2.3 Community Life-Culture Understanding & Group Work（教学设计）-《英语 基础模块3》（高教版2023修订版）《上好课》

课程名称 《英语 基础模块3》（高教版2023修订版） Unit2 Community Life-Culture Understanding & Group Work 教材分析 本节课整合了教材的Culture Understanding与Group Work板块。Culture Understanding板块介绍了中西方社区差异，以及蕴含的文化差异。Group work板块则是引导学生学习了解Merry Garden 社区的介绍信息，增进对西方社区的了解，感知西方社区氛围的价值观念。通过梳理关键信息并设计制作社区宣传视频，在实践中体会中西方社区文化的差异，理解文化多元性，坚定文化自信。 学情分析 1.知识基础 在本单元前几个课时的学习中，学生能够识读关于介绍社区设施及服务信息的相关词汇，进行询问和回应询问的句子，在阅读中学习了对比中西方社区文化的差异。对定语从句进行了系统的学习，为接下来的Culture Understanding中的语篇理解奠定了语言基础。 2.认知能力 学生能够根据社区设施信息和服务信息进行基本的谈话与交流，在接受询问中表现出友好和善的态度，能够读懂包含定语从句的介绍社区相关信息的文章，并向他人介绍如何选择合适的社区，充分认可以及表达我国优秀的社区文化， 同时能够区分并表达中西方社区的文化差异，但在对文化差异背后的原因进行基本的探讨与思考和初步表达方面，学生仍需要进行系统训练与提升。 3.学习特点 由于中职学生英语学习的现状，活动课向来是中职英语课堂比较难于处理的课型。要上好活动课，就需要老师提前为活动的展开做好充足的准备，通过搭建充足的语言与观点支架来帮助学生们扫除活动中可能出现的困难，在教学过程中，老师可鼓励学生在小组活动中积极探究，合理利用网络，启发学生透过现象和事例发现其价值取向和精神追求，同时提高学生的自主学习和探究能力。 教学目标 After leaning this lesson，students can 通过本课的学习，学生能够 1.understand the introduction information of Chinese and foreign community facilities and services to improve cross-cultural understanding ability. 理解中外社区设施及服务的介绍信息，提高跨文化理解能力 2.understand and experience the cultural differences between Chinese and foreign communities to improve the perception ability of thinking differences. 了解并感受中外社区文化差异，提升思维差异感知能力 3.extract key information and make community publicity videos to improve autonomous learning ability. 梳理关键信息并计制作社区宣传视频 ，提高自主学习能力 教学重难点 重点：理解并体会中外社区不同的管理文化、服务文化和社会公众文化，理解不同文化习俗和家庭观念，提高跨文化理解能力。搜集、梳理信息并制作社区宣传视频。 难点：理解中西方社区文化差异所承载的不同社会群体价值观，根据搜集的信息整合并输出宣传视频。 教学方法 1.Task-Based Language Teaching 2.Situational Teaching Method 课前准备 Community awareness poster 教学媒体 Short videos of community , audio listening (with subtitles/without subtitles), and PPT 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Review Step1 Review 1. Watch and answer Watch the video and answer the following question. What does the video mainly talk about? 2. Discuss and try. Refer to the following table and ask students to collect and organize the characteristics of Chinese and American communities through the Internet. Community in China Community in the USA Facilities 1. 2... 1. 2... Services 1. 2... 1. 2... Collect and organize information related to short essay topics Lay a cultural foundation for the introduction of the class.At the same time, it exercises students' ability of sorting and summarizing as well as critical thinking. While-reading Step2 Reading——Culture Understanding 1.Read and choose. 1.At the Ganjiakou Community,facial recognition systems were installed__________________, A. at the entrances of buildings B. in each house C. in the smart central control office 2.Regency at Northampton is a community for _______. A.young and active people B.people over 55 years old C.rich adults Keys:1.A,2.B 2.Read and answer Community in China Community in the USA Differences Facilities 1.Facial recognition systems 2... 1.resort-style pool 2... 1.China：safety tech US：relaxation 2.Target group: CN high-tech US elderly people Services 1. 2... 1. 2... Teachers give feedback and organize students to carry out after-class group activities to complete the information retrieval and collection of community cultural differences in China and foreign countries, and integrate and process the relevant information into class cultural resources. Step 3 Group work 1. Read and fill Deal with the textbook Group work activity 1. Highlights of the Community Facilities / Services What we offer / What you will get Excellent Facilities restaurants, groceries, cafés, shopping and fitness centers. meet your personal needs and give you the freedom to be yourself Smart Community smart street lights facial recognition system a community app for separating waste reduce energy usage, improve safety, improve the living environment Sweet home 24-hour service and weekly housekeeping, dining program a warm home, live a happy and comfortable life 2.Read and complete Deal with the textbook Group work activity 2. Group activity: complete a short essay about the community based on the information in the table. 3. Make and share Deal with the textbook Group Work activity 3. Group activity to shoot a promotional video based on the completed community introduction essay. 