2.2 Growing Up Healthy-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 2 Growing Up Healthy-Reading&Culture corner 教材分析 1.Position and Role: This lesson focuses on reading comprehension of healthy lifestyle tips and cultural knowledge about drinking water. It is crucial for students to apply health knowledge in daily life and understand cultural differences, serving as a supplement to the unit’s theme and laying the groundwork for discussing health-related cultural practices. 2.Content Connection: The reading section is structured with clear subheadings (Eat well, Drink plenty of water, etc.), guiding students to extract key information. The Culture Corner contrasts Chinese and Western habits of drinking warm water, connecting language learning with cultural awareness. The content is presented through practical advice and cultural comparison, easy for students to relate to. 3.Content Adaptation: The textbook content is comprehensive, but can be enriched with more examples of cultural differences in health habits (e.g., diet, exercise) and additional reading materials about international health customs to broaden students’ horizons. 学情分析 1.Knowledge Reserve: Students have basic vocabulary about health and daily life, and can understand simple structured texts. They have some awareness of cultural diversity but lack systematic knowledge. 2.Ability Level: Their reading comprehension skills (skimming, scanning) are developing. They can engage in group discussions and simple cultural comparison tasks. 3.Interest and Attitude: Students are interested in topics about daily health and cultural differences, as these are closely related to their lives. 4.Learning Difficulties: Identifying detailed information in long texts and expressing cultural viewpoints in English may be challenging. There are individual differences in reading speed and vocabulary mastery. 教学目标 1.Knowledge Objective: Students can master key vocabulary and phrases about healthy lifestyles (e.g., “balanced meal”, “soft drink”, “regular sleep schedule”) and understand the cultural differences in drinking water between China and Western countries. 2.Skill Objective: Students can accurately extract information from the reading passage to complete exercises, and discuss health-related cultural practices in pairs or groups. 3.Affective Objective: Students develop a deeper awareness of healthy living and cultural diversity, and are willing to respect and explore different cultural customs. 教学重难点 Key Point: Enabling students to comprehend the reading passage about healthy lifestyle tips and grasp the cultural information in the Culture Corner. Difficult Point: Improving students’ ability to analyze and compare cultural differences in health habits and express their ideas in English. 教学方法 Task-based Language Teaching (TBLT) Cooperative Learning Question-and-Answer Method Cultural Comparison Method 课前准备 Teacher’s Preparation: Prepare PPT slides with pictures of healthy/unhealthy foods, drinking habits, a video clip about international health cultures, worksheets for reading exercises, and cards with key vocabulary. Student’s Preparation: Preview the new words in the reading and Culture Corner sections 教学媒体 PPT, whiteboard, markers, worksheets, vocabulary cards, video player 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 Greet the students and show a picture of a balanced meal on PPT. Ask: “What do you think of this meal? Is it healthy? Why?”- Introduce the topic of the reading passage: “Today we will learn about how to keep healthy through reading and explore cultural differences in health habits.” Respond to the teacher’s questions actively. Share their opinions about the healthy meal. To attract students’ attention and activate their prior knowledge about healthy eating. To introduce the reading topic naturally. Pre-reading (Reading Part ) Distribute vocabulary cards and explain new words and phrases (e.g., “balanced meal”, “soft drink”, “regular sleep schedule”). Ask students to match the words with their definitions in pairs. Check the answers with the whole class. Learn and discuss the new vocabulary with partners. Participate in the vocabulary matching activity. Share their answers in class. To build students’ vocabulary foundation for reading comprehension. To improve their word-learning ability through interactive practice. While-readng (Reading Part ) Skimming Task: Ask students to read the passage quickly and answer: “How many tips for keeping healthy are mentioned?” Scanning Task: Guide students to read each section carefully and complete the “Read and fill in the blanks” exercise.