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視頻課題：譯林版高中英語Module2 Unit 3 Amazing People Word Power Different Jobs安徽省優課
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譯林版高中英語Module2 Unit 3 Amazing People Word Power Different Jobs安徽省優課
M2 U3 Word Power: Different Jobs
Ⅰ. Teaching thoughts:
The selected teaching material is from Word Power section of Module 2, Unit3 whose topic is Different Jobs. Besides learning and expanding the words and expressions of jobs, the other purpose of this section is to help students acquire the useful vocabulary learning strategy namely the usage of suffix and I will also adopt the strategies such as dictionary look-up, guessing words form the context, IVA (incidental vocabulary acquisition., which can contribute to a more effective vocabulary learning). After analysis, I find the topic is related to students’ life as most of them will face the choices of majors after graduation and few will take up a job if possible. And I have done some jobs. I know jobs means a lot to a person. Meanwhile, I will play down the competition among students and highlight the importance of cooperation and interaction during the whole process and I will follow the bottom-up model to help students process the words.
Ⅱ. Teaching aims:
1. Knowledge objectives:
1) Help students to master the words of jobs
2) Help students to learn some useful expressions to talk about jobs. 2. Ability training:
1) Enable students to expand their vocabulary on the topic by using suffix and compound words.
2) Enable students to improve listening, speaking, reading and writing ability by finishing various tasks. 3. Affect and Attitude:
After the period, students are going to hold sensible and positive attitudes towards jobs and learn to respect different jobs and avoid job-stereotype. 4. Learning strategies:
Vocabulary learning strategies, Resource strategy, Vocabulary processing strategy
5. Cultural awareness:
Compare the foreigners’ perspectives of jobs with that of Chinese and be aware of the differences between them. The comparison will be conducted in two aspects. On the one hand, we will compare different words Chinese people and Foreigners choose when describing people’s jobs. On the other hand, we will see the different attitudes towards popular jobs between them.
Ⅲ. Important teaching points and difficulties:
1) Make sure students grasp the usage of suffix and words of jobs.
2) Students are expected to apply the vocabulary learning strategies to the further study flexibly.
Ⅳ. Teaching methods: task-based approach Ⅴ. Teaching aids: multimedia
Ⅵ. Teaching procedures: Pre-task:
Task1. Greeting
I will start with self-introduction which includes my name, my hobbies and my job (previous and present jobs) to draw students’ attention to the topic of this class. Then students are invited to tell us what they want to be. Both the Chinese language and the English language are allowed.
Task2. Words input
1. Pictures including the people and their jobs will be quickly presented on the screen and students are required to memorize them as many as possible for the next activity.
2. Play the video and get to know how to ask for people’s jobs.
While-task: Task3. Suffix
1. Let students speak out the words for different job according to the pictures. So I can check their memory of those words I presented to them in the previous activity.
2. Ask students to consult the dictionary to justify their guesses.
3. Let’s discover the word formation rules for these words: adding suffixes to the end of words, joining two words together to form another one which are called compound words.
4. Help students to summarize the word formation rules with the word table.
4. There are some suffixes can affect the yin and yang of the words in English but this phenomenon does not exist in Chinese. So I can guide students to discover the reasons for it, which reflects the cultural difference.
Task4. Words enlargement
1. Enlarge the vocabulary about jobs by enjoying more pictures. Some of the words are unfamiliar to the students i.e. match-makers. Thus students can guess their Chinese meanings by making use of the word formation rules.
2. There are also some special ones deserve our attention i.e. cook or cooker, judge or judger, playwright or playwrighter.
3. Students are asked to put the words into the right categories. And some of them will write down their answers on the blackboard and tell us the reasons in short words, which is also of great help for students to remember the words. After that, students will read these words in chorus after me.
Post-task:
Task5. Talking about your parents’ jobs
Get students to describe their parents’ jobs. Students can tell us what his father or mother does for living, whether they like it, what they usually do with their jobs, what you think of their jobs.
Task6. Talking about your dream jobs
1. Students can freely talk about their dreams jobs, the reasons for the jobs and how they can realize their dreams.
2. I will prepare a box holding pieces of paper on which I wrote out different jobs and I’ like students to draw a piece randomly and they will tell us whether they want to take the job and why.
Task7. Comparison
1. Let students watch a video clip and discover the different attitudes held by foreigners. How do they describe a person’s job and what are the popular jobs in their mind.
2. Summary: All the jobs are in need and should deserve our respect.
Love whatever you are doing.
Task8. Assignment
1. Write a composition with the topic of ‘My dream job’. 2. Go over what we have learned today.
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