【中职专用】高中英语Unit 9 Ideal Jobs Listening and Reading 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 9

Ideal Jobs

建议学时

4学时

教

学

目

标

1. Can stimulate students to discuss some basic professional qualities and craftsmanship spirit;

2. Be able to design effective activities to give students the opportunity to exchange their views on their ideal job with each other;

3. Enable students to realize that hard work can help them achieve their dreams;

4. Through a large number of exercises, help students further understand and use Direct speech and Indirect speech;

5. Through teachers' guidance and comments, cultivate students' awareness of independent learning, encourage students to Cooperative learning, and develop a good habit of inquiry learning.

教学

重点

重点词汇和短语

ideal, dream, major, opinion, salesman, accountant, secretary, proud, register, badly, occupation, consider; part-time job, be responsible for, take care of

重点句型

Where are you off to?

I really enjoy...

I plan to...

I’ve got to...

重点语法

Direct speech and Indirect speech (II)

The usage of Indirect speech when Direct speech is a Yes–no question and a special Interrogative

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学手段

PPT

教学内容

教学设计

活动1

1. Teachers can first read these four questions, and then present the key vocabulary prepared in advance with PPT and annotate it with Chinese. The teacher should read each word two to three times, emphasizing vowels, long sounds, short sounds, and syllables when reading the words:

major（专业），skills（技能），dream job（梦想的工作），professional qualities（职业品质 / 素养），creativity（创造性），teamwork（团队工作），honesty（诚实），patience（耐心），carefulness（细心），responsibility（责任），knowledge（知识）。

Guide students to use complete sentences when answering questions as much as possible:

1）My major is...

2）I have skills such as...

3）My dream job is...in the future.

4）In my opinion, ...are the three most important professional

qualities. Because...

2.If the students in the class have a good level of English proficiency, they can first engage in Q&A directly, and then brainstorm in groups to discuss what they believe are the three most important professional qualities.

3. The teacher will write down the most important professional qualities mentioned by the students on the blackboard, and sort and comment on them.

4. Finally, the teacher presents the following passage using PPT and has all students read it aloud three times:

No matter what kind of job we do, try our best to do it well, we will be loved and respected by people around us. We are useful in the society, we are badly needed by the society. Even now, we are still at school, we should try our best. But we believe in the end, we will become the best.

活动2

The teaching activity can be divided into two steps to complete. The first step is relatively simple. Have students work in pairs to describe the profession in each picture in English based on the text prompts and sentence patterns provided below.

I see a taxi-driver driving a car in the first picture. He is a taxi driver.

I see a nurse in the second picture. She is a nurse.

I see two mechanics repairing a car in the third picture. They’re mechanics.

I see an office clerk working in the fourth picture. She is an office clerk.

I see a teacher teaching in the fifth picture. He is a teacher.

I see a shop assistant doing her job in the sixth picture. She is a shop assistant.

The second step is slightly more difficult than the first step. In addition to describing the profession in the picture, add one or two sentences to introduce the skills and professional qualities required for each job. For students, progressive learning is necessary, just like writing, gradually adding and filling in new content. During the activity, guide students to expand and describe using the sentence patterns provided in the text.

The first picture shows that a taxi-driver is driving a car carefully. This job requires patience, understanding, dedication and sacrifice. If it is possible, I want to be a taxi-driver in the future.

The second picture shows a nurse. She is kind, patient and

hardworking. She takes good care of the patients. She is always ready to help her patients whenever she is needed. She treats patients like her own relatives and shows great concern for them.

The third picture describes two mechanics repairing a car. The job requires rich professional knowledge about mechanics, carefulness, patience and hardworking spirit. If it is possible, I want to be a mechanic in the future.

The fourth picture describes an office clerk doing her job carefully. She often goes to work in time and never fails her duties or responsibilities. She is very responsible and pays much attention to details. She is a good helper to her boss.

The fifth picture describes a teacher teaching in the classroom. He is very kind, patient and friendly towards his students. He loves students. And students love him very much. If it is possible, I want to be a teacher in the future.

The sixth picture shows a shop assistant doing her job. She is very passionate, easy-going and willing to help her customers. She has a good memory and can easily remember what her customers order.

In order to increase the practice opportunities for all students, the teacher still allows students to practice in pairs.

If students have difficulties, they can seek advice from nearby classmates or teachers. In a few minutes, the teacher can invite

Please ask two to three students to describe a certain profession.

Part I  Listening

1.Before playing the listening, the key and difficult vocabulary in the listening can be presented on the PPT. In order to reduce the difficulty of listening, the teacher gives birth words and annotates them in Chinese, such as salesperson, accountant, and secretary. The teacher will read it two to three times to deepen the students' memory.

2. After listening for the first time, complete the first question of the listening exercise. The teacher can play the second listening session to remind students to listen carefully, grasp the key words, and complete the second question.

3. Play the listening again, in groups, and check and correct the answers.

4. The teacher checks the answers.

Part II  Reading

At the beginning of the reading activity, it is necessary for the teacher to lead the students to read the text aloud 2-3 times. Teachers can provide several discourse related questions for students to ask and answer each other in order to achieve comprehension. You can also give some time for students to work together and ask each other key or difficult questions in the text. The analysis of key and difficult points provided to teachers in the teaching reference can be selectively explained to students. Finally, the teacher proposes several key phrases or sentence patterns that students need to master based on their learning of the discourse.

Part III  Speaking

1. The teacher first leads the students to learn the key and difficult vocabulary, phrases, and sentence structures in the first part. Be sure to repeatedly read English, not Chinese, but provide Chinese on the PPT:

a part-time job 一份兼职 → Where are you off to?

 你要去哪里?

get extra money 获得额外的金钱 → I really enjoy...

 我真的喜欢……

get work experience 获得工作经验 → I plan to...

 我计划……

a shop assistant 商店助理 → I’ve got to...

 我一定……

2. The teacher plays the recording and asks the students to follow the dialogue two to three times, and asks them to read it out in different roles.

3. Please discuss the third part of the questions in groups.

Culture Corner

Introduction to Model Worker Xu Zhenchao

Self-check

Students will check their mastery of language knowledge such as vocabulary and phrases in this unit based on the exercise questions set. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can provide necessary guidance based on the actual situation, guide students to cultivate good learning habits, and promote the continuous improvement of students' language learning and autonomous learning abilities.