: If most of your choices are a / b / c / d , what are your personalities? 3) Discuss: What kind of jobs are suitable for the people of your kind?

4) A report. (Each group can choose one person to do the report.) Step VII. Summary and extension: 1) Summarize the person’s personalities and their suitable jobs. (Reference P 91)

2) Suppose: You are a manager in a computer company, what personalities should you need?

Probably you are strong, very confident, and motivated. Besides these personalities, you need to be very logical, organized and careful. Maybe you are very creative. That is to say: You are one of the dynamic people, the practical people and the creative people.

You have mixed personalities. People with mixed personalities often have different skills and different abilities. Remember: Everybody's good at something. Just be self-confident!

Believe in yourselves. We can’t do everything well, we can do something very well.

Step VIII. Homework: (Team work) 1) Write a composition: Describe one of your group members. You need to describe his/ her appearance, personalities, hobbies, and your suggestions on his / her careers in the future. 2) Guess and evaluate (评价): Let you group members to guess who you are describing, and evaluate your compositions.

3) Hand in: Your compositions and comments (评论) from your group members. (评论) from your group members. Unit 14 Careers T: Class begins. S: Stand up, please！

T: Good morning, boys and girls. S: Good morning, Ms Wu. T: Sit down, please. Step I. Leading in

I will begin the lesson by asking the students if they have still remembered the contents of Unit 13 because it’s good timing for leading in the topic of the characters and careers.

T: So far, we have finished Unit 13. Do you still remember what we have learned in Unit 13?

S: (thinking and recalling and discussing)

T: Do you still remember the title of this Unit? S: People. T: Yes. Ok. And in this unit, what we have learned in the first lesson? S: EI and IQ. T: Yes. We have learned EI and IQ. And in the second one ?

S: Personalities and Jobs. T: Yes. In the second lesson we have learned Personalities and Jobs. And we still have learned how to describe a person---not only to describe a person’s appearance, but also to describe a person’s (what) personalities and characteristics.

S: (together with the teacher ) describe a person’s appearance, but also to describe a person’s personalities and characteristics.

Step II. Unit 14

Warm-up

T: Today we’re going to learn a new unit---Unit 14. Do you know the Unit 14’s title?

S: Careers. T: Yes. Careers. And can you speak out some careers? Can you speak out some jobs’ names? For example: I’m a teacher. My career is “teacher”. Yes. Can you speak more?

S: teacher/ engineer / farmer…

T: Yes. Engineer, any more? S: Lawyer / sportsman / …

T: Lawyer. Any more? S: doctor.

T: Doctor. Yes. Do you want to be a doctor? S: Yes. (some students say) T: Any more ? S: nurse. T: Ye, nurse. S: Farmers. T: Ye, farmers. Would you want to be a farmer ? S: (many say ) No. T: No, why not ? S: Because …(say together)

T: But maybe you can be a farming technicians, do you think so? S: Yes. T: Ok. They also need some skills and some different special capabilities, do you think so? Ok, any more? Any more careers? S: Soldier. T: Soldier. Yes. Would you want to be a soldier? S: (some say “Yes,” some say “no”.)

T: Ok. Now I’ll show you some pictures about careers. Look at the first picture. Guess their careers. S: (guessing and saying) T: Can you speak out their careers. They are dancers, or they’re modals?

S: They are modals. T: They are modals. And the second one. The man is… What is the man doing?

S: The man is taking some photos. T: Yes. The man is taking some photos. That means, the man is a photographer. Do you think so? He is a photographer. S: (together with the teacher) He is a photographer.

T: Look at the third one. S: (exciting.) Zhang Bozhi. …singer/ actor

T: She is a singer. She is also an actor. Yes. Very good. You are very clever. And next one. S: The man is a vet. T: Are you sure?

S: Yes.

T: Next one. S: Li Lianjie. T: Yes. Ok. What’s his career?

