Unit 2 Work to the Schedule Period 2 Listening & Speaking 1教学设计2025-2026学年中职英语外研版（2021）工科类职业模块

Unit 2 Period 2 Listening & Speaking 1 Teaching Analysis 【Teaching Content】 Listening & Speaking Section 12: vocabulary learning and dialogue about Richard’s work schedule 【Teaching Focus & Difficulties】 Teaching Key Points Mastering the six key expressions and their usage. Understanding the dialogue details about Richard’s work time (7:50 am clock in, 10:30 am break, 1 pm4 pm work). Teaching Difficult Points Understanding the difference between early shift, swing shift and late shift. Extracting specific time information from the listening dialogue. 【Teaching Aids】 Multimedia courseware, dialogue audio, expression cards Learning Objectives 【Knowledge & Skills】 Students can master key expressions: work schedule, in a hurry, early shift, clock in, break, work in shifts. Students can understand the main content of the dialogue about Richard’s factory work schedule. 【Ability Objectives】 Students can listen to the dialogue and check predictions about the dialogue content. Students can use key expressions to talk about work schedules and shift systems. 【Affect, Attitude & Values】 Students can understand the strict work rules in factory production and develop a respect for workers. Procedure Design 步 骤 活 动 设 计 设计意图 Step 1 Lead-in & Prediction (5 mins) Activity: Review schedule expressions from Period 1. Ask: "What do you think the dialogue is about?" Students read the expressions and guess the dialogue content (e.g., "talk about factory work time"). Introduce the dialogue characters: Mary and Richard (friends talking about Richard’s work schedule). To review old knowledge, train prediction ability and prepare for listening. Step 2 Key Vocabulary Learning (10 mins) Activity 1: Present expressions with explanations and examples: work schedule: work time arrangement; e.g., "Richard has a strict work schedule." early shift: morning work shift; e.g., "Richard is on the early shift today." clock in: record arrival time at work; e.g., "They clock in before 7:50 am." work in shifts: work by different time periods; e.g., "The factory runs in three shifts." Students practice reading in pairs and correct pronunciation (e.g., "hurry" /ˈhʌri/, "shift" /ʃɪft/). To master vocabulary, reduce listening difficulty and provide language support for speaking. Step 3 Listening & Comprehension (15 mins) Activity 1: Play the dialogue audio once. Students check their predictions. Activity 2: Play again. Students answer key questions: 1. Why is Richard in a hurry? 2. When do they clock in and start work? 3. When do they take a break? 4. What time does the early shift finish? Activity 3: Explain key sentences and notes (shift definitions). Students read the dialogue aloud to practice intonation. To develop listening skills, extract detailed information and understand dialogue logic. Step 4 Summary & Homework (5 mins) Summary: Review key expressions and Richard’s work schedule details. Homework: 1. Copy the six expressions and make 1 sentence for each. 2. Listen to the dialogue 3 times and retell the main content. To consolidate dialogue content and improve listening and retelling ability. 学科网（北京）股份有限公司 $