2.1 Growing Up Healthy-Warm-up&Listening（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-Warm-up&Listening 教材分析 1.Position and Role: This lesson is part of the unit focusing on healthy living, which is vital for students to understand how to maintain physical and mental well-being. It lays the foundation for subsequent topics like describing health problems and forming good habits, and is practical for students’ daily life and future health management. 2.Content Connection: The warm-up activities introduce the theme by activating students’ prior knowledge about healthy lifestyles. The listening section enhances their ability to extract specific information about a famous doctor’s life and health concepts, connecting language learning with real-world figures and health awareness. 3.Content Adaptation: The textbook content is well-structured, but can be supplemented with more examples of healthy/unhealthy lifestyles and additional listening materials about health advice to enrich learning. 学情分析 1.Knowledge Reserve: Students have basic English vocabulary related to daily life and simple sentence structures. They are familiar with some health-related words like “exercise”, “food”, etc. 2.Ability Level: Their listening skills are at an elementary level, needing practice in catching key information. They can engage in simple pair work and group discussions. 3.Interest and Attitude: Students are interested in topics related to their own health and daily routines, but may lack motivation in pure language drills. 4.Learning Difficulties: Distinguishing similar-sounding words in listening and expressing their ideas about health in English fluently may be challenging. Individual differences exist in vocabulary size and listening comprehension speed. 教学目标 1.Knowledge Objective: Students can master vocabulary and phrases related to healthy lifestyles (e.g., “eat healthy food”, “do exercise”) and understand key information about the famous doctor in the listening material. 2.Skill Objective: Students can describe their own healthy/unhealthy habits through pair work and accurately complete listening tasks by identifying key details. 3.Affective Objective: Students develop awareness of the importance of healthy living and are motivated to adopt positive lifestyle habits. 教学重难点 Key Point: Enabling students to identify healthy/unhealthy lifestyles and grasp specific information in the listening text. Difficult Point: Improving students’ listening comprehension of detailed information and their ability to discuss health topics in English. 教学方法 Communicative Language Teaching (CLT) Task-based Language Teaching (TBLT) Cooperative Learning Audio-visual Method 课前准备 1. Teacher’s Preparation: Prepare PPT slides with pictures of healthy/unhealthy activities, the listening audio file, worksheets for practice, and a video clip about healthy lifestyles. 2. Student’s Preparation: Preview the new words in the warm-up and listening sections, and think about their own healthy habits. 教学媒体 PPT, audio player, worksheets, 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 healthy person doing exercise on PPT. Ask: “What is he doing? Why is it good for health?”- Introduce the unit theme “Growing Up Healthy” and explain the importance of health. Respond to the teacher’s questions actively.- Share their ideas about the importance of health. To attract students’ attention and activate their prior knowledge about health. To introduce the unit theme naturally. Warm-up Explain the task: “Look at the chart about keeping healthy. Then fill in the table with your own situation and judge if it’s healthy.” Walk around to guide students, especially helping those with vocabulary difficulties.Invite 2-3 students to share their answers. Study the chart and fill in the table truthfully.- Discuss with nearby classmates about their answers. Volunteer to share their own healthy/unhealthy habits in class. To help students identify healthy and unhealthy lifestyles. To practice self-reflection and simple English expression. Demonstrate the dialogue with a student: “A: Are you afraid of being ill? B: Yes, I am. / No, I’m not. A: How do you keep healthy? B: I do exercise every day... ” Ask students to practice the dialogue in pairs with the three questions. Monitor the pairs and provide feedback. Practice the dialogue with their partners.- Prepare to perform the dialogue in front of the class. Some pairs present their dialogues. To improve students’ oral communication skills. To reinforce the topic of healthy living through interactive practice. Pre-Listening Show the pictures in the listening section and ask: “Do you know him? What do you know about him?”- Introduce new words and phrases in the listening task (e.g., “graduate”, “medical college”, “research”). Explain the listening task: “You need to circle the correct answers after listening.” Guess who the person is and share their thoughts. Learn the new words and make sure they understand the task requirements. To activate students’ background knowledge and reduce listening anxiety. To build vocabulary necessary for the listening task. While-listening Play the audio for the first time and ask students to get a general idea. Play the audio again, pausing at key points to help students catch the correct answers. Check the answers with the whole class, explaining any difficult parts. Listen carefully and circle the correct answers. Compare their answers with a partner after the second listening. Participate in the whole-class answer check. To develop students’ listening skills in extracting specific information. To provide step-by-step support for comprehension. Post-listening Distribute worksheets with additional listening exercises about health tips. Play the audio for the exercises and ask students to complete them independently. Walk around to offer help and take notes of common mistakes. Complete the listening exercises on the worksheet. Check answers with the teacher and correct their mistakes. To reinforce listening skills and expand knowledge about health. To provide individualized practice and feedback. Summary Review the key points of the lesson: vocabulary about healthy lifestyles, listening strategies for specific information.- Ask students: “What have you learned today? How will you keep healthy?” Homework Task 1: Write a short paragraph (at least 50 words) about your healthy lifestyle. Task 2: Find an English video about healthy eating and watch it, taking notes of three tips mentioned. Blackboard design Unit 2 Growing Up Healthy Warm-up & Listening 1. Healthy Habits: - eat healthy food - do exercise - keep a good mood - have good habits 2. Listening Key Information: - Born in 1936 - Graduated from Beijing Medical College - Worked as a doctor - Went to Canada - Fought COVID-19 - Exercise is as important as healthy food Teaching Evaluation Formative Evaluation: Assess students’ participation in pair work, class discussions, and their performance in listening tasks. Summative Evaluation: Evaluate students’ completed worksheets and after-class paragraphs to check their mastery of vocabulary, listening skills, and writing ability. Teaching reflection Successes: The lead-in activity effectively engaged students. The warm-up tasks stimulated their interest in talking about health. The step-by-step listening practice helped most students grasp the key information. Improvements Needed: Some students still struggled with listening to fast speech. In future lessons, more varied listening materials with different speeds should be provided. Also, more opportunities for less confident students to participate in oral activities should be created. 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 $