Unit3 Mind and body Listening and speaking 教学设计-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Listening and speaking 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to listen for key information and talk about mind-body relationships. It develops thinking quality, cultural awareness of health concepts, and learning ability to cooperate and reflect in listening-speaking activities. 教学重难点 Key: Master mind-body related vocabulary and sentence patterns, and understand listening materials about mental and physical health. Difficulty: Use target language flexibly to express opinions on mind-body balance and cope with listening details. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a question-and-answer interaction: “Do you often feel tired even after a good rest? Have you ever noticed that your mood affects your physical state?” Then, the teacher shows some pictures on the screen, including a student looking anxious before an exam (with a headache), a person doing yoga (relaxed), and a group of students playing basketball (energetic). The teacher asks students to observe the pictures and discuss in pairs: “What’s the relationship between their minds and bodies in these pictures?” After 3 minutes of pair discussion, invite 2-3 groups to share their opinions. Then, the teacher summarizes: “Our mind and body are closely connected—mental state affects physical health, and physical condition also influences our mood. Today, we will learn to talk about this relationship through listening and speaking activities.” Design Intention: The question-and-answer interaction and picture display can quickly arouse students’ interest and connect the teaching content with their daily life. Students can initially perceive the theme of “mind and body” through familiar scenarios, laying a foundation for the subsequent listening and speaking activities. Pair discussion enables students to express their initial understanding in simple English, activating their existing language knowledge and creating a positive classroom atmosphere. Step 2: Pre-listening (Vocabulary and Sentence Patterns Preview) First, the teacher presents the core vocabulary related to the unit on the screen, including nouns (stress, anxiety, relaxation, balance), verbs (relieve, affect, improve, maintain), adjectives (stressed, anxious, relaxed, energetic) and phrases (be stressed out, take a deep breath, keep a balance between... and...). For each word and phrase, the teacher provides simple English explanations and example sentences combined with the theme of mind and body. For example, “Stress is a feeling of worry caused by difficult situations, and it can affect our physical health.” “To relieve stress, we can take a deep breath or do some exercise.” Then, the teacher leads students to read the words and phrases twice, paying attention to pronunciation and intonation, and corrects wrong pronunciations in time. Next, the teacher introduces the key sentence patterns for this lesson, which are mainly used to express feelings, describe the relationship between mind and body, and put forward suggestions. The key sentence patterns include: 1. I often feel... when I am under great stress. 2. Mental stress can lead to physical problems such as... 3. To keep a balance between mind and body, we should... 4. Doing... is a good way to relieve anxiety and improve our mood. The teacher explains the usage of each sentence pattern with simple examples, and invites students to make simple sentences with the new vocabulary they just learned. For example, ask a student: “What do you do to relieve stress?” Guide the student to answer: “I often listen to music to relieve stress, because it can make me relaxed.” After that, the teacher briefly introduces the listening task: “We will listen to two conversations. The first conversation is between a student and a teacher, talking about the student’s stress and its influence on his body. The second conversation is about how to keep a balance between mind and body. Before listening, please predict what information you may hear, such as the student’s symptoms, the teacher’s suggestions, etc.” Design Intention: Previewing vocabulary and sentence patterns is the premise of smooth listening and speaking. By explaining words and phrases in English and combining them with the theme, students can not only master the meaning and usage of new words but also deepen their understanding of the theme. Sentence pattern practice enables students to initially use the target language, laying a solid foundation for the subsequent listening and speaking tasks. Predicting the listening content can help students establish a listening goal, improve their listening efficiency, and cultivate their predictive thinking ability. Step 3: While-listening (Listening Practice and Information Extraction) This step includes two listening tasks, and the teacher plays the listening material twice for each task to ensure that students can fully grasp the information. Task 1: Listen to the first conversation (between Tom and his teacher, Ms. Li) and finish the following exercises: 1. Fill in the blanks with the correct words: Tom feels ______ (stressed/anxious) because of the coming exam. He often has a ______ (headache/stomachache) and can’t sleep well at night. 2. Answer the question: What suggestion does Ms. Li give to Tom? After playing the listening material for the first time, the teacher asks students to finish the exercises independently. Then, play the material again, and students check their answers. Finally, the teacher checks the answers with the whole class, explains the key information in the listening material, such as the key sentences “I’m so stressed about the final exam that I often have a headache.” and “You can take a deep breath before going to bed and make a reasonable study plan to reduce stress.” Task 2: Listen to the second conversation (between Lucy and her friend, Lily) and complete the table. The table includes three columns: Ways to keep mind-body balance, Reasons, and Examples. For example, “Doing yoga” is a way, the reason is “It can help us relax our body and calm our mind”, and the example is “Lucy does yoga every morning for 20 minutes.” After playing the listening material for the first time, students try to fill in the table. Then, play the material again, and students supplement and correct their answers. The teacher invites a student to present his/her table, and then corrects and supplements it, emphasizing the key information such as “Eating a healthy diet can provide energy for our body and keep our mind clear.” and “Talking to friends can help us release negative emotions and relieve stress.” During the listening process, the teacher reminds students to take notes briefly, such as