Lesson 4 First Impressions教学设计内容推荐

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

Module 5 Unit13

Lesson 4 First impressions

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Careful Reading（第二阶段阅读）

(教案)

by

高明纪念中学

徐亮亮

Analysis of the Target Students （学生分析）

The 40 target students of this class are in Senior 1. So far they have been learning English for at least six years, which means they have possessed the basic language skills: listening, speaking, reading and writing. However, most of them come from rural areas with backward EFL teaching conditions, so they are not so good at English, especially with a very limited vocabulary and lack of appropriate learning strategies. Luckily, as a senior, they have greater demand for concern, appreciation and success. With the teachers’ effective help, they have become more and more interested and active in English learning. Therefore, every step and every activity I have designed are based on the requirements of cognitive and moral development of my students.

Analysis of the Teaching Material （教材分析）

The English textbook we are using now is published by the Beijing Normal University Press. The unit being referred to here is Unit 8 with the theme “Adventure”. It consists of

several parts: Warm-up, Reading, Listening, Writing, Speaking, Culture Corner etc. The unit theme “adventure”

is interesting, appealing and familiar to students. This lesson is the fourth period of this unit, with the title of fisrt impressions, a popular topic which students was very familiar with. It’s language consists of narration and argumentation. Besides understanding the plot of the story between Jane and Jenny, students are also supposed to master the usage of the emotional adjectives which can be used in describing a vivid story.

Teaching Key Points and Teaching Difficulties (教学重难点) As far as the teaching key points are concerned, I will put reading strategies practicing , analysis of narrative story’s structure and language in use as the teaching key points and the practice of phrases translation and creative speaking will be involved in repeating and consolidating of the use of vocabulary and relative clauses. Hopefully, the students will use them properly after class. As for the teaching difficulties, the language in use, especially the use of the relative clause is a little bit difficult, because it requires students to think and repeated practice in context, which may be tough for my students.

Teaching objects（教学目标）

After this lesson, students will be able to : 1.

Have a better understanding of the story（语言能力：通过听读理解文章内容）

2. Know the authentic meaning of the words through word puzzle（学习能力：学习策略—用英文解释英文）

3. Learn some narrative skills through structure analysis（学习能力：记叙文的写作

1

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

技巧）

4. Use the sentence patterns in the passage to describe their own stories with friends. （思维品质：通过描述与好朋友的故事，理性批判式地理解友谊的可贵）

Teaching Strategies and Techniques（教学策略）:

1.The Task-based Approach and some reading strategies, such as predicting , identifying key words and analyzing structure are applied.（任务型教学法）

2. To make the class easier and more interesting, lots of pictures and a clip of video are offered.（多模态教学资源整合）

3. The flipped teaching idea is adopted to activate students and improve the effectiveness and efficiency of teaching.（小组合作，学生主体）

Teaching procedures（教学步骤）

Step I Quiz and Role-play show （导入：文章内容回顾及学生情境演示）

Do a quiz about the understanding of the article and enjoy a short prepared play acted by Xian Guoyan, Wang Conghuang and Wang Xiaonan.

Intention：Arouse students’ interest and help them review the plot of the story （目的：引起学生兴趣，帮助学生复习故事情节）

Step 2 Word puzzle（字谜）

Group work ( see which group is quick and correct)

2

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

Intention: Help students understand the details more easily.

（目的：帮助学生理解关键词汇的涵义）

Step 3 Reading for details Task 1: Structure analysis

(beginning, development, conclusion)

Para. ( ____ —_____）

in the local library

(story begins)

Para. ( ____ —_____）

at home (story develops)

Para. ( ____ —_____）

in the convenience store (story ends)

Task 2: Gap filling (find accurate words)

where

what happened

Paras 1-3 in the ________library Jane was ________with the girl who_____________________.Jane left the library in a hurry and__________________________.

Jenny ______ Jane and offered to _______________________. Jane expressed thanks to Jenny and apologized _____________________.They_____________since then.

