Unit 3 Fit for life：Integrated skills (I)教学设计 -2024-2025学年高中《英语》 选择性必修 第二册（译林版）
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| 名称 | Unit 3 Fit for life：Integrated skills (I)教学设计 -2024-2025学年高中《英语》 选择性必修 第二册（译林版） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-03 19:46:32 | ||
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Unit 3 Fit for life
Integrated skills (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the problem of short-sightedness by listening to a report;
2. list some measures to protect students’ eyes by reading a feature article;
3. predict before listening by identifying keywords;
4. develop awareness of protecting eyes.
II. Key competence focus
1. Predict before listening.
2. Get the right information while listening.
3. Make a list of measures to protect students’ eyes.
III. Predicted area of difficulty
1. Finish part A1 and A2 correctly.
2. List measures to protect students’ eyes concisely.
IV. Teaching procedures
Step 1 Lead-in
1. T arranges a student to act out a short play: a boy with short-sightedness got up late and hurried to school, forgetting to take his glasses. In class he failed to follow his math teacher because he couldn’t see the blackboard clearly without glasses. When asked to solve a math problem, he had no idea and could say nothing. He felt very embarrassed about his behaviour.
2. T asks Ss to watch the play carefully and answer some questions.
T: How did the boy feel
S1: He must felt embarrassed and upset.
T: Why
S2: Because he failed to answer the teacher’s question in class.
T: Did he listen to the teacher carefully
S3: Yes, but he couldn’t see the blackboard clearly without glasses.
T: That is to say, he is suffering from short-sightedness, which refers to the inability to see objects at a distance clearly. Do you have any inconvenience caused by it
S4: Yes. Sometimes I mistake my friends for others.
T: What a pity! Actually short-sightedness has become a common problem among Chinese students. Let’s talk about it today. First let’s listen to a report and finish some exercises.
【设计意图：用表演的形式引入话题，有代入感，互动性强，吸引学生的注意力，唤起对本堂课话题的兴趣。】
Step 2 Listening
1. Pre-listening
T encourages Ss to make a prediction before they listen to the report.
T: As we can see, an increasing number of Chinese students are affected by short-sightedness. It has raised much concern. Here is a report about it. Before listening, please find out the keywords from the questions and notes. Then you can predict what the speaker will talk about.
S1: I think the keywords of the questions in A1 are as follows: special, sports, give rise to, a key factor.
T: Well done. What about the notes in A2
S2: Percentages, causes, signs.
T: Exactly. As you listen, pay attention to these words and you are more likely to get the right answers.
【设计意图：鼓励学生阅读所给材料，判断和标记关键词，猜测听力材料中涉及的话题和答案，进行听前预热。】
2. While-listening
1) T asks Ss to listen to the report for the first time and finish A1.
T: Please listen to the report and answer the questions of A1. After that, we will check the answers.
2) T asks Ss to listen to the report again and finish A2.
T: How many students are suffering from short-sightedness What are the causes and signs Let’s listen to the report again and complete the notes of A2.
【设计意图：第一遍听完，完成A1, 让学生把自己的预测和听到的正确答案进行对比；第二遍听完，完成A2，全面了解近视问题的现状、原因等。】
3. Post-listening
T helps Ss to summarize the useful listening strategies they employed while listening.
T: Boys and girls, before listening to a report, it is helpful to identify keywords. For example, from the notes, you might identify “percentages”, “causes”, and “signs” as keywords. Then you can predict what the speaker will talk about, and look out for these words as you listen.
【设计意图：听后帮助学生总结听力方法，增强学习策略。】
Step 3 Reading a feature article
1. Pre-reading
T requires Ss to brainstorm some ways to protect eyes, leading to the topic of the article.
T: By listening to a report, we have learned the current situation and causes of short-sightedness. Do you have any good ways to protect eyes
T: I am glad that you have so many suggestions. Now let’s read a feature article to learn more effective ways to protect eyes. Please turn to page 37.
【设计意图：采用头脑风暴的方式让学生列举各种保护视力的方法，为阅读做铺垫。】
2. While-reading
1) T puts paragraph 1 on the screen and asks Ss to explain the meaning of the underlined words in English.
T: A recent national survey has revealed (shown) that roughly three out of four (about 75%) high school students wear glasses, fuelling (raising) concerns about eyesight problems among China’s youth. The figures disturb (worry) the school authorities, who have decided to tackle (deal with) this problem head-on (in a direct way). No. 9 High School is one of those that have gone to great lengths (have tried their best) to protect students’ eyes, coming up with effective solutions.
2) T asks Ss to read the following three paragraphs and make a list of ways to protect eyes.
T: Please read paragraphs 2—4 carefully and make a list of measures taken by No. 9 High School.
You may fill in the form on page 37 or draw mind maps you like.
