Unit 2 We Are Friends Around the World & Fun Time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 3 Around the World & Fun Time Teaching Analysis 【Textbook Analysis】 This fifth period consists of two distinct yet complementary sections: "Around the World" and "Fun Time." The first section presents a cultural reading about the International Day of Friendship, tracing its origins from a commercial concept in the US to its official UN recognition. This exposes students to intercultural understanding and the global significance of friendship. The second section focuses on pronunciation, specifically distinguishing between the /e/ and /æ/ sounds through practical examples and proverbs. The lesson balances cultural awareness with foundational language skills. 【Student Analysis】 Students have explored personal friendship dynamics in previous lessons and are now ready to expand their perspective to the global and cultural dimension. They are likely curious about international celebrations and traditions. Regarding pronunciation, while students have encountered the /e/ and /æ/ sounds before, they often confuse them due to subtle differences and L1 interference. This explicit focus provides necessary remediation. The lesson's dual focus caters to different learning styles—analytic learners through cultural reading and auditory learners through pronunciation practice. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Understanding the history and global significance of the International Day of Friendship 2.Recognizing and producing the distinct sounds /e/ (as in "friend") and /æ/ (as in "celebrate") Teaching Difficulties: 1.Comprehending historical details and cultural transitions in the reading (from commercial to UN-recognized) 2.Physically differentiating between the mid-front vowel /e/ and the low-front vowel /æ/ through mouth position 3.Applying correct pronunciation in new words beyond the given examples 1. 1. Learning Objectives 【Knowledge & Skills】 1. 1.Students will be able to identify key information about the International Day of Friendship (origin, dates, UN recognition, celebration methods) 2.Students will be able to discuss the cultural significance of friendship celebrations in different contexts 3.Students will be able to distinguish between and accurately produce the /e/ and /æ/ phonemes 4.Students will be able to read provided proverbs with improved pronunciation clarity 2. 1. 2. 【Process & Methods】 Through a blended approach of individual reading, group discussion, teacher modeling, and repetitive pronunciation drills, students will develop both receptive and productive skills. The cultural section employs reading comprehension strategies (pre-reading prediction, scanning for details, post-reading synthesis), while the pronunciation section uses auditory discrimination, visual cues (mouth diagrams), and kinesthetic practice (feeling mouth positions). 【Affect, Attitude & Values】 To broaden students' perspectives on friendship beyond personal relationships to include global citizenship and cross-cultural appreciation. To reduce anxiety around pronunciation through playful, structured practice. To foster curiosity about world cultures and respect for different traditions of expressing friendship. To develop awareness that language learning includes both meaningful communication (culture) and technical accuracy (pronunciation). Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Quick Survey: Ask: "How do you celebrate friendship with your friends?" Board answers (e.g., eat together, send messages). 2. Cultural Connection: Show images of friendship celebrations from different countries (e.g., friendship bracelets, BFF necklaces). Ask: "Do you know any special 'friendship days'?" 3. Introduction to Topic: State: "Today we'll learn about a global friendship day and practice some important English sounds." To activate personal experiences, create curiosity about cultural variations, and clearly outline the lesson's two main components. Visuals make cultural concepts more tangible. step 2 1. Pre-reading Prediction: Show title and first question. Ask: "What do you think this reading will tell us?" 2. First Reading (Silent): Students read individually to answer: "What is the main idea?" 3. Second Reading (Detailed): Students read again to complete comprehension tasks in learning plan: - Origin (US commercial idea → Paraguay proposal → UN recognition) - Dates mentioned (2 Aug vs 30 July) - Celebration methods 4. Group Discussion: In groups of 4: "Why do you think the UN created this day? Is it important? Why?" 5. Class Sharing: Each group shares one key insight. To develop reading strategies (predict → read for gist → read for details). Group discussion promotes deeper thinking about the text's significance beyond facts. The progression from individual to collaborative work supports different learners. step 3 1. Sound Introduction: Write: "friend" /frend/ and "celebrate" /ˈsel.ə.breɪt/. Model each, exaggerating mouth position. 2. Mouth Position Demonstration: Use diagram/video to show: /e/ (mid, relaxed) vs /æ/ (low, jaw dropped). Students feel their own jaw positions. 3. Minimal Pair Practice: Drill: pen/pan, bed/bad, men/man. Use listening discrimination first: "Which sound do you hear?" 4. Proverb Practice: Practice reading the proverbs from "Fun Time" section chorally and individually. 5. Game: Sound Sort: Quick game: Teacher says words (friend, happy, celebrate, thanks, etc.), students identify /e/ or /æ/. To make abstract sounds concrete through visual and kinesthetic cues. The progression from discrimination to production follows sound pedagogy. Games maintain engagement during repetitive practice. Proverbs provide meaningful context. step 4 1. Pronunciation in Context: Students find words with /e/ and /æ/ in the "Around the World" text (e.g., friend, celebration, began, happy). Practice reading sentences containing them. 2. Cultural-Pronunciation Connection: In pairs: Create one new sentence about friendship that contains both an /e/ and /æ/ sound. Example: "My best friend is very happy." 3. Presentation & Feedback: Pairs share sentences. Class identifies the target sounds and gives pronunciation feedback. 4. Reflection: Ask: "What did you learn today about friendship in the world? What sound will you keep practicing?" To integrate the lesson's two halves, showing how pronunciation supports reading fluency. Creating original sentences applies both content knowledge and pronunciation skill. Peer feedback builds listening accuracy. Reflection consolidates learning. step 5 1. Summary: Teacher summarizes: 1) Friendship is celebrated globally on July 30; 2) /e/ and /æ/ are different sounds requiring different mouth positions. 2. Homework Preview: Briefly explain learning plan tasks: research another country's friendship tradition, and practice the sound poem. 3. Final Encouragement: "Keep celebrating friendships and practicing your English sounds!" To reinforce key takeaways, ensure understanding of homework, and end with positive encouragement linking language learning to real-life values. Assessment & Reflection Formative Assessment: Accuracy in answering reading comprehension questions Quality of contributions to group discussion about the International Day's significance Ability to distinguish between /e/ and /æ/ in listening discrimination activities Clarity of pronunciation during proverb reading and sentence creation Summative Assessment: Completion of learning plan tasks (both cultural and phonetic) Performance in creating and presenting an original sentence with target sounds Demonstrated understanding of the reading's historical progression Reflection The lesson successfully bridges content learning and skill development. The cultural reading may contain challenging vocabulary (e.g., "commercial event," "adopted," "declared"); pre-teaching these would aid comprehension. The pronunciation section requires careful teacher modeling—using mirrors or phone cameras could help students self-check mouth positions. Time allocation between the two sections is critical; the integration activity ensures they're not treated as separate. Some students might find pronunciation practice embarrassing; maintaining a supportive, playful atmosphere is essential. Prepare additional minimal pairs and simple tongue twisters for fast finishers. 学科网（北京）股份有限公司 $