Paras 4-5 Paras 6-7 at home

in the ____________store

3

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

Task 3: The change of Jane’s impression on Jenny

Task 4: True or false ( sentence understanding) 1 . Hearing Jenny singing in the library, Jane felt angry and threw the last straw to Jenny. 2.

There was something wrong with Jane’s ears, because there wasn’t steam coming out of her ears. 3.

Jenny asked Jane to her house to picked up her book. 4.

In the convenience store, Jane just thanked Jenny and treated Jenny to a cup of tea in the convenience store.

Intention: Train students’ ability to locate the specific information

（目的：训练学生定位具体信息的能力）

Step 4

Phrases focus

（短语聚焦）

Chinese into English

1.

当地的图书馆

______________________________ 2.

最后一根稻草

______________________________ 3.

事实上

______________________________ 4.

一家便利店

______________________________ 5.

一场重要的口语考试

______________________________ 6.

多亏了

_____________________________ 7.

怒视

______________________________ 8.

老实说

______________________________

4

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

9.

愿意做某事

______________________________ 10.

对某人喊叫

______________________________

Make a match

1.

experience true friendship

a. 松了一口气

2.

be alike

b.充满焦虑

3.

can’t help doing sth.

c. 变得越来越烦恼

4.

be filled with shame

d. 落下某物

5.

sigh with relief

e. 经历真正的友谊

6.

leave sth. behind

f. 瞥见

7.

glance at

g. 相像的

8.

be full of anxiety

h. 充满羞愧

9.

get more and more annoyed

i. 没能力做某事

10.

be unable to do sth.

j. 情不自禁做某事

Intention: Increase students’ phrase collection （目的：增加学生短语收集量）

Step 5

Share your stories（说出你的故事）

As the output section, this part aims to help students use the sentence patterns to describe their own stories. The teacher will set an example of his own story about friendship before the students voice their stories. Work in groups, and then share with the whole class. 3-4 students will be asked to share their stories if volunteer is in short.

Intention: Get ss the opportunity to speak up and remind them of the importance of tolerance in friendship.

（目的：给学生提供表达的机会，提醒他们宽容在友谊中的重要性）

Step 6: 从句辨析（识别以下句中的从句为何种从句，并划出从句部分。）

1. The singing was so loud that I could even recognize the song! (line 6)

2. I turned around and glared at the person who was singing. (line 7)

3.

She looked like a literary type and seemed very interested in what she was reading.

(line 10)

4. The fact that she looked like a sensitive, friendly girl didn’t matter. (line 12)

5. I was so upset that I almost cried. (line 22)

6. After confirming that I was, Jenny said that she had noticed ... (line 24)

7. She said that she didn’t live far away... (line 26)

8. She was the girl I had shouted at for singing. (line 30)

5

Youth is a period when nothing is impossible. 青春尚在，梦想不败。

9. It was only when I got home two hours later that I realized I’d forgotten it ... (line

20)

10.

If Jenny hadn’t been a kind person who was willing to forgive my shortcomings, I would never have experienced such true friendships.

Step 7

Summing up（总结所学）

we’ve learned: 1.

The main idea of the reading First impressions.

2.

The structure of the reading First impressions.

3.

Some useful phrases that can be used in telling a story.

4.

How to make a good description of a friendship story.

Intention: Review what we have learned in this lesson

Teaching reflection （教学反思）

1.

With the help of the show from two students, students gain a lot of fun and become more interested in the lesson. （乐趣是课堂成功的保障）

2.

The word puzzle can help students memorize the new words in a relaxing way and understand them more accurately. （单词的学习方式可以不一样）

3.

Some of the gap-filling tasks are a little bit difficult for the students, which leads to their failure in finishing the task. （一些任务的难度还是要稍小一点）

4.

The output activity is favored by students, in which they are eager to share their stories. （输出活动受学生喜爱，欣慰）

5.

Some slices of the PPT are not suitable because of the small characters, which discourages the students in the back rows. （PPT可以更精细）

6.

Never talk too much in the class and students should be inspired to voice their opinions. （教师话语一定不能多，给学生足够的时间表达）

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