1.2 The Spring Festival-Reading&Culture Corner（教学设计）-《英语 基础模块2》（语文版2022版）《上好课》

课程名称 《英语 基础模块2》（语文版2022版） Unit 1 The Spring Festival-Reading&Culture corner 教材分析 This lesson is from English · Basic Module 2, Unit 1. The reading part describes Li Han's Spring Festival experiences, allowing students to learn about festival activities through a narrative. The Culture Corner introduces the origin of the Spring Festival with the story of the monster Nian, enriching students' cultural knowledge. This lesson is important as it combines language learning with cultural exploration, helping students understand the Spring Festival more comprehensively. It also develops students' reading comprehension skills and cultural awareness, laying a foundation for future topics on cultural communication. The textbook content is well - organized, with the reading passage providing a real - life context and the Culture Corner offering cultural depth, requiring no major adjustments. 学情分析 Knowledge Reserve: Students have basic English reading skills and some vocabulary related to daily life and festivals. They are familiar with the Spring Festival in Chinese but have limited knowledge of its English expressions and cultural origins. Ability Level: Students can understand simple English passages with guidance but may struggle with complex sentence structures and detailed comprehension. Their ability to analyze and summarize reading materials needs improvement. Interest and Attitude: Students are interested in cultural topics, especially those related to traditional festivals. They show curiosity about the stories behind festivals and are willing to engage in reading and discussion activities. Learning Difficulties: Students may find it hard to grasp the main idea and details of the reading passage accurately. Understanding the cultural origin story with new vocabulary and concepts could also be challenging. 教学目标 Knowledge: Students will master new vocabulary and phrases from the reading passage and Culture Corner, such as "put up couplets", "lucky money", "monster", "scare away", and understand the content about Spring Festival activities and origins. Skills: Students will be able to read and comprehend the passage about Li Han's Spring Festival, fill in blanks based on the reading, discuss festival - related questions in pairs, and understand the origin story of the Spring Festival. Emotion: Students will enhance their cultural awareness and appreciation for traditional Chinese culture, and be more confident in sharing cultural stories in English. 教学重难点 Key Points: Improving reading comprehension skills; mastering new vocabulary and phrases related to the Spring Festival; understanding the cultural origin story. Difficult Points: Analyzing and summarizing the main content of the reading passage; fully grasping the cultural origin story with new terms. 教学方法 Task - based Language Teaching Interactive Method Cultural Immersion Method 课前准备 Teacher: Prepare PPT slides with vocabulary explanations, reading questions, and pictures related to the Spring Festival origin story. Prepare worksheets for reading exercises and small prizes for active students. Students: Preview the reading passage and think about their own Spring Festival experiences. 教学媒体 PPT, worksheets, pictures of Spring Festival customs and the monster Nian. 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 pictures of Spring Festival activities (putting up couplets, having a family dinner, receiving lucky money) on the PPT. Look at the pictures and think about the related words and phrases. Activate students' prior knowledge about Spring Festival activities, create a connection with the upcoming reading content, and arouse their interest. Pre-reading (Reading Part ) Ask students: "What are these people doing? Do you do these things during the Spring Festival?" Answer the teacher's questions, using Chinese or simple English. Arouse students’s interest to the topic of the reading. While-readng (Reading Part ) Distribute the reading passage about Li Han's Spring Festival. Ask students to read the passage quickly and find the main idea: "What did Li Han do during the Spring Festival?" After students finish reading, invite some to share their answers. Then, guide students to read the passage again more carefully and answer detailed questions: "What did Li Han do before the Spring Festival? What did she do on New Year's Eve? What did she do in the next few days?" Introduce the fill - in - the - blanks task: "Now, let's fill in the blanks according to the reading passage. Let's look at the first part: before the Spring Festival. What did Li Han do besides cleaning the house?" Guide students to find the relevant sentences in the passage and fill in the blanks. Do the first one as an example. Then ask students to complete the rest of the blanks independently for "on New Year's Eve" and "in the next few days". Read the passage quickly to get the main idea. Read the passage again carefully to find detailed information and answer the teacher's questions. Listen to the teacher's guidance, find the relevant information in the passage, and fill in the blanks. Train students' skimming and scanning skills, help them understand the content of the reading passage step by step, and improve their reading comprehension. Reinforce students' understanding of the reading passage, help them grasp key details, and practice using the new vocabulary and phrases in context. Post-reading (Reading Part ) Present the discussion questions on the PPT: "What interesting activities did the writer take part in during the Spring Festival?" "Why did the writer's uncle and aunt come from other cities?" "Are you looking forward to celebrating the next Spring Festival? Why?" Explain the task: "Now, work in pairs to discuss these three questions. Try to use the information from the passage and your own ideas." Find a partner and discuss the three questions. Share their opinions and ideas with their partner, using English as much as possible. Provide students with opportunities to practice speaking and critical thinking, encourage them to interact and share their thoughts, and deepen their understanding of the Spring Festival. Reading (Culture Corner Part) Introduce the Culture Corner: "Now, let's learn about the origin of the Spring Festival. There is a story about a monster called Nian." Show pictures of the monster Nian on the PPT. Read the passage about the origin with students, explaining new words like "monster", "scare away", "paste" as you go. After reading, ask comprehension questions: "Why did Nian come? How did people scare Nian away? What customs do we have now because of this story?" Listen to the teacher's reading and explanation of new words. Answer the comprehension questions and discuss the connection between the story and modern customs. Introduce students to the cultural origin of the Spring Festival, expand their cultural knowledge, and help them understand the background of festival customs, enhancing their cultural awareness. Production Distribute worksheets with exercises related to the reading passage and Culture Corner, such as matching new words with their meanings, and answering multiple - choice questions about the origin story. Explain the tasks and walk around to assist students. Collect the worksheets after students finish and briefly go over the answers Complete the exercises on the worksheets independently. ◦Seek help from the teacher if needed. Provide extra practice to consolidate the vocabulary, reading comprehension, and cultural knowledge learned in the lesson, catering to different students' learning needs. Summary Summarize the key points: important vocabulary related to the Spring Festival, the main activities described in the reading passage, and the story of Nian and its influence on Spring Festival customs. Homework 1.Write a short passage (about 60 words) to describe the origin story of the Spring Festival in your own words. 2. Ask your parents or grandparents about another Spring Festival custom and its story, and share it with the class next time. Blackboard design The Spring Festival Vocabulary & Phrases Key Content - put up couplets- lucky money- monster- scare away- paste 1. Li Han's Spring Festival activities: cleaned the house, had a big family dinner, visited relatives, etc.2. Origin story: Monster Nian came to kill animals and people; scared away by red clothes, lanterns, couplets, and fireworks. Teaching Evaluation •Process Evaluation: Observe students' participation in reading activities, discussions, and their engagement in learning about the cultural origin. Provide timely feedback and encouragement. •Result Evaluation: Check students' completed worksheets, homework passages, and their ability to share the Spring Festival custom stories to assess their mastery of vocabulary, reading comprehension, and cultural knowledge. Teaching reflection •Successes: The lead - in with pictures effectively activated students' prior knowledge. The reading tasks helped most students understand the passage and grasp key details. The Culture Corner engaged students' interest in the origin story, and they actively participated in discussions about cultural customs. •Shortcomings: Some students still had difficulty summarizing the main idea of the reading passage. A few students were shy to participate in pair discussions, and their expressions were limited. •Improvements for Future: Provide more guidance on summarizing main ideas, such as using graphic organizers. To encourage shy students, create more small - group activities with specific discussion tasks and provide sentence frames to support their expressions. 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 $