10.1 Being a Volunteer-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 10 Being a Volunteer-Warm-up&Listening 教材分析 This lesson is the reading and speaking section of Unit 10 "Being a Volunteer" in Secondary Vocational English (Basic Module 2). It follows the previous warm-up and listening lessons, deepening students' understanding of volunteer work through a passage about giant panda volunteers and extending to practical speaking tasks about community volunteer activities. The reading passage introduces the background of giant panda protection, volunteer work in panda reserves, and ways to apply for volunteer activities. It combines environmental protection with volunteerism, which is both educational and close to students' cognitive level. The subsequent form-filling and pair discussion exercises help students consolidate key information from the text. The speaking part provides structured sentence frames for students to describe volunteer work in the community, helping them apply the language learned in real contexts. This lesson lays a solid foundation for students to further explore the theme of volunteerism and improve their comprehensive language ability. 学情分析 Knowledge Reserve: Students have learned basic vocabulary and sentence patterns about volunteer work in the warm-up and listening lessons, and have a preliminary understanding of common volunteer activities. However, their vocabulary is limited, and they have difficulty understanding long sentences and grasping detailed information in reading passages. Ability Level: Students can read simple texts and answer basic comprehension questions, but they lack skills such as skimming, scanning, and extracting key information. Their oral English is weak, and they need clear sentence frames to express themselves. Interest & Attitude: Students are interested in animal-related topics like giant pandas, which can stimulate their learning motivation. They may feel nervous about reading comprehension tasks due to limited vocabulary, so they need step-by-step guidance and positive encouragement. Learning Difficulties: Understanding new words and long sentences in the reading passage, extracting detailed information to complete the form, and using learned expressions to describe volunteer work in speaking tasks. 教学目标 1. Knowledge Objectives Master core vocabulary related to volunteering: volunteer, help others, nursing home, public events, people in need, take care of, clean up, direct the way, organize books Master key sentence patterns: Do you feel happy when you help others? / Do you want to be a volunteer? / Have you ever been a volunteer? / What can we do to offer help? Listening completion sentences: I help to... / I can... / I volunteer to... / I often read... for... Understand the theme of volunteering and common volunteer activities. 2. Skill Objectives Improve listening comprehension ability: grasp key information in short dialogues and complete blank-filling tasks. Improve oral expression ability: conduct pair work to ask and answer questions about volunteering. Improve group discussion ability: brainstorm volunteer activities and share ideas in English. 3. Emotional Objectives Cultivate students' awareness of helping others and the spirit of volunteerism. Enhance students' sense of social responsibility and happiness from giving. Build students' confidence in using English to express personal ideas. 教学重难点 1. Key Points 1　 Master volunteer-related vocabulary and core sentence patterns. 2　 Complete listening tasks accurately and understand the listening content. 3　 Conduct simple dialogues about volunteering. 2. Difficult Points 1　 Use English flexibly to describe volunteer activities and personal experiences. 2　 Grasp key details in listening materials and complete blank-filling correctly. 3　 Overcome fear of speaking English and actively participate in group discussions. 教学方法 Task-based Language Teaching (TBLT), Audio-lingual Method, Cooperative Learning, Situational Teaching Method 课前准备 1. Teacher's Preparation 1　 Material Preparation: Pre-record listening audio (consistent with textbook content), design group discussion worksheets, prepare volunteer-themed short videos (1-2 minutes). 2　 Lesson Design: Adjust teaching steps to fit students' weak English foundation, simplify complex language, add more visual aids and repetition. 2. Students' Preparation 1　 Preview the unit title Being a Volunteer and look up new words in the dictionary. 2　 Think about personal experiences of helping others before class. 3　 Prepare a notebook and pen for note-taking. 教学媒体 Textbook, PPT (with pictures of volunteer activities, listening audio, warm-up questions), blackboard/whiteboard, chalk/markers, volunteer activity picture cards, reward stickers. 