3.2 Starting a New Day-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 3 Starting a New Day-Reading&Culture corner 教材分析 1.Position and Role in the Curriculum This lesson focuses on reading comprehension and cultural awareness. The reading section helps students understand daily schedules through an email, enhancing their ability to extract information from written texts. The Culture Corner introduces cultural differences in drinking habits, broadening students' intercultural perspective. Mastering these contents is essential for improving reading skills and developing cultural literacy, which are important for students' overall English proficiency and global awareness. 2.Connection of Knowledge Prior to this lesson, students have practiced listening and speaking about daily routines. In this lesson, they will apply reading strategies to understand a longer text and explore cultural content. After this lesson, students will integrate reading, listening, speaking, and cultural knowledge in comprehensive tasks. The textbook presents the reading material as an email and the culture section as a short passage, guiding students to learn through authentic texts. 3.Adaptation of Textbook Content The textbook content is appropriate. The reading tasks can be expanded with more question types (e.g., summary writing). The Culture Corner can be supplemented with more examples of cultural differences in daily life to enrich students' cultural understanding. 学情分析 1. Knowledge Reserve Students have basic reading skills for simple texts and some knowledge of daily activity vocabulary. They are also familiar with email formats from previous learning. 2. Ability Level In reading, they can understand main ideas but may struggle with detailed information and complex sentence structures. In cultural understanding, they have limited exposure to cross-cultural topics. Their cooperative learning skills are developing, and they need guidance in group discussions. 3. Interest and Attitude Students are generally interested in stories about teachers' daily lives (reading section) and cultural topics (Culture Corner). However, some may find reading lengthy texts challenging, so engaging activities are needed to maintain their interest. 4. Learning Difficulties Students may have difficulty understanding unfamiliar vocabulary and idiomatic expressions in the reading passage. They may also struggle to compare and contrast cultural practices. Individual differences exist, with some students needing more support in reading comprehension and cultural analysis. 教学目标 1. Knowledge Objectives Students will master vocabulary and phrases in the reading passage (e.g., "tight schedule", "staff meeting", "be used to"). Students will understand the cultural differences in drinking habits between China and Western countries. 2. Skill Objectives Students will be able to read and extract key information from an email about daily activities. Students will be able to discuss and compare cultural practices in pairs or groups. 3. Affective Objectives Students will develop a sense of cultural awareness and respect for cultural diversity. Students will enhance their confidence in reading English texts and exploring cultural topics. 教学重难点 Key Points: Improving reading comprehension skills for informational texts; understanding and discussing cultural differences. Difficult Points: Analyzing detailed information in the reading passage; expressing opinions on cultural differences clearly and logically. 教学方法 Task-based Language Teaching (TBLT) Reading Strategy Instruction (e.g., skimming, scanning) Cooperative Learning Method Cultural Inquiry Method 课前准备 Teacher's Preparation: Prepare teaching PPTs, reading materials, cultural comparison charts, discussion task cards, and multimedia resources (e.g., videos about cultural differences in daily life). Students' Preparation: Preview the reading passage, look up new words, and think about their own cultural practices related to drinking habits. 教学媒体 Multimedia projector PPT slides Handouts of reading passages and cultural materials Video clips (optional) 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 1. Greet the students and review the previous lesson's content about daily routines by asking: "What did we learn about time management last class?". 2. Introduce the new lesson by showing a picture of an email interface and asking: "Have you ever written an email to a friend? What do you usually write about?". 3. Present the learning objectives: to improve reading skills through an email about Mr Liu's daily life and to explore cultural differences in the Culture Corner. 1. Respond to the teacher's greetings and answer the review question. 2. Look at the picture and share their experiences with writing emails. 3. Listen to the teacher's introduction of the learning objectives and clarify the lesson's focus. 1. Activate students' prior knowledge and connect the new lesson with previous learning. 2. Arouse students' interest in the email reading task. 3. Make students clear about what they will learn and achieve in this lesson. Pre-reading (Reading Part ) 1. Distribute the reading passage (Mr Liu's email) and introduce the task: to understand Mr Liu's daily activities. 2. Ask students to predict the content of the email by reading the title and the first paragraph. 3. Teach new vocabulary in the passage (e.g., "tight schedule", "staff meeting") through PPT slides with pictures and definitions. 1. Receive the reading passage and read the title and first paragraph to make predictions. 2. Learn the new vocabulary and take notes. 3. Share their predictions with the class. 1. Train students' prediction skills to improve reading efficiency. 2. Expand students' vocabulary to facilitate understanding of the passage. 3. Activate students' curiosity about the reading content. While-readng (Reading Part ) 1. Skimming Task: Ask students to read the email quickly and answer the question: "What is the main idea of the email?". 2. Scanning Task: Ask students to read the email again and answer the following questions (from the textbook's "Ask and answer in pairs"): - How long has Mr Liu been in Lantian Vocational School? - Is Mr Liu busy at work? How do you know? - What can you learn from his schedule? 3. Walk around the classroom, provide guidance, and answer students' questions. 4. Invite students to share their answers and explain the reasoning. 1. Read the email quickly and summarize the main idea. 2. Read the email carefully, find the answers to the questions, and take notes. 3. Discuss the answers with a partner if needed. 4. Share their answers and reasoning in front of the class. 1. Train students' skimming skill to grasp the main idea of a text. 2. Train students' scanning skill to locate specific information. 