9.3 Preparing for the First Job-Speaking&Pronunciation（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 9 Preparing for First Job-Speaking&Pronunciation 教材分析 This lesson is from Unit 9, focusing on Speaking & Pronunciation. It is a key practical module that connects students’ academic learning to future career preparation. The speaking section uses a role-play dialogue between a student and a teacher, covering job-related topics like skill improvement, lifelong learning, and self-assessment. This provides a real-world context for students to practice communication. The pronunciation section focuses on English rhythm, helping students improve fluency and confidence in spoken English, which is essential for job interviews and workplace communication. This lesson builds on previous units about daily communication and future plans, and lays the foundation for more advanced workplace English tasks. It is critical for students to master these practical skills for their upcoming internships and jobs. 学情分析 Knowledge Base: Students have basic English communication skills and know some job-related vocabulary, but their ability to discuss career preparation in depth is limited. Ability Level: They can perform simple role-plays but struggle with extended conversations and accurate pronunciation rhythm. Interest & Attitude: Students are generally motivated to learn practical skills that will help them find jobs, but they lack confidence in speaking English publicly. Learning Difficulties: They may find it hard to use idiomatic expressions (e.g., “It’s never too late to learn”) and to maintain correct sentence rhythm. There is also a wide range of speaking abilities among students. 教学目标 Knowledge & Skill: 1　 Master key phrases: “It’s never too late to learn”, “Practice makes perfect”, “stick to”, “look forward to”, “strong/weak point”. 2　 Be able to role-play the dialogue fluently and discuss skills needed for their first job. 3　 Improve pronunciation by recognizing and practicing English sentence rhythm. Emotional & Attitude: 4　 Build confidence in using English for career-related conversations. 5　 Develop a positive attitude toward lifelong learning and self-improvement. 教学重难点 Key Points: Using job-related phrases in role-plays and mastering English rhythm patterns. Difficult Points: Sustaining a coherent conversation about job preparation and applying correct rhythm in spontaneous speech. 教学方法 1． Communicative Language Teaching (CLT): To encourage interaction and real communication. 2． Task-Based Learning (TBL): To engage students in practical, job-related tasks. 3． Audio-Lingual Method: To practice pronunciation and rhythm through repetition. 4． Cooperative Learning: To pair students for discussions and peer support. 课前准备 Teacher: Prepare PPT slides with dialogue, vocabulary, rhythm exercises, and skill-matching worksheets. Record audio of the dialogue and pronunciation passage. Prepare name tags for role-play. Students: Preview the dialogue on page 85, underline new words, and think about 2 skills they want to improve for their future job. 教学媒体 Multimedia equipment, audio recordings, worksheets, whiteboard 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 Greet students and start with a warm-up question: “What’s your dream job? What skills do you need for it?” Show a short video clip of a job interview, then ask: “What did the interviewee do well? What could they improve?” Introduce the topic: “Today, we’ll learn how to talk about preparing for your first job.” Answer the warm-up question and share their ideas in pairs. Watch the video and discuss the interview in groups of 3. Activate prior knowledge and connect the lesson to students’ future careers, increasing their engagement. Pre-speaking Vocabulary & Phrases: Present key phrases from the dialogue (e.g., “It’s never too late to learn”, “stick to”) with definitions and examples. - Explain cultural context: “‘Practice makes perfect’ is a common saying that means regular practice leads to success.” Drill pronunciation of phrases with the whole class. Prediction: Ask students to read the dialogue title and predict what Wang and Miss Li will talk about. Take notes on the phrases and repeat after the teacher. Work in pairs to predict the dialogue content and share their guesses. Build vocabulary and reduce anxiety before the role-play. Prediction activity encourages critical thinking. While-speaking Listening & Reading: 1. Play the audio of the dialogue (page 85). Ask students to listen and fill in blanks with missing phrases. 