北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》教案 3
Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Objectives:In this lesson, students will…discuss your dream jobs and analyze the reason behind(such as personality);read a questionnaire and make choices;give advice on your partners’ personalities and right jobs;learn words in the contexts;Teaching difficulties:discuss your dream jobs and find the reasons behindRead a questionaire and make choiceTeaching points:Give advice to your partners’ personalities and right jobsLearn words on different occasionsTeaching procedure：1.Warming upa)Flash memory test on jobs.b)What’s your dream job?doctor,nurse,teacher,journalist,designer; artist; manager, architect, carpenter, chemist, social worker; engineer, farmer, fireman, hotel, receptionist, lawyer, shop assistant, soldier, tour guide, typistc)Do you have anything special inside yourself to have such a job?（Ask students to choose 2 or 3 words in p22, exe 1 and fill in the work sheet）●I think I’m…helpful/patient/generous/reliable/organized/logical/careful/emotional/creative/flexible/strong/confident/motivated.●I feel I am good at…●In my opinion, I am a natural …2.Skimming (Optional)a)What’s the type of the article? A a letter B. an advertisement C. a questionnaire D aposteri. A questionnaire is a list of questions that a number of people are asked so thatinformation can be collected about something.b)What is the purpose of the article? –After doing this test, you can find out the right jobfor you.c)How many parts are there?d)Matching with the main idea of each part.Part 1 When your bus had an accident on a deserted road?Part 2 What would you do when your teacher asked your class to act out a play ina short time?Part 3 What would you do to help a friend to write a summary?Part 4 What would you do when your boss tells your team to repair an old pump?3.Word learning (Optional)1)Teach the words before reading: summary timetable aid guidance aid institute topic2)Teach the words after reading: take charge of ; pump; data; paragraph deer4. Read the questionnaire, make choices and exchange answers in pairs.5. Your desk mates will guess what personality you are and the right jobs for you. Then you are going to decide whether it suits you.6. (P22 exe 3) Check the answer key on page 91. Does the description fit your personality? Would you like to do the kind of jobs that the answer key suggests for you?Grammar1.(p22 exe 4) Find out such sentence patterns in the text! Look at the reported requests andorders from the questionnaire. What are people’s actual words? There is usually more than one option.a)She asks you to help her.b)Tell them not to worry.c)Tell everybody on the bus to put on more clothes…d)Your boss tells your team to repair an old pump…e)…your teacher asked your class to perform a short play…Is there anything in common in the five sentences above?Ask/tell sb to doa)“Help me please!”/ “Could you help me, please?”b)“Don’t worry, (please)”c)“Listen, everybody. Put on more clothes.”d)“I want you to repair an old pump near a river.”e)“Will you perform a short play for the school?”Compare the sentences in the two groups, what’s the difference between them?1)Pronouns: 人称代词第一、二人称（直）第三人称（间）（p23, 5）2)VerbsWhen we report people’s requests or orders we use the pattern:ask/ tell/ order somebody + _________When the order or request is negative, we use the pattern:ask/ tell/ order somebody+_________+ infinitive(See Page 92, Grammar Summary 3)2.Report these orders and requests. Use the beginnings provided.1)“Could you lend me a pen?” Peter asked me ________.2)“Don’t lose the receipt. It’s important.”The salesgirl instructed the shopper_________.3)“Check for errors, please.” The teacher ordered the class ________.4)“Can you give me a lift home?” Mary asked John _________________.5)“Don’t drink that liquid. I don’t think it’s water.”The boy advised the girl_______________.6)“Read the text and answer the comprehension questions.” The teacher told thestudents _________.3.Rewrite the sentences with “tell” (p23, 8)4.Report the advice. (p23, 9)nguage in Use (p 23.10)1)Advice from police officers:Two police officers are controlling a tourist area on a lake. Look at the signs in the picture and imagine what the senior officer will tell his partner to do when theysee these people.2)Rules at schoolAt the beginning of the semester, there are lots of new students in your school.You are supposed give a speech to introduce the rules of the school to the newstudents in a conference house.a)Write down the rules of your school●Go to school on time.●Greet teachers.●Be honest.●Persist in doing physical exercise.●Do not smoke.●Finish homework in time.●…b)Sample speechOur school advises us to go to school on time and greet teachers. Meanwhile, our school also tells us to be honest. The school orders us not to smoke as well.And the school tells us to persist in doing physical exercise and finish homework intime. At this very beginning of the new semester, I, as a senior schoolmate, adviseall of us to be a hard-working student and achieve something in future.6.Review the sentence pattern: AskTellOrderAdvise +sb+to doAllowForbidPermitexpectSs will summarize by themselves:V+sb+to do7.HomeworkWrite an article and your school rules。
高二英语Unit14 lesson1 Your choice课件 北师大必修5
2. You are working for an institute that gives aid to the poor in a small village. Your boss tells your team to repair an old pump near a river. What would you do?
