2.1（教案）Community Life-Warming up and Listening&Speaking-《英语 基础模块3》（高教版第三版）【上好课】

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 高等教育出版社《英语3 基础模块》（第三版） 授课题目 Unit 2 Community Life Warming Up & Listening and Speaking 课时 课型 2课时（90分钟） 听说课 主题情境 人与社会——社区生活与公共服务 授课教师 语篇研读 【What】 本课选取 Unit 2 “Community Life”中的 Warming Up 与 Listening and Speaking。内容从“理想的社区是什么样”和“社区里有哪些公共设施”两个问题导入，借助 clinic, reading center, kindergarten, fitness center 等图片激活已有经验；随后通过活动1—2识别 laundry, convenience store, gym, clinic 等社区设施词汇，并判断询问社区信息时常用的表达。听力部分围绕 Neal Walker 搬入新社区后向 Zhang Qian 了解购物、健身和医疗设施的对话展开：活动3听取社区拥有的设施，活动4进一步提取位置、距离、营业时间等信息，活动5补全 Neal 对新社区的介绍。第二课时通过活动6学习“问路—询问设施—回应与介绍”的功能句和方位表达，并结合 where/which 引导的限制性定语从句、from...to...等语言点进行操练；随后完成对话复述、活动7社区图问答和活动8售房推荐角色扮演，最后以练习、总结和分层作业巩固。 【Why】 本课旨在帮助学生在真实的社区生活情境中发展“看图识别—听懂信息—询问设施—指路说明—介绍社区”的听说能力。学生不仅要掌握常见公共设施和方位词汇，还要能够礼貌询问路线与社区服务信息，听懂距离、位置、开放时间等细节，并用较完整的语言介绍社区配套。通过比较便利店、健身中心、诊所、交通和周边环境等生活要素，引导学生关注社区公共服务与生活便利性，形成积极参与和建设美好社区的意识。 【How】 教学按照“情境导入—词汇匹配—功能句识别—主旨/设施听力—细节听力—语篇补全—对话跟读—语言聚焦—复述—支架输出—情境迁移—评价巩固”推进。听力任务由易到难：活动3识别设施，活动4抓取位置、距离和营业时间，活动5借助完整语篇整合信息；活动6通过听、读、划线识别询问社区设施的句式，并结合问路表达和定语从句进行替换操练。输出阶段从活动7的社区图半控制对话过渡到活动8“售房推荐”真实情境，形成“理解—操练—迁移—评价”的连续任务链。 学情分析 学生对 supermarket, hospital, gym, clinic 等常见生活设施已有一定认知，也能够使用简单的 Where is...? / Is there...? 进行问答。但其社区设施词汇往往零散，对 laundry, convenience store, fitness center 等表达不够熟悉；连续听取对话时，容易只捕捉设施名称，而忽略“behind Building 8, near the main gate, 15 minutes’ walk, open from...to...”等位置、距离和时间信息。在口语输出中，学生常能提出单一问题，却难以自然完成“问路—追问设施—介绍位置/营业时间—回应感谢”的完整交际链；where/which 引导的定语从句也容易混淆。课堂因此借助图片、社区图、关键词表格、句型支架、同伴互评和角色任务逐步降低表达难度。 课标要求 结合中等职业学校英语课程对基础模块语言能力、文化意识、思维品质和学习能力的要求，本课重点落实： 1. 能听懂语速适中、话题熟悉的社区设施与问路类对话，获取设施名称、位置、距离、开放时间等关键信息。 2. 能围绕社区生活进行简单交流，使用恰当表达询问路线、询问公共设施并介绍设施的位置和服务信息。 3. 能借助图片、选项、表格和上下文进行听前预测、关键词记录、信息核对与对话复述，形成基本的听说学习策略。 4. 能关注社区公共服务与生活便利性，在交流中表达对良好社区环境和完善公共设施的认识。 教学目标 通过本节90分钟连堂课学习，学生能够： 1.（学习理解）识别并正确使用 laundry, convenience store, gym, clinic, kindergarten, fitness center, facility, opposite 等词汇及 at the end of, from...to..., by the way, Why not...? 等表达；完成活动1—5并准确获取社区设施及位置、距离、营业时间等信息。 2.（应用实践）理解并运用 Could you tell me the way to...? / How can I get to...? / Is there a...near here? / What other facilities do we have? / Is there a place where I can...? / It’s about...minutes’ walk. / Turn right... 等核心句型，完成活动6的听、读、划线、跟读和问答。 3.（迁移创新）借助“Facility—Location—Distance/Opening Hours—Response”支架完成活动7社区图对话，并在活动8中以 house seller / potential buyer 身份围绕设施、服务、交通和周边环境完成较完整的售房推荐交流。 4.（社会意识）能够用简单英语评价社区生活的便利性，认识完善公共设施、服务和交通对建设美好社区的重要作用。 教学 重难点 重点： 1. 掌握社区公共设施、方位和营业时间相关核心词汇、短语以及问路/询问设施功能句。 2. 运用听前预测、关键词记录和分层听力策略完成活动3—5，提取“facility—location—distance—opening hours”等关键信息。 3. 使用 Could you tell me the way to...? / Is there a place where...? / There is a...which... 等结构完成社区信息交流。 难点： 1. 将零散词句整合为“问路—询问设施—说明位置/时间—回应”的完整交际链，并在社区图和售房情境中灵活迁移。 2. 在语境中准确区分并使用 where 与 which 引导的限制性定语从句，同时正确表达方位、距离和开放时间。 核心语言 【核心词汇】community, facility, laundry, convenience store, gym, clinic, kindergarten, fitness center, swimming pool, supermarket, hospital, medicine, opposite, beside 【方位/时间表达】behind Building 8; near the main gate; in the center of; opposite our community; beside the laundry; about 5/15 minutes’ walk; turn right/left; at the end of...; from...to... 【交际功能】Could you tell me the way to...? / How can I get to...? / Where is...? / Is there a...near here/nearby? / What other facilities do we have? / Is there a place where I can...? / With pleasure. / Why not...? 