一、 课题： Jobs
Reading A： 让学生阅读一篇关于一渔夫如何用鸬鹚捕鱼的短文，了解中国传统技艺的特点及其
前景，对本单元的话题有初步的了解。
Reading B：让学生阅读某个介绍不同职业的网页，了解某些特殊职业的行业要求和特点。 Listening A：让学生通过听一段描述来查找并指出正所给图片中的错误。听录音前要求结合常识仔
细读图，听录音要迅速记下要点，以便纠正错误。
Listening B：容纳感学生听一段介绍各自父母的职业的英语广播节目，捕捉各种职业信息完成练习。 Language：让学生学习被动语态的意义及各种用法。
Speaking A：让学生学习想他人道歉和解释理由的不同表达法。
Speaking B：让学生学会通过年龄、体形、身高及脸部或头部特征等来描述人物。 Writing： 让学生描写一个特定的人物，并介绍其职业特征。 二、教学目标： Vocabulary n. ability age astronaut beard build chemistry clown group humour tax inspector technology v. cormorant apply attract dislike divide hang inspect juggle mention prepare push remove repair require swallow tie laboratory memory raft rest moustache position sense situation spirit studio adj. Available bald blond(e) confident curly international late orbital plump proud rude slim straight thick well built adv. traditional upset commonly enough still prep. calmly below
Phrases above\\of\\below ；average height ； an expert in …； apply for …；be prepared to (do something)；be rude to … be use to (do sthing something) ；break down divide…between A and B；get upset；apologize to (someone)； at holiday times；as long as；be availbale for …
be free from …；have great sense of humour； have the ability have the erperience of … ；laugh about … to (do something)； make apologies；pay taxes；remove … from …；tell jokes 三、教学重点：重点句型
1 .He…still strong enough to control hie raft on the river. 2 .Modern fishing methods are now widely used.
3 .All astronauts should have the ability to work calmly and must be good at working as part of a team.
4 .I’m very pround of him .
5 .It doesn’t matter what people think as long as she enjoys it. 6 .You must have the experience of working with paint. 7 .I am confiden that I can get on well with my colleagues. 8 .And you must be prepared to work very hard! 9. That sounds quite diffcult! 四、教学难点：被动语态。 五、教学环节设计
8A上学期Unit6教案
第一课时 Reading A (阅读课)
一、定位：
input-based，阅读理解为主。 二、教学目标：
1. 通过多种形式的阅读活动与任务，协助学生理解课文。
2. 指导学生使用一定的阅读理解学习策略，培养一些阅读微技能，如：寻读，找出关键信息等；扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。 三、教学重点：含被动语态句子的理解。 四、教学难点：被动语态句子的理解。 五、教学环节设计：
1. Leading-inCartoon talk.
2. Pre-reading
Ask Ss if they have ever gone fishing. Get the Ss to talk about ways of fishing. Then show the picture on page82. Present cormorant, raft, require, be tied, swallow, be removed, be hung, attract, traditional. Tell Ss that ‘be + done’ means passive voice, it means “被…….” in Chinese. But we’ll learn more about it later in Language.
3. While - reading (1) Fast reading：Ss read the passage as fast as they can and try to find out the answers to A1.
(2) Read it again and check the answers to A1.
(3) Reading for details and try to fill in the blanks in A3. ① Ss discuss in pairs and finish A3. ② Check the answers with the class. 4. Learning
(1) Learn or review some useful expressions in the passage.
strong enough, be done by … , be widely used, not…any more, no longer, (2) Guide the Ss to learn and use them in their own speaking and writing. 5. Post-reading
(1) Answer the questions in A4 according to the passage. (To consolidate the students’ understanding on the passage.) (2) Talk time： Do you know any other types of work requiring traditional Chinese skills? What do you think of them? Will they disappear in the future? Why? 6. Homework.
(1) Group work --- find more types of work requiring traditional Chinese skills. Write down the information and tell others in the next class. (2) Finish some exercises in Book B.
第二课时 Reading B (阅读课)
一、定位：
input-based，阅读理解为主。 二、教学目标：
1. 引导学生了解更多不寻常的工作的知识，开阔视野。
2. 指导学生阅读这种问卷调查式的文章，通过如实回答问题得出答案或者结论。 三、教学重点：对职业的理解。
四、教学难点：用课文所学句子描述一种职业。 五、教学环节设计： 1. Revision
(1) Get the Ss to say something about more types of work requiring traditional Chinese skills.
(2) Check the answers to the exercises in Book B (yesterday’s homework). 2. Leading-in
(1) Ss finish the quiz in B1 first. Learn the new word ‘clown’.
(2) Ask： Do you know anything about the unusual jobs in B1? And if people want to do these jobs, what should they be good at? Get the Ss to talk about this. Present the new words： inspect, orbital, ability, calmly, chemistry, sense of humour, juggling. 3. Reading – B2 & B3
(1) Get the Ss to read the passage silently and answer the questions.
(2) Get Ss to check the answers in groups and see if any of them can do these unusual jobs. And tell why.
(3) Tell if the sentences in B3 are true or false.
(4) Deal with some useful expressions or difficult sentences.
4. Discussion
Ss discuss in pairs： what is required to be an astronaut / a clown. Get some Ss to tell the class his/her opinions.
Summarize： what is required to be an astronaut / a clown? 5. Show-time (Optional)
Get two or three Ss who can be a clown to tell jokes or stories and make people laugh. 6. Homework
(1) Write an article about an unusual job and tell what is required to do this job.
(2) Finish some exercises in Book B.
第三课时 Listening A & Listening B（听力课）
一、定位：
input-based，听力理解为主。 二、教学目标：
通过听图片介绍的文段，协助学生理解并获取必要的具体信息，培养学生提取关键信息点的水平。
三、教学重点：听力技巧的培养。
四、教学难点：听句子改错误。这种题型新颖，较易错。 五、教学环节设计： 1. Revision
Talk about some unusual jobs with Ss.
Get two or three of Ss to say something about an unusual job and tell what is required to do this job. 2. Leading--in
(1) Get Ss to look at the picture on page 85.
Ask： Which city is it in the picture? How do you know?
Where are the people? And what are they doing?
Say： we’re going to listen to a passage about this picture and find out eight
mistakes, before we listen, see if you can find out some of them according to your background knowledge or common sense.
(2) Say： Listen to the recording and pay more attention to the mistakes you have found.
Then circle them when you listen.
3. Listening A
(1) Play the recording for the Ss to listen and circle the mistakes. Then check their answers.
(2) Play the recording again for the Ss to listen and answer the questions in A2. Then check their answers. 4. Leading-in
(1) Ask： What do your parents do?
Get the Ss to talk about their parents’ jobs.
(2) Tell Ss they are going to listen to three teenagers talk about their parents’ jobs, then tick the correct answers. 5. Listening B
(1) Get the Ss to read through the box above first.
(2) Play the recording for the Ss to listen and tick out the correct answers without
looking at the conversation. Check the answers in class.
(3) Play it again for the Ss to listen and fill in the blanks in B2, check the answers in class.
(4) Deal with some useful expressions or difficult sentences.
6．Homework Learn the useful expressions and make their own sentences with them.
第四课时 Language（语法课）
一、定位：
practice -based，启发学生, 归纳语言知识，展开各层次、强化性和 综合性练习，多种技能结合训练, 以练为主。
二、教学目标：
1．协助学生理解并准确使用被动语态。
2．引导学生发现并归纳出被动语态的结构、意义与用法，并能在模拟交际中准确。 3． 培养学生探究学习、合作学习、自主学习的水平。 三、教学重点：被动语态的理解和掌握。
四、教学难点：能用被动语态完成不同时态的肯定句，否定句及一般疑问句的转换。 五、教学环节设计： 1. Revision
Check the assignment the day before. Get some Ss to read aloud the sentences they
made with the useful expressions in Listening. 2. Grammar learning --- Passive Voice
(1) Give examples to tell Ss we have Active Voice and Passive voice and their
differences.
(2) Get the Ss to pick out some sentences with Passive Voice in the passages in Reading and Listening like these：
① Their large feet are used to push them quickly though the water. ② This is done for him by his twelve cormorants. ③ Some of the fish are sold, and the rest are divided between Damin’s family and
the cormorants.
(3) Get the Ss to pay attention to the form of Passive Voice： be + done. Help them to
tell the meaning of the underlined words and find out the usages of Passive Voice. 3. Practice
(1) Complete the blanks in A. Check the answers in class. Explain some points if Ss
make mistakes
(2) Get the Ss to finish B. Do it in the same way as A. 4. Competition (Optional)
Have a competition between boys and girls. See who can make more correct sentences with Passive Voice. 5. Homework
Finish some exercises in Book B
第五课时 Speaking
一、定位：
output -based，引导学生实行口头描述人物特征，学会实行道歉与解释，穿插结合写的练习,突出说为主。
二、教学目标：
1. 协助学生学习道歉与解释的表达方法。 2. 引导学生学会描述人物的外貌特征和职业。 3. 培养学生概括水平。
三、教学重点：学会用含被动语态的句子描述人物的外貌特征和职业。 四、教学难点：培养学生概括水平。 五、教学环节设计： 1. Revision
Have some Ss sum up the use of Passive Voice and finish some exercises.
