1、教学设计 学科：英语 教材： 基础模块第三册 适用对象：中职商务英语专业二年级学生 一、整体分析 UnitUnit 9 Is your company going to the fashion fair in Shanghai?9 Is your company going to the fashion fair in Shanghai? 设计设计 理念理念 There are mainly three design concepts : emphasis on occupation, practice and locality. 1. Occupation By organizing suc
2、h micro-course, I hope to enable students to experience posts, shape their future career as well as penetrating across the cultural and professional courses. 2. Practice Practice itself is the only way to learn language. Hence, using task-based teaching, situational teaching, inquiry teaching and ot
3、her approaches is the best choice to make the practice run through the teaching process. 3. Locality Most of our students are likely to find local jobs, if so, the trend of economic development in Zhuhai is bound to be taken into consideration. The subject of this lesson -how to organize a school fa
4、ir enables students to deepen his knowledge of trade, which perfectly match what the local labor market is looking for. 学生学生 情况情况 分析分析 Most of the vocational school students tend to have a rather low self-evaluation on their English proficiency, showing that they lack in self-confidence. And in thei
5、r English learning process, speaking and listening are two major elements students are anxious about. However, most of students show the supportive and active attitude towards the cooperative learning. The students of this course major in Business English, whose career developing directions are trad
6、e specialists, secretaries and etc. These posts require students to obtain the basic business knowledge, oral expression ability and coordination ability. 课时课时 划分划分 This unit centers on “organizing a fair”, including the discussion about different procedures of organizing a fair, the activities invo
7、lved in the fair. The whole unit can be divided into six parts: warming up, listening and speaking, reading, grammar, unit task, and writing This period lays emphasis on “unit task”-“How to organize a school fair”. To encourage the students to make the presentation of procedures , we should bear in
8、mind that do not always correct the mistakes that the students might make while speaking. Otherwise, the students would feel reluctant to orally tell their opinions. 二、教学设计 Unit task: How to organize a school fair?Unit task: How to organize a school fair? 教学教学 目标目标 1. Knowledge objects: be able to u
9、nderstand how to organize a school fair; get to know the general information of local fairs. 2. Ability objects: be able to express the organizing steps of a fair as an organizer. 3. Moral objects: be able to help them shape their future career and become a high-qualified staff. 教学教学 重难重难 点点 enablin
10、g students to understand the organizing steps; how to express the fair organizing steps designed by themselves. 教学教学 方法方法 Task-based teaching, situational-teaching, audio-visual demonstration. 学习学习 方法方法 Cooperative learning, group work, peer-competition. 教学教学 媒体媒体 Multimedia equipment(PPT,computer,
11、etc.) Audio-visual aids(video). 教学过程教学过程 预设预设 时间时间 环节环节 活动活动 设计意图设计意图 1. Pre-class A. Divide students into groups. B. Prepare a micro course and deliver the basic knowledge of “how to organize a fashion fair” to students. C. Collect feedback of students after learning the micro course. To learn befo
12、re teach. 5 mins 2. On-site FAQ Students can get feedback of the reflected problems in learning the micro course. In this way, the core knowledge conveyed by the micro course can be ensured to be understood by students. 10 mins 3. Probing into the contents Two questions proposed in this lesson are a
13、s below: A. Do you think the authors organizing steps is perfect? Which steps do you think should be added? B. Do you agree with the on-site activities adopted by the author? How would you choose? 25 mins 4. Language output: team task A. It will be started with a piece of news from local TV program,
14、which is called “Beauty Helping”. There is a story of a 16-year-old boy called Luo Xiaohu from Zhuhai Technician Institute. B. After watching the program, the teacher will share some local fair information to help students create the language environment and background information. C. Ask students t
15、o plan a fair for Luo Xiaohu, fill out the fair information card and make PPT to show the organizing process. D. Works showing and sharing. To create a real situation for students can connect knowledge with certain environment and encourage them to practice in a real way. 5 min 5. Summary and assessment 4.self-check: Summarize what we practiced and ask students to evaluate themselves. Review and assessment are necessary in language learning.
