2.2 Health and Fitness-Reading and Writing（教案）-《英语 基础模块2》（高教版第三版）【上好课】

课 题 《英语 基础模块2》 （高教版第三版） Unit 2 Health and Fitness 课 型 Reading and Writing 课 时 2 授课班级 授课时间 80mins 授课教师 教材分析 （Textbook Analysis） 本单元以“健康与健身”为核心主题，Reading and Writing板块围绕运动对健康的重要性展开，文本通过分析现代人缺乏运动的现象、原因，阐述运动的诸多益处，兼具话题实用性和语言知识性。文本句式丰富，包含make+n.+adj.、There be +n.+to do、虚拟语气等重点句型，还有大量与健康、运动相关的词汇，是培养学生阅读信息提取能力和英语实用写作能力的优质素材，同时能引导学生树立健康的生活理念，贴合中职学生的生活实际和英语学习的实用性要求。 学情分析 （Study situation analysis） 本次授课对象为中职高一下学期学生，学生已掌握基础的英语词汇和简单句型，具备初步的英语阅读和翻译能力，但在长句理解、语篇逻辑分析和句型灵活运用方面仍有不足。中职学生对生活化、实用性的话题兴趣较高，“健康与健身”贴近其日常，易引发学习共鸣，但部分学生英语学习自信心不足，参与课堂互动的主动性有待提升，且在写作中存在句型单一、词汇贫乏、语法错误等问题，需要教师通过分层任务、小组合作等方式引导和激励。 教学目标 （Learning objectives） Knowledge objectives 1. Master the key words and phrases related to health and fitness: ignore, cure, manual, physical, promote, self-respect, stress, suffer from, burn off, move around, as a result, what is more etc. 2. Grasp the key sentence patterns: make+n.+adj.; There be +n.+to do; whatever your age; If…were, …would…; …can also…as well as… 3. Understand the main idea of the text, master the reading skills of extracting key information and analyzing the text structure (phenomenon-reason-solution-benefit). Ability objectives 1. Improve the ability to read and understand the text, including matching main ideas, completing mind maps, judging true or false and reordering sentences. 2. Be able to flexibly use the key words and sentence patterns in oral and written expression. 3. Develop the ability to write a short reply about health advice, using the logical connection words such as first, what is more. Emotional objectives 1. Establish a correct concept of health and realize the importance of exercise to physical and mental health. 2. Cultivate the awareness of taking active exercise and forming a healthy living habit. 3. Improve the cooperation and communication ability through group work, and enhance the confidence of English learning. 教学重难点 (Key and difficult points) Key points 1. Master the key words, phrases and sentence patterns related to health and fitness, and be able to use them in simple communication and writing. 2. Master the reading skills of extracting key information and analyzing the text structure of phenomenon-reason-solution-benefit. 3. Be able to write a short and logical reply of health advice with the learned knowledge. Difficult points 1. Understand and flexibly use the complex sentence patterns such as virtual mood (If…were, …would…) and attributive clauses in the text. 2. Analyze the logical relationship of the text and apply it to the writing of health advice. 3. Improve the ability to organize language and write a coherent and grammatically correct short passage. 教学方法 (Teaching methods) 小组讨论法、任务教学法、练习法、情境教学法 课前准备(Preparation before class) 1. 制作与“健康与健身”主题相关的PPT课件，包含课文原文、词汇句型解析、课堂练习题、写作模板、健康相关视频和图片等； 2. 整理拓展练习素材，如词汇填空题、句型仿写题、健康建议写作练习单； 3. 准备小组合作任务单，包含课文翻译、问题讨论、句型练习、写作仿写等分层任务； 4. 调试好听力音频、健康相关教学视频等多媒体资源，确保课堂播放顺畅； 5. 准备与健康、运动相关的图片和思维导图空白模板，用于课堂互动和练习。 教学媒体 (Teaching media) PPT课件、多媒体设备、教学视频、拓展资源包、健康运动主题图片、思维导图空白模板、小组合作任务单 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: Lead in 1. Play a short video about health and fitness, and ask students to watch and think: What factors are related to physical and mental health? 2. Show some key words (health, mental, physical, sleep, stress etc.) on the PPT, guide students to think and fill in the blanks about the factors of health, and organize oral answers. 3. Lead in the text topic by asking a guiding question: Modern people have many health problems, do you know why? And how to solve them? 1. Watch the video carefully and think about the teacher’s questions, try to list the factors related to physical and mental health. 2. Participate in the classroom filling activity, express their opinions orally with the given words. 3. Think about the guiding question and have a preliminary discussion with deskmates about the health problems of modern people. 1. 借助视频、图片资源创设情境教学氛围，吸引学生学习兴趣和注意力，让学生快速进入“健康与健身”的主题语境。 2. 提前巩固健康相关词汇，为后续的文本阅读做好铺垫，同时锻炼学生的口语表达能力。 3. 通过引导性问题设置悬念，自然引出课文核心内容，激发学生的探究欲望。 Step 2: Reading Skimming 1. Ask students to skim the text quickly, and guide them to pay attention to the first or last sentence of each paragraph. 