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/ 教学评一体化 高效备课 | 英语学科
Unit 3 Be healthy, be happy第4课时 Listening and Speaking课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we talk about health problems and protect ourselves from illnesses Main content: This lesson focuses on describing common illnesses, visiting a doctor, and understanding how diseases spread. It begins with vocabulary matching, where students learn words about illness and match them with pictures. Students then listen to a conversation between Xiao Peng and a doctor, practicing how to describe symptoms and give advice. Next, they learn a subskill: describing a word they do not know (e.g., "What's the word for pain in the belly "). After that, students discuss how illnesses spread from person to person and complete a report about Helen's sneezing experiment. Finally, they role-play a conversation between a doctor and a patient using the target sentence patterns. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding health problems — Students learn to identify and describe common illnesses and symptoms accurately. 2. Seeking help and giving advice — Students learn how to talk to a doctor, describe their symptoms, and understand the doctor's advice. 3. Scientific thinking — Students learn about how far a sneeze can spread a disease through a simple experiment, developing their ability to observe, measure, and draw conclusions. 4. Protecting ourselves and others — Students understand how illnesses spread and learn practical ways to stay healthy, such as covering the mouth when sneezing and washing hands often. 5. Using language in real situations — Students practice using English to talk about health, ask for help, and give advice in meaningful contexts. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear five-step structure. First, students match illness words with pictures to build vocabulary. Next, they listen to a doctor-patient conversation and answer questions about symptoms and advice. Then, they learn a subskill for describing unknown words and discuss how illnesses spread. After that, they complete a report about Helen's sneezing experiment by listening and filling in the blanks. Finally, they role-play a conversation between a doctor and a patient using the target language. 2. Language features The lesson uses the simple present tense to describe symptoms and health habits (e.g., I have a stomachache.) and the simple past tense to describe past experiences (e.g., When did the pain start ). It also uses modal verbs like should and had better to give advice (e.g., You'd better have some porridge.). Question patterns such as What's the trouble and When did the pain start are used to ask for information. 3. Language functions Students are able to name common illnesses and symptoms, describe health problems to a doctor, ask and answer questions about pain and advice, use the subskill of describing a word they do not know, discuss how diseases spread, and role-play a doctor-patient conversation in English.
学情分析
【已知】Students have learned basic body and illness words (e.g., cold, fever, headache) and can use simple sentences to describe how they feel (e.g., I have a cold.). They can ask and answer simple questions like What's wrong and give basic advice like Drink more water. 【未知】Students do not know specific symptom words like sneeze, runny nose, sore throat, stomachache. They cannot use target patterns to ask about time and cause (e.g., When did the pain start ). They may struggle to understand a scientific experiment report and discuss how illnesses spread. They also need practice using the subskill of describing unknown words. 【能知】 Through vocabulary matching, listening, pair work, and role-play, students will be able to name common illnesses, listen for key information in a doctor-patient conversation, role-play a doctor-patient dialogue using target patterns (e.g., What's the trouble You'd better...), discuss how illnesses spread, and apply the subskill of describing a word they do not know.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to name common illnesses and symptoms. Understand and use target sentence patterns to ask about health problems and give advice. Listen for key information in a doctor-patient conversation and complete a listening task by ticking the advice the doctor gives. Role-play a conversation between a doctor and a patient using the target language. 2.学习能力：Apply the subskill of "describing a word we do not know" to ask for help in communication. Listen and complete a scientific experiment report by extracting key information. Work in pairs and groups to discuss how illnesses spread and how to protect ourselves during cold and flu season. 3.思维品质：Develop logical thinking by analyzing how far a sneeze can spread a disease and drawing conclusions from Helen's experiment. Understand cause-and-effect relationships in health contexts. Analyze the context of a conversation to determine what key information to listen for. 4.文化意识：Understand the importance of good health habits, such as covering the mouth when sneezing and washing hands often. Learn to recognize the seriousness of illnesses and take practical steps to protect oneself and others during cold and flu season. Realize the value of seeking help from doctors and family when feeling unwell, and cultivate a positive attitude toward health.
