北师大版高中英语必修五Unit14Lesson4JobTrends教案
Unit 14 Lesson 4 Job Trends
I.Teaching objectives：
In this 45-min. lesson, the Ss are expected to
1. have a clear idea of the text.
2. use the reading strategies to deal with the texts with sentence gaps.
3. use the reading strategies to o get the main idea and identify accurate information.
II.Teaching important and difficult points：
In this 45-min. lesson, the Ss are able to
1.follow each reading step to find the right answers for the each gaps
e skimming and scanning to find the main idea and specific information of the text.
3.summarize the main idea of each paragraph and structure of the text..
III.Teaching method:Task-based teaching method.
IV.Teaching aid: The multimedia
【课前自主预习】
I.Predict some of the job areas that will disappear in the future.
II. Preview the key words and phrases.
Task one: V ocabulary and Phrases
1) Words to understand (English-Chinese)
1 .___________ n.判断
2 .___________ v减少
3 .___________ v嫉妒，羡慕
4 .___________ v反应，回复
5 .____________ adj 灵活的
6 .division______________
7 .comfort______________
8 .operate _____________
9. boom _____________
10 .panic _____________
2). Find words in the text with the following meanings.
1. keep______________ 赶得上，和…保持联系
2. pay_____________ 注意，重视
3. work___________ 解决，算出制定出
4. ____________doubt__________ 毫无疑问
5. __________place 发生，举行
6. ___________ force动力
7. ______ all首先；尤其
8. according _________ 按照，据…说
9. a ____________ of 各种各样的
10. have an _______________ 在…方面有优势
【课堂进行时】
I. While-Reading
Task Two
(I) Read the text quickly and get the main idea of the text.
What is the main idea of the text?
A.Changes in the future.
B.The work in the future.
C.The future job trends and ways of working.
D.The features of work.
Answer:c
Task Three
(II) Read the text carefully and choose the right topic for each paragraph.
Task There --Find the right topic for each paragraph.
Changes in job ideas Changes in companies
Benefits that the new technology brings to us Improve language skills—English Improve computer skills Changes in job areas
Boom in IT The prediction of Future Shock Improve communication skills Dealing with changes
Task Four
(III) Fill in the blanks with right answers according to the text.
Task Five
(IV) Figure out the structure of the text.
II. Post-Reading
(I) Summary:.
Task Six
(II)Free talk.
Try to describe the features(特点) of the jobs you want to find in the future with the help of the words and phrase provided.
What do you want to do in the future?
Useful V ocabulary: well-paid, creative, steady, interesting, comfortable, fit, safe….
Linking:
1. Example: such as, for example, especially
2. Reason: because, as, since, due to, because of
3. Addition: also, as well as, too, in addition, besides, not only… but also
III. Homework
1.Underline the difficult sentences and key phrases in the text.
2.学英语报第13期七选五。
Unit 14 Careers Lesson 4 Job Trends 教学设计1-优质公开课-北师大必修5精品
Unit 14 CareersLesson 4 Job Trend 教学设计ObjectivesTo practise matching sentences with sentence gaps in a text.To practise vocabulary related to work and jobs.To practise collocations (verb + noun, verb + adverb, verb+ adjective).Possible problemsIf students read at sentence level rather than at discourselevel, i.e. connecting sentences within a paragraph, they may find difficulty fitting in the missing sentences. Students may have problems with collocations of words.Teaching pointsThe article describing future work trends is based on Future Shock, a book by Alvin Toffler, a social psychologist. His book analysed the effects of rapid technological change on the individual, the family and society.Quote: Katherine Whitehorn was a popular British journalist and writer in the 1970s/80s.Routes through the materialIf you are short of time, set Exercise 7 for homework and omit Exercise 5.If you have time, do the Option activity.If you have two periods for this lessons, a suitable naturalbreak is after Exercise 5.ReadingBefore you startExercise 1Job areas: agriculture, coal mining, information technology,the media, professional services, shipbuilding, steelSkills: communication skills, computer skills, driving,language skills, organizational ability, typingQualities: co-operation, creativity, cultural awareness,flexibility, initiative, motivationRead through the Key Words with the class. Elicit specific examples of “organisational ability” (e.g. planningyour work, organising a meeting) and “communication skills” (e.g. on the telephone, in meetings).Students then discuss the questions in pairs and make notes of their ideas.The pairs then exchange views as a class.Read to learnExercise 2Read through the strategies with the class. Follow the stages reading the first two paragraphs and sentences a-f to show students how to find a sentence that matches the gap.Students work individually, following the stages in theReading Strategies and fitting the sentences into the gaps.Students compare answers in pairs before checking answers as a class.Answers1 d2 a3 b4 f5 e6 cExercise 3Students read the article again and make notes of theanswers.Students work in pairs comparing their answers.Suggested Answers1 The speed of change that affects people’s lives and work.2 business and professional services, the media, information technology,biosciences3 People will have different contracts, not work for one company.4 They will be organised more democratically.5 communication skills, computer skills, working with people from different cultures6 You can live where you want, continue