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外研版高中英语必修五：module 2 教案(单元全套)【精校版】

外研版精品英语资料（精校版）

Module 2 A job worth doing

Period One

Teaching aims:

1. Help the Ss have some information of the present jobs.

2. Develop the Ss' ability of reading comprehension.

Teaching aids:Multimedia

Teaching procedures:

Step 1. Lead-in

Show Ss some pictures and have a free talk.

Step 2. Introduction (vocabulary and speaking)

Activity 1: Can you name some of the jobs? And what are the jobs of your family members? teacher, headmaster, worker, barber, hair-dresser, officer, official, policeman, firefighter, banker, doctor, nurse, vet, engineer, cook, postman, official, secretary, typist, busboy, manager, pilot, sailor, seller, waiter, librarian, architect, desig ner, director, actor, actress,…Activity2: Introduction-brainstorming (2m) Describe the job with as many words as possible. exciting stressful well paid dangerous

cool-looking come into chaos have gun on duty

Step 3. Discussion

Look at the six pictures on page 11 and discuss with your partner:

1.Where are they?

2.What do they do?

3.What are they doing?

4.What do you think of the jobs?

Discuss what sort of job you would(not) like to do and why.

I want to be a _____, b ecause it _________________________.

OR: I don’t want to be a _______, because it__________________________.

Step 4. Dialogue making

1. Make a dialogue with your partner and talk about which one in these jobs you like best and which you don’t like most and why (you can use the words in the box).

2. Say what sort of job you would like to do and why.

Step 5. Vocabulary and reading

1. Do you know other jobs?

accountant barber b iochemist businessman businesswoman cook electrician miner policeman secretary Secretary General of the United Nations volunteer

2. Matching: Match the words in the box with their meanings.

a.We ask this person to put electricity in homes.

b.This person works underground.

c.He or she prepares meals in a restaurant.

d.This scientist studies the chemistry of living things.

e.You go to this person to get your hair cut.

f.This person works in an office.

g.This person knows a lot about money.

h.He or she works in business.

i.This person must do many things – including directing the traffic.

j.This person has offered to do a job – and may not be paid for doing it.

3. Sorting. Now divide the jobs into modern and traditional.

4. Look at the pictures and answer the questions.

a. Where is the man standing?

b. What is he holding?

c. Can the bus driver see the lorry?

d. Can the lorry driver see the bus?

e. How is the road?

f. Why is the man standing there?

g. Is his work dangerous? Is it helpful?

h. How much money do you think he will receive from standing there and doing such work? Step 6. Skimming

Read the passage and match the headings in activity 3 on page 13 with the paragraphs. Step 7. Vocabulary and Reading 4 – scanning

Read the first paragraph and answer the questions.

1. Where is La Paz?

2. What is its altitude?

3. Which road is the most dangerous there?

4. Are there any rules of using it? Do people respect them?

Step 8. Reading

1. Read the last two paragraphs and choose the correct answers in part 4.

2. Read the whole passage again and finish activity 5.

Step 9. Exercise

Find the words or phrases in the passage which mean:

1. A nearly vertical fall

2. A form of transport, especially one with an engine and four wheels

3. To still be alive, after being in an accident

4. The total number of dead (e.g.in an accident)

5. A part of the road which is not straight

6. To be used to something that you don’t see its true value and don’t show thanks.

7. To make someone think hard

8. A reason for living

Step 10. Check the answers

(Answers: 1. sheer drop 2.vehicle 3. survive 4. death toll 5. bend 6. take for granted 7. have a profound effect on 8. mission in life)

Step 11. True or False

1.The mountains make communication easy.

2.Many roads are in bad condition and accidents are unfrequented.

3.Timoteo has an unusual job.

4.He climbs up to the bend with a large square board in his hand.

5.Some one asked him to do the job.

6.He felt that it was others mission to do it.

Step 12. Language points

1. At 3,500 metres, La Paz, in Bolivia, is the highest capital in the world. Life is hard ____________ (在高海拔地区), and the mountains make communications difficult.

2. Many roads are ______________(处于不好的状态) and accidents are frequent.

3. One road ___________ (尤其，特别), which goes north from La Paz, is __________(认为) the most dangerous road in the world.

4.___________(一边) the mountains rise steep, ____________(另一边) there is a sheer drop, which in places is hundreds of metres deep.

5. Although there is not a lot of traffic,___________(平均), one vehicle __________ (坠落) the road every two weeks.

6. _________ (理论上), the road can only be used by traffic …. But_________(实践上), few dri vers ________ (遵守) the rules.

7. When two vehicles __________(接近) from opposite directions they c an’t see each other.

8. Sometimes drivers give him a tip, so that he has just enough money to ______(继续生存).

9. But often they just pass by, _____ the human traffic signal __________(看作理所当然).

10. Then one day while he was working as a lorry driver he ______________________(跟死神打了个照面).

11. This last experience ___________________(对……有重大影响) Timoteo.

12. And so every morning,______________(一周又一周), from dawn to dusk, Timoteo

________________ (占据他的位置) on the bend and directs the traffic.

Step 13. Speaking

Imagine that you are a journalist of Topics in Focus, and your partner is Timoteo, please interview him by asking some questions, for example:

1.How old are you?

2.When did you start directing the traffic?

3.Why do you choose to do so?

4.How do you direct the traffic?

Step 14. Role-play

As a reporter, you just had read a report about Timoteo. So you want to have a face-to-face interview with him.

Step 15. Homework

1.Try to remember the n ew words of this period.

2.Prepare a topic about the hero Timoteo

Period Two

Teaching aims:

1. Help the Ss grasp the lan guage points in the text.

2. Enlarge the students vocabulary.

Teaching aids:

Multimedia /papers

Teaching procedures:

1. offer: vt.&n.提供

He offered me $2000 for the car. I accepted an offer of help.

2. Life is hard at high altitude, and the mountains make communications difficult.

make 此处为动词，“使成为，使变为”。常接复合结构。即make +宾语+宾语补足语。做宾语补足语的可以是名词、形容词、省略to的不定式、过去分词等形式。

All work and no play makes Jack a dull boy.

Sit down and make yourself comfo rtable.

He make me repeat it.

I am afraid I can’t make myself understood.

3. condition:n.状况，状态, 后与介词of搭配

The astronauts soon got used to the condition of weightlessness.

4. particular: adj.特定的

The accident happened on that particular day.

He is very particular about his food.

5. consider: v.考虑；认为

I considered changing my job, but in the end I decided not to.

We consider him our friend.

6. on average=on the /an average: 平均

How many classes do you have every day on average?

every +基数+名词复数=every +序数+名词单数意为“每---”

every two weeks=every second week =every other week

He comes to see us every two days?

7. survive: v.大难不死，死里逃生She survived the accident.

8. in theory：理论上in practice：实际上

In theory the train should arrive at 9:15, but in practice it is quite often late.

9. thanks to =because of我们不是因为你才赢的。It was no thanks to you that we won.

10. 46-year-old为“数词+名词+形容词”构成复合形容词，也可不用连字符号而把名词变为复数形式，即46 years old。

It is a 100-year-old bridge.= It is a 100 years old bridge.

11. approach: n.&v.靠近，方法，走近

我们听到火车开过来了。

你知道学习外语的最佳方法吗？

他悄悄地走近那只鸟。

12.Every morning he climbed up to the bend with a large circular board in his hand.

with +名词/ 代词+ 现在分词, 过去分词, 形容词, 副词, 介词短语作状语,表伴随情况。

He lay still on the floor, with his dog sleeping beside him.

He went out, without a word spoken.

Don’t speak with your mouth full.

He was standing there with his hands in his pockets.

13. But often they just pass by, taking the human traffic signal for granted. taking the human

traffic signal为现在分词作状语，表示伴随情况。

现在分词作状语，可以表示时间、条件、原因、伴随、方式以及结果等。时间上，一般式表示的动作与谓语动词表示的动作同时发生或几乎同时发生；语态上，现在分词一般式往往表示主动的，所修饰的人或物是分词的执行者。

一听到那个消息，他禁不住大笑起来。Hearing the news, he couldn’t help laughing.（表时间）

因为穷，他买不起Being poor, he couldn’t afford a TV set. (表原因)

动动脑，你就会想出一个好办法。Using your head, you’ll find a good way.(表条件) 这个孩子坐在农舍前劈柴。The boy sat in front of the farm-house , cutting the branch.（伴随）

14. take…for granted：认为当然，不注意

我认为你想同我们一起去是理所当然的。

我认为你应该知道如何操作那台机器。

15. week in and week out＝week after week

他躺在床上好几个星期了。He lay in bed week in,week out.

16. have a close encounter with death 跟死神打了个照面

17. have a profound effect on 产生深远影响

18. a mission in life 人生目标

19. from dawn to dusk 从早到晚

20. take up 占据（时间，地方），开始从事

Period Three

Teaching aims:

1. Help the Ss understand and learn the grammar.

2. Practice the topics in this module.

Teaching aids:Multimedia

Teaching procedures:

Step 1. Matching 1 (Do exercise 1 on page 14 and match the sentences with the names of the tenses.)

Step 2. Matching 2(Do exercise 2 on page 14 and read the sentences and answer the questions.)

1.Before he volunteered to direct traffic, Timoteo had had lots of jobs.

2.He was driving a lorry when he came off the road.

3.Somehow he survived.

a.Which tense refers to actions in the past?

b.Which tense refers to an action in progress when another thing happened?

c.Which tense refers to something which happened before something else?

(Answers: a. past simple b. past continuous c. past perfect)

Step 3. Group work (Divide the class into three groups and each group find examples of a tense in Part 3 of the passage The Human Traffic Signal.)

Find more examples of ea ch tense in Part 3 of the passage The Human Traffic Signal, and put them on a piece of paper.

Group 1 past simple Group 2 past perfect Group 3 past continuous

Read Grammar---part 4 to part 6 on page 110-111.

Step 4. Practice (Do exercise 4 on page 14)

Complete the passage in exercise 4 with the correct form of the verbs.

Step 5. Exercise

I. Do exercise 1 on page 17.

Complete the sentences in exercise 1 on page 17.

1.“I visited China last year.” “That ____________ interesting!”

2.“I looked after a group of fifteen French children.” “ That ______________ easy!”

3.They _____________ have got lost, or had an accident.

a.Which sentences show that the speaker is certain about something?

b.Which sentence refers to a possibility in the past?

II. Do exercise 2 on page 17.

Complete the sentences with must, can’t or might.

1．“ When I was younger, I worked as a miner.” “ That ______ have been hard.”

2. I’m surprised David didn’t apply for the job. He ______ have seen the advertisement.

3. “ Where’s Sam?” “ I don’t know. He _______ have gone to the meeting.

4. I don’t know why the manager didn’t reply. He _______ not have received our letter.

5. Jackie looks happy. They ________ have increased his salary.

6. The secretary wasn’t listening. She _______ have heard what I said.

Summary of the deduction

1.Write sentences to say about each person，using must may might can’t

(group work)

2.someone who has just travelled round the world

3.someone who has just returned from volunteer work in Africa

4.someone who has just returned from a business trip to Europe

5.so meone who was expected to arrive home from work an hour ago, but hasn’t arrived

yet

(Answers: I. 1. permanent—temporary 2. pay—salary 3. assistant 4. staff 5. contract 6. earn 7. career prospects II. salary/ pay contract staff permanent earn)

Period Four

Teaching aims:

1. Help the Ss to improve their listening ability.

2. Develop the Ss' ability of speaking

3. Try to use Everyday English freely.

Teaching aids:Multimedia /tape recorder

Teaching Procedures:

Step 1. Warming up

1. If you are a candidate applying for a job, what information do you think the interviewer would like to know?

2. What questions do you prepare to ask the interviewer?

Step 2. Listening to Part 1

1. Listen to Part I of the interview. Say what job Claire is applying for.

2. Write a question Claire could ask the manager.

Step 3. Listen to Part 2 and check if Claire ask your question.

Step 4. Listening to Part 1 and Part 2 again.

Listen to Part 1 and Part 2 again and complete the form.

Step 5. Role play(pair work)

Student A: the interviewer

Student B: a candidate applying for a job

Choose one job and think of as many questions related to the job as possible. Then change your roles and choose another job.

Example:

A: How did you find out about us?

B: I read an advertisement in the paper.

Everyday English – paraphrase the following phrases

?Nightmare b

?Managed a

?take-home salary b

?roughly a

?have a day off a

Everyday English – story making

?Make up a story by using these phrases:

Nightmare manage (to do sth.) take-home salary roughly have a day off

Use phrases just learnt to take the place of the underlined parts.

I had my first interview yesterday. It was a terrible experience .I applied for a job as a waiter

in a restaurant . The manger said that the salary was just $100 per month. However, I just would get $90 after paying taxi. $90 is about 720 yuan RMB. Yet, one thing I couldn’t bear was that I don’t work one day each week. But I managed somehow_, as I needed a job so much.

Period Five

Teaching aims:

1. Help the Ss have some information of the present jobs.

2. Develop the Ss’ ability to solve problems in interview.

3. Practise their ability of writing.

Teaching aid:Multimedia

Teaching procedures:

Step 1. Reading (3m) Say which job the writer is applying for.

TEMPORARY JOB OFFERRS:

TELEPHONE SALES PERSON SALES STAFF ADMINISTRATIVE ASSITANT MODELE MAJOR CATERING COMPANY

Step 2. Reading an matching

Read the job advertisements and the reply on page 18. Say which job the writer is applying for.

The writer is applying for a temporary job as a waiter from Major Catering Company.

Step 3. Fill the chart (2m) Read the advertisement quickly and fill the chart.

Step 4. Role-play(7m)

Job hunter is kind of agent between the employer and employee. It looks for the suitable employee for the employer. Now you receive a call from one of the employers.

人教版高中英语必修二全册教案

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II. 教材分析与教材重组 1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标

【2020年】2020年外研版高中英语必修一(全册)精品教案汇总

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26 n. switch 26 开关 27 ead to 27 引起；导致 28 n. structure 28 结构；体系 29 adv. rapidly 29 迅速地 30 n. announcement 30 声明；宣告 31 n. linguistics 31 语言学 32 n. edition 32 （广播、电视节目的）期；版 33 adj. cute 33 逗人喜爱的 34 vt. add 34 加；增加 35 in favour of 35 同意；支持 36 vt. present 36 陈述；提出（观点、计划等） 37 refer to…as…37 称……为…… 38 n. attempt 38 努力；尝试 39 vt. simplify 39 简化 40 n. combination 40 组合；结合 41 thanks to 41 幸亏，多亏 42 adj. distinctive 42 与众不同的 43 n. look 43 外观；外表；样子 44 vt. criticize 44 批评 45 adj. standard 45 标准的 46 n. reference 46 参考；查阅 module2 module2 1 adj. intellectual 1 脑力的；思维的， 2 adj. satisfying 2 令人满意的 3 adj. stressful 3 充满压力的；紧张的 4 n. accountant 4 会计

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