4.1 My Internship Experience-Warm-up&Listening（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 4 My Internship Experience-Warm-up&Listening 教材分析 Position & Role: It is the first core skill lesson of the unit, bridging students’ daily English to vocational English. The listening task builds comprehension of internship requirements, while speaking practice develops their ability to discuss practical training and internship goals—critical for their upcoming vocational placements. Content Logic: The lesson progresses from warm-up discussion to focused listening, then to speaking practice, aligning with students’ cognitive development from input to output. Adaptation: The listening material includes job-specific vocabulary (e.g., positions, qualifications, deadline) that may challenge students with weak foundations. Additional simplified definitions, slowed audio, and visual aids will be added to ensure accessibility. 学情分析 Knowledge Base: Most students have a vocabulary of 1,500–2,000 words and can understand simple daily dialogues, but lack familiarity with internship-related vocabulary and formal expressions. Ability Level: They can speak short sentences but struggle with coherent conversations and extracting specific details from listening materials. Interest & Attitude: Students show strong interest in internship topics, as these directly relate to their future careers. However, they feel anxious about making mistakes in English and struggle with fast-paced listening. Learning Difficulties: Key challenges include remembering job-related vocabulary, understanding fast audio, and expressing personal internship experiences clearly. 教学目标 Knowledge Objectives 1　 Master 10+ core vocabulary (e.g., practical training, internship, position, qualification, resume, deadline, major, succeed) and 6 functional expressions (e.g., “I have practical training in…”, “What can you benefit from…”, “I succeeded in…”). 2　 Understand key information points in internship announcements (location, duration, required documents). Skill Objectives 1　 Extract specific details from the listening material with 70% accuracy. 2　 Discuss practical training experiences in pairs and deliver a 2-minute dialogue about internship goals. Emotional & Attitudinal Objectives 1　 Build confidence in using English for internship-related communication. 2　 Recognize the importance of practical training for future career success. 教学重难点 Key Points: Mastering internship-related vocabulary and expressions; completing listening tasks accurately; discussing internship experiences coherently. Difficult Points: Understanding fast-paced listening materials; using functional expressions to extend conversations. 教学方法 Task-Based Language Teaching (TBLT): Design listening and speaking tasks to drive language learning. Situational Teaching: Create internship-related scenarios to enhance engagement. Audio-Lingual Method: Use repetition and slowed audio to reinforce listening comprehension. Cooperative Learning: Pair work and peer feedback to reduce anxiety and encourage participation. 课前准备 Teacher Preparation 1　 Develop a PPT with vocabulary flashcards, listening task visuals, and internship scenario images. 2　 Prepare a slowed-down audio recording of the listening material (15% slower than the original). 3　 Design listening worksheets with gap-fill tasks and vocabulary matching exercises. 4　 Create “Internship Discussion Cards” with prompts for pair work. 5　 Collect short video clips of internship announcements (1–2 minutes) for the warm-up. Student Preparation 1　 Preview 8 key vocabulary words from the listening section (with Chinese annotations provided). 2　 Think about one practical training experience to share in class. 教学媒体 Multimedia projector, audio player, vocabulary flashcards, listening worksheets, “Internship Discussion Cards”, video clips, whiteboard markers. 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in 1. Greet students and play a 1-minute video clip of an internship announcement.2. Ask: “What information did you hear about the internship?”3. Introduce the lesson: “Today we’ll listen for internship details and talk about our own practical training experiences.” 1. Watch the video and share 2–3 key details with a partner.2. Discuss the warm-up question and note the lesson focus. Activate prior knowledge, connect the topic to vocational goals, and introduce the listening theme naturally. Warm-up 1. Vocabulary Teaching: Present core vocabulary with flashcards, including simplified definitions and major-specific examples (e.g., “qualifications” = skills or certificates for your major, like a nursing license).2. Functional Expressions: Teach 6 key phrases (e.g., “I succeeded in working as an intern”) and practice choral repetition. 1. Repeat vocabulary and match words to Chinese meanings on worksheets.2. Practice making sentences with functional expressions in pairs. Build vocabulary foundation and reduce listening comprehension barriers. Pre-Listening Listening Prediction: Ask students to predict the content of the listening material based on the gap-fill prompts (e.g., “Location: in ______”). Share predictions about the listening content. Reduce listening comprehension barriers. While-listening 1. Task 1: Listen for Main IdeaPlay the slowed audio once, then ask: “What is the announcement about?”2. Task 2: Listen for DetailsPlay the audio twice, guiding students to fill in the gap-fill worksheet (location, number of positions, duration, documents, deadline).3. Task 3: Check & ExplainGo over answers, explain difficult phrases (e.g., “by the end of June”), and replay confusing audio segments. 1. Listen and write down the main purpose of the announcement.2. Fill in the worksheet, comparing answers with a partner after the second play.3. Correct mistakes and ask questions about unclear points. Break listening into progressive tasks to reduce cognitive load and ensure comprehension. Post-listening 1. Warm-Up Discussion: Guide students to discuss the warm-up questions in pairs: “Have you got any practical training before? What did you learn?”2. Role-Play Setup: Give each pair an “Internship Discussion Card” with prompts (e.g., “Ask your partner what they can benefit from an internship”).3. Practice & Feedback: Monitor pairs, offer vocabulary support, and invite 2–3 pairs to perform their dialogues.4. Peer Feedback: Lead the class in giving feedback on fluency and use of target language. 1. Discuss practical training experiences in pairs, using learned expressions.2. Prepare and practice 2-minute dialogues based on the discussion cards.3. Perform dialogues and give feedback to other pairs. Encourage spontaneous language use and connect classroom learning to personal experiences. Summary &Homework 1. Summary: Recap key vocabulary, expressions, and listening/speaking skills.2. Homework:• Record a 1-minute self-introduction about your practical training experience.• Learn 5 more internship-related words from the textbook.3. Collect listening worksheets for assessment. Blackboard design Unit 4 My Internship Experience | Warm-up & Listening │ Vocabulary │ Functional Expressions │ │ • practical training │ • I have practical training in… │ │ • internship │ • What can you benefit from…? │ │ • position │ • I succeeded in working as… │ │ • qualification │ • What are the requirements? │ │ • deadline │ • I hope to get an internship in…│ Teaching Evaluation Formative Evaluation (During Class) 1． Participation: Assess engagement in pair work, discussions, and performances 2． Listening Accuracy: Evaluate worksheet completion 3． Speaking Performance: Score fluency, use of target language, and confidence Summative Evaluation (After Class) Homework Assessment: Evaluate the quality of the recorded self-introduction and vocabulary review Teaching reflection Successes 1． The slowed audio and vocabulary pre-teaching significantly improved listening accuracy “Internship Discussion Cards” increased student participation, with even quiet students sharing their experiences. 2． The warm-up video effectively reduced anxiety and connected the lesson to real-world vocational scenarios. Areas for Improvement 1． Some students still struggled with fast audio; adding a third listening play could enhance comprehension. 2． The time for role-play performances was slightly tight; reducing the pre-listening phase by 1 minute would allow more sharing. 3． Additional visual aids (e.g., sample resumes) could help students understand job-related documents better. 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 学科网（北京）股份有限公司 $