key words, phrases and key sentences, to help them remember the information. For students who have difficulty in listening, the teacher can give appropriate hints, such as repeating the key sentences in the listening material. Design Intention: The two listening tasks are designed from easy to difficult, which conforms to the students’ cognitive law. Task 1 focuses on extracting specific details, helping students master the basic listening skills of capturing key words and sentences. Task 2 requires students to sort out and summarize the information, which can cultivate their ability to process and integrate information. Playing the listening material twice ensures that most students can grasp the information, and note-taking can help students develop good listening habits. Appropriate hints for students with difficulties reflect the principle of differentiated teaching, ensuring that every student can participate in the listening activity and gain a sense of achievement. Step 4: Post-listening (Oral Practice and Language Application) This step is divided into three oral activities, which gradually deepen the students’ application of the target language and improve their oral expression ability. Activity 1: Role-play. The teacher divides students into groups of two, and asks them to role-play the two conversations they just heard. One student plays the role of Tom/Lucy, and the other plays the role of Ms. Li/Lily. Students need to imitate the voice, intonation and emotion in the listening material, and try to use the new vocabulary and sentence patterns they learned. After 5 minutes of preparation, invite 2-3 groups to perform in front of the class. The teacher comments on their performance, affirming their advantages and pointing out the places that need improvement, such as pronunciation, intonation and the flexible use of sentence patterns. Design Intention: Role-play can help students better understand the context and language usage in the listening material. By imitating the conversation, students can consolidate the new vocabulary and sentence patterns, and improve their oral expression fluency and emotional expression ability. Performing in front of the class can enhance students’ confidence in speaking English and create a positive interactive atmosphere in the class. Activity 2: Group discussion. The teacher puts forward the discussion topic: “What are the common problems of mind and body among high school students? How can we keep a balance between mind and body in our daily life?” The teacher divides students into groups of 4-5, and each group elects a recorder and a reporter. During the discussion, students need to use the vocabulary, sentence patterns and information learned in this lesson to express their opinions. The recorder writes down the key points of the group’s discussion, and the reporter will present the group’s opinions to the whole class after the discussion. The teacher walks around the classroom during the discussion, guides students to use the target language correctly, and helps students who have difficulty in expressing their opinions. After 8 minutes of discussion, each group’s reporter presents their group’s opinions in turn. For example, one group may say: “Many high school students feel stressed because of heavy study tasks. They often stay up late to study, which leads to physical fatigue and mental anxiety. To keep a balance, we should make a reasonable study plan, do more exercise, and talk to our parents or friends when we feel stressed.” After each group’s presentation, the teacher makes a brief comment, affirming their creative opinions and correcting the inappropriate use of language. Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic is closely related to students’ daily life, which can stimulate their enthusiasm for participation and enable them to apply the learned language knowledge to practical communication. The role of recorder and reporter makes each student participate in the activity, avoiding the phenomenon that some students are passive in group activities. The teacher’s guidance and comments can help students improve their oral expression ability and correct their language mistakes in time. Activity 3: Personal speech. Ask each student to prepare a 1-2 minute personal speech with the topic “My Ways to Keep Mind and Body Balance”. Students need to combine their own experiences, use the vocabulary and sentence patterns learned in this lesson, and talk about the problems of mind and body they have encountered and the ways they use to solve them. After 3 minutes of preparation, invite 3-4 students to give speeches in front of the class. The teacher comments on their speeches, focusing on the correctness, fluency and appropriateness of language use, and encourages students to express their true feelings. Design Intention: Personal speech can further improve students’ oral expression ability and logical thinking ability. By combining their own experiences, students can better understand the theme of “mind and body” and deepen their memory and application of the target language. Encouraging students to express their true feelings can enhance their interest in learning English and cultivate their ability to express themselves in English. Step 5: Summary and Consolidation First, the teacher leads students to summarize the key content of this lesson: 1. Core vocabulary and sentence patterns related to mind and body. 2. Listening skills: how to capture key information and sort out information. 3. Ways to keep a balance between mind and body. The teacher asks students to retell the key points in their own words, and supplements and corrects them in time. Then, the teacher assigns the consolidation task: 1. Listen to the two conversations again after class, and imitate the pronunciation and intonation to read them aloud. 2. Write a short passage (80-100 words) about your own ways to keep mind and body balance, using the vocabulary and sentence patterns learned in this lesson. 3. Discuss the topic of “mind and body” with your deskmate in English after class, and try to use the language knowledge learned today. Design Intention: Summarizing the key content can help students sort out the knowledge they have learned in this lesson, form a systematic knowledge structure, and deepen their memory. The after-class consolidation tasks are closely related to the in-class teaching content, which can help students consolidate the knowledge and skills they have learned, and extend the in-class learning to after-class, realizing the connection between in-class and after-class learning. The combination of listening, speaking and writing can comprehensively improve students’ language application ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $