2.2 Accepting Everyone's Uniqueness-Reading & Culture Corner（教学设计）-《英语 基础模块1》（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 2 Accepting Everyone's Uniqueness（Reading & Culture Corner） 课型 Reading 课时 1 授课班级 授课时间 45mins 授课教师 教材分析（Textbook Analysis） 1. 地位和作用：本课时包含Reading和Culture Corner两部分，是Unit 2“Accepting Everyone's Uniqueness”主题的核心内容。Reading部分通过Li Wei、Sara、Martin、Wang Yang的介绍，渗透“人物性格-爱好-职业目标”的关联，帮助学生建立自我认知与职业规划意识；Culture Corner聚焦“文化差异与个性独特性”，引导学生尊重多元文化和个体差异，两者共同为中职生构建良好人际关系、树立职业理想奠定语言与认知基础。 2. 知识衔接：承接Unit 1校园生活词汇，Reading部分拓展人物特征词汇（quick-witted, outgoing, creative等）和职业目标表达（want to be a tour guide等）；Culture Corner补充跨文化沟通词汇（communicate, hug, unique等），为后续“职业社交”“文化礼仪”等话题铺垫。 3. 适应性分析：内容贴合中职生“个体差异”“职业探索”的现实需求，但部分职业词汇（computer programmer, designer）和文化概念（跨文化沟通差异）较抽象，需结合真实案例（如本地技能大赛选手）和直观素材（短视频）辅助理解，重点培养学生“提取人物关键信息”“用英语描述自我”的能力。 学情分析（Study situation analysis） 1. 知识储备：已掌握基础校园词汇（如friend, school, class）和简单句型（I like...），对“性格”类词汇（如confident）有零星接触，但对职业词汇（programmer, tour guide）和文化沟通词汇（unique, open-minded）较陌生。 2. 能力水平：具备“逐句读简单文本”的基础能力，但“快速提取人物信息（性格+爱好+目标）”“对比文化差异”的能力待提升；能用英语说简单句子，但“连贯描述自己的性格与职业想法”的能力较弱。 3. 兴趣态度：对“个体差异”“职业目标”等贴近生活的话题兴趣浓厚，通过“角色代入”“小组讨论”等互动活动易激发参与热情；对“跨文化差异”的话题好奇，适合用短视频、案例引发探索欲。 4. 学习困难：部分学生对长句（如I'm crazy about making models and want to be a good designer.）理解存在障碍；对“抽象性格词”（如energetic）的应用场景模糊；需通过“分层任务”（基础匹配题→进阶描述题）引导。 学习目标（Learning objectives） 1. 知识目标： 掌握Reading部分核心词汇：quick-witted, outgoing, active, energetic, creative, computer programmer, tour guide, designer；短语：be crazy about, want to be； 掌握Culture Corner部分核心词汇：communicate, friendly, hug, shy, unique； 理解关键句型：I'm... I like... I want to be...。 2. 技能目标： 能读懂Reading文本，提取4位人物的“性格-爱好-职业目标”关键信息； 能完成“人物-信息”匹配任务； 能结合Culture Corner内容，简单讨论“外向/内向性格特点”“文化沟通差异”； 能用I'm... I like... I want to be...句型描述自己的性格、爱好与职业目标。 3. 情感目标： 学会尊重他人个性差异，树立“每个人都是unique”的包容意识； 结合人物职业目标，激发自身职业探索热情，增强职业规划意识； 培养跨文化交际意识，提升新环境中人际交往的信心。 学习重难点（Learning key &difficult points) 1. 重点： 掌握“人物特征”“职业目标”“跨文化沟通”的核心词汇与短语； 理解Reading中4位人物的“性格-爱好-职业目标”对应关系； 理解Culture Corner中“外向/内向性格特点”“文化沟通差异”； 运用I'm... I like... I want to be...句型描述自我。 2. 难点： 快速理清Reading中人物与信息的对应关系，准确完成匹配； 理解“文化差异影响沟通方式”的抽象概念，并用英语简单讨论； 将“性格-爱好-职业目标”词汇整合，连贯描述自我（如：I'm active. I like playing basketball. I want to be a PE teacher.）。 教学方法(Teaching methods) 1. 任务驱动教学法：通过“人物信息匹配”“自我描述写作”“文化话题讨论”等任务，引导学生主动获取知识； 2. 情景教学法：创设“新班级个体差异介绍”“职业理想分享”等真实情境，让学生在情境中运用语言； 3. 小组合作学习法：组织小组讨论“个体差异”“文化差异”，培养合作与表达能力； 4. 启发式提问法：通过“为什么Sara想当导游？”“你更想和外向还是内向的人做朋友？”等问题，引导学生深度思考。 课前准备(Preparation before class) 1. 教师准备： 制作PPT：包含Reading人物卡通图片、核心词汇（带中文注释）、关键句型、文化沟通短视频（如“中国微笑问候vs欧美拥抱问候”）； 准备材料：Reading文本录音、任务单、话题卡（小组讨论问题）； 2. 学生准备： 预习Reading部分生词（标注不认识的词），尝试通读文本； 用中文记录“自己的性格特点、爱好、想做的职业”（各1条）。 教学媒体(Teaching media) 多媒体课件（PPT）、录音机/音频设备、文化沟通短视频、教材、任务单、话题卡、本地中职生职业案例图片。 教学过程(Teaching process) 教学环节(Teaching Steps) 教师活动设计(Teacher Activity designs) 学生活动设计(Student Activity Designs) 设计意图(Design Intentions) Step 1:导入 （Lead-in） 1.