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新仁爱版英语Unit 1 My Dream Job Listening & Speaking教学设计
Core Competence Objectives
1. Language Competence: Students acquire vocabulary and related expressions about professions through watching and listening tasks.
2. Communication Competence: Students use target vocabulary and sentence patterns to introduce different occupations and professional behaviors during interactions.
3. Cultural Awareness: Students understand the diversity of professions and develop respect for various careers.
4. Learning Ability: Students develop the skill of extracting information from listening materials and increase their interest in exploring future career paths.
Key Teaching Points
Use vocabulary and related sentence patterns to introduce different occupations and professional behaviors.
Difficult Teaching Points
Ask about and express career dreams in real - life contexts; stimulate interest and exploration awareness for future careers.
Teaching Procedures
Step 1: Lead - in
1. Ask and answer:
- What do you do
- What does your mother do
- What's your father's job
Design Intent: To activate students’ prior knowledge about jobs and get them engaged in the topic by connecting with their daily life.
2. Look at the pictures on Page 3 and answer:
- What are their jobs
Design Intent: To guide students to focus on visual materials so that they can predict and discuss jobs, preparing them for the following listening and speaking activities.
Step 2: Viewing & Pre - listening
1. Match the jobs (a - f) with the people on Page 3. Then check the answers.
Design Intent: To train students’ ability to match information and preview job - related vocabulary, which lays a foundation for listening.
2. Read the jobs together.
Design Intent: To help students get familiar with the pronunciation and spelling of job - related vocabulary through collective reading.
3. Add more jobs to the mind map.
Design Intent: To encourage students to expand their job - related vocabulary and organize knowledge in a systematic way, developing the learning strategy of building word networks.
4. Share in class.
Design Intent: To provide an opportunity for students to express themselves, boost their confidence in speaking, and learn from their peers.
Step 3: Listening & Speaking
1. Listen and repeat the conversation in A1c.
Design Intent: To help students imitate correct pronunciation and intonation, improving their phonetic ability and understanding of conversational structures.
2. Practice the conversation in A1c.
Design Intent: To let students get familiar with the conversation pattern through repetition, preparing for further practice.
3. Replace the parts in bold and practice with the partner.
Design Intent: To guide students to use the learned sentence patterns flexibly, promoting their ability to adapt language to different situations.
4. Some students share their conversation in class.
Design Intent: To encourage students to show their practice results, enhancing their communication competence and confidence.
5. Read A2, and predict the important information.
Design Intent: To develop students’ ability to predict information before listening, which is an essential listening strategy.
Step 4: Post - listening
1. Write riddles about different jobs, and ask the partners to guess the jobs.
Design Intent: To inspire students’ creativity and critical thinking, and reinforce their memory of job - related vocabulary in a fun way.
2. Some students share their riddles in the class, and other students guess the jobs.
Design Intent: To create an interactive classroom atmosphere, allowing students to use the learned knowledge communicatively and evaluate each other’s work.
Blackboard Design
Listening & Speaking Lesson 1
jobs
director
postman
office worker
builder
artist
...
Teaching Reflection
In this lesson, students obtain information about professions and their daily work through listening, reading, and role - playing activities. They can apply and internalize the learned knowledge in communication, which lays a good foundation for subsequent language output. However, some students still find it hard to use vocabulary flexibly in real - life situations. In future lessons, more contextualized practice should be provided to meet the diverse learning needs of students.

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