教学重难点
教学重点： 1. Master the key vocabulary for common illnesses and symptoms: Acquire the vocabulary to name different health problems, such as cough, fever, headache, runny nose, sneeze, sore throat, stomachache, toothache, and back pain. 2. Understand and use target sentence patterns for visiting a doctor: Recognize and apply the target expressions to describe symptoms, ask about pain, and give advice. 3. Listen for key information and complete a scientific experiment report: Accurately extract key information from a listening passage and complete Helen's experiment report by filling in the missing words. 教学难点： 1. Understanding how illnesses spread and applying protective measures: Students may find it difficult to discuss in English how diseases spread from person to person and to express practical ways to protect themselves during cold and flu season. 2. Applying the subskill of describing a word they do not know: Students may struggle to use simple English to describe a word they have forgotten or do not know, and to ask for help appropriately.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about health problems to introduce the topic. 2. Present a picture of a sick boy and ask guiding questions: "What's wrong with the boy ", "What does he need ", and "Can you name any illness words " 3. Guide students to observe the picture and elicit answers like "He is sick / ill." and "He needs to see a doctor." 4. Introduce the vocabulary matching task (D1) by asking students to match the illness words with the correct pictures. 1. Watch the video and focus on the topic of health problems. 2. Look at the picture and answer the teacher's questions using simple sentences. 3. Brainstorm and share illness words they already know (e.g., cough, fever, headache). 4. Work individually or in pairs to match the words (cough, fever, headache, runny nose, sneeze, sore throat) with the pictures. 1. To activate students' prior knowledge about illness and create a relaxing English learning atmosphere through the video. 2. To introduce the target vocabulary naturally through visual aids and guided questions. 3. To help students build a clear understanding of the new words before the listening task, laying a solid foundation for the subsequent activities.
Presentation 学习理解 1. Play the recording for D2 and guide students to answer the two questions: "What happened to Xiao Peng " and "What did Xiao Peng do when he sneezed " 2. Play the recording again for D3 and ask students to tick the advice the doctor gave Xiao Peng. 3. Explain the subskill "Listening for key points" by asking students to think about what they already know about the topic to predict what to listen for. 4. Present the pair discussion task (D4) and provide an example dialogue to help students talk about how to protect themselves during cold and flu season. 1. Listen to the recording and answer the questions using the target sentences. 2. Listen again and tick the correct advice from the doctor. 3. Learn and apply the listening subskill: focus on the doctor's advice while listening. 4. Work in pairs to discuss the question "How can we protect ourselves during cold and flu season " using the example dialogue as a model. 1. To develop students' listening skills by practicing listening for key information and specific details in a doctor-patient conversation. 2. To introduce and practice the subskill of "Listening for key points" to help students become more effective listeners. 3. To provide opportunities for students to use the target language in meaningful pair discussions about health protection.
Practice 探究应用 1. Present the pictures in D5 and guide students to answer the questions: "What should we do when we sneeze in these places " and "Where is Helen likely to carry out the experiment " 2. Explain the key vocabulary to support students' understanding. 3. Play the recording for D6 and guide students to complete Helen's experiment report by filling in the missing words. 4. Check the answers together and clarify the meaning of key terms like virus and metre. 1. Look at the pictures and answer the questions using the target sentences. 2. Learn and take notes on the new vocabulary related to the experiment. 3. Listen to the recording and complete the experiment report by filling in the blanks. 4. Check their answers with the teacher and understand the key information about how far a sneeze can spread a disease. 1. To develop students' speaking skills by answering questions about sneezing etiquette in different places. 2. To introduce and practice the new vocabulary related to scientific experiments (e.g., lab, virus, metre, cover). 3. To improve students' listening skills by practicing listening for specific information and completing a structured report. 4. To help students understand the scientific findings about how diseases spread through sneezing.
