1.1 Working Together-Warming up&Listening and Speaking（教学设计)-《英语 工科类职业模块》(高教版）《上好课》

课程名称 《英语 工科类职业模块》 （高教版） Unit 1 Working Together Warming up & Listening and Speaking 课型 新授课 课时 授课班级 授课时间 授课教师 教材分析 本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材（中等职业学校公共基础课程教材）《英语 职业模块 工科类（修订版）》中的第一单元。通过本单元的学习，使学生熟悉职业场景，掌握初入职场时的与人相处之道，体会团队精神的重要性。本课时的内容来自热身（Warming Up）和听说（Listening and Speaking）板块，要求学生听懂有关介绍同事的材料并能够谈论与同事的相处情况。 学情分析 本节课将聚焦“如何与同事相处”这一具体职场话题。基于此，学情分析如下： （1）学生的知识储备 学生经过基础模块学习，已积累描述人物性格的词汇，这是本节课重要的知识起点。然而，他们的词汇多停留在单个形容词层面，缺乏在具体情境中串联这些词汇、形成连贯语句来讨论人际关系的能力。 （2）学生的能力水平 学生具备跟读和简单模仿的能力。但其核心能力短板在于，无法系统、有逻辑地运用英语谈论与他人的具体相处情况并提出建议。从听的角度，他们能捕捉关键词（如性格词汇），但理解关于“相处之道”的完整对话有困难；从说的角度，独立组织语言进行观点表达是主要挑战。 （3）学生的兴趣态度 学生对“与同事保持良好关系有助于职业发展”这一现实意义有认同感，对解决真实职场人际问题存在内在兴趣。这种务实的动机是推动学习的积极因素。但他们可能因话题稍有抽象而却步，需要真实情境来激发和维持参与度。 （4）学生的学习困难与个体差异 主要困难：最大难点在于实现从词汇到语用、从理解到表达的跨越。即如何将孤立的性格词汇（如“patient”）转化为描述具体行为的句子，并进一步提出“如何与耐心的人/没耐心的人共事”的建议。语言组织能力和逻辑思维的个体差异会在此环节凸显。 教学对策：针对以上学情，教师必须设置由浅入深的情境链，引导学生在仿真任务中，从机械模仿范例，到进行关键词替换练习，最终完成综合性的语言实践，逐步突破难点，达成教学目标。 教学目标 1. 语言知识与理解 学生能够识别并理解核心词汇与句型（如：get along with, be fed up with, negative, co-worker; “How do you deal with...?” “You shouldn‘t be so negative.”）在谈论职场关系情境中的基本含义和用法。 学生能够听懂一段关于介绍同事情况及讨论相处之道的简短对话，并提取关键信息（如：人物的主要性格、存在的问题、给出的建议）。 2. 语言技能与运用 学生能够运用本课所学词汇与句型，在预设的职场情境中简单描述同事的性格特点或工作情况，并模拟进行征求与给予建议的简短对话。 学生能够结合所听、所学信息，与同伴交流对职场相处之道的看法，并尝试概括对话的核心内容。 3. 情感态度与素养 通过情境对话与角色扮演，学生能体会到团队合作与良性沟通的重要性，初步树立与人为善、宽以待人的职场交往意识。 教学重难点 教学重点：能简单描述同事性格和工作情况，并使用相关句型征求、给出建议。 教学难点：能就与同事相处情况的话题内容进行总结或转述。 教学方法 情境教学法与任务型教学法相结合、启发式与支架式教学法、合作探究学习法 课前准备 PPT课件、听力材料 教学媒体 希沃白板 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step1 Warming Up 1.Instructing and Guiding: Instruct students to read the memo and list the key occupation vocabulary (co-worker, client, secretary, technician) on the board. 2.Checking and Giving Feedback: Monitor students' matching process, check the answers (1-D, 2-B, 3-C, 4-A), and provide immediate feedback. 3.Explaining and Eliciting: Using "co-worker" and "technician" as examples, explain common word formation patterns for occupational titles and elicit more examples from students. 4.Introduce word formation patterns “-er/or、-ist / -ian、-ee、compound words” 1.Reading and Identifying: Read the memo to understand the phrases in context, identify and memorize the different English job titles and their respective responsibilities. 2.Observing and Matching: Look at the pictures in the textbook and match each person to the correct occupation from the memo by drawing lines. 3.Thinking and Inferring: Listen to the teacher's explanation, think about the rules of word formation (e.g., suffixes like "-er", "-ist", "-ian"), and try to provide more examples. 1.激活背景知识：通过阅读备忘录和图片匹配，激活学生关于职业的已有知识，自然引入本课“工作中的人际关系”主题。 2.扫清词汇障碍：在具体语境中学习核心职业词汇，为后续听力理解与口语表达扫清关键词汇障碍。 3.培养学习策略：通过讲解构词法，引导学生掌握高效记忆和拓展词汇的方法，而非死记硬背。 4.激发学习兴趣：以图文并茂的匹配任务开场，降低学习焦虑，快速吸引学生注意力，为接下来的听说活动做好铺垫。 Step2 Listening 1.Facilitating Prediction: Guide students to observe the four pictures and the vocabulary tip. Prompt them to discuss what to listen for and predict the listening content. 2.Task Management: Play the audio recording for the task. 3.Checking and Instructing: Check answers by nominating students, provide feedback, and explain key vocabulary and phrases from the listening material. 4.Providing Background Knowledge (Extension): Introduce types of difficult co-workers (e.g., chatterbox, gossiper, negativist) to broaden students' understanding and stimulate discussion on how to interact with different colleagues. 1.Predicting and Discussing (Pre-listening): Look at the four pictures and the vocabulary tip. Attempt to describe each character's personality in one sentence. Discuss the likely focus of the listening task and guess the possible content. 2.Listening for Gist (While-listening): Listen to the recording and number the pictures according to the sequence of descriptions. 