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1、Discussing Future Arrangements一、 学情分析 中职商务英语专业的学生经过一个学期的商务英语课程学习，对商务理念和实务有了初步的了解，并掌握了一定的商务英语专业词汇和听说技能；职中生的年龄在16-17岁，他们学习积极主动性较高，求知欲强，模仿和接受能力也较强；但是中职学生的英语基础知识相对薄弱，中低面偏大，缺乏开口说英语的勇气和信心，个性差异较大，在团队合作和商务合作方面的意识淡薄。所以在教学中，通过分层教学，让所有学生得到学习的成功体验；通过情境教学，培养学生获取有用信息的能力；通过任务和竞赛等方式，培养学生商务竞争意识和团队协作精神；通过自主探究、观察发现等实践
2、活动，培养学生自主学习的能力；利用多媒体教学手段，听说结合，训练学生用英语思维，提高学生用英语交际的能力。二、 教材分析1. 教学内容本设计选自Business Start-up 1 (剑桥大学出版社) 中的第七单元第二课 Discussing Future Arrangements.日常安排和商务计划是商务工作中很重要的环节。按照上级意图制定商务活动安排、跟同事讨论商务计划、根据需要改变行程等类似活动中，都要求商务英语专业人员有很高的听力水平和口语能力。所以让学生通过本课的学习，可以学会安排和讨论商务活动和计划，提高听取和获得商务信息的能力。在本课的讲授中，本人用视频和图片迅速地将学生带入到
3、商务活动的氛围中，起到开门见山的作用。本课的六道听力题目，不能满足不同水平层次学生的学习要求，所以设计成两种不同难易程度的练习，让学生有效地获取信息。中职学生较熟悉语法知识，相对缺乏对商务信息的获取能力，所以设计中删除了两个语法练习，加强了听力训练。 2. 教学重点、难点本课的教学重点： 能够对日常生活计划和商务安排进行英语会话和理解。本课的教学难点： 对商务活动和其他事宜都能够有条不紊地进行讨论、计划和安排。三、 教学目标认知目标：1. 使用简单准确的动词和现在进行时描述商务活动计划和安排。2. 商务活动安排和计划的制订和变更。能力目标：1. 听取并记录商务活动计划信息（基本要求）。谈论、听
4、取并记录商务活动的详细情节（较高要求）。2. 谈论简单的商务活动和其他活动的安排。3. 掌握听取有效商务活动信息的策略。情感目标：1. 体验团队合作，形成商务合作的意识。2. 克服困难，培养意志力，形成商务竞争意识。12四、教学步骤（英文）Flows and time Activities (interactive models) Students roleTeachers roleStep 1 Wake up 3 minutesMemory game: Watching Video (T-Ss)1. Guess where the conversation takes place and t
5、heir relationship while watching a silent video.2. Watch the sound video and do the Bingo game.1. Assign the guessing task, play a silent video, show the answer and give awards to winners.2. Play the sound video and see who has a better memory.Purpose: To wake up the Ss, activate background knowledg
6、e and prepare Ss for the coming listening.Prediction: Ss answers might vary so the teacher should try to lead them to business arrangements. Step 2Pre-listening(warming-up)2 minutesBrainstorming (T-Ss)Brainstorm business travel.Assign Ss to brainstorm in four groups and write the words they say on t
7、he blackboard.Purpose: To bring the students into business world and get ready for the listening.Prediction: This is a good chance to pre-teach the words related to the text so the teacher should encourage Ss to say more.Step 3: While- listening15 minutes1. Group Competition: Listening for specific
8、information(T-Ss)1. Each team chooses a group leader.2. Listen to the recording for the 1st time.3. Fill in the gaps in the diary.4. The group leader collects the answers and shows it to the whole class to see which team has got the right answers.1. Divide the class into teams of four students.2. Ex
9、plain the competition rules briefly.3. Highlight the strategy of listening for specific information.4. Assign the listening task, give assessment and hold the 1st round of competition.Purpose:1. To get Ss to form the habit of note-writing while listening.2. To get Ss to catch specific information.Pr
10、ediction： Some Ss may have difficulties in catching all the information so the teacher needs to replay the recording when necessary.2. Group Competition: Two-leveled listening (T-Ss & Ss-Ss)1. Listen to the recording for the 2nd time.2. Suitable worksheet is given to different Ss according to their
11、levels and demands.3. The group leader collects each one s answers and exchanges the answers with another one。1. Hand out the worksheet and remind Ss to catch useful information.2. Hold the 2nd round of competition and evaluate Ss performance.Purpose: 1. To get Ss have different trainings according
