10.2 Being an Adult-Reading&Culture Corner（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 10 Being an Adult-Reading&Culture corner 教材分析 Position & Role: The reading passage connects personal dreams to the theme of adulthood, helping students reflect on their own growth, while the Culture Corner introduces cultural context, enriching their understanding of adulthood across time. Content Design: The reading uses a first-person narrative to make abstract ideas relatable, and the Culture Corner provides concise, factual text about traditional ceremonies, which aligns with students' interest in cultural topics. Adaptation: Since students struggle with complex sentences, key phrases (e.g., “all by myself,” “in one way or another”) will be broken down with examples, and visual aids will be used to explain the ancient ceremonies. 学情分析 Knowledge Base: Students have basic reading skills for simple narratives but lack experience with reflective texts and cultural vocabulary (e.g., capping ceremony, hair-pinning ceremony). Ability Level: They can identify main ideas but struggle with inferring deeper meanings and understanding cultural references. Interest & Attitude: They show curiosity about personal growth stories and cultural traditions, but may feel overwhelmed by long paragraphs. Potential Difficulties: Understanding idiomatic expressions in the reading and remembering the details of the ancient ceremonies are the main challenges. 教学目标 Knowledge Objectives 1　 Master 15+ key words and phrases: burning wish, all by myself, keep learning, care about, share with, capping ceremony, hair-pinning ceremony, Book of Rites 2　 Understand the main idea of the reading passage: how the author’s view of changing the world evolved as they grew up. 3　 Learn the basic facts of ancient Chinese coming-of-age ceremonies for males and females. Ability Objectives 1　 Improve reading skills by identifying main ideas, key details, and inferring the author’s feelings. 2　 Enhance oral communication by discussing personal dreams and cultural traditions in pairs. 3　 Develop cultural awareness by comparing ancient and modern views of adulthood. Emotional & Value Objectives 1　 Reflect on personal growth and understand that small actions can make a difference in the world. 2　 Appreciate cultural traditions and recognize the universal meaning of coming-of-age ceremonies. 教学重难点 Key Points: Understanding the author’s changing perspective in the reading; mastering core vocabulary about growth and culture; discussing personal dreams and cultural traditions. Difficult Points: Interpreting idiomatic expressions (e.g., “burning wish,” “in one way or another”); connecting the reading’s message to students’ own lives; remembering the details of the ancient ceremonies. 教学方法 1． Top-Down Reading Approach: Start with main ideas, then move to details to reduce cognitive load. 2． Task-Based Learning: Design interactive tasks (e.g., “find the author’s changing views”) to keep students engaged. 3． Cultural Immersion: Use images and short videos to make ancient ceremonies vivid and memorable. 4． Cooperative Learning: Encourage peer support through pair work to help lower-level students. 课前准备 Teacher Preparation 1　 Create PPT slides with:Vocabulary explanations (e.g., burning wish → a strong desire); Images of ancient capping and hair-pinning ceremonies; A 1-minute video clip of a modern coming-of-age ceremony 2　 Prepare printed reading worksheets with comprehension questions. 3　 Make flashcards for cultural vocabulary with pictures. 4　 Check audio/visual equipment. Student Preparation 1　 Preview the reading passage (Pages 93-94) and underline 3-5 words they don’t know. 2　 Think about one dream they had as a child and whether it has changed. 教学媒体 Multimedia equipment, vocabulary flashcards, printed worksheets, whiteboard markers, cultural image handouts. 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 students and ask: “What was your biggest dream when you were a child? Has it changed?” 2. Write 2-3 student responses on the whiteboard. 3. Introduce the reading: “Today we’ll read a story about someone whose dreams also changed as they grew up.” 1. Share their childhood dreams with the class. 2. Listen to the teacher’s introduction and connect it to their own experiences. 1. Activate prior knowledge and create a personal connection to the reading. 2. Reduce anxiety by starting with a relatable topic. Pre-reading (Reading Part ) Activity 1: Vocabulary Building 1. Teach key words using flashcards and examples: - burning wish → “My burning wish is to travel the world.” - all by myself → “I can finish the task all by myself.” 2. Quick matching exercise: match phrases to definitions. Activity 2: Predict Content 1. Show the title of the reading and ask: “What do you think the author will talk about?” 2. Write predictions on the whiteboard. Activity 1 1. Repeat words, take notes, and complete the matching exercise. Activity 2 1. Discuss predictions in pairs and share with the class. Activity 1 1. Pre-teach key vocabulary to reduce reading obstacles. Activity 2 2. 