外研社必修五modle2introdution参考教案

Module 2 A Job Worth Doing

I. 教学内容分析

本模块的主题是值得去做的职业，介绍了不同职业的特性及其对社会的贡献，另外通过要求学生写调查报告的形式了解同学们的择业观，通过写作部分练习写一封英文的求职信，通过听力了解面试时应该准备的事项和通过Cultural Corner 介绍了未来比较有发展前景几项工作。要求同学们通过本课的学习培养正确的择业观，明白平凡的志愿者们所做的不平凡的贡献。

本模块从不同的职业开始，介绍了不同职业的特性及其对社会的贡献。

Introduction 部分以设计几幅关于职业的图片入手，激发学生的好奇心，达到导入整个模块的效果。在这一部分中学习一些有关职业的形容词，让学生会谈论人们为什么要工作和自己将来会选择什么工作，让学生明白工作的重要性，培养对工作的热爱。

Vocabulary and Reading介绍了一名叫做Timoteo Apaza 的志愿者在一个极度危险的转角处充当人体路标的事迹。通过学习，让学生明白平凡的志愿者们所做的不平凡的贡献，培养学生正确的人生观、价值观和世界观。

Grammar部分主要是复习的还是动词时态的语法项目：Past simple, past continuous and past perfect.

Vocabulary主要学习有关工作的一些单词和词组。

Learning to learn是关于记忆单词的一些方法，对于提高学习策略水平有很大的帮助。

Listening and Speaking部分第一部分听一段面试中的对话，了解求职者的信息。第二部分是两人活动了解面试时应该准备的事项，为学生以后找工作做一定的准备。

Everyday English通过学习复习Listening and Speaking中的句子学会一些非常有用的日常生活用语：nightmare, manage, take–home salary, roughly, have a day off.

Function节选听力中的语句介绍情态动词加完成时对过去表示推断的功能句。

Reading and Writing集阅读和写作于一体，培养的是学生语言综合运用的能

力。首先是阅读五则招聘广告，接下来让学生选择一则写求职信。

Cultural Corner 通过阅读Growing Jobs的文章，了解未来比较有发展前景几项工作。

Task要求学生列出所有知道的工作和未来中国最有用的十项工作并说明理由。

Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于提高学生的总结归纳、自我检验和自学的能力。

II. 教学重点和难点

1. 教学重点

（1）本模块的生词和短语

（2）语法项目：Past simple, past continuous and past perfect.

（3）介绍情态动词加完成时对过去表示推断的功能句

2. 教学难点

（1）让学生找出所有知道的工作和未来中国最有用的十项工作，培养正确的择业观。

（2）通过对Timoteo Apaza学习，让学生明白平凡的志愿者们所做的不平凡的贡献，培养学生正确的人生观，价值观和世界观。

III. 教学计划

经过对教材内容的分析和重组，本模块可以分六课时教授：

第一课时Introduction, Task, Cultural Corner

第二课时Reading (Workbook ), Vocabulary and Reading (1)

第三课时Vocabulary and Reading (2), Vocabulary

第四课时Learning to learn, Grammar, Function

第五课时Listening and Speaking, Everyday English, Reading and Writing 第六课时Workbook, Module File

IV. 教学步骤：

Period 1 Introduction, Task, Cultural Corner

Teaching Goals:

1. To arouse Ss’ interest in learning about this module.

2. T o develop Ss’ speaking ability.

3. Enable Ss to get some information about the ten most useful and fastest growing jobs for the future.

4. Enable Ss to realize the importance of jobs.

Teaching Procedures:

Step 1 Leading-in

Purpose: To arouse Ss’ interest in learning about this module and enable them to realize the important of jobs.

Show a lot of pictures about jobs and ask Ss what the people are doing and what their jobs are.

Step 2 Introduction

Purpose: To review and study the words and phrases to describe jobs and develop Ss’ speaking ability.

1. Review and study the words and phrases to describe jobs, and then describe the jobs with the words and phrases.

badly paid dangerous exciting intellectual manual satisfying stressful well paid

2. Let Ss work in pairs and discuss the following questions:

Q1. What do you think of the jobs in the pictures?