12、to the variety levels of the Ss.2. To foster cooperative learning and elicit feedback from Ss about their listening ability by competition.Prediction: In the competition some weak learners might be left behind so the teacher should emphasize on the importance of team work. Step 4: Post-listening 22
13、minutes 1. Role play: Read, look up & say( T-Ss & Ss-Ss)1. Look at the diary , ask and answer questions.2. Check answers in pairs.Go around the classroom in speaking, observe and give guidance when necessary.Purpose: To practise the dialogue and to foster cooperative learning.Prediction: Some Ss mig
14、ht be unwilling to speak so evaluation and guidance are needed.2.Group competition : Dubbing(Ss-Ss)1. Two groups take turn to practise the dialogue, dubbing for the video by imitating the pronunciation and intonation of the recording.2. The listening groups evaluate the reading groups from 3 to 5 st
15、ars according to their imitation, intonation, pronunciation and fluency .1. Assign the dubbing task.2. Emphasize on the purpose of the dubbing and play the silent video.3. Choose the best dubber.4. Hold the 3rd round of the competition.Purpose:1. To get students to concentrate on the text. 2. To cha
16、nge boring practice into dubbing competition. Prediction: Arouse Ss interest since some of them might feel bored while reading. 3. Communication: Looking for business travel partners. (Ss-Ss)1 Each student is to have a business travel in the near future, and he / she is given a worksheet with his /
17、her own business arrangements on it.2. Go and look for his / her business travel partners who have the same arrangements. Compete to see who can get the most partners.3. The group leader is to give a presentation of each team.1. Hand out each group a pile of worksheets on which each person gets his
18、/ her own travel arrangements.2. Highlight the importance of communication in business life and at work.3. Monitoring and assessing.Purpose:1. To expand the usages of present continuous to describe future arrangements at work. 2. To elicit information gap and feedback from the students and consolida
19、te the knowledge.Prediction: Some students might be shy so teachers encouragement is necessary. Get the activities under control since the class might be in chaotic.4.Designing a scenario (T-Ss) 1. Each team is to insert a required event into a plan for a business person:a manager, a receptionist, a
20、 salesperson or a secretary.2. The group leader collects the answers and the others give evaluation.1. Tell Ss that each business person has a future arrangement and one urgent additional event must be inserted into it. 2. Make assessments on the inserted arrangements and hold the 4th round of compe
21、tition.3. Highlight the importance of communication and teamwork in business life.Purpose: To get Ss to apply the knowledge to daily business life.Prediction: Some help might be offered to weak learners.Step 5: Summary 2 minutesRanking (T-Ss)1.Summarize on how to make future arrangements.2.Count eac
22、h teams stars to see what level they belong to.Highlight the importance of implementing listening strategies of grasping specific and useful information in daily business life.Purpose: To have a whole revision of the text and understand the importance of listening and speaking at work and in daily l
23、ife.Prediction：Ss might be excited to see the competition results and highlight the importance of team work in business life.Step 6:Assignment1 minuteIndividual work: Ss read the transcripts individually and prepare to make a one-minute presentation in the next class.Group project: Ss surf the inter
