Lesson 4 First Impressions设计意图

教学设计

北师大必修5

Unit13 Lesson4

First Impression

教学设计内容

设计主题

北师大版必修5 Unit13 Lesson4 First Impression

1.整体设计思路、指导依据说明

本课主要依据《高中英语课程标准》，并结合思维导图在英语教学中的运用，突出任务型教学法在英语教学中的显著地位。

任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。这是一种强调“在做中学”(Learning by doing)的语言教学方法，是交际教学法的发展，这种“用语言做事”(Doing things with the language)是我国外语课程教学改革的一个走向。该理论认为：掌握语言大多是在活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。在教学活动中，应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。

基于以上理论，本课主要设计思路如下：

Lead-in

Reading for logical thinking

Reading for critical thinking

Reading for creative thinking

Group discussion and presentation

Can we rely on our first impression? Understanding the plot Aanlyzing the characteristic

Exploring the theme

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2.教学背景分析

教学内容分析：

本课选取的是新课标北师大版高中英语教材，必修五模块第十三单元的第四课“First Impressions”，是一节阅读课。文章通过Jane和Jenny两个女孩在图书馆相遇，以及通过还书，最终成为了无话不谈的好朋友这个故事，阐述人与人之间的第一印象并不一定准确，可能会发生改变。在授课过程中，通过三遍阅读文章，引导学生从各个层面（情节，情绪变化，意义）深入挖掘文本，探究如何正确对待第一印象及如何描述人的情绪变化，让学生理解在评判一个人时，不能根据第一印象做出主观臆断。具体来说，该篇文章具有以下特点：

1. 文章生词不多，但在学生阅读课文时，需让其关注不同时期的描述情感变化的动作。

2. 文章结构清晰，可读性强，故事前后的转折很明显。 3. 文章的话题为学生所熟悉，具有教育意义。

学会人与人之间的相处是需要宽容的。让学生明白第一印象不一定是正确的，不能仅凭第一印象来评判一个人。

学生情况分析：

面对的群体为高二学生，从以往的阅读经验中，已经初步的掌握了一些阅读技巧（略读、跳读、精读、推理、判断）。并且由于在课前已经解决了生词，给学生阅读文章扫清了障碍。在平时的教学中，大部分学生表现出了较强的合作学习的愿望，在讨论中学生会真实地提出自己的困惑、见解，并愿意分享自己的学习成果。此外，教师在平时的英语阅读教学中也常引导学生勾画思维导图，所以大部分学生已经能自己勾画思维导图辅助英语阅读，从而达到开阔思维与创造力，提高解决问题的能力。

3.教学目标分析

1.知识目标：

The use of some important words ;

glare at... ;

pick up;

The more ... The less...;

It is/was +被强调的部分+that+其他... 2.能力目标：

1) Identify the structure of a passage and summarize the main idea of it.

2) Students are able to finish the practices with the reading strategies.

3) Use different parts of speeches to express one’s feelings;

4) Students are able to use different expressions to describe the feelings in the first impression.

5) Draw a Mind Map to explore the theme，in order to stimulate the imagination, creation and the ability to solve the problems. 3.情感目标：

能通过讨论文本寓意，不能仅凭第一印象来形成对他人的评判，要学会宽容他人。

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4.教学重点、难点分析

教学重点：

1) Draw a Mind Map to explore the theme，in order to stimulate the imagination, creativity

and the ability to solve the problems. 2) Identify the structure of a passage and summarize the main idea of it.

5.教学过程设计

Step1：

Lead-in Step2：

Understanding Step3：

Analyzing Step4：

Exploring

Step 1. Lead-in：(Pre-discussion) 1) If you have a good impression on someone when you first meet, will

you become good friends? 2) If you have a bad impression on someone at first, what will happen? 3) Whether the first impression is important or not?

【Purpose】To arouse students’ interests.

