3.1 Starting a New Day-Warm-up&Listening（教学设计）-《英语 基础模块1》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 3 Starting a New Day-Warm-up&Listening 教材分析 1.Position and Role in the Curriculum This lesson is part of the "Time Management" theme in Unit 3. It plays a crucial role in helping students develop the ability to arrange daily activities rationally and understand the importance of time management. Mastering the listening and speaking skills related to daily schedules lays a foundation for their future academic and career life, where time management is a vital soft skill. 2.Connection of Knowledge Prior to this lesson, students have learned basic vocabulary and sentence structures about daily routines. In this lesson, they will expand their vocabulary related to time and activities, and practice listening and speaking in the context of scheduling. After this lesson, students will apply the learned content to reading and writing tasks about daily plans. The textbook presents content through warm-up activities, listening exercises, and reading materials, guiding students from input to output step by step. 3.Adaptation of Textbook Content The textbook content is well-matched. The warm-up activities can be appropriately expanded with more real-life examples. The listening part can be supplemented with extra audio materials of different accents to enhance students' listening competence. 学情分析 1.Knowledge Reserve Students have a basic grasp of simple daily activity vocabulary (e.g., "get up", "go to school") and simple present tense sentence structures. They also have some experience in pair work and group discussions. 2.Ability Level In terms of listening, they can understand simple dialogues with slow speed and clear pronunciation. In speaking, they can express simple ideas but lack fluency and accuracy. Their self-learning ability is uneven, with some students being proactive and others needing more guidance. 3.Interest and Attitude Most students are interested in topics related to daily life, as they can relate to their own experiences. However, some students may feel anxious about English listening and speaking, so it is necessary to design interesting activities to boost their confidence. 4.Learning Difficulties Students may find it challenging to understand fast-spoken English or identify key information in listening materials. In speaking, they may struggle with using appropriate vocabulary and sentence structures to express their time management ideas. There are individual differences, with some students needing more practice and encouragement. 教学目标 1.Knowledge Objectives ◦Students will master vocabulary related to daily activities and time management (e.g., "have breakfast", "do homework", "schedule", "make the best use of"). ◦Students will understand and use sentence structures for asking and answering about daily plans (e.g., "Do you often have a plan for the day?", "How can you make the best use of your time?"). 2.Skill Objectives ◦Students will be able to listen and identify key information about work and daily schedules. ◦Students will be able to communicate with peers about their daily plans and time management methods in pairs or groups. 3.Affective Objectives ◦Students will develop a positive attitude towards time management and recognize the importance of making the best use of time. ◦Students will enhance their confidence in English listening and speaking through interactive activities. 教学重难点 Key Points: Mastering vocabulary and sentence structures about daily activities and time management; improving listening and speaking skills in the context of scheduling. Difficult Points: Accurately identifying key information in listening materials; expressing time management ideas fluently and accurately in English. 教学方法 Task-based Language Teaching (TBLT) Communicative Language Teaching (CLT) Audio-visual Method Cooperative Learning Method 课前准备 Teacher's Preparation: Prepare teaching PPTs, audio materials for listening exercises, pictures of daily activities, handouts for practice, and design activity task cards. Students' Preparation: Review vocabulary about daily activities, think about their own daily plans, and bring stationery for note-taking. 教学媒体 Multimedia projector Audio player PPT slides Pictures and task cards 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 1. Greet the students and introduce the topic by showing the picture of the alarm clock and the proverb “Time and tide wait for no man” on the PPT. 2. Ask students some simple questions: “What do you usually do when you get up in the morning?” “Do you think time is important?” 3. Introduce the learning objectives of this lesson: to learn about daily schedules and time management through warm-up and listening activities. 1. Respond to the teacher's greetings. 2. Look at the PPT and think about the teacher's questions, then answer them one by one. 3. Listen to the teacher's introduction of the learning objectives and have a clear understanding of what to learn in this lesson. 1. Attract students' attention and arouse their interest in the topic of time management. 2. Activate students' prior knowledge about daily activities. 3. Make students clear about the learning goals and direction of the lesson. Warm-up Activity 1: Ask and Answer in Pairs 1. Explain the task requirements: Students work in pairs to ask and answer the two questions: “Do you often have a plan for the day?” and “How can you make the best use of your time?”. 2. Show the pictures on the PPT (keep a habit of making a daily plan, use odd time to learn English, chat with a friend while taking a walk) and explain the phrases under the pictures. 3. Walk around the classroom, provide guidance and help to students, and encourage them to use the learned phrases in their conversations. 4. Invite 2-3 pairs of students to present their dialogues in front of the class. 1. Listen to the teacher's explanation and make sure they understand the task. 2. Look at the pictures and learn the new phrases. 3. Work in pairs, practice asking and answering the questions, and try to use the new phrases. 4. Volunteer to present the dialogues in front of the class. 1. Train students' speaking and interactive skills. 2. Expand students' vocabulary related to time management. 3. Provide opportunities for students to practice using English in real-life situations and boost their confidence. Warm-up Activity 2: Read and Match 1. Introduce the task: Students need to match the activities (go cycling, read an English book, listen to the radio, have breakfast, play chess, surf the Internet, go shopping, do homework, watch a movie, go to bed) with the corresponding time clocks. 2. Show the pictures of activities and clocks on the PPT, and review the vocabulary of activities and time expressions. 