6. “Read the text and answer the comprehension questions.” The teacher told the students to read the text and answer the comprehension questions.
The manager of an office is ill and, on the phone, gives her assistant instructions for the people in the office. Rewrite the instructions starting with Tell.
→ Will you perform a short play?
Complete the rule
When we report people’s requests or orders we use the pattern: ask /tell /order somebody + infinitive (to +verb)
1. Mrs. Smith must cancel my trip 2. to Paris.
Tell Mrs. Smith to cancel my trip to Paris. 2. John must move Peter’s desk to room 308.
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》教案 1
Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Aims:To practice reported requests and orders.To practice using personality vocabulary.Teaching difficulties:To practice reported requests and orders.To use reported speech to express others’ requests and orders.Teaching points:To know the words and phrases:architect, typist, farmer, doctor hotel receptionist, journalist (More : designer; artist; nurse, teacher) careful cheerful creative reliable confident generous helpful modest Motivated organised patient practical.(MORE：/logical /flexible/strong/ ) Teaching procedures:Ⅰ. Warming upT: First let’s read the words we learned just now. Now read together.S:T: Maybe you are sure that only you learn about yourself –know you best aren’t y ou?S:T: But somebody says it is difficult to say exactly our own characters, maybe others can see you more clearly. Now you prepare two piece of paper, on one piece of paper write down three adjectives from the Key Words that describe you best, on the other piece of paper you choose three adjectives to describe your partner, let’s begin.S: (students begin to write)T: Now compare your note with your partner.S: Students look at each other’s pieces of paperT: What are the results? (Ask some students to say out their notes: Which words do you choose from the key words to describe? What’s your partner’s opinion? At the same time ask the others in the class “What do you think of his opinion?)S:Ⅱ.readingT: No matter what a person’s character is, everybody’s good at something. Now do this personality test and find the right career for you. (first show the questions in slides and ask students to answer “What should you do in the situation” then give a), b) c) d), compare your ideas with the answers.) Which one do you choose?S:T: Read the key to the answers. Does the description fit your personality? Would you like to do the kind of jobs that the Key suggests for you?Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.Some students then share their ideas with the class.Ⅲ GrammarDo the exercise 4First give an example: She asks you to help her. Please imagine at that time what are the friend’s actual words? Let students know Reported Speech’s real meaning is “学舌”.Read the example sentences with the class and compare them with the reported speech (verb form, pronouns)Students then work in pairs, referring back to the questionnaire and doing the exercise.When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Do the exercise 5 and 6Help students to sum up the rule of reported speech and actual speechDo the exercise 7 and 8Do the first item with the class. Then have students work individually completing the exercise. Students compare their answers in pairs, before checking answers as a class in order to give students time to consider their probable questions.Encourage students to read out each pair of sentences voluntarily.Do the exercise 9First let students read the leaflet and give students time to do the exercise. When checking answers,tell students that different verbs are acceptable as the reporting verb.Ⅳ. Language in UseDo the exercise 10Ask students to read the topic request and the example. Then follow this pattern in the rest the exercise, giving an order, then giving a reason for it.Do the exercise voluntarily. Accept different reasons for the instruction in each situation.Ⅴ. HomeworkTurn to page 33.Read the passages ideal jobs. Talk about your favorite job.。
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》课件 Language Ponits 2
考点6 rather than而不是 listen rather than speak — learn as much
教材 as possible about your job and the company 与其多说不如聆听——尽可能多地了解你的工
原句 作和公司的情况
He rather than you is wrong. 是他而不是你错了。 You rather than Tom are to blame. 应受到责备的是你而不是汤姆。 I'd like to go to school on foot rather than by bike. 我愿意步行去上学，而不是骑自行车去。
[关键一点] rather than连接句子的主语部分时，谓语动词的数与 rather than前面的名词或代词在人称与数上保持一致。 [归纳拓展]
prefer to do ...rather than do ... ＝would do ...rather than do ... ＝would rather do ...than do ...
