1.2 True Friends-Reading&Culture Corner（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3》（语文版2022版） Unit 1 True Friends-Reading&Culture corner 教材分析 （一）Position and Role in the Course This lesson is part of Unit 1 focusing on “True Friends”. The reading passage elaborates on the essence of friendship, including its components like love, trust, and understanding, and the qualities of a true friend. It plays a crucial role in helping students build vocabulary related to interpersonal relationships, understand the cultural connotations of friendship in English-speaking contexts, and develop reading comprehension skills. The content lays a foundation for students to communicate about friendship in English, which is practical for both daily life and future vocational scenarios. （二）Connection with Previous and Subsequent Knowledge Previous Knowledge: Students have already learned basic English vocabulary and simple sentence structures. They may have some prior understanding of the general concept of friends from daily life, but not in a systematic English-language-based analysis. Subsequent Knowledge: This lesson paves the way for further discussions on interpersonal relationships in future units, such as how to maintain friendships, and can also be linked to writing tasks about describing friends or friendship experiences. The language skills and cultural insights gained here will support students in more complex communication tasks. （三）Adaptation of Textbook Content The textbook content is quite suitable for vocational students. However, some supplementary materials like short videos about real-life friendship stories in English-speaking countries can be added. Also, for vocabulary that might be challenging, more examples and practice activities can be incorporated. 学情分析 （一）Knowledge Reserve Students have a basic command of English words and simple grammatical structures. They can understand and use common daily-use English phrases. But when it comes to more abstract vocabulary related to emotions and interpersonal relationships in this lesson, like “mutual understanding”, “unconditionally”, they may need more explanation and practice. （二）Ability Level In terms of learning and practice abilities: •Reading Ability: They can handle simple narrative or descriptive texts with some guidance, but may struggle with complex sentence structures in the reading passage, such as “Just as it takes patience to grow a garden, the same applies to develop friendship.” •Oral Expression Ability: They are able to express simple opinions about friends in English, but need to improve fluency and accuracy when using new vocabulary and phrases from this lesson. （三）Interest and Attitude Most students are interested in topics related to daily life, including friendship. They are willing to share their own friendship stories. However, some may feel anxious when facing new and difficult English vocabulary, so the teacher should design engaging activities to maintain their positive learning attitude. （四）Learning Difficulties •Vocabulary: Mastering abstract and new words like “mutual”, “unconditionally”, “elevate” (from culture corner) and understanding their precise meanings in context. •Sentence Comprehension: Making sense of complex sentences in the reading passage, especially those with comparative or metaphorical structures. •Cultural Understanding: Grasping the cultural nuances of friendship as presented in the English-language content, which may differ from their own cultural perceptions. 教学目标 （一）Knowledge Objectives 1.Students will be able to master the new vocabulary: “mutual”, “unconditionally”, “elevate”, etc., and use them correctly in sentences. 2.Students will understand the main ideas of the reading passage about friendship, including what friendship requires and the qualities of a true friend. 3.Students will be familiar with the cultural connotations of friendship from the “Culture Corner” section. （二）Skill Objectives 1.Improve students' reading comprehension skills, including skimming to get the main idea and scanning to find specific information. 2.Enhance students' oral communication skills by discussing friendship-related topics using new vocabulary and phrases. 3.Develop students' ability to analyze and summarize the content of the reading passage and cultural corner. （三）Emotional Objectives 1.Cultivate students' positive attitude towards friendship, emphasizing the importance of trust, understanding, and support in friendships. 2.Encourage students to appreciate cultural diversity in the perception of friendship. 教学重难点 （一）Teaching Key Points 1.Help students master the new vocabulary and phrases related to friendship. 2.Enable students to understand the main content of the reading passage and accurately answer questions about it. 3.Guide students to understand the key points in the “Culture Corner” and discuss the qualities of a friend. （二）Teaching Difficult Points 1.Help students understand and use complex sentence structures in the reading passage. 2.Assist students in deeply understanding the cultural differences in friendship concepts and expressing their own views on these differences. 3.Encourage students to use new vocabulary and phrases flexibly in oral and written communication. 教学方法 1.Task - based Teaching Method 2.Interactive Teaching Method 3.Question - answering Method 课前准备 Prepare teaching materials: Print out the reading passage and “Culture Corner” content for students who may need extra copies. Prepare PPT slides including new vocabulary explanations, example sentences, cultural background introduction, etc. Design teaching tasks: Such as pre-reading questions, while-reading tasks, post-reading discussions, and culture corner analysis tasks. Prepare teaching aids: Multimedia equipment, audio materials for the reading passage (if available) to help students with pronunciation and listening practice. 