Unit 2 Healthy Lifestyle Listening and Speaking-教案
文档属性
| 名称 | Unit 2 Healthy Lifestyle Listening and Speaking-教案 |  | |
| 格式 | docx | ||
| 文件大小 | 26.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-03-04 18:26:34 | ||
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文档简介
高二—人教版—英语—选择性必修三—第二单元 HEALTHY LIFESTYLE
Lesson 4 Using language: Give advice on changing bad habits 教学设计
主题语境：人与自我——健康生活方式 语篇类型：对话
授课时长：约 23 分钟
文本分析：
本单元的主题语境是“人与自我” ，围绕“健康生活方式”这一主题展开，探 讨个体如何改变不良生活习惯、养成良好生活习惯，如何轻松面对压力、保持 身心健康、提高幸福感，以及如何运用所学知识解决自己在生活方式上存在的 问题。
本版块的活动主题是“为改变坏习惯提建议”（Give advice on changing bad habits），聚焦如何将 Reading and Thinking 版块的阅读文章中阐述的习惯改变 和培养的运作原理和步骤运用于现实生活中。听力文本为一个讲座之后的互动 问答环节，讲座的内容可推断为“Habits for a healthy lifestyle” ，即 Reading and Thinking 的内容，这里的听力活动就是该讲座内容的延伸。在该问答环节，两 个学生就自身存在的问题（分别是睡眠障碍和体型超重）向专家求教，请专家 给出解决问题的建议。专家分析问题产生的成因，虽然均是两个同学都有同一 个习惯——玩手机，但触发的事件不同，分别是睡前消遣和饭后消遣。专家进 而给出各自的建议：针对睡前玩手机导致的睡眠障碍，具体做法是在睡前把手 机留在卧室外；针对饭后玩手机导致的体型超重，可用饭后散步代替玩手机以 增加运动量。
互动问答是讲座或者演讲后的常规环节，一般由听众向演讲人提问，所提 的问题一般和演讲主题相关。问答环节可分为开始、互动和结束三个阶段。本 版块的听力文本结构完整，一开始主持人通过感谢演讲人来宣告讲座结束，同 时邀请听众提问，进入互动环节。互动部分以听众问、专家答的方式展开，中 间还会切换提问人。最后再由主持人结束互动环节。
在互动问答环节中，听众就自身面临的问题求教专家，使用了具有征求意 见语用功能的句式，如“I have trouble doing …”“What can I do ”等，而在专家 发表建议后使用句式“I’ll try it tonight.” “I’ll give it a try.”表示接受专家的建议。 在互动问答结束时，专家说自己也有喝过量咖啡的坏习惯，通过轻松的自嘲来 活跃气氛。这一听力文本不仅是训练学生听力的材料，也是学生练习口语的优 秀范本。
学情分析：
广州电视课堂是由广州市教育局为全市中小学生提供的线上教育服务。学 生对于本单元话题很熟悉 ，且深有感触 、有话可说 。经过了 Reading and Thinking 版块的学习，学生对于如何有效纠正坏习惯也具备了相关知识。但这 是本单元的第四课时，属于运用语言解决实际问题的版块，对学生的能力要求 较高，如何礼貌得体地运用所学知识提出建议、接受或拒绝建议以及针对他人 实际提出切实可行的建议等内容对相当一部分学生来说具有难度。
第 1页
教学目标
通过本节课的学习，学生能够：
1. 探究改变不良生活习惯的方式和方法；
2. 就生活习惯问题征求或给予别人建议；
3. 礼貌得体地接受意见、建议，或委婉拒绝别人的建议；
4. 在听说过程中，区分事实和观点。
教学重难点
1. 引导学生运用习惯循环原理分析不良生活习惯的成因，并得出改变的方 法和途径；
2. 指导学生正确地使用相关的功能句式，礼貌得体地征求和接受意见和建 议，给他人提出建议和意见或委婉拒绝别人的建议；
3. 指导学生学会区分事实和观点。
教学资源
教材、课件、音频、视频
教学过程
步骤 教学活动 设计意图 时长
Lead-in and revision
Step 1 T asks Ss about the “habit cycle” . To review relevant knowledge learned in Reading and Thinking and introduce the topic of this lesson. 1 min
Pre- listening
Step 1 Ss brainstorm what bad habits people, esp. high school students have in modern times and analyse the reasons. T shows pictures on P18 (Activity 1) to Ss and ask them to discuss what bad habits they have, the reason(s) and advice on changing them. To activate Ss ’ prior knowledge and get Ss ready for later tasks. 3 min
Step 2 T shows Activity 2 and 3 to Ss and ask them to predict what the listening is about.
