3.2 School Clubs-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） Unit3 School Clubs （Reading & Culture Corner） 课型 Reading 课时 1 授课班级 授课时间 45mins 授课教师 教材分析（Textbook Analysis） 1. 地位和作用：本课时是Unit3“School Clubs”的核心内容，Reading部分聚焦“校园四类社团（国际象棋、太空、剪纸、羽毛球）”，围绕“社团活动内容、特色优势”展开，呈现多元校园生活；Culture Corner聚焦“中国传统文化社团”，介绍文化活动与节日庆祝，贴合中职生文化素养培育与跨文化交际需求（适用于各专业），为后续“社团海报制作”“传统文化英文推广”奠定基础。 2. 知识衔接：承接Unit3 Warm-up&Listening部分的“社团基础词汇”（如club, join, benefit），拓展“社团专项短语”（paper cutting, folk art, weekly event, traditional festival）、“咨询句型”（Can you tell me something about...?）及“功能句型”（It enables us to...），为语法应用与话题拓展铺垫。 3. 适应性分析：内容聚焦学生校园社团场景，有生活体验基础，需补充“传统文化社团的实践价值”讲解；重点培养“提取社团关键信息”“用英语描述社团活动与文化内涵”能力，兼顾“语言应用”与“文化自信培育”双重目标。 学情分析（Study situation analysis） 1. 知识储备：已掌握club, join, sport等基础社团词汇及简单句型（I like...），但对“剪纸、民俗艺术”等专项短语（paper cutting, folk art, weekly event）、复杂咨询句型（Can you tell me something about...?）及文化术语（traditional festival, workshop）储备不足。 2. 能力水平：能读懂简短说明文本，但“快速提取社团活动细节”“梳理社团特色与价值的逻辑关系”能力待提升；能用简单句描述单一社团（I like the football club.），但整合信息形成“完整社团介绍”“阐述传统文化意义”的连贯表达能力较弱。 3. 兴趣态度：对社团活动（手工、运动、太空探索）、传统文化（剪纸、包饺子）有天然兴趣，通过“社团活动视频”“传统文化体验”易激发参与热情，对“社团如何助力成长”等内容关注度高。 4. 学习困难：对长句（“The chess club is open to all students who want to learn chess rules.”）理解困难；对“四类社团活动”的分类梳理不清晰；用英语连贯描述“传统文化社团活动”和“中西方社团差异”不熟练。 学习目标（Learning objectives） 1. 知识目标： 掌握核心短语：chess club（国际象棋社）、paper cutting（剪纸）、folk art（民间艺术）、weekly event（每周活动）、traditional festival（传统节日）、culture workshop（文化工作坊）、Chinese knot（中国结）、brush writing（书法）； 理解并运用句型： ① Can you tell me something about...?（Can you tell me something about the paper cutting club?）； ② It enables us to...（It enables us to learn folk art skills.）； ③ What’s special about...?（What’s special about the space club?）； ④ such as（We have activities such as making dumplings and mooncakes.）。 2. 技能目标： 能读懂文本提取3条及以上核心社团信息与传统文化社团关键内容； 能完整完成教材“填空、问答、判断正误”所有原题练习； 能简单描述个人喜欢的社团或传统文化社团活动； 能用所学短语向同学推荐1个社团并说明理由（如“I recommend the paper cutting club because it helps us learn traditional folk art.”）。 3. 情感目标： 认同社团活动对个人成长的价值，树立“积极参与校园生活”的意识； 了解中国传统文化社团的魅力，增强文化自信与跨文化交际自信； 认识英语在传播传统文化、介绍校园社团中的实用价值。 学习重难点（Learning key &difficult points) 1. 重点： 掌握“社团活动”“传统文化”核心词汇与句型（如paper cutting, Can you tell me something about...?）； 提取文本中3条核心社团信息（如象棋社学规则、剪纸社做装饰）与传统文化社团关键内容（如做饺子、庆春节）； 完整完成教材“填空、问答、判断正误”所有原题练习。 2. 难点： 理清“社团活动-个人成长”的逻辑关系与“传统文化社团-文化传承”的关联； 用英语连贯描述社团活动或传统文化内涵（如“The paper cutting club teaches us folk art, and it helps pass down Chinese culture.”）。 教学方法(Teaching methods) 1. 任务驱动法：通过“梳理社团活动清单”“设计传统文化社团宣传卡”等任务引导主动学习； 2. 情景教学法：创设“社团招新咨询会”“传统文化体验日”情境，模拟真实表达场景； 3. 小组合作法：组织小组完成“教材所有练习”“社团推荐讨论”（每组4人，分工记录/展示）； 4. 启发式提问法：通过“社团活动有哪些特色？”“传统文化社团如何传承文化？”等问题引导思考。 课前准备(Preparation before class) 1. 教师准备： 制作PPT（含四类社团活动图片、传统文化社团场景、重点短语/句型）； 准备“核心词汇卡片”（如paper cutting, folk art）、“社团分类卡片”（Intellectual/Art/Sports）； 打印Reading与Culture Corner文本、教材完整练习单（含所有填空、问答、判断原题）、传统文化社团讨论提纲； 准备剪纸工具（彩纸、剪刀）、中国结实物作为教具。 2. 