[辨析比较]income, pay, salary, wage
income 指经常得到的“收入”，可以是工作的薪水 指定时领取的“报酬，工资”，有时特指军队服役人员
pay 的军饷 通常指按月发、付给脑力劳动者或经过培训、学习有
salary 关专门知识或技能的人的“薪水”
指付给体力劳动者的工资，通常以劳动时间、熟练程 wage 度、定额多少来计算，一般按天或周支付，常用复数
quarrel with sb. about/over sth. 与某人争吵某事
She quarrelled with her sister over their father's will. 她和妹妹因为父亲的遗嘱起了争执。 We're not going to quarrel about a few dollars. 我们不想为了几美元而吵架。 I had a quarrel with my boss the other day. 那天我和老板吵了起来。
北师大版高中英语必修5 Unit14 Lesson1_名师课件
·Help her after school.
Method ·Give her a model paragraph. ·Suggest ways.
·Tell her to make a (2)_______
Task 2
Work for an institute that gives (3) _____ to the poor in a small village.
Unit 14 Lesson 1 Your Choice– Everyone’s good at sth.
Cooperation(合作释疑)
Share Ideas
Preview Puzzles(预习困惑)
潘一雯 张瑞强等8位同学 困惑：chart,table,graph,form分不太清楚 张浩 韦乐鑫 等 in charge of与in the charge of的具体区别是什么？ 张凯凯 aid和help，assist可不可以互换？ 彭乐静 疑惑：error是经常用作电子设备损坏或发生错误吗" 王嘉莹 困惑：中国力学研究院的CAS是什么意思，是Chinese啥啥 李嘉庚 stuck on 没有完全理解
Homework
1. Exercises 6,7 and 8 on P23. 2. Finstitute n.
中科院化学研究所 中国社科院法学研 究所
3. liquid n.
4. line Help your members to learn their lines in a short play.
on line/online drop sb a line You just be quiet! You are way out of line.
北师大高中英语必修五Unit14lesson1Yourchoice课件
Whentheorderorrequestisnegative,weuse thepattern: ask/tell/ordersomebody++ not infinitive(toverb)
3.“Checkforerrors,Please.” Theteacherorderedtheclass
Themanagerofanofficeisilland, onthephone,givesherassistantinstru ctionsforthepeopleintheoffice.Rewri tetheinstructionsstartingwithTell.
1.Mrs.Smithmustcancelmytrip toParis.
1.Tellthemannottousedrinking water;theseawateristoosalt.
2.Telltheboysnottoleavethe emptycansonthegrassor throwinthelake.
3.Tellthemannottogocamping here;tonightahurricaneis likelytocome.
→Iwantyoutorepairanoldpump. 5.Yourteacheraskedyourclassto performashortplay.
→Willyouperformashortplay?
