2.1 Accepting Everyone's Uniqueness-Warm-up&Listening（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-Warm-up&Listening 教材分析 This lesson is part of Unit 2 Accepting Everyone’s Uniqueness in Vocational English Basic Module 1. The unit centers on the theme of "accepting individuality and uniqueness," aiming to help students build self-confidence and learn to appreciate others’ strengths. The Warm-up section introduces core vocabulary (personality traits, hobbies, skills) and basic sentence patterns for self-introduction (e.g., I’m good at… / I like to… / I can…), laying a linguistic foundation for subsequent speaking, reading, and writing tasks. The Listening section reinforces these expressions through a real-life dialogue about a student named Wang Jun, contextualizing language use in authentic interaction. This lesson bridges the unit theme and practical language skills, preparing students for more complex tasks (e.g., designing an e-poster about majors) in later lessons. 学情分析 Knowledge Reserve: Students have mastered basic vocabulary about daily activities and simple present tense sentences, but struggle with sentence fluency and oral expression. They have limited exposure to descriptive adjectives for personality and structured self-introduction. Ability Level: Most students can understand simple English questions but feel anxious about speaking in class. They prefer interactive, game-based learning over rigid grammar drills. Interest & Attitude: The theme of "uniqueness" and talking about personal hobbies/strengths resonates with their daily lives, which can boost participation. However, weak English confidence may lead to passive engagement in speaking activities. Learning Difficulties: Mastering the pronunciation and usage of personality adjectives; using sentence patterns flexibly to introduce oneself; understanding key details in listening materials. 教学目标 Knowledge Objectives 1　 Students will be able to master 8+ core words/phrases: confident, outgoing, honest, creative, be good at, make models, fix computers, work with a team. 2　 Students will be able to grasp 3 basic sentence patterns for self-introduction: I’m good at… / I like to… / I can…. 3　 Students will be able to identify key details (people, traits, activities) in the listening dialogue. 2. Skill Objectives 1　 Students will be able to use the target patterns to talk about their strengths, hobbies, and personality in simple English. 2　 Students will be able to complete the true/false listening exercises and extract specific information from the audio. 3　 Students will be able to interact with partners in pair work, asking and answering questions about personal traits. 3.Affective Objectives 4　 Students will build self-confidence in expressing themselves in English. 5　 Students will develop awareness of appreciating individual differences and respecting others’ uniqueness. 6　 Students will cultivate a positive attitude towards English learning through interactive activities. 教学重难点 Key Points: Mastering personality adjectives and the 3 self-introduction sentence patterns; understanding the listening dialogue about Wang Jun. Difficult Points: Using sentence patterns flexibly in oral communication; overcoming anxiety about speaking English in public. 教学方法 Task-based Language Teaching (TBLT) Communicative Language Teaching (CLT) Audio-lingual Method Cooperative Learning 课前准备 Teacher: Lesson PPT (with vocabulary flashcards, sentence pattern examples, listening audio and scripts), whiteboard markers, personality trait cards, "Star Student" award stickers, worksheets with warm-up questions and listening exercises. Students: Review simple daily activity vocabulary; prepare 1-2 simple sentences about their hobbies/strengths. 教学媒体 Multimedia projector, computer, audio player, whiteboard, flashcards, worksheets. 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 with simple English greetings and a quick icebreaker: "Good morning, everyone! Today we’ll talk about YOU – your hobbies, your strengths, what makes you special! First, let’s play a quick game: Two Truths and a Lie. I’ll share three sentences about myself, and you guess which one is a lie." 2. Model the game with 3 sentences: "① I like cooking. ② I can play the guitar. ③ I’m good at basketball." Invite students to guess, then reveal the lie. 3. Introduce the unit theme: "Today we start Unit 2 Accepting Everyone’s Uniqueness. The key sentence is: Everyone has a chance to shine in life. Let’s learn how to talk about what makes you shine!" 1. Respond to greetings and participate in the icebreaker game, raising hands to guess the lie. 2. Listen to the unit theme introduction and look at the unit title page, thinking about their own strengths. 3. Share 1 quick thought: "What’s one thing you’re good at?" (e.g., "I like drawing.") Create a relaxed, fun atmosphere to reduce students’ anxiety about speaking English. Connect the lesson theme to students’ personal lives to spark interest. Activate prior knowledge of simple self-introduction expressions. Warm-up 1. Show vocabulary flashcards of personality adjectives (confident, quiet, honest, friendly, brave, outgoing, responsible, creative, careful) and skills/hobbies (make models, cook, go sightseeing, cycle, run, camp, listen to music, play basketball, speak a little English, fix computers, design web pages, work with a team). Pronounce each word clearly and ask students to repeat. 2. Explain key phrases: "be good at" + V-ing (e.g., I’m good at playing football). Write the 3 core sentence patterns on the board: - I’m good at _______ (doing sth). - I like to _______ (do sth). - I can _______ (do sth). 3. Model examples with the words from the flashcards: "I’m confident. I like to cook. I can speak a little English." Invite 2-3 students to make simple sentences with the patterns. 4. Correct pronunciation errors gently and praise students’ attempts. 1. Repeat the vocabulary words after the teacher, matching the words to the pictures on the flashcards. 2. Take notes on the sentence patterns and their usage. 3. Practice making sentences with the patterns, using the vocabulary they just learned (e.g., "I’m outgoing. I like to play basketball. I can fix computers."). 