Unit 3 Same or Different.Section A (2a-2e)英文教学设计

Unit 3 Same or Different. Section A (2a-2e) 英文教学设计
1. New Curriculum Standard Theme Analysis
This lesson belongs to the "People and Self" theme, focusing on the "Personality and Character" sub-theme under "Personal Growth". The new curriculum standard requires students to describe character features and compare the similarities and differences between people. Through the interview with twins Emma and Ella, students are guided to pay attention to individual differences and commonalities, develop positive self-awareness and interpersonal communication awareness, and improve language use ability, which meets the development requirements of the four core competencies: "Language Ability, Cultural Awareness, Thinking Quality, and Learning Ability".
2. Core Competency Goals
Language Ability: Can skillfully use adjective comparatives (such as taller, funnier, lazier, etc.) to describe character features and differences; Can understand the structure and content of interview-style texts, and extract and fill in information.
Cultural Awareness: Understand the objectivity of individual differences, respect different personalities, and cultivate team collaboration awareness (such as the concept conveyed by "together, we make a great team" in the text).
Thinking Quality: Develop logical thinking and critical thinking by comparing and analyzing the similarities and differences between Emma and Ella, and learn to analyze people from multiple dimensions (appearance, personality, habits, hobbies, etc.).
Learning Ability: Improve independent learning and cooperative learning abilities through comprehensive activities of listening, speaking, reading, and writing, and master the learning strategy of "comparing people".
3. Teaching Key and Difficult Points
Teaching Key Points: Master the correct form and usage of adjective comparatives; Can extract key information from interviews to complete filling and question-answering tasks; Can use comparative structures to express character comparisons.
Teaching Difficult Points: Accurately use comparatives to describe character features in different dimensions; Fluently create comparative dialogues in group activities.
4. Teaching and Learning Methods
Teaching Methods: Task-based teaching method, situational teaching method, multimedia-assisted teaching method. By creating interview situations and designing progressive tasks, students are guided to master language knowledge and skills in the process of completing tasks.
Learning Methods: Independent inquiry method, cooperative learning method. Students extract information through independent reading and listening exercises, and then complete dialogue creation and character comparison through group cooperation, improving learning initiative and cooperation ability.
5. Teaching Process
Teaching Link Teacher's Activities Students' Activities Design Intention
Lead-in (Situation Creation) Show pictures of twin stars or twins familiar to students, and ask: "Do you know them What are the similarities and differences between them " Lead to the theme of this lesson "Same or Different". Observe the pictures, think and answer the teacher's questions, and initially perceive the topic of "comparing similarities and differences". Stimulate students' interest, establish the connection between the topic and existing knowledge, and naturally lead into the new lesson.
Listening Task (2a) Distribute the 2a filling task sheet and explain the task requirements; Play the recording and guide students to capture key information; 3. Check the answers, and explain the usage of key vocabulary and comparatives (such as more students, more exciting, taller, gets up, music, dancing). 1. Clarify the task and listen to the recording with questions; 2. Complete the filling and check with deskmates; 3. Participate in answer checking and knowledge point learning. Improve listening comprehension ability, master the core vocabulary and comparative structures of this lesson, and lay the foundation for subsequent learning.
Reading and Answering Questions (2b) Present the 2b questions and guide students to read the dialogue text; Organize students to think independently and then discuss in groups to answer the questions; 3. Select group representatives to report the answers, and the teacher will comment. 1. Read the dialogue and extract information; 2. Discuss in groups and clarify the answers; 3. Report and show, consolidating reading and information extraction abilities. Cultivate reading strategies and improve the ability to obtain information from texts and solve problems.
Language Structure Sorting (2d + Grammar Focus) Show the comparison dimensions (appearance, personality, habits, strengths) of 2d, and guide students to review the corresponding expressions in the dialogue; 2. Explain the formation rules of adjective comparatives (regular and irregular changes), and analyze with example sentences; 3. Design small exercises (such as making sentences with tall, funny, hard-working, etc.). 1. Review the dialogue and sort out the comparison dimensions and expressions; 2. Learn the formation rules of comparatives and complete the sentence-making exercises. Systematically sort out language knowledge, break through grammar difficulties, and improve the accuracy of language use.
Group Activity (2e + Expansion) Demonstrate the dialogue form of 2e and clarify the activity requirements: Compare the similarities and differences between yourself and your partner from dimensions such as appearance, personality, habits, and hobbies; Patrol group activities and give guidance; 3. Select 3-4 groups to show and comment on their performance. 1. Clarify the activity requirements and create dialogues with partners; 2. Practice in groups and improve the dialogue; 3. Show on stage, exercising oral expression and cooperation ability. Improve comprehensive language use ability, cultivate cooperation awareness and innovative thinking, and transfer knowledge to actual communication.
Classroom Summary Guide students to review the key points of this lesson: the usage of comparatives, the dimensions of character comparison, and the importance of team collaboration; Assign homework: Write a short essay to compare the similarities and differences between yourself and your good friend, covering at least three dimensions. Participate in the summary and clarify the learning gains; Record the homework and complete it after class. Consolidate classroom knowledge, extend learning to extracurricular, and improve writing ability.
6. Teaching Reflection
Successes: Through situation creation and task-driven, students actively participated in classroom activities, mastered the usage of adjective comparatives well, could accurately extract information from interview texts, and could also conduct character comparison dialogues relatively fluently in group activities.
Shortcomings: Some students with weak foundations still have difficulties in the flexible use of comparatives, such as the use of irregular comparatives; When groups showed, the language expression of individual groups was not fluent enough, and the vocabulary diversity was insufficient.
Improvement Measures: In subsequent teaching, design special exercises for irregular comparatives; Before group activities, provide more vocabulary and sentence scaffolds to help students with weak foundations improve the richness and accuracy of expression; Increase layered tasks to meet the learning needs of students at different levels.