S: He’s an actor. T: Yes. He’s an actor. Next one. Maybe you don’t know the man, but you can speak out (here). “Sports writer.” That means…

S: He is a sports writer. T: He is a sports writer. He is a writer, especially a sports writer. And next one. Look at here. They are the typical Chinese classes---the most important classes in China. Ok. Here it is a…

S: Worker.

T: Worker. Yes. The second one. S: Farmer. T: Farmer. Yes. S: Soldier. T: Soldier. Yes. In Chinese we can say them “Gong, Nong, Bin”. Ok, next one.

S: A lawyer. T: Yes. Of course, he is a lawyer. And he’s famous. OK. And next one?

S: chemistry / scientist / …

T: What is the woman doing? S: She is doing some experiments. T: She is doing some experiments, do you think so? Maybe you can guess, you can guess her job. S: She is a scientist. T: A chemist, or a biologist, and so on. Do you think so? And this woman is a biologist. Step III. Talk about the pictures in the textbook, and learn more words about careers. T: Now, please turn to page 21. We also have some pictures to show you. Look at Picture A. Can you guess the woman’s career ?

S: A designer. T: Yes. A designer. Can you guess what is the woman doing? S: She’s drawing something.

T: Can you recognize: what is she drawing? She is drawing some pictures about (what), about dresses, about buildings, about…

S: About buildings. T: About buildings. Maybe her career is (Ss) an architect. Yes. Her career is an architect. Ok, and Picture B. S: A farmer. T: He is a farmer. How do you know it ?

S: He is carrying something. T: And what is he carrying? What’s in his hands ? S: Peanuts. T: Yes. Peanuts. Ok. And Picture C.

S: A vet. T: And Picture D? S: (guessing)

T: Can you guess? What’s she doing? Maybe she is answering some questions. Maybe She is telling somebody where his room is? So, can you guess her career? S: A hotel receptionist. T: Yes. She is a hotel receptionist. Let’s look at Picture E. Yes, Picture E. What is the man doing? S: (a little difficult to speak out ) taking …

T: He is taking some pictures. That means: Maybe the man is a …

S: a photographer. T: Look at the last picture.

S: A nurse. T: Yes. Are you sure she is a nurse?

S: Yes. T: But look at the covering on her head. It’s quite different from the nurses’. Maybe you can say she is mostly like a nurse in Beijiao Hospital. Do you think so? And look at the covering on her head, I think she is not a nurse, but a (what), but a doctor. S: woow! T: Yes. It’s quite different.

Step IV. Listening practice:

T: And now we have learned many things about careers. As we all know, the people with different careers often work in the different situations. Now we’ll do a listening practice. Now please look at exercise two. We will listen to four situations, and please write down the choice from the key words in Exercise I. While you are listening, you can make some notes. Do you understand? You can make some notes for help. OK. Get ready.

( Play the tape once.) T: Ok, have you got the answers?

Ss: (some students say “Yes”, some students say “No.”)

T: Ok, let’s listen again. This times you can speak out the key words. Do you understand? (Listen again.) T: (After Finishing Situation 1, T stops the real player , and ask Ss) OK. Have you got the key words? It’s for the two nights. Yes. Reservation.

S: Yes.

T: What’s the key word? S: It’s for two nights. … “reservation”.

T: Reservation. What does that mean?. It means: book a room in a hotel? What’s the job of the first one? S: Hotel receptionist.

(Go on listening to Situation 2. ) T: Ok. That ‘s good. Please go on..

(Listen to No. 2 situation.) T: OK. What’s the key word?

S: I want to buy a sports jacket. I’m looking for a sports jacket.

T: OK. Any more?

Ss: What size are you?

T: Yes. “What size are you? ” OK. What’s her career?

S: A shop assistant. T: Yes. A shop assistant. Next one. Please pay attention to this one.

(Listen to No. 3 situation)

T: OK. What is the man talking about?

