10.1 Being an Adult-Warm-up&Listening（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 10 Being an Adult-Warm-up&Listening 教材分析 Position & Role: The warm-up activities activate students' prior knowledge about "growing up," while the listening section strengthens their ability to understand topic-related passages, laying the groundwork for subsequent reading and speaking tasks. Content Design: The warm-up uses relatable questions to lower the affective filter, and the listening materials focus on themes of youth responsibility and national rejuvenation, integrating language learning with values education. Adaptation: Since students have limited vocabulary, key words like responsibility, in dependence will be pre-taught with visual aids to ensure comprehension. 学情分析 Knowledge Base: Students have a basic grasp of daily vocabulary and simple sentence structures but lack confidence in expressing abstract ideas like "adulthood." Ability Level: They can understand short, slow listening materials but struggle with longer passages and new academic vocabulary. Interest & Attitude: They show greater engagement with topics related to their own lives and future careers, but may feel anxious about complex tasks. Potential Difficulties: Using new vocabulary in discussions and catching key information in the listening exercise are the main challenges. 教学目标 Knowledge Objectives 1　 Master 15+ key words and phrases related to adulthood: adulthood, independence, responsibility, expectation, vital, rejuvenation 2　 Understand and use sentence patterns to express opinions about growing up, e.g., “To me, being an adult means…” 3　 Grasp the main ideas of the two listening passages about youth and national development. Ability Objectives 4　 Improve listening skills by identifying key information (nouns, adjectives) in context. 5　 Enhance oral communication by discussing personal views on adulthood in pairs and groups. 6　 Develop critical thinking by connecting personal growth to social responsibility. Emotional & Value Objectives 7　 Reflect on the meaning of growing up and cultivate a sense of responsibility for oneself and society. 8　 Build confidence in expressing personal opinions in English. 教学重难点 Key Points: Mastering core vocabulary about adulthood; completing the listening gap-fill task accurately; participating in discussions about growing up. Difficult Points: Using new vocabulary to express abstract ideas about adulthood; understanding the logical connections in the second listening passage about national rejuvenation. 教学方法 1． Task-Based Language Teaching (TBLT): Designing interactive tasks (pair work, group discussions) to encourage active participation. 2． Audio-Visual Teaching: Using short video clips and images to explain abstract concepts and reduce anxiety. 3． Cooperative Learning: Promoting peer support through group activities to help lower-level students. 课前准备 Teacher Preparation 1　 Create PPT slides with images, vocabulary exercises, and listening scripts. 2　 Prepare flashcards for key vocabulary (e.g., independence, responsibility) with visual examples. 3　 Download a 2-minute short video clip about young people taking on responsibilities (e.g., part-time jobs, caring for family). 4　 Check audio equipment and prepare printed listening worksheets for students. Student Preparation 5　 Preview the warm-up questions on Page 92 and think about their answers. 6　 List 3-5 words they associate with "being an adult" (can use Chinese if unsure of English). 教学媒体 Multimedia equipment (projector, speaker), vocabulary flashcards, printed worksheets 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 a short video of young adults balancing study, work, and family. 2. Ask: “What did you see in the video? What does ‘being an adult’ look like to you?” 3. Write 2-3 student responses on the whiteboard. 1. Watch the video and share initial impressions. 2. Volunteer to answer the teacher’s questions, using simple English or mixed language if needed. 1. Capture attention with a relatable video. 2. Activate prior knowledge and create a relaxed classroom atmosphere. Warm-up Activity 1: Vocabulary Building 1. Teach key vocabulary using flashcards (e.g., independence → photo of a student cooking alone; responsibility → photo of someone caring for a sibling). 2. Conduct a quick matching exercise: match words to definitions. Activity 2: Pair Work 1. Explain the three warm-up questions (Page 92). 2. Walk around to monitor pairs, offer vocabulary support, and correct minor errors. 3. Invite 2-3 pairs to share their answers with the class. Activity 1 1. Learn new words, repeat after the teacher, and take notes. 2. Complete the matching exercise individually, then check with a partner. Activity 2 1. Discuss the questions in pairs: - “What does adulthood mean?” - “Do you want to grow up? Why?” 2. Practice answering aloud and prepare to share with the class. Activity 1 1. Use visual aids to make abstract vocabulary concrete and memorable. Activity 2 1. Encourage oral practice with low-pressure, personal questions. 