3. Ask students to complete the matching task individually first, then check their answers in pairs. 4. Explain the answers and summarize the common time arrangements for daily activities. 1. Listen to the teacher's introduction and understand the task. 2. Review the vocabulary and time expressions by looking at the PPT. 3. Complete the matching task individually, then discuss and check with their partners. 4. Listen to the teacher's explanation and summarize the time arrangements. 1. Reinforce students' vocabulary of daily activities and time expressions. 2. Train students' ability to connect activities with time, laying a foundation for understanding schedules. 3. Develop students' independent thinking and cooperative learning skills. Pre-Listening 1. Introduce the listening topic: Mr Liu's work and daily schedule. 2. Show the questions on the PPT: - Mr Liu works in Lantian ______ (Middle / Vocational) School. - Mr Liu teaches ______ (English / Maths). - Mr Liu is ______ (very busy / not too busy). - Zhao Nan and Mr Liu will find some time to ______ (have lunch / have tea). 3. Ask students to predict the answers based on the context and their prior knowledge. 1. Listen to the teacher's introduction and know the topic of the listening material. 2. Read the questions carefully and try to predict the answers. 3. Share their predictions with the class if invited. 1. Activate students' prior knowledge and prepare them for the listening task. 2. Train students' prediction skills, which can help them understand the listening material better. While-listening 1. Play the audio for the first time, ask students to listen carefully and try to answer the questions. 2. Play the audio for the second time, ask students to check their answers and make corrections. 3. Stop the audio at key points and explain the difficult words or sentences (e.g., "vocational school", "tight schedule", "staff meeting"). 4. Invite students to share their answers and explain why they chose those answers. 1. Listen to the audio attentively and take notes if necessary. 2. Answer the questions after the first listening, then check and correct after the second listening. 3. Listen to the teacher's explanation of difficult points and take notes. 4. Share their answers and reasoning with the class. 1. Train students' ability to identify key information in listening materials. 2. Help students overcome listening difficulties by explaining new words and sentences. 3. Develop students' critical thinking skills by asking them to explain their answers. Post-listening 1. Divide students into groups of 4-5. Ask them to discuss Mr Liu's daily schedule based on the listening material and the email in the reading part. 2. Provide a table for students to fill in Mr Liu's activities and corresponding time (if mentioned). 3. Walk around the classroom, provide guidance and participate in students' discussions. 4. Invite one or two groups to present their discussions in front of the class. 1. Form groups and discuss Mr Liu's daily schedule actively. 2. Fill in the table together and organize their ideas. 3. Present their group's work in front of the class. 1. Consolidate students' understanding of the listening material and extend it to the reading content. 2. Train students' cooperative learning and speaking skills. 3. Provide an opportunity for students to integrate listening and reading information. Practice 1. Distribute handouts with listening and speaking practice tasks. The listening task is to listen to a short dialogue about a student's daily plan and answer questions. The speaking task is to interview a classmate about his/her daily schedule using the learned sentence structures. 2. Explain the task requirements and time limit. 3. Monitor students' practice, provide feedback and guidance. 4. Select some students to show their speaking practice results. 1. Receive the handouts and understand the task requirements. 2. Complete the listening task first, then practice the speaking task with a classmate. 3. Volunteer to show the speaking practice in front of the class. 1. Provide additional practice to reinforce students' listening and speaking skills. 2. Enable students to apply the learned content in different contexts. 3. Give students more opportunities to practice and improve their English proficiency. Summary 1. Ask students to summarize what they have learned in this lesson, including vocabulary, sentence structures, and skills. 2. Highlight the key points and difficult points again, and emphasize the importance of time management. 3. Praise students' performance in class and encourage them to continue working hard. Homework 1. Ask students to make a daily plan for tomorrow, using the vocabulary and sentence structures learned in this lesson. 2. Ask students to listen to an English audio about time management (provided by the teacher) and write a short summary. 3. Explain the homework requirements and deadline. Blackboard design Unit 3 Starting a New Day - Vocabulary: - Daily activities: have breakfast, do homework, go cycling, read an English book, etc. - Time management: schedule, make the best use of, tight schedule, etc. - Sentence Structures: - Do you often have a plan for the day? - How can you make the best use of your time? - Mr Liu works in... He teaches... He is... - Key Points: Listening for key information about schedules. Teaching Evaluation Formative Evaluation: Evaluate students' performance in pair work, group discussions, and classroom presentations, focusing on their participation, vocabulary usage, and sentence structure accuracy. Summative Evaluation: Evaluate students' homework, including the daily plan and listening summary, to check their mastery of vocabulary, sentence structures, and listening skills. Teaching reflection Successes: The warm-up activities successfully aroused students' interest, and most students actively participated in pair work and discussions. The listening practice was carried out step by step, and students' ability to identify key information was improved. Shortcomings: The time arrangement was a bit tight, and some students didn't have enough time to fully express themselves in the post-listening discussion. The difficulty of the listening material was a bit high for some students, and they needed more support. Improvement Measures: Adjust the time arrangement in future lessons to ensure that all students have sufficient practice time. Prepare differentiated listening materials to meet the needs of students with different proficiency levels. Provide more targeted guidance to students who have difficulties in listening and speaking. 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 $