Unit 2 We Are Friends For Better Performance教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 2 We Are Friends Period 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This is the fourth period of Unit 2 "We Are Friends," focusing on integrated skills extension. The content includes two main parts: 1) Listening comprehension with three students' self-introductions containing personality descriptions, and 2) Reading comprehension presented as an online forum post where a student seeks help for friendship problems. The materials progress from understanding personality traits to solving practical social problems, emphasizing real-life language application in contemporary communication contexts (including appropriate use of emojis and online etiquette). 【Student Analysis】 Students have learned basic friendship vocabulary and concepts in previous periods. They are familiar with describing friends' qualities but need to expand their repertoire of personality adjectives. Most students are active users of online communication platforms but may lack awareness of appropriate English expressions and etiquette in digital contexts. The listening and speaking tasks require careful attention to detail, while the forum discussion connects directly to students' potential real-life experiences. 【Teaching Focus & Difficulties】 Teaching Focus: 1. Extracting key personality adjectives from listening materials 2.Using learned vocabulary and structures to describe oneself and others 3.Understanding online forum format and giving appropriate advice Teaching Difficulties: 1.Distinguishing between similar personality traits (e.g., shy vs. quiet, simple vs. frank) 2.Transforming listening input into accurate oral output when describing others 3.Balancing formal and informal language in online communication while maintaining respect 1. 1. Learning Objectives 【Knowledge & Skills】 1. 1.Students will be able to identify and note down key personality adjectives (shy, frank, confident, serious, etc.) from listening passages 2.Students will be able to use "I prefer to... rather than..." and similar structures to describe personality preferences 3.Students will be able to comprehend the main problem in an online friendship help request 4.Students will be able to provide reasonable suggestions using appropriate online communication conventions 2. 1. 【Process & Methods】 Through a sequenced approach of "listening → information extraction → oral production → reading → discussion → creation," students will develop integrated skills. Activities include individual listening tasks, pair work for speaking practice, group discussions for problem-solving, and collaborative writing simulating online responses. The lesson emphasizes connecting language learning to personal experience and practical application. 【Affect, Attitude & Values】 To help students develop better self-awareness through personality description, cultivate empathy by understanding others' social difficulties, practice helpfulness through giving constructive advice, and establish responsible digital citizenship by learning appropriate online communication etiquette. The lesson also aims to normalize discussions about social challenges and solution-seeking. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Quick Personality Check: Ask: "How would you describe yourself in three words?" Have 3-4 students share quickly. Board their key adjectives. 2. Vocabulary Activation: Using boarded words, elicit more personality adjectives. Categorize as positive/neutral. 3. Introduction to Today: Explain: "Today we'll listen to others describe themselves, then help someone with a friendship problem online." To activate prior knowledge about personality traits, create personal connection to the topic, and set clear expectations for the lesson. The quick share lowers anxiety and generates vocabulary. step 2 1. Pre-listening Prediction: Show names Ann, Joe, Lyn. Ask: "What personalities might they have?" 2. First Listening (Gist): Play full audio. Ask: "What are they doing?" Check: Introducing themselves. 3. Second Listening (Detail): Play audio in segments. Students complete Part 1 chart in textbook. 4. Answer Check & Language Focus: Check answers. Explain key points: - Structure: "prefer to do A rather than do B" - Meaning: "I don't really mean it" - Phrase: "be good at doing something" 5. Pronunciation Practice: Play audio again for choral repetition, focusing on intonation. To develop listening strategies (predict → listen for gist → listen for details). The focused language explanation prepares for later production. Repetition aids pronunciation and memorization. step 3 1. Describing Others: In pairs, students describe Ann, Joe, or Lyn using the adjectives and information from listening. Prompt: "Tell me about Joe. What's he like?" 2. Personal Connection: Students complete Part 2 individually: "Who would you like to be friends with and why?" Provide sentence frames: "I would like to be friends with ______ because..." 3. Pair Sharing: Students share their choices and reasons with partners. 4. Class Sharing: Invite 3-4 pairs to share their discussions with class. To transform passive listening comprehension into active oral production. Moving from describing others to personal preference increases engagement and personalization. Multiple sharing opportunities build confidence. step 4 1. Situation Introduction: Ask: "Have you ever felt lonely in a new place? What did you do?" 2. Forum Reading: Students read Part 3 forum post quickly. Answer: - Who needs help? (A new student) - What's the problem? (Feels lonely, no friends) 3. Group Discussion: In small groups: "What advice would you give as Sarah or Eric?" Brainstorm specific suggestions. 4. Online Etiquette Focus: Read the "Tip" box. Discuss: "What are good 'Internet manners' when giving advice?" To transition from receptive to productive skills with a relatable context. Group discussion encourages collaborative problem-solving. Explicit focus on digital etiquette addresses an important real-life skill. step 5 1. Personal Sharing: Students think: "Do you have any friendship worries?" Share briefly in groups. 2. Reply Creation: Each group chooses one worry and creates a forum reply with advice. Encourage appropriate use of 1-2 emojis and friendly tone. 3. Presentation & Feedback: Groups present their replies. Others give "likes"or additional suggestions. Teacher comments on both content and language appropriateness. To achieve the highest level of application—creating original content. The collaborative writing task integrates all skills. Presentation and feedback create authentic audience and purpose. Assessment & Reflection 【Assessment】 Formative Assessment: Accuracy in completing the listening chart Appropriateness of vocabulary use in oral descriptions Quality of participation in group discussions Thoughtfulness and practicality of advice in forum replies Summative Assessment: Completion of learning plan tasks Quality of group forum reply creation Application of online communication etiquette 【Reflection】 The lesson successfully connects traditional language learning (listening, vocabulary) with contemporary communication forms (online forums, emojis). Time management is crucial—the listening and group creation sections need careful timing. Some students might hesitate to share personal friendship worries; creating a supportive atmosphere is essential. The balance between teaching "proper" English and acknowledging legitimate digital communication styles requires sensitivity. Prepare additional examples of personality adjectives and constructive advice phrases for students who need more support. 学科网（北京）股份有限公司 $