【重点结构】There is/are...; I’d like to do...; where 引导限制性定语从句；which 引导限制性定语从句；There is a clinic which is open from...to... 教学工具 PPT、教材、配套音频、社区平面图/任务单、角色卡、计时器/投屏设备。 教学策略 任务型教学法（设施匹配、信息选择、细节勾选、语篇补全、复述、角色扮演）；情境教学法（新居民咨询、社区问路、售房推荐）；交际教学法（询问—说明—追问—回应）；合作学习法（pair work / group discussion / role play / peer feedback）；支架式教学（图片、社区图、关键词、句型框架）；形成性评价（自评、互评、师评）。 教学过程 教学环节 教学活动 学生活动 设计意图 Period 1（45 min） Part 1: Lead-in & Learning Objectives (6 min) T: Present the learning objectives and ask Ss to read the three goals quickly: learn language about public facilities, ask about/introduce community facilities, and recognize good community services. T: Show the prompt “What do you think community should look like?” Ask Ss to think for 20 seconds and share one or two ideas with a partner. T: Show the facility pictures and ask: “What facilities do you think are available in the community?” Elicit clinic, reading center, kindergarten and fitness center, then add other familiar examples from Ss. Ss: Read the objectives and identify today’s topic and final speaking task. Ss: Think—pair—share what a good community should be like, using simple words such as convenient, clean, safe or beautiful. Ss: Observe the pictures, name the facilities they know and repeat the target words after T. 利用PPT已有问题和设施图片激活生活经验，在“理想社区—公共设施”之间建立主题联系，同时让学生明确两课时的听说任务。（感知与注意） 评价方式：师评+即时口头反馈。观察学生能否说出至少2种社区设施，并能用1—2个简单词描述理想社区。 Part 2: Warming up Activities 1-2 (10 min) T: Present Activity 1 “Look and match”. Ask Ss to match laundry, convenience store, gym and clinic with the pictures individually, then check in pairs. T: Check the answers by pointing to each picture. Use quick pronunciation drilling for laundry, convenience store and clinic. T: Present Activity 2 “Think and tick”. Ask Ss to tick the sentences that can be used to ask for community information. T: After checking, ask pairs to classify the selected sentences into two purposes: asking the way / asking about facilities. Invite one group to explain why “Why not shop at the convenience store in our community?” is a suggestion rather than a question for information. Ss: Complete Activity 1 independently and compare answers with a partner. Ss: Repeat the four facility words and correct pronunciation. Ss: Complete Activity 2, compare choices and categorize the useful sentences by communicative purpose. 落实PPT活动1—2，从“词汇识别”过渡到“功能句识别”，帮助学生建立设施词汇与真实交际目的之间的联系，为听力活动做语言准备。（获取与梳理） 评价方式：自评+互评+师评。以活动1匹配正确率、活动2勾选结果及“能否说明句子的交际功能”为评价点，对 laundry / convenience store 等易错词即时纠音。 Part 3: Listening Activity 3 (6 min) T: Present Activity 3 “Listen and choose”. Ask Ss to preview the facility pictures/options and predict which places may be mentioned in a new community. T: Play the audio once. Ask Ss to choose the facilities the community has without trying to understand every word. T: Play the key part again if necessary and ask Ss to justify each choice with one word or phrase they heard. Ss: Preview the options and make a quick prediction. Ss: Listen for facility names and complete Activity 3. Ss: Compare answers in pairs and give one listening clue for each choice. 先让学生只抓“有哪些设施”，降低首次听力负担，训练利用选项预测和抓关键词获取主旨性信息的能力。（获取与梳理） 评价方式：自评+互评+师评。观察学生能否根据关键词完成设施选择，并能说出至少1条听力依据；必要时针对高频错误局部重播。 