2.3 Health and Fitness-Language Practice & Vocabulary（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 2Health and Fitness (Language Practice & Vocabulary) 课 型 Language Practice & Vocabulary 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 （Textbook Analysis） 本节课的主要内容为教材Language Practice 和Vocabulary板块，通过观察、辨别掌握“主+系+表”、“主+谓+宾+状”两种句型及“There be”结构的基本用法；单元重点词汇来自本单元听力和阅读材料，通过在具体语境中运用短语和单词来掌握本单元的重点词汇；教师可进一步讲解并组织学生练习、检测，夯实所学内容。 学情分析 （Study situation analysis） 学生经过上学期的英语学习已经掌握了基本时态，对一些英语语法现象也有了一定的认识，但并不清楚“主+系+表”及“主+谓+宾+状”两种句型的构成和用法，对于 “There be”结构的基本用法有一定的了解，但主谓一致原则掌握不牢，教师可以通过例句、句型帮助学生搭建起知识的结构并理解它们内在的联系，从而能更准确地识别与运用。对于词汇学习，教师要注意情境创设，帮助学生掌握词汇的运用。 教学目标 （Learning objectives） By the end of this class, students are able to: 1.Master the basic usage of the two sentence patterns as well as the "There be" structure. 2. Accurately use the "There be" structure in specific contexts and select the correct form of the verb "be". 3. Develop good learning habits and improve their pragmatic competence. 教学重难点 (Teaching key and difficult points) 1.Master the basic usage of the two sentence patterns as well as the "There be" structure. 2. Accurately use the "There be" structure in specific contexts and select the correct form of the verb "be". 教学方法 (Teaching methods) 小组讨论法、任务教学法、 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 22 1.Introduce sentence elements and their meanings. 1.Students discuss what the components of a sentence are and review the relevant knowledge points. · 帮助学生列举“主+系+表”、“主+谓+宾+状”及“There be”结构的相关知识，为下一步系统化这些碎片知识做好知识上的准备。 Step 2: Grammar learning 1.Read and find 1.1 Read the sentences in the grammar box and identify their sentence patterns. 1.2 Then learn two sentence patterns and "There be" structure. 2.Read and classify 2.1 Read the sentences: classify them into three categories, fill them in the table, and identify their sentence elements. 2.2 Teacher gives feedback. 3.Read and reorder Read the sentence elements and combine them into sentences.And identify the form of each sentence. 4.Read and complete Read the options and choose the correct option to fill the dialogue. 1.Judge the types of sentences and try to analyze the sentence components.Then learn the relevant knowledge and take notes. 2.Observe the example sentences, classify them into three categories, and analyze the sentence at the same time. 3.Students distinguish and analyze sentence components and combine them into sentences. 4.According to the meaning of the sentences, choose appropriate phrases to complete the dialogue. 分析本单元语料，通过观察，归纳总结 “主+系+表”、“主+谓+宾+状”及“There be”的句型结构 掌握句型结构，正确分类句子，并能根据语境来理解句子所承载的语用功能。 学生在掌握三种句型结构的基础上，完成句子成分的组合，在实际操练中加以巩固，培养学习迁移能力。 在理解对话意思的基础上，能够分辨句子成分，完成填空，同时提高语言综合运用能力。 Step 3: Vocabulary 1.Review Review the key words and expression in this unit. 2.Choose and complete Read the phrases then choose the right ones to complete the sentences. Check the answers together and correct the errors . 3.Read and complete Read the article, understand the main idea then fill it with right form. 1.Review the words and phrases, activate the knowledge reserve. 2.Choose appropriate phrases to complete the sentences. 3.Read the short passage, grasp the main idea, and finish the filling-in blanks. 复习本单元重点单词和短语，重点复习活动中出现的搭配。 在具体语境中，选择正确的短语并用其适当形式补全句子，旨在巩固学生对本单元的重点短语的掌握。 根据短文内容，选择单词适当形式填空，旨在巩固学生对本单元的重点短语的掌握。 Step 4: Summary 1.Grammar 1.主语+系动词+表语 表示主语的性质、状态、身份等。 2.主语+谓语+宾语+状语 表示主语的行为动作及其相应的状态。 3.there be 结构 表示“某地或某时（曾）有某物或某人” 注意：就近原则 2.Vocabulary recover from illness burn off handle lose one’s temper stress suffer from promote as a result ignore Step 5: Homework 1.Must do Remember the sentence forms and useful expressions 2.Choose to do Make a mind map of the sentence patterns learned in this lesson. 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 $