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视频标签：Job Worth
所属栏目：高中英语优质课视频
视频课题：高中英语外研版必修5 Book 5 Module 2 A Job Worth Doing Listening Speaking 宁夏 - 石嘴山
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高中英语外研版必修5 Book 5 Module 2 A Job Worth Doing Listening Speaking 宁夏 - 石嘴山
课题名称 A Job Worth Doing
学段 Senior High 学科 English 年级 Grade 2 册别 Book 5 单元（章节） Module 2
课时
Period 3
设计者 Zhu Yang
所属单位
Shi Zuishan No.3 High School
教学内容分析
This module is from Foreign Language Teaching and Research Press, Book 5 Module 2, A Job Worth Doing.
There are five different periods in this module. The first period is reading & vocabulary, which includes some key and important words and phrases about different professions. And reading material tells a story that someone volunteered to direct the traffic in a very bad condition. The second period is grammar, which mainly helps students review some verb forms, like past simple, past perfect and past continuous. The third period is listening and speaking, two listening materials happened between the interviewer and the interviewee with different tasks and speaking part is a job interview to role play. The fourth period is writing a job application letter. The last period is cultural corner, which introduces some growing and important jobs in the future.
The lesson I choose is the third period, listening & speaking. The listening materials are two dialogues about job interview, which mainly talks some questions about what does the interviewer and the interviewee would care about during the job interview.
For the knowledge aspect, this lesson still focus on the topic language points related with job. For the ability aspect, after the learning of reading and grammar, students’ ability of listening and speaking will be improved, which also help them express themselves more confidently and enthusiastically with what they learnt in the first two periods. For the emotion aspect, students have formed the awareness of the right attitude towards the job in the reading part and here that will be strengthened further.
学情分析
The students are from grade 2 who have practiced listening tests for some time, so they have mastered some basic listening skills, which can help them catch the main idea and get some detailed information during listening.
While due to a lack of life experience, students may not know much about social occasions or social skills, like this lesson’s topic, job interview, so they need to get something practical about job interview. And this lesson, listening tasks and imitating job interview speaking can help them have a clear thought about job interview and accumulate life experience.
教学目标
Module Aim Periods Aims Lesson Aims Module Aim:
Knowing different jobs’ features and their function to human beings, to cultivate students’ right attitude towards job. Periods Aims:
Period
Aims
Period 1 : Reading & vocabulary To master some key words and phrases and read for main ideas.
Period 2 : Grammar
To review verb forms: past simple, past perfect and past continuous. Period 3 : Listening & speaking To listen for specific information and role-play a job interview. Period 4 : Writing To write a job application letter.
Period 5 : Cultural corner
To identify important and growing jobs for the future.
Lesson Aims: Period 3 listening & speaking 1. Knowledge objects
1). students will master some new words' and phrases' usage appeared in the listening material.
words like, specific, prospect, permanent and resume; phrases like, team work, cope with…
2). students will find something that the interviewee and the interviewer care about the job interview. 2. Ability objects
1). students will learn to use the listening strategy: how to use occasion words to judge the relationship between speakers.
2). students' ability of listening and speaking will be improved by listening practice and presentation. 3. Emotion object
1). students’ awareness of cooperation will be raised by group work.
教学重点和难点
1. Important points
1). to master some key words' and phrases' usage.
2). to improve students’ ability of listening and speaking. Solutions
1). situational teaching method: instruct the students guess the meaning of key words and phrases according to the context. Meanwhile, the function of English-Chinese dictionary Seewo has also can help students solve the same problem.
2). task-based teaching method: design different listening tasks with different propose, by the practice of extensive and intensive listening, they will get a better understanding about the listening material. What they got in listening part also will be used in speaking part to help them express themselves confidently. 2. Difficult points
1). how to instruct students to make use of what they learnt in listening part into speaking part. Solutions
1). communicative teaching method: guide students summarize something by group work from listening part, and use what they got to communicate with others in practice- role play, to consolidate.
教学环境设计
1. 多媒体教室 2. 课堂评测练习
教学媒体（资源）
1. 多媒体计算机 2. 希沃白板
3. 手机 （希沃授课助手）
4. 音频（听力材料来自课本、游戏音乐网络下载） 5. 图片 （网络下载、教师原创）
板书设计
Blackboard design Module 2 A Job Worth Doing
Key points:
1.cope with: deal with 2. specific: exact
3. permanent VS temporary 4. resume: something involves personal information.
Interviewer VS Interviewee
hobby, work condition, social skills, position, character, insurance, profession, holiday, ... ...
设计意图：
主板复现本节课的重点词汇及短语，副板呈现小结活动中，学生通过合作探究，讨论总结出
在工作面试中面试者与被面试者不同的关注点，这样的板书设计使得本节课的重点内容一目了然。其中，主板书上重点词汇的复现，突破了以往单纯的汉译法的传统模式，利用近义词、反义词及英译法等方式帮助学生有效地记忆词汇。而副板书上重点要素的呈现则为下一个游戏环节，课堂活动之分类游戏作铺垫。
教学流程图
Lead – in
Pre-listening
While-listening
Post-listening
Role play
Brainstorm : job
Prediction
Listening tasks
Task 1: multiple choice.