3.Participating and Noting: Respond when nominated to check answers. Take notes on the teacher's explanation of key language points. 4.Engaging and Thinking (Extension): Learn about the different types of difficult co-workers. Think and share ideas on how to get along with them effectively. 1.发展听力技能:训练学生从听力材料中捕捉关键信息（特别是对人物性格与特点的描述）的能力，以完成图片排序这一具体任务。 2.激活并构建背景知识：激活学生已有的先验知识，并补充关于职场人际动态的背景知识，为后续理解对话内容奠定更坚实的基础。 3.搭建学习支架：活动遵循“从预测到听解再到讲解”的序列，为学生提供了有结构的支持，有助于他们形成有效的听力策略并巩固核心词汇。 Step3 Speaking 1.Facilitating Model Dialogue: Play the dialogue audio for students to listen and repeat. 2.Language Instructing: Briefly explain key words, phrases, and difficult points in the dialogue (e.g., co-worker / negative / work with / get along with / be fed up with I get along pretty well with most of them. You shouldn’t be so negative. So how do you deal with your co-workers?). 3.Monitoring & Correcting: Organize students for role-play reading, monitoring and correcting pronunciation and intonation. 4.Guiding Practice: Guide students to perform substitution drills using the communicative framework of Activity 3.(eg: A: Do you get along well with your colleagues / clients? B: Yes, I get along pretty well with most of them. But I’m really fed up with Mary / Mr. Smith. A: What’s wrong? B: She / He often puts off her work / criticizes others, and it’s hard to work with her / him. A: You shouldn’t be so negative. Everybody has their strong and weak points. B: So how do you deal with your colleagues / clients? A: I think the important thing is to respect your colleagues / share your clients’ feelings and needs and be friendly with them. 5.Organizing & Facilitating Feedback: Invite selected students to demonstrate, then guide peer evaluation based on given criteria and provide final feedback. 1.Listening & Repeating: Listen to the dialogue recording and repeat after it to familiarize themselves with the content and pronunciation. 2.Learning Language Points: Learn the meaning and usage of key vocabulary and structures explained by the teacher. 3.Role-Playing: Read the dialogue in roles, focusing on accurate pronunciation and intonation. 4.Substituting & Practicing: Use the provided framework to practice the dialogue by substituting different words and phrases (e.g., different colleagues, issues). 5.Demonstrating & Evaluating: Perform the adapted dialogue for classmates, participate in peer evaluation using the criteria, and listen to teacher feedback. 1.依托范例，培养流利度：通过示范性对话，为学生准确、流利地表达目标语言打下坚实基础。 2.练习输出：通过在相关语境中进行结构化的替换练习，使学生能够练习并内化关键词汇和句型。 3.发展互动技能：通过合作练习（如角色扮演）提供互动机会，并借助表演展示和建设性的同伴反馈来培养学生的口语自信。 4.为真实交际搭建阶梯：通过在有支持的练习环境中首先掌握必要的语言组块，为学生在后续活动中进行更自由的交际做好准备。 Step4 Practice 1.Instruction & Monitoring: Instruct students to read the dialogue and guides the activity. 2.Support & Explanation: Provides support as students identify key phrases. （8 key words） 3.Checks answers, offers feedback, and explains any points of difficulty. Answers: 1) gets along well; 2) makes mistakes; 3) hard; 4) work; 5) strong and weak points; 6) important; 7) understand; 8) be friendly 4.Feedback&Discussion: Ask ss to finish three exercises. I _______________（对...厌倦）the writing task, I didn’t know how to write a report. （2019真题） It’s important to have a ________________（积极的态度）toward work. (2025联考) 3.A __________________(友好的微笑)can help you to start a good relationship with customers. (2025联考) Answers: was fed up with; positive attitude; friendly smile 1.Reading for Familiarization: Read the dialogue again to solidify understanding of the content, key vocabulary, and sentence patterns. 2.Identifying Key Information: Refer to Activity 4's summary framework and locate the specific words or phrases in the dialogue that complete it. 3.Rephrasing & Summarizing: Use the structure and prompts in Activity 4 to rewrite/rephrase the dialogue's main ideas into a coherent summary, paying attention to correct grammar and syntax. 4.Participating & Clarifying: Share answers when called upon, and listen to feedback and explanations to clarify understanding. 