4.3 My Internship Experience-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 4 My Internship Experience-Speaking&Pronunciation 教材分析 Position & Role: It builds on the listening and reading foundation from earlier lessons, shifting focus to oral communication and pronunciation accuracy—critical skills for students’ upcoming internship interviews and future workplace interactions. Content Logic: The speaking task provides a realistic engineering job interview dialogue, while the pronunciation section targets sentence stress to enhance fluency and clarity. This structure aligns with vocational students’ needs to communicate effectively in professional settings. Adaptation: The textbook’s dialogue includes technical vocabulary (e.g., database systems, mobile application) that may challenge students with weak foundations. Additional simplified explanations and visual aids will be provided to ensure accessibility. 学情分析 Knowledge Base: Most students have a vocabulary of 1,500–2,000 words and can understand simple dialogues, but struggle with job-specific vocabulary and formal interview expressions. Ability Level: They can speak short sentences but lack confidence in extended dialogues. Pronunciation issues, especially incorrect sentence stress, often hinder their communication clarity. Interest & Attitude: Students show strong interest in interview scenarios, as these directly relate to their internship and job goals. However, they feel anxious about making mistakes in formal English. Learning Difficulties: Key challenges include mastering technical interview vocabulary, maintaining coherent dialogue, and applying correct sentence stress to sound natural. 教学目标 Knowledge Objectives 1　 Master 10+ core interview vocabulary (e.g., employability, essential qualifications, entry-level, hands-on, database systems) and 8 functional expressions (e.g., “I’m interested in it”, “What are the essential qualifications?”, “I hope to get this opportunity”). 2　 Understand the rules of sentence stress (content words: nouns, verbs, adjectives are stressed; function words: articles, prepositions are unstressed). Skill Objectives 3　 Perform a 3-minute interview role-play using learned vocabulary and expressions with 70% fluency. 4　 Identify and apply correct sentence stress in 5+ interview-related sentences. Emotional & Attitudinal Objectives 5　 Build confidence in using English for job interviews and professional communication. 6　 Recognize the importance of clear pronunciation and fluency for career success. 教学重难点 Key Points: Mastering interview vocabulary and functional expressions; performing role-plays accurately; applying sentence stress rules. Difficult Points: Maintaining coherent dialogue in role-plays; consistently using correct sentence stress in spontaneous speech. 教学方法 Situational Teaching: Create a realistic interview environment to enhance engagement. Task-Based Language Teaching (TBLT): Design role-play and pronunciation tasks to drive learning. Audio-Lingual Method: Use repetition and drilling to reinforce pronunciation. Cooperative Learning: Pair work and peer feedback to reduce anxiety and encourage practice. 课前准备 Teacher Preparation 1　 Develop a PPT with vocabulary flashcards, interview scenario visuals, and sentence stress examples. 2　 Prepare audio recordings of the interview dialogue and sentence stress practice (slowed down for clarity). 3　 Create “Interview Role-Play Cards” with different job positions (e.g., Computer Engineering Intern, Nursing Intern). 4　 Design pronunciation worksheets with sentence stress marking tasks. 5　 Prepare name tags for interviewer/interviewee roles. Student Preparation 1　 Preview 8 key vocabulary words from the dialogue (with Chinese annotations provided). 2　 Think about one strength they would mention in an internship interview. 教学媒体 Multimedia projector, audio player, vocabulary flashcards, role-play cards, pronunciation worksheets, name tags 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 ask: “If you were interviewing for an internship, what would you say to impress the manager?”2. Play a 1-minute audio clip of a successful interview and ask: “What words did the interviewee stress?”3. Introduce the lesson: “Today we’ll practice interview dialogues and learn to stress words correctly to sound more confident.” 1. Discuss the warm-up question in pairs and share 2–3 ideas.2. Listen to the audio clip and identify stressed words.3. Note the lesson focus. Activate prior knowledge, connect the topic to career goals, and introduce the pronunciation theme naturally. Pre-speaking 1. Vocabulary Teaching: Present interview vocabulary with flashcards, including simplified definitions and example sentences (e.g., “hands-on experience” = practical, real work experience).2. Functional Expressions: Teach 8 key interview phrases (e.g., “What are the essential qualifications?”) and practice choral repetition.3. Sentence Stress Introduction: Explain the rule (stress content words, not function words) with examples: “We have an open position.” (stress open, position).4. Model 2 sentences and ask students to repeat, focusing on stress. 