Lesson 4 First Impressions第二课时 公开课

Teaching Design

School: 庐江二中

Name：蔡玲玲

Text: Lesson 4 First Impressions

Unit 13, Module 5 Edition: Beijing Normal University

Part 1 Analysis of the Teaching Materials and the Students (1)

Analysis of the Teaching Materials

First, it is about the teaching materials.

First impression is a familiar topic to students as everyone can have first impressions of others. And now I am trying to make a good first impression. The text is a narrative about a story when the two girls met for the first time. And this is the last lesson of Unit 13, People, in which Lesson 1 is about EQ and IQ, and tells students understanding and communication are very important. In order to get ahead and live a happy successful life, we need to get on well with others. Lesson 2 is about people’s different personalities and jobs, which can help students learn about respect. Lesson 3 can help students learn how to try to understand others’ feelings.

After these three lessons, Lesson 4 gives students a practical example of how to try to understand and respect others so as to get on well with them when meeting for the first time by telling a story. Unit 13 is the first unit of Module 5, which is closely related to the next unit, Careers. Learning about people’s different personalities and jobs can help students make right career choices, which will be talked about in Unit 14. First impression is important in interviews, which is the topic of Lesson 2 in Unit 14. In order to have a happy successful life and promote the success of our careers, we need to keep on learning, which is the topic of Unit 15.

And Module 5 is the last one of all the compulsory modules. Our educational purpose is to cultivate well-rounded students and quality education also aims to promote students’ full development. The four previous modules are intended to broaden students’ scope of knowledge and promote students’ all-round development. So is Module 5 but it is the most important one, as it focuses on students themselves and their individual life.

So learning this text is of great importance to students’ growth and development.

(2)

Analysis of the Students They have learnt some reading skills, and have a certain ability to read, such as to get the general idea of the reading materials. And they are cheerful, active, enthusiastic in class and eager to show what they know.

Their reading abilities are still limited.

They have different English levels.

Part 2 Teaching Objectives

After my lesson, students will be able to Knowledge and Skills

1. Understand the main idea and also the structure of the text especially when it comes to narratives.

2. Learn the new words and expressions. Process and Methods 1. Get information by using reading strategies and skills. 2. Organize information to retell the passage. Emotional Attitude and Values Learn to get on well with others.

Teaching Key Points 1. To understand the main idea and the structure of the text. 2. To learn some useful reading strategies. 3. To learn the new words and expressions. Teaching Difficult Points 1. To make inferences. 2. To organize the information to retell the passage.

Part 3 Teaching Procedures The teaching procedures include these five parts. And if time permits, I will get students to do a self-evaluation. Step 1 Lead-in

I will first show students a picture of a young lady. And ask them: Who is in the picture? Do you know the person? As senior high school students are always busy, I think most students haven’t seen the film, and they will answer “She is a young lady, a woman or a nurse. We don’t know her.”

Then I will show them this one, a picture of a famous actor. And ask students: “What about him? Do you know him?” Then tell students the lady in the first picture is just the actor. And I will lead in the topic and ask students: “What can you learn from these pictures?”

[Intention] These two pictures can effectively arouse their interest and curiosity, and draw their attention to the topic. And the free talk can activate students’ existing background knowledge. Step 2 Pre-reading Look at the title and the picture on Page 14 and try to predict what the text is about. (

)

A. It tells a story about the first impression when two girls met for the first time.

B. It tells the importance of first impressions. [Intention] With this task, students’ skills of predicting based on certain clues can be developed and they are warmed up, ready to check answers and to know more, which can greatly improve their reading efficiency. Step 3 While-reading

Task 1 Skim the text and check the answer you’ve predicted.

Look at the title and the picture on Page 14 and try to predict what the text is about. (

)

A. It tells a story about the first impression when two girls met for the first time.

B. It tells the importance of first impressions.

[Intention] The two choices for the main idea of the text can help students identify the text is about a story. It is a narrative instead of an argumentative writing. Task 2 Skim the text to divide it into four parts and match each part with its main idea.