While-listening
Step 1 Ss listen to the conversation and find out: 1. when and where this conversation takes place; 2. what the conversation is about. To get Ss to practise listening for the main idea and text type. 6 min
Step 2 Ss listen to the conversation again, take notes and complete the chart of Activity 2 on P18. To get Ss to practise listening for detailed information and to improve their ability to take notes, summarize, reason and infer.
Step 3 Ss listen again and answer the following questions: 1. Why is a good night’s sleep important for the first student 2. Why does the second student never exercise 3. What is the expert’s bad habit Do you think it is a health problem 4. What would you advise the expert to do to control this habit
第 2页
Step 4 T show Ss the tape script of the conversation and lead them to figure out the dialogue pattern of it. To help Ss learn about the structure of a Q&A conversation. 6 min
Step 5 Ss read the tape script and analyze the functions of some sentences. To draw Ss ’ attention to target expressions and get Ss ready for the speaking task followed.
Step 6 Ss underline sentences expressing asking / giving and taking / refusing advice.
Post-listening (Speaking)
Step 1 Ss work in pairs. First choose a bad habit from the table in Activity 5 on P19 or other bad habits they are aware of or interested in, and then discuss the causes for the bad habit and give advice on how to change it. To enable Ss to think and put forward more reasons and advice on bad habits and help them get ready for the role-play. 6 min
Step 2 Ss make their own conversations by imitating the example on P19 or the conversation they have listened in Activity 2 and 3. T shows an excellent conversation by students. To enable Ss to practise their speaking in asking for / giving advice and taking / refusing advice.
Summary and homework
T summarizes what has been taught in the lesson. To help Ss summarize what they have learned in this lesson. 0.5 min
T assigns homework. Suppose you are Li Hua. Recently, your friend Peter has gone abroad for further study. As a new exchange student there, he has to adapt himself to the life there and catch up with others in study. He feels so stressed that he can’t go to sleep. He wrote an email to you to ask for advice. Please write a reply to him. To consolidate what Ss have learned and ensure they can use it to do new tasks. 0.5 min
第 3页
Lesson 4 Using language: Give advice on changing bad habits 教学设计
主题语境：人与自我——健康生活方式 语篇类型：对话
授课时长：约 23 分钟
文本分析：
本单元的主题语境是“人与自我” ，围绕“健康生活方式”这一主题展开，探 讨个体如何改变不良生活习惯、养成良好生活习惯，如何轻松面对压力、保持 身心健康、提高幸福感，以及如何运用所学知识解决自己在生活方式上存在的 问题。
本版块的活动主题是“为改变坏习惯提建议”（Give advice on changing bad habits），聚焦如何将 Reading and Thinking 版块的阅读文章中阐述的习惯改变 和培养的运作原理和步骤运用于现实生活中。听力文本为一个讲座之后的互动 问答环节，讲座的内容可推断为“Habits for a healthy lifestyle” ，即 Reading and Thinking 的内容，这里的听力活动就是该讲座内容的延伸。在该问答环节，两 个学生就自身存在的问题（分别是睡眠障碍和体型超重）向专家求教，请专家 给出解决问题的建议。专家分析问题产生的成因，虽然均是两个同学都有同一 个习惯——玩手机，但触发的事件不同，分别是睡前消遣和饭后消遣。专家进 而给出各自的建议：针对睡前玩手机导致的睡眠障碍，具体做法是在睡前把手 机留在卧室外；针对饭后玩手机导致的体型超重，可用饭后散步代替玩手机以 增加运动量。
互动问答是讲座或者演讲后的常规环节，一般由听众向演讲人提问，所提 的问题一般和演讲主题相关。问答环节可分为开始、互动和结束三个阶段。本 版块的听力文本结构完整，一开始主持人通过感谢演讲人来宣告讲座结束，同 时邀请听众提问，进入互动环节。互动部分以听众问、专家答的方式展开，中 间还会切换提问人。最后再由主持人结束互动环节。
在互动问答环节中，听众就自身面临的问题求教专家，使用了具有征求意 见语用功能的句式，如“I have trouble doing …”“What can I do ”等，而在专家 发表建议后使用句式“I’ll try it tonight.” “I’ll give it a try.”表示接受专家的建议。 在互动问答结束时，专家说自己也有喝过量咖啡的坏习惯，通过轻松的自嘲来 活跃气氛。这一听力文本不仅是训练学生听力的材料，也是学生练习口语的优 秀范本。
学情分析：
