1.1 Taking a Training Course-Listening and Speaking（教案)-《英语 拓展模块》（高教版 第三版）【上好课】

课程名称 《英语 拓展模块》 （高教版 第三版） Unit 1 Taking a Training Course （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 本板块内容以报名和参加培训课程为主题，共有四个短对话和两个长对话听力活动以及两个口头交际活动。四个短对话分别从课程培训、职场准备等方面呈现了交际内容，目的是激活学生和主题相关的语言知识和生活常识，同时让学生了解持续学习是自我提升和职场优异表现的基础。两个长对话的主题分别是电子商务培训课程和公众演讲培训课程的报名咨询过程，旨在训练学生获取课程信息的能力，也为学生掌握与培训课程内容及报名流程相关的语言表达提供了内容载体。该板块教学内容要求在讨论培训课程的语境中，学生能够听懂咨询和报名参加培训课程的对话，填写学员信息表；熟悉描述课程基本信息的表达，口头简要介绍学校俱乐部以及培训课程的基本情况；能够向同伴介绍自己毕业后的规划及为实现规划所需做的准备。 学情分析 本节课将聚焦“报名和参加培训课程”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 授课对象为职业高中二年级下学期学生。经过一年半的英语学习，学生已掌握基础问候、自我介绍、兴趣爱好及简单未来计划的相关表达（如 I want to be... / I plan to...）。在基础模块和拓展模块前半部分的学习中，部分学生接触过与职业相关的简单词汇（如 job, company, skill）。此外，多数学生有过课外辅导班或短期技能培训的经历，对“咨询课程”这一交际场景有生活经验基础，但对用英语进行系统表达尚不熟悉。 （2）学生的能力水平 学生具备基本的听力理解能力，能捕捉对话中的简单信息（如人物、数字、地点）。口语方面，能进行简单问答，但连贯表达和交际策略（如如何礼貌打断、如何询问细节）仍在发展中。相较于高三学生，他们的信息整合能力和听力中的速记能力较弱，处理较长对话时容易丢失关键信息。 （3）学生的兴趣态度 高二下学期是学生开始认真思考未来方向（就业或升学）的关键过渡期。他们对“如何提升竞争力”、“职业技能培训”等话题表现出一定的好奇心和探索欲，因为这直接关系到他们一年后的选择。相较于纯学术话题，与职业、技能相关的英语学习更容易激发他们的参与热情。 （4）学生的学习困难与个体差异 专业词汇陌生：听力材料中出现的如 e-commerce, public speaking, elementary/intermediate level, effective communication, requirement 等词汇对多数学生而言是新知，构成听力理解的主要障碍。 长对话信息处理能力弱：在两个长对话听力中，学生难以同时完成“听清内容—理解语义—筛选关键信息—记录信息”的多重任务，尤其是面对连续出现的多个细节（如课程包含内容、特殊要求）时容易顾此失彼。 表达缺乏深度和连贯性：口语输出时，学生能模仿例句进行简单问答，但难以组织语言进行较长的、有逻辑的对话，例如无法自然衔接询问课程费用、时间、地点等多个问题，对话易显得生硬、碎片化。 个体差异明显：部分学生未来规划清晰（如明确要考高考），学习动机强；部分学生仍处于迷茫期，对“培训课程”话题的代入感和表达意愿相对较弱。 教学目标 1. 语言知识与理解 能够听懂、识别并说出与培训课程咨询相关的核心词汇与句型，如 sign up for / register for, introductory / intermediate level, last for... weeks / months, cost / fee, requirement, include 等。 2. 语言技能与运用 能够通过听力活动，从对话中获取关键细节信息（课程名称、时间、费用、地点、内容），并尝试完成简单的信息记录（如表格填空）；能够在模拟情境中，运用所学句型就课程基本信息进行简单的问答对话。 3. 情感态度与素养 能够意识到技能提升对未来发展（升学或就业）的积极作用，并结合自身兴趣或专业，初步思考自己可能需要或感兴趣的培训方向。 教学重难点 教学重点：掌握咨询培训课程的核心句型，特别是询问和介绍课程时间、费用、内容的方式，如 “How long does the course take?”, “How much does it cost?”, “What does it include?” 教学难点：在听力过程中，排除生词干扰，准确抓取并记录多个并列信息点（如课程包含的多个活动或模块），完成信息表格。 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 & Lead-in 1. Greeting & Situational Question: “We‘re in the second semester of Grade 2 now. Time flies! What do you think we can do during the summer vacation to make ourselves better prepared for Grade 3?” 2. Concept Introduction: “Many people choose to take a training course to learn new skills. It’s a way of self-improvement.” Show a few pictures of popular courses (e.g., short video editing, barista, public speaking) and ask “Would you be interested in any of these?” 1. Think about the question and share simple ideas (e.g., practice skills, find a part-time job, learn something new). 2. Look at the pictures and briefly express interest or curiosity. Learn the phrase training course and self-improvement. 从学生熟悉的“暑假计划”切入，自然过渡到“培训课程”话题。通过展示贴近年轻人兴趣的课程图片，激发好奇心和参与感，降低话题距离感。 Step2 Pre-listening 1. Vocabulary Activation: Show pictures for key courses: English, Chinese, Cooking, New employee training. Elicit the names. Then introduce e-commerce and public speaking with simple explanations and visuals. 