S: castle. …

T: He is introducing a castle. Do you know “castle”? “Chengbao.” Do you understand it? Can you catch it? He is introducing a castle, a castle’s history. Maybe the man is a tourist guide. Ss: (together with the teacher) The man is a tourist guide. T: Yes. The man is a tourist guide.

T: Let’s look at the next one.

(Listen to No.4 situation.)

T: OK. What’s the key word?

Ss: The man’s career is to be a doctor.

T: The man’s career is a doctor. Yes. How do you know the man’s career is a doctor? When the pain started? Can you tell me when the pain started?

Ss: “I suppose it started on Christmas Day. ”

T: OK. We’ll listen once a time. And this time you can open your mouth and speak out the sentences way along the tape. Open your mouth.

(Listen again from the first beginning. While Ss are listening, T ask Ss to pay attention to the key words and read the tapescript according to the tape.) Step V. Talk about your future jobs and do a memory game. T: OK. Are you clear about the listening? So far, we have known so many vocabularies about careers. Now it’s your time. Have you ever thought about your careers in the future? ...Yes or No?

Ss: Yes.

T: OK. And what have you ever thought about it? You can choose a professional area that you are interested in from the key words in exercise one and exercise three. Now you have two (tasks) to finish.

The first one is: You can discuss your dream jobs with your partners. And then you can tell your partners the reason. Do you understand? Maybe, for example: I want to be a soldier because something like that like this. Do you understand? I want to be a lawyer because I’m interested in laws. Ok.

The second is: then we will do a memory game to practice the occupational vocabulary. That means: we’ll play a memory game to see who has the best memory in our class. Do you understand? OK. Look at the rules of this game. For example: A says “ I want to be an architect.” And the second one must speak out the person’s name. Suppose A is Mary.

B will say “Mary wants to be an architect. I want to be a

lawyer.” Do you understand? The second one is the same. Maybe the second one is Tom. Tom will say “Mary wants to be an architect, Tom wants to be a lawyer and I want to be a doctor.” Do you understand? OK. Just like this. Now you can discuss your dream jobs with your partners in groups. And then try your best to do the memory game. Do you understand? OK. You can work in groups.

(Ss are discussing. T can ask some students to say their dream jobs.) T: What’s your dream job?

S: I want to be a teacher. T: Ok. Why? Can you tell me the reason? …

T: What’s your dream job?

S: I want to be a farmer. T: Why ? S: Because I like animals very much. T: You mean: If you are a farmer, you’ll have many many animals to keep?

S: Yes. T: OK. Very good. T: What’s your dream job?

S: I want to be a scientist. T: What kind of scientist, a scientist of chemistry, or a scientist of physics? ... What about you? S: I want to be a vet. T: A vet. Yes.

…

T: OK. Maybe all of you have your dream jobs. OK. And now it’s our time to play the memory game. Who’d like to come here and play the game? Any volunteers?

(7 students came to the front of the classroom and play the memory game.)

A: I want to be a business woman. B: Guo Yanling wants to be a business woman. And I want to an architect.

C: Guo want(s) to be a business woman.

Huang wants to an architect. And I want to be a doctor. D: She wants to be a business woman. She wants to be an architect. He wants to be a doctor. And I want to be an engineer.

E: Guo wants to be a business woman. Huang wants to be an architect. He wants to be a doctor. And He wants to be an engineer. And I want to be a designer. F: A wants to be a business woman. B wants to be an architect. C wants to be a doctor. D wants to be an engineer. E wants to be a designer. I want to be a farmer. G: A wants to be a business woman. B wants to be an architect. C wants to be a doctor. D wants to be an engineer. E wants to be a designer. F wants to be a farmer. And I want to be vet.

H: A wants to be a business woman. B wants to be an architect. C wants to be a doctor. D wants to be an engineer. E wants to be a designer. F wants to be a farmer. And G wants to be vet. And I want to be a manager.

T: Do you still remember their future jobs?