your studies and have a lot more free time.Students discuss whether they agree with the predictions in the text. Do they think people will have more free time? Will agriculture continue to decline? What will happen if it does?Exercise 4Read the example prediction with the class and compare the wording with the original wording in the text. Elicit another prediction from the students and have them use their own words to express the idea.Students work individually, writing down some of the predictions in the text in their own words.Students then work in pairs reading each other’s predictions.Some of the students then read their predictions to the class.Exercise 5In pairs, students discuss what they can do to improve their future career prospects. Encourage students to talk about a specific career if they know what they want to do and to talk more generally if they have not yet decided what they want to do.Some of the students then report their ideas to the class.V ocabulary: CollocationsExercise 6Students work in pairs, classifying the words and puttingthem in the correct column in the table.Answersverb + noun: have a free time, pay attention, take a deep breathverb + adverb: do badly, react quickly, rise dramaticallyverb + adjective: become self-employed, feel comfortable, find (something) difficultExercise 7Students do the exercise individually. Ask them to pay attention to the verb tense.Check student s’ answers by having them read out the sentences.Answers1 feel comfortable2 rose dramatically3 have free time4 become self-employed5 react quickly6 find / difficult / do badlyExercise 8Students work in pairs completing their vocabulary networks with the words in the list.Check students’ answers by having them read out the four verb collocations for each verb.1 an exam2 somebody a favor3 your homework4 your best5 an excuse6 a mistake7 money8 a suggestion 9 my own business10 an accident 11 a career12 a good time 13 bored 14 home15 married 16 a promotionExercise 9Give students time to work out some sentences about themselves using the collocations from Exercise 8. Students then work in pairs saying sentences about themselves. Some of the students say their sentences to the class.QUOTE …UNQUOTERead the quote with the class and ask students to describe an ideal job for them which they like doing and are paid to do.PracticeWrite these sentences on the board, leaving a gap between the two sentences:Frank had worked as a shipbuilder since he left school.Because of this, he lost his job.Carol was surprised when the Careers Adviser asked her if she liked animals.She hadn’t thought of doing that before.In pairs, students discuss and write the missing sentence(s).Tell them they can write more than one sentence in each text if they want to.The pairs then read out their texts to the class.Extension and homeworkBesides the job trends described in the text, will there be any other changes in the job areas? Ask students to use their knowledge and imagination to predict other changes that are likely to take place in the workplace in 20 years. They can either discuss in groups or as a whole class.。
【公开课教案】北师大必修五unit14careerslesson4jobtrends
Unit 14 CareersJob Trends一、教学目标1. guess the meaning of the new words by reading2. find out the general idea of this passage3. learn about the changes of jobs in the future and relative requirements in need and increase their awareness of career planning二、重点难点教学重点：guess the meaning of the new words by readingfind out the general idea of this passage教学难点：learn about the changes of jobs in the future and relative requirements in need and increase their awareness of career planning三、教学过程1warming upFree talk:Talk about the students' dream jobs and their parents' jobs.2readingSkimming1. The teacher reads the passage and the students tell the meaning of the new words by referring to [My dictionary].2. The students read the passage again and find out the general idea of the passage.3Scanning1. Read the passage carefully and fill in the form.2. Group work (Some more tasks for better understanding of the passage.)(1) T/F(2) Answer the questions(3) Divide the passage into 3 parts.4Consolidationmean?1. Discussion:What does the title “Survival of the Fittest”2. One paragraph is missing from the passage. Where does it belong to?5HomeworkWrite a short passage with the title “My future job”四、课堂小结During this class we try to guess the meaning of the new words andmore, wefind out the general idea of the passage by reading. What’ｓlearnt about the changes of jobs in the future and relative requirements in need and increased our awareness of career planning。
高中英语 Unit 14 Careers 14.4 Lesson 4 Job Trends名师课件 北师大版必修5
1234
归纳:decrease既可用作不及物动词,又可用作及物动词。它与不同 的介词搭配表示不同的含义,decrease to表示“减少到(数 目)”,decrease by表示“减少了(数目)”。
1)阅读下面的句子,体会黑体词的词性及含义 Half of the companies in the survey reported a decrease in sales. 在调查中,有一半的公司表示销售额(量)下降。 词性:名词 含义:下降;减少
1234
2)辨析:decrease和reduce The population in some European countries began to decrease. 有些欧洲国家的人口开始减少。 The driver reduced the driving speed.司机减慢了车速。 归纳:decrease 指“渐渐地减少”;reduce指“人为地减少、降低”,强调 在大小、程度或强度方面下降或减少。 3)反义词:increase v.& n. 增加,加大 If their marketing plans succeed,they will increase their sales by 20 percent. 如果他们的营销计划能够成功,他们将提高20%的销售量。
4.The whole nation is in a state of fear following the attacks. panic
一二三四五六
5.She could see that all the other girls were green with jealousy. envy
6.No wonder you didn’t make any effort to ask us,you know what we’d have said. bother