教学媒体 1.Multimedia equipment (projector, computer) 2.Printed reading texts and worksheets 3.Supplementary videos and pictures about friendship 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 Start the class by showing a short video clip (in English) about two friends' interesting daily life stories. The video should be related to the theme of friendship, such as friends going on a trip together, helping each other in study, etc. After playing the video, ask some simple questions in English: “What did you see in the video?” “Do you think they are good friends? Why?” Answer the teacher's questions orally, using simple English sentences. Participate in the brainstorming activity, raising hands to share the words they think of related to friendship. The questions after the video help students recall the video content and start thinking about the characteristics of friendship. Brainstorming activates students' prior knowledge, expands their vocabulary related to the topic, and paves the way for the new lesson. Pre-reading (Reading Part ) Present the pre-reading questions : “What do you think friendship requires?” “Can you describe a true friend in your own words?” Think about the pre-reading questions and be ready to share their ideas. Pre-reading questions guide students to think about the topic again and make predictions about the reading content, which is beneficial for improving reading comprehension. While-readng (Reading Part ) Task 1: Skimming Find the main idea of each paragraph. For example, the first paragraph is about what friendship brings and requires; the second paragraph is about the role of a friend in difficult times, etc. Task 2: Scanning Find the answers to the following questions: “What does friendship bring to people?” “What qualities does a true friend have according to the passage?” “How is developing friendship similar to growing a garden?” Listen to the audio of the reading passage, feel the pronunciation and intonation. Read the passage silently, focus on completing skimming and scanning tasks. Try to find the main ideas of paragraphs and specific information to answer the questions. Skimming and scanning tasks train students' reading skills, enabling them to quickly grasp the main content and specific information of the passage, which is very practical for daily English reading. Post-reading (Reading Part ) Discussion: Have a short discussion in pairs: “Do you agree with the views on friendship in the passage? Why or why not?” Discuss in pairs, express their opinions about the views on friendship in the passage, using simple English sentences. Pair discussion encourages students to think independently, express their own views, and further understand the cultural connotations of friendship in the passage. Reading (Culture Corner Part) 1.Show the “Culture Corner” content on the PPT, present the key words one by one, like “accepts you as you are”, “believes in you”, etc. For each key word: 2. Explain its meaning in simple English, provide example situations. 3. Divide students into groups of 3-4. Assign the task: “Discuss in groups which qualities of a friend you think are the most important and why. You can choose from the ‘Culture Corner’ or add your own ideas.” 4. After the discussion, invite one representative from each group to share their group's opinions with the whole class. Work in groups, discuss the important qualities of a friend, use English to communicate within the group, try to express their opinions and reasons. 1.Teacher's introduction and explanation help students understand the cultural connotations of the “Culture Corner” content, expand their understanding of friendship. 2. Group discussion cultivates students' cooperative learning ability, teamwork spirit, and oral communication skills. Production Provide a short new passage about friendship (simpler than the textbook passage) and ask students to read it and write a short summary (3-5 sentences) in English. Collect some students' summaries, show them on the PPT, and comment on them, pointing out strengths and areas for improvement in vocabulary usage, sentence structure, and content summarization. Read the new passage, write a short summary, trying to use new vocabulary and correct sentence structures. Reading and writing practice improves students' reading comprehension and writing skills, and also enables them to apply what they have learned in the lesson to new contexts. Summary 1. Review the new vocabulary: “mutual”, “unconditionally”, etc., and their meanings and usages. 2. Review the main ideas of the reading passage: what friendship is, the qualities of a true friend, and the analogy between developing friendship and growing a garden. 3. Summarize the important qualities of a friend from the “Culture Corner” and the discussions in class. Homework Read a longer English passage about friendship and write a book report including the main content, their own views on the passage, and new words or phrases they have learned from it. Blackboard design Teaching Evaluation Strengths: The task - based and communicative teaching methods successfully engaged students in the learning process. Group activities promoted cooperation and communication, and the lead - in video effectively captured students' attention. The step - by - step teaching of vocabulary and reading skills, from pre - reading to post - reading, provided a clear learning path for students. Weaknesses: The time allocation for complex sentence analysis was insufficient, leading to students' difficulties in comprehension. The depth of cultural exploration was not enough, and more interactive cultural comparison activities could have been incorporated. Overall, while the lesson achieved basic teaching objectives, adjustments in content depth and activity design are needed for better learning outcomes. Teaching reflection Successes Engagement in Group Discussions: Students were highly engaged during the group discussions in both the reading post - reading and culture corner sections. The task of discussing the qualities of a friend from the “Culture Corner” sparked diverse opinions, and students showed enthusiasm in sharing their views. This indicated that the cooperative learning method effectively stimulated their thinking and communication skills. Vocabulary Mastery Progress: Through pre - reading vocabulary explanation, reading practice, and classroom exercises, most students demonstrated better understanding and initial ability to use new words like “mutual” and “unconditionally”. The fill - in - the - blank exercise results showed that over 70% of students could correctly use the target vocabulary, which was a positive sign. Areas for Improvement Complex Sentence Comprehension: A significant number of students still struggled with complex sentence structures in the reading passage, such as “Just as it takes patience to grow a garden, the same applies to develop friendship.” In future lessons, more time should be devoted to analyzing and practicing such sentences, maybe by breaking them down into simpler components and providing more substitution and transformation exercises. Cultural Insight Depth: While students could discuss the surface - level qualities of friends from the “Culture Corner”, their understanding of cultural nuances in friendship was relatively shallow. For example, when comparing with their own cultural views on friendship, few students could elaborate on the underlying reasons for differences. In subsequent teachings, introducing more cross - cultural comparison materials and guiding in - depth discussions would be beneficial. 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 $$