Part 4: Listening Activities 4-5 (13 min) T: Present Activity 4 “Listen and tick”. Before playing the audio, guide Ss to read the paired details and underline the information types: location, walking distance, opening hours and other facilities. T: Play the audio again. Ask Ss to tick the correct information, then compare in pairs. T: Present Activity 5. Ask Ss to predict the type of each blank in Neal’s introduction (facility / number / facility / facility / position word). T: Play the audio once more and ask Ss to complete the five blanks. Check the answers: convenience store, 15, fitness center, clinic, opposite. T: Ask Ss to read the completed introduction aloud in pairs and identify one sentence that shows Neal’s positive feeling about the community. Ss: Preview Activity 4 and mark what kind of detail each choice tests. Ss: Listen for specific information and complete Activity 4, then check with a partner. Ss: Predict the blank types, listen again and complete Activity 5. Ss: Read the completed community introduction and locate the sentence expressing convenience. 按照“位置/距离/时间细节—完整语篇补全”逐层提升听力难度，引导学生从抓单词过渡到整合信息，并形成听前预测、听中记录、听后验证的策略。（获取与梳理、描述与阐释） 评价方式：自评+互评+师评。活动4重点检查位置、距离和营业时间等细节，活动5检查5个关键信息；教师根据集中错误决定是否再次播放对应片段。 Part 5: Script Study (10 min) T: Display the listening script. Play/read the dialogue sentence by sentence and ask Ss to shadow read. T: Ask Ss to circle the expressions about location and facilities: on Xinhua Road, 15 minutes’ walk, behind Building 8, near the main gate, in the center of, opposite our community, fitness center, clinic and hospital. T: Ask short comprehension questions: “Why does Zhang Qian suggest the convenience store?” “What facilities are mentioned besides shopping places?” “Why does Neal say it is convenient to live here?” T: Organize a 1-minute pair task: Student A is a new resident and asks two questions about the community; Student B answers with information from the script. Ss: Shadow read the script and mark the target expressions. Ss: Answer the comprehension questions with short complete sentences. Ss: Use the script information to complete a short new-resident question-and-answer exchange in pairs. 回到录音原文实现“听音—见文—懂义—开口”，并通过简短问答把听力信息转化为可使用的口语材料，为第二课时活动6和问路表达做准备。（内化与运用） 评价方式：师评+同伴核对。以跟读准确度、位置/设施信息理解和1分钟问答完整度为依据；将高频错误词句列入第二课时开头快速复现。 Period 2（45 min） Part 6: Activity 6 Listen, Read & Underline (10 min) T: Present Activity 6. Play the dialogue between Zhang Li and Sara Smith. Ask Ss to listen, read and underline all the sentences used to ask about community facilities or directions. T: Check the underlined expressions, including “Could you tell me the way to the nearest laundry?”, “Is there a gym in the community?” and “Is there a place where I can buy some medicine?” T: Ask Ss to role-read the dialogue in pairs, changing roles once. Remind them to use natural stress in questions and polite responses. T: Ask three quick questions: “How far is the laundry?” “Where is the swimming pool?” “When is the clinic open?” Ss: Listen, follow the text and underline the target inquiry sentences. Ss: Read the dialogue in pairs and change roles. Ss: Answer the three detail questions in complete sentences and correct information with a partner if needed. 落实PPT活动6，把“听、读、划线”与信息理解结合起来，使学生直接识别并模仿问路、询问设施和获取服务信息的核心功能句。（获取与梳理、模仿与内化） 评价方式：互评+师评。检查划线内容是否覆盖“问路、询问设施、询问用途地点”三类表达，并观察成对朗读的语音、停顿和信息理解。 