9.1 Preparing for the First Job-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 9 Preparing for First Job-Warm-up&Listening 教材分析 This lesson is from Unit 9 Preparing for the First Job in the Basic Module 3 of secondary vocational English textbook. It serves as the opening warm-up and listening part of the unit, laying a foundation for students to learn about workplace topics and job-related language expressions. The content closely connects with students' future career development, helping them build initial awareness of job preparation and workplace communication. The warm-up section guides students to talk about career aspirations and job-related qualities, while the listening part simulates a real onboarding conversation, enabling students to understand basic workplace roles and onboarding processes. The topic is practical and close to students' lives, which can effectively stimulate their learning enthusiasm and prepare them for subsequent reading and writing learning of the unit. 学情分析 Knowledge Reserve: Students have mastered basic job-related vocabulary (such as simple job names) and daily conversational English, but lack systematic workplace English expressions and listening skills for professional scenarios. Ability Level: Students have weak English foundation, limited vocabulary size, and poor ability to understand continuous listening materials; they are willing to participate in interactive activities but lack confidence in expressing themselves in English. Interest and Attitude: Students are interested in career-related topics closely related to their future lives, and are willing to learn practical English that can be used in the workplace. Learning Difficulties: They may struggle to understand new job-related vocabulary in listening materials, and have difficulty grasping key information in continuous listening. 教学目标 Knowledge Objectives 1　 Master common job-related words and phrases (e.g., programmer, supervisor, manager, cook, salesman, HR, intern, assistant, tour the working lines, see partners). 2　 Understand the general idea of the listening material and grasp key information such as characters, time, and actions. 3　 Master basic sentence patterns for talking about jobs and onboarding processes. Skill Objectives 1　 Be able to identify and match job positions with their corresponding responsibilities. 2　 Be able to extract key information from simple workplace listening materials. 3　 Be able to express personal career aspirations and job preparation ideas in simple English. Emotional Objectives 1　 Cultivate positive career attitudes and a sense of preparation for future jobs. 2　 Build confidence in using English to talk about workplace topics and enhance interest in learning practical English. 3　 Develop team awareness and communication skills through pair and group activities. 教学重难点 Key Points: Master job-related vocabulary; grasp key information in the listening material; use simple English to talk about career aspirations. Difficult Points: Understand and distinguish the roles of different workplace characters in listening; extract specific information from continuous listening materials. 教学方法 1． Task-based language teaching method, 2． situational teaching method, 3． cooperative learning method, 4． audio-lingual method. 课前准备 1． Multimedia courseware (PPT with job-related pictures, vocabulary cards, listening audio). 2． Matching activity worksheets (job positions and responsibilities). 3． Role-play cards (for onboarding conversation practice). 4． Small prizes for classroom interaction. 教学媒体 Multimedia computer, projector, textbook, blackboard, audio player. 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 with simple English greetings: "Good morning, everyone! How are you today?" 2. Show a short video of different jobs (programmer, cook, salesman, etc.) and ask: "What jobs can you see in the video?" 3. Ask the guiding question: "You will graduate soon, what do you want to do after graduation?" 1. Respond to greetings: "Good morning, teacher! I'm fine, thank you." 2. Watch the video and name the jobs they see. 3. Think about the question and share their simple answers in English or Chinese. 1. Create a relaxed classroom atmosphere with simple greetings. 2. Stimulate students' interest in the topic with visual videos. 3. Naturally lead to the unit theme of "preparing for the first job". Warm-up 1. Present the three questions on the textbook: ① "What do you want to do after graduation?" ② "What advantages do you think you have?" ③ "What should you do in order to start the first job?" 2. Explain the questions simply, and provide example sentences for each question (e.g., "I want to be a salesman. I am outgoing. I should learn more about selling skills."). 3. Organize students to work in pairs to discuss the questions, walk around to offer guidance. 4. Invite 3-4 pairs to share their discussions with the class. 1. Read the questions and understand their meanings with the teacher's explanation. 2. Work in pairs to discuss the three questions, using the example sentences as references. 3. Voluntarily share their discussion results with the whole class. 1. Cultivate students' oral English expression ability through pair discussion. 