Completetherule
Whenwereportpeople’srequestsoror dersweusethepattern:
losecontrolof失去控制
高中英语Unit14lesson1Yourchoice课件
2. You are working for an institute that gives aid to the poor in a small village. Your boss tells your team to repair an old pump near a river. What would you do?
3. You are on a school trip and the coach has an accident when a deer runs across the road. No one is hurt, but you are stuck on a forest road with no traffic. It is getting dark and it has started to snow. What would you do?
Everybody’s good at something
Do this personality test and find the right career for you?
Read the text and think over A, B, C and D. Which one would you like?
4. Last week your teacher asked your class to perform a short play for the school. So far, nothing has been done and there are only ten days before the performance. What would you do?
If most of your answers were:
北师大版高二英语必修五课件：unit14Lesson1YourChoice
If your answers were mixed, you are probably suited to a job in which you can use your different skills and abilities. For example, as manager of a computer company you would use your practical abilities (b) and leadership abilities (d).
put on more clothes. → “Listen everybody. Put on more
clothes.”
4. Your boss tells your team to repair an old pump. → I want you to repair an old pump.
b: You are reliable/organized/ logical/ careful You are good at practical things. You are a good person to work with figures, computers, machines, plants or animals.
5. Your teacher asked your class to perform a short play.
→ Will you perform a short play?
Complete the rule
When we report people’s requests or orders we use the pattern:
Look at the reported requests and orders from the questionnaire. What are people’s actual words? There is uaually more than one option.
北师大高中英语必修五14-1Lesson1YourChoice
应用 3.完成句子 (1)他对一天的事做了简要报告。 He__________________________oftheday’sevents. (2)政府即刻采取行动救济地震灾民。 Thegovernment_________________________toaidtheearthquakevicti ms. 答案： (1)gaveasummaryreport (2)tooksummaryaction
Lawyerschargehigherfeesthandoctors.(教材P21) 律师收取比医生更高的费用。 归纳 chargevt.收费，要价；n.费用，负责 chargesb.for(doing)sth.因(做)某事向某人索价/要价 Howmuchdoyouchargeforyoureggs? 你的鸡蛋卖多少钱？ Therestaurantchargedus$40forthewine. 饭店收了我们40美元的酒水钱。
6．接管，控制________________
7．迄今为止________________
8．交朋友________________ 9．尽可能多地________________ 10．与其……毋宁________________ 答案： 1.puton 2.ontime 3.suchas 4.setanexample 5．keepcalm 6.takechargeof 7.sofar 8.makefriends 9.asmany/muchaspossible 10.ratherthan
拓展 charge的相关短语： chargesb.withsth.指控某人干某事 sb.bechargedwithsth.被某人指控干某事 inthechargeof...在……掌管之下 freeofcharge免费 takechargeof负责；主管 inchargeof负责；主管 Deliveryisfreeofcharge.免费送货。 Hetookchargeofthefarmafterhisfather’sdeath. 父亲去世后他掌管了农场。 Hewaschargedwithmurder.他被指控犯有谋杀罪。
北师大版高中英语必修五Unit 14《Lesson 1 Your Choice》课件 Language Ponits 1
工具
必修5 Unit 14 Careers
栏目导引
(4)have on穿着，指状态，没有进行时。 (5)be in穿着，指状态，宾语既可以是衣服、帽子，也可以是颜色。 此外，还可以用pull on表示“随便穿上袜子、戴上手套等”，用 throw on表示“匆匆穿上”，指动作。
工具
必修5 Unit 14 Careers
工具
必修5 Unit 14 Careers
栏目导引
Help her after school.Tell her to phone you if she needs any more guidance.(教材P22)放学后帮助她，并告诉她如果需要更多指导可以给你 打电话。
归纳 guidance n. [U]指导，引导，领导 under one’s guidance/the guidance of sb.在某人的指导下 ①Under his guidance，we finished the work smoothly. 在他的指导下，我们顺利地完成了工作。 ②We would appreciate guidance from an expert in this field. 我们将欢迎该领域专家的指导。
栏目导引
So far，nothing has been done and there are only ten days until the performance.(教材P22)
到目前为止没有采取一点措施，并且离演出只有十天时间了。 归纳 与far有关的搭配： so far意思是“直到现在，到目前为止”，表示对某一点(程度、距 离)到此为止，常和现在完成时连用。 I have built 3 houses so far.到目前为止我已经盖了三座房子了。 So far the search for the missing boy has been fruitless. 到目前为止，还没找到那个失踪的男孩。
2019-2020年高中英语Unit14lesson1YourChoice教学指导北师大版必修5