学生准备： 预习教材生词，用中文记录1个自己感兴趣的社团及理由； 了解身边的传统文化活动（如家人包饺子、剪窗花）。 教学媒体(Teaching media) 多媒体课件（PPT）、录音机/音频设备（文本朗读音频）、社团活动实景图片（象棋、剪纸、羽毛球）、传统文化社团场景图（包饺子、写书法）、教材、词汇卡片、分类卡片、完整教材练习单、剪纸工具、中国结实物 教学过程(Teaching process) 教学环节(Teaching Steps) 教师活动设计(Teacher Activity designs) 学生活动设计(Student Activity Designs) 设计意图(Design Intentions) Step 1:导入 （Lead-in） 1. 展示社团活动实物/图片（象棋棋盘、剪纸作品、羽毛球拍）， 笑着说：“同学们，老师今天带了‘社团盲盒’！谁能猜一猜这些东西对应学校里的哪个社团？猜对有小惊喜哦！” 2. 提问：“Which club interests you most? Why?（预设学生：I’m interested in the paper cutting club. Because I like making handcrafts.）” 3. 呈现3个核心词汇：chess club（国际象棋社）、paper cutting（剪纸）、badminton club（羽毛球社），结合实物带读：“（1）chess club——用这个棋盘下棋的社团；（2）paper cutting——用剪刀把彩纸剪成图案的艺术；（3）badminton club——打羽毛球的社团”； （4）space club——太空社。 1. 兴奋参与“盲盒猜测”，举手回答：“那个红色剪纸是剪纸社的！羽毛球拍是羽毛球社的！” 2. 分享兴趣：“I like the space club. I want to learn about stars and planets.” 3. 跟读短语，结合实物理解：如看到剪纸实物，能快速对应“paper cutting”。 用“实物盲盒”激发好奇心，结合生活体验激活话题；通过“小惊喜”（剪纸小礼物）提升参与感；互动中讲解核心短语，降低理解门槛，为Reading铺垫情感与词汇基础。 Step2: 阅读 （Reading） 1. 初读感知：播放Reading文本录音，说：“Listen and find: How many clubs are mentioned? What are their names? Let's list them.（预设答案：4 clubs. Chess club, Space club, Paper cutting club, Badminton club.）” 2. 精读分析： 原文呈现：1. Read for understanding. Our school runs various clubs. The Club Fair provides students with the opportunity to learn about the clubs. Chess club The chess club is open to all. Students will learn about the basic rules of chess. You can see famous chess players play against their fellow chess players. Space club We are fans of the universe. A weekly event will be held in the evenings. We will see the stars, moon, and planets. Paper cutting club Paper cutting has been a folk art for nearly 2,000 years in China. We will mainly cut papers into flowers, animals, and good luck images from folk tales. The cuttings can be used for decoration. Badminton club If you want to learn how to play or develop a love for badminton, the badminton club is the place for you. It is one of the largest student groups in our school. 发放“社团分类卡片”，逐段引导学生梳理核心信息，标记关键活动短语。 1. 听录音，圈出“Chess club, Space club, Paper cutting club, Badminton club”，举手答：“Four clubs are mentioned. They are chess club, space club, paper cutting club and badminton club.” 2. 精读文本，用不同颜色笔标记各社团关键信息： - 象棋社：open to all, learn basic rules, see famous players play - 太空社：weekly evening event, see stars/moon/planets - 剪纸社：folk art, cut into flowers/animals/good luck images, used for decoration - 羽毛球社：learn to play, develop love, one of the largest groups 3. 跟读长句：“Paper cutting has been a folk art for nearly 2,000 years in China.”并造句：“The badminton club has been popular for many years in our school.” 分层阅读任务（初读抓名称→精读理细节）帮助逐步掌握文本；标记关键信息培养阅读技巧，为后续完成教材练习铺垫；长句跟读突破语言难点，提升语感。 Step3:文化角 （Culture Corner） 1. 导入：展示传统文化社团活动图（包饺子、写书法、做中国结）， 说：“After learning about school clubs, let's explore a special kind of club—traditional culture clubs! Have you ever tried making dumplings or paper cutting?（预设学生：I made dumplings with my family during Spring Festival.）” 2. 阅读任务： 原文呈现：Culture Corner Read and learn. Traditional Culture Clubs As Chinese culture is gaining popularity, traditional culture clubs are also favoured by foreign students. The Chinese culture club is a club for students who are interested in Chinese culture. The club members take part in all kinds of fun activities, such as learning basic Chinese greetings, holding culture workshops, making dumplings and mooncakes, doing paper cutting, making Chinese knots, writing Chinese words with a brush, and others. Moreover, many clubs will organise events to celebrate traditional Chinese festivals such as the Spring Festival, the Mid-autumn Day, and the Dragon-boat Festival. They encourage members to learn more about traditional Chinese culture in areas of clothing, music, food, literature(文学), and so on. 发放Culture Corner文本，说：“Read and finish 2 tasks: ① Underline the activities of the Chinese culture club; ② Circle the traditional festivals mentioned.（3 mins）” 3. 小组讨论：组织讨论：“Why are traditional culture clubs popular with foreign students?（预设学生：Because they want to learn Chinese culture like making dumplings.）”，每组选1人分享，鼓励用英语简单表达。 1. 看图片，积极回应：“我和妈妈一起剪过窗花，还学过写毛笔字！” 2. 速读文本，标记关键信息： ① “learning basic Chinese greetings, holding culture workshops, making dumplings and mooncakes, doing paper cutting, making Chinese knots, writing Chinese words with a brush” ② “the Spring Festival, the Mid-autumn Day, and the Dragon-boat Festival” 3. 小组讨论，分享观点：“Foreign students like traditional culture clubs because they are interested in Chinese food and folk art. Making dumplings is fun for them.” 传统文化图片直观呈现活动场景，激发探究欲；阅读任务聚焦“活动内容”与“节日名称”，简化信息提取难度；讨论环节深化对文化价值的理解，落实“情感目标”，增强文化自信。 Step4: 语言学习 （Language Study） 1. 核心短语精讲： Reading部分： ① chess club：例句：The chess club teaches students basic rules of chess.（国际象棋社教学生象棋基本规则。） ② paper cutting：例句：We learn paper cutting in the art club to make beautiful decorations.（我们在艺术社学剪纸，制作漂亮的装饰品。） ③ weekly event：例句：The space club holds a weekly event to watch stars.（太空社每周举办一次观星活动。） ④ folk art：例句：Paper cutting is a famous folk art in China.（剪纸是中国著名的民间艺术。） Culture Corner部分： ① traditional festival：例句：We celebrate traditional festivals like the Spring Festival in the culture club.（我们在文化社庆祝春节等传统节日。） ② culture workshop：例句：The club holds a culture workshop to teach making Chinese knots.（社团举办文化工作坊，教做中国结。） ③ Chinese knot：例句：Making Chinese knots helps us learn traditional craft.（做中国结帮助我们学习传统工艺。） ④ brush writing：例句：I like brush writing because it’s a part of Chinese culture.（我喜欢书法，因为它是中国文化的一部分。） 2. 重点句型解析： ① Can you tell me something about...?：Can you tell me something about the space club?（你能给我讲讲太空社吗？）→ 结构：用于咨询信息，后接名词/名词短语。 ② It enables us to...：It enables us to learn folk art skills.（它让我们能学习民间艺术技能。）→ 结构：It enables sb. to do sth.（使某人能做某事）。 ③ What’s special about...?：What’s special about the paper cutting club?