Q2. Are they useful and important?

Q3. Why do people choose a job?

Q4. What’s your idea of jobs in the future?

Step 3 Task

Purpose:To activate Ss and organize them to make an investigation on the ten most

useful and fastest growing jobs for Chinese future.

1.Group work Ask Ss to turn to P20, and follow the instructions to make an investigation on the ten most useful and fastest growing jobs for Chinese future in the group. Pay attention to show the time limit about 5 minutes.

2. Call back Ss and share their investigations together. According to the results of the investigations, make a list of the ten most useful and fastest growing jobs for Chinese future.

Step 4 Cultural Corner

Purpose: Enable Ss to get some information about the ten most useful and fastest growing jobs for the future.

Ask Ss to read the passage individually and answer the following questions in group of four or five.

Q1. How many jobs does the passage refer to?

Q2. Which of them do you think are importance in China?

Suggested answer:

1. Some jobs are related to computer and health, including computer system analysts, data analysts and data base managers. And some for health care professionals are in the demand, such as home care nurses, and bioinformaticians who combine computer skills with knowledge of biology. The speech pathologists are need for many youngsters who suffer from language or speech problems. And social workers will continue to be in demand. The leisure industry could be a good bet for many people love the outdoor life and more travel agents and guides will be needed as many countries open up to tourism for heath and personality are more important than computer skills.

2. In my opinion, computer system analysts, data analysts and data base managers are important in China. Because computer plays a more and more important part in China. Most things are done by computer now.

Step 6 Homework

Preview what will learn next lesson.

Period 2 Reading (Workbook), Vocabulary and Reading (1)

Teaching Goals:

1. To learn about the volunteer, Timoteo Apaza, and understand the importance of his job.

2. To develop some basic reading skills—Skimming and Scanning.

3. To deal with the new words and phrases.

4. To cultivate the Ss’ right view of life, jobs, value and world.

Teaching Procedures:

Step 1 Leading-in

Purpose: To arouse Ss’ interest in learning about the special jobs.

Ask Ss to discuss the following questions in pairs.

Do you know any special jobs in the world? Why are they special?

Suggested answers:

To be a volunteer for the Beijing Olympics is a special job. Because it can make contribution to our country and can improve our English.

I think the part-time job for students is very special, for it gives us chance to communicate with the society.

Step 2 Reading (Workbook)

Purpose: To develop some basic reading skills and get some information about firefighter.

1. Before Ss read the passage, ask them to discuss the following questions.

Q1. Are there any jobs which women can’t do?

Q2. What would be the best thing about being a firefighter?

Q3. What would be the worst thing about being a firefighter?

(Students’ own answers.)

2. Ask Ss to read the passage on Page 76 and check the true statements.

Suggested answers:

The true statements are number 3 and number 6.

3. Let the students to finish Activity 9 to study and review some words and phrases.

Suggested answers:

1) eye test 2) well paid 3) fit 4) administrative 5) advice 6) career prospects Step 3 Pre-reading（Vocabulary）

Purpose: To review and learn the names of some jobs.

1. Ask Ss to review the jobs of the following pictures that we studied last period.

2. Ask Ss to read the words in activity 1 and check the meanings of them, then match the words with their meanings.

Suggested answers:

(1) electrician (2) miner (3) cook (4) biochemist (5) barber

(6) secretary (7) accountant (8) businessman/ businesswoman

(9) policeman (10) volunteer

Then divide the jobs into the following groups:

Modern: electrician, biochemist, accountant, businessman/ businesswoman, policeman

Traditional: miner, cook/ chef, barber, secretary, volunteer, policeman

Step 4 While-reading

Purpose: To develop some basic reading skills and get some information about the volunteer Timoteo Apaza, and understand the importance of his job and to deal with the new words and phrases in the text.

1. Group Work: Turn to P12 and ask Ss to look at the picture and answer the questions.

Q1. Where is the man standing?

Q2. What is he holding?

Q3. Can the bus driver see the lorry?