2019-2020年高中英语Unit14lesson1YourChoice教学指导北师大版必修5 Objectives■To practise reported requests and orders.■To practise using personality vocabulary.Resources usedGrammar Summary 3.Possible problemsThere may be three problems for students when reporting what has been said: they may have problems with the question form, the backshifting of the verbs and the changing of pronouns in some cases.BackgroundThe job questionnaire is based on psychological analysis of different character types: A: People good at dealing with other people (helpful, patient,generous). Ideal jobs are doctor, nurse, teacher, and social worker.B: Practical people (reliable, organised, logical, careful). Ideal jobs are accountancy, puters, machines, working with plants or animals.C: Creative people (emotional, creative, flexible). Ideal jobs are journalist, designer, artist, writer.D: Dynamic people (strong, confident, motivated). Ideal jobs are directors, leaders, managers.Routes through the materialIf you are short of time, set Exercise 7 for homework and omit Exercise 10.If you have time, do the Options activities.If you have two periods for this lesson, a suitable natural break is after Exercise 6. ReadingBefore you startExercise 1careful, creative, reliable, confident, emotional, flexible, generous,helpful, logical, motivated, organised, patient■Read the Key Words with the class. Students then choose three adjectives to describe themselves.■Students tell their partners their adjectives and see if their partner agrees that these words describe them.Read to learnExercise 2■Working individually, students read the questionnaire and decide what they would do in the situations.■Students read the key to the questionnaire on page 91 and decide if the description fits their personality and if they would like to do the suggested jobs.■Students work in pairs paring their results of the test and exchanging ideas about the description of personalities and suggested jobs.■Some students then share their ideas with the class.Language Power: the Word Corner on page 67 practisesV ocabulary (jobs and qualities)GrammarREPORTED SPEECH (I)Exercise 4■Read the first section of the questionnaire with the class (“A friend is having a problem …”). Draw students’ attention to the reported request which is the first item in the exercise.■Read the example sentences with the class and pare them with the reported speech (verb forms, pronouns).■Students then work in pairs, referring back to the questionnaire and doing the exercise.■When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Suggested answers2 Don’t worry! / Don’t worry, please.3 Listen everybody. Don’t panic.4 I want you to repair an old bridge.5 Will you perform a short play?Exercise 5■Ask students to read aloud people’s actual words and the corresponding reported requests to see how the pronouns change.Exercise 6■Students work in pairs, referring back to the text and pleting the table.Answersask/tell/order somebody + infinitive (to + verb)ask/tell/order somebody + not + infinitive (to + verb)■Refer students to Grammar Summary 3 to study at home.■Do the first item with the class. Then have students work individually pleting the exercise.■Students pare their answers in pairs, before checking answers as a class. Draw students’ attention to the change of pronouns.Answers1 to lend him a pen2 not to park on the pavement (because it’s forbidden)3 to be quiet4 to give her a lift home/if he could give her a lift home5 not to dye her hair6 to read the text and answer the questionsExercise 8■Read the example item with the class.■Students then work in pairs, rewriting the instructions starting wi th “Tell”.■Check answers by having students read out each pair of sentences.Answers2 Tell John to move Peter’s desk to room 308.3 Tell him not to start redecorating the office before the end of the month.4 Tell him he has to pick up Mr Jensen from the airport on the 24th.5 Tell Mary not to send the contracts off before I e back.6 Tell her to prepare the information I need for my presentation.Exercise 9■Read the example sentence with the class. Draw students’attention to the use of the pronoun “them” (not “me”/ “him”/“her”) and tell students to use “they”/ “them” in the rest of the exercise.■As a whole class, students work through the leaflet, reporting each piece of advice.