2. Play the audio again, and have students read along silently. 3. Explain difficult sentences: “I’m looking forward to hearing your good news” (explain “look forward to + gerund”). Role-play Preparation: 1. Divide students into pairs (A = Wang, B = Miss Li). 2. Ask pairs to practice the dialogue, focusing on pronunciation and intonation. 3. Walk around to monitor and offer help with pronunciation or vocabulary. Performance: Invite 2-3 pairs to perform the dialogue in front of the class. Give positive feedback and gentle corrections. Listen to the audio and complete the gap-fill exercise. Read along with the audio and mark any difficult parts. Practice the dialogue in pairs, focusing on natural delivery. Volunteer to perform and listen to other pairs’ performances. Improve listening comprehension and build confidence through guided practice. Role-plays allow students to use the language in a safe environment. Post - speaking Discussion (Page 86, Ex.2): 1. Explain the discussion questions: 1) “Can Wang make up for something before he graduates?” 2) “Do you agree with ‘It’s never too late to learn’? Why?” 3) “What other skills should Wang improve?” 2. Divide students into groups of 4 and assign a question to each group. 3. Ask groups to share their answers with the class. Skill Self-Assessment (Page 86, Ex.3): 1. Show the “Type of skills” mind map. Explain any unfamiliar terms (e.g., “data analysis”, “teamwork”). 2. Ask students to work in pairs to discuss: 1) “Which areas are your strong points?” 2) “Which areas are your weak points?” 3) “What should you do to improve?” Discuss the questions in groups, taking notes on key points. Share group answers with the class, using phrases like “We think…” and “In our opinion…” Discuss their own strengths and weaknesses in pairs, using the mind map as a guide. Encourage critical thinking and personal reflection. Group work fosters collaboration and allows quieter students to participate. Pronunciation Introduction: Explain that English is a stress-timed language, with strong beats on stressed syllables. Modeling: Read the passage on page 88 aloud, clapping on stressed syllables to demonstrate rhythm. - Guided Practice: Play the audio of the passage and have students listen and clap along. Choral Drilling: Read the passage line by line, with students repeating after you, focusing on rhythm. Pair Practice: Ask students to practice the passage in pairs, listening to each other’s rhythm. Listen to the explanation and identify stressed syllables in the teacher’s model. Clap along with the audio and repeat the passage, focusing on stress and rhythm. Practice in pairs and give each other feedback. Improve fluency and pronunciation by focusing on rhythm, which is essential for being understood in English. Summary &Homework Summary: Recap key phrases and skills from the lesson: “Today, we learned how to talk about job preparation and practiced English rhythm. Remember: ‘Practice makes perfect!’” Homework: 1. Record yourself reading the dialogue and the pronunciation passage, then send it to the class group chat. 2. Write a short paragraph (80-100 words) about: “Three skills I need to improve for my first job and how I will do it.” Blackboard design Unit 9 Preparing for First Job 📌 Key Phrases: - It’s never too late to learn. - Practice makes perfect. - stick to (sth/doing sth) - look forward to (doing sth) - strong point / weak point 🎯 Speaking Task: Role-play: Wang & Miss Li Discussion: Job skills to improve 🎵 Pronunciation Focus: Rhythm (stress-timed language) Example: “I have just REceived a LETter from my OLD school…” Teaching Evaluation 1． Monitor students’ participation in discussions and role-plays. 2． Check completion of gap-fill exercises and pronunciation practice. 3． Provide immediate feedback on language use and pronunciation. Teaching reflection 1． What Worked Well: The role-play and group discussion activities actively engaged students, and the rhythm exercises were effective in improving pronunciation confidence. 2． Areas to Improve: Some students struggled with the pronunciation of longer words (e.g., “organisational”). In future lessons, I will include more word-level pronunciation drills. 3． Adjustments for Next Time: I will add a peer feedback sheet for role-plays to encourage students to listen more carefully to each other and provide constructive comments. I will also prepare more examples of rhythm patterns to reinforce the concept. 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 $