Part (Para._____)

1 Beginning A. The writer forgot her book and was so grateful to Jenny who brought her book back.

Part 2 Development (Para. _____) B. Basic information of the story.

Part 3 Climax (Para. _____)

C. Jane was very angry and left the library.

Part 4 Ending (Para._____) D. They became best friends and got along well.

[Intention] Learning how to analyze the structure of the passage can greatly improve students’ reading skills.

Task 3 Scan to find the essential factors of the story.

Who

Where

Why

When

What

How

[Intention] Help students to get more detailed information.

Task 4 Scan the story to decide if the following sentences are true (T) or false (F).

1.

Jane was pleased when Jenny started singing. 2.

Jenny was much older than Jane. 3.

Jane had a good first impression on Jenny in the library. 4.

Jane was upset because she had left her most important textbook behind in the library. 5.

Jane didn’t feel it necessary to apologize. 6.

Jenny is not a kind person.

Before they start this task, I’d like to invite one student to talk about his or her way of judging sentences. The student is at the average level. He can take the first sentence as an example. Based on his strategies, I accordingly give some tips to all the students on how to use the reading strategies correctly. What are the important words? What about the relevant parts of the text? Do they express the same idea? [Intention] Giving relevant tips or guidance according to students’ own knowledge can effectively help students. Learning reading strategies can also greatly improve students’ reading abilities. Summary

Fill in the blanks (A).

It tells us a story when Jane and Jenny 1._______(one) met in the local library. According to 2._______ first impression, Jane didn’t like Jenny 3._____ Jenny sang loudly in the library, 4._______ disturbed Jane’s revision for an important oral exam. Jane picked up her books, glared at Jenny and 5._______(whisper) angrily. When Jane arrived home two hours 6._______ , she was 7.______ (upset) to realize she had forgotten her most important textbook. After noticing what happened, Jenny 8.______ (confirm) she was Jane and managed 9._______ bring her the book. 10.______(fill) with shame, Jane apologized several times for her rude behavior. Since then, they became best friends. Summary

Fill in the blanks (B).

It tells us a story when Jane and Jenny 1._______(one) met in the local library. According to 2._______ first impression, Jane didn’t like Jenny 3._____ Jenny sang

loudly in the library, 4._______ disturbed Jane’s revision for an important oral exam. Jane picked up her books and glared at Jenny 5._______(whisper) angrily. 6._______ two hours, Jane arrived home 7. ______ she was 8.______ (upset) to realize she had forgotten her most important textbook. After noticing what happened, Jenny 9.______ (confirm) she was Jane and managed 10._______ bring her the book. 11.______(fill) of shame, Jane apologized several times for her rude behavior. Since then, they became best friends. [Intention] Improve students’ capabilities of using language comprehensively as well as check their understanding. I also bear in mind that students are at different levels. So here I design two different passages with blanks for them to choose. The first one (Blank Filling A) is much easier. Some sentences are just the same sentences from the text, and some are slightly changed. While the second one (Blank Filling B)is a little complex, which requires students to wisely and resourcefully use the correct forms of the words.

Draw the mind map of the story according to the structure or the essential factors of the story.

[Intention] This task can help students develop their skills of organizing information. Step 4 Post-reading

Retell the passage according to the mind maps you draw.

[Intention] With this task, students can not only strengthen what they have learned in the class such as the new words and expressions, but also have a deeper and clearer understanding of the text.

Discussion.

Discuss in groups of 4 and talk about what you can learn from the story.

These may be the key words or phrases of what they have learned from the story. be willing to, forgiving, warm-hearted, friendly, kind, get along with,

communicate

[Intention] This can help students get inspired on how to get to know others and how to cooperate and get along with others as well as develop abilities of discussion

and cooperation in groups. And it is also a good exercise for students to improve their listening and speaking skills in real situations. After students express their opinions, I give them a summary to help them know more from different perspectives. If time permits, students will do such a self-evaluation to see whether the teaching objectives are achieved. It can also help students feel sense of achievement.

Homework Write a short essay about 100 words of your understanding of first impressions.

Teaching reflection _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________