2.3 Accepting Everyone's Uniqueness-Speaking&Pronunciation（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-Speaking&Pronunciation 教材分析 This lesson focuses on Part III Speaking and Part II Pronunciation of Unit 2 Accepting Everyone’s Uniqueness. The Speaking section introduces core phrases for collaborative work (need to, be responsible for, put minds together, can’t agree more) and a role-play about dividing tasks to create an e-poster for students’ majors. It includes a group discussion activity where students match their personal hobbies to three key project roles: collecting information, designing, and using Photoshop. The Pronunciation section teaches the long vowel sound /i:/ spelled as ee or ea, with word lists and sentence practice to reinforce accurate pronunciation in context. This lesson is a critical application phase of the unit. It builds on previous vocabulary (personality traits, personal strengths) and reading lessons, moving students from understanding others’ uniqueness to using English to discuss teamwork and their own skills. The activities align directly with the unit’s final goal: introduce our major by designing an e-poster. The pronunciation component supports oral fluency, while the speaking tasks develop real-world communication skills needed for vocational collaborative projects. 学情分析 Knowledge Reserve: Students have mastered basic personality adjectives and simple self-introduction patterns from earlier lessons. They are familiar with simple present tense sentences but have limited experience with extended dialogues and pronunciation rules for long vowels. Ability Level: Students have low oral fluency and often feel anxious about speaking English in class. They respond well to structured, scaffolded activities (e.g., fill-in-the-blank dialogues) and visual aids, but struggle with open-ended discussion. Interest & Attitude: The theme of creating an e-poster for their own major is highly relevant to their vocational studies, which boosts engagement. However, fear of making pronunciation errors or speaking incorrectly may reduce participation. Learning Difficulties: Distinguishing /i:/ from the short vowel /ɪ/; using collaborative phrases naturally in dialogues; matching personal hobbies to project roles and expressing their preferences in English. 教学目标 1． Knowledge Objectives Students will master 4+ core collaborative phrases: need to, be responsible for, put minds together, can’t agree more. Students will learn the pronunciation rule for /i:/ spelled as ee or ea, and correctly pronounce 15+ words with these spellings. Students will understand the structure of the role-play dialogue about task division for an e-poster. 2． Skill Objectives Students will be able to use collaborative phrases to discuss and assign tasks in a group project. Students will be able to read words and sentences containing /i:/ sounds accurately and fluently. Students will be able to perform the role-play dialogue and adapt it to their own major and personal skills. 3． Affective Objectives Students will develop an understanding of teamwork and the value of each member’s unique strengths. Students will build confidence in speaking English and improve their pronunciation through guided practice. Students will recognize how English communication skills apply to real vocational tasks. 教学重难点 Key Points: Mastering collaborative phrases; pronouncing /i:/ sounds correctly in words and sentences; understanding the role-play dialogue. Difficult Points: Using collaborative phrases naturally in role-plays; distinguishing /i:/ from similar sounds; adapting the dialogue to personal contexts and expressing preferences for project roles. 教学方法 1． Audio-lingual Method: For pronunciation drills and choral repetition. 2． Task-based Language Teaching (TBLT): For the role-play and group discussion activities. 3． Cooperative Learning: Pair and group work to reduce speaking anxiety. 课前准备 Teacher: Lesson PPT (with pronunciation flashcards, collaborative phrases, role-play dialogue, audio clips), /i:/ word cards, modified role-play worksheets with blanks, "Team Role" cards (collecting information, designing, using Photoshop), whiteboard markers, student worksheets with pronunciation and discussion activities. Students: Review previous lesson vocabulary (personal strengths, dream jobs); identify one hobby or skill they could use in a group project. 教学媒体 Multimedia projector, computer, audio player, whiteboard, flashcards, student worksheets, "Team Role" cards. 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 play "Sound Guess": Say pairs of words with /i:/ (e.g., see, meet) and /ɪ/ (e.g., sit, hit). Ask students to raise a green card for /i:/ and red for /ɪ/. 2. Introduce the lesson theme: "Today we’ll learn how to work together on a project and master the /i:/ sound! We’ll role-play making an e-poster for our major, just like Li Wei and his friends." 3. Quick share: "Name one skill you have that could help in a group project." 1. Participate in the sound-guessing game, responding with the correct cards. 2. Share one skill/hobby (e.g., "I like drawing.") with the class. 3. Take out worksheets and prepare for the lesson. Activate prior knowledge of vowel sounds in a low-pressure, interactive way. Connect the role-play theme to students’ own skills and majors to build relevance. Set a positive tone for speaking practice. Pre-speaking 1. Concept Explanation: Introduce collaborative phrases with simple definitions and examples: - need to = have to do something - be responsible for = take charge of a task - put minds together = work together to think of ideas - can’t agree more = totally agree 2. Vocabulary for Skills: Present "I am good at..." phrases: collecting information, designing posters, using Photoshop, making e-posters. Explain each skill with examples (e.g., "Collecting information means finding facts online or in books."). 1. Take notes on collaborative phrases and their meanings. 2. Practice using phrases in simple sentences: "I’m good at collecting information." "I need to finish my part today." Teach core phrases in context to help students understand their use in team projects. Break down the dialogue into manageable parts to accommodate weak speaking skills While-speaking 1. Dialogue Analysis: Present the role-play dialogue between Li Wei, Sara, and Wang Ming. Read the dialogue aloud with the class, then break down key lines: "It’s quite challenging!" "Let’s do it together." "I’m responsible for designing." 2. Choral Repetition: Practice each line of the dialogue with the class, ensuring correct pronunciation and intonation. 1. Read the dialogue along with the teacher, marking key lines. 2. Repeat each line of the dialogue in choral repetition. Build confidence through choral repetition before independent practice. Post - speaking 1. Role-play Setup: Divide students into groups of 3, assign roles (Li Wei, Sara, Wang Ming), and distribute "Team Role" cards (collecting information, designing, using Photoshop). 2. Modified Dialogue: Provide a fill-in-the-blank version of the dialogue for students to adapt to their own major/skills: "Wow, we need to make an e-poster for our ______ major." "I’m good at ______." "I’m responsible for ______." 3. Practice Time: Give groups 7 minutes to practice the role-play. Walk around to support students, providing sentence frames if needed 4. Performances: Invite 2-3 groups to perform their role-play for the class. Praise their use of collaborative phrases and creativity. 5. Group Discussion: Lead students through the textbook discussion activity: "Decide which job you will do: collecting information, designing, or using Photoshop. Match your hobbies to the tasks (e.g., ‘I like surfing the internet, so I can collect information’)." Provide sentence frames: "I want to be responsible for ______ because I like ______." 1. Work in groups of 3, taking roles and receiving "Team Role" cards. 2. Adapt the dialogue to their own major and skills, filling in the blanks. 3. Practice the role-play with group members. 4. Perform the role-play for the class. 5. Participate in the group discussion, using sentence frames to express their preferred roles and reasons. The role-play activity applies collaborative phrases to a real vocational task, making language learning practical. The modified dialogue with blanks reduces anxiety by providing structure for weak students. The group discussion connects students’ personal hobbies to project roles, reinforcing the unit theme of uniqueness and teamwork. Pronunciation 1. Concept Explanation: Present the /i:/ sound rule: "The long vowel /i:/ is often spelled ee or ea. Make the sound long, like you’re smiling and saying ‘eeee’." 2. Case Analysis: Show flashcards of words with ee (agree, deep, feed, free, geese, heel, jeep, keep, meet, need, see, sleep) and ea (beat, deal, each, easy, heat, jeans, leave, meat, neat, speak, team, weak). Pronounce each word clearly, emphasizing the long /i:/ sound. 3. Practice: Lead choral repetition, then individual checks. Correct errors gently (e.g., "Stretch the sound longer: /siː/, not /sɪ/"). 3. Sentence Drill: Play the audio for the sentence exercise. Read each sentence aloud with students, underlining ee and ea: "I’m a nice guy and easy-going." "The beekeeper puts some bees into his beehive." 5. Chain Reading: Students take turns reading one sentence aloud, with the class repeating after each turn. 1. Repeat the /i:/ sound and words after the teacher, focusing on stretching the vowel. 2. Practice reading words in pairs, checking each other’s pronunciation. 3. Underline ee and ea in sentences, then read aloud with the audio. 4. Participate in chain reading, taking turns to read sentences. 5. Ask questions about tricky words (e.g., "How do you pronounce ‘beehive’?"). Use clear sound explanations and repetition to help students master /i:/, a common pronunciation challenge.- Connect word-level practice to sentence-level reading, building fluency. The chain reading activity keeps all students engaged in low-stakes speaking practice. Summary &Homework 1. Lesson Summary: Guide students to recap: "Today we mastered the /i:/ sound with ee and ea, learned collaborative phrases for team projects, and practiced role-playing making an e-poster." Homework Assignment: 1. Write 5 words with /i:/ (ee or ea) and practice reading them aloud. 2. Write a short 3-line dialogue with a partner about a group project, using need to and be responsible for. Blackboard design Unit 2 Accepting Everyone’s Uniqueness Speaking & Pronunciation 1. Pronunciation: /i:/ (ee / ea) - ee: see, meet, keep, sleep, jeep - ea: eat, read, speak, team, weak - Sentence example: "I’m easy-going." 2. Speaking: Teamwork Phrases - need to, be responsible for - put minds together, can’t agree more - I am good at (doing sth): collecting info, designing posters 3. Role-play: Making an E-poster - Li Wei: need to make an e-poster - Sara: responsible for designing - Wang Ming: good at collecting information 4. Group Discussion: Choose Your Role - Collecting info: like surfing the internet - Designing: like making crafts - Using Photoshop: like working on the computer Teaching Evaluation 1.Formative Evaluation 1　 Pronunciation: Assess students’ ability to read /i:/ words and sentences accurately during choral repetition and chain reading. 2　 Speaking: Evaluate students’ role-play performance, focusing on use of collaborative phrases, fluency, and adaptation to their own major. 3　 Participation: Observe students’ engagement in group work and discussion, noting their use of English phrases to express preferences. 2 .Summative Evaluation 1　 Homework assessment: Grade students’ /i:/ word practice and short dialogues based on accuracy and creativity. 2　 Quick quiz in the next lesson: Ask students to match collaborative phrases to meanings and read a sentence with /i:/ sounds aloud. Teaching reflection 1. Strengths 1　 The pronunciation warm-up game and choral repetition effectively engaged students, with most able to produce the /i:/ sound correctly by the end of the lesson. 2　 The modified role-play dialogue with blanks made the speaking task accessible to weak students, with all groups able to participate and adapt the dialogue to their majors. 3　 The "Team Role" cards and discussion activity helped students connect their personal hobbies to project roles, making the theme of teamwork concrete and relevant. 2. Areas for Improvement 1　 Some quieter students still hesitated to speak during role-play performances. In future lessons, I can allow groups to perform for just one other group instead of the whole class to reduce anxiety. 2　 A few students confused /i:/ with /ɪ/ in fast speech. I need to add minimal pair drills (e.g., see vs. sit, meet vs. mit) in future pronunciation lessons to reinforce the difference. 3　 The group discussion could be extended with a short example of an e-poster from a previous student project to help students visualize the task. 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 $