Purpose: extensive listening to catch the main idea of material one.
Task 2: fill in the blanks.
Purpose: intensive listening to get more detailed information from material one.
Task 3: choose the correct answers.
Purpose: extensive listening to catch the main idea of material two.
Task 4: answer the questions.
Purpose: intensive listening to get more detailed information from material two.
Summary
Game
Narration
Imitation: job interview.
Purpose: to broadcast the performance of students to present what they learnt today.
Purpose: to summarize the key points in the while-listening part.
Purpose: to consolidate what students got from the summary part.
Purpose: to catch students attention quickly and introduce lesson’s topic .
Purpose: to have a general idea about students’ knowing about job interview. Listening strategy
Purpose: to learn to use occasion words to judge relationship.
课堂教学过程设计
Step 1. Lead-in (3 minutes)
Option 1: Brainstorm – discuss the question “what is your dream job”? (放大镜+关灯) Purpose of my design:
1. To catch the students’ attention quickly. 2. To arouse the students' interest. Option 2: Narration – the way to be a teacher
Take teacher myself for example, using some pictures to narrate the way to get the job. From making full preparations, searching information, signing up for the exam to final job interview.
Purpose of my design:
1. to help them have a clear thought about the ways to get a job. 2. to introduce this lesson’s topic, job interview.
Step 2. Pre-listening (4 minutes)
Prediction: predict who may ask the questions during an job interview, the Boss(B) or the interviewee (I). （蒙层+橡皮擦）
1. How did you find out about us? 2. Do I have to do any special training? 3. Have you travelled much yourself?
4. What sort of career prospects will I have with you? 5. What makes you think you'll like the job? 6. What are the hours? 7. When can I start work? 8. What languages do you speak? Possible answers: B, I, B, I, B, I, I, B.
Question: Why their relationship is the interviewee and the interviewer?
Listening strategy: give students an original listening material to judge the relationship between speakers.
Example: What is the relationship between speakers?
A. Tutor and student. B. Doctor and nurse. C. Nurse and patient.
Listening material:
M: I'd like to make an appointment to see Dr. Smith. W: Is it an emergency?
M: Yes, I have a terrible stomachache.
W: In that case, how about this afternoon at 3:00.
Purpose of my design:
1. to learn a useful listening strategy about how to using the occasion words to judge the relationship between speakers.
2. to have a general idea about students' knowing about job interview.
Step 3. While-listening （15 minutes）
Task 1 : multiple choice. (extensive listening for material one) 1.How old is the woman? A. She is 19. B. Didn't mention. C. She didn't want to tell. 2. What languages can she speak? A. English.
B. English and French. C. English, French and Italian.
3. Did the woman have any experience before? A. No, she is just graduated from college.
B. Yes, she guided some French children visiting Britain. C. Yes, she worked as a guide in Britain.
Conclusion: each question with one key word after the first listening. Possible answers: A. age C. language; B. work experience. Purpose of my design:
1. to help students get the main idea of the material one.
2. to guide students know three important elements that the interviewer would care about during job interview.
Task 2 : fill in the blanks. (intensive listening for material one) INT: How did you find out about us? CLA: I saw your ad in the local newspaper. INT: What makes you think you'll like the job? CLA: Well, I like working with people.
INT: Yes, well of course you will have to deal with people, but you'll also be using the phone a lot.
CLA: Right.
INT: They might have got lost , or had an accident.
CLA: Yes, but luckily there were no disasters. I managed somehow. INT: I'm glad to here that. And I think we can offer you the job .
After the second listening, guide students think of more things that also related to the interviewee, like ability of team work, interpersonal relationship and coping capacity.
Purpose of my design:
1. to lead students to review some phrases' meaning and usage, find out, work with, deal with, get lost and offer sb.sth.
2. to get some detailed information for a better understanding about material one. Task 3: choose the correct answers. (extensive listening for material two)
Purpose of my design:
To make students know what does the interviewee would care about the job. Task 4: answer the questions. (intensive listening for material one) （英汉字典功能） 1. Did the advertisement tell the pay about this job? NO, it wasn't very specific.
2. Does Claire need to do any special training? Yes, the first week is always a training week. 3. How about working time?
Monday to Friday, half past eight to six. 4. What sort of career prospects will Claire has?
If she does the job well, she can be a member of permanent staff.
Use the subject toll, English-Chinese dictionary to figure out these key words’ pronunciation, definition and usage.
Purpose of my design:
1. to lead students to learn some important words' definition and usage, like specific, prospect and permanent.
2. to get some detailed information for a better understanding about material two.
Does Clare mentioned?
pay language salary special training personal interest
contract work hours
Step 4. Post-listening (8 minutes)
Option 1 : Summary.
Make students summarize some key elements from the while-listening part and put forward more related elements.