1. Repeat vocabulary and match words to Chinese meanings on worksheets.2. Practice phrases in pairs, creating their own sentences.3. Listen to the rule, identify stressed words in examples, and repeat sentences with correct stress. Build vocabulary and pronunciation foundations to reduce barriers for subsequent tasks. While-speaking 1. Dialogue Analysis: Distribute the interview dialogue and guide students to: • Identify 5 key vocabulary words. • Highlight 3 functional expressions. • Mark sentence stress in 2 lines (e.g., “I’m interested in it”).2. Audio Listening: Play the dialogue audio twice, pausing to clarify pronunciation and stress.3. Choral Practice: Lead the class in reading the dialogue together, emphasizing stressed words.4. Pair Practice: Have students read the dialogue in pairs, switching roles once. 1. Analyze the dialogue, complete vocabulary and stress tasks, and compare answers with a partner.2. Listen to the audio, follow along, and note pronunciation details.3. Read the dialogue chorally, focusing on stress and fluency.4. Practice the dialogue in pairs, with one student as interviewer and one as interviewee. Break down the dialogue into manageable tasks, ensuring students understand both content and pronunciation before role-playing. Post - speaking 1. Role-Play Setup: Divide students into pairs, give each pair a “Role-Play Card” with a job position (e.g., Nursing Intern, Accounting Intern).2. Prompt Guidance: Provide prompts for both roles (e.g., Interviewer: “What experience do you have?”; Interviewee: “I have practical training in…”).3. Preparation Time: Allow 5 minutes for pairs to create their own 3-minute dialogue using learned vocabulary and stress rules.4. Performance & Feedback: Invite 2–3 pairs to perform, then lead peer feedback on: • Use of vocabulary/expressions. • Correct sentence stress. • Fluency and confidence. 1. Read role-play cards, discuss prompts, and draft dialogues in pairs.2. Practice dialogues, focusing on stress and fluency.3. Perform in front of the class and give feedback to other pairs. Encourage spontaneous language use and application of pronunciation rules, while peer feedback builds confidence and awareness. Summary &Homework 1. Summary: Recap key vocabulary, interview expressions, and sentence stress rules.2. Homework: • Record a 1-minute self-introduction for an internship, applying correct sentence stress. • Write a 4-line dialogue with a partner, using 3+ learned expressions.3. Collect worksheets for assessment. Blackboard design Unit 4 My Internship Experience | Speaking & Pronunciation │ Interview Vocabulary │ Functional Expressions │ │ • employability │ • I’m interested in it │ │ • essential qualifications│ • What are the essential…? │ │ • entry-level │ • I hope to get this… │ │ • hands-on │ • Do you have any questions?│ │ • database systems │ │ │ Sentence Stress Rules │ Role-Play Prompts │ │ • Stress content words: │ • Interviewer: Ask about │ │ Nouns, Verbs, Adjectives│ experience/qualifications│ │ • Unstress function words:│ • Interviewee: Mention │ │ Articles, Prepositions │ strengths/training │ Teaching Evaluation Formative Evaluation (During Class) 1． Participation: Assess engagement in pair work, choral practice, and performances (25%). 2． Dialogue Practice: Evaluate accuracy of vocabulary/expression use and sentence stress (35%). 3． Role-Play Performance: Score fluency, confidence, and application of learned skills (20%). Summative Evaluation (After Class) Homework Assessment: Evaluate the quality of the recorded self-introduction and written dialogue (20%). Teaching reflection Successes 1． The warm-up audio clip and vocabulary pre-teaching effectively reduced anxiety and prepared students for the dialogue. 2． Role-play cards with major-specific scenarios increased relevance, and students actively participated even when nervous. 3． Sentence stress practice improved students’ awareness of pronunciation clarity, with many noting their speech felt “more natural.” Areas for Improvement 4． Some students still struggled with technical vocabulary; adding visual examples (e.g., photos of database systems) could enhance understanding. 5． The time for role-play preparation was slightly tight; reducing the pre-speaking phase by 1 minute would allow more practice. 6． More one-on-one feedback on pronunciation would benefit students with weaker skills, which could be addressed in future small-group activities. 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 $