Step 2. Teaching Aims and general procedures

Teaching Aims 1) Identify the structure of a passage and summarize the main idea of it. 2) Students are able to finish the practices with the reading strategies. 3) Use different part of speeches to express one’s feelings; 4)Students are able to use different expressions to describe the feelings in the first impression. 5) Draw a Mind Map to explore the theme，in order to stimulate the imagination, creativity and the ability to solve the problems. General procedures

【Purpose】To help students know what will learn and develop a whole sense of the passage. 3

Step 3. Reading for logical thinking (Understanding the plot) According to the passage, let students draw a plot diagram. 【Purpose】

1) To get familiar with the structure and main idea of the novel.

2)

To practise students’

logical thinking ability by plot of the story and prepare well for analyzing the characterstic.

Step4. Reading for critical thinking. (Analyzing the characteristic) 1) Let students find out the emotion change as the story goes. Get annoyed...a)I was getting more and more annoyed .

b) The more upset I got, the less I was able to concentrate. Even angrier...

a)Someone is singing behind me.

b)The singing was so loud that I couldn't even recognise the song. Unbearable

a) In fact, I was surprised there wasn't steam coming out of my ears!

b) I picked up my books, glared at her and whispered angrily.... Upset It was only when I got home two hours later that I realised I'd forgotten it and there was nothing I could do as the library was closed.

Relieved The phone rang, I answered it , it was jenny. She said she could bring the book I lost in the library around. Shameful I was filled with shame and apologized for my behavior, I felt so... but Jenny just laughed...

Happy We've been best friends, we are very alike... To be honest, I trust her more than anyone else. 2) Students work in groups to draw a mind map and retell the story, and then voice their opinions about the theme.

a) Planning: Discuss which group members will play the following roles:organizer, researcher, drawer, writer, and representative.(two or three people can work on the same task.

b) Preparing:Work together to complete the mind map of the story.The mind map should be approved by the whole group. c) Producing:Write your report based on the mind map. Each group member reads the report to correct the mistakes. d) Presenting: Present the mind map and retell the story in front of the class.

【Purpose】

Draw a Mind Map to explore the theme，in order to stimulate the imagination, creativity and the ability to solve the problems.

Step4 Reading for creative thinking:(Group discussion and presentation ): What can we learn from it? ( Creative thinking) The author generally conveys a message through her actions and emotions, We are supposed

to learn what the author trying to describe to us.

Possible answer:

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1) Learn to forgive other' shortcomings, especially something you hardly tolerate. 2) Learn to have a better understanding of each other. 3) First impression is of great importance , but getting on with each other is the best way to know a person well. 【Purpose】：To develop students’ creative thinking ability and have an impact on them in their later time.

Step5 Homework: Write a short passage about their first impressions of one of their classmates. 【Purpose】：To consolidate what students have learnt in this lesson.

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6.教学评价设计

一、教师对学生的评价表

评价项目

1.预测故事大意

2.画出情节发展示意图

3.分析Jane的心情变化

4.画出思维导图

5.提炼故事主题

二、学生对自己的评价表

学生姓名： 班级： 课题： 时间：

评价项目

（一）、语言知识目标：

（1）能否学到更多的词汇知识

（2）能否积累了一些语句表达

（二）、语言能力目标

（1）能够预测故事大意

（2）能否读懂故事发展的情节顺序

（3）能否画出本文的思维导图

（4）能否用任务型方法来理解文章

（三）、情感态度目标：

(1) 能否理解主题

(2) 能否和同学交流、分享

(3) 能否感受到英语学习的进步和乐趣

三、

学生对教师的评价

学生姓名： 班级： 课题： 时间：

评价项目

1.老师引导我勾画故事思维导图

满意

基本满意

不满意

Yes

No

满意

基本满意

不满意

2.老师尊重我，课堂中能照顾到我的学习情况

3.老师给我足够的时间思考、讨论和发言

4.老师课堂中对学生的评价（以肯定为主）

5．老师的课堂语言准确、语速适中、有感染力

6.老师板书工整、PPT投影仪使用合理

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