3) T asks one student to give his or her answer orally and check it with the whole class. Then T requires all the students to fill in the following form as feedback. Besides, Ss are encouraged to give two more suggestions of their own.
Measures taken by No. 9 High School to protect students’ eyes
Ensure (1) breaks stop for a few minutes in the middle of their (2) look at (3) objects go (4) and enjoy themselves in the sun
Provide an (5) environment (6) school facilities: (7) lights to make sure the classrooms are well lit place computers at least fifty (8) away from students equip the library with new chairs that can be adjusted to ensure the best (9) position
(10) awareness of protecting eyes (11) parents of advice on how to protect their children’s eyes train students to recognize (12) of eyesight problems
More suggestions
4) T gets Ss to read the last paragraph and answer some questions.
T: Please read the last paragraph and answer the following question: What is the author’s attitude towards the measures taken by No. 9 High School
S: Positive.
T: How do you know that
S: From the phrases such as “help reduce eyesight problems”, “lead the way”, “impressive forward thinking”, etc.
T: Exactly. By the way, what does the phrase “impressive forward thinking” mean
S: 令人印象深刻的前瞻性思考.
T: Yes. The positive phrase shows the author thinks highly of these measures.
【设计意图：学生阅读文章第一段，了解写作背景, 根据语境猜测新单词（用英语解释），培养用英语思考的习惯；学生阅读第二、三、四段，用思维导图列出第九中学为保护视力采取的有效措施，培养归纳能力；教师利用表格填词题完成反馈，并为读后活动做准备；学生阅读最后一段，推测作者的观点态度并说明理由，培养深层思维。】
3. Post-reading
T asks Ss to act out an interview about the measures taken by their school to protect eyes.
T: Please work in pairs to act out an interview about the present situation of short-sightedness in your school. You are required to exchange your roles and interview each other, using the information from the article to help you.
【设计意图：要求学生通过采访的形式介绍本校在保护视力方面采取的措施，既巩固所学内容，又达到交际目的。】
Step 4 Self-assessment
T asks Ss to answer the following three questions to have a self-assessment.
T: Before we end our class, please answer some questions. You can choose from the three answers according to your own situation.
( ) Q1: Have you got a clear idea of how to protect eyes
( ) Q2: Can you predict before listening by identifying keywords？
( ) Q3: Do you have any difficulty with words and expressions on pages 36－37
A. Absolutely yes. B. Not really. C. I am not sure.
【设计意图：通过三个问题的回答，让学生进行自我评价和反思。】
V. Homework
1. Collect more information about short-sightedness.
2. Underline important expressions on pages 36－37 and review them.
Integrated skills (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the problem of short-sightedness by listening to a report;
2. list some measures to protect students’ eyes by reading a feature article;
3. predict before listening by identifying keywords;
4. develop awareness of protecting eyes.
II. Key competence focus
1. Predict before listening.
2. Get the right information while listening.
3. Make a list of measures to protect students’ eyes.
III. Predicted area of difficulty
1. Finish part A1 and A2 correctly.
2. List measures to protect students’ eyes concisely.
IV. Teaching procedures
Step 1 Lead-in
1. T arranges a student to act out a short play: a boy with short-sightedness got up late and hurried to school, forgetting to take his glasses. In class he failed to follow his math teacher because he couldn’t see the blackboard clearly without glasses. When asked to solve a math problem, he had no idea and could say nothing. He felt very embarrassed about his behaviour.
2. T asks Ss to watch the play carefully and answer some questions.
T: How did the boy feel
S1: He must felt embarrassed and upset.
T: Why
S2: Because he failed to answer the teacher’s question in class.
T: Did he listen to the teacher carefully
S3: Yes, but he couldn’t see the blackboard clearly without glasses.
T: That is to say, he is suffering from short-sightedness, which refers to the inability to see objects at a distance clearly. Do you have any inconvenience caused by it
S4: Yes. Sometimes I mistake my friends for others.
T: What a pity! Actually short-sightedness has become a common problem among Chinese students. Let’s talk about it today. First let’s listen to a report and finish some exercises.
【设计意图：用表演的形式引入话题，有代入感，互动性强，吸引学生的注意力，唤起对本堂课话题的兴趣。】
Step 2 Listening
1. Pre-listening
T encourages Ss to make a prediction before they listen to the report.
T: As we can see, an increasing number of Chinese students are affected by short-sightedness. It has raised much concern. Here is a report about it. Before listening, please find out the keywords from the questions and notes. Then you can predict what the speaker will talk about.
S1: I think the keywords of the questions in A1 are as follows: special, sports, give rise to, a key factor.
T: Well done. What about the notes in A2
S2: Percentages, causes, signs.
T: Exactly. As you listen, pay attention to these words and you are more likely to get the right answers.
