Module 2 Our Body Healthy Habits教學(xué)設(shè)計-高中英語外研版必修二

InstructionalDesignBasicinformationofteaching:TeachingMaterial:ThisisalisteningclasschosenfromModule1ofBook2“OurBodyandHealthyHabits”,NES,publishedbyForeignLanguageTeachingandResearchPress.EachmoduleofthisbookisanindependentunitoftheEnglishlanguage.Targetstudents:Theclassisforseniorhighschoolstudentsduringthefirstterm.Theteacher:ThisclassisgivenbyLuoYan,anEnglishteacherofseniorone.Theschool:ShanyangSeniorHighschoolAnalysisoflearningsituation:Analysisoflearners:ParticipantsofteachingarechosenfromGradeOne,ClassA12.Afternearlyoneterm’sstudy,theybasicallyhavemasteredsomemethodstolearnEnglish,includinglistening.Beforelearningthispart,theybrieflyhaveknownaboutsomewordsandexpressionsrelatedtothistopicfromintroduction.However,theyhaveinsufficientlanguagepreparationandpoorlanguagefoundation.Besides,theylackactivethinkingabilityandautonomouslearningability.Thus,theyparticipatelessclassactivitiesandarelesslikelytocooperatewiththeteacher,discusswiththeirpartnersandexpresstheirideas.Analysisofteaching:Throughthestudyofthissection,thestudentswillgettoknowmoreabouthealthproblemsandlearntoprotecttheirhealth.Thisperiodisdesignedtoimprovethestudents'listeningskillsaswellashelpingthemtomastersomewordsandexpressionsconcernedwithtargetlanguage.Thethemecontext:ThepersonandtheselfAnalysisofteachingobjectives:Languagecompetence:①Topronounce,tellthemeaningandusethefollowingwords,includingwordsrelatedtopartsofthebody,symptoms,illnessandtreatment.②Toarousestudents’interestindescribingoneoftheirownhealthproblemstotheirpartnerswithproperexpressionsindailylife.③Tohelpstudentstogetagoodunderstandingofthelisteningmaterial,aconversationaboutaskingforhelpforadoctorifnecessary.=4\*GB3④Todevelopstudents’abilityofmakingadialoguebasedontargetlanguage.Learningability:①Todevelopstudents’activethinkingbybrainstormingsomepartsofone’sbody,andclassifysomewordsinconnectionwithsymptoms,illnessandtreatment.②Tohelpstudentstosummarizethemeansofturningtoadoctorforhelpwhennecessary.③Tocultivatestudents’independentthinkingabilityandtheabilityofcooperatingwitheachotherbydiscussion.Culturalconsciousness:Arousestudents’self-protectionawarenessandtakemoreexerciseindailylife.(4)Thinkingquality:Tousethecognitivestrategieseffectivelyinpresentationandrole-play.Focalpoints&Difficultpoints:(1)Focalpoints:①Mastersomeusefulwordsandexpressionsrelatedtothetopic;②Finishsometasksconnectedwithproperlisteningstrategies;③Haveathoroughunderstandingoftheconversationandmakeasimilardialogue.(2)Difficultpoints:①Studentscanmaketheirowndialogueaboutseeingadoctorafterlearningthispart.②Howtohelpstudentstouseusefulexpressionsinrealcontext.Teachingmethods:Task-basedLanguageteachingmode;CommunicativeLanguageteachingmode;Cooperativeteachingmode;Scaffolding.Teachingmeans/approaches:Brainstorming;Discussion;Summary;Role-playTeachingmediaandresourceselection:All-in-onemachinewillbeusedintheprocessofmyteaching.Innovativepointsinclassroomteaching:Firstly,thisclasswillbeconnectedwiththecurrenthottopicofCovid-19,whichisledinbytalkingaboutZhongNanshan’shealthproblem.Bydoingthis,studentspriorknowledgecanbedigoutandtheirconcentrationwillbefocusedonit.Besides,thisclasswilltransformwhatstudentslearnedinthelisteningperiodintotruecontextinourdailycommunicationbyrole-playactivity.Reflectionoftheideologicalandpoliticalelementsofthecourseandthebreakthroughpoint:ThepurposeofthislessonistoenablestudentstolearnhowtoseeadoctorinaproperEnglishway,whichisanindispensablepartoftheirreallife.Atthesametime,wecloselyconnectedwiththecurrenthottopicoftheCovid-19toremindstudentsoftheimportanceofhealthandthesenseofcommunitywithasharedfuture.Teachingprocedures:Step1:Lead-inbywatchingashortvideoonZhongNanshan’shealthopinions.Afterlookingatthevideo,studentswillbeaskedtoanswerthreequestions:“HowoldisDoctorZhong?”