2.1 Health and Fintness-Listening & Speaking（教学设计）-《英语 基础模块2》（高教版2023修订版）《上好课》

课 题 《英语 基础模块2》 （高教版2023修订版） Unit 2 Health and Fitness (Listening and Speaking) 课 型 Listening and Speaking 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 （Textbook Analysis） 本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语2 基础模块》中Unit 2听说部分，要求学生能围绕就诊情况进行交流，就健康问题给出相关建议并根据实际情况为健康咨询者做出合适的对策。 学情分析 （Study situation analysis） 经过九年的义务教育，他们有一定的英语基础知识储备，但两极分化严重，一部分学生学习兴趣浓厚，能用英语较为流畅地交流；另一部分学生学习兴趣不高，有畏难情绪，不愿意开口。因此教师对教学活动应进行合理的设计，由易到难，由简到繁，由机械模仿到替换练习，再到语言实践，逐步铺设台阶，把学生可能遇到的困难挫折降到最低。 教学目标 （Learning objectives） By the end of this class, students are able to: 1.Understand conversations about health issues and hospital visits and obtain key information. 2.Use sentence patterns to combine different lifestyles to communicate their views on maintaining health and enhance their awareness of paying attention to health. 3.Provide appropriate suggestions and medical opinions based on key information, and cultivate the quality of caring for others. 教学重难点 (Teaching key and difficult points) 1.Be able to communicate based on different health problem situations and provide appropriate suggestions. 2.Be able to skillfully apply sentence patterns for consulting health issues and providing medical advice. 教学方法 (Teaching methods) 小组讨论法、任务教学法、情境教学法 课前准备(Preparation before class) PPT课件，图片 教学媒体 (Teaching media) PPT课件、多媒体设备、拓展资源包等 教学过程 (Teaching process) 教学环节（Teaching） 教师活动设计 （Teacher Activity） 学生活动设计（Student Activity) 设计意图 (Design Purpose) Step 1: Warming up 1. Act & Guess. 1.1Activate vocabulary reserves: Students discuss common unhealthy conditions and express through actions, and other students guess and name the symptoms. . 1.2Think and match. (1)Match the health issues with the corresponding pictures. (2)Try to express "allergy" and "muscle pain" through actions and ask the students to say Chinese. 2.Think and describe. (1)Present the situation: You meet a friend, notice his discomfort symptoms, ask him for advice and offer suggestions. (2)Teachers present common sentence patterns about discomfort symptoms, inquiries and suggestions. (3)Students conduct simple dialogues based on key information. 1. Brainstorm :discuss common health issues. Then, guess and name the symptoms. · 2.Match health issues with pictures 1.Have a conversation based on the given information, describe the uncomfortable symptoms and offer appropriate suggestions. 2.Individual groups perform 本环节旨在激活学生关于身体不适症状的常见词汇储备。 在有句型提示的情况下，熟悉问询及给出建议的相关表达，为下一环节的听力活动做语言储备。 Step 2: Listening 1. Listen and tick. (1) Before listening, observe the picture and predict the listening content. (2) Listen to the recording, make a choice and grasp and judge the listening material as a whole. (3) After listening, the teacher checks and gives feedback. 2. Listen and decide. (1)First, read the options and make a preliminary judgment. (2) Listen to the recording, grasp the key words, determine whether it is correct or not, and correct the incorrect information. (3) After listening, the teacher checks and gives feedback. 3. Listen and complete. (1) Students first browse the medical record sheet and determine the information to be filled in (symptoms, duration, reasons and suggestions). (2) Listen to the recording, record the relevant information and complete the medical visit record sheet. (3) After listening, the teacher checks the answers. (4)Presents the listening text, and briefly analyzes the key information. 4.Exercise: Q and A 1.Can you give some suggestion to Jack? (He can sleep early and take a lot of rest.) 2.What can you do for Jack if he asks for help? (I can finish his work together with him.) 1.Look at the pictures and predict the listening content 2.Listen to the recording and make a choice. 1. Understand the sentences in the options and make a preliminary judgment. 2. Listen to the tap, grasp the key words, judge right and wrong. 1.Browse the sheet and determine the information to be filled in. 2.Listen to the tap, record information and complete the medical visit form. 1.Answer the questions based on the learning content. 本环节旨在训练学生根据已有的信息预测听力内容。 在听的过程中获取和归纳关键信息，侧重培养学生语言沟通能力和语言交互能力。 回顾学习内容，整合答案，旨在培养学生学习迁移能力，并学会关心他人。 Step 3: Speaking 1. Listen, read and underline. (1)The teacher introduces the background of the dialogue. (2) listen to the recording, and underline the sentences related to medical treatment. (3) Then, ask two students to have a presentation. 2.Language points: The teacher briefly explains the following key phrases and sentence patterns. 2.1Exercise: 3. Imitate and practice. 3.1 Preparatory Activities (1)Review the sentences used in Activity 6, then provide the dialogue framework. 3.2Make new conversations Students work in pairs to have conversations , practice imitative dialogues by replacing key words. 4.Role play. Suppose you are a staff member of the school infirmary, providing answers to students who come to consult about health issues. (1)Think and summary the sentences that can be used. (2)Make own dialogue using the information above,then act it out in front of the class. (3)Teacher gives example. 1.Listen to the recording and mark the medical visit statements 1. List the causes and suggestions based on the symptoms. 2.Work in pairs and have a conversation. 1. Analyze the activity and think about the sentence patterns that can be used. 2. Work in pairs and have a conversation. 本环节通过跟读范本中重点句型、替换关键词模仿练习等活动使学生掌握关于就诊的基础语言表达。 根据学生的语言基础，将语言知识和口语表达技能迁移到实际的语境中，培养学生的语言交互能力和思维能力。 Step 4: Conclusion 1.Guide students to summarize what they have learned in this lesson around the following two questions： (1)How can we get information about personal health? (2)What else can we do to stay healthy? 2.words and expressions . 3.sentence patterns Step5: Homework 1.Must do Imitate activity 6 and the dialogue you have made in class to make up another one. 2.Try to do Design a health survey questionnaire and invite classmates to conduct self-health checks. 板书设计 教学反思 （留白） 原创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 $$