24、net in groups of four (video of “fortune life ” ) about a business person you admire most and prepare a one-week business trip for him or her.Prediction: This will be a challenging and exciting listening and speaking lesson with various activities and tasks involving every learner in class. Since de
25、veloping fluent listening and speaking ability is one of the skills students have to master, the teacher should focus on teaching them how to listen and encourage them to speak as much as possible so that they can gain awareness of strategies not only from understanding the content of the texts but
26、also matching the listening and speaking strategies to various business life. Whats more, since its a multi-level class, efforts should be made to balance weak learners and quick ones.五、教学反思（突出创新亮点）内容（宋体5号）本课题围绕商务活动旅行安排这一商务活动展开，依照“以学生为本,以教师为主导,突出能力培养”以及中职教育“以就业为导向”的教学理念，开展多样化和开放性的教学，根据学生的兴趣、学习目的和语言水
27、平，模拟商务活动的情景，通过分层教学，通过各种活动充分调动学生积极性和学习的兴趣，教学兼顾了商务英语听说知识和策略的输入以及商务竞争合作意识的双重任务。 根据职中生的认知水平和心理特点，以小组竞赛为主线展开课堂活动，以一段商务安排的视频引入，通过对无声视频的猜测和记忆游戏唤醒学生，激活学生的商务背景知识，迅速进入商务世界。通过头脑风暴，让学生了解本听力材料的相关单词，降低了第一次听力的难度, 通过由上至下认识法进行第一次听力学习。在第二次听力练习中根据学生水平和能力的差异，设计分层练习任务，让学生获取信息，体验成功。学生以小组合作的形式参与活动，集中每组的答案，互相交换核对答案，讨论评价。每一
28、次活动都为下一次活动做好铺垫和准备，听力的难度也逐步加深。在口语输出环节中，为免学生沉闷，设计两组同学为一段无声视频配音，其他两组根据他们的语音语调和流利程度来进行评分，充分调动学生的学习积极性。设计中让每位同学根据老师所给的信息去寻找自己的商务同伴，将所学知识运用到生活和商务活动中。最后让学生设计一个情境，在某一商务人员的商务安排中穿插一件指定事件，将课堂气氛推至高潮。在整堂课中，以任务为载体，组织学生以个人、两人及小组合作的形式，通过自主探索和协商，完成学习任务，教师在课堂中起到“准备、监控和跟进”学生活动的作用。课堂上注重过程性评价，关注学生在课堂学习中学习表现，关注学习能力和水平的不同
29、，给予分层训练，以个人与小组竞赛相结合的方式进行及时评价。对每个学生最后的表现以合格、良好和优秀进行评价，让学生知道自己的优缺点和仍需改进的地方。 但是由于本堂课活动太多，在组织各组竞赛的过程中，有些组的学生整体学习程度好，积极性高；而有些组的学生整体学习程度差些，积极性也差些。所以仍需要学生在课后进一步巩固和拓展所学知识和技巧。六、板书设计Unit 7 Discussing Future Arrangements Who is the winner？Team 1 Team 2 business travel what which Leave, go ,meet, when, what tim
30、eTeam 3 Team 4 travel, drive, stay where, why fly, come back, how, how long change ,arrive10-20 Stars：Qualified! 20-30 Stars: Well-done! Over 30 Stars: Excellent! AppendixWorksheet for Step 1Bingo Gamestaytravelneedarrangearrivere-confirmplantakeleaveLondonfirst-classcarmeetingJapanterminaljourneyDu
31、baiFrankfurt14:55Saturday20:00213:5517:30tomorrow7:0084Worksheets for Step 3Worksheet 1. Match the sentences on the left volume to the phrases on the right one.1 ( )Gary is leaving Los Angeles. A. Chicago.2 ( )He is working with Tanya. B. On Monday.3 ( )He is taking the train. C. On Tuesday.4 ( )Hes
32、 staying in Paris. D. For three nights.5 ( )Hes changing in . E. The Eurostar.6 ( )Hes meeting Sue Redman and James Barker. F. On Wednesday.Worksheet 2. Fill in the blanks with proper words.Lily: When are you going to Europe, Gary? Next week?Gary: Yes. Im ( 1 ) Los Angeles on Monday.Lilly:here are y
33、ou going? To the London office?Gary：Yes.Lilly: Uh. Who are you meeting? Tanya Dolan again?Gary: Yes. Im working with Tanya on Tuesday. Then Im ( 2 ) Sue Redman and James Barker on Wednesday, the Im going to Paris.Lilly: Really? Why are you going to Paris? On business?Gary: No. Im taking a break. Im
34、having two days off.Lilly: Good idea. So, how are you traveling to Paris? Are you driving?Gary: No. Im ( 3 )the train- the Eurostar.Lilly: Oh, right.Gary: Then Im ( 4 ) in Paris for three nights.Lilly: Great. So are you flying back to LA from Paris? OrGary: No. Im ( 5 ) back to London on the train.
