Lesson 4 First Impressions课时教案

Teaching Aims: 1.Knowledge objects: a. To master the new vocabulary such as whisper, glare at, etc. b. To understand the passage through using reading skills, like skimming, scanning and reading between lines; c. To retell the story in their own words 2.Ability objects: a. To develop students’ listening, speaking, reading and writing skills through class activities. b. To improve their cooperation ability during the discussion and completing tasks. 3.Emotion objects: a. To have a correct or proper understanding of first impression; b. To become more interested and confident in English communication.

Teaching procedures Step 1. Lead-in (3-mins) class work First of all, lead Ss to enjoy some pictures and encourage them to talk about their first impression by using some adjectives. By comparing the pictures, they can make a conclusion: First impression is important but it’s not always reliable, so we can’t judge people by their appearance. Purpose of my design: to encourage students to use the adjectives about people they learnt in the previous lessons, and to trigger their interest in the lesson we will learn. At last, to lead in the topic: First Impression and understand “The first impression is not always reliable; Don’t judge a person by its appearance.”

Step 2 Brainstorm (3-mins) Group work Think as many adjectives about persons’ personalities as they can

Purpose of the design: to review what they learnt and prepare for what we will learn. Step 3 Fast-reading (7-mins) individual work Task 1 Listen carefully and skim the text quickly to get main idea of the story.

Purpose of the design: to lead Ss to listen for the main idea for the first listening, and to encourage Ss to use skimming to get the main idea of the passage quickly and prepare for the tasks later. Task 2 Put the following sentences into correct order according to the story. Purpose of the design: to have a clear understanding of the development of the story. Step 4 Careful reading (10-mins) team work Task 3 Answer the questions Purpose of the design: to use reading skill scanning to understand the detail information correctly and deeply. Task 4 Find how Jane's feelings changed How Jane’s feeling changed is the important clues of the development of the story

Step 5 Post-reading (15-mins) Group work Task 5 Conclusion

It’s a typical narrative story, so lead Ss to conclude the story from its six elements and review what we have learnt. Task 6 Retelling the story by using the key words and phrases in the passage. Purpose of the design: I adopt task-based teaching methods to enable students to complete various tasks to understand the passage by using different reading skills. And a proper competition can arouse the Ss’ interest in English learning and make them more active in class activities. Task-based teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Making sure the students are the center of the class, the tasks are organized from easy to difficult, which can improve their confidence in English learning and improve their English abilities at the same time. Step6 Homework: (3-mins) individual work Make notes about the first time you met someone. They can refer to the reading passage and the format of narrative story. Purpose of the design: to encourage students to use the pattern to describe their first impression on their best friend; to check how well they learnt and consolidate what they learnt.

Part 6 Blackboard Design This is my blackboard design. I will divide it into two parts. On the right, I usually write the grouping and important points so that the students will know what they have learnt when they see the blackboard while on the left, I always write some minor important points which can erased at any time. Lesson 4 First Impression Group 1

When:

Brainstorm: Group 2

Where: Group 3

Who:

Jane’s Feelings:

Group 4

Why:

What:

How: Key words and phrases:

Teaching Reflection: It is obvious that it’s a typical reading class, which focuses on the reading comprehension, reading skills and culture learning. To trigger students’ interest in the reading passage, I first share some pictures related to people and encourage students to use what they have learnt in the previous lessons to voice their opinion about the first impression of the people in the pictures. In this way, they can go into the class quickly and review what they’ve known as well as do some preparations for the later class. It’s important for students to understand the fact that the first impression is important, however, is not always reliable. We can’t judge a book only by its cover and judge a person only by his appearance. I am happy that the students can be into the reading class and complete the tasks well. Of course, there are some parts needing improvements, especially the last part—conclusion, which students did better than I thought. They even can use their own words to express their own feelings about the story, which is out of my expectation.