2.2 Accepting Everyone's Uniqueness-Reading&Culture Corner（教学设计）-《英语 基础模块1》（语文版2022版）《上好课》

课程名称 《英语 基础模块1》（语文版2022版） Unit 2 Accepting Everyone's Uniqueness-Reading&Culture corner 教材分析 This lesson focuses on Part II Reading and the Culture Corner of Unit 2 Accepting Everyone’s Uniqueness. The Reading section introduces four students (Li Wei, Sara, Martin, Wang Yang) through short self-introductions, presenting core vocabulary for personality traits (quick-witted, confident, outgoing, active, energetic, creative) and career aspirations (computer programmer, tour guide, swimmer, designer). It includes comprehension questions and a matching activity to reinforce key information. The Culture Corner extends the theme, exploring how people differ in communication styles, personalities, and cultural backgrounds, emphasizing the value of uniqueness. This lesson builds on the Warm-up & Listening lesson, deepening students’ ability to describe personal qualities and understand others’ strengths. It bridges language skills (reading comprehension, vocabulary expansion) with the unit’s affective goal of accepting diversity, preparing students for the speaking task (role-play about making an e-poster) and future career-related communication. 学情分析 Knowledge Reserve: Students have learned basic personality adjectives and simple self-introduction patterns in the previous lesson. They can read short sentences but struggle with longer texts and new vocabulary. Ability Level: Students have limited reading comprehension skills, often focusing on individual words rather than overall meaning. They are more engaged with visual aids and interactive activities than pure text work. Interest & Attitude: The theme of career aspirations and personal uniqueness resonates with students, as many are exploring vocational paths. However, fear of unknown vocabulary may reduce participation in reading tasks. Learning Difficulties: Understanding context clues for new words; extracting key details from the reading text; connecting cultural differences to real-life communication. 教学目标 Knowledge Objectives 1　 Students will master 8+ new words/phrases: quick-witted, confident, outgoing, active, energetic, creative, crazy about, on the swimming team. 2　 Students will grasp sentence patterns for describing personality and career goals: I’m _______. I like _______. I hope/want to _______. 3　 Students will understand the main ideas of the Reading and Culture Corner texts. Skill Objectives 1　 Students will be able to read the four students’ introductions and complete the matching and comprehension questions. 2　 Students will be able to use context clues to guess the meaning of new words. 3　 Students will be able to discuss cultural differences in communication and express their opinions about making friends. Affective Objectives 1　 Students will develop an appreciation for individual differences and cultural diversity. 2　 Students will build confidence in reading English texts and expressing their own career aspirations. 3　 Students will learn to respect others’ strengths and uniqueness. 教学重难点 Key Points: Understanding the four students’ introductions; mastering new personality and career-related vocabulary. Difficult Points: Guessing word meanings from context; discussing cultural differences in English; connecting reading content to personal reflection. 教学方法 Task-based Language Teaching (TBLT) Reading Comprehension Strategy Training (skimming, scanning) Cooperative Learning (pair work, group discussion) 课前准备 Teacher: Lesson PPT (with vocabulary flashcards, reading text excerpts, comprehension questions, Culture Corner images), student worksheets (with reading text and exercises), whiteboard markers, "Uniqueness Card" templates (for post-reading activity). Students: Review the previous lesson’s vocabulary (personality traits, hobbies); prepare one sentence about their own personality or hobby. 教学媒体 Multimedia projector, computer, whiteboard, flashcards, student worksheets, "Uniqueness Card" templates. 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 review the previous lesson with a quick game: "Personality Charades". Act out a trait (e.g., outgoing, shy, confident) and ask students to guess the word. 2. Introduce the lesson theme: "Today we’ll meet four new friends with different personalities and dreams. We’ll also learn about how people are different around the world. Let’s start!" 3. Ask students to predict: "What do you think makes these students unique?" 1. Participate in the charades game, guessing the personality words. 2. Share their predictions about the new students (e.g., "Maybe one likes sports, one likes art."). 3. Take out their worksheets and prepare for the reading activity. Activate prior knowledge of personality vocabulary in a fun, interactive way. Spark curiosity about the reading text by encouraging predictions. Set a positive tone for the lesson. Pre-reading (Reading Part ) 1. Present new vocabulary from the reading text with flashcards: quick-witted, on the swimming team, energetic, crazy about, tour guide, computer programmer, swimmer, designer. 2. Explain words using simple definitions and examples: "Quick-witted means you think fast. For example, a quick-witted student can solve problems quickly." 3. Teach phrases like I’m crazy about… = "I really like…" and I hope to become…. 4. Practice pronunciation with choral repetition and individual checks. 1. Repeat the words after the teacher and match them to pictures (e.g., a tour guide, a swimmer). 2. Take notes on definitions and example sentences. 3. Practice saying the phrases with a partner 4. Ask questions about confusing words (e.g., "What’s the difference between ‘active’ and ‘energetic’?"). Build vocabulary foundation to reduce reading anxiety. Use visual aids and simple explanations to accommodate weak English basics. Ensure all students can pronounce and understand key words before reading. While-readng (Reading Part ) 1. Skimming Task: Ask students to read the four introductions quickly (3 mins) and answer: "What is each student’s dream job?" Write the answers on the board. 