（剪纸社有什么特别之处？）→ 结构：用于询问特色，后接名词/名词短语。 ④ such as：The club has activities such as making dumplings.（社团有包饺子等活动。）→ 用法：列举同类活动，后接名词/动名词。 1. 记录短语与例句，跟读模仿发音，用“traditional festival”造句：“My favourite traditional festival is the Mid-autumn Day.” 2. 分析句型结构，用“Can you tell me something about...?”造句：“Can you tell me something about the culture workshop?”；用“It enables us to...”造句：“Joining the club enables us to make new friends.” 短语结合“社团场景”讲解，降低抽象词汇理解难度；句型拆解核心结构，帮助学生掌握表达逻辑；造句练习强化语言应用，为“课堂练习”铺垫。 Step5: 课堂练习 （Class Exercises） 1. 发放教材完整填空练习单，说：“Now let's finish the textbook exercise 2. Read and fill in the blanks according to the reading passage. Let's check who can fill in correctly!” 原题呈现： (1). Read and fill in the blanks according to the reading passage. 巡视指导，重点帮助学生定位文本对应信息。 (2)发放教材完整判断练习单，说：“Next, let's do exercise 4. Read the following descriptions and write true (T) or false (F). Remember to find evidence in the text!” 原题呈现：Read the following descriptions and write true (T) or false (F). 1) Only students who know the basic rules of chess can join the chess club. 2) The space club holds events every month. 3) Students of the paper cutting club will mainly cut papers into flowers, animals, good luck images from folk tales. 4) The badminton club is one of the largest student groups in our school. 巡视指导，要求学生在文本中标记判断依据。 (3)发放教材完整问答练习单，示范所有问题的对话示例，说：“Now let's practice exercise 3. Ask and answer in pairs. Try to use the information from the text!” 原题呈现： 3. Ask and answer in pairs. 1) How many clubs are shown and what are their names? 2) What's special about each club? 3) What would make you choose a certain club? 4) Can joining a club benefit your future work or life? 示范对话： ① S1: How many clubs are shown and what are their names? S2: Four clubs are shown. They are chess club, space club, paper cutting club and badminton club. ② S1: What's special about each club? S2: The chess club is open to all. The space club has weekly evening events. The paper cutting club teaches folk art. The badminton club is one of the largest groups. 巡视指导，确保学生覆盖所有4个问题。 2. 新题：句型转换（5小题） ① The chess club is open to all.（改为一般疑问句）→ ______ the chess club ______ to all?（Is, open） ② We will see the stars in the space club.（对划线部分提问）→ ______ will you ______ in the space club?（What, see） ③ Paper cutting has been a folk art for 2,000 years.（改为否定句）→ Paper cutting ______ ______ a folk art for 2,000 years.（hasn’t been） ④ The club holds culture workshops.（用“It enables us to...”改写）→ It enables us to ______ ______ ______ in the club.（attend culture workshops） ⑤ Foreign students like traditional culture clubs.（改为同义句）→ Traditional culture clubs ______ ______ by foreign students.（are liked） 3. 巡视指导，对完成优秀的学生发放“Culture Ambassador”贴纸，对表达不完整的学生单独引导（如“一般疑问句be动词提前”）。 1. 教材练习 （1）对照阅读文本，独立完成填空练习，确保答案与原文一致： 同桌互查答案，发现错误及时核对文本，举手提问：“Space club的第一空是A weekly event吗？