Unit 5 Language Your Career教案

Reading and Thinking: Working OutWhat You Want to DO

文本簡析

本單元閱讀文本向中學生推薦職業(yè)能力測試(CareerAptitude Test)，旨在建議學生利用職業(yè)傾向測試來發(fā)現(xiàn)自己更感興趣、更有潛力的學習或職業(yè)方向，并規(guī)劃自己的未來職業(yè)。

本文采用了建議性文本，全篇從職業(yè)生涯的重要意義講起，針對中學生對職業(yè)規(guī)劃比較迷茫的現(xiàn)狀，提出了職業(yè)傾向測試這一建議。全文共七段，其中第一段和第二段為第一部分，其余五段為第二部分。第一部分論述職業(yè)的重要性和職業(yè)生涯規(guī)劃的最佳時間是在校期間，第二部分提出解決職業(yè)選擇困惑可以通過完成職業(yè)能力測試，介紹了不同種類的職業(yè)傾向測試，結合圖表詳細說明其中一種操作步驟，并提醒職業(yè)建議也基于學歷和經(jīng)驗，最后一段概括論述，建議學生通過職業(yè)能力測試這一有效的工具，找到自己真正熱愛的事物。

在文本教學設計時，要幫助學生梳理有關職業(yè)的話題語言。閱讀策略層面，指導學生通過學習圖表和圖形，在有限的空間內獲取廣泛信息，如閱讀圖表標題，圖表上的標簽，X軸Y軸上的數(shù)據(jù)所指。通過解讀文本標題、尋找段落的內部結構、判斷作者寫作目的和態(tài)度，從文本結構、寫作技巧、建議性語言等幾個方面剖析文本寫作策略，提升讀寫能力。此外，通過本文的學習，引導學生去體驗職業(yè)能力測試，嘗試更好地了解自己，為今后的大學學習和將來的工作做出選擇。

第1課時

一、教學內容

理解全文，明確文本特點和結構，初步了解職業(yè)能力測試。

二、課時目標

1.圍繞今后職業(yè)話題，思考職業(yè)規(guī)劃的意義和途徑，激活背景知識和相關話題語言。

2.根據(jù)標題和圖表，預測文本的內容，運用略讀、歸納等策略，尋找段落主題句，梳理文本結構。

3.通過文本分析以及問題鏈的回答，細讀文本第一段到第五段，解讀圖表，深入了解職業(yè)測試的意義、內容和操作步驟，感受這篇建議性文本的特點。研讀文本中聯(lián)系實際，啟發(fā)學生思考職業(yè)規(guī)劃。

三、教學過程

Activity 1: Talking about the future career

本活動旨在落實課時目標1。

Q1: What do you want to do?

T: There are various kinds of jobs to choose from.Basically, here is a summary of the six job personality and work environment typesbased on Holland, that is RIASEC.

Q2: Is it essential that teenagers decide on a careerbefore they become adults? Why?

Q3: What are some of the ways that can help peopledecide which career is appropriate for them?

S: Turn to parents, teachers and elder family membersfor advice; surf the Internet; consult some experts.

【設計意圖】通過讓學生暢談自己今后的職業(yè)，了解工作性格，思考職業(yè)規(guī)劃的意義和途徑，激活相關話題語言，如：work personality types, Realistic, Investigative,Artistic, Sociable, Enterprising, Conventional等，以及常見職業(yè)的表達，如estate agent, accountant, surgeon等(此環(huán)節(jié)也為完成課后作業(yè)掃除障礙)，自然進入職業(yè)規(guī)劃的主題語境。

Activity 2:Predicting the content of the passage

本活動旨在落實課時目標2。

Students look at the title of the passage and thechart and the graph.

Q1: What does the phrasal verb “work out” mean inthe title?

Two definitions of it will be given for students tochoose from, but the teacher will not give the answer at that moment.

Q2: According to the title and the charts below, whatis the passage about?

S: It gives us advice on what to do in the future.

【設計意圖】引導學生通過解讀標題，來預測閱讀內容。

Activity 3: Getting the main advice and the structureof the passage

本活動旨在落實課時目標2。

Q1: What is the main advice given to readers? AndWhy?

S: Take a career aptitude test because “career aptitudetest” is mentioned again and again, and there is a career aptitude test example,and a chart showing the test results.