Q4. Can the lorry driver see the bus?

Q5. So what is the man doing there?

Q6. What do you think of the job? Is it important?

Q7. Why does he choose it? What kind of person is he? And do you want to know something about him?

Suggested answers:

A1. He is standing at the bend of a road on a high mountain.

A2. He is holding something like a board in red.

A3. No, they can’t see each other.

A4. No, they can’t see each other.

A5. I think he is directing the traffic there.

A6. Maybe it is a little boring and very dangerous but it is very important.

A7. We don’t know why he chooses the job and what kind of person he is, and we want to know more about him.

2. Scanning:

Ask Ss to scan the passage and finish activity 3 and 4.

Suggested answers of activity 3:

(1) The road (2) The man (3) The reason why he does it

Suggested answers of activity 4:

(1) c (2) b (3) a (4) a (5)c (6) b

3. Skimming:

Ask Ss to read the passage again and finish Activity 5.

Suggested answers:

(1) sheer drop (2) lorry (3) survive (4) toll

(5) bend (6) take…for granted (7) have an effect on (8) mission

4. Words studying:

Turn to P116 and ask Ss to read the new words in the passage.

Step 5 Post-reading

Purpose: To cultivate Ss’ right view of life, jobs, value and world.

Group work: Ask the Ss to discuss the following questions in groups.

Why does Timoteo Apaza choose the jib? What kind of person is he? What do you think of his behavior?

(The students all answers.)

At last, the teacher lead the students to a right view of life, job, value and world. Step 6 Homework

Try to find the difficult sentences for you in the passage.

Period 3 Vocabulary and Reading (2), Vocabulary

Teaching Goals:

1. To develop a basic reading skill—analyzing the text.

2. To deal with the language points in the text.

3. To learn more words about jobs.

Teaching Procedures:

Step 1 Lead in

Purpose: To review what we learnt last lesson and to develop a basic reading skill—analyzing the text.

Ask Ss to work in pairs and try to analyze the text. Several minutes later, ask some students to show their opinions.

Suggested answers:

The structure of the passage is very clear. There are three parts of the passage.

Part 1 (the first paragraph) It is mainly about the road

Part 2 (the second paragraph) It introduces the volunteer, Timoteo Apaza, to us.

Part 3( the third paragraph) It tells us the reason why he directs the traffic as a human traffic signal.

Step 2 Language points

Purpose: To train Ss’ listening ability and to deal with the language points in the text.

Listen to the tape and deal with the language points in groups.

Listen to the tape and follow it in a low voice. Then the students are divided into three groups. Each group is supposed to read through each heading, and then discuss them.

Paragraph 1.

1. Many roads are in bad condition and accidents are frequent.很多路的状况都不好，事故频繁发生。

in … condition 处于……状况：

be in bad/ good condition处于不好（或好）的状态

Eg ① His second-hand car is in poor condition.

② The house is in a good [bad] condition.

☆相关词组：

（1）be in a certain condition有喜，有孕

（2）be in an interesting condition有喜，有孕

（3）be in (a) condition (to do a thing) 能做，有做……的条件

（4）be out of condition身体很不好［不适］

（5）be in no condition to(身体状况)不适宜

2. One road in particular, which goes north from La Paz, is considered the most

dangerous road in the world.尤其是从拉巴斯通往北方的一条路被认为是世界上最危险的路。

in particular尤其，特别

3. On one side…, on the other side 一面……，另一面……

☆相关词组：

On the one hand…, on the other hand一方面……，另一方面……；从一方面来说……，从另一方面来说……

两者的区别在于前者表示一个物体的两个面的特点，而后者用于给出对一个事物的两种不同看法。

Eg The mountain is very beautiful. On one side there are many beautiful bamboo houses, on the other side there are many trees there.这座大山非常漂亮，一面是漂亮的竹屋，另一面是茂密的树林。

On the one hand, expansion would be good, but on the other hand it would be sad to lose the family atmosphere.一方面来说，扩大发展当然很好，但从另一方面来说，失去这种家庭氛围令人遗憾。

4. Although there is not a lot of traffic, on average, one vehicle comes off the road every two weeks.尽管交通量不大，但平均每两周就有一辆车驶出公路。

on average平均

on average /on the average /on an average三种方式都可以表达―平均说来‖。

5. In theory, the road can only be used by traffic going uphill from 8 in the morning, and by traffic coming downhill from 3 in the afternoon. But in practice,

few drivers respect the rules.按道理，这条路上，只准许早晨８点以后车辆向山上行驶及下午３点以后车辆向山下行驶。但实际上几乎没有司机遵守这些规则。

in theory理论上；in practice实际上

In theory, … But in practice, … 理论上，……。但实际上，……。

Eg In theory, it’s a good idea. But in practice, it’s not very practical. Paragraph 2. Paragraph 2.

1. thanks to 幸亏，由于，后接一种成功的、好的结果

☆相关词组：

(1) owing to

①由于

Eg All this was owing to ill health. 这全是由于健康不好的关系所致

②〔作前置词用〕因为

Eg Owing to the drought, crops are short. 因为天旱收成不好。

(2) because of因为，由于

Eg The game was called off because of rain. 比赛因雨停止。

(3) be due to

①由于

Eg The delay is due to the shortage of hands. 事情耽搁下来是由于人手不足

②应给，应归(只作表语，一般不放于句首)

Eg The credit is due to you. 荣誉[功劳]应该归你)。

2. 为某物品付某人钱

pay sb. some money

pay sb. for sth.

pay some money for sth.

pay sb. some money for sth.

3. But often they just pass by, taking the human traffic signal for granted.但经常他们只是从他身边驶过，把人体交通标志看作理所当然的事情。

take…for granted视……为当然（因而不对其特别关注或感谢）

pass by sb./ sth.经过

★相关：

(1) passerby 过路人

(2) pass sb./ sth. by 对某人或物无影响、忽视

4. in response to响应, 适应

e.g. In response to the movements for women’s right, the girls study very hard to prove that they are excellent. 响应妇女权益运动，女孩子们都努力学习，为了证明他们是非常优秀的。

Paragraph 3.

1. 有关call 的短语

call out 1. 向……挑战。 2. 动员；〔美口〕命令,号召(罢工)；唤起。

3. 大声叫喊

4.诱出

5.〔美俚〕请……跳舞。

call off 1. 叫开；转移开(注意力等)。2. 〔口语〕命令停止，宣告终止；丢手，放手；取消(婚约)。 3. 〔美国〕点(名)，列举(数字)。

call on [upon] 1. 访问。2. 指名要(某人)去干(某事)；请求，要求；号召( He called upon me to make a speech. 他请我演说)。

call over to 打电话给。

call together 召集。

call up 1. 召唤，传，叫出来；召集，动员。2. 提起，提出。3. 打电话给；【电讯】呼唤。 4. 想出来，想起。

what one calls ＝what is called 所谓。

2. Then one day while he was working as a lorry driver he had a close encounter with death.当卡车司机时的某一天，他跟死神打了个照面。

3. ―take up ‖1. 拿起；举起；拾起；给搭(火车等)，(汽车等)接纳(乘客)，(船)承装(货物)；收做(徒弟等)；保护。2. 逮捕。3. 吸收(水分等)，耗费(时间)，占(地位)；吸引(注意等)。

4. 打断人家的话，打岔；责备。

5. 开始，动手(工作等)，从事；提出，处理(问题)；继续(中断的话)，接下去讲。

6. 承接(定货)；接受(挑战、打赌)，应征；承兑(期票)，支付。

7. 定居(住处)。Take up the chant 人云亦云。Take up with 甘受；忍受(虐待等)；采用；遵奉(某说)；信奉(学说)。

4. This last experience had a profound effect on Timoteo.

那次经历给铁穆特欧留下了极其深刻的印象。

have an effect on对...有影响; 对..起作用, 产生效果

Eg Punishment had very little effect on him. 惩罚对他没有什么效果。

☆相关词组：

have an influence on

Eg influence of atmosphere on optical systems大气对光学系统的影响have a profound effect/ influence on sb./ sth. 对某人或某事有着深远的影响

5. And so every morning, week in, week out, from dawn to dusk, Timoteo takes up his place on the bend and directs the traffic.于是每天早晨，在路的拐弯处铁穆特欧站好自己的位置，开始指挥来往的车辆，从拂晓到黄昏，一周又一周。

week in, week out 一周又一周，接连好几个星期

Step 3 Vocabulary

Purpose: To learn about more words about jobs.

