1.1 Taking a Training Course-Warming up; Listening & Speaking（教学设计）-《英语 拓展模块》（高教版2023修订版）《上好课》

单元名称 《英语 拓展模块》（高教版2023修订版） Unit1 Taking a Training Course 课程 Warming up; Listening ＆Speaking 教材分析 本节课选自高教版2023修订版《英语·拓展模块》第一单元第一部分，主题为“参加培训课程”。该主题紧密联系学生实际，围绕终身学习和个人规划展开，涵盖了课程咨询、报名、谈论未来计划等真实生活场景。教材通过听力输入和口语输出，旨在培养学生的综合语言运用能力，并引导其思考未来发展方向。 学情分析 教学对象为高中学生，已具备一定的英语基础，能进行简单的日常交流。他们对未来有初步想法，但用英语进行系统性规划和表达个人意愿的能力有待提高。学生需要在实际语境中学习相关词汇和句型，以增强表达自信和交际能力。 教学目标 1.能听懂关于课程注册和未来计划的对话；能运用所学词汇和句型谈论个人培训课程选择和未来规划。 2.通过听力活动发展捕捉关键信息的能力；通过角色扮演提升在真实情境中运用语言的能力。 3.通过听力训练提高信息捕捉和筛选能力 思政目标：能辩证地思考终身学习的重要性，并初步规划个人发展路径；理解终身学习理念在现代社会中的价值。 教学重点 1.掌握与课程注册、未来计划相关的核心词汇和句型，如 apply for, practice skills, I'm going to..., I'd like to... 教学难点 1.在真实情境中流利、准确地进行对话，表达个人规划和意愿 教学方法 小组讨论法、任务教学法 教学手段 PPT课件、多媒体设备、音视频素材等 教学过程 教学环节与 时间分配 教学活动与步骤 设计意图 评价要点 Warming-up 4’ Activity: Watch a short video about "Life-long Learning" and have a brainstorming session. Teacher's Role: Plays the video and shows the mind map (My Plan: Take a.../Join a.../Prepare for.../Practice...) to elicit answers from students. Students' Task: Share their ideas for the new term using the structure provided. 通过视频直观引入“终身学习”概念，激活学生关于新学期计划的背景知识，营造学习氛围，自然引入本课主题。 学生能理解视频大意，并根据思维导图提示说出1-2个符合逻辑的个人计划。 Listening Practice - Matching 8’ Activity: Listen and match the people with their training courses. Teacher's Role: Plays the four short dialogues. Checks answers and explains key phrases (seem to be, prepare for, be going to, apply). Students' Task: Listen and match. Repeat key sentences. 训练学生从简短对话中捕捉关键信息（人物与课程）的能力，并初步感知核心词汇和句型。 能准确完成人物与课程的匹配，并能跟读和理解重点短语 Listening Practice - Multiple Choice 8’ Activity: Listen to a long conversation about a summer course and choose the best answer for 5 questions. Teacher's Role: Plays the conversation twice if necessary. Guides students to find clues in the script. Students' Task: Listen carefully and complete the multiple-choice questions individually, then check in pairs. 训练学生在较长对话中获取细节信息（如时间、地点、活动、感受）的能力，为后续口语输出积累语言素材 能基本准确完成选择题，表明理解了对话的主要细节和主旨 Listening Practice - Completing a Form 5’ Activity: Listen and complete Zhang Yiqing's student information form. Teacher's Task: Plays the dialogue. Writes the key words on the board after listening (e.g., vocational, Public Speaking, October, Speech, expert). Students' Task: Fill in the blanks with the correct information. 培养学生将听觉信息转化为书面信息的能力，学习如何填写简单的表格，适用于真实生活场景 能准确填写信息表中的关键信息，拼写基本正确 Language in Use - Complete and Speak 6’ Activity: Choose the correct sentences to complete a dialogue and then practice reading it aloud. Teacher's Role: Provides support and monitors pronunciation and intonation. Students' Task: Work individually or in pairs to complete the dialogue, then role-read it. 在控制的语境中巩固本课核心句型（谈论未来计划），通过跟读和表演内化语言，提升口语流利度 能正确选择句子补全对话，朗读时发音清晰，语调自然，能体现对话的交际性 Speaking Practice - Role Play 5’ Activity: Choose one situation and create a conversation with a partner. Situation A: Mike is talking to a training school employee about an accounting course. Situation B: Create your own dialogue about planning for a course or the future. Teacher's Role: Provides necessary language support and circulates to monitor and assist. Students' Task: Work in pairs to prepare and then perform their dialogue for the class. 创设接近真实的交际情境，鼓励学生综合运用本课所学进行有意义的、创造性的表达，是语言学习的最终输出和成果展示 对话内容切题，能运用核心词汇和句型进行有效、连贯的交流，表演自然大方 Review、Summary & Homework 4’ Review: Let students review the key words and sentences learned in this lesson, and consolidate the key content of this lesson again through these contents. Summary: Summarize the key words, key sentences, and lifelong learning themes of this lesson with the students. Homework: Write a short paragraph (about 5 sentences) describing your plan for this term or the future. 通过复习的方式系统梳理和回顾本节课所学内容，强化记忆，带着学生一起总结本节课的重点内容；通过写作任务将口语输出延伸至笔头输出，巩固学习成果。 学生能回顾并说出本课重点；理解作业要求。 板书设计 Unit 1: Taking a Training Course Key Vocabulary: training course apply for prepare for... exams practice skills vocational school sign up for / register for Key Sentences: I'm going to (take a course). I'd like to (apply for the college). I need to (practice my skills). I hope I can (get the chance). I can't wait for (it to start). Big Idea: Life-long Learning 教学反思 成功之处：本节课环节设计紧凑，从视频导入到角色扮演，层层递进，符合语言习得从输入到输出的规律。多媒体（视频、音频）和思维导图的使用有效激发了学生兴趣。听力活动形式多样，针对性训练了学生捕捉不同层次信息的能力。最后的角色扮演活动是亮点，大部分学生能积极参与，创造性地运用所学语言。 待改进之处：在角色扮演环节，对于基础较弱的学生，尽管有板书支持，但仍可能出现表达困难或怯场的情况。未来可考虑提供更详细的分层任务卡或句型的模板。对于“终身学习”理念的渗透可以更深入。 ( — 8 — )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 $