Listening and Speaking
一、教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语2 基础模块》中Unit 2听说部分，要求学生能围绕就诊情况进行交流，就健康问题给出相关建议并根据实际情况为健康咨询者做出合适的对策。
二、学情分析
本课授课对象为中职学校一年级新生。经过九年的义务教育，他们有一定的英语基础知识储备，但两极分化严重，一部分学生学习兴趣浓厚，能用英语较为流畅地交流；另一部分学生学习兴趣不高，有畏难情绪，不愿意开口。因此教师对教学活动应进行合理的设计，由易到难，由简到繁，由机械模仿到替换练习，再到语言实践，逐步铺设台阶，把学生可能遇到的困难挫折降到最低。
经过前期的英语学习，学生能够说出headache、fever、toothache、stomachache等表达健康状况的常见词语，对于询问健康状况及给出合理建议的句型有一定的了解，但仍需要进一步学习。
三、教学目标
1. 学生能够听懂有关健康问题和医院就诊的对话，并获取关键信息；
2. 学生能够运用句型结合不同的生活方式交流保持健康的看法，提高关注健康的意识；
3. 学生能结合关键信息给出合适的咨询建议和就诊意见，培养关心他人的品质。
四、教学重点、难点分析
教学重点：能根据不同的健康问题情况进行交流，并能给出合适的建议。
教学难点：能熟练运用咨询健康问题及给出就诊意见的句型。
五、教学过程
Step 1 Listening
1. Listen and tick.
处理教材活动3。学生在听前辨别选项图片所在场景，预测听力内容。然后听录音，结合选项做出选择，并对听力材料从整体上进行把握和判断。听后教师检查并反馈。
2. Listen and decide.
处理教材活动4。学生首先阅读选项，进行初步判断。然后听录音，抓关键词，判断正误并更正错误信息。听后教师检查并反馈。
3. Listen and complete.
处理教材活动5。可分两步：
（1）学生先浏览就诊记录单，确定需要填写的信息（症状、持续时间、原因及建议），再听录音，记录相关信息，补全就诊记录单。在听力结束后，教师检查并核对答案，呈现听力文本，并简要解析其中关键信息。
*（2）拓展活动：教师补充以下拓展问题，学生分别举手回答：
Can you give some suggestion to Jack? (He can sleep early and take a lot of rest.)
What can you do for Jack if he asks for help? (I can finish his work together with him.)
（设计意图：本环节旨在训练学生根据已有的信息预测听力内容，在听的过程中获取和归纳关键信息，侧重培养学生语言沟通能力和语言交互能力,并学会关心他人。）
Step 2 Speaking
1. Listen, read and underline.
（1）处理教材活动6。教师介绍对话背景，学生听录音、跟读，并用下划线标出与就诊相关的语句。随后请两位学生进行对话展示。
*（2）拓展活动：教师简要讲解以下重点词组与句型。在此基础上，学生重点操练句型：
appointment number、have a sore throat、have a terrible cough、have a bad cold、take medicine、have a good rest、 heavy food、do more exercises、avoid、recover
Here is my appointment number.
What`s wrong with you?
How long have you been like this?
I`m afraid you have…
What can I do about it?
What else should I pay attention to?
When can I recover from it?
It will take…
2. Imitate and practice.
处理教材活动7。可分为两步：
*（1）铺垫活动：学生进行分组竞赛，根据不适症状列举原因及建议，每答对一次积一分。
stomachache | fever | toothache | under pressure |
don`t look well look pale feel terrible drink hot water keep warm | feel cold headache muscle pain drink plenty water take a good rest | have a decayed tooth can`t bite anything eat too much sweet brush teeth carefully see the dentist eat less sweet | feel upset a bad temper be tired of work don`t feel like talking ask partners for help sleep early find and enjoy happiness everyday |
（2）学生两人一组，学生与同伴合作，根据给出的信息，围绕身体不适的病症、病因及诊断意见等进行对话，通过图片所提供的信息和上表中词汇，根据活动 6 的交际框架，进行替换关键词的模仿对话练习，教师点评。
参考答案：
Patient: Good morning, Sir. Here is my appointment number.
Doctor: Thank you. So, what`s wrong with you?
Patient: I have a toothache.
Doctor: I see. How long have you been like this?
Patient: Since last Friday.
Doctor: Please open your mouth. Hmmm, I`m afraid you have a decayed tooth.
Patient: What can I do about it? I feel really bad.
Doctor: Well, take this medicine one tablet three times a day and brush your teeth twice a day.
Patient: What else should I pay attention to?
Doctor: You`d better eat less sweet food.
Patient: Thank you. When can I recover from it?
Doctor: Well, it`ll take about one week.
3. Role play.
（1）处理教材活动8。假设你是学校医务室的工作人员，根据所给内容对前来咨询健康问题的同学给予解答。
①请同学自述健康问题：
Student 1 | Student 2 |
^be overweight ^like to eat hamburgers, popcorn and heavy food ^like to drink colas | ^have a sore neck ^have dry eyes ^eyes glued to the mobile phone / laptop ^sit without moving |
② 为学生给予建议：
Student 1 | Student 2 |
^control weight ^be physically active ^avoid junk food ^eat more healthy food | ^protect your eyes and neck ^control the overuse of electrical devices ^do more physical exercises |
参考答案：
(At the School Health Center)
Staff: Welcome to the School Health Center. What can I do for you?
Student: Well, I had a school physical examination last week, and the health report said I am overweight. What can I do about it? I feel really terrible.
Staff: What do you usually have for dinner?
Student: I like to eat hamburgers, popcorn and heavy food. And I like to drink colas.
Staff: That might be the reason. Well, if you want to control weight, you`d better avoid junk food. What`s more, do more exercise and be physically active.
Student: Thanks for your advice. I`ll follow them. Bye.
Staff: You are welcome. Wish you could lose your weight and become healthy. Bye-bye.
*（2）拓展活动：请根据下列信息继续对前来咨询健康问题的同学给予解答。
Student 3 | Student 4 | Student 5 | Student 6 |
健康问题： don`t look well look pale feel terrible 给予建议： drink hot water keep warm | 健康问题： feel cold headache muscle pain 给予建议： drink plenty water take a good rest | 健康问题： have a decayed tooth can`t bite anything eat too much sweet 给予建议： brush teeth carefully see the dentist eat less sweet | 健康问题： feel upset a bad temper be tired of work don`t feel like talking 给予建议： ask partners for help sleep early find and enjoy happiness everyday |
（设计意图：本环节通过跟读范本中重点句型、替换关键词模仿练习等活动使学生掌握关于就诊的基础语言表达。在此基础上根据学生的语言基础，将语言知识和口语表达技能迁移到实际的语境中，培养学生的语言交互能力和思维能力。）
Step 3 Conclusion
引导学生围绕以下两个问题，结合第二单元教材听说部分的配套微课，总结本课所学：
How can we get information about personal health?
What else can we do to stay healthy?
Step 4 Homework
1.设计健康调查问卷并邀请同学、老师及家人进行自身健康检测
*2. 拓展作业：录制“健康小顾问”视频
（1）学生2至3人为一个团队根据问卷检测结果选择一个健康问题，以录制视频并讲解的方式为大家展示正确的解决办法及锻炼方式，上传到学习平台或班级群。
（2）在全班开展投票，推选出最佳“健康小顾问”团队作品两份。
