2.3 Growing Up Healthy-Speaking&Pronunciation（教学设计）-《英语 基础模块2》（语文版2022版）《上好课》

课程名称 《英语 基础模块2》（语文版2022版） Unit 2 Growing Up Healthy-Speaking&Pronunciation 教材分析 1.Position and Role: This lesson focuses on speaking practice about health problems and medical dialogues, as well as pronunciation (linking). It is essential for students to communicate effectively in health-related situations and improve their oral English fluency. It serves as a practical application of the unit’s theme, enabling students to use English in real-life medical scenarios and enhance pronunciation accuracy. 2.Content Connection: The speaking section provides dialogues between patients and doctors, along with vocabulary and sentence patterns for describing health issues and giving advice. The pronunciation part focuses on linking, which helps students speak more naturally. The content is presented through role-plays and pronunciation exercises, connecting language learning with practical communication and phonetic skills. 3.Content Adaptation: The textbook content is practical, but can be supplemented with more role-play scenarios (e.g., different illnesses, school clinic vs. hospital) and additional pronunciation drills with common linking phrases to meet diverse learning needs. 学情分析 1.Knowledge Reserve: Students have basic vocabulary about health problems (e.g., “toothache”, “cold”) and modal verbs. They have some understanding of simple medical dialogues but lack practice in real-life communication. 2.Ability Level: Their speaking skills are at an elementary level, needing practice in fluency and accuracy. They can participate in role-plays and pronunciation drills with guidance. 3.Interest and Attitude: Students are interested in topics related to their health and daily interactions, but may feel nervous about speaking English in front of others. 4.Learning Difficulties: Expressing complex health issues in English and mastering the rules of linking may be challenging. Individual differences exist in speaking confidence and phonetic sensitivity. 教学目标 1. Knowledge Objective: Students can master vocabulary and sentence patterns about health problems and medical advice (e.g., “have a toothache”, “take medicine three times a day”), and understand the rules of linking in pronunciation. 2. Skill Objective: Students can conduct role-plays about medical consultations fluently and apply linking rules in pronunciation to improve oral fluency. 3. Affective Objective: Students build confidence in speaking English in health-related contexts and develop awareness of the importance of accurate pronunciation. 教学重难点 Key Point: Enabling students to perform medical dialogues confidently and apply linking rules in pronunciation. Difficult Point: Improving students’ fluency in speaking about health problems and their ability to use linking naturally in oral English. 教学方法 Task-based Language Teaching (TBLT) Role-play Method Audio-visual Method Drill Method 课前准备 Teacher’s Preparation: Prepare PPT slides with pictures of health problems, role-play scenario cards, audio files for pronunciation drills, and worksheets for practice. Student’s Preparation: Preview the new vocabulary and dialogues in the speaking section, and practice reading the tongue twister. 教学媒体 PPT, audio player, worksheets, scenario cards, whiteboard, markers 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 Greet the students and show a picture of a person with a toothache on PPT.- Ask: “What’s wrong with him? What should he do?” Introduce the topic: “Today we will practice speaking about health problems and learn pronunciation skills to make our English more fluent.” Respond to the teacher’s questions actively Share their ideas about dealing with a toothache. To attract students’ attention and activate their prior knowledge about health problems. To introduce the lesson theme naturally. Pre-speaking Introduce new vocabulary and sentence patterns about health problems and medical advice (e.g., “have a cold”, “check the temperature”, “take medicine twice a day”). Use PPT to show pictures and explain each term.- Ask students to repeat the words and phrases after the teacher. Learn the new vocabulary and sentence patterns. Repeat after the teacher to practice pronunciation. Ask questions about unfamiliar terms. To build students’ vocabulary and sentence pattern foundation for speaking. To ensure students understand the key language for role-plays. While-speaking Dialogue Analysis: Explain the structure of the sample dialogues (e.g., greeting, describing symptoms, doctor’s advice). Role-play Preparation: Divide students into pairs and distribute scenario cards (e.g., Patient with a fever in the school clinic, Patient with a sore throat in the hospital). Walk around to guide students, providing language support and correcting errors. Invite several pairs to perform their role-plays in class. Analyze the sample dialogues and identify key structures. Practice role-plays with partners using the scenario cards. Perform in front of the class and give feedback to others. To help students understand the structure of medical dialogues. To improve students’ speaking fluency and confidence through role-play. Post - speaking - Organize a class discussion: “What other health problems do you know? How would you advise someone with those problems?”- Encourage students to use the learned vocabulary and sentence patterns.- Summarize the useful expressions shared by students. - Participate in the class discussion actively.- Share their ideas about other health problems and advice.- Learn from classmates’ expressions. - To extend students’ vocabulary and speaking topics beyond the textbook.- To promote interactive learning and language application. Pronunciation Introduce the concept of linking: “Linking is when two words are connected in pronunciation, making speech more fluent.”- Show examples on PPT (e.g., “turn off” → “tur-noff”, “a bit of” → “a-bi-tof”) Play the audio and ask students to listen and identify the linking. Listen to the teacher’s explanation of linking.- Study the examples and understand how linking works. Listen to the audio and try to identify the linked parts. To introduce the pronunciation concept clearly and reduce students’ anxiety about phonetic rules. To activate students’ listening skills for phonetic features. Summary Review the key points of the lesson: vocabulary and sentence patterns for health problems, role-play skills, and linking rules in pronunciation.- Ask students: “What have you learned today? How will you use these skills in daily life?” Homework Task 1: Create a new dialogue about a health problem (e.g., headache, stomachache) and practice it with a partner. Task 2: Record yourself reading the tongue twister and the linking exercises, then listen to it and check for accuracy. Blackboard design Unit 2 Growing Up Healthy Speaking & Pronunciation 1. Health Problems & Advice: - Symptoms: have a toothache, have a cold, have a fever - Advice: take medicine, check temperature, have a good rest 2. Modal Verbs: - should, must, can, can’t, shouldn’t 3. Pronunciation - Linking: - turn off → tur-noff - a bit of → a-bi-tof Teaching Evaluation Formative Evaluation: Assess students’ participation in role-plays, their performance in pronunciation drills, and their completion of classroom exercises. Summative Evaluation: Evaluate students’ after-class dialogues and pronunciation recordings to check their mastery of speaking skills and phonetic rules. Teaching reflection Successes: The role-play activities effectively engaged students and improved their speaking confidence. The pronunciation drills with audio and tongue twister made the phonetic learning fun and interactive. Improvements Needed: Some students still struggled with fluent expression in role-plays. In future lessons, more sentence frames and vocabulary support should be provided. Also, individual pronunciation feedback should be more targeted, possibly using recording tools for students to self-evaluate. 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 $