■When checking answers, tell students that different verbs are acceptable as the reporting verb.AnswersThe leaflet tells people to be kind and co-operative/not to share very personal information/not to try and make friends with the boss/to listenrather than speak and learn as much as possible about the job and the pany/to work hard and not spend too much time chatting or resting/to keep their desk tidy at all times/not to argue with anyone.Exercise 10■Read the example sentence with the class and point out that a reason for the instruction is given. Ask students to follow this pattern in the rest of the exercise, giving an order, then giving a reason for it.■Students work in pairs discussing what the senior officer will tell his partner to do in each situation.■Check answers as a class. Accept different reasons for the instruction in each situation.Suggested Answers2 Tell the boy not to drink the lake water; it’s polluted.3 Tell the boys not to leave their empty cans on the grass or throw them in the lake; it’s dangerous to do that.4 Tell the couple not to put up a tent; it’s forbidden to camp here.5 Tell the girl not to swim here; it’s very deep.6 Tell the couple not to light a bonfire; the grass is dry and they couldExtensionStudents form groups of four. Each student thinks of advice or requests that they would like to give to each of the other group members. They then work in groups, taking turns to receive the advice or requests from the others. When they all finish, students work individually, recalling the advice and requests they have received and writing them down in the reported speech, e.g. Li Ling asked me to lend her some money. Students then work in groups again, taking turns to read out their sentences.2019-2020年高中英语Unit14Lesson2Interviews教案北师大版必修5 Teaching aims1.words and phrases：2.vocabulary: phrasal verbs3.listening:to practise listening and taking notes4.speaking: to practise asking polite questionsTeaching timeTwo periods(两课时连堂)Teaching processStep 1 RevisionReview the new words of last lesson1.Exercise 1 Look at the advice for job interviews. Use a dictionary to check the meaning of the phrasal verbs.a)asking students to read the advice first and figure out the meaning of the phrasal verbs.b)look at the items already in the “DO/DON’T” box. Students work in pairs putting the sentences into the correct boxes. Then check their answers.2.exercise 2 plete Mandy’s account of an interview with verbs from Exercise 1.a) Ask 11 students to do on the blackboard and then check their answers.b)as a class, students discuss whether they think Mandy got the job, and if not, why not. What should she have done differently?Listen to learn3.exercise 3 listen to the interview for holiday job and plete the chart.Play the cassette twice or more and students plete the chart in pairs and then check their answers4.exercise 4. play the tape again for students to take down the questions the interviewer has asked. Check answers as a class.5.exercise 5.students discuss whether they think Oliver got the job and give their reasons.6.exercise 6. read through the words with the class first. Ask students to plete the Function File. Then check their answers.step 3 Speaking1.exercise 7 divide the class into pairs and have one student in each pair play the role of the interviewer and the other student take the role of the interviewee. students work individually reading their role cards and preparing for the interview.2.exercise 8 student look at the expressions in the Function File and then work in pairs acting out the interview.3.exercise 9 some of the pairs act out their interviews in the class for the class to decide whether the interviewees got the job.step 4 Pronunciation1.exercise 10 listen to people asking the interviewer to repeat or explain something. Which of them are polite and which are not?Students listen to the cassette and decide if the speaker is polite or not.2.exercise 11 students listen and repeat the polite questions.step 5 Listening1.listening strategies: note-taking2.exercise 12 listen to the tape and take notes about salaries in the four European countries.3.exercise 13 in pairs, use your notes to tell each other the information you found out. step 5 HomeworkExercise 3 in page 68。