【中职专用】高中英语Unit 2 Growing Up Healthy Listening and Reading 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 2

Growing Up Healthy

建议学时

About 4

教

学

目

标

1. Teachers help and cultivate students to distinguish between healthy and unhealthy lifestyles;

2. Guide students to form good habits and have a healthy lifestyle;

3. Help students master how to describe disease symptoms to doctors;

4. Instruct students to correctly use Modal verb such as can, must, should, and may;

5. Provide students with two persons group exercise and multi person group inquiry learning, establish the awareness of independent learning, and cultivate the good habit of group Cooperative learning and inquiry learning.

教学

重点

重点词汇和短语

healthy, effort, lifestyle, habit, medicine, medical, balance, protect, gym, temperature; grow up, stay up, fight against, be made up of

重点句型

What seems to be the problem?

I’ve had a toothache for two days.

You shouldn’t...

Remember to...

Take this medicine three times a day.

重点语法

1. The concept of Modal verb

2. Common Modal verb: can, be able to, may, must, have to, should

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学

手段

PPT、Mp3

教学内容

教学设计

活动1

1. Teachers can first read the question and four verb phrases: eat healthy food, do exercise, have good habits, and keep a good mood. Students should grasp their meanings.

Afterwards, you can use the sentence pattern We should Simply answer the question:

We should eat healthy food We should do exercise

It can also express a more comprehensive and complex sentence:

In order to keep healthy, we should eat healthy food, do exercise, have good habits and keep a good mood

2. Next is a table for practicing Q&A in pairs, with one question and one answer. The questioner can hold the respondent's textbook, judge whether it is a healthy lifestyle based on what the respondent has said, and mark a smiling or crying face on his/her textbook. After one round of practice, exchange Q&A roles to continue practicing. For example:

Q：Are you often happy or sad?

A：I am often sad.

Q：Do you like to eat healthy food or unhealthy food?

A：I like to eat healthy food.

Q：Do you usually get enough sleep or stay up late?

A：I often stay up late.

活动2

1.Before students start practicing in pairs, the teacher can provide appropriate explanations to the questions and lead the students to read them several times.

2. The second question is that the teacher can remind students that it is a reproduction of Activity 1 and require them to express it in complete sentences. Some phrases can be used: in order to keep health, we should eat health food, do exercise, have good habits and keep a good mood.

3. The third question is that the teacher can allow students to practice in pairs and exert themselves.

4. The teacher organizes all students to practice Q&A in pairs, and conducts inspections, supervision, and guidance. Afterwards, several groups of students can be invited to present the second and third questions in front of the entire class, and some good ideas and ideas put forward by the students can be written on the blackboard.

Part I  Listening

1.Before playing the listening audio, first have the students look at the pictures and ask the question: Do you know him? How old is he? Where does he live? Students may only be able to answer the name of Academician Zhong Nanshan. At this time, students should be reminded to listen carefully, be patient, and pay attention to the details of the topic.

2.Before listening, you can work in pairs to learn six sentences for listening exercises and guess the answers.

3. Play the listening and complete the exercise.

4. Play the listening again and check and correct the answers.

5. The teacher checks the answers and reads the complete six practice sentences aloud.

6.After completing listening exercises, teachers can provide timely ideological and political education, which extends to the fearless dedication demonstrated by the "angels in white" across the country in the face of the epidemic. Call on students to learn from them and encourage them to have a sense of professional responsibility in the future workplace.

Part II  Reading

At the beginning of the reading activity, it is necessary for the teacher to lead the students to read the text aloud 2-3 times. Teachers can provide several discourse related questions for students to ask and answer each other in order to achieve comprehension. You can also give some time for students to work together and ask each other key or difficult questions in the text. The analysis of key and difficult points provided to teachers in the teaching reference can be selectively explained to students. Finally, the teacher proposes several key phrases or sentence patterns that students need to master based on their learning of the discourse.

Part III  Speaking

1. The teacher leads the students to read down the relevant phrases in the conversation first:

Have a tooth ache, have a cold, have a fever, in the hospital, in the school clinic

Check your temperature, take medicine, three times a day, two days

2. The teacher provides a sentence asking students to put the learned phrase into the sentence to achieve the purpose of using the learned content.

For example:

What seems to be the problem?

- I have a tooth ache/a cold/a fever

3. The teacher leads the students to repeatedly read the dialogue several times, and then has the entire class work in pairs to role-play.

Culture Corner

The benefits of drinking hot water

Self-check

After completing the content of this unit, students will conduct a self check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities.

After self testing, students can choose to complete a fun word filling game called 'Food Pyramid' in or out of class based on the progress of the class.