Unit 1 Personal and Family Life Listening and Speaking 教案2026-2027学年中职英语高教版（2023修订版）基础模块1

该中职英语教案聚焦“个人与家庭生活”主题，核心知识点为家庭成员和职业词汇，以及问候、自我介绍、介绍家人的功能句型。通过英文歌曲《Finger Family》导入和教师真实家庭照片示范，自然引入主题，作为单元开篇，为后续读写环节搭建词汇与句型支架。 特色在于情境化与分层任务设计，结合文化意识（对比中英姓名顺序、亲属称谓）和学习能力（家庭树思维导图分类词汇）。采用任务型教学，听力从预测到精听，口语从机械操练到“家庭照片发布会”开放活动，搭配Quick Point游戏和分层作业，激发学生开口意愿，教师可直接使用音频、图片等资源，提升教学效率。

Vocational School English Lesson Plan · Basic Module 1 · Unit 1 Personal and Family Life Unit 1 Personal and Family Life Listening and Speaking Topic Unit 1 Personal and Family Life — Listening and Speaking Lesson Type New lesson (listening & speaking) Duration 1 period (45 minutes) Target Students First-year vocational school students (Grade 10) Textbook English (Basic Module 1), Higher Education Press Teacher I. Analysis of the Teaching Material This is the opening unit of English (Basic Module 1) for vocational schools, revolving around the theme of “Personal and Family Life”, which is close to students' daily life. The Listening and Speaking section presents greetings, self-introduction, and introducing family members and their jobs through the authentic situation of “meeting new classmates at the start of the school year”. As the starting point of the whole unit, it lays the vocabulary and sentence-pattern foundation for the later Reading and Writing and Language Practice sections. The listening and speaking materials are authentic in situation and practical in task, meeting the requirements of the National English Curriculum Standard for Vocational Schools to “base learning on students' real life and highlight the development of workplace language communication competence”. II. Analysis of the Students The students are first-year vocational school newcomers: (1) Proficiency: most students have a weak and uneven English foundation, with a limited vocabulary and poor listening/speaking skills; some are afraid of speaking and making mistakes; (2) Needs: as newcomers who do not know each other yet, they have a genuine communicative need to introduce themselves, make new friends and learn about others' families, which gives them strong motivation; (3) Psychology: they enjoy visual, fun and highly interactive activities, but their attention span is short. Therefore, this lesson adopts the strategy of “low starting point, small steps, more encouragement and strong interaction”, using pictures, games and group activities so that every student dares to open their mouth and has something to say. III. Teaching Objectives (Based on Core Competencies) 1. Workplace language communication: Students can understand short dialogues about names, ages, hometowns, family members and jobs; they can correctly use “My name is… / I'm… years old. / I'm from… / This is my… / What does your father do?” to introduce themselves and their family members with basically correct pronunciation and intonation. 2. Awareness of thinking differences: Students perceive the differences between Chinese and English name order (surname first in Chinese vs. given name first in English) and kinship terms (e.g. “cousin” covers both paternal and maternal cousins), developing an initial bilingual comparison awareness. 3. Cross-cultural understanding: Students learn about common greeting and self-introduction etiquette in English-speaking countries (handshaking, eye contact, responding to “Nice to meet you”), compare Chinese and Western views of family, and strengthen their sense of family identity. 4. Autonomous learning: Students can predict listening content with the help of pictures and key words, and learn to categorise and memorise family vocabulary with a family tree mind map. IV. Key Points and Difficult Points Key points: (1) Vocabulary of family members: family, parent(s), father/dad, mother/mum, grandfather, grandmother, brother, sister, uncle, aunt, cousin; (2) Vocabulary of jobs: teacher, doctor, nurse, driver, worker, farmer, cook, manager; (3) Core functional sentence patterns: What's your name? — My name is… / I'm…; How old are you? — I'm sixteen (years old).; Where are you from? — I'm from…; What does your mother do? — She is a nurse.; This is my… / There are four people in my family. Difficult points: (1) Accurate use of the third-person singular question and answer “What does he/she do? — He/She is…” (students tend to mix up do/does, and “my father” with “he”); (2) the ability to catch key information such as numbers and jobs while listening; (3) overcoming speaking anxiety and actively using the target patterns for real communication. V. Teaching Methods and Preparation Teaching methods: Situational teaching, task-based teaching and communicative teaching, supplemented by cooperative group learning and game-based teaching. Preparation: multimedia courseware, audio materials, the teacher's “family photo”, picture cards of family members and jobs, word cards, and group assessment sheets. VI. Teaching Procedures Stage Teacher's Activities Students' Activities Purpose Step1　Lead-in (5 min) 1. Play the English song Finger Family and lead students to sing along with clapping to liven up the atmosphere. 2. Show the teacher's own “family photo” and give a model self-introduction: Hello, everyone! My name is… I'm your English teacher. Look, this is my family. This is my father. He is a… 1. Sing along and get ready for the English class. 