广州电视课堂是由广州市教育局为全市中小学生提供的线上教育服务。学 生对于本单元话题很熟悉 ，且深有感触 、有话可说 。经过了 Reading and Thinking 版块的学习，学生对于如何有效纠正坏习惯也具备了相关知识。但这 是本单元的第四课时，属于运用语言解决实际问题的版块，对学生的能力要求 较高，如何礼貌得体地运用所学知识提出建议、接受或拒绝建议以及针对他人 实际提出切实可行的建议等内容对相当一部分学生来说具有难度。
第 1页
教学目标
通过本节课的学习，学生能够：
1. 探究改变不良生活习惯的方式和方法；
2. 就生活习惯问题征求或给予别人建议；
3. 礼貌得体地接受意见、建议，或委婉拒绝别人的建议；
4. 在听说过程中，区分事实和观点。
教学重难点
1. 引导学生运用习惯循环原理分析不良生活习惯的成因，并得出改变的方 法和途径；
2. 指导学生正确地使用相关的功能句式，礼貌得体地征求和接受意见和建 议，给他人提出建议和意见或委婉拒绝别人的建议；
3. 指导学生学会区分事实和观点。
教学资源
教材、课件、音频、视频
教学过程
步骤 教学活动 设计意图 时长
Lead-in and revision
Step 1 T asks Ss about the “habit cycle” . To review relevant knowledge learned in Reading and Thinking and introduce the topic of this lesson. 1 min
Pre- listening
Step 1 Ss brainstorm what bad habits people, esp. high school students have in modern times and analyse the reasons. T shows pictures on P18 (Activity 1) to Ss and ask them to discuss what bad habits they have, the reason(s) and advice on changing them. To activate Ss ’ prior knowledge and get Ss ready for later tasks. 3 min
Step 2 T shows Activity 2 and 3 to Ss and ask them to predict what the listening is about.
While-listening
Step 1 Ss listen to the conversation and find out: 1. when and where this conversation takes place; 2. what the conversation is about. To get Ss to practise listening for the main idea and text type. 6 min
Step 2 Ss listen to the conversation again, take notes and complete the chart of Activity 2 on P18. To get Ss to practise listening for detailed information and to improve their ability to take notes, summarize, reason and infer.
Step 3 Ss listen again and answer the following questions: 1. Why is a good night’s sleep important for the first student 2. Why does the second student never exercise 3. What is the expert’s bad habit Do you think it is a health problem 4. What would you advise the expert to do to control this habit
第 2页
Step 4 T show Ss the tape script of the conversation and lead them to figure out the dialogue pattern of it. To help Ss learn about the structure of a Q&A conversation. 6 min
Step 5 Ss read the tape script and analyze the functions of some sentences. To draw Ss ’ attention to target expressions and get Ss ready for the speaking task followed.
Step 6 Ss underline sentences expressing asking / giving and taking / refusing advice.
Post-listening (Speaking)
Step 1 Ss work in pairs. First choose a bad habit from the table in Activity 5 on P19 or other bad habits they are aware of or interested in, and then discuss the causes for the bad habit and give advice on how to change it. To enable Ss to think and put forward more reasons and advice on bad habits and help them get ready for the role-play. 6 min
Step 2 Ss make their own conversations by imitating the example on P19 or the conversation they have listened in Activity 2 and 3. T shows an excellent conversation by students. To enable Ss to practise their speaking in asking for / giving advice and taking / refusing advice.
Summary and homework
T summarizes what has been taught in the lesson. To help Ss summarize what they have learned in this lesson. 0.5 min
T assigns homework. Suppose you are Li Hua. Recently, your friend Peter has gone abroad for further study. As a new exchange student there, he has to adapt himself to the life there and catch up with others in study. He feels so stressed that he can’t go to sleep. He wrote an email to you to ask for advice. Please write a reply to him. To consolidate what Ss have learned and ensure they can use it to do new tasks. 0.5 min
第 3页