Lesson 4 First Impressionsppt课件配套教案内容

Module 5 Unit13 Lesson 4 First Impressions

林邦媛

Ⅰ. Analysis of the teaching material

This is the last lesson in unit 13. This reading material is a typical narrative talking about a story whose topic is “first impressions”. This topic is quite familiar to students. Through the learning of this passage, students can have a basic knowledge of a narrative.

Ⅱ. Analysis of the students

Students have learned the previous three lessons of this unit and have accumulated certain amount of vocabulary related to the personalities of people. Meanwhile, they are quite familiar with topic “first impressions”. However, their reading skills need improving and they are poor at making inferences, which are the priorities to consider in this lesson.

Ⅲ. Teaching aims

1.

Knowledge goals: After this lesson, students will be able to 1) grasp the meaning of certain important words and phrases: leave a/an ... impression, misleading, sensitive, literary, the last straw, steam comes our my ears, etc;

2) have a better understanding of the six elements of a narrative. 2.

Ability goals: During this lesson, students will be able to 1)

develop their reading skills; 2) improve their ability in making inferences.

3.

Emotional goals: After this lesson, students will be able to 1) realize the importance and misleading characteristic of first impressions; 2) improve their autonomous learning ability and teamwork ability. Ⅳ. Teaching important points After this lesson, students will be able to make inferences according to the context. Ⅴ. Teaching difficult points

The students may have difficulty in making inferences and designing questions with six elements of a narrative. Ⅵ. Teaching& Learning methods