Production 迁移创新 1. Guide students to discuss in groups how illnesses spread from person to person (D7), providing the example points (through the air, by touching, by sharing things, through dirty hands). 2. Present the role-play task (D8) and explain the subskill: describing a word we do not know. Provide the example dialogue about a stomachache. 3. Guide students to practice the target pronunciation by listening, imitating, and writing down the pronunciations of the purple letters (/s/, /z/, /ts/, /dz/, /u /, / /). 4. Lead students to read the sentences aloud after the recording, paying attention to the pronunciation of the purple letters. 1. Work in groups to discuss how else illnesses can spread, using the example points as a reference. 2. Work in pairs to role-play a conversation between a doctor and a patient, choosing one health problem (e.g., back pain, stomachache, toothache) and using the subskill to describe unknown words. 3. Listen and imitate the target sounds, then write down the correct pronunciations for each group of words. 4. Read the sentences aloud after the recording, focusing on the pronunciation of the purple letters. 1. To develop students' speaking and cooperative skills through group discussion and role-play activities. 2. To apply the target language in a meaningful context and practice the subskill of describing a word they do not know. 3. To improve students' pronunciation and phonetic awareness by practicing the target sounds and reading sentences aloud.
Summary 归纳总结 1. Guide students to review the key vocabulary and key sentences. 2. Lead students to summarize the listening and speaking skills they have practiced. 3. Present the topic and feelings summary, highlighting the main topics and the core values. 1. Read and review the key vocabulary and sentences aloud, checking their understanding. 2. Reflect on and share the listening and speaking skills they have learned in this lesson. 3. Discuss the topic and feelings, expressing their own opinions about health and good habits. 1. To consolidate the key vocabulary, sentences, and skills learned in this lesson through systematic review. 2. To help students build a clear knowledge framework and reflect on their own learning process. 3. To reinforce the core values of health protection and encourage students to develop good daily habits.
Language points 知识梳理 1. Present a summary chart on the blackboard to review the listening and speaking content of Unit 3. 2. Guide students to recall the listening sub-skill (Listening for key points) and the three listening tasks (Xiao Peng's illness, the doctor's advice, Helen's experiment report). 3. Review the speaking topics (health problems, flu-season self-protection, how illnesses spread) and the useful expressions (e.g., What's the trouble I have... When did the pain start ). 1. Observe the blackboard summary and take notes to consolidate the key content. 2. Recall and share the listening tasks they completed and the sub-skill they learned. 3. Practice the useful expressions by making short dialogues with their partners about health problems. 1. To provide a clear and structured visual summary of the listening and speaking content, helping students build a systematic knowledge framework. 2. To reinforce students' understanding of the listening sub-skill and the target expressions through review. 3. To prepare students for applying the target language in real-life communication about health.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on reading, recording, and writing simple sentences; Improving tasks involve role-playing and writing a short passage; Extending tasks require making a poster and recording a video. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic tasks by reading and recording the illness words and sentence patterns, and writing three sentences about a health problem. 2. For the Improving tasks, role-play a doctor-patient conversation with family members and write a short passage (5-8 sentences) based on the dialogue. 3. For the Extending tasks, make an English health poster about how to protect ourselves from illnesses, and record a 1-minute video to introduce the poster. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language in real-life situations, such as role-playing with family and creating a health poster. 3. To develop students' comprehensive language skills, including speaking, writing, and creative expression, while reinforcing the importance of health protection.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of health problems through the video and the picture observation. Most students could understand and use the target vocabulary to name common illnesses. The clear step-by-step lesson design (listen → answer → tick → discuss → role-play) helped students grasp the listening and speaking skills smoothly. The subskill "Listening for key points" provided solid support for students' listening tasks. Students learned to use the target sentence patterns to talk about health problems. The experiment report about Helen's sneezing successfully integrated listening practice with scientific thinking, helping students understand how diseases spread and how to protect themselves. 不足：Some weak students could not use the target sentence patterns flexibly in their role-play conversations. Limited class time left insufficient time for students to present their group discussions and share their role-plays. A few students failed to complete the experiment report with the correct key information. Individual students made mistakes in pronouncing the target sounds (/s/, /z/, /ts/, /dz/, /u /, / /) when reading the sentences aloud. 改进：Offer more sentence frames and visual aids as learning support for low-level students before pair work and role-play tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students distinguish the target sounds in different contexts. Provide more opportunities for students to practice the doctor-patient conversation in real-life situations.
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