1. Ask Ss to turn to P15 and do activity 1 individually.

Suggested answers:

(1) permanent---temporary (2) pay---salary

(3) assistant (4) staff (5) contract (6) earn (7) career prospects

2. Ask the students to use the words to finish activity 2.

Suggested answers:

(1) salary/ pay (2) contract (3) staff (4) permanent (5) earn

3. Work in pairs and finish activity 3.

Suggested answers:

data analyst fire fighter lorry driver school teacher social worker travel agent

4. Ask the students to use the phrases to finish activity 4.

Suggested answers:

(1) lorry driver (2) travel agent (3) data analyst

(4) school teacher (5) social worker (6) firefighter

Step5 Speaking

Purpose: To get Ss be prepared for the interview.

Ask the Ss to think of more questions to ask people applying for these jobs we mentioned.

Step6 Homework

1. Use the new words and expressions to make some sentences.

2. Finish the exercises on P74 of the workbook.

Period 4 Learning to learn, Grammar, Function

Teaching Goals:

1. To enable Ss to master how to remember new words.

2. To get Ss to have knowledge of this grammar point: past simple, past continuous and past perfect tense.

3. To enable Ss to make deductions about the past.

Teaching Procedures:

Step 1 Leading-in

Purpose: To get the Ss to know the ways to learn words.

Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.

Step 2 Grammar

1. Presentation

Purpose: To get the Ss to know the teaching content of Grammar

Show the following contents on the blackboard or PowerPoint.

（1）一般过去时的考点分析（考核重点）。

◆一般过去时的基本用法：表示过去的事情、动作或状态常与表示过去具体的时间状语连用（或有上下文语境暗示）；用于表达过去的习惯；表示说话人原来没有料到、想到或希望的事通常用过去式。如：

I met her in the street yesterday.

I once saw the famous star here.

They never drank wine.

I thought the film would be interesting, but it isn’t.

◆如果从句中有一个过去的时间状语，尽管从句中的动作先于主句发生，但从句中的谓语动词连用过去式。

Eg He told me he read an interesting novel last night.

◆表示两个紧接着发生的动作，常由以下词语连接，用一般过去时。如：but, and, when, as soon as, immediately, the moment, the minute。

Eg ① The moment she came in, she told me what had happened to her.

② He bought a watch but lost it.

◆在before或after引导的时间状语从句中用一般过去时态代替过去完成时。

After he (had)left the room, the boss came in.

We arrived home before it snowed.

◆常用一般过去时的句型：

Why didn’t you / I think of that?

I didn’t notice it.

I forgot to tell you I had been there with my brother before.

I didn’t recognize him.

（2）过去完成时考点分析（考核重点）。

◆在by、by the end、by the time、until、before、since后接表示过去某一时间的短语或从句以前发生的动作常用过去完成时。如：

By the end of last year, we had produced 20,000 cars.

The train had left before we reached the station.

◆表示曾实现的希望、打算、意图、诺言等。常用had hoped / planned / meant / intended/ though / wanted / expected等或用上述动词过去式接不定式完成式表示即：hoped / planned… + to have done。

◆―时间名词+ before‖在句子中作状语，谓语动词用过去完成时；―时间名词+ ago‖在句中作状语，谓语动词用一般过去式。如：

He said his first teacher had died at least 10 years before.

Xiao Hua left school 3 years ago.

◆表示―一……就‖的几个句型：Hardly / No sooner / Scarcely had + 主语+过去分词+ when / than / before + 一般过去时。如：

We had no sooner been seated than the bus started.