2. Task 1 Prediction: Direct students to Activity 1. “Four people are taking courses. Look at the names and the courses. Can you predict what each person might say about their course?” Model one example. 1. Match pictures with course names. Repeat new vocabulary chorally and individually. 2. Make predictions based on common sense. E.g., “Sara is learning English, so she might talk about an exam.” 通过图片激活已有词汇，并自然导入新词汇。预测任务培养学生听前预测的微技能，使听力过程更具目的性。 Step3 While-listening (Task 1: Listen and match) 1. First Listening: Play the audio for the four short dialogues. Ask students to match each person with the course they are taking. 2. Check & Analyze: Check answers. For Dialogue 3 (Jenny and Cooking), pause and ask: Case Analysis: “How do we know Jenny is taking a cooking course? Is the word ‘cooking’ mentioned?” Guide students to catch the inference clue: “send students to France to learn cooking” and “I‘m going to apply”. 1. Listen and complete the matching task. 2. Share answers and explain their reasoning. Learn the strategy: sometimes the answer is not directly stated but can be inferred from context. 通过简单的信息匹配任务建立自信。通过案例分析，初步渗透“推断”这一听力策略，为后续处理更复杂对话打基础。 Step4 While-listening (Task 2: Listen and choose) 1. Strategy Guidance: Before playing the longer dialogue, guide students to scan the 5 questions in Activity 2. “What information are we listening for?” (activities, duration, location, etc.) Concept Explanation: Explain the word include using examples: “The price includes the book. / The course includes 10 lessons.” 2. Extensive Listening: Play the audio once for the main idea. Students choose initial answers. 3. Intensive Listening & Verification: Play again, pausing at key sentences. For Q3, pause at “Our summer courses usually include a welcome party...” and ask: Comparison: “Which option matches ‘a welcome party’?” (Option A). Help students compare and eliminate wrong options. 1. Read the questions and identify the type of information needed for each. 2. Listen for the gist and select answers. 3. Listen again to verify. Pay attention to the sentence containing “include” and match the details to the options. 训练学生根据疑问词进行有目的的听力。通过精听包含“include”的句子，帮助学生理解并掌握处理列举信息的技巧。 Step5 While-listening (Task 3: Listen and complete) 1. Pre-listening Task: Direct students to the information form. “Zhang Yiqing is registering for a course. What information does the school need?” (Name, School, Course, Lessons, etc.) 2. Listening for Details: Play the dialogue about the Public Speaking course. For challenging blanks (e.g., school name “Zhenhua Vocational”, specific lessons “writing, speech gesture”), pause to allow writing. Reinforcement: Emphasize the spelling of “vocational”. For the last blank, ask “an ______” – what does “an” tell us about the next word? (starts with a vowel sound). 1. Analyze the table to anticipate the information needed. 2. Listen and fill in the blanks. Practice writing down key information quickly (e.g., using abbreviations). 3. Notice the grammar clue (“an”) to help predict the answer (expert). 模拟真实报名场景，训练学生在听的过程中抓取并记录多个细节信息的能力。通过语法线索提示，培养学生在听力中综合运用语言知识的能力。 Step6 Speaking 1. Context Setting: "Hua Tian and Jenny are talking about their plans for the final year. Let's see what they say." Have students read the completed dialogue and practice. 