导入：展示几张人物图片，笑着问：“Have you made any new friends in vocational school? Please describe your friends' personalities and characteristics by using ‘He（She）is...’ ”. ” “Think about your friends' personality traits by using ‘He（She）likes...’ ”. , such as whether they are outgoing or whether they like sports.” 2. 过渡：“First, let’s listen to Li Wei’s story in Reading.” 1. 回应问候：如“Teacher, I have a friend named Lucy. She likes singing.”“My new friend is Tom. He’s tall.”； 2. 观察图片，小声讨论“这些人看起来像做什么的”，期待学习内容。 1.从学生真实交友经历切入，激活“人际交往”话题，降低学习门槛。 2.卡通图片直观有趣，快速吸引注意力，自然过渡到Reading内容。 Step2: 阅读 （Reading） 1. 初读感知：找人数，定框架 教师活动：播放Reading录音，说：“Listen carefully and read along with the tape. Then tell me: How many friends does Li Wei introduce? Let’s see who is the first to find the answer!” 录音结束后，提问“Who can tell me?”，并板书“3 friends: Sara, Martin, Wang Yang ”。 2. 精读分析：挖细节，学词汇 逐人讲解文本，结合PPT展示句子和词汇： (1)针对Li Wei：展示句子“I'm Li Wei from Lantian Vocational School. I'm quick-witted. I like IT subjects. I hope to become a computer programmer.” 提问：“What does Li Wei like? What does he want to be?” 讲解“quick-witted”：“It means ‘机智的’—like when you answer my question fast, you’re quick-witted! Cool, right?” 讲解“computer programmer”：“就是‘程序员’，写电脑游戏、APP的人，很厉害！”； (2)针对Sara：展示句子“I'm Sara. I'm from Thailand. I'm confident and outgoing. I like travelling. I want to become a tour guide.” 提问“Why does Sara want to be a tour guide? Because she likes...?” 引导学生答“travelling”，讲解“outgoing”：“外向的，喜欢和人说话、交朋友的就是outgoing，比如你喜欢主动和同学聊天，就是outgoing!”； (3)针对Martin：展示句子“I'm Martin. I'm on the swimming team. I'm active and energetic. I'd like to be an excellent swimmer.” 提问“What’s Martin like? He’s on the swimming team, so he’s...?” 引导答“active and energetic”，讲解“energetic”：“精力充沛的，比如你上体育课跑一圈不喘气，就是energetic!”； (4)针对Wang Yang：展示句子“My name is Wang Yang. I'm creative and crazy about making models. I want to be a good designer.” 提问“What’s Wang Yang crazy about?” 学生答“making models”，讲解“creative”：“有创造力的，会做模型、画画的同学都很creative!”。 3. 应用实践：做匹配，练表达 发放“人物-信息匹配”任务单（如下表）， 说：“Now let’s match each person with their info. You have 3 minutes—finish first and correct can get a ‘Friend Card’!” 学生完成后，邀请1名学生上台核对答案，然后说：“Now let’s introduce yourself by using ‘I am... I likes... I want to be....’ Then let’s be ‘friend introducers’! Use ‘He/She is... He/She likes... He/She wants to be...’ to introduce one friend. For example: ‘Li Wei is quick-witted. He likes IT subjects. He wants to be a computer programmer.’ Who wants to try?” People Info Li Wei is from Thailand; wants to be a tour guide Sara likes IT subjects; wants to be a computer programmer Martin is crazy about making models; wants to be a designer Wang Yang is on the swimming team; wants to be an excellent swimmer 1.听读文本，圈出人物名字，举手回答“Four!”“Li Wei introduces Sara, Martin and Wang Yang—three friends? Wait, Li Wei is the one talking, so three friends?” 教师引导：“Li Wei says ‘Let’s meet them!’—‘them’ refers to Sara, Martin, Wang Yang. So 3 friends! Good catch!” 