unit 5

Unit 5

Section one (2 periods)

Text A The Job Search

1. Teaching aims:

(1) let students know about the process of getting a job

(2) expand the vocabulary

2. Teaching content:

(1) the process of getting a job

(2) reading skills

3. Important and difficult points:

(1) understand text A

(2) improve the reading skill

4. Teaching methods:

Communicative and task-based teaching methods

5. Teaching process:

Step 1: Warm-up questions

(1)When you look for a job, what is the most important thing you are after?

(2)What preparations will you make for a coming interview?

Step 2: Ask student to read text A and find out the following information

(1)How many stages do the process of getting a job include? What are they?

(2)What sources are available if you want to investigate for information on employers in your career field?

(3)What is resume and cover letter?

(4)What are the general points to remember about writing resumes and cover letters?

Step 3: Explain text A—new words and phrases

Qualification 资历，资格

Duplicate 复制

Flawless 无暇的

Inventory 存货清单

Job opening 职位空缺

Want ad 招聘广告

Step 4: ask students to finish the exercises and check answers

Step 5: How to write resume ?

Resume

Name

Address

Tel.

OBJECTIVE

EDUCA TION

JOB EXPERIENCE

Step 6: ask students to preview text B and role-play it

Section two (2 periods)

Text B Women Need Not Apply

1. Teaching aims:

(1) let students know how to act in a job interview

(2) expand the vocabulary

2. Teaching content:

(1) the reading skills

(2) the most frequently asked questions in a job interview

3. Important and difficult points:

(1) practice the reading skills

4. Teaching methods:

Communicative and task-based teaching methods

5. Teaching process:

Step 1: warm-up questions

(1)What are the questions most likely to be asked in a job interview?

(2)How should you respond?

Step 2: Ask students to read the passage quickly and answer the question

?How many questions did Mr. Ripper ask?

?How did Ms. Johnson respond to each question?

?Find out the adv. and adj. used to describe Mr. Ripper.

?What a person do you think Mr. Ripper is?

Step 3: Ask students to role-play text B.

Step 4: Explanation of text B and ask students to finish the exercise

Step 5: Equal Rights For Women---- Famous Speech by Shirley Chisholm

Mr.Speaker, when a young woman graduates from college and starts looking for a job, she is likely to have a frustrating and even demeaning experience ahead of her. If she walks into an office for an interview, the first question she will be asked is, "Do you type?''

There is a calculated system of prejudice that lies unspoken behind that question. Why is it acceptable for women to be secretaries, librarians, and teachers, but totally unacceptable for them to be managers, administrators, doctors, lawyers, and Members of Congress.

The unspoken assumption is that women are different. They do not have executive ability orderly minds, stability, leadership skills, and they are too emotional.

It has been observed before, that society for a long time, discriminated against another minority, the blacks, on the same basis - that they were different and inferior. The happy little homemaker and the contented "old darkey" on the plantation were both produced by prejudice.

As a black person, I am no stranger to race prejudice. But the truth is that in the political world I have been far oftener discriminated against because I am a woman than because I am black.

Prejudice against blacks is becoming unacceptable although it will take years to eliminate it. But it is doomed because, slowly, white America is beginning to admit that it exists. Prejudice against women is still acceptable. There is very little understanding yet of the immorality involved in double pay scales and the classification of most of the better jobs as "for men only."

More than half of the population of the United States is female. But women occupy only 2 percent of the managerial positions. They have not even reached the level of tokenism yet No women sit on the AFL-CIO council or Supreme Court There have been only two women who have held Cabinet rank, and at present there are none. Only two women now hold ambassadorial rank in the diplomatic corps. In Congress, we are down to one Senator and 10 Representatives.

Considering that there are about 3 1/2 million more women in the United States than men, this situation is outrageous.

It is true that part of the problem has been that women have not been aggressive in demanding their rights. This was also true of the black population for many years. They submitted to oppression and even cooperated with it. Women have done the same thing. But now there is an awareness of this situation particularly among the younger segment of the population.

As in the field of equal rights for blacks, Spanish-Americans, the Indians, and other groups, laws will not change such deep-seated problems overnight But they can be used to provide protection for those who are most abused, and to begin the process of evolutionary change by compelling the insensitive majority to reexamine it's unconscious attitudes.

It is for this reason that I wish to introduce today a proposal that has been before every Congress for the last 40 years and that sooner or later must become part of the basic law of the land -- the equal rights amendment.

Let me note and try to refute two of the commonest arguments that are offered against this amendment. One is that women are already protected under the law and do not need legislation. Existing laws are not adequate to secure equal rights for women. Sufficient proof of this is the concentration of women in lower paying, menial, unrewarding jobs and their incredible scarcity in the upper level jobs. If women are already equal, why is it such an event whenever one happens to be elected to Congress?

It is obvious that discrimination exists. Women do not have the opportunities that men do. And women that do not conform to the system, who try to break with the accepted patterns, are stigmatized as ''odd'' and "unfeminine." The fact is that a woman who aspires to be chairman of the board, or a Member of the House, does so for exactly the same reasons as any man. Basically, these are that she thinks she can do the job and she wants to try.

A second argument often heard against the equal rights amendment is that is would eliminate legislation that many States and the Federal Government have enacted giving special protection to women and that it would throw the marriage and divorce laws into chaos.

As for the marriage laws, they are due for a sweeping reform, and an excellent beginning would be to wipe the existing ones off the books. Regarding special protection for working women, I cannot understand why it should be needed. Women need no protection that men do not need. What we need are laws to protect working people, to guarantee them fair pay, safe working conditions, protection against sickness and layoffs, and provision for dignified, comfortable retirement. Men and women need these things equally. That one sex needs protection more than the other is a male supremacist myth as ridiculous and unworthy of respect as the white supremacist myths that society is trying to cure itself of at this time.

Shirley Chisholm, 1924-2005, the first black woman elected to the U.S. congress.

Shirley Chisholm was very different from other members of Congress. She looked different. Her hair was a big cloud of curls. She wore very large eyeglasses. And she had dark skin.

She also spoke differently. She had developed a minor Caribbean accent while living with her grandmother in Barbados. Her voice was strong. She spoke with power. She said her greatest tool was her mouth. She was not afraid to say the things others would not say before Congress and the public.

Shirley Chisholm spoke strongly for the poor and for women. She worked for civil rights for African Americans. She opposed the Vietnam War. In nineteen sixty-nine she helped form the Congressional Black Caucus. She also was a member of the National Organization for Women. Miz Chisholm was an activist for people of color, including Native Americans and Spanish-speaking immigrants. She often spoke about cultural and social issues.

高中英语必修二unit5 music说课稿

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教师是课堂的主导者，而不是教学的主体。为了使学生学好这一课，教师要引导他们发现、尝试，使他们的思维处于一种主动状态，以达到最佳效果。 三、说教学目标 本教材的教学对象是三年级学生，三年级的小学生对英语有着浓厚的学习兴趣，学生对色彩有着较强的敏感程度，更容易引起学生的兴趣，这些都有利于新知识的教学，学生能在比较轻松的环境中学习新课内容。因此在教学过程中我努力做到在帮助学生巩固旧知识的同时，力求创设良好的英语环境，以灵活新颖的教学形式，调动学生的积极性，使学生主动参与英语知识的学习、操练与交际活动，注重培养学生语言交际能力和思维发展能力。所以我根据本节课的特点，制定了以下教学目标： 知识技能目标：1. 能听懂、会说Can I have……? You’re welcome! 过程与方法目标：创设情境，并在实际生活中学会运用句型，进行言语交际。 情感态度与价值观目标：培养学生珍惜食物的情感。 四、教学重点和难点 1. 重点：句型：能听懂、会说Can I have……? You’re welcome! 2. 难点：能听懂、会说Can I have……? You’re welcome!的实 际运用。 五、说教学过程

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课题Unit 5 Let’s celebrate!Comic strip-Welcome to the unit 课型新授课时 1 主备人执教人 一备内容二备内容 教材分析目 标 1. To know something about the important festivals both in China and in western countries 2. To talk about the favourite festivals 重 点 日常交际用语和生词的正确读音 难 点 能初步在情景中运用本课所学的互相询问节假日的交际用语。 主要 教学 方法 对话表演法头脑风暴法 预习安排1、Listen to the tape and try to read the dialogue 2、Underline the important points they think and fill in the blanks on P57 学 情 反 馈 当堂反馈安排在空白处填上本课所学的单词或词组 1. Today is Halloween. Hobo and Eddie are going to ___________ （庆祝）it. Eddie wants to ________________ (装扮成) as a ___________ （鬼）, but Hobo thinks that is not very ____________ （有趣的）. Then Hobo wants to dress up as _______________ (美猴王) 2.________ ____ （中秋节）is my favourite festival because all my family __________________________ （团聚）. We have a big dinner and eat _______________ （月饼）on that day, and then ______________ （赏月）. 3.Tommy likes __________________ （圣诞节）best because he can get lots of _____________________ （漂亮的礼物）at Christmas. 作业安排1、《课课练》第一课时 2、阅读训练 3、背诵P56~57对话

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Test for Unit 5 （时间：120分钟，满分：120分） 听力部分（25分） Ⅰ.听句子，选择与其意思相符的图片。(5分) ( )1. ( )2. ( )3. ( )4. ( )5. Ⅱ.听句子，选择最佳答语。(5分) ( )，I do. B．No，I won't. C．Yes，I was. ( ) B．Enjoy reading. C．Do some cooking. ( )，I can. B．This is Jenny ．I'm here. ( ) was taking a shower. B．In a library. C．Mary. ( ) same to you. B．You're ．I you. Ⅲ.听长对话，选择正确答案。(5分) 听第一段对话，回答第11－12小题。 ( ) happened at about 10：00 a． June 20th，2013 A．China was sending Shenzhou X. B．Shenzhou X was flying back to the earth. C．The astronaut was having class in Shenzhou X. ( ) was Li Lei doing at that time A．Studying for a test. B．Having his class. C．Watching TV. 听第二段对话，回答第13－15小题。 ( ) jumped into the river A．A young man. B．A driver. C．Rose. ( ) did the accident happen A．At 7：20 a．m. B．At 7：30 a．m. C．At 7：40 a．m. ( ) many people are mentioned (提及的) in the accident A．Two. B．Three. C．Four. Ⅳ.听短文，选择正确答案。(10分) ( ) was the speaker doing in the morning A．Cooking breakfast. B．Running. C．Reading. ( ) did the speaker usually go to work A．By car. B．By bike. C．By bus. ( ) was in the bike's basket (车筐) A．The bag. B．The umbrella. C．The book. ( ) did the speaker get to the bus stop again A．At 7：00. B．At 7：40. C．At 8：20.

人教高中英语选修六--Unit4-5词汇梳理(包含答案)

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人教版高一Unit5-Nelson-Mandela说课稿

Unit5 Nelson Mandela—a modern hero说课稿 各位老师： 大家好！我是XX号考生顾雨，来自河南财经政法大学成功学院。我今天所说的课题是高中一年级英语上册第5单元Nelson Mandela—a modern hero。我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。 一、教材分析 1.教材内容分析 今天我说课的内容是高一英语必修1第五单元Nelson Mandela—a modern hero.，本单元讨论的话题是“great people”介绍了几位伟人的生平和伟人身上的品质，主要内容是围绕当代英雄纳尔逊曼德拉展开的。通过学习本单元内容，学生学习伟大人物的优秀品质，不断提高自身的品格修养。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词,短语和句型。语法方面掌握语法方面掌握以where，when,why,介词+which，介词+whom引导的定语从句 2）能力目标： 训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： ①通过学习激发学生对英语学习的浓厚兴趣； ②使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。 ③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。 ②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。鼓励学生开口说英语。 二、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

unit5单元测试题

Unit 5 单元测试题 Ⅰ. 单项选择（每小题1分，共15分） 从各题后所给的A、B、C、D四个选项中选出最佳答案。 ( ) 1. —Will you have ________ party for your birthday? —Yes. And many of my friends will come to ________ party. A. a; a B. a; the C. the; a D. the; the ( ) 2. They will have a football match ________ the afternoon of October 11. A. on B. at C. of D. in ( ) 3. Can you help me ________ who is late for school again? A. look B. look for C. find D. find out ( ) 4. —Paul, what ________ your friend think of the Christmas party? —He likes it very much. A. are B. is C. does D. do ( ) 5. You can go to the cinema at the weekend ________ you like. A. and B. if C. but D. so ( ) 6. —________ do you always wear red clothes? —Because it’ s my favorite color. A. Who B. How C. Why D. Where ( ) 7. Look! They are ________ photos of Huaguo Mountain. A. making B. taking C. putting D. looking ( ) 8. Halloween is much fun ________ children. On that day, people make lanterns ________ pumpkins. A. for; out of B. for; out C. with; out of D. with; out ( ) 9. Some students in our class are playing in the playground, but ________ are reading books in the school library. A. other B. the other C. others D. the others ( ) 10.—Is Tom a good boy?

七年级英语unit5说课稿

Ladies and gentleman, good morning. My name is OuJiao. It’s my great pleasure to be here sharing my lesson with you. I have been ready to begin my representation with five parts: the analysis of teaching material(说教材), the teaching aims(说目标), the important and difficult points(说重难点), the studying methods(说教法), and the teaching procedures(说教学过程). Part1 The Analysis of the Teaching Material. The period is from Unit5 Seven B of Go For It. And this lesson is the reading part of this unit, which focused on the topic of animals, such a topic is easy to arouse the students’ interest. This part covers some key words and expressions and structures of this unit. The passage is about an animal---elephant. It talks about the elephants’ importance, abilities and the pre sent situation---they are in great danger. So this passage mainly tells our students that we should save the elephants. Part2 The Analysis of the Teaching Aims 1 Aims of Knowledge 1) To learn some key words and phrases: such as smart, interesting, friendly, favorite, flag, forget, save, symbol, get lost, cut down, be made of , be (in) great danger; 2) To master these following structures: They can/It can......; Why do you like......? Because.......; Where are they from......? 3) To grasp the mainly idea of this passage and can describe their favorite animals. 2 Aims of Abilities 1) To develop the students’ abilities of skimming for the main idea and scanning for the specific information of passage; 2) To train the students’ abilities of studying by th emselves and cooperating and set up effective studying strategies. 3 Aims of Emotion 1)To understand how to protect animals; 2)To realize that we should be friends with animals. Part3 The Analysis of Teaching importance and difficulties 1 Important Points: 1) To master the new words and phrases and some important structures; 2) To get an overall understanding of the whole passage 3) To develop the students’ reading skills: such as skimming, scanning, and summarizing. 2 Difficult Points 1) To enable the students to use the new words and phrases to express their favorite animals in the writing. Part3 The Analysis of Teaching Methods In this class, we may use audio-visual methods and task-based teaching