2. Guide students to think about their career plans, laying the foundation for the unit theme. 3. Build students' confidence in speaking English through sharing activities. Pre-Listening 1. Introduce the listening topic: "Now we will listen to a conversation about a new intern starting work." 2. Present the four questions of the listening material: ① Who is Peter? ② Who is White? ③ When will Li Han come to work? ④ What will Li Han do on the first day of work? 3. Guide students to read the questions and options, and predict the content of the conversation. 1. Read the listening questions and options carefully. 2. Predict the possible answers based on the vocabulary learned. 3. Write down key words in the questions for listening focus. 1. Help students clarify the listening task and reduce listening anxiety. 2. Cultivate students' prediction ability before listening. While-listening 1. Play the listening audio for the first time, ask students to just listen and get the general idea. 2. Play the audio for the second time, ask students to choose the best answers for the four questions. 3. Play the audio for the third time, pause at key sentences to explain difficult words and expressions (e.g., intern, assistant, tour the working lines, see partners). 4. Check the answers with the whole class, and ask students to find the corresponding sentences in the audio to support their answers. 1. Listen to the audio for the first time and grasp the general idea of the conversation. 2. Listen again and mark the answers to the questions. 3. Listen for the third time, and follow the teacher to understand key sentences and difficult words. 4. Share their answers and point out the supporting sentences in the audio. 1. Help students gradually understand the listening material through repeated listening, suitable for their weak listening foundation. 2. Guide students to extract key information from the conversation. 3. Consolidate new words and expressions in the context of the listening material. Post-listening 1. Ask students to retell the main content of the listening conversation with the help of key words. 2. Organize a simple role-play: Let students act as the characters in the listening conversation (Peter, White, Li Han) to practice the conversation. 3. Invite one group to perform the role-play in front of the class, and give positive feedback. 1. Retell the listening conversation with key words. 2. Work in groups to practice the role-play of the conversation. 3. Voluntarily perform the role-play for the class. 1. Consolidate the listening content through retelling and role-play. 2. Cultivate students' oral English ability and team cooperation. 3. Enhance students' sense of achievement in using English to simulate workplace scenarios. Summary &Homework 1. Assign homework tasks: ① Copy the job-related words learned in class 3 times, and write one sentence for each word. ② Work with a partner to prepare a short conversation about "the first day at work" based on the listening material. ③ Think about one more advantage you have for your future job, and write it down in English. Blackboard design Unit 9 Preparing for the First Job (Warm-up & Listening) 1. Job-related Words: Programmer Supervisor Manager Cook Salesman HR Intern Assistant 2. Sentence Patterns: - What do you want to do after graduation? I want to be a ______. - What advantages do you have? I am ______ (outgoing/hard-working). - When will you come to work? I will come to work next Monday. 3. Listening Key Points: Peter → assistant White → manager Li Han: come to work next Monday; tour lines & see partners Teaching Evaluation Formative Evaluation: 1　 Observe students' participation in pair work, matching activities, and role-play, give timely verbal praise and guidance. 2　 Check students' answers to the listening questions and vocabulary mastery in class. 3　 Evaluate students' oral expression ability in sharing and role-play activities, focusing on their courage to speak and use of learned vocabulary. Summative Evaluation: 1　 Check students' homework completion quality, including vocabulary copying, sentence writing, and conversation preparation. 2　 Evaluate students' overall understanding of the lesson content through simple quizzes in the next class. Teaching reflection Strengths: The use of pictures, videos, and role-play activities effectively stimulated students' learning interest, and the repeated listening design helped students with weak foundation grasp the key information of the listening material. The pair discussion and matching activities enhanced students' participation and built their confidence in speaking English. Areas for Improvement: Some students still have difficulty pronouncing difficult job-related words, and need more targeted pronunciation practice in future lessons. The role-play activity time was a bit tight, and some groups could not fully practice the conversation. Adjustments for Next Class Add more pronunciation practice games to help students master difficult words; extend the time for interactive activities appropriately, and provide more example sentences for students with weaker foundation to participate in oral activities 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 $