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 students and show the unit title page (first picture) with the quote: *"The happiest people are not those who get more, but those who give more."2. Explain the quote in simple English, ask: *"What does 'give more' mean? Do you like helping others?"3. Show pictures of volunteer activities (from textbook) to arouse students' interest.4. State the lesson objectives clearly in simple language. 1. Greet the teacher back.2. Listen to the quote, understand its meaning, and answer the teacher's questions.3. Look at the pictures and share initial ideas about volunteering. 1. Use the inspiring quote to introduce the theme, resonate with students emotionally.2. Visual pictures help students with weak foundation understand the topic quickly.3. Clarify objectives to let students know the learning focus. Warm-up 1. Present the 4 warm-up questions on PPT: ① Do you feel happy when you help others? ② Do you want to be a volunteer? ③ Have you ever been a volunteer? ④ What can we do to offer help?2. Explain each question with simple words and examples (e.g., "Help others = help your mom clean the room, help your classmate with homework").3. Model the dialogue with a student to show the structure: T: Do you feel happy when you help others? S: Yes, I do. Because I can make others happy.4. Walk around the classroom, monitor pair work, correct pronunciation and grammar mistakes, and offer help.5. Invite 2-3 pairs to perform their dialogues in front of the class, give positive feedback and reward stickers. 1. Listen to the teacher explain the questions, take notes of key words.2. Practice the dialogue with their deskmate in pairs, use the sentence patterns to ask and answer.3. Volunteer to perform the dialogue in front of the class, listen to other students' performances.4. Correct their own mistakes according to the teacher's feedback. 1. Simple question patterns fit students' weak foundation, reduce speaking pressure.2. Pair work creates a low-anxiety environment for students to practice oral English.3. Teacher's monitoring and feedback help students correct mistakes in time.4. Performance activity enhances students' confidence in speaking English. Pre-Listening 1. Present the listening task (third textbook picture): Listen to four short dialogues and tick what are talked about.2. Show the 8 pictures in the listening task, teach the related vocabulary: take care of street cats/dogs, visit old people, sing songs, organize books at the library, help at the market, work as a lifeguard, help old people cross the road, direct the way at the railway station.3. Explain the task requirement: "Listen to the dialogues, tick the pictures you hear".4. Do a quick check to make sure students understand the task. 1. Look at the pictures, learn new vocabulary, repeat after the teacher to practice pronunciation.2. Understand the listening task, prepare for listening.3. Ask questions if they have any confusion. 1. Pre-teaching vocabulary eliminates listening barriers for students with weak foundation.2. Picture-based vocabulary teaching is intuitive and easy to remember.3. Task explanation ensures students know what to do during listening. While-listening 1. Play the listening audio for the first time, ask students to tick the pictures they hear.2. Play the audio a second time, let students check their answers.3. Check the answers with the whole class, explain the key words in each dialogue (e.g., "cats and dogs" for the first picture, "library" for the fourth picture, "railway station" for the eighth picture).4. Correct students' mistakes and explain the listening content in simple English. 1. Listen to the audio for the first time, tick the pictures.2. Listen again to check answers.3. Share their answers with the class, correct mistakes.4. Listen to the teacher explain the dialogues, take notes of key words. 1. Two-time listening fits students' weak listening ability, improves accuracy.2. Answer checking helps students master key information.3. Explanation of content deepens students' understanding of the listening material. Post-listening 1. Present the group discussion task (second textbook picture) with the list of volunteer activities: visit old people at a nursing home, be a volunteer teacher, be a volunteer at public events, give help to people in need, take care of street cats and dogs, clean up the park2. Explain each activity with pictures and simple definitions (e.g., "Nursing home = a place for old people to live").3. Divide students into groups of 4-5, assign the task: "Brainstorm more volunteer activities and share your ideas in the group".4. Walk around, guide students to use English to express ideas, help with vocabulary, and encourage shy students to participate.5. Invite each group to share 1-2 ideas, write the new activities on the blackboard. 