2. Scanning Task: Distribute the matching exercise (Li Wei/Sara/Martin/Wang Yang with descriptions). Ask students to read again and complete the matching individually (5 mins). 3. Check answers as a class, explaining key sentences: "Li Wei likes IT subjects, so he wants to be a computer programmer. Sara is from Thailand and likes traveling, so she wants to be a tour guide." 4. Comprehension Questions: Present the pair work questions: ① Why does Sara want to become a tour guide? ② Which student would you want to be friends with? Why?5. Divide students into pairs to discuss the questions (5 mins). Walk around to support and prompt students with sentence frames: "I want to be friends with _______ because he/she is _______." 1. Skim the text and identify each student’s dream job. 2. Scan the text again to complete the matching exercise. 3. Check answers and listen to teacher explanations of key sentences. 4. Discuss the comprehension questions with a partner, using the provided sentence frames. 5. Volunteer to share their answers with the class (e.g., "Sara wants to be a tour guide because she likes traveling. I want to be friends with Martin because he’s active."). Guide students through different reading strategies (skimming for main ideas, scanning for details). Reinforce reading comprehension with structured exercises. Encourage discussion to connect the text to personal preferences, building speaking confidence. Reading (Culture Corner Part) 1. Introduce the Culture Corner text: "Now let’s learn about how people are different in many ways – not just personalities, but also cultures!" 2. Play the audio for the Culture Corner text, then read it aloud with students. 3. Explain key ideas: "People from different cultures greet differently – some smile, some hug. Outgoing people are confident; shy people talk less with strangers." 4. Lead a class discussion: "How do people greet in our culture? Do you know other ways people greet around the world?" Show images of greetings (smiling, bowing, handshakes) to illustrate. 5. Summarize the core message: "Everybody is unique, and we all have something to contribute." 1. Listen to the audio and read along with the teacher. 2. Ask questions about cultural differences (e.g., "Why do people greet differently?"). 3. Participate in the discussion about greetings in different cultures, sharing their own experiences. 4. Reflect on the message: "What makes you unique?" Expand students’ understanding of diversity beyond personality to cultural differences Use audio and images to make the text accessible and engaging. Connect the text to real-life experiences to deepen the affective goal of accepting uniqueness. Post-reading (Reading Part ) 1. Distribute "Uniqueness Card" templates. Ask students to write 2 sentences about their own personality and dream, using the patterns from the lesson: "I’m _______. I want to _______." 2. Invite 2-3 students to share their cards with the class. 1. Complete the "Uniqueness Card" activity, writing sentences about themselves. 2. Share their cards with the class. Reinforce lesson content with a creative, personal activity. Provide a low-pressure way for students to practice writing and speaking about themselves. Summary &Homework 3. Guide a lesson summary: "Today we met four unique students, learned about different personalities and dreams, and explored how people differ across cultures. Remember: Everyone is special!"4. Assign homework: 1) Copy 5 new words from the lesson and write a sentence for each. 2) Interview one classmate about their personality and dream, write 2 sentences. Blackboard design Unit 2 Accepting Everyone’s Uniqueness Reading & Culture Corner 1. New Vocabulary - Personality: quick-witted, confident, outgoing, active, energetic, creative - Phrases: be crazy about, on the swimming team, hope to become, want to be 2. Reading: Four Students - Li Wei: quick-witted → computer programmer - Sara: confident/outgoing → tour guide - Martin: active/energetic → swimmer - Wang Yang: crazy about making models → designer 3. Culture Corner - Cultural differences in communication (greetings) - Personality differences (outgoing vs. shy) - Core message: Everyone is unique! Teaching Evaluation Formative Evaluation 1　 Reading Comprehension: Check students’ completion of the matching exercise and comprehension questions to assess their ability to extract key details. 2　 Oral Participation: Evaluate students’ discussion contributions in pair work and class sharing, focusing on their use of new vocabulary and sentence patterns. 3　 Activity Performance: Assess students’ "Uniqueness Card" activity, checking if they can use the lesson’s patterns to describe themselves. Summative Evaluation 4　 Homework assessment: Grade students’ vocabulary sentences and classmate interviews based on accuracy and creativity. 5　 Quick quiz in the next lesson: Ask students to match personality words to definitions and write one sentence about a student from the reading text. Teaching reflection Strengths 1　 The pre-reading vocabulary flashcards and contextual explanations effectively reduced students’ anxiety about unknown words, with most students able to follow the reading text. 2　 The structured reading tasks (skimming, scanning, matching) catered to students’ weak reading skills, providing clear, step-by-step guidance. 3　 The Culture Corner discussion about greetings was highly engaging, with students actively sharing their experiences and asking questions about other cultures. Areas for Improvement 4　 Some quieter students hesitated to participate in the pair work discussion. In future lessons, I can assign specific roles (e.g., "Reporter" and "Note-taker") to ensure equal participation. 5　 A few students struggled with the difference between "active" and "energetic" in context. I need to add more example sentences and visual comparisons in vocabulary teaching. 6　 The "Uniqueness Card" activity could be extended with a peer-sharing gallery walk, allowing more students to see each other’s work without speaking in front of the whole class. 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 $