Part 7: Key Language Points (12 min) T: Use the PPT language-point slides to explain and practise the target expressions in context. T: ① Asking the way: Could you tell me the way to...? / How can I get to...? / Where is...? / Is there a...near here/nearby? Ask Ss to change “laundry” into two other facilities. T: ② Giving directions: turn right / turn left / at the end of... Explain the difference between at the end of... and in the end, then give a quick direction-following command. T: ③ “Is there a place where I can buy some medicine?” Guide Ss to notice that where refers to a place and functions as an adverbial of place. Ask Ss to make one sentence with “a place where...”. T: ④ “There is a clinic which is open from 6:00 a.m. to 10:00 p.m.” Guide Ss to notice that which refers to a thing/place and acts as a subject/object in the clause. Practise from...to... with one new opening-hours example. Ss: Take brief notes and answer concept-checking questions. Ss: Make substitution sentences with different facilities and directions. Ss: Follow the direction command and distinguish at the end of from in the end. Ss: Produce one where-clause sentence and one which-clause/opening-hours sentence, then compare with a partner. 对PPT全部语言点采用“例句观察—规则提示—替换操练”的方式处理，使语法和词块直接服务于问路与社区介绍，而非停留在孤立规则记忆。（内化与运用） 评价方式：师评+快速口头检测。每个语言点抽查1—2名学生造句；重点观察问路句式、at the end of、where/which及 from...to... 的准确性。 Part 8: Retell the Dialogue (5 min) T: Show the Chinese translation cues from the PPT without the full English dialogue. T: Ask pairs to retell the first half (asking for the laundry and gym) and the second half (swimming pool and clinic), then connect the two halves. T: Invite one pair to retell the dialogue. Give only keyword prompts when they get stuck: laundry—5 minutes—turn right; gym—swimming pool—beside; medicine—clinic—6:00 to 10:00. Ss: Use the Chinese cues and keywords to retell the dialogue in pairs. Ss: Try to keep the communication chain complete rather than reciting every word exactly. Ss: Listen to one pair and note one expression they can borrow. 借助PPT参考译文进行“去全文支架”的复述，帮助学生从机械跟读过渡到按交际逻辑组织语言，为活动7的改编输出搭桥。（归纳与内化） 评价方式：互评+师评。以“问路—询问设施—位置/时间说明—感谢回应”是否完整和核心句型是否准确为主要评价标准。 Part 9: Activity 7 Imitate and Talk (6 min) T: Present Activity 7 and the community map. Ask pairs to imitate Activity 6 and complete a new dialogue using the prompts. T: Remind Ss to include four elements: ask the way to one place, give distance/direction, ask about another facility, and introduce an alternative with opening hours. T: Give pairs 2 minutes to prepare. Invite two pairs to perform, then show the reference content about the coffee shop, hospital and clinic for self-correction. Ss: Use the community map and sentence frame to prepare a dialogue in pairs. Ss: Perform the dialogue with appropriate polite expressions and directions. Ss: Compare their version with the reference content and make one correction or improvement. 活动7提供社区图、句型框架和参考对话，是半控制输出任务，使学生在较低风险下把活动6的语言迁移到新的设施和路线信息中。（内化与运用） 评价方式：自评+互评+师评。使用简短检查项：Ask the way ✓ / Direction or distance ✓ / Ask another facility ✓ / Opening hours ✓ / Polite response ✓。 Part 10: Activity 8 Role Play (6 min) T: Present Activity 8. Assign roles: Student A is a house seller; Student B is a potential buyer. T: Ask Ss to use the four information groups on PPT: Facilities (clinic, kindergarten, laundry, convenience store, gym, underground parking lot), Services (24-hour community center), Transportation (subway lines 1, 5 and 6), and Surroundings (shopping mall, school, big garden). T: Give pairs 2 minutes to plan a 6-turn recommendation conversation. Encourage the buyer to ask at least two follow-up questions and the seller to use “There is/are...” or “We have...” plus one relative clause if possible. T: Invite selected pairs to perform and ask the class to identify which advantage sounds most attractive. Ss: Read the situation and divide the information into facilities, services, transportation and surroundings. Ss: Plan and perform a house-selling recommendation dialogue in pairs. Ss: Ask/answer follow-up questions and give one piece of peer feedback on completeness, clarity or persuasiveness. 活动8把语言迁移到“售房推荐”职场/生活情境中，要求学生从单一设施问答提升到综合介绍社区配套，增强真实交际性和信息组织能力。（迁移与创新） 评价方式：同伴互评+师评。评价维度：信息完整（4类优势）、功能完整（推荐+至少2次追问）、语言准确、表达得体、介绍有条理。 Part 11: Exercises (3 min) T: Give the two exercise sets on PPT as an exit check. Ask Ss to complete Items 1—8 independently without notes. T: Check the answers quickly. Ask Ss to explain the language focus of selected items: where, beside, clinic, minutes’, turn right, would like to do, from...to..., which. Ss: Complete the exercises independently. Ss: Check answers, correct mistakes and state the rule or phrase tested in selected items. 用PPT原有练习进行即时检测，覆盖词汇、介词、固定搭配及 where/which 定语从句，验证核心语言是否达成。（评价与反馈） 评价方式：自评+师评。统计课堂正确率；对 where/which、beside/besides、minutes’ walk、would like to do 和 from...to... 的错误进行针对性反馈。 Part 12: Summary (2 min) T: Use the PPT summary pages for rapid retrieval. Show the Chinese meanings first and ask Ss to say the English words/phrases: laundry, gym, facility, clinic, opposite, convenience store, at the end of, from...to..., by the way, With pleasure, Why not...? T: Ask the class to complete three sentence stems orally: “Could you tell me the way to...?” “By the way, is there...?” “Is there a place where I can...?” Ss: Recall the vocabulary and phrases before the answers are shown. Ss: Say the three core sentence patterns together and explain when each one is used. 利用PPT总结页进行主动提取，帮助学生形成“设施词汇—方位表达—功能句—社区介绍任务”的整体框架。（概括与整合） 评价方式：自评+师评。学生用“会说/需复习”标记词汇和句型，教师根据全班反应明确课后复习重点。 Part 13: Homework (1 min) T: Assign the homework on PPT. T: Basic Task: review the vocabulary, phrases and sentences; finish the related workbook exercises and correct mistakes carefully. T: Challenge Task: make a dialogue for the situation “You want to know more about your community.” Require at least 6 exchanges, including one direction question and two facility questions. Ss: Record the homework and clarify the requirements. Ss: Choose the basic task and complete the challenge dialogue according to their level. 作业与课堂听说任务保持一致：基础作业巩固输入，挑战作业将核心功能句迁移到学生自己的社区情境，体现分层与实践性。 评价方式：课后作业评价。下一课时抽查核心词汇/句型，并按“6轮问答+1次问路+2次设施询问+信息完整+表达得体”检查挑战任务。 板书设计 Unit 2 Community Life 1. Public facilities: laundry / convenience store / gym / clinic / fitness center ... 2. Ask: Could you tell me the way to...? Is there a...? What other facilities do we have? Is there a place where I can...? 3. Give information: It’s about...minutes’ walk. Turn right/left... beside / opposite / behind... There is a...which is open from...to... 4. Introduce a community: Facilities → Services → Transportation → Surroundings 教学反思 （课后填写） 课后重点记录： 1. 活动3—5的听力梯度是否合适，学生困难主要来自设施词汇、语速，还是位置/距离/时间等细节信息记录，并据此调整重播与关键词支架。 2. 活动6及语言点中的问路句式、where/which 定语从句能否在活动7—8中转化为主动使用；重点记录学生最易混淆的表达。 3. 活动8售房推荐中学生是否能按“设施—服务—交通—周边”有条理地介绍社区；根据参与度和输出质量调整角色分工、准备时间与支架数量。 《英语 基础模块3》（高教版 第三版） 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 $