2. Deepen Understanding: Ask comprehension questions: "What is Jenny's plan? (go to vocational university) What is Hua Tian's plan? (get a job) What does Jenny say about skills? (Having good skills is a must for admission)" 3. Concept Explanation: Explain "a must" means something very necessary. "Admission" means being accepted by a school. 4. Imitation Practice: Play the audio or read the dialogue. Have students practice in pairs, paying attention to intonation. 1. Read the completed dialogue. 2. Answer comprehension questions to check understanding. 3. Learn new phrases: a must, admission. 4. Role-play the dialogue in pairs. 通过真实对话呈现本单元核心话题，引导学生理解毕业规划的不同方向；通过问答检测理解，通过角色扮演练习口语。 Step7 Exercise 句子配对 答案：1-C, 2-A,3-E,4-B,5-D 1. How long does the course last? A. It costs 1800 yuan. 2. How much does it cost? B. On the main campus 3. What does the course include? C. For about 4 weeks 4. Where will the classes be? D. An expert in public speaking 5. Who will give the special lecture? E. It includes writing and speech practice Step8 Summary 教师引导学生重视所学内容的系统总结，每位学生根据自我检测表中内容进行总结，是否掌握了以下词汇和表达句型。教师邀请两位学生进行简单回顾，教师对本课所学话题重难点内容进行总结、补充、强调。 Tick the points you have mastered. I have mastered the following words and expressions: （ ）go to evening classes （ ）prepare for an exam （ ）apply for （ ）sign up for a Chinese course （ ）have the new employee training （ ）further education （ ）have a plan for （ ）apply for a college （ ）academic tests （ ）internship （ ）last for （ ）register for a course （ ）speak to the audience （ ）public speaking （ ）give a lecture I have mastered the following sentence structures: （ ）How much does the course cost? （ ）What’s your plan for the year? （ ）What does the course include? （ ）How long does the course take? （ ）Are there any requirements for taking the course? By learning about the subject, I can （ ）understand talks about registering for a course. （ ）ask for and give information about a school club and a course. （ ）understand course introduction. （ ）understand the importance of life-long learning. Step 9 Homework Complete the listening practice in the workbook. 板书设计 Unit 1 Taking a Training Course (Warming Up & Listening and Speaking) Key Vocabulary Useful Sentences (Asking about a course) • training course • I'd like to register for... • sign up for / register for • How long does it last? • e-commerce / public speaking • How much does it cost? • introductory / intermediate level • What does it include? • requirement / include / last for • Where will the classes be? • cost / fee • What are the requirements? Listening Tips Speaking Practice 1. Key words first! • A: I'd like to know about the AI Tools course (what, how long, where, cost) 2. Listen for details • B: Sure. It lasts for ___ (include + list of items) and costs ______. 3. Write while listening • A: How can I register? (use abbreviations) • B: At the Front desk or online 教学评价 本课采用形成性评价与终结性评价相结合的方式。通过听力练习、口语表演、课堂练习题对学生进行听、说、读、写维度的综合评估；通过自我检测表引导学生进行学习反思，教师根据学生表现及时调整教学策略。 教学反思 本课情境创设贴近学生实际，听力策略训练层层递进，口语支架有效降低表达焦虑。但学生听力速记能力仍显薄弱，小组活动中个别学生参与度不高。后续教学需加强速记微技能训练，明确小组角色分工，提高课堂参与均衡性。 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 $