Unit 3 Be healthy, be happy-D Listening and speaking 教学设计2024-2025学年沪外教版英语七年级上册

Unit 3 Be healthy, be happy-D Listening and speaking 1. Content Overview This lesson from Unit 3 “Be healthy, be happy” of Shanghai Foreign Language Education Press (2024) for Grade 7 focuses on listening and speaking skills related to health topics. The listening materials include conversations about health problems, such as a dialogue between a doctor and a patient discussing symptoms like cough, fever, headache, and possible causes. Through these materials, students are exposed to relevant vocabulary and expressions in real - life communication scenarios. The speaking part aims to guide students to describe their own or others' health problems, seek advice, and offer suggestions, thus enhancing their oral communication ability in the context of health. 教学目标 2.1 Knowledge Objectives Students will be able to master new words and phrases related to health problems, such as “illness”, “cough”, “fever”, “headache”, “sore throat”, “stomachache”, “toothache”, “take care of”, “protect” etc. Students can understand and use sentence patterns for expressing health problems, such as “I have a...”, “I don't feel well. I have a pain in...”, and sentence patterns for giving advice, like “You should...”, “You'd better...”. 2.2 Ability Objectives Improve students' listening skills, especially the ability to catch key information, such as symptoms, causes, and advice in health - related conversations. Develop students' speaking skills, enabling them to fluently describe health problems, ask for and give advice in English. 2.3 Emotional Objectives Cultivate students' awareness of caring about their own and others' health, and encourage them to form good health - keeping habits. Boost students' confidence in using English to communicate about daily life topics like health. 教学重难点 3.1 Key Points Key vocabulary and phrases about health problems and giving advice. Sentence patterns for expressing health problems and offering suggestions. Training students to accurately understand key information in listening materials and use this information to communicate in speaking activities. 3.2 Difficult Points Helping students correctly use the learned vocabulary and sentence patterns to express complex health problems and corresponding advice in real - life situations. Improving students' ability to improvise and communicate flexibly when facing various health - related speaking topics. 4.1 New Words Illness (n.) - (身体或精神上的) 疾病，病 Cough (n. & v.) - 咳嗽 Fever (n.) - 发热，发烧 Headache (n.) - 头痛 Sneeze (n. & v.) - (打) 喷嚏 Sore (adj.) - (发炎) 疼痛的；酸痛的 Throat (n.) - 咽喉；喉咙 Happen (v.) - (尤指偶然) 发生，出现 Pill (n.) - 药丸 Protect (v.) - 保护；防护 Flu (n.) - 流行性感冒；流感 Experiment (n.) - 实验；试验 Disease (n.) - 病；疾病 Lab (n.) - 实验室；实验大楼 Virus (n.) - 病毒 Stay (v.) - 停留；待 Metre (n.) - 米；公尺 Cover (v.) - 掩盖；覆盖 Spread (v.) - 传播；散布；(使) 流传 Health (n.) - 人的身体 (或精神) 状况；健康 Pain (n.) - (身体上的) 疼痛 Stomachache (n.) - 胃痛；腹痛 Toothache (n.) - 牙痛 Patient (n.) - 接受治疗者，病人 Belly (n.) - 腹部；肚子 Afraid (adj.) - 担心 (会发生某事) 的 Porridge (n.) - 麦片粥 4.2 Phrases Take care of - 照顾；爱护 Have a cold - 患感冒 Have a cough - 咳嗽 Have a fever - 发烧 Have a headache - 头痛 Have a stomachache - 胃痛 Have a toothache - 牙痛 Have a sore throat - 喉咙痛 You should... - 你应该…… You'd better... - 你最好…… 4.3 Sentence Patterns Expressing health problems: “I have a...” “I don't feel well. I have a pain in...” “I seem to have caught a cold.” Giving advice: “You should drink more water.” “You'd better go to see a doctor.” “It's a good idea to take a rest.” 教学过程 5.1 Lead - in (5 minutes) Greet the students as usual. Then, show some pictures on the PPT, such as a person coughing, a person with a thermometer in their mouth, and a person touching their head with a painful look. Ask students: “What's wrong with them? Have you ever had similar experiences?” Encourage students to recall and share their own experiences of being ill briefly in Chinese. This activity can quickly draw students' attention to the health - related topic and arouse their interest. 5.2 Pre - listening (10 minutes) New words teaching: Present the new words about health problems and related actions on the PPT one by one. For example, when showing the word “cough”, make a coughing gesture and let students imitate it while reading the word. Explain the meaning and pronunciation of each word carefully, and have students read after the teacher several times, paying attention to correct pronunciation, especially for words like “sore” /sɔː(r)/, “throat” /θrəʊt/. Word drill: Conduct a quick word - recognition game. Show the English words on the PPT and ask students to quickly say out the Chinese meanings, or vice versa. Divide students into groups and have a competition to see which group can answer correctly and quickly. This can help students quickly remember the new words. Prediction: Let students look at the pictures or titles related to the listening materials (if there are any provided in the textbook). Ask them to predict what the listening content might be about. For example, if there is a picture of a doctor and a patient in the textbook, ask students to guess what the patient's problem is and what the doctor might say. This can activate students' prior knowledge and help them better understand the listening materials. 