2. Build confidence by using newly learned vocabulary in context. Pre-Listening 1. Introduce the listening topic: “Today we’ll listen to two passages about youth and their role in society.” 2. Present the key words from the listening script: vital, generations, rejuvenation, ups and downs. 3. Ask students to predict the content of the first gap-fill sentence: “A nation will be full of ______ when its young generations have ideals…” 1. Review the target words and guess their meanings in context. 2. Work in pairs to predict possible answers for the first listening gap-fill task. 3. Share predictions with the class. 1. Activate schema and reduce listening anxiety by pre-teaching key words. 2. Develop prediction skills, a key listening strategy. While-listening First Listening (Passage 1) 1. Play the audio once; ask students to listen for the main idea. 2. Play the audio again, pausing after each sentence for students to fill in the blanks. 3. Check answers as a class, and explain any difficult words. Second Listening (Passage 2) 1. Guide students to read the gap-fill sentences and predict content. 2. Play the audio twice, encouraging students to focus on key nouns and verbs. 3. Have students check answers in pairs before the class review. First Listening 1. Listen for gist, then complete the gap-fill task during the second play. 2. Compare answers with a partner and correct mistakes. Second Listening 1. Read through the sentences and predict possible words. 2. Listen carefully and fill in the blanks, then check with a partner. 3. Raise hands to share answers and ask for clarification. 1. Train students to listen for specific information (gap-fill) and main ideas. 2. Use repeated listening to accommodate different proficiency levels. 3. Encourage peer learning to reinforce understanding. Post-listening 1. Divide students into groups of 4-5. 2. Assign the task: “Discuss: How can young people like us contribute to our family/society? Use at least 3 words from today’s lesson (e.g., responsibility, independence).” 2. Provide sentence starters: “I think young people can…”, “To be responsible, we should…” 3. Walk around to monitor groups, offer language support, and take notes for feedback. 5. Invite 2-3 groups to present their ideas to the class. 1. Join groups and discuss the topic, using the provided sentence starters and vocabulary. 2. Take turns sharing opinions and help each other express ideas clearly. 3. Prepare a short group presentation and share with the class. 1. Integrate listening input with oral output to reinforce vocabulary. 2. Connect personal growth to social responsibility, aligning with the unit’s theme. 3. Foster collaborative learning and confidence in public speaking. Summary &Homework Summary 1. Recap key vocabulary and listening strategies (predicting, focusing on key words). 2. Highlight student achievements in discussions and listening tasks. Homework 1. Write a 5-sentence paragraph: “My View on Being an Adult” (use 3+ words from today’s lesson). 2. Listen to the passages again and copy the script twice to improve pronunciation. 3. Prepare for the next reading lesson by previewing the text on Page 93. Blackboard design Unit 10 Being an Adult Key Vocabulary: adulthood, independence, responsibility, expectation, vital, rejuvenation Useful Sentences: - To me, being an adult means ______. - Young people have a responsibility to ______. Listening Key Words: Passage 1: hope, future, young, ability, responsibility Passage 2: road, Chinese, achieved, work, youth Teaching Evaluation Formative Assessment (During Class) 1　 Participation: Evaluate students’ engagement in pair work and group discussions (e.g., active listening, using new vocabulary). 2　 Listening Task: Assess accuracy in the gap-fill exercise (target: 80% correct answers). 3　 Oral Performance: Score group presentations based on vocabulary use, fluency, and cooperation (rubric: 1-5 points). Summative Assessment (Homework) 1　 Evaluate the paragraph writing for vocabulary accuracy, sentence structure, and relevance to the topic. 2　 Check the listening script copy for neatness and correct pronunciation of key words. Teaching reflection Successes 1　 The video lead-in effectively captured students’ attention and reduced initial anxiety. 2　 Visual aids and vocabulary matching exercises helped students master new words quickly. 3　 Group discussions encouraged quiet students to participate, with peer support improving confidence. Areas for Improvement 1　 Some students struggled with the second listening passage’s abstract content (national rejuvenation). In future lessons, I will add a short pre-listening explanation of cultural context. 2　 More time should be allocated to pronunciation practice of difficult words like “rejuvenation”. 3　 Differentiated tasks (e.g., simpler gap-fill for lower-level students) could better meet diverse learning needs. 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 $