2.1 Community Life-Warming up; Listening & Speaking（教学设计）-《英语 基础模块3》(高教版2023修订版）《上好课》

课程名称 《英语 基础模块3》（高教版2023修订版） Unit 2 Community Life Warming Up; Listening and Speaking 教材分析 The teaching content of this lesson is selected from the "Warming up" and "Listening and Speaking" sections of Unit 2 in *English 3 (Basic Module)*, a national planned textbook for vocational education during the "14th Five-Year Plan" period published by Higher Education Press. The theme of this unit falls under the category of "Man and Society" and focuses on the topic of "community life". For the listening and speaking part, students are required to: 1. Identify and ask about information regarding community facilities and community services; 2. Introduce community information to different customers; 3. Demonstrate integrity and friendliness when providing consulting services to customers; 4. Recognize and express the excellent community culture of our country. 学情分析 1. Knowledge Foundation Through previous English learning, students have mastered some basic vocabulary and expressions related to personal life, entertainment facilities, and interpersonal relationships. However, they lack systematic vocabulary instruction, sentence pattern training, and practice in expressing specific information about community facilities and services, as well as responding to others’ questions on these topics. Students can guess the meanings of words based on pictures and contexts, but their overall listening proficiency is relatively low. They tend to miss or misjudge key details when capturing specific information, thus requiring repeated practice. 2. Cognitive Abilities Students have a certain understanding of community life, yet they lack the necessary knowledge reserve and knowledge transfer ability when it comes to introducing community facilities, service information, and responding to customers’ inquiries. In teaching activities, teachers should pay attention to the hierarchy, logic, and relevance of in-class question chains, and build sufficient linguistic and ideological scaffolds for students to produce content related to the topic. 3. Learning Characteristics Students hold a positive learning attitude, have active thinking, and prefer to learn the language in "authentic scenarios". Therefore, teachers should design teaching activities reasonably, following a progression from easy to difficult, from simple to complex, from mechanical imitation to substitution practice, and then to language application. By gradually building up learning steps, teachers can minimize the difficulties and setbacks that students may encounter. 教学目标 After leaning this lesson，students can 通过本课的学习，学生能够 1.recognize and express our excellent community culture. 能够认可以及表达我国优秀的社区文化。 2.predict and pick out general information in the listening materials about community life. 根据问题和选项预测听力内容，能在听的过程中提取对话中的主要信息 3.come up with questions about basic information of community facilities, express their needs and give response to inquiries, in order to develop their communicative capabilities. 能够询问社区服务设施信息、表达需求和回应询问，培养语言沟通能力； 4.introduce the community to different clients according to information in the pictures. 能够根据图片信息向客户介绍社区; 教学重难点 Teaching Focus Be able to identify service facilities in the community, extract specific information (such as what facilities the community has, their locations, and service hours), and then retell the information. 能识别社区中的服务设施，提取具体信息，如社区有哪些设施、所处方位和提供服务的时间等，然后进行信息转述。 Teaching Difficulty Be able to skillfully use sentence patterns for describing community-related information, especially common expressions for making inquiries and retelling information. 能熟练运用描述社区相关信息的句型，尤其是询问和转述的常用表达。 教学方法 1. Task-Based Language Teaching 2. Situational Teaching Method 课前准备 English Basic Module 3 (Higher Education Edition 2023) Unit2 listening materials, pictures 教学媒体 Short videos of community services (such as "introduction to smart community"), audio listening (with subtitles/without subtitles), and PPT (including sentence templates and sample dialogues). 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead- in Step1 Lead-in 1. Look and Answer. Show a video to lead in the topic. 1) What is important of the community ? 2.Look and match Class activities, the teacher presents common words and expressions about community facilities and services (see table below) Facilities and services of the community Words Beauty salon Laundry Convenience Store community center Gym Clinic Sentences There are many different kinds of services and facilities in our community. You can buy ... in the convenience store. You can ask for...in the community center. 3. Think and tick. Students are divided into groups to complete the dialogue based on the sentences in Activity 2 of the textbook, using the common names of community facilities and services that appear in Warming-up. e.g.: A: Could you tell me the way to the nearest supermarket ？ B: Sure，go straight and walk for about 100 meters, turn left when you... In class activities, the teacher checks and gives feedback. Look at the video and think about the question. Individual activities:students complete a match between the picture and the community service option. Students read the given sentence, think about it and select the sentences that are used when asking the community to think and select the information. Help students to enter the situation in advance and prepare for the following listening and speaking activities. This part aims to activate students' common vocabulary reserves about community facilities and community services. Presentation Step2 Listening 1. Listen and choose. Process the textbook activity 3. What facilities does the community have？ After listening, the teacher checks and gives feedback. 2. Listen and tick. Process the teaching activities 4. Pay attention to extract key information：supermarket, convenience store, fitness center etc； 3. Listen and complete. Activity 5: Processing the textbook. After listening, the teacher checks and verifies the answers, presents the listening text, and briefly analyzes the key information in it. Step 3 Speaking 1. Listen, read and underline. Textbook Activity 6: Identifying Community Facilities. Students listen to the audio recording, follow along with the dialogue, and mark the sentences asking about community service facilities. The teacher introduces the context of the conversation, while students practice listening and reading aloud. Two students are then invited to demonstrate their dialogue skills by performing the requested sentences. The teacher checks (students' performance/assignments) by calling the roll and provides feedback. Students read and predict . Then listen to the audio, make a choice and grasp and judge the listening material as a whole. Students underlined key communicative statements that asked for and responded to information about community facilities and services Train students to predict what they will hear based on questions and options Practice and drill 1.Imitation and Practice. Activity 7 of the textbook (1) Preparatory Phase: Students close their textbooks and recall the communicative sentence patterns from Activity 6 under teacher guidance. (2) Pair Work: Students form groups of two to conduct imitative dialogues by substituting key terms using information provided in the images and the communicative framework from Activity 6. Students demonstrate their practice, followed by teacher feedback. 2. Role play. The textbook activity 8 can be divided into two steps: Imagine you are currently in the scenario depicted in the picture. Based on the given visual context and prompts, select a role, create dialogues, and complete a real estate sales recommendation discussion. （1）Discussion: Organize students to engage in discussions around the following two questions based on the provided scenario: 1）What kind of house does the house buyer need？Pay attention to aspects of community services and facilities. 2） How to show the advantages of the house and the community? （2） According to the given situation, flexibly choose appropriate sentence patterns to create a dialogue with your classmate and perform it in class. When necessary, you can switch roles between sales and customers for a second round of performance. （3）Teachers select some students to present, and then guide students to evaluate each other and give feedback. Conclusion Guide students to summarize what they have learned in this lesson around the following questions: What facilities does your community have? What services does your community have? How to introduce the facilities of your community to the guests? How to introduce the services of your community to the guests? How to answer the questions about the facilities and services of your community? Homework Review the teaching content of this part, read and recite the dialogue in activity 6, read and memorize the important vocabulary and expressions of this lesson. Students can voluntarily simulate the practice of the dialogue and show it in the next class. Blackboard Design Unit2 Community Life-Warming up; Listening & Speaking Could you tell me the way to the nearest...? By the way, is there a...in the community? Is there a place where I can...? It's about...minutes’ walk from here. Turn right at the end of this path and you will see it. We don't have one yet, but we have a...in our community. It's just beside the laundry. Teaching Evaluation 1.Process Evaluation (70%) 1）Classroom Participation: Vocabulary matching, active engagement in listening exercises, and situational dialogue participation (e.g., raising hands to answer questions proactively); 2）Task Completion: Accuracy of tiered tasks (e.g., correct spelling in dictation exercises, completeness of listening form completion, linguistic accuracy in situational dialogues); 3）Group Collaboration: During the "Community Consultation" activity, whether members actively complete assigned roles (e.g., evaluators diligently recording information). 2.Final Evaluation (30%) 1）Post-Class Assignments: Vocabulary transcription, sentence creation, and quality of dialogue video submissions; 2）. Next-Class Spot Checks: Randomly selected students are assessed on their ability to retell community facility information or present dialogue videos, evaluating language application proficiency. Teaching Reflections 1. Does the student's grasp of community facility terminology meet the required standards? Is additional vocational-specific vocabulary (e.g., "tourist service center" for tourism majors) needed? 2. During listening practice, do students still struggle with missing details? Should we add a "sentence-by-sentence intensive listening" segment next time? 3. In situational practice, can "basic-level" students independently complete dialogues? Should sentence pattern scaffolds be further refined (e.g., by adding Chinese prompts)? 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 学科网（北京）股份有限公司 $