5.3 While - listening (15 minutes) First listening: Play the first part of the listening material (a short conversation between a doctor and a patient about a simple health problem, like a cough). Let students listen carefully and answer a general question, such as “What's the patient's main problem?” After listening, ask some students to share their answers. Second listening: Play the same part of the listening material again. This time, ask students to listen for more detailed information and fill in a simple form. For example, the form can have columns like “Symptom”, “Possible cause” (if mentioned), and “Doctor's advice”. After listening, have students check their answers in pairs and then discuss with the whole class. Third listening (if necessary): If the listening material is more complex, play it one more time for students who still have difficulties in understanding. Encourage students to listen for any missed information and correct their forms. Extension listening: Play another related listening material, perhaps a conversation about a more serious illness. Let students listen and summarize the key points, such as what the illness is, how the patient got it, and what the treatment suggestions are. This can further improve students' listening ability and their understanding of different health - related scenarios. 5.4 Post - listening (10 minutes) Role - play: Divide students into pairs, with one acting as a doctor and the other as a patient. They can use the information from the listening materials and the new words and sentence patterns they just learned to create a similar conversation. Encourage students to add some details and be creative. For example, the patient can describe their symptoms more vividly, and the doctor can give more personalized advice. Walk around the classroom to offer help and guidance during their role - play. Group discussion: Organize students into groups of four. Present a health - related topic, such as “How to prevent the flu in winter”. Let students discuss in groups and share their ideas. Each group can choose a representative to report their discussion results to the whole class. This activity can not only improve students' speaking ability but also cultivate their cooperative learning ability and critical thinking. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the new words about health problems, sentence patterns for expressing health problems and giving advice, and the main content of the listening materials. Ask students to recall and repeat some important expressions. Homework: Ask students to write a short passage about a health problem they once had, including symptoms, causes (if they know), and how they recovered. They should use at least five new words and three sentence patterns learned in this class. Encourage students to have a real - life conversation with their parents or friends in English about health problems, and try to use the knowledge they learned in class. They can record their conversations if possible. 教学反思 Positive aspects: The lead - in activity was effective in attracting students' attention and connecting the topic to their real - life experiences, which made it easier for them to engage in the following learning. The pre - listening vocabulary teaching and prediction activities prepared students well for the listening tasks. Most students were able to understand the main idea and key information in the listening materials. The role - play and group discussion activities provided students with sufficient opportunities to practice speaking, and students showed great enthusiasm in these activities. They actively used the learned knowledge to communicate, which improved their oral English ability. Areas for improvement: Some students still had difficulty in correctly pronouncing certain words, such as “sneeze” and “throat”. More individual pronunciation guidance should be given in future classes. During the group discussion, a few students were a bit passive and did not actively participate. In the future, more specific group - work rules and incentives can be set to ensure that every student participates in the discussion. The time control for the role - play could be more accurate. Some pairs did not have enough time to fully present their conversations. Next time, more strict time limits should be set and announced in advance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $