2019-2020年高二英語(yǔ) 模塊5 Unit14 Lesson1 Your Choice教案 北師大版選修5.doc

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2019-2020年高二英語(yǔ) 模塊5 Unit14 Lesson1 Your Choice教案 北師大版選修5 教材分析 本課是第14單元的第1課。本課的語(yǔ)篇是一篇有關(guān)職業(yè)與性格的問(wèn)卷。學(xué)生將在本課了解自己的個(gè)性特征，以及不同個(gè)性特征適合做的職業(yè)的有關(guān)信息，學(xué)習(xí)有關(guān)性格測(cè)查的詞匯，理解文章大意，使用任務(wù)型閱讀等閱讀策略。學(xué)生要利用閱讀信息，完成調(diào)查任務(wù)，將閱讀信息內(nèi)化，轉(zhuǎn)換成自己的語(yǔ)言，并針對(duì)調(diào)查出的個(gè)人個(gè)性特征結(jié)果，相互推薦，自己判斷未來(lái)適合的職業(yè)。 本課的語(yǔ)法是復(fù)習(xí)直接引語(yǔ)和間接引語(yǔ)。 學(xué)生在初中階段已經(jīng)學(xué)過(guò)這兩種引語(yǔ)的基本用法，本課的重點(diǎn)是體驗(yàn)和歸納兩種引語(yǔ)的區(qū)別。學(xué)生要能夠在語(yǔ)篇中識(shí)別、在語(yǔ)境中運(yùn)用這兩種引語(yǔ)。 本課計(jì)劃按兩課時(shí)完成：第一課時(shí)重點(diǎn)是閱讀文章，讓學(xué)生學(xué)習(xí)有關(guān)性格測(cè)查的詞匯，從文章中提取信息，處理信息，借助有關(guān)信息判斷同學(xué)性格，提出未來(lái)職業(yè)發(fā)展方向建議；第二課時(shí)復(fù)習(xí)鞏固從課文例句中發(fā)現(xiàn)表示請(qǐng)求或命令的間接引語(yǔ)，將這些間接引語(yǔ)轉(zhuǎn)換為直接引語(yǔ)，并在語(yǔ)境中恰當(dāng)?shù)厥褂脙煞N引語(yǔ)。 教學(xué)內(nèi)容 話題：個(gè)人性格與適宜的工作調(diào)查問(wèn)卷（閱讀） 詞匯： 重點(diǎn)詞匯： summary timetable aid guidance aid institute topic 相關(guān)詞匯： take charge of pump data paragraph deer 語(yǔ)法：直接引語(yǔ)和間接引語(yǔ)的使用和區(qū)別 第一課時(shí) First Period 教學(xué)目標(biāo) 在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 1. 描述未來(lái)要從事的職業(yè)和選擇該職業(yè)的原因（如：個(gè)性特征）； 2. 閱讀問(wèn)卷并做出相應(yīng)答案； 3. 根據(jù)性格問(wèn)卷信息判斷他人的性格特征，推薦相應(yīng)的職業(yè)； 教學(xué)過(guò)程 注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Lead-in Step 1 Bain-storming T invites Ss to name some famous persons’ jobs. 引出話題，激活學(xué)生的背景知識(shí)。 CW 3’ Pre-reading Step 2 T asks Ss their dream job and the special reason behind to have such a job. 新學(xué)一些職業(yè)詞匯，練習(xí)表述選擇某種職業(yè)的原因。 CW 5’ Step 3 T teaches some new words [PPT 8] 學(xué)習(xí)話題詞匯，掃清閱讀障礙。 CW 7’ While-reading Step 4 Ss read the questionnaire, make choices and exchange answers in pairs. [PPT 9] 學(xué)生閱讀問(wèn)卷，做出回答，互換答案。 IW & PW 7’ Step 5 Ss will guess what personality in pairs and the right jobs. Then Ss decide whether the job suits each other. [PPT 10] 同桌間互相判斷個(gè)性特征和適合的職業(yè)。 PW 8’ Step 6 Ss check the answer key on page 91. Ss will judge whether the description fits their personalities. [PPT 11] 學(xué)生自己看書(shū)后答案，判斷描述是否適合自己。 IW 5’ Post-reading Step 7 Ss learn some other words in the new context. [PPT 12] 在語(yǔ)境中學(xué)一些不影響閱讀的新詞。 CW 5‘ Homework Do Ex. 6 on page 67. 第二課時(shí) Second Period 教學(xué)目標(biāo) 在本課結(jié)束時(shí)，學(xué)生能夠： 1. 辨認(rèn)表述建議和命令的間接引語(yǔ)； 2. 轉(zhuǎn)換相應(yīng)的表達(dá)建議和命令的直接引語(yǔ)和間接引語(yǔ) 3. 在情境中使用間接引語(yǔ)表述別人要求和命令。 教學(xué)過(guò)程 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Grammar-learning Step 1 Ss Find out sentence patterns in the text like “she asks you to help her”.(reported orders and requests) [PPT 3] 學(xué)生通過(guò)觀察例句，在課文中發(fā)現(xiàn)更多的具有相似結(jié)構(gòu)的句子，體會(huì)語(yǔ)法的用法。 IW 5’ Step 2 Ss transfer the reported orders and requests into people’s actual words. [PPT 5] 學(xué)生把找出的表達(dá)命令和要求的間接引語(yǔ)轉(zhuǎn)換成直接引語(yǔ)，體驗(yàn)兩者間的聯(lián)系與區(qū)別。 IW 5’ Step 3 Ss pare the sentences in the two groups and find out the difference between them. [PPT 6-7] 教師幫助學(xué)生歸納和整理語(yǔ)法規(guī)則，保證學(xué)生對(duì)結(jié)構(gòu)的理解準(zhǔn)確。 CW 5’ Practice Step 4 Ss do Ex. 7, 8 and 9 on page 23. [PPT 8–20] 嘗試在語(yǔ)境中使用兩種引語(yǔ)。 CW 15’ Language in use Step 5 Ss do Ex. 10 on page 23. [PPT 21–23] 綜合運(yùn)用本課語(yǔ)法。 CW 5’ Step 6 Ss write down the rules of their school in imperatives and write a speech to introduce the rules of the school to the new students in a conference house. [PPT 24–26] 綜合運(yùn)用本課語(yǔ)法。 CW 8’ Step 7 T helps Ss to summarize and expand the sentence pattern. 語(yǔ)法總結(jié)拓展與反思。 CW 2’ Sample speech: Our 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 in time. At this very beginning of the new semester, I, as a senior schoolmate, advise all of us to be hard-working students and achieve something in future. 