1.1 True Friends-Warm-up&Listening（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块1》（语文版2022版） Unit 1 True Friends-Warm-up&Listening 教材分析 (I) Position and Role in the Curriculum This lesson is the starting part of Unit 1, which focuses on the theme of “True friends”. It plays a crucial role in helping students build a foundation for understanding friendship - related vocabulary and expressions. Mastering the content of this lesson is essential for students to communicate effectively about friendship in English in subsequent lessons, such as reading and writing about friends. (II) Connection and Presentation of Knowledge Connection of Knowledge: The warm - up part connects students' real - life experiences of friends with the new knowledge of friendship - related adjectives and expressions. The listening part further extends this by introducing auditory materials about friends, which is a natural progression from the oral communication in the warm - up. Presentation of Knowledge: The textbook presents knowledge in a step - by - step manner. First, through the warm - up's pair - work and discussion activities, it activates students' prior knowledge. Then, the listening part provides a more structured and auditory input, using a video - related task to help students practice listening skills while reinforcing the friendship theme. 学情分析 (I) Knowledge Reserve Students have already learned some basic English vocabulary and simple sentence structures. They are familiar with some common adjectives and can conduct simple daily conversations. However, their knowledge of vocabulary and expressions specifically related to friendship needs to be expanded. (II) Ability Level 1.Learning and Practice Abilities: Most students have a certain ability to participate in pair - work and group discussions. But their listening skills may be relatively weak, especially in understanding native - like pronunciation and fast - paced conversations. 2.Practical Application Ability: Students are eager to use English to communicate about their real - life experiences, but they may lack the confidence and accuracy in expressing more in - depth views about friendship. (III) Interest and Attitude Students generally show interest in topics related to daily life, such as friendship. They are more motivated to learn when the content is close to their real lives. However, some students may be less active due to shyness or lack of confidence in English. 教学目标 (I) Knowledge Objectives Students will be able to master friendship - related vocabulary. Students will understand the questions and instructions in the listening task. (II) Skill Objectives Students can accurately complete the listening task by choosing the correct words after watching the video, and can understand the main ideas and details related to friendship in the listening materials. (III) Emotional Objectives Improve students' confidence in using English to communicate about personal topics. 教学重难点 (I) Teaching Key Points Mastery of friendship - related vocabulary and their correct usage in oral communication. Completion of the listening task with high accuracy, understanding the key information in the listening materials. (II) Teaching Difficult Points How to help students use the new vocabulary flexibly and accurately in discussions about true friends. How to improve students' listening comprehension skills, especially in distinguishing between similar - sounding words and understanding the context. 教学方法 (1) Communicative Language Teaching (CLT) Method (2) Task - based Language Teaching (TBLT) Method (3) Cooperative Learning Method 课前准备 1. Prepare teaching materials: Print out the warm - up discussion questions and the listening task worksheets. 2. Prepare multimedia materials: Ensure the video for the listening task can be played smoothly, and collect some pictures of friends to be used in the warm - up to arouse students' interest. 3. Design the teaching process in detail, including the content and time allocation of each teaching link. 教学媒体 1.Multimedia equipment 2.Printed worksheets for warm - up and listening tasks 3.Pictures of friends and friendship - related scenarios 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in Show some pictures of friends on the screen. Then ask students some simple questions: “Do you like making friends? What do you think of these pictures?” Observe the pictures on the screen and answer the teacher's questions about friends. Arouse students' interest in the topic of friends by showing pictures. Warm-up Present the three warm - up questions: i.Do you have any close friends? Are they your classmates, neighbours, etc.? ii.What kind of people would you like to make friends with? iii.What is a true friend in your opinion? Take turns to ask and answer the three questions in English. Try to use the new vocabulary they previewed or simple English expressions they know to communicate. improve the accuracy of oral expression, and enhance their confidence in speaking English. Pre-Listening Guide students to predict the content of the listening materials based on the questions. For example, ask students: “What do you think the video might be about? What kind of words will we hear?” Try to predict the content of the listening materials and share their predictions with the class. improve their listening comprehension ability, and make them more engaged in the listening task. While-listening Play the video for the listening task. Remind students to listen carefully and pay attention to the key words related to the questions. Play the video twice. For the first time, let students get a general understanding of the content. For the second time, ask students to choose the correct words to complete the questions on the worksheet. Listen to the video carefully. For the first time, try to grasp the overall meaning. For the second time, focus on the key information to choose the correct words. Playing the video twice allows students to have a step - by - step understanding of the listening materials. Post-listening Task1: Analyze the key words and difficult points in the listening materials, such as the pronunciation differences. Task2: .Design some oral practice tasks related to the content of this lesson. For example, ask students to make up short dialogues in pairs using the new friendship - related vocabulary and the sentence patterns from the listening task. For example: “A: Do you think a true friend should be trustworthy? B: Yes, and a true friend should also be a good listener.” Listen to the teacher's analysis of key words and difficult points, and further understand the listening materials. Perform the dialogues in front of the class (select some groups to perform according to time). help students solve their listening difficulties, deepen their understanding of the listening materials, and lay a foundation for future listening learning. Students can further consolidate the new vocabulary and sentence patterns, and improve their oral English application abilities. Summary 1.Summarize the key content of this lesson, including the friendship - related vocabulary: “trustworthy”, “helpful”, etc., the main points of the warm - up discussions, and the listening task skills (such as predicting content, focusing on key words). 2.Emphasize the importance of true friends and positive friendship qualities, and encourage students to apply what they have learned in real life to communicate with friends. Homework 1. Review the new vocabulary and expressions learned in this lesson, and make sentences with each word. 2. Find an English article or short video about friendship, watch or read it, and write a short review (about 50 - 60 words) in English, including the main content and your own views. Blackboard design Teaching Evaluation (I) Process Evaluation 1.Observe students' performance in pair - work and group discussions during the warm - up. Evaluate their participation, language expression accuracy, and ability to use new vocabulary. 2.Evaluate students' listening performance, including their ability to understand the materials, choose correct words, and their concentration during the listening process. (II) Result Evaluation 1.Check students' worksheet answers in the listening task to evaluate their listening comprehension accuracy. 2.Evaluate students' after - class homework, including the accuracy of vocabulary usage in sentences and the quality of English reviews about friendship articles/videos. Teaching reflection 1. The warm - up activities effectively aroused students' interest in the topic of friends. Through pair - work and group discussions, most students were able to actively participate in English communication and initially master some new friendship - related vocabulary. 2. The listening task design was relatively reasonable. By playing the video twice and guiding students to predict content, 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$