2. Look at the photo, listen to the teacher and get a first sense of the target language. The song and the teacher's real photo create a relaxing situation, shorten the distance, and naturally introduce the theme of “personal and family life”. Step2　Vocabulary (8 min) 1. Present a family tree on the slide and teach the family member terms one by one with pictures, leading the reading and correcting pronunciation. 2. Show pictures of jobs and present job vocabulary through the question-and-answer pattern “What does he/she do?”. 3. Organise the “Quick Point” game: the teacher says a word quickly and students race to point at the right picture or raise the right card. 1. Read after the teacher, imitate the pronunciation and mark the new words. 2. Observe the pictures and sense the Q&A patterns. 3. Take part in the game, react quickly and consolidate sound and meaning. Words are taught with pictures for direct and efficient learning; the game keeps attention and removes vocabulary barriers for the coming listening and speaking tasks. Step3　Listening (12 min) 1. Pre-listening: guide students to read the questions and pictures and predict the dialogue; explain key words (hometown, major, etc.). 2. While-listening: Activity 1 — listen twice and choose the picture that matches the dialogue; Activity 2 — listen again and complete the information form (Name / Age / Hometown / Family members / Father's job). 3. Post-listening: check answers and teach listening strategies (catching key words such as numbers and jobs); replay the recording sentence by sentence for students to repeat and imitate the pronunciation and intonation. 1. Read the questions, make predictions and listen with purpose. 2. Grasp the general idea in the first listening and catch details to fill in the form in the second. 3. Check answers and reflect on the mistakes; repeat after the recording, paying attention to rising and falling tones. Prediction before listening trains listening strategies; the two rounds go from the general to the detailed in a reasonable gradient; repeating turns the input into language ready for output. Step4　Speaking (15 min) 1. Mechanical drill: show substitution pictures (different people + jobs); after a teacher-student demonstration, students do pair drills: —What does your mother do? —She is a nurse. 2. Pair work (semi-open): in the situation of “the first day of school, meeting a new classmate”, pairs make up and act out a greeting-and-introduction dialogue with the support of a conversation frame provided by the teacher. 3. Group work (open): hold a “Family Photo Press Conference” — in groups of four, students take turns introducing their own family photos with This is my… He/She is… There are… people in my family; each group chooses one representative to present to the whole class. 4. The teacher circulates, provides language scaffolding and notes typical errors for later feedback. 1. Do quick Q&A drills with the substitution pictures. 2. Make up and act out greeting dialogues with a partner. 3. Introduce their own family photos in groups and ask each other questions. Tasks go from controlled drills to semi-open and open ones step by step, following the rules of language acquisition; “introducing my family” meets the newcomers' real communicative need and puts learning into use. Step5　Summary & Evaluation (3 min) 1. Guide students to sum up the core vocabulary and sentence patterns of this lesson with the mind map on the blackboard. 2. Hand out group assessment sheets (pronunciation & intonation / fluency / completeness of content) and select the “Oral English Star” of this lesson. 1. Retell the key points following the mind map. 2. Take part in peer assessment and vote for the best-performing group. A structured review of the knowledge; multiple evaluation encourages students to speak up — assessment promotes learning. Step6　 Homework Assignment (2 min) 1. Assign tiered homework (see Section VIII) and explain the requirements and how it will be checked. 1. Write down the homework and be clear about their own tier of tasks. Tiered homework takes care of students of different levels and implements “reducing burden while raising efficiency”. VII. Blackboard Design Unit 1 Personal and Family Life — Listening and Speaking [Vocabulary] [Sentence Patterns] grandfather — grandmother What's your name? — My name is… / I'm… father — mother uncle — aunt How old are you? — I'm sixteen. brother sister cousin Where are you from? — I'm from… Jobs: teacher / doctor / nurse / What does your mother do? — She is a nurse. driver / worker / farmer / cook This is my father. There are four people in my family. (Draw a simple Family Tree in the middle: grandparents — parents — children) VIII. Homework (Tiered) Level A (required): (1) Copy and memorise the new words and core sentence patterns of this lesson; (2) listen to the recording and repeat the dialogue twice, imitating the pronunciation and intonation. Level B (optional): Record a 30-second self-introduction video in English (including name, age, hometown, family members and one family member's job) to share in the next period. IX. Teaching Reflection (to be completed after class) (1) How well did the students master the core sentence patterns? Did the speaking activities cover the students with a weaker foundation? ________________________________________________ (2) Was the difficulty of the listening tasks appropriate? Was the time control of the games reasonable? ________________________________________________ (3) What adjustments are needed for the next period? ________________________________________________ 学科网（北京）股份有限公司 $