Possible answers: hobby, insurance, welfare, holiday, profession, character, position, work condition... Purpose of my design:
1. to have a comprehensive understanding about listening material one and two. 2. to make a conclusion about what they learnt in the while-listening part. Option 2 : Game time! （课堂活动之分类游戏）
Use the answers students concluded in the summary part to play a classification game. Purpose of my design:
To consolidate what they concluded in the summary part.
Step 5. Role play (10 minutes)
Option 1: Read the notice first.
Option 2 : Set the time counter with four minutes to prepare. （倒计时器） Option 3: Live broadcast （手机直播）
Choose two groups to present their job interview, teacher uses the mobile phone to make a live broadcast for all the class. If time permits, give students more chance.
Purpose of my design:
1. to raise their awareness of cooperation by group work.
2. to make use of what students learnt in listening part into speaking part.
分层次教学
对于Post-listening的小结环节，程度适中的学生能够在听力任务环节中，独立总结出游戏中需要用到的基本词汇。程度较好的学生除了能独立完成以上任务外，还能进行发散性思维，思考补充出更多与本节课主题相关，但在听力环节没有提及到的新词汇。将基本词汇与新词汇这两者结合，即能够顺利进行下一环节的小游戏。
Notice
Attention, please! The annual English Arts Festival is coming, so we need some energetic, positive and ambitious volunteers. If you are interested in this job, please fill in the resume before this Friday take it to room 501 to interview at 15:00 , on Friday.
家庭作业设计
Homework: form the resume into a letter of job application.
Resume
Name: Age: Phone: E-mail: Grade:
Language:
Work experience:
Special skills:
About me:
设计意图:
首先，让学生通过完善简历信息对本节课重点内容进行有效地巩固复习。在完善过程中，学生会将本节课所学到的关于工作面试的重点词汇、短语及面试技巧在此环节进行复现，这样便有效地复习了本节课的要点内容。再让学生将简历信息形成篇章的求职信，即将其所学付诸实践，起到进一步加强巩固的作用。除此之外，求职信的写作还为下一节的写作课作了文本铺垫。
特色、亮点、创新部分
本节课的成功及亮点之处：
本节课的设计基于希沃白板软件，借助多种多媒体手段，如Adobe Audition CS6（音频剪辑软件）、网络资源、原创图片、希沃授课助手等，是本节课最大的亮点。教师通过利用以上多媒体手段，设计出不同的教学任务及形式多样的教学活动，不仅丰富了课堂内容，活跃了课堂气氛，让课堂内容更加直观和多维化，更重要的是让学生学会综合使用网络学习资源，提高学习效率和自学能力，为其今后的学习和发展奠定基础。
本节课对于多媒体手段的多元化使用主要体现在以下几个方面：
1.音频剪辑软件：使用Adobe Audition CS6，根据不同听力任务及设计目的，将教材提供的两段原听力材料进行适当剪辑。如通过整段泛听来获取材料主旨大意、作者意图等。剪裁部分则通过精听来获取更多细节信息、重点单词或短语等。
2.网络资源：借助网络下载了与本节课主题相关的图片素材，或用以引入主题，或用以导出下一环节，使得课件内容丰富，过渡自然。
3.原创图片：根据主题需求，筛选并选用日常生活中随手拍摄的照片，进一步拉近了师生距离。 4.希沃白板及授课助手：（按照教学步骤顺序进行说明）
（1）放大镜+关灯。在课堂导入环节，利用此功能将题目中本节课的主题词放大并遮住其他词汇，让学生就该词展开讨论，使得导入直观明了。
（2）蒙层+橡皮擦。教师将提前编辑好的答案利用蒙层功能先将其隐藏起来，在授课过程中根据学生回答问题的情况，利用橡皮擦来核对答案，该功能既节省了时间，还提高了效率。
（3）英汉字典。在教学过程中，教师可以提前将本节课的重点单词利用英汉字典功能生成单词卡片，如遇学生不懂的生词也可利用此功能进行实时查询。此功能的好处在于，它除了能够提供单词的汉语意思，还能够对其近反义词、例句、发音等功能进行全面的补充。
（4）课堂活动游戏。教师利用希沃白板提供的课堂活动设计了一个分类小游戏，让学生根据上一环节在听力任务训练中及小结活动中所积累到的词汇进行分类。以小组竞争的形式进行比赛，用时最少且正确率高的学生获得胜利。在这一环节设置小游戏，既能及时地帮助学生巩固本节课所学重点单词，更活跃了课堂气氛。
（5）倒计时。利用倒计时功能，让学生在在有限的时间内，准备下一环节的活动，使得学生能够有效利用时间，提高活动效率。
（6）直播。在本节课最后的学生展示环节，教师突破了以往让学生直接到讲台前面进行展示这一模式。受学生心理素质差异的影响，可能有个别学生在讲台下准备地十分充分，但一走到台前，面对如此多的观众而变得紧张，影响发挥。教师可利用希沃授课助手的直播功能，让学生或小组在原地进行展示，教师走到学生中去，利用手机连接的希沃授课助手对其活动进行实时直播，其他任何位置的同学则可直接在电子屏幕上观看活动展示过程。这样不仅能够缓解学生的紧张情绪，让其发挥得更好，还能让所有的授课对象实现资源共享。
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