1. Look at the list of activities, learn new vocabulary and phrases.2. Discuss in groups, brainstorm more volunteer activities (e.g., help at the library, direct the way at the station), take notes.3. Share group ideas with the whole class, listen to other groups' ideas.4. Learn new expressions from the teacher and classmates. 1. Group discussion cultivates students' cooperative learning ability.2. Visual list and pictures help students understand new vocabulary easily.3. Brainstorming activates students' prior knowledge, connects the topic to real life.4. Encouragement helps shy students overcome speaking anxiety. Summary &Homework Assign homework: ① Memorize the volunteer vocabulary and sentence patterns learned in class.② Write 3 sentences about volunteer activities you want to do.③ Ask your family members about their volunteer experiences and share in the next class.2. Explain the homework requirements clearly, answer students' questions. Blackboard design Unit 10 Being a Volunteer Ⅰ. Key Questions (Warm-up) 1. Do you feel happy when you help others? 2. Do you want to be a volunteer? 3. Have you ever been a volunteer? 4. What can we do to offer help? Ⅱ. Volunteer Activities - visit old people at a nursing home - be a volunteer teacher - take care of street cats and dogs - clean up the park - direct the way at the railway station - organize books at the library Ⅲ. Listening Answers 1. I help to organise the books at our school library. 2. I can direct the way to strangers and help those people who are in need. 3. I volunteer to take care of them here. They are so cute! 4. I often read some interesting books for the old people. Teaching Evaluation 1. Formative Evaluation (In-class) 1　 Oral Performance Evaluation: Evaluate students' pair work and group discussion performance, focus on participation, pronunciation accuracy, and use of sentence patterns, give positive feedback and reward stickers. 2　 Listening Task Evaluation: Check students' listening answers, evaluate their ability to grasp key information, give targeted guidance to students with mistakes. 3　 Classroom Participation Evaluation: Observe students' engagement in class activities, encourage shy students to participate, record their progress. 2. Summative Evaluation (After-class) 1　 Homework Evaluation: Check students' written sentences about volunteer activities, evaluate their vocabulary and grammar accuracy, give comments and suggestions. 2　 Unit Quiz Evaluation: Design a small quiz at the end of the unit to test students' mastery of vocabulary, sentence patterns and listening skills. Teaching reflection 1. Strengths 1　 Student-centered Design: The teaching steps are designed according to students' weak English foundation, with simple vocabulary, repeated practice, and visual aids, which reduce students' learning pressure. 2　 Multi-activity Integration: Combine pair work, group discussion, listening tasks and emotional education, which improves students' comprehensive language skills and cultivates their volunteer spirit. 3　 Timely Feedback: Teacher's in-class monitoring and feedback help students correct mistakes in time, enhance their learning confidence. 4　 Emotional Education Penetration: The opening quote and theme summary connect language learning to moral education, which achieves the unity of knowledge and emotion. 2. Weaknesses 1　 Some students with extremely weak foundation still have difficulty in speaking English and participating in group discussions, and need more one-on-one guidance. 2　 The listening audio speed may be a little fast for some students, and need to slow down the audio or add more listening practice in the next lesson. 3　 The group discussion time is relatively tight, and some groups do not have enough time to share all their ideas. 3. Improvement Measures 1　 Differentiated Teaching: Design different tasks for students at different levels: for weak students, provide more sentence pattern templates; for advanced students, assign more complex speaking tasks. 2　 Listening Support: Provide the listening script for students after class, let them read and listen repeatedly, and add more listening practice with slow speed. 3　 Time Adjustment: Extend the group discussion time appropriately in the next class, or assign the brainstorming task as pre-class homework to save in-class time. 4　 Extra Guidance: Offer after-class tutoring for students with weak foundation, help them master vocabulary and sentence patterns, and improve their English ability. 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 $