Q2: How many paragraphs cover the key advice “careeraptitude test” directly?

S: Five paragraphs. From Para. 3 “One of the mosteffective ways...is to complete career aptitude test” to Para. 7 “In conclusion,career aptitude tests are clearly a very useful tool”.

Q3: So the last five paragraphs are about the “careeraptitude test”, then what about the first two paragraphs?

S: The first two paragraphs serve as the reason forthe advice.

【設計意圖】引導學生通過標題、圖表、段落布置等進一步判斷文章主題，并快速獲知文章的結構。

Activity 4: Focusing on the first two paragraphs andknowing the way the author tries to make his advice effective

本活動旨在落實課時目標3。

Q1: What advice can be effective? In what way canadvice be easily accepted?

S: Useful; helpful; thoughtful; constructive; practical;professional; expert; informed ...

Q2: What does the author mention before recommendingcareer aptitude tests? How? Why?

S: The importance of career and the career plan. “Thecareer you have defines your life”. To stress it is essential to figure out whatyou want to do and to listen to his following advice.

Q3: What’s the function of the question at the beginning“What do you do”?

T: This well-chosen question is to sharpen the readers(seekers) understanding of the situation and motivation-reading (listening) attentively

Q4: Can you find evidence in Para. 2 which confirmsthat the author gives advice to the targeted readers?

S: “The best time to start thinking about possiblecareers is while you are still at school, before you make any choices about yourfurther education. This, however, is not always easy.” Its the right time for YOU(high school students) to start it NOW!

T: It also shows that the author is thoughtful andconsiderate.

【設計意圖】引導學生關注文章邏輯順序，在上下文中體會“define your life”、“a few ideas bouncing around in their head”等語言，關注作者表達建議的語言技巧，進一步領會建議性文體的寫作特點。

Activity 5: Focusing on Paras. 3-5 and finding howthe author provides information to back up his advice

本活動旨在落實課時目標3。

Q1: Read and find out how the author recommends CAT.

Q2: In what way can we know the career aptitude testis effective?

S: “tell you about your strengths and interests”,“suggest careers that you may be suited to”, “provide you with a better chance”.

Q3: What is a head start?

S: You begin earlier or further ahead than someoneelse, which will be an advantage that helps you to be successful.

Q4: By saying “I wish I had thought more about whatI really wanted to do.”, what is the tone of the author?

S: Getting our involvement in deciding what you shoulddo—Give One a Try.

Q5: What is very important when you are completingthe test?

Q6: How does the author introduce one popular testin a different way?

S: The author specifically introduces it in severalsteps and illustrations beside.

Q7: Do you know how to read charts, which convey awide range of information in a limited space.

【設計意圖】引導學生感知文本如何有條理地介紹職業(yè)能力測試：從歸屬(是一種有效的能力測試)、種類、操作步驟、補充，再到小結，領悟到這是個清晰的、科學的闡述過程。同時，指導學生學會讀取圖表中隱含的大量數(shù)據(jù)。

Assignments:

1.Try a free test online, get some career suggestionsand share them with at least two friends.

2.Match six types of work personality with their descriptionson your worksheet.

3.Ex 4 on P51: Decide on which personality type thesejobs mostly relate to.

【設計意圖】學生鞏固所學語言內容，強化主題語言。啟發(fā)學生研讀文本后聯(lián)系實際，真正去體驗一次職業(yè)能力測試，積極思考職業(yè)規(guī)劃。

第2課時

一、教學內容

繼續(xù)研讀職業(yè)能力測試，探究其可能存在的缺陷，探討有助于職業(yè)選擇的其它可行方法。

二、課時目標

1.通過討論將不同職業(yè)進行職業(yè)性格分類，交流個人參加職業(yè)能力測試的體驗，形成對該測試的新認識，培養(yǎng)求同辨異的批判性思維能力。

2.繼續(xù)學習文本的第六段和第七段，獲得作者對職業(yè)能力測試的觀點。縱觀全文，深入體會作者在推薦職業(yè)能力測試時所持的態(tài)度和方法，學會分析、歸納等邏輯思維。

3.結合文本中獲得的啟示，和實際情況——學生馬上高中畢業(yè)，面臨大學專業(yè)的選擇和將來擇業(yè)的挑戰(zhàn)，學生進一步思考怎樣利用即將到來的暑假，為在將來的學習和工作的選擇獲得更多的參考，最后撰寫一篇建議信，提高聯(lián)想、想象、模仿、創(chuàng)生的創(chuàng)新思維。

三、教學過程

Activity 1: Sharing the experience of an online careeraptitude test and discussing how to classify the jobs.

本活動旨在落實課時教學目標1，并為課時教學目標2做鋪墊。

1.Students share their experience of an online careeraptitude test.

2.Match six types of work personality with their descriptions.Check Exercise 4 on page 51: Decide on which personality type these jobs mostlyrelate to.

T：Majority of careertests use Holland codes, developed by American psychologist Dr. John L. Holland,to match people with appropriate jobs according to their interests. Career aptitudetests are usually only able to match to generic careers like teacher, nurse andpolice officer. They don’t typically include every career option, or even more specificor unusual professions.

Q: What other factors are taken into considerationin the career suggestions?

S: Education and experience level

【設計意圖】此活動既是第一課時作業(yè)分享，更是鼓勵學生學習要聯(lián)系實際，要辯證看待職業(yè)能力測試以及職業(yè)性格分類，同時激發(fā)學生思考還沒有其它影響職業(yè)建議的因素。

Activity 2: Focusing on Paras. 6-7 and finding theauthor’s attitude toward career aptitude tests and career suggestions.

本活動旨在落實課時目標2。

Q1: How does the author convey that there are otherfactors?

S: “also”, “as well”.

Q2: Why are higher-level careers recommended to highschool students?

Q3: What does the author most likely want to conveyin the last paragraph? What is the tone of his writing?

S: The key to a good career is finding what you arepassion about and CATs are only meant for guidance as a very useful tool.

T: The author tries to provide truly useful adviceand keep it real.

【設計意圖】學生課前體驗了職業(yè)能力測試，又在課內通過討論完善自己的看法，這時再通過閱讀最后兩段，尋找作者對此的觀點和態(tài)度，不僅對職業(yè)能力測試有更全面的認識，也學會更客觀分析，辯證看待事物。

Activity 3: Focusing on how the author conveys hisadvice and makes it effective

本活動旨在落實課時目標2。

Q1: What are common ways to give advice in English?

S: should/ought to

had better

Why not …? /Why don’t …?

Conditional

would

Imperative

How about/what about + -ing?

Let’s … and let’s not …

can/could/may/ Can’t you …?

I suggest/advise/recommend...

Q2: In what way does the author recommend the careeraptitude test?

S: Imperative; can/could/may/

Q3: But why are there not so many different way. Ifin another way, say “Let’s”, is it still acceptable?

T: Giving Advice is more of an art than a science.Let’s see how he successfully makes it. And that’s also the advice we can learnfrom the passage—How to Offer Effective and Thoughtful Advice

Para. 1: To make it worthwhile, you need to make sureit’s relevant and people you’re talking/writing to actually want to receive it.

Para. 2: To make it thoughtful, youd better showyour understanding of their problem.

Paras. 3-6: To make it informed, you can provide processguidance especially with relevant expertise.

Para.7: To make it acceptable, you should be honest.

Q4: What does the phrasal verb “work out” mean inthe title? Why?

1. If you work out a solution to a problem or mystery,you manage to find the solution by thinking or talking about it.

2. If you work out the answer to a mathematical problem,you calculate it.

—from Collins English Dictionary

Ss/T: 1 and 2. Choosing a career for yourself is rarelya simple decision. By asking questions, career aptitude tests aim to challenge yourway of thinking, then recommend certain career types based on your responses. It’sthe quality of the data that determines the quality of the results.

【設計意圖】學生再次回顧文本，重新梳理作者推薦“職業(yè)能力測試”的思路和語言，明白并不是所有的建議都要用“should”“l(fā)et’s”等等，而是要看給建議的人和接受建議的人的身份和他們之間的關系。此文是帶有介紹性質的建議性文體，作者應為長者或學者，面對的是學生，所用語言簡單明了、客觀、實事求是，認同、鼓勵但不煽情?；貧w到課文標題，解讀出work out的兩層意思。