2. Show the main ideas of each paragraph on the PPT, ask students to match the main idea with the corresponding paragraph (Para.1/Para.2/Para.3). Scanning 1. Guide students to read the text carefully, and complete the mind map (phenomenon-reason-solution-benefit) with the key information in the text, walk around the classroom to guide and check the students’ completion. 2. Show the judgment questions on the PPT, ask students to judge true or false according to the text content, and ask them to explain the reasons for the wrong answers. 3. Give the disordered sentences about the benefits of exercise, ask students to reorder them according to the text logic, and invite some students to share their answers and ideas. Skimming Skim the text quickly, grasp the main idea of each paragraph, and finish the matching task independently. Scanning 1. Read the text carefully, extract the key information (less energy, manual work, exercise, self-respect etc.), and complete the mind map independently or with the help of deskmates. 2. Judge the true or false of the questions, circle the relevant sentences in the text as the basis, and answer the teacher’s questions actively. 3. Reorder the sentences according to the logical relationship of the text, and share the answers and reasons with the whole class. 1. 训练学生略读、寻读的核心阅读技巧，帮助学生快速、准确把握文本结构和关键信息。 2. 借助思维导图梳理文本“现象-原因-解决办法-益处”的逻辑结构，深化学生对文本内容的理解，培养学生的逻辑思维能力。 3. 正误判断和句子排序的任务，能进一步检验学生对文本细节和逻辑关系的理解程度。 4. 教师现场巡视指导，能及时解决学生的阅读理解问题，关注不同层次学生的学习情况。 Step 3: Writing Language points 1. Extract the key words, phrases and difficult sentences in the text, explain their meanings and usages on the PPT with examples. 2. Design simple oral translation and fill-in-the-blank exercises to check students’ mastery of language points. Writing guidance 1. Show a post from Eric (an office worker) on the health column of a website, ask students to read it and grasp Eric’s health problems (sleep problems, tired, putting on weight). 2. Guide students to analyze the writing requirements of the health advice reply, and sort out the writing framework: greeting + advice + reasons (with first, what is more) + encouragement. 3. Provide the key words and sentence patterns for writing on the PPT, and guide students to try to fill in the blanks of the sample reply first. Independent writing 1. Ask students to write a short health advice reply to Eric independently (about 60-80 words), using the learned key words and sentence patterns, and walk around to guide the students who have difficulties in writing. 2. Invite 2-3 students to share their writing works, and make simple comments and corrections (focus on vocabulary, sentence patterns and logic). Language points 1. Listen to the teacher’s explanation carefully, take notes of the key points of words and sentence patterns. 2. Finish the oral translation and fill-in-the-blank exercises actively, and practice the use of key language points orally. Writing guidance 1. Read Eric’s post carefully, extract and list Eric’s health problems. 2. Listen to the teacher’s guidance, grasp the writing framework of the health advice reply, and take notes of the key points. 3. Fill in the blanks of the sample reply with the given key words and sentence patterns, and familiarize with the writing mode. Independent writing 1. Write a short health advice reply independently according to the writing framework and key points, try to use the learned words and sentence patterns flexibly. 2. Share the writing works with the whole class, listen to the teacher’s comments and corrections, and modify their own works in time. 1.重点讲解核心语言点并设计即时练习，让学生及时掌握知识点，为后续的写作环节做好铺垫。 2. 以上班族Eric的真实健康问题为写作话题，贴近生活且具有实用性，能激发学生的写作动机，让学生明确写作目的。 3. 引导学生梳理健康建议回复的写作框架，并提供核心词汇和句型，降低写作难度，尤其利于英语基础薄弱的学生，帮助其建立写作信心。 4. 先完成范文填空再进行独立写作，遵循“模仿-运用”的原则，符合中职学生的认知规律，利于逐步提升其写作能力。 5. 教师现场指导和课堂点评，能及时解决学生的写作问题，同伴分享则能丰富学生的写作思路。 Step 4: Summary Step 5: Homework 板书设计 Unit 2 Health and Fitness Key words & phrases ignore, cure, manual, physical, promote self-respect, stress, cancer burn off, move around, as a result what is more, suffer from Key sentence patterns 1. make + n. + adj. Study makes me happy. 2. There be + n. + to do. There is too much work to do. 3. If…were, …would… If I were a bird, I would fly. 4. …can also…as well as… Text structure Phenomenon → Reason → Solution → Benefit （less active）（technology, no manual work）（exercise）（healthier, happier） Writing framework Greeting → Advice → Reasons (first, what is more) → Encouragement 教学反思 （留白） 学科网（北京）股份有限公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 学科网（北京）股份有限公司 $