2. Speaking (I)
(1) Within the answers of the above exercises, find a wrong answer and say ‘I’m sorry ，but I’m afraid you have made a mistake.’
(2) Ask Ss what they will say to the teacher if they happen to leave their homework at home.
(3) Have Ss read the exercise in Speaking A Talk Time and finish the Qs.
(4) Have Ss fill in the blanks of the dialogue in A2 and try to make a new dialogue. (5) Present some dialogues in front of the class.
(6) Have some Ss sum up the phrases /expressions of making appologies and excuses. 3. Speaking (Ⅱ)
(1) Use Picture C in Language B, describe one of the fishermen and have Ss guess which man the teacher mentions.
(2) Tell Ss when we decribe a person , we usually describe the age group, build etc. Have them brainstorm some words /phrases we use . (3) Finish exercise B1
(4) Find out the person who dropped a ￥100 note.(In order to give Ss a chance to write, the teacher may change the background a little bit：S1 is someone who found the note, S2 is Officer A,who asks Qs and S3 is Officer B who take down the notes.) 4. Homework
(1) Star Show—偶像秀 使用课中学到的描述人的语句，描述你喜爱的一位明星。在下节课上展示。
(2) 完成练习册内相关练习。
第六课时 More practice A &B (拓展课) (Optional)
一、定位：
input-based，本课时Part A为任务阅读，Part B 为泛听。可根据学生实际情况选择实行。
二、教学目标：
1. 通过听力与阅读训练，增补与本单元主题相关的材料，协助学生了解更多与该话题相关的信息，拓展学生的知识面与文化视野。
2. 教育学生珍惜别人的劳动，树立热爱劳动的良好习惯。 三、教学重点：通过训练培养学生快速阅读的水平。 四、教学难点：培养学生阅读技巧。 五、教学环节设计： 1. Revision
Star show. Ss talk about the stars they write about and have their classmates guess who the star is.
2. Leading-in
(1) Introduce the background of the advertisement in Part A.
(2) Get the Ss to brainstorm what makes a good scientist.List the quality they mention on the board. 3. Reading
(1) Ss read Tim’s statements and then the advertisement. Tick the quality suitable for the requirements.At the same time , ask Ss to underline the sentences of reqirements. (2) Finish the application letter. 4. Practice
In a group of four, discuss and decide whether Tim is suitable for the job. 5. Listening
(1) Talk about the persons in the picture. Ss guess what their job is and what quality they may have to have.
(2) Play the tape, write down the names of each job. 6. Development
Game： A Fortuneteller of Jobs Have each student write down the quality of himself and ask the fortunteller what his job is going to be. 7. Homework
(1) Research on jobs of your family. Write a short report on jobs of your family members. What does your father /mother /aunt /uncle do? What quality do they need for their jobs ? Do they enjoy their jobs? If they don’t , what is a better job for them? (2) 完成练习册内相关练习。
第七课时 Writing & Project show (综合实践课)
一、定位：
output-based，说与写结合，以书面写作为主要形式。 二、教学目标：
1. 指导学生学会描写人物和他们的职业或技能。
2. 通过家庭职业调查的汇报展示，培养学生综合使用与本单元话题相关的语言知识的水平。
3. 引导学生小结归纳本单元所学重点知识。 三、教学重点：学会归纳被动语态。 四、教学难点：能使用被动语态来写作。 五、教学环节设计： 1. Show time
(1) Get some students to report their research on jobs.
(2) Ask Ss what kind of job do they want to do and mention some popular /modern jobs.
2. Writing
(1) Ss read the instructions in Writing and tell the class how to write about a person and his job.
(2) Collect some useful vocabulary for describing jobs. (3) Ss write the composition and share it in class. 3. Summary
Help the Ss to summarize what they have learned in this unit. (1) Grammar： Passive Voice
(2) How to describe a person and his job. 4. Project
Task 1 Work in groups of four , look at the picture and tell what the people are doing and what their jobs may be. Then compare your answers .
Task 2 Read Part B of the project, compare the two stories and tell which is more interesting and why.
Task 3 Try to write an interesting story about a charater in the picture and share it with your groupmate. Choose some best ones and share them in class. 5. Homework
Go over this unit and get ready for the unit test.
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