2023年9月海南省白沙中學高一集體備課Unit1Friendship(reading)教學設計LessonplanpresentationNSEFCBook1Unit1Friendship海南白沙中學黎恩玲

Goodafternoon,Ladiesandgentlemen.It’smyhonortopresentmylessonplanandsharemyteachingideaswithyou.Mypresentationconsistsof4parts,Analysisoftheteachingmaterialandthestudents,teachingmethodsandlearningapproaches,teachingprocedure,blackboarddesign.Part1.Analysisoftheteachingmaterialandthestudents1.AnalysisoftheteachingmaterialTherecomestomyunderstandingoftheteachingmaterial.ThevideolessonIamgoingtotalkaboutisthesecondperiodofUnit1FriendshipinModule1ofNewSeniorEnglishforChina（NSEFC）.Thetopicoftheunitisfriendship,somostofthisunittalkingaboutfriends.Itincludeswhyweneedfriends,howtomakefriendsandhowtodealwiththerelationshipbetweenfriends.Thislessonfocusesonwhyweneedfriends.

ThelessonAnne’sbestfriendisareadingcoursewhichconsistsofthe“pre-reading”partandthe“reading”part.The“pre-reading”partguidesthestudentstoreadthetestbyusing3questions.ThereadingpartismainlyaboutaJewishgirlAnne,whomadeherdiaryherbestfriend.ThediarytalksaboutherlifeandherfeelingwhensheandherfamilyinthehidingplacetoavoidbeingcaughtbytheGermanNazis.Inthisdiary,itrevealsherlongingforanormallifeandclosecontactwithnature.Thereadingpartcontentswiththeimportantlanguagepointsandtheculturalinformationinthisunit,sothereadingpartisthemostimportantpart.2.AnalysisofthestudentInmyclass,thestudents’Englishfoundationisnotstrong.Mostofthemcan’tdotheindependentreading,what’sworsetheylackoftheinterestoflearningEnglish.SostimulateSs’interestofEnglishisimportant.AndtheSsnotestablishagoodhabittolearnEnglish.Soitisnecessaryforthestudentstoformagoodlearninghabit.Generalspeaking,itisdifficultforthestudentstounderstandanoriginalEnglishdiary,especiallysomenewphrasesandsentences.Sobeforethestudents’firstreading,Iexplainedthenewwordsandphrasesbrieflyandgetthestudentunderstandthedifficultsentences.Thestudentsinmyclassarelackofindependentreadingability.Inthisclass,Iwillencourageandhelpthemtoread,thinkandfindoutinformationbythemselvesmosttime.That’sallforthefirstpart,nowlet’smovetotheobjective.Accordingtotheteachingmaterial,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:Teachingobjectives(1)

Knowledgeobjectives

Bytheendofthelesson,Sswillhaveabetterunderstandingofthemeaningandthestructureofthetext.ThenSswillgraspsomeusefulwordsandexpressions.(2)

AbilityobjectiveThispassageincludingtwoparts(backgroundandthediary),sothefirstabilityforthestudentsistohaveabetterunderstandingofbackgroundandthenretellAnne’smaininformation.Second,understandAnne’sfeelingandherlongingforthenormallifeinthehidingplace.(3)

EmotionalobjectivesAnne’sbestfriendismainlyaboutAnne’stragedyandherlongingforanormallifeandclosecontactwithnature.SoaftertheclassthestudentsshouldknowthemiserablefateofJewishwhowerekilledbytheGermanNazis.Andthesecondoneisthestudentshouldrealizetheimportanceofpeaceandcherishthefriendship.

(4)ImportantpointsandthedifficultpointsWhenteachingreading,understandthemeaningofthetextisthemainpoint.SotheimportantpointsarehowtohelptheSstounderstandingofthemeaningandthestructureofthetext,andAnne’sfeelingtothenatureandherlongingfornature.ThenSswillgraspsomeusefulwordsandexpressionsinthisunit.Part2.TeachingmethodsandlearningapproachesTohelpthestudentsunderstandthemeaningofthetestandtorealizetheaimsofthislesson,Iadoptedtasked-basedlanguageteaching,discussion,cooperativelearning,andexploratorylearningasthemajorteachingandlearningapproaches.Firstofall,InordertomotivatestudentstoexperienceAnne’sfeelinginthediary,Irelatedtheinformationbyareal-lifetask..whatwillyoudotopassthetimeifyouhadtostayinaroomtohideyourenemyforawholeyear?Bydoingthis,theywillapplytheirlearnedinformationandthetargetlanguageitemsinthecommunicateandthusimprovetheirEnglishlanguagecompetence.Althoughtheinformationinthisreadingisdifficultforthestudents，inthisclass,Iwillusingthesimplequestionstoencourageandhelpthemtoread,thinkandfindoutinformationingroupsmosttime.SoIdecidedtoprovidethestudentswithachancetosearchforinformationingroupsandlearnthroughexplorationandcooperation.Iwillusecomputerandblackboardasmyteachingaids.

That’sallformyunderstandingoftheteachingmaterialandthestudents.Nowlet’sfocusonthewaysofteachingandlearning.Part3.TeachingprocedureHerecomesthemostimportantpart,theteachingprocedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:While-reading,StepIII:Post-reading,StepIVHomework.StepI:Lead-inandpre-reading(5mins)

Atthebeginningofthelesson,IplayedashortvideoCastAway.ThenIshowedapictureoftheheroandhisbestfriend(abaseball).Iaskedthestudents“Whydoweneedfriends?”“Whatkindoffrienddoyouwant?”Here,Iaskedthestudentstowritedowntheirmindmap.Iguidedthestudentstosaythewordsandphraseinthispassage.

MypurposeistohelpthestudentstounderstandtheimportanceoffriendsInactivitytwo,IaskedtheSstodiscuss“whatwillyoudotopassthetimeifyouhadtostayinaroomtohideyourenemyforawholeyear?”(Youarenotallowedtoleavetheroom;youmustbequiet,nomusic,TV,orcomputergames.Youareallowedonecompanion.)Iaskedthestudentswithtwoquestions“Howwillyoufeelaboutthenature?”and“whatwillyoumissmost?”Inthisstep,playthevideoistostimulatethestudents’interestoflearning,andleadinthetopicofthisunit.Activity2,mypurposeistohelpthestudentstohaveabetterunderstandingthesituationofAnne,andpredictAnne’sfeelinginthediary.

StepII:While-reading(20mins)While-readingisthemainpartanditwilltake20mins.HereIadoptthetop-downreadingmodel.

1.

ReadingIdividedthepassageintotwoparts,background(para1and2)anddiary(therestofthepassage)(1)(Part1)BeforereadingIaskedtheSstopresenttheirinformationabouttheGermanNazisinWWII.ThentheSstoreadpart1askedthemtofindoutwhatdidtheGermanNazisdoforJewish,andasked“HowlongdidAnnestayinthehidingplace?”“Whowasherbestfriend,why?”Idrewthefollowingmapandhelpthestudentstocompletetheinformation.

Thestudentsinmyclassarelackofindependentreadingability.Ihelpedthemtoread,thinkandfindoutinformationbythemselvesmosttime.Inthisway,studentsistohaveabetterunderstandingofbackground,andknowthemaininformationaboutAnne,atthesametimecanimprovethestudents’abilityofusingEnglish.

(2)Part21.Afterfinishpart1,IaskedtheSstoreadthediaryquicklyanddothefollowingexercises.FindoutAnne’sdifferentattitudeandfeelingtonatureafterhiding.Idrewthefollowingmap(baseonPPT)andhelpthestudentstocompletetheinformation.Beforehiding

Ihelpedthemtoread,thinkandfindoutinformationbythemselvesmosttime.Inthisway,thisexercisecanhelptheSsgetthekeyinformationofthetextandcandeepentheSs’understandingofthetext.AndunderstandAnne’sfeelingandherlongingforthenormallifeinthehidingplace.

StepIII:Post-reading(14mins)

That’sallforthewhile-reading.Nowlet’smovetothethirdstep.Inthisstep,IwilldesigntwoactivitiesandIwillspend12minutesonthem.

Listentothepassageandunderlingtheimportantphrasesinthistext.Phrases:gothrough,setdown,aseriesof,onpurpose,inorderto,atdusk,facetofacer,nolonger/not…anylonger

ThenIaskedthestudentsingrouptoretellthetextaccordingtheirnotes.

Throughthisexercise,theSswillhaveabetterunderstandingofthemeaningandstructureoftext;helpthestudentstorealizetheimportanceoffriendsandfriendship,improvethestudents’abilityofusingEn