“Whatdoyouthinkofhisbody?”“Whathealthyhabitsdoeshehave?”Purpose:Toactivestudentstobeinterestedinthetopicabouthealthproblemandarousestudents’awarenessofthecurrenthottopicCovid-19.Step2:Warmingupbysomequestions.Canyouthinkofasmanypartsofthebodyaspossible?Howdoyoukeephealthy?Doyouoftengoonadiet?Haveyoueverbeentothehospital?Purpose:Tobeprepareforlistening.Step3:ComparetwosituationswhereadoctorhelpsaforeignpatientfromincomprehensibleEnglishtofluentEnglish,fromwhichstudentswilllearntoofferhelpforaforeignerpatientsupposeheisadoctor.Purpose:Tolearntouseproperexpressionsindailycommunicationandlayagoodfoundationforthelisteningpart.Step4:Putthewordsintofourgroupsbasedonsymptoms,illness,partsofthebodyandtreatment.Purpose:Tomakesurethatstudentscanhaveenoughvocabularyofthetopic.Step5:Step5:Distinguishwhatsentencesaresaidbythedoctorandwhatsentencesaresaidbythepatient.Purpose:Tomakesurethatstudentshaveabasicfoundationoftheconversation.Step6:Listentotheconversationandanswersomequestions.Purpose:Tograspsomedetailedinformationbythesetwotasksandcultivatestudents’abilityofdiscourseanalysis.Task1:Listentotheconversationandmakeanoteofthefollowingtwoquestions’answers.1.WhatisthematterwithMrChen?2.Whatdoesthedoctorsayshewilldo?Task2:Listenagainandcorrectthemistakesinthosesentences.Step7:Speakingactivities.Purpose:Todevelopstudents’abilityofputtingwhattheylearnedinthisclassintopractice.Task1:Chooseahealthproblemanddescribethesymptomstoyourfriendforhelp.Task2:Describeyoursymptomstothedoctorandthedoctorwillofferyouhelp.Step8:HomeworkPurpose:Toconsolidatewhattheylearnedinthisclassandputthemintopractice.Doarole-playactivitywithyourpartnerbyusingproperexpressions.LayoutoftheblackboardOurBodyandHealthyHabitsUsefulexpressionsIhavegotaheadache...Ihaveapainin...My...hurtSymptom:Illness:Treatment:Partofthebody:Self-reflectionofmylesson:Aftertheclass,Ididaself-reflectionofmyclass.ThisisthefirsttimethatIhavetakensuchapublicclasstostudents.Ifeltalittlenervousfirstly,butstudents’operationandencouragementinspiredmealot.So,myfollowingtaskscouldbecarriedoutsmoothly.Thereexistedstrengthsandshortcomings.Allinall,thisisacomparativelysuccessfullessoninmymind.Here,Iwillanalyzeadvantagesandadvantagesofmylessonobjectivelyfromthefollowingaspects:Firstly,Iwilltalkaboutpreparationandteachingprocessofmylesson.Thelessonisdesignedtocultivatestudents’listeningskillsandputwhattheylearnedintopracticebyrole-playactivity,whichcanbedividedintofiveparts,includinglead-in,warmingup,wordslearning,listening,speakingactivities.Alltheteachingprocedureswerecarriedoutsmoothly,butoneshortcomingexisted,thatis,studentswhoperformedonthefrontfeltnervous,sotheycouldn’texpresstheirideassmoothly.Second,Iwilltalkaboutstudents’learningprocess.Whenitcametomyclass,theywereverycooperativewitheachotherwhenfinishingeachtask.Duringtheclass,IproceededwellasIdesigned.OnceIraisedaquestion,mostofthestudentscouldundertakebrainstormandgavemethecorrectanswers.Whenthediscussiontimecame,Idividedthemintogroupsoffour,askingthemtodorelatedtasks.WhatIdidn’texpectwasthattwostudentsdidn’tcatchthekeypointsafterlisteningtotheconversation.Afterall,thequestionstheyareaskedareveryeasy.Iencouragedthemgentlyandaskedthemtolistenotherscarefully.Formostoftime,allofthemwereveryhard-working.Itseemedthattheyhavegraspedallthetargetlanguageeffectivelyinthisperiod.However,Ifoundsomeproblemswhentheystanduptogivemeanswers.Fortheirvoicesaresolowthatothersnearlycouldn’thearthemclearly.Asforme,IfeltitapitythatIdidn’tgivemorestudentstimetopresenttheirrole-playdialoguesandcorrecttheirmistakesfacetoface,which