1.培养总结概括能力：引导学生从直接理解对话内容，过渡到产出经过提炼的、以第三人称呈现的概要，以此训练其信息处理和归纳总结的技能。 2.衔接练习与表达能力：本环节起到承上启下的桥梁作用，帮助学生在进行更具个性化的表达之前，先行内化并巩固范例对话中的核心要点。 3.强化语言知识与主题意义：巩固对本课关键语言点的理解，同时再次强化“与人为善、宽以待人”这一职场核心主题的重要性。 Step 5 Exercise Exercise: Workplace Advisor 1. Learning Objective Students will be able to comprehensively utilize the vocabulary, sentence patterns, and communication strategies learned in this lesson to analyze workplace interpersonal problems, provide constructive advice, and engage in effective oral communication within a simulated scenario. 2. Activity Format Small group activity (3-4 students per group), utilizing role-play. 3. Timing Approximately 10-15 minutes. 4. Resources Scenario Cards, each describing a specific workplace interpersonal dilemma. Sample Scenario Card Content: Card A: The Negative Colleague Your colleague is constantly complaining about everything: the workload, the manager, even the coffee. This negative attitude is bringing the whole team's mood down. What can you do? Card B: The Gossipy Colleague This colleague loves to chat and often spreads rumors about others. It's creating an atmosphere of discomfort and distrust. How should you address this? Card C: The Uncooperative Colleague When working on a team project, this colleague rarely contributes ideas or completes their tasks on time. Cooperation is very difficult. What's your advice? 5. Procedure Step 1: Assign Roles & Tasks Each group draws one Scenario Card. Within the group, students assign the following roles: one "Advisor", one "Employee" (the person facing the problem), and one "Observer". Step 2: Group Preparation (5 minutes) The Employee describes the "difficult colleague's" personality and behavior in detail, using vocabulary from the lesson (e.g., negative, hard to work with, be fed up with) The Advisor listens carefully and then offers specific, positive advice, using key sentence patterns from the lesson (e.g., "You shouldn’t be so negative." / "How do you deal with...?" / "I think it’s important to..."). The Observer listens to the entire conversation and prepares to give feedback based on the evaluation criteria. Step 3: Presentation & Feedback (5-10 minutes) Selected groups present their role-play to the class. After each presentation, the group's Observer provides brief feedback first. The teacher and other groups then offer additional feedback and evaluation. 6. Evaluation Criteria Language Use: Accuracy in using the core vocabulary and sentence patterns from the lesson. Content Quality: Advice is specific, reasonable, and constructive. Communication Skills: The conversation is fluent and natural, demonstrating good listening and response skills. Collaboration: All group members participate actively and effectively. 7. Rationale Integrated Skills: This task combines listening, speaking, and critical thinking (analyzing problems and generating advice) for comprehensive skills practice. Authenticity & Engagement: The "Workplace Advisor" role-play creates a purposeful and realistic context for language use, significantly enhancing student engagement. Differentiation: The variety of roles (Advisor, Employee, Observer) and open-ended scenarios allow students of different proficiency levels to participate meaningfully. Affective Goal Reinforcement: Through solving realistic problems, students naturally internalize the lesson's core value of being kind, understanding, and tolerant in the workplace. Step 6 Summary How to get along with co-workers？ You should be friendly with your co-workers. You should understand your co-workers. You shouldn’t be so negative. Step 7 Homework 就与同事的相处情况，运用所学的词汇和句型，编写一段对话，完成后与同伴演练对话。 对话要求： 1）描述同事的具体工作情况； 2）至少包含两至三条有关与同事相处的建议； 3）语言运用正确得体； 4）参考课堂上的评价标准，小组之间进行自评与互评。 教学反思 本节课围绕“职场相处”主题，通过情景和任务型活动，有效激发了学生兴趣。学生能较好地完成听力信息，提取和替换联系，但在自由角色扮演中，部分学生语言表达的流利度与灵活性仍显不足。未来需进一步细化口语支架，增加更具挑战性的开放性任务，以促进语言内化与真实交际能力的提升。 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $