Unit 2 Healthy Lifestyle Using Language (一) 听说课教案 -2025-2026学年高中英语人教版（2019）选择性必修第三册

Unit 2 Healthy Lifestyle — Using Language (一) 人教版 · 选择性必修第三册 · 听说课教案（Listening and Speaking） Topic: Talking about bad habits and giving advice Type: Listening & Speaking Period: 3 of 3 Class: Senior 2 Duration: 45 min Text: doctor–student dialogue on sleep problem and exercise problem 教学背景与思路 我带这个班听说课已有两周。上节课做细节听练时，我发现约三分之一的学生听完后只能写出零散单词（如 phone, tired），没法用 cue–routine–reward 框架复述两个人的问题。口语环节也常见背完句型就冷场，不会一来一回。所以这节课我不赶进度：听前先用三词建框架，让学生带着“找触发、找行为、找奖励”的耳朵去听；听后口语先由我示范一次三回合对话，再让学生练。fact/opinion 环节不只判断对错，要学生说“这个词为什么是观点”，逼他们听出评价词而不是凭感觉猜。本课承接 Reading 板块的 habit cycle，把 cue–routine–reward 从“读”迁移到“听”和“说”。 学情诊断 • 上节课听细节练习显示，约 8/30 学生只写出零散单词（phone, tired, late），未能用 cue–routine–reward 框架复述。 • 因此本课 Step 3 Activity 1 先建框架再听；若一遍后填表正确率仍低于 50%，暂停播放，我用板书重述 cue–routine–reward 三栏后再放第二遍。 • 口语分组：基础组（听说弱）；提高组（能说但短）；拓展组（表达好）。任务要求见Step 4。 Teaching Objectives • Predict listening content from picture and key words. • Catch the cue/routine/reward details from the conversation. • Use advice-giving expressions to talk about a bad habit; tell facts from opinions. Key & Difficult Points Key: (1) catch cue/routine/reward details while listening; (2) use advice expressions in a two-way talk. Difficult: (1) tell facts from opinions with reasons; (2) give and respond to advice naturally for at least three turns. Teaching Procedure (45 minutes) Step 1 Lead-in: recall the habit loop (5 min) Teacher boards cue → routine → reward and asks: "What does each word mean? Give one example from last lesson." Students answer orally. Teacher confirms and circles. Then: "Today we listen to two students talking to a doctor about their bad habits. As you listen, listen for their cue and routine." Step 2 Before listening: picture prediction (7 min) Show the picture (girl in bed, phone light on face, eyes open). Think-pair-share: • (1) What is she doing? (2) What problem does she have? (3) What may be the cue? (4) What advice would you give? • Students write one word per question in 30 seconds, then pair-share (2 min). Teacher calls 2 pairs, writes their ideas on the board, but does NOT confirm — says "Listen to check." Step 3 While listening (20 min) Activity 1 — Listen once, complete the chart (6 min). Students listen and fill the chart below. Teacher plays once, then checks. Student 1 (sleep) Student 2 (exercise) Problem Cue (what triggers it?) Routine (what do they do?) Reward (what do they get?) Activity 2 — Listen again, detail questions (6 min). • (1) Why is enough sleep important for Student 1? (2) Why does Student 2 hardly ever exercise? (3) What bad habit does the doctor himself have? (4) What would you advise the doctor to do? • Students answer with recording evidence. Teacher追问: "Which sentence tells you that?" If students cannot answer, follow up: "He keeps the phone out of the bedroom — what does that tell you about the cue?" Activity 3 — Listen a third time, fill in the blanks (4 min). Students listen and complete the doctor–patient talk: S1: I ____________ trouble sleeping. S1: Thanks, doctor. I'll ____________ it a try. D: You're welcome. ____________ other problems I can help with? S2: I ____________ about being a little heavy. What can I do? S2: Thanks for the ____________, doctor. I'll ____________ it tonight. Answer: have trouble / give / Any / feel depressed / advice / try. Activity 4 — Fact or opinion (4 min). Students read the 8 sentences below and mark F (fact) or O (opinion). Then pair-check. • (1) She goes to bed at 2 a.m. (F) • (2) Staying up late is terrible for your health. (O) • (3) It often takes me half an hour to fall asleep. (F) • (4) The phone is the real problem. (O) • (5) I want to exercise after dinner, but I always pick up my phone. (F) • (6) A five-minute walk is so easy that it is hard to refuse. (O) • (7) I usually pick up my phone after dinner. (F) • (8) It is affecting my schoolwork. (F) Rule: a fact can be checked true/false; an opinion often carries a value word (terrible, easy) or starts with "I