1. Develop prediction skills and activate interest in the text. While-readng (Reading Part ) First Reading (Gist) 1. Ask students to read the passage quickly and answer: “What is the author’s main message?” 2. Check answers as a class. Second Reading (Details) 1. Distribute worksheets with comprehension questions (e.g., “What did the author want to be when young?”). 2. Walk around to monitor and offer help. 3. Review answers and explain difficult sentences (e.g., “While I cannot change the world all by myself, what matters is to keep learning…”). Third Reading (Inference) 1. Ask: “How did the author’s feelings change from childhood to adulthood?” 2. Guide students to find evidence in the text. First Reading 1. Read quickly and write down the main idea. Second Reading 1. Read carefully and answer the worksheet questions. 2. Compare answers with a partner. Third Reading 1. Discuss the author’s changing feelings in pairs and find text evidence. 1. Train students to read for gist, details, and inference—core reading skills. 2. Break down complex sentences to ensure comprehension. 3. Encourage close reading and critical thinking. Post-reading (Reading Part ) 1. Divide students into pairs and assign: “Discuss: Do you agree with the author that small actions change the world? Give an example from your life.” 2. Provide sentence starters: “I agree because…”, “Once I… and it made a difference.” 3. Invite 2-3 pairs to share their ideas. 4. Connect to the unit theme: “This is what being an adult means—taking small, responsible actions.” 1. Discuss the topic in pairs, using the sentence starters. 2. Prepare to share their examples with the class. 3. Listen to other pairs and ask questions. 1. Integrate reading input with oral output to reinforce the text’s message. 2. Connect the author’s ideas to students’ lives, making the text meaningful. 3. Build confidence in expressing personal opinions. Reading (Culture Corner Part) 1. Introduce the topic: “In ancient China, there were special ceremonies to mark becoming an adult.” 2. Show images of capping and hair-pinning ceremonies. 3. Ask students to read the Culture Corner text (Page 99) and complete a table: “Differences between male and female ceremonies.” 4. Review the table and explain cultural background (e.g., Book of Rites). 5. Ask: “How is this different from modern ways to mark adulthood?” 1. Look at images and listen to the introduction. 2. Read the text and fill in the comparison table. 3. Discuss modern vs. ancient coming-of-age traditions in pairs. 1. Introduce cultural content in a visual, interactive way to keep students engaged. 2. Develop cultural awareness by comparing past and present. 3. Reinforce the unit theme of “being an adult” across cultures. Summary &Homework Summary 1. Recap key vocabulary, the author’s message, and cultural facts. 2. Praise students for active participation. Homework 1. Write a 6-sentence paragraph: “My Changing Dream” (use 3+ words from today’s lesson). 2. Research one modern coming-of-age tradition (e.g., 18th birthday parties) and share next class. 3. Preview the next speaking lesson. Blackboard design Unit 10 Being an Adult Reading Key Vocabulary: burning wish, all by myself, keep learning, care about, share with Author’s Message: Small actions change the world; focus on growing yourself. Culture Corner: Ancient Coming-of-Age Ceremonies - Male: 20 years old, capping ceremony, new name - Female: 15 years old, hair-pinning ceremony - From the Book of Rites Teaching Evaluation Formative Assessment (During Class) 1　 Participation: Evaluate engagement in pair discussions and culture activities (e.g., sharing examples, asking questions). 2　 Reading Comprehension: Assess accuracy on the worksheet (target: 75% correct answers). 3　 Oral Performance: Score pair presentations based on vocabulary use, fluency, and relevance. Summative Assessment (Homework) 1　 Evaluate the paragraph “My Changing Dream” for vocabulary accuracy, sentence structure, and connection to the lesson theme. 2　 Assess the research task on modern coming-of-age traditions for clarity and cultural insight. Teaching reflection Successes 1　 The lead-in about childhood dreams effectively connected students to the reading. 2　 Breaking down complex sentences and using visual aids helped students understand the text. 3　 The Culture Corner activity sparked strong interest, with students actively comparing ancient and modern traditions. Areas for Improvement 1　 Some students struggled with inferring the author’s feelings. In future lessons, I will add more guided questions to support this skill. 2　 The culture section could have included a short video of the ceremonies to make it more vivid. 3　 Differentiated tasks (e.g., simpler questions for lower-level students) would better meet diverse needs. 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 $