35、Then Im flying home on Saturday afternoon.Lilly:Gary ; Im ( 6 ) in LA in the middle of the night. Just after midnight.Lilly: Mmm. So, is it just one flight between LA and London?Gary: No. Im not ( 7 )direct. Im going to LA, New York, London. Then, on the flight home, Im ( 8 ) in Chicago.Worksheets f
36、or Step 4Each student is given a piece of paper with travel information on it. Go and look for your travel partners who has the same schedule as you.1. destination(going to ): Beijing 2. leaving on (day): January 1st Monday 3. returning on (day): January 10th 4.staying: in Garden Hotel 5. meeting Ma
37、ry : January 2nd 6. going by air.My business travel partners are 1. destination (going to ): London 2. leaving on (day): February 21st Wednesday 3. returning on (day): February 25th 4. visiting the London office: February 23rd 5.staying: in Swan Hotel 6. having lunch with Tanya : February 24th 7. go
38、ing by trainMy business travel partners are 1. destination(going to ): Paris 2. leaving on (day): January 1st Monday 3. returning on (day): January 10th 4.staying: in Garden Hotel 5. meeting Mary : January 2nd 6. going by air.My business travel partners are : 1. destination (going to ): London 2. le
39、aving on (day): March 21st Wednesday 3. returning on (day): March 25th 4. visiting the London office: February 23rd 5.staying: in Swan Hotel 6. having lunch with Tanya : March 24th 7. going by trainMy business travel partners are : 1. destination(going to ): Paris 2. leaving on (day): August 1st Mon
40、day 3. returning on (day): August 10th 4.staying: in Garden Hotel 5. meeting Mary : August 2nd 6. going by air.My business travel partners are : 1. destination(going to ): New York 2. leaving on (day): May 1st Monday 3. returning on (day): May 9th Tuesday 4.staying: in Garden Hotel 5. visiting museu
41、m : May 2nd 6. going by shipMy business travel partners are Worksheet for Step 4 Designing a scenario for a manager, a receptionist, a salesperson or a secretary.Manager Smiths Diary: Monday: 09:00 Team progress meeting Lunch with Tanya at 13:00Tuesday: Office all day 18:00 dinner with MaryWednesday
42、: Visit the Paris officeThursday Staying in Paris for two daysSaturday 09:00 presentationDesigning Task: He has to go to New York to see Mark during those days.Receptionist Susans diary:Monday: 09:30 Meet a customer from London 12:00 lunch with manager Tuesday: 11:00 office calls and e-mailsFriday 1
43、1:30 meeting with Sam from Hong Kong (discuss new project)Designing Task: She has to send an urgent file to CEO in New York during those days.Salesperson Stevens DiaryMonday: 09:30 make sales plans 14:30 discuss the plans with colleaguesTuesday Office all dayWednesday Visit the London officeThursday
44、 12:00 lunch with Sheila Browne from Los Angeles.Friday Visit museum in TelfordDesigning Task: He has to send the T-shirt sample to the Goldlion Company Limited during those days.Secretary Anns Diary:Monday: 09：00 make arrangements for Manager Smith 11: 00 office phone calls and e-mailsTuesday 10：00 prepare a meeting for the Sales Department 14:00 change Manager Smiths arrangement for Shanghai.Wednesday 12:00 Lunch with Lilly from LondonThursday Visit the London officeFriday 10:00 deal with complaints from customers.Designing Task: She has to take M