2. 跟随教师精读，标记生词，回答问题：如“He likes IT subjects. He wants to be a computer programmer.”“Sara likes travelling, so she wants to be a tour guide.”，并小声重复词汇含义。 3.快速完成匹配，上台核对答案（正确匹配：Li Wei-2; Sara-1; Martin-4; Wang Yang-3）； 尝试用句型介绍，自我介绍，如：“ I'm Tom. I like playing basketball. I want to be a basketball player.” “ I'm Lily. I like drawing pictures. I want to be an artist.” 介绍熟悉的人物，如“She is Lucy. She is kind and helpful. She likes reading storybooks. She wants to be a writer.” “He is Mike. He is tall and strong. He likes playing football. He wants to be a football coach.” 1.通过“找人数”任务，让学生快速把握文本框架，培养“跳读找关键信息”的能力。 2.结合学生熟悉的场景（上课答题、体育课）解释抽象词汇，降低理解难度；通过“提问-回答”互动，让学生主动提取人物“性格-爱好-目标”细节。 3.匹配题巩固“人物-信息”对应关系，突破难点；“介绍朋友”任务让学生运用所学句型输出语言，实现“从输入到输出”的转化。 Step3:文化角 （Culture Corner） 1. 导入：看视频，提疑问 播放短视频（内容：中国学生见面微笑说“Hi!”；欧美学生见面拥抱说“Nice to meet you!”），提问：“Did you see the difference? Why do they greet differently? Because they are from different cultures! Today we’ll learn about ‘People Are Different in Many Ways’ in Culture Corner.” 2. 阅读任务：找特点，懂差异 发放Culture Corner文本，说：“Read quickly and find two questions: (1) What are outgoing people like? (2) What are shy people like? Write the answers on your paper.” 学生阅读后，提问“Who can answer the first question?”，讲解“open-minded”：“思想开放的，愿意尝试新事物的就是open-minded”；提问“Shy people talk a lot? No, they...?” 引导答“talk little about themselves”，补充“but they make others feel they know them well—like your quiet classmate who always listens to you, right?”；讲解“unique”：“独特的，就像你们每个人的爱好都不一样，都是unique的，没有第二个你！” 3.小组讨论：谈偏好，悟独特 出示话题卡（问题：1. Do you prefer to make friends with outgoing people or shy people? Why? 2. What makes a person attractive?），说：“Work in groups of 4 or 5. Discuss these two questions for 3 minutes. Each group chooses a speaker to share your ideas. You can use Chinese to help, but try to use English words we learned—like ‘outgoing’, ‘creative’.” 巡视小组，提示：“Why do you like outgoing friends? Because they are easy to talk to?” 1. 观看视频，小声讨论“他们打招呼方式不一样”，回答教师问题：“Because they are from different countries.” 2. 速读文本，圈划答案，举手回答：“Outgoing people are open-minded and confident. They don't feel nervous in front of other people.”“Shy people talk little about themselves, but they make other people feel they know them well.” 点头认同教师对“unique”的解释。 3.小组讨论，如“我喜欢外向的朋友，因为他们能带我一起玩，They are outgoing and easy to talk to.”“我觉得害羞的朋友更细心，They talk little but listen to me.”；分享时说：“We think people are attractive when they talk about things they like—like Wang Yang talking about making models.” 1.短视频直观展示文化差异，激发学生好奇心，自然引入Culture Corner主题。 2.通过“找问题答案”任务，培养学生“速读提取信息”能力；结合学生身边的“内向同学”案例，让抽象性格描述更具体。 3.小组讨论让学生主动表达观点，运用所学词汇；通过“交友偏好”“吸引力来源”的讨论，深化对“个性独特性”的理解，培养包容意识。 Step4: 语言学习 （Language Study） 1.词汇整理：板书“Character Words”“Job Words”，说：“Let’s collect the words we learned today! Who can say a character word? Like ‘outgoing’.” 学生说一个，教师写一个（Character Words: quick-witted, outgoing, active, energetic, creative, confident, shy; Job Words: computer programmer, tour guide, designer, excellent swimmer），并结合例句：“I'm energetic. I like playing sports.”“She wants to be a tour guide.”； 2. 句型练习：展示关键句型“I'm... I like... I want to be...”，提问：“Who can use these three parts to talk about yourself? Let’s see the most creative one!” 3. 短语巩固：讲解“be crazy about”，说：“It means ‘热衷于’—like ‘I'm crazy about cooking.’ Who can make a sentence with it?” 1. 积极举手说词汇，如“shy”“designer”，跟读例句； 2. 尝试用句型描述自己：“I'm active. I like playing basketball. I want to be a PE teacher.”“I'm creative. I like drawing. I want to be a designer.”； 3. 造句：“She's crazy about singing.”“He's crazy about fixing computers.” 系统整理词汇，帮助学生构建知识框架；句型练习结合“自我描述”，让语言知识贴近学生生活，解决“学用脱节”问题；短语造句强化词汇应用。 Step5:课堂练习 （Class Exercises） 1. 词汇填空： （1） He is very ________ (自信的) when he gives a speech in public. （2） They come from different ________ (文化). （3） The boy is quite ________ (外向的) and has many friends. （4） We should be____ ________ (对……负责) our own actions. （5） She wants to ________ (成为) a teacher in the future. （6） The painting is very ________ (有创造力的) and attracts many people. （7） He is full of ________ (精力) and never feels tired. （8） This is a ________ (独特的) opportunity that we can't miss. （9） She is ________ (活跃的) in various school activities. （10） We need to___ ________ (交流) more with each other to solve the problem. 核对答案（1）confident （2）cultures （3）outgoing （4）responsible for （5）be/become （6）creative （7）energy （8）unique （9）active （10）communicate with 2. 句子仿写：展示原句“I'm Wang Yang. I'm creative and crazy about making models. I want to be a good designer.”，说：“仿写句子，用自己的信息替换划线部分。Write it down on your paper. Who wants to share?” 1. 快速完成词汇填空练习，核对后订正； 2. 仿写句子，如“I'm Li Ming. I'm active and crazy about playing football. I want to be an excellent football player.”，举手分享。 通过“词汇填空”“句子仿写”两种基础练习，巩固本节课核心知识，提升语言应用的准确性。 Step6:课堂小结(Class Summary) Step7: 布置作业(Homework) 1. Recite 5 character words and 2 job words we learned today. 2. Write 3 English sentences about yourself—use ‘I'm... I like... I want to be...’ 板书设计(Blackboard Design) Unit 2 Making Friends (Reading & Culture Corner) I. Reading 1. Friends & Info: Li Wei: quick-witted, likes IT → computer programmer Sara: outgoing, likes travelling → tour guide Martin: active, on swimming team → excellent swimmer Wang Yang: creative, likes making models → designer 2. Key Words: Character: quick-witted, outgoing, active, energetic, creative, confident Job: computer programmer, tour guide, designer 3. Key Sentence: I'm... I like... I want to be... II. Culture Corner 1. Key Words: communicate, friendly, hug, shy, unique 2. Key Info: - Different cultures: smile vs hug - Outgoing: open-minded, confident - Shy: talk little, good listener - Everyone is unique! III. Summary Know friends → Know yourself! Be confident, be unique! 教学反思(Teaching Reflection) （留白） 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 $$