4. Ask questions about confusing words (e.g., "What’s the difference between ‘friendly’ and ‘outgoing’?"). Build a solid vocabulary foundation for the lesson’s speaking and listening tasks. Break down sentence patterns into simple, usable structures to accommodate students’ weak English basics. Encourage initial speaking practice in a low-pressure setting. Pre-Listening 1. Present the pair work questions from the textbook: ① What are you good at? ② Do you think you are different from others? In what ways? 2. Demonstrate a model conversation with a student volunteer: - T: "What are you good at?" - S: "I’m good at playing basketball." - T: "Do you think you are different from others?" - S: "Yes. I’m taller than most of my friends. I like meeting people." 3. Divide students into pairs and give them 5 minutes to practice. Walk around the classroom to monitor and provide help for struggling pairs. 4. Invite 2-3 pairs to share their conversations with the class. Praise their efforts and correct minor errors. 1. Listen to the model conversation and understand how to use the sentence patterns to answer the questions. 2. Work with partners to practice the dialogue, using the vocabulary and patterns learned. 3. Help each other correct pronunciation and sentence structure mistakes. 4. Volunteer to share their conversations with the class. Provide structured speaking practice using the target patterns.- Reduce speaking anxiety through pair work instead of individual presentations. Reinforce the unit theme of "uniqueness" by having students talk about their differences. While-listening 1. Introduce the listening task: "Now we’ll listen to a dialogue about a student named Wang Jun. We need to listen and choose True (T) or False (F) for each statement." 2. Present the 3 statements from the textbook: ① Wang Jun is playing football on the playground. ② Wang Jun is Li Han’s good friend. ③ Wang Jun is nice and easy-going. 3. Pre-teach key words in the statements: easy-going, playground, good friend. Play the audio once and ask students to mark their answers. 4. Play the audio a second time, pausing after key sentences to clarify details. Go over the answers with the class (1. F, 2. T, 3. T). 5. Distribute the listening script and have students read along while listening again. Highlight key sentences: "He’s not playing football now; he’s helping a classmate with homework." / "Wang Jun is my good friend. He’s really nice and easy-going." 1. Read the listening statements carefully and predict the answers based on the unit theme. 2. Listen to the audio for the first time and mark T/F answers on their worksheets. 3. Listen to the audio again, checking their answers and taking notes on key details. 4. Check answers with the class and ask questions about confusing parts of the dialogue. 5. Read the listening script along with the audio, underlining key sentences. Develop students’ listening skills (listening for specific details).- Connect the listening task to the unit theme, showing how personality traits are described in real conversations. Post-listening Ask comprehension questions: "Why is Wang Jun not playing football? What does Li Han say about Wang Jun’s personality?" Answer the teacher’s comprehension questions using the dialogue content. Provide the script to support students with weak listening skills, reducing frustration. Summary &Homework 1. Guide students to summarize the lesson together: "Today we learned 3 sentence patterns to talk about our strengths, hobbies, and personality. We also listened to a dialogue about Wang Jun’s uniqueness."2. Highlight the core theme: "Everyone has their own strengths, so we should accept and celebrate everyone’s uniqueness."3. Assign homework: ① Write 3 sentences about yourself using the patterns: I’m good at… / I like to… / I can…. ② Interview one classmate and write 2 sentences about their strengths (e.g., Li Ming is good at drawing. He likes to design things.). Blackboard design Unit 2 Accepting Everyone’s Uniqueness Warm-up & Listening 1. Personality Traits confident, outgoing, honest, friendly, creative, careful 2. Skills & Hobbies be good at (doing sth): playing football, making models like to do sth: cook, go sightseeing, listen to music can do sth: speak English, fix computers, work with a team 3. Sentence Patterns - I’m good at _______. - I like to _______. - I can _______. 4. Listening Key Points Wang Jun: Li Han’s good friend, nice and easy-going Teaching Evaluation Formative Evaluation 1　 Speaking: Observe students’ participation in pair work and class sharing, checking their ability to use the sentence patterns correctly and confidently. 2　 Listening: Check students’ T/F answers and comprehension questions to assess their ability to extract key details from the audio. 3　 Class Participation: Praise students for volunteering answers, asking questions, and helping peers to reinforce positive learning behavior. Summative Evaluation 4　 Homework assessment: Grade students’ written sentences and classmate interviews based on accuracy and creativity. 5　 Quick quiz in the next lesson: Ask students to write one sentence for each pattern to review the lesson content. Teaching reflection Strengths 1　 The icebreaker and pair work activities effectively reduced students’ speaking anxiety, with most students participating actively in the warm-up. 2　 Breaking down vocabulary and sentence patterns into simple, usable parts matched students’ weak English basics, allowing them to experience small successes in speaking. 3　 The listening task with audio and script support helped students build confidence in listening comprehension, with most students correctly identifying the T/F answers. Areas for Improvement 4　 Some quieter students still hesitated to speak in pair work. In future lessons, I can assign specific roles (e.g., "Interviewer" and "Interviewee") to ensure equal participation. 5　 A few students struggled with the pronunciation of longer personality adjectives (e.g., "responsible"). I need to add more choral repetition and pronunciation practice in the vocabulary presentation stage. 6　 The listening task could be extended with a "role-play" activity (students act out the dialogue) to reinforce oral skills after listening. 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 $