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視頻標簽：Healthy life
所屬欄目：高中英語優質課視頻
視頻課題：高中英語人教版選修Book 6 Unit3 A Healthy life Period 5 Listening and Speaking河北省 - 唐山
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Book 6 Unit 3
Period 5 Listening and Speaking
Analysis of the teaching material:
本節課的聽力材料是來自于課本workbook部分。曾經因為高三壓力大，而一度出現失眠，頭疼等問題去看過醫生的李月，成功考上大學，回母校進行演講。在演講中她提及自己的高三經歷，并且給學生們提出了關于應對壓力的建議。
Analysis of the students:
高二學生經過一年的學習，已經有了一些聽說基礎，但是對于語言的運用仍需要反復練習。
Teaching objectives:
1）語言能力：能夠學會，與“壓力”相關的詞塊：stress,feel like等。 2）學習能力：能夠聽懂材料，能夠捕捉所需的聽力信息，運用所學詞匯表達自己。
3）思維品質：能夠認識到壓力作用，學會正確面對它。
4）文化意識：形成健康生活的意識。
Teaching focus and potential difficulties：
教學重點：學生能夠在聽力過程中捕捉關鍵信息，能夠把所學詞塊應用到會話中，表達自己。
教學難點：學生能運用所學的聽說知識給出相應的警告、許可、禁止。
Teaching methods:
堅持“教師為主導，學生為主體”的教學原則，采用聽說教學法、情景教學法、合作學習法，在不同環節設計不同的任務來培養學生的聽說能力。
Teaching procedures:
Step 1 Lead in（3 minutes） Present a student’s diary:
Nowadays days many people stay up late, drink, smoke or eat out too often so they may have health issues. Thus everybody needs a healthy life. First, it is important to work out every day. What’s more, it is a good idea to quit smoking and limit drinking. We should form a good habit of getting up early and going to bed early. As we all know, early to bed and early to rise make a person healthy, wealthy and wise. As students, we must work hard in order to be admitted into a key university.
So most of you feel stressed. And work really hard.
設計意圖：通過展示學生關于健康生活的日記，引出本課話題。同時也激發學生記英文日記的習慣。
Step 2 Pre-listening .（5 minutes）
設計意圖：這個環節是聽力之前的熱身，為聽力練習掃清障礙，做知識準備。 Think about the following questions. 1. When may you feel stressed?
2. What will happen to a person under stress?
3. Some people think stress is negative. Some think stress is positive. Which do you agree with? Give your reasons. Step 3 Listening （15 minutes）
（1）Listen for the first time and choose what the topic of Li Yue’s talk is.
A．Stress and how to avoid it. B．Li Yue’s high school life.
C．Li Yue’s is feeling unwell due to stress.
（2）What mistake did Li Yue make when she was in high school?
A．Doing a lot of homework. B．Keep study and relaxation balanced C. Study all the time and never relax properly.
設計意圖：能夠幫助學生整體感知聽力材料，引導學生獲取聽力信息中的關鍵詞, 獲取聽力信息話題主線即主旨大意。 (2) Listen for the second time and try to finish the chart. If necessary, play the tape again.
Part1 Li Yue’s advice It is ok to worry a little
But be careful about worrying too much. Li Yue’s symptoms
1. Had headaches 2. Didn’t sleep well 3. Didn’t feel like eating 4. Was tired all the time
Part 2 Doctor’s advice
You must balance work with rest. You need to have fun.
You need to keep in touch with friends. You need to do some exercise every day.
Li Yue’s advice
Think carefully about your physical and mental health.
Take 30 minutes a day to relax.
Don’t feel guilty,if you see a film, go riding,go hiking once a week.
Step 4 Speaking （15 minutes） Activity 1: Discussion
①What do you think of Li Yue’s advice? ②What do you do to relax?
③Do you think you have balanced your study time and time for relaxation? Or do you think whether you should do more study or take more breaks?
④Do you think Li Yue has given a good speech to the students? Give your reasons.
Activity 2:Situation role-play (pair work)
One of the students acts as a patient , and the other is supposed to be his/her psychologist giving his/her advice on the topic below to make sure he/she doesn’t put his/her health at risk.Use expressions below.
drugs, alcohol, diet, exercise, HIV/AIDS, stress, smoking, sleeping habits.
Advice for students:
Patient psychologist How does this issue affect your health?
How could it affect your school life?
Permission
Is it OK/all right to...？ Would/Do you mind if...？ I wonder if I can... Warning It is not a good idea to... Be sure/careful to... Watch out for... Mind your head/step！ Don't forget to...
Prohibition
Don't... You can't/may not... You shouldn't/mustn't... You are not to... You are not allowed to... You are not supposed to...
設計意圖：通過兩個活動的設計，學生可以鞏固聽力材料中所學到的內容。幫助學生積累語塊信息。同時幫助學生了解，演講所涉及的內容。通過Situation role-play,的角色轉換，使每個同學練習的角度都有所轉變，使練習更充分，更好地達到運用語言的目的。 Step 5 Homework (2 minutes)
Write a speech on one of the topics--drugs, alcohol, diet, exercise, HIV/AIDS, stress, smoking, sleeping habits.
Remember to :
*Introduce yourself and topic of your speech.
*Say something about why you want to talk to them about this topic. *Give the students a few suggestions that they will find easy and sensible to follow.
*Finish your speech with some words of encouragement.
設計意圖：鞏固本課所學內容，讓學生把所學知識有效運用。
Assessment:
語言能力 我學會了，與“壓力”相關的詞塊：stress,feel like等。
(1) (2) (3) (4) (5)
學習能力 1）我能夠捕捉所需的聽力信息
2）我能運用所學詞匯表達自己。
(1) (2) (3) (4) (5) (1) (2) (3) (4) (5) 思維品質 我能認識到壓力作用，學會正確面對。 (1) (2) (3) (4) (5) 文化意識 我形成了健康生活的意識。
(1) (2) (3) (4) (5)
Reflection after teaching：
本課所有的語言知識和語言技能都是圍饒“健康生活”這一中心話題而設計的。本節課聽力是重點，配合說的教學，最后生成一份演講稿。通過聽說課的練習，大部分同學能夠運用所學知識，解決聽力中所創設的問題。在speaking 的練習中，英語基礎較好的同學、表現欲較強的同學積極、活躍，造成有些學生口語練習機會減少，在今后的課堂上應該多給這些同學一些機會。
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