= No sooner had we been seated than the bus started.

（3）过去将来时考点分析。

参照一般将来时对比：用would do、was / were going to do sth.表过去将来；come、go、leave等过去进行时表过去将来时；was / were to do sth.和was / were about to do sth.表过去将来。

（4）过去进行时考点分析。

①过去某一时刻正在进行的动作或某一阶段内发生或频繁发生。

②某一动作发生时另一动作正在发生，其中一个在由when或while引导的时间状语从句中。

（5）注意几组时态的区别：

◆一般过去时与现在完成时：

时间上有差异：凡有过去时间的均用过去时态，不能用完成时态，如含有ago、last year、just now、the other day等。

结果上有差异：现在完成时强调的是对―现在‖的影响和结果，动作到现在刚完成或还在继续；一般过去时强调的是动作发生在―过去‖，和现在毫无关系。

◆过去完成时与一般过去时：过去完成时强调的是―过去的过去‖；如出现同一主语连续几个动作（―连谓‖）形式则只用一般过去时即可。

2. Practice Review of verb forms

Purpose: To get Ss to have knowledge of the grammar through exercises.

1. Example

(1) —— Are you a visitor here?

——That’s right. I＿＿＿round the world and now my dream of coming to China＿＿＿true.

A. have traveled；has come

B. was traveling；had been come

C. am traveling；has come

D. have traveled；has been come

解析：答案为C。由对话情景可知，―周游世界‖是现在正在进行的动作，而―实现‖是到说话时为止已完成的动作；come true不能用于被动语态。

(2) ——＿＿＿＿＿Betty this morning?

—— Not yet, but she is sure to be here before noon.

A. Have you seen

B. Will you see

C. Do you see

D. Did you see

解析：答案为A。询问到说话时为止一段时间内某动作是否发生，要用现在完成时。

(3) Jim talked for about half an hour yesterday. Never＿＿＿＿＿him talk so much.

A.I heard

B. did I hear

C.I had heard

D. had I heard

解析：答案为D。hear 发生在talked这一过去动作之前；never是含有否定意义的副词，放在句首时，句子应用倒装语序。

(4) The children ＿＿＿＿＿＿very quiet；I wonder what they ＿＿＿＿up to.

A. were；are being

B. are being；are

C. are；do

D. are being；do

解析：答案为B。be用于进行时可表示一个暂时的特点或表现。What they are up to相当于What they are doing。

(5) —— Look at the black clouds. It ＿＿＿＿＿＿soon.

—— Sure. If only we ＿＿＿＿＿out.

A. is raining；didn’t come

B. is to rain；won’t start

C. will rain；haven’t started

D. is going to rain；hadn’t come

解析：答案为D。根据目前迹象判断将要发生的动作用be going to；if only 意为―但愿‖，其后的句子用虚拟语气。

(6) He ＿＿＿articles for our wall-newspaper these three years, and he ＿＿＿about forty articles.

A. has been writing；has written

B. has been writing；wrote

C. is writing；has been writing

D. has written；has written

解析：答案为A。由these three years可知应选现在完成进行时，表示―写‖从过去一直延续至今，并有可能继续下去；―写了40 篇‖用现在完成时，表示到现在为止已完成的动作。

(7) She ＿＿＿＿＿to the office than she got down to writing the report.

A. has no sooner got

B. had hardly got

C. no sooner got

D. had no sooner got

解析：答案为D。no sooner...than和hardly(scarcely)...when均表示―一……就……‖，且主句用过去完成时，从句用一般过去时。

(8) When he was alive, the old scientist used to say that knowledge ＿＿＿＿from practice and he gained his experience by doing a lot of practical work.

A. was coming

B. had come

C. comes

D. would come

解析：答案为C。宾语从句表示的是客观事实。

(9) In this experiment, they are woken up several times during the night, and asked to report what they＿＿＿＿.

A. had just been dreaming

B. are just dreaming

C. have just been dreaming

D. had just dreamt

解析：答案为C。dream是从过去某时开始一延续到are woken up...and asked to report...这一现在动作之前的动作，故用现在完成进行时。

(10) ——What’s the matter?