文本里是这么写的吗？” （2）逐题阅读描述，对照文本寻找判断依据： - 题1：文本“open to all”→ F - 题2：文本“weekly event”→ F - 题3：文本原句→ T - 题4：文本原句→ T 独立填写T/F，在文本中圈出依据短语，如“open to all”“weekly event”等 全班核对答案，主动分享判断理由：“题1是F，因为象棋社对所有人开放，不是只有懂规则的才能加入。 （3） 与同桌结对，按原题4个问题依次问答，参考示范用文本信息回答： - Q1: “Four clubs are shown. They are chess club, space club, paper cutting club and badminton club.” - Q2: “The space club is special because it holds weekly evening events to see stars. The paper cutting club is special because it's a folk art club.” - Q3: “I'd choose the paper cutting club because I like traditional handcrafts.” - Q4: “Yes. Joining the chess club can improve my thinking ability, which helps future work.”小组内轮换问答，确保每个人都能完整表达所有问题的答案 2. 完成句型转换新题，遇到困难举手提问，如“否定句怎么改？”； 3. 优秀学生展示答案，全班齐读正确句子：“Drinking plenty of water is important.”“Do Westerners prefer cold water?” 包含教材练习，落实“技能目标”；新题“句型转换”强化核心句型应用；贴纸奖励激发积极性，巡视指导帮助基础薄弱学生；全班齐读巩固正确表达，突破“句型灵活运用”的知识重点。 Step6:课堂小结(Class Summary) 1. 知识归纳： 核心短语：chess club, paper cutting, folk art, weekly event, traditional festival, culture workshop, Chinese knot, brush writing； 重点句型： ① Can you tell me something about...?（Can you tell me something about the badminton club?）； ② It enables us to...（It enables us to learn chess rules.）； ③ What’s special about...?（What’s special about the paper cutting club?）； ④ such as（We have activities such as making mooncakes.）； 核心技能：提取社团信息与传统文化内容、完整完成教材所有练习、用英语描述社团活动与文化内涵。 2. 情感升华： “同学们，校园社团是成长的‘小舞台’——象棋社锻炼思维，剪纸社传承文化；而传统文化社团更是‘文化桥梁’，让世界看见中国美。希望大家既要积极参与社团，提升能力，也要学好英语，把中国的传统文化故事讲给更多人听，做有活力、有文化自信的中职生！” Step7: 布置作业(Homework) 1. 基础作业：背诵5个核心短语（paper cutting, traditional festival, culture workshop, Chinese knot, brush writing）和2个重点句型（Can you tell me something about...?, It enables us to...），录制1分钟跟读音频； 2. 提升作业：用英语写5句话介绍自己喜欢的社团（参考“名称-活动-特色”三个维度）； 3. 实践作业：向家人介绍一个传统文化社团活动（如剪纸、做中国结），并用英语记录3个该社团的文化价值（如：“1. It helps pass down Chinese folk art. 2. It enables us to learn traditional skills. 3. It makes foreign students know more about China.”），争当“文化小使者”。 板书设计(Blackboard Design) Unit3 School Clubs（Reading & Culture Corner） 一、核心词汇 1. 校园社团（Reading） chess club（国际象棋社）　paper cutting（剪纸）　folk art（民间艺术）　weekly event（每周活动） badminton club（羽毛球社）　basic rules（基本规则）　decoration（装饰）　largest group（最大团体） 2. 传统文化（Culture Corner） traditional festival（传统节日）　culture workshop（文化工作坊）　Chinese knot（中国结）　brush writing（书法） Spring Festival（春节）　Mid-autumn Day（中秋节）　Dragon-boat Festival（端午节） 二、重点句型 1. Can you tell me something about...?（例：Can you tell me something about the space club?） 2. It enables us to...（例：It enables us to see stars in the space club.） 3. What’s special about...?（例：What’s special about the paper cutting club?） 4. such as（例：We do activities such as making dumplings.） 三、教材练习要点 填空→ 找原文关键词　判断→ 圈文本依据　问答→ 用文本信息+个人观点 四、学生示例 My Favourite Club: I like the paper cutting club. It enables me to learn folk art. We cut papers into flowers and animals, which are used for decoration. 教学反思(Teaching Reflection) （留白） 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 $