第一課時(shí)學(xué)案 I. How many jobs can you think of? Write down the new words you have just learned. ___________ ___________ ______________ ____________ ________________ ___________ ___________ ______________ ____________ ________________ II. Pair work: Do you have anything special inside yourself to have such a job? (p22, exe 1) I think I am _________, ___________ and _____________. As a result, I feel I am good at________. I am a natural _________. III. Match the main idea with 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 in a 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? IV. Guess the words in the new contexts: l He did the homework with his teachers guidance so that he knew how to make it. His teacher often gives aid to him in this way. l Generally speaking, a text is posed of several paragraphs on one topic. l My dream university is the Massachusetts Institute of Technology in the USA. l The data were collected by different researchers. V. .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. Example: I guess you are cheerful and creative. Meanwhile, you may be very motivated. As a result, I advise you to be a teacher or a tour guide. I guess you are _______ , _______and _____, so I advise you to be______or _________. VI. (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? Example: My partner asked me to be a teacher or a tour guide. The answer key, however, advised me to be a journalist. In my opinion, I would like the latter because I am creative and the job can bring my strengths to the full. I believe I can write good news reports in future. My partner told me to be _____or a_____. The answer key, however, advised me to be_____. In my opinion, I would like_____ because I am _____ and the job can bring my strengths to the full. I believe I can write good news reports in future. 第二課時(shí)學(xué)案 I a. Find out such sentence patterns as those in Exercise 1 in the text! 1) __________________________________________ 2) __________________________________________ 3) __________________________________________ 4) __________________________________________ 5) __________________________________________ 6) __________________________________________ 7) __________________________________________ 8) __________________________________________ Are there anything in mon in the five sentences above?_______________________ b. Look at the reported requests and orders from the questionnaire. What are people’s actual words? There is usually more than one option. 1) __________________________________________ 2) __________________________________________ 3) __________________________________________ 4) __________________________________________ 5) __________________________________________ 6) __________________________________________ 7) __________________________________________ 8) __________________________________________ c. pare the sentences in the two groups, what’s the difference between them? 1) Pronouns: ____________________ 2) Verbs When 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) II Rules at school At 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 new students in a conference house. a. Write down the rules of your school 1) __________________________________________ 2) __________________________________________ 3) __________________________________________ 4) __________________________________________ b. Write down your speech. III Review the sentence pattern: _______________ _______________ _______________ _______________ _______________ sb + to do _______________ _______________ _______________ Can you summarize the sentences above as a sentence pattern? __________________