3. Develop students' ability to analyze and interpret text details. Post-reading (Reading Part ) 1. Divide students into groups of 4. Ask them to discuss and fill in the schedule template (from the textbook: Morning - Have classes; Afternoon - ____; Spare time - ____) based on the email. 2. Provide a sample schedule and explain the task requirements. 3. Monitor group discussions and provide feedback. 4. Invite one or two groups to present their completed schedules and explain their choices. 1. Form groups and discuss the schedule based on the email. 2. Fill in the schedule template collaboratively. 3. Present the group's schedule to the class. 1. Consolidate students' understanding of the reading passage by applying the information to a schedule. 2. Train students' cooperative learning and information integration skills. 3. Provide an opportunity for students to practice speaking and explaining their ideas. Pre-Reading (Culture Corner Part) 1. Introduce the Culture Corner topic "Hot Drinks and Cold Drinks" by asking: "What kind of drinks do you usually have? Do you prefer hot or cold drinks?". 2. Show pictures of different drinks (hot water, cold water, tea, coffee) and ask students to share their preferences. 1. Answer the teacher's questions and share their drink preferences. 2. Look at the pictures and discuss with neighbors about their choices. 1. Arouse students' interest in the cultural topic by connecting it to their daily lives. 2. Activate students' prior knowledge and experiences related to drinking habits. While-Reading (Culture Corner Part) 1. Distribute the Culture Corner passage and ask students to read it silently. 2. Ask comprehension questions: - How long has the writer been in China? - What is the writer's curiosity about Chinese people's drinking habits? - Why do Chinese people drink hot water at any time of the year? 3. Explain cultural terms and concepts (e.g., "be used to") and help students understand the cultural differences. 4. Organize a class discussion: "What other cultural differences in daily life do you know?". 1. Read the passage silently and find the answers to the comprehension questions. 2. Listen to the teacher's explanation of cultural terms and take notes. 3. Participate in the class discussion and share their knowledge of cultural differences. 1. Train students' reading comprehension skills for cultural texts. 2. Enhance students' understanding of cultural differences and the reasons behind them. 3. Encourage students to explore and share cultural knowledge, developing their intercultural awareness. Post-Reading (Culture Corner Part) 1. Divide students into pairs and ask them to discuss the question: "Do you think it is good to drink hot water or cold water? Why?". 2. Provide discussion prompts and language support (e.g., "I think... because...", "In my opinion..."). 3. Walk around the classroom, listen to students' discussions, and provide feedback. 4. Invite several pairs to share their discussions with the class. 1. Work in pairs, discuss the question, and use the provided language support. 2. Share their opinions and reasons in front of the class. 1. Train students' speaking and critical thinking skills by discussing cultural practices. 2. Provide an opportunity for students to express their views and respect different opinions. 3. Reinforce students' understanding of cultural diversity. Production 1. Distribute practice handouts, which include a reading comprehension task about another cultural topic (e.g., eating habits) and a speaking task to interview a classmate about their cultural preferences. 2. Explain the task requirements and time limit. 3. Monitor students' practice, answer questions, and provide feedback. 4. Select some students to present their speaking practice results. 1. Receive the handouts and understand the task requirements. 2. Complete the reading task first, then practice the speaking task with a classmate. 3. Volunteer to present the speaking practice in front of the class. 1. Provide additional practice to reinforce students' reading and speaking skills in cultural contexts. 2. Enable students to apply the learned reading strategies and cultural discussion skills to new materials. 3. Give students more opportunities to practice and improve their English proficiency. Summary 1. Ask students to summarize what they have learned in this lesson, including reading skills, vocabulary, and cultural knowledge. 2. Highlight the importance of reading strategies and cultural awareness. 3. Praise students' performance in class and encourage them to continue exploring English and cultural topics. Homework 1. Ask students to write a short email to a friend about their own daily schedule, using the vocabulary and sentence structures learned in the reading passage. 2. Ask students to research another cultural difference (e.g., greeting customs, eating habits) and write a short paragraph about it. 3. Explain the homework requirements and deadline. Blackboard design Unit 3 Starting a New Day (Reading & Culture Corner) - Reading Vocabulary: - tight schedule, staff meeting, be used to, half an hour - Reading Skills: - Skimming (main idea), Scanning (specific information) - Culture Corner: - Hot Drinks vs Cold Drinks: Cultural Differences in Drinking Habits - Key Sentences: - "I’ve been in China for a very long time." - "They are used to it." - Discussion Questions: - What other cultural differences do you know? - Do you prefer hot or cold drinks? Why? Teaching Evaluation 1. Formative Evaluation: Evaluate students' performance in reading tasks, group discussions, and class presentations, focusing on their reading comprehension, vocabulary usage, and ability to express cultural views. 2. Summative Evaluation: Evaluate students' homework, including the email writing and cultural research paragraph, to check their mastery of reading-related vocabulary, writing skills, and cultural understanding. Teaching reflection Successes: The reading tasks effectively trained students' skimming and scanning skills, and most students could extract key information from the email. The Culture Corner aroused students' interest in cultural differences, and they actively participated in discussions. Shortcomings: The time for the Culture Corner discussion was a bit limited, and some students didn't have enough time to fully express their opinions. A few students still struggled with understanding complex sentences in the reading passage. Improvement Measures: Allocate more time for cultural discussions in future lessons to ensure all students can participate fully. Provide more support for students with reading difficulties, such as simplifying complex sentences or providing more vocabulary explanations. Design differentiated reading tasks to meet the needs of students with different proficiency levels. 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 $