高中英语 Unit 14 Careers Lesson 4 Job Trends课件 北师大版必修5
4. How will companies change?
Companies will operate in different ways. 5. people will need ______ _______skills and_____________. (personal qualities)
Have you ever wondered how it survives? Let’s enjoy an advertisement from Microsoft Corporation.
Lead in two
Discussion
What job area do you want to commit yourself to in the future? Choose one from the following.
not…but… 不是…而是… +并列的名词/形容词/副词/介宾短语/分词/ 句子。
e.g. Not he but his younger brother is to blame. 该受责备的是他弟弟而不是他。 The meal is not for one, but for many to enjoy. 这顿饭不是为了一个人，而是供大家享用的。
People will move around to do different jobs, ___________ rather than moving up in the company as before. New technology is the driving force behind these rapid changes, so don’t get __________. left behind Work with more than one program ______ in case you have to use them at work, and try to read about new technology.
高中英语Unit 14 Lesson 4 Job Trends教案 北师大版 必修5
unit 14 lesson 4 Job TrendsTeaching aims1.learn the new words2.study the text: comprehension and language points3.vocabulary: to practise collocations.4.learn vocabulary related to work and jobsTeaching timeTwo periodsTeaching processStep 1 revisionDictationStep 2 new words studyStep 3 reading1.discussion: read through the Key Words with the class first. Then students discuss the questions in pairs and make notes of their ideas. The pairs then exchange views as a class.2.read through the reading strategies with the class3.listen to the text twice4.exercise 2 read the first two paragraphs and sentences a-f to show students how to find a sentence that matches the gap. Then students do by themselves. Check their answers5.read the text and ask them to answer the questions in exercise 3.6.exercise 4 read the example prediction with the class and compare the wording with the original wording in the text. Then students write down some of the predictions in the text in their own words.7.discuss what things the students can do to improve their future career prospects.Step 4 vocabulary: collocations1.exercise 6 let students classify these words from the text that often go together.2.exercise 7 ask some students to do on the blackboard step 5 homeworkexercise 8 on page 29。
高中英语Unit 14 Lesson 4 Job Trends课件2 北师大版 必修5
8 a suggestion 13 bored
12 a good time
get
14 home
15 married 16 a promotion
exercise 8 on page 29
Answers: 1 d 2 a 3 b 4 f 5e 6 c
Exercise 3 Read the article again and answer these questions
1.What is “future shock” and how does it affect people? 2.What are the job areas of the future? 3.How well careers change 4.How will companies change? 5.What skills and personal qualities will people need? 6.What personal benefits will the new situation bring?
1.I never really speaking in a foreign language.
2.If you look at the unemployment gifures,they in the 1980s.
3.We get so much homework that i don’t to relax.
become self-employed
4.I’d like to
one day and not work for a boss.
react quickly
5.Rally drivers have to
北师大版高中英语Unit14 Lesson4 Job Trends(说课稿)焦作十一中
Lesson4Job Trends（说课稿）一、学情分析1、本课授课对象为焦作市第十一中学重点班学生，多数学生学习主动性强，具有学习的目标性和积极思考的能力，并且学生对图片、录像或故事等还是比较感兴趣，好奇心强，通过千方百计调动学生的积极性，学生学习和使用英语的积极性会比较高。
2、通过模块1和模块2的学习，学生已经初步把握熟悉了以话题为主的单元构成，而且发展了相关话题的词汇和拓展话题的基本能力。
3、笔者授课班级已组成了合作学习小组，他们是按照同学的学科优劣、个性等搭配而成，平时经常进行小组活动，有合作基础和经验。
二、教材分析Lesson4Job Trends属于北京师范大学出版社出版的高中英语必修模块5 Unit14Careers。
这一版块主要介绍了人们从事的主要职业，人们要根据自己的个性和爱好选择适合自己的职业，以及如何通过恰当的语言和行为进行模拟的面试，提高学生的听说能力，同时让学生了解一旦开始做某项工作，就要追求在工作中取得成功，成功的秘诀是什么？在本单元的最后，也就是本课的内容，即通过向学生介绍当今工作领域的变化潮流以及顺应工作潮流而要求求职者必须掌握的技能和品质，通过本课的学习，是学生认识到危机意识，以及尽早准备，努力学习，掌握必要的技能和品质，从而是自己在未来的职场中立于不败之地，也就是“Survival of the Fittest”。
最后通过本单元的学习，可以帮助学生加深对当今社会职业情况及职业分类的理解，以及对当前就业形势的了解和社会对人才的基本要求的了解，初步了解求职的必备技能以及必备素质，以及在求职过程中用英语交流的技能，提高他们的跨语言交际能力以及应变能力三、教学理论新课程提倡学生自主学习，教师应从单纯注重知识传授转为关注学生的学习方式、学习愿望和学习能力的培养，要引导学生质疑、调查、探究，在实践中学习，富有个性地学习，为他们的终身发展打下良好的基础。
本节课力求体现新课程理念和英语教学的人文性。
北师大版高中高三英语必修5《Lesson4JobTr…》教案及教学反思
北师大版高中高三英语必修5《Lesson4JobTr…》教案及教学反思一、教学前的准备在进行《Lesson4JobTr…》教学前，教师应该做好以下准备工作：1.确定教学目标：教学目标应该明确、具体，能够反映出学生需要达到的知识、能力和态度方面的内容。
在这一单元中，教学目标应该包括以下方面：（1）能够理解和运用单元中的核心词汇；（2）能够理解并运用句型结构；（3）能够理解并掌握阅读文章的技能。
2.教材准备：教师应该精读本单元的教材内容，深入了解文本内容的意义、结构和重点，以便更好地指导学生的学习。
3.教学工具准备：教学工具应该简洁、实用，方便学生的使用。
在本单元的教学中，教学工具应该包括以下方面：（1）多媒体教学设备；（2）黑板、粉笔等传统教具；（3）课本、教辅书籍。
二、教学过程本节课的教学过程分为以下几个步骤：1. 词汇学习在这一部分中，教师应该重点讲解单元中重要的词汇，帮助学生掌握词汇的含义、用法和拼写。
同时，教师可以与学生一起进行词汇练习，帮助学生更好地记忆和掌握单词。
2. 句型学习在这一部分中，教师应该主要讲解单元中出现的重要句型，并通过实例帮助学生理解和运用句型。
在这一部分中，教师可以通过问答、演示和练习等多种方式，帮助学生熟悉和掌握句型的用法。
3. 阅读文章在这一部分中，教师应该帮助学生了解本单元的阅读文章内容，并通过多个环节帮助学生提高阅读技能。
一般来说，教师可以采用预览、阅读和复述等多种方式，帮助学生更好地理解阅读文章的意义和结构。
4. 拓展学习在这一部分中，教师可以通过讲解相关文化知识、提供学习资料和组织课外活动等多种方式，帮助学生拓展单元内容，并提高学生的文化素养和社会意识。
三、教学反思本节课的教学中，教师应该注重以下方面：1.教学目标的明确性和针对性：教学目标应该明确、具体，并且与学生需要达到的知识、能力和态度方面紧密相关。
在本节课中，教师应该将课程内容在教学目标中体现出来，以方便学生更好地理解和掌握课程内容。
北师大版高中英语必修五Unit 14 Lesson 4 Job Tre nds教学设计与反思
北师大版高中英语必修五Unit 14 Lesson 4 Job Tre nds教
学设计与反思
范李娜
【期刊名称】《英语教师》
【年(卷),期】2016(016)006
【摘要】本课例是一堂常规课,2016年3月17日上午第三节。
安徽省安庆市学科带头人张炼老师听课指导。
授课时长45分钟。
一、教学分析（一）教学内容分析本课出自北京师范大学出版社出版的高中英语必修模块五Unit 14 Careers,
【总页数】3页(P95-97)
【作者】范李娜
【作者单位】246000，安徽安庆，安徽省安庆市第七中学
【正文语种】中文
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Unit14CareersLesson4JobTrends教学设计1-优质公开课-北师大必修5精品
Unit14CareersLesson4JobTrends教学设计1-优质公开课-北师大必修5精品Unit 14 CareersLesson 4 Job Trend教课方案ObjectivesTo practise matching sentences with sentence gaps in a text.To practise vocabulary related to work and jobs.To practise collocations (verb + noun, verb + adverb, verb+ adjective).Possible problemsIf students read at sentence level rather than at discourselevel, i.e. connecting sentences within a paragraph, they may find difficulty fitting in the missing sentences.Students may have problems with collocations of words.Teaching pointsThe article describing future work trends is based on Future Shock, a book by Alvin Toffler, a social psychologist.His book analysed the effects of rapid technological change on the individual, the family and society.Quote: Katherine Whitehorn was a popular British journalist and writer in the 1970s/80s.Routes through the materialIf you are short of time, set Exercise 7 for homework and omit Exercise 5.If you have time, do the Option activity.If you have two periods for this lessons, a suitable naturalbreak is after Exercise 5.ReadingBefore you startUnit14CareersLesson4JobTrends教学设计1-优质公开课-北师大必修5精品Exercise 1Job areas: agriculture, coal mining, information technology,the media, professional services, shipbuilding, steelSkills: communication skills, computer skills, driving,language skills, organizational ability, typingQualities: co-operation, creativity, cultural awareness,flexibility, initiative, motivationReadthroughtheKeyWordswiththeclass.Elicitspecificexamplesof“ organisa bility ” (e.g.planningyour work,organising a meeting) and“ communication ski on the telephone, in meetings).Students then discuss the questions in pairs andmake notes of their ideas.The pairs then exchange views as a class.Read to learnExercise 2Read through the strategies with the class. Follow the stages reading the firsttwo paragraphs and sentences a-f toshow students how to find a sentence thatmatches the gap.Students work individually, following the stages in theReading Strategies and fitting the sentences into the gaps.Students compare answers in pairs before checking answers as a class.Answers1 d2 a3 b4 f5 e6 cExercise 3Students read the article again and make notes of theanswers.Students work in pairs comparing their answers.Suggested Answers1 The speed of change that affectspeople’ s lives and work.2 business and professional services, the media, informationtechnology,biosciences3 People will have different contracts, not work for one company.4 They will be organised more democratically.5 communication skills, computer skills, working with people fromdifferent cultures6 You can live where you want, continue your studies and have a lot more free time.Students discuss whether they agree with the predictions in the text. Do they think people will have more free time?Will agriculture continue to decline? What will happen if it does?Exercise 4Read the example prediction with the class and compare the wording withthe original wording in the text. Elicitanother prediction from the students and have them use their own words to express the idea.Students work individually, writing down some of the predictions in the textin their own words.Some of the students then read their predictions to the class.Exercise 5In pairs, students discuss what they can do to improve their future career prospects. Encourage students to talkabout a specific career if they know what they want to do and to talk more generally if they have not yet decidedwhat they want to do.Some of the students then report their ideas to the class.Vocabulary: CollocationsExercise 6Students work in pairs, classifying the words and puttingthem in the correct column in the table.Answersverb + noun: have a free time, pay attention, take a deep breathverb + adverb: do badly, react quickly, rise dramaticallyverb + adjective: become self-employed, feel comfortable, find (something) difficultExercise 7Students do the exercise individually. Ask them to pay attention to the verb tense.Check students’ answersavingbyh them read out the sentences.Answers1 feel comfortable2 rose dramatically3 have free time4 become self-employed5 react quickly6 find / difficult / do badlyExercise 8Students work in pairs completing their vocabulary networks with the wordsin the list.Check students ’ answers by having them read out the four verb collocations for each verb.1 an exam2 somebody a favor3 your homework4 your best5 an excuse6 a mistake7 money8 a suggestion 9 my own business10 an accident 11 a career15 married 16 a promotionExercise 9Give students time to work out some sentences about themselves using the collocations from Exercise 8.Students then work in pairs saying sentences about themselves. Some of the students say their sentences to theclass.QUOTE ⋯ UNQUOTERead the quote with the class and ask students to describe an ideal job for them which they like doing and are paidto do.PracticeWrite these sentences on the board, leaving a gap between the two sentences: Frank had worked as a shipbuilder since he left school.Because of this, he lost his job.Carol was surprised when the Careers Adviser asked her if she liked animals.She hadn ’ t thought of doing that before.In pairs, students discuss and write the missing sentence(s).Tell them they can write more than one sentence ineach text if they want to.The pairs then read out their texts to the class.Extension and homeworkBesides the job trends described in the text, will there be any other changesin the job areas? Ask students to usetheir knowledge and imagination to predict other changes that are likely to take place in the workplace in 20 years.They can either discuss in groups or as a whole class.。