4. Class activity class showcase video, student mutual evaluation, group voting to select the best work, teacher comments and feedbacks. Step 4 Language Points 1.The development of intelligent communities is a process that has changed quite a bit over the years. 多年来，智慧社区的发展经历了很大的变化。 quite a bit，副词短语，主要用于表示 “相当多” 或 “相当程度”。该短语强调超出预期的量或程度，可修饰不可数名词、动词、形容词或副词。 例如：I’ve learned quite a bit from this experience. （我从这次经历中学到了很多。） 2.What’s more, more than 70 cameras have been installed in the community. 此外，该社区还安装了 70 多台摄像头。what's more 是英语中高频使用的递进关系连接短语，核心功能是补充、强化信息，表达 “此外、而且、更重要的是”，能让句子逻辑更连贯，语气更突出。例如：He passed the exam easily. What's more, he got the highest score in the class. （他轻松通过了考试，更重要的是，他还得了全班最高分。） Scan the passage and choose the right answer. Read two introductions to different community cultures and choose the answer. In groups of three, each person reads a paragraph of the Merry Garden community profile and combines and records key information. Students read the text and find the sentences in the passage and try to understand the meaning of the sentences. Through reading, students can understand the ideas and culture of two different communities in China and abroad, understand the management culture, service culture and social public culture of different communities, feel different cultural customs and family concepts, and improve their cross-cultural understanding ability. Students use what they have learned in this unit to complete authentic tasks and test their learning. This activity analyzes the long sentences and difficult sentences in the text to help students grasp the accuracy of language expression and strengthen the text comprehension Practise 1.— How much time did you spend on the English homework yesterday? — I spent ______ time because it was a little difficult. A. quite a bit of  B. quite a few  C. a little  D. very much 2.This new notebook is light and easy to carry. ______, it has a long battery life, which is great for outdoor work. A. What's more B. But C. So D. Because 3.The IT teacher will ______ a new software on our classroom computers tomorrow, so we can practice design. A. install B. find C. open D. delete 4.The teacher uses a special app to ______ students' online learning progress, so she knows who needs help. A. monitor B. help C. check D. teach 5.Can you help me ______ the meeting room on the first floor? I can't find it. A. locate B. leave C. clean D. visit 6.When we were kids, we had a ______ life—no homework, no work pressure, just playing with friends. A. carefree B. busy C. happy D. tired 7.Our school will ______ free textbooks for all new students this semester. A. provide B. buy C. show D. keep Conclusion Self-assessment. Look at the vocabulary cloud to check your mastery of the words and phrases in this unit. Homework Upload community publicity videos to the class QQ group, and vote for the excellent works. Blackboard Design 1.The development of intelligent communities is a process that has changed quite a bit over the years. 2.What’s more, more than 70 cameras have been installed in the community. Teaching Evaluation Item Scale（1-10,tick the numbers） Content 内容 Brief introduction (name, development etc.) 1 2 3 4 5 6 7 8 9 10 Facilities of the community 1 2 3 4 5 6 7 8 9 10 Services of the community 1 2 3 4 5 6 7 8 9 10 Lifestyle and culture 1 2 3 4 5 6 7 8 9 10 Speaking （口语表达） Pronunciation and intonation (语音语调准确) 1 2 3 4 5 6 7 8 9 10 Fluency and speaking loud/clearly (语言流畅、声音清晰) 1 2 3 4 5 6 7 8 9 10 Correct Grammar and perfect expressions (语法准确、表达完整) 1 2 3 4 5 6 7 8 9 10 Teaching Reflections 1. Does the student's grasp of community facility terminology meet the required standards? Is additional vocational-specific vocabulary (e.g., "tourist service center" for tourism majors) needed? 2. During listening practice, do students still struggle with missing details? Should we add a "sentence-by-sentence intensive listening" segment next time? 3. In situational practice, can "basic-level" students independently complete dialogues? Should sentence pattern scaffolds be further refined (e.g., by adding Chinese prompts)? 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 $