think." Students explain their choice: "Which word tells you it is an opinion?" Step 4 Speaking: give and respond to advice (10 min) Teacher boards the expressions and students read once: • Asking: My problem is… / I'm having trouble with… • Giving: Why don't you…? / Have you thought about…? / You could… • Accepting: Sure, I'll do that. / That's a good idea! • Refusing politely: I'd love to, but… / I can't, because… Teacher models one 3-turn exchange first: A: I stay up late playing games. B: Why don't you put the phone outside your room? A: That's a good idea, but I need it as an alarm. B: Then buy a cheap clock. A: All right, I'll try tonight. Students pick a habit (phone in bed, staying up, overeating, gaming, TV, overspending). A describes the problem, B gives advice, A accepts one and politely refuses another. • 基础组: use the board expressions; at least 3 turns; teacher pairs weak with strong. • 提高组: add one follow-up question (e.g. "What do you usually do instead?"). • 拓展组: at least 5 turns; include both accepting and refusing. Teacher invites 1–2 pairs to act out; comments on whether the exchange is two-way. Step 5 Summary and homework (3 min) Recap the habit loop (cue → routine → reward) and the advice expressions. Homework: • Write a short paragraph (within 5 sentences) about your own habit change using cue–routine–reward, and add one piece of advice to a classmate. • Practise your dialogue once with a partner after school. Tapescript (teacher use) T: Thank you for talking to the class, doctor. It was a really interesting talk. D: That's very kind of you. T: Could you answer some questions about habits and lifestyle? D: Sure, I'd love to. S1: I have trouble sleeping. It often takes me a long time to fall asleep, and it is affecting my schoolwork because I'm always tired in the daytime. D: What do you do just before bed? S1: I usually pick up my phone. D: The phone is the problem — it makes your brain active. Your cue is going to bed, the routine is picking up the phone. Try not to keep the phone in your bedroom, and you will sleep better. S1: Thanks, doctor. I'll give it a try. D: You're welcome. Any other problems I can help with? S2: I feel depressed about being a little heavy. I want to exercise after dinner, but I always pick up my phone. What can I do? D: To build a good habit, take small steps first. Keep the cue as finishing dinner, but make the routine turning off the phone and walking outside for five minutes. When it becomes a habit, walk longer. S2: Thanks for the advice, doctor. I'll try it tonight. D: I drink too much coffee — I still have my own bad habits! Blackboard Design cue → routine → reward Student 1: going to bed → pick up phone → can't sleep Student 2: finishing dinner → pick up phone → no exercise advice: Why don't you…? / Have you thought about…? refuse: I'd love to, but… / I can't, because… 弹性预案 Weak class: • Step 3 Activity 1: give Chinese column headers; play recording twice. • Step 4: teacher writes a frame on the board; pairs read aloud then substitute. Strong class: • Step 3 Activity 4: add one more opinion sentence from students' own lives. • Step 4: 拓展组 requires 5 turns with follow-up. If listening accuracy is low: • If Activity 1 chart accuracy is below 50% after one play, pause the recording. Teacher re-draws cue–routine–reward on the board with the class, then plays the recording a second time before checking. If time runs short: • Skip Activity 3 fill-in; teacher gives the expressions directly. • Move full dialogue to homework; class time does the planning and first exchange. Reflection (after class) • If more than 1/3 of students cannot explain fact vs opinion with the rule, next lesson start with 5 more examples and ask them to point out the value word. • If dialogues still die after 2 turns, teacher models another refusal example before the next speaking task. • If the chart is filled but students cannot retell the cycle in their own words, they are copying, not understanding — add a 1-min retell after Activity 1. 学科网（北京）股份有限公司 $