- Walk around to provide guidance, especially for students who have difficulty finding information. Check the answers and explain difficult sentences. Read the passage quickly to find the number of health tips. Read each section in detail and fill in the blanks. Compare answers with partners and correct mistakes. Ask questions about difficult parts. To develop students’ skimming and scanning skills. To help students extract specific information from the text. Post-reading (Reading Part ) Divide students into groups of 4 and assign the “Ask and answer in pairs” task. Provide prompts: “How can we live a healthy life as a student? What can you do if you feel stressed?” Monitor the groups and take notes of good expressions and common mistakes. Invite several groups to present their dialogues. Discuss the questions in groups and prepare dialogues. Present their dialogues in front of the class. Listen to other groups’ presentations and give feedback. To improve students’ oral communication skills and apply what they have learned from the reading. To promote collaborative learning and confidence in speaking. Pre-reading (Culture Corner Part) Show pictures of Chinese people drinking warm water and Westerners drinking cold water. Ask: “What’s the difference? Do you know why?” Introduce the topic of the Culture Corner: “Let’s learn about the cultural difference in drinking water.” Observe the pictures and share their thoughts about the difference in drinking habits. Express their guesses about the reasons for the difference. To activate students’ background knowledge about cultural practices. To arouse interest in the Culture Corner content. While-reading (Culture Corner Part) Ask students to read the Culture Corner text silently and answer: “What’s the main idea of this passage?” Then ask detailed questions: “When do Westerners drink warm water? How do waiters in Western countries serve water?” Explain any cultural terms or difficult expressions. Read the text silently and find the main idea. Answer the detailed questions individually. Clarify doubts about cultural information. To develop students’ reading comprehension of cultural texts. To help students grasp key details about the cultural difference. Post-reading (Culture Corner Part) Organize a class discussion: “What other cultural differences in health habits do you know? (e.g., diet, exercise, sleep)” Encourage students to share their ideas and experiences.- Summarize the discussion points. Participate in the class discussion actively. Share their knowledge about cultural differences in health habits. Listen to classmates’ opinions and learn from them. To broaden students’ cultural视野 (horizons) and encourage critical thinking about cultural diversity. To improve students’ ability to express cultural viewpoints in English. Production Distribute worksheets with exercises about the reading passage and Culture Corner (e.g., multiple-choice questions, short-answer questions about cultural differences). Ask students to complete the exercises independently. Walk around to offer help and record common errors. Complete the worksheet exercises.- Check answers with the teacher and correct mistakes. Ask for explanations about difficult exercises. To reinforce students’ understanding of the reading and cultural content. To provide individualized practice and feedback. Summary Review the key points of the lesson: vocabulary about healthy lifestyles, reading strategies, and cultural differences in drinking water.- Ask students: “What have you learned today? How will you keep healthy and respect cultural differences?” Homework Task 1: Write a short essay (at least 80 words) about your healthy lifestyle and the cultural habits you know related to health. Task 2: Interview a foreign friend or teacher (if possible) about their health-related cultural practices and take notes. Blackboard design Unit 2 Growing Up Healthy Reading & Culture Corner 1. Healthy Lifestyle Tips: - Eat well: balanced meal (fruit, vegetables, meat...) - Drink plenty of water: avoid soft drink - Get enough sleep: regular schedule - Keep fit: various sports 2. Culture Corner: Drinking Water - China: warm water (good for stomach) - Western countries: cold water (with ice) Teaching Evaluation Formative Evaluation: Assess students’ participation in group discussions, their performance in reading tasks, and their ability to express cultural viewpoints. Summative Evaluation: Evaluate students’ completed worksheets and after-class essays to check their mastery of vocabulary, reading comprehension, and cultural expression. Teaching reflection Successes: The lead-in activity effectively engaged students. The reading tasks with different levels (skimming, scanning) helped most students grasp the key information. The cultural discussion stimulated students’ interest in cultural diversity. Improvements Needed: Some students still struggled with expressing complex cultural ideas in English. In future lessons, more language support (e.g., sentence frames) should be provided for cultural discussions. Also, more diverse cultural materials should be introduced to meet different students’ interests. 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 $