——The shoes don’t fit properly. They＿＿＿＿my feet.

A. are hurting

B. will hurt

C. have hurt

D. are hurt

解析：答案为A。由W hat’s the matter 和don’t fit 可知，hurt是现在正在进行的动作。2.

2. Exercise

(1) Ask Ss to match the sentences with the names of the tenses in Activity 1.

Suggested answers:

① past simple ② past continuous ③ past perfect

(2) Ask Ss to read the sentences and answer the questions in Activity 2 .

Suggested answers:

a past simple

b past continuous

c past perfect

(3) Pair Work. Ask Ss to find more examples of each tense in Part 3 of the passage The Human Traffic Signal.

Suggested answers:

(4) Ask Ss to complete the passage with the correct form of the verbs in Activity 4.

Suggested answers:

(1) had done (2 )was waiting (3) had seen/ saw (4) had asked/ asked （5）was crying

(6) left (7) ran (8) was talking (9)had finished (10)did

(11)knew (12)had happened (13) had forgotten (14) took (15)had frozen Step 3 Function

Purpose: To get the Ss to know how to make deductions about the past through exercises.

1. Practice

Ask the students to finish the exercise about giving reasons on P17.

Suggested answers (Activity 1):

1(d) 2(c) 3(b) a 1 and 2 b 3

Suggested answers (Activity 2):

1 must

2 can’t

3 might

4 might

5 must

6 can’t

Suggested answers (Activity 3):

1 He might have learnt a kind of African language.

2 He must have met some important businesspeople.

3 He can’t have caught the train.

2. Conclusion

Group work Ask the Ss to read the exercises again and try to make a conclusion of the use of can’t have done,might have done and must have done

Suggested conclusion

We can use modal verbs can’t, might or must and have done to make deductions about the past. We use can’t have done to show our deductions about something impossible in the past, and use might have done or must have done to show our deductions about something possible in the past.

can’t have done and must have done show that the speaker is certain about something, and might have done refers to a possibility in the past.

Step 4 Homework

1. Grammar on Workbook P73.

2. Review the new words and phrases that we have learnt.

Period 5 Listening and Speaking, Everyday English,

Reading and Writing

Teaching Goals:

1. To develop Ss’ listening ability.

2. To review some useful everyday English.

3. To develop Ss’ writing ability.

4. Enable the students to be prepared for the interview in the future.

Teaching Procedures:

Step 1 Leading-in

Purpose: To arouse Ss’ interest in listening.

Get Ss to watch a presentation about an interview. And ask some questions, such as: What are they doing? How many questions do the interviewers ask and how does the interviewee answer their questions?

Step 2 Listening

Purpose:To develop Ss’ listening ability and study some useful everyday English.

1. Pre-listening

Ask Ss to read through the questions, make sure they understand the questions and then ask them to guess what the listening material is about.

Suggested answers:

It’s about a person who is applying for a job.

Then write a question Claire could ask the manager.

2. While-listening

Listen to Part 1of the interview and answer the question in Activity 1.

Suggested answers:

Claire is applying for a temporary position.

Listen to Part 2of the interview and check whether Claire asked your question.

Ask the Ss to answer any questions they can in Activity 3 and 4. Listen to the tape again, and check the answers.

Suggested answers (Activity 3):

(1)19 (2) French and Business Studies (3) French and Italian (4)1200

(5)08:30 to 18:00 (6) Monday to Saturday (7) the first of July (8)3

Suggested answers (Activity 4):

1 M

2 M

3 M

4 M

5 C

6 C

7 C 8C

3. Post-listening

Ask the students to finish the Everyday English individually and then check the answers and give some explanation.

Suggested answers:

(1)b (2) a (3) b (4) a (5) a

Explanation

（1）nightmare n.梦魇, 恶梦, 可怕的事物

（2）somehow adv.设法，想办法，想个方法；不知道怎样，不晓得什么缘故。

I must get it finished somehow. 我总得想办法把它做完才行。