【设计意图：鼓励学生阅读所给材料，判断和标记关键词，猜测听力材料中涉及的话题和答案，进行听前预热。】
2. While-listening
1) T asks Ss to listen to the report for the first time and finish A1.
T: Please listen to the report and answer the questions of A1. After that, we will check the answers.
2) T asks Ss to listen to the report again and finish A2.
T: How many students are suffering from short-sightedness What are the causes and signs Let’s listen to the report again and complete the notes of A2.
【设计意图：第一遍听完，完成A1, 让学生把自己的预测和听到的正确答案进行对比；第二遍听完，完成A2，全面了解近视问题的现状、原因等。】
3. Post-listening
T helps Ss to summarize the useful listening strategies they employed while listening.
T: Boys and girls, before listening to a report, it is helpful to identify keywords. For example, from the notes, you might identify “percentages”, “causes”, and “signs” as keywords. Then you can predict what the speaker will talk about, and look out for these words as you listen.
【设计意图：听后帮助学生总结听力方法，增强学习策略。】
Step 3 Reading a feature article
1. Pre-reading
T requires Ss to brainstorm some ways to protect eyes, leading to the topic of the article.
T: By listening to a report, we have learned the current situation and causes of short-sightedness. Do you have any good ways to protect eyes
T: I am glad that you have so many suggestions. Now let’s read a feature article to learn more effective ways to protect eyes. Please turn to page 37.
【设计意图：采用头脑风暴的方式让学生列举各种保护视力的方法，为阅读做铺垫。】
2. While-reading
1) T puts paragraph 1 on the screen and asks Ss to explain the meaning of the underlined words in English.
T: A recent national survey has revealed (shown) that roughly three out of four (about 75%) high school students wear glasses, fuelling (raising) concerns about eyesight problems among China’s youth. The figures disturb (worry) the school authorities, who have decided to tackle (deal with) this problem head-on (in a direct way). No. 9 High School is one of those that have gone to great lengths (have tried their best) to protect students’ eyes, coming up with effective solutions.
2) T asks Ss to read the following three paragraphs and make a list of ways to protect eyes.
T: Please read paragraphs 2—4 carefully and make a list of measures taken by No. 9 High School.
You may fill in the form on page 37 or draw mind maps you like.
3) T asks one student to give his or her answer orally and check it with the whole class. Then T requires all the students to fill in the following form as feedback. Besides, Ss are encouraged to give two more suggestions of their own.
Measures taken by No. 9 High School to protect students’ eyes
Ensure (1) breaks stop for a few minutes in the middle of their (2) look at (3) objects go (4) and enjoy themselves in the sun
Provide an (5) environment (6) school facilities: (7) lights to make sure the classrooms are well lit place computers at least fifty (8) away from students equip the library with new chairs that can be adjusted to ensure the best (9) position
(10) awareness of protecting eyes (11) parents of advice on how to protect their children’s eyes train students to recognize (12) of eyesight problems
More suggestions
4) T gets Ss to read the last paragraph and answer some questions.
T: Please read the last paragraph and answer the following question: What is the author’s attitude towards the measures taken by No. 9 High School
S: Positive.
T: How do you know that
S: From the phrases such as “help reduce eyesight problems”, “lead the way”, “impressive forward thinking”, etc.
T: Exactly. By the way, what does the phrase “impressive forward thinking” mean
S: 令人印象深刻的前瞻性思考.
T: Yes. The positive phrase shows the author thinks highly of these measures.
【设计意图：学生阅读文章第一段，了解写作背景, 根据语境猜测新单词（用英语解释），培养用英语思考的习惯；学生阅读第二、三、四段，用思维导图列出第九中学为保护视力采取的有效措施，培养归纳能力；教师利用表格填词题完成反馈，并为读后活动做准备；学生阅读最后一段，推测作者的观点态度并说明理由，培养深层思维。】
3. Post-reading
T asks Ss to act out an interview about the measures taken by their school to protect eyes.
T: Please work in pairs to act out an interview about the present situation of short-sightedness in your school. You are required to exchange your roles and interview each other, using the information from the article to help you.
【设计意图：要求学生通过采访的形式介绍本校在保护视力方面采取的措施，既巩固所学内容，又达到交际目的。】
Step 4 Self-assessment
T asks Ss to answer the following three questions to have a self-assessment.
T: Before we end our class, please answer some questions. You can choose from the three answers according to your own situation.
( ) Q1: Have you got a clear idea of how to protect eyes
( ) Q2: Can you predict before listening by identifying keywords？
( ) Q3: Do you have any difficulty with words and expressions on pages 36－37
A. Absolutely yes. B. Not really. C. I am not sure.
【设计意图：通过三个问题的回答，让学生进行自我评价和反思。】
V. Homework
1. Collect more information about short-sightedness.
2. Underline important expressions on pages 36－37 and review them.
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