(Ss speak out their dream careers one by one.)

business woman

architect

doctor

designer

farmer

vet

manger. (All the students speak out their dream jobs together aloud.) T: Thank you. You can go back. Maybe it’s a good way for you to remember some words. Step VI.

Lesson 1 Your Choice

Questionnaire: T: Now we’ll do a questionnaire. And we know everyone has a dream career. But the professional area you chose has something to do with your personalities. Of course we know personalities and jobs.

And let’s do a questionnaire to find out what are your personalities?

Requirements:

The first one is: You must do the questionnaire by yourselves. Don’t discuss with your partners. Have you finished it ?

Ss: Yes. T: Well done. Now let’s go to the Group work. In the group work you must exchange your ideas. That means you must tell your partners what are your choices. Do you understand?

Ss: Yes. T: Ok. And the second one: You must discuss different choices show different personalities. You must use three or four adjectives to describe what kind of person she / he looks like.

eg: If most of your choices are a , maybe you personalities are what what what ? If most of your choices are b, what kind of personalities you can guess? You can speak out three or four adjectives. Do you understand? And it’s the second duty.

The third one is: after you discuss this kind of thing, you can think about what kind of jobs are suitable for the people of your kind?

Do you understand?

And if you’ve finished your discussion, you can choose one (person) to do a report. That means you can speak out what are the person’s personalities if you choose A ? Do you think so? And what kind of jobs are very suitable for the persons. Do you understand?

OK. You can begin your discussion.

(Some students are discussing and then doing a report to the whole class.)

Step VII. Summary and extension:

1) Summarize the person’s personalities and their suitable jobs. ( Reference P 91)

personalities suitable jobs a)helpful, patient, generous doctor, nurse, teacher, social worker

b)reliable, organized, logical, careful accountant, computer programmer, vet , technician, farmer,

c)emotional, creative, flexible journalist, designer, artist, writer, d)strong, confident, motivated

leader, manager, director

social people who are good at dealing with other people. practical people who are good at working with figures(数据), computers, machines, plants or animals. creative people

dynamic people

adj. (工作)效率高的,强有力的Suppose: You are a manager in a computer company, what personalities should you need?

Probably you are strong, very confident, and very motivated. Besides these

personalities, you need to be very logical, very organized and careful. Maybe you are very creative. That is to say: You are one of the dynamic people, and one of the practical people and one of the creative people. That means you have what kind of personalities. You have mixed personalities, not only A, not only B, not only C. Do you think so? Yes. Almost everyone of us has mixed personalities. Because just now I asked you “who have chosen two “a”s or more than two “A”s. But some of you said “I have one A choice, one B choice, one C choice and one D choice. ” Yes. It’s quite different. Do you think so? That’s to say, we all have mixed personalities. Of course if you have mixed personalities, of course you’ll have mixed personalities and you have mixed skills and mixed capabilities. Ok. And now please remember: Everybody's good at something. So just be self-confident! And believe in yourselves.

Remember this word. Speak it out.

(All the students read it together.)

We can’t do everything well, but we can do something very well.

T: Yes. Well done. 3)T: And now you can just think about it---what we have learned in this lesson? First of all, we have learned some vocabularies of what, of careers. Any more? And second: we do some listening practice and know more careers. The next: Just now we do (did) a questionnaire. Do you understand? And the questionnaire shows what? The questionnaire shows the relationship between the different personalities and different careers. OK. Maybe just now you have chosen the choices, you have known something more about yourselves. Just now you read four sentences, and these sentences have one meaning--it encourages all of us to be more confident. Try your best. And now remember your homework..

Step VIII. Homework: (Team work)

Your homework is a team work. You can not only write a composition by yourselves.

1) Write a composition: Describe one of your group members. You need to describe his/ her appearance, personalities, hobbies, and your suggestions on his / her careers in the future. 2) Guess and evaluate (评价): your group members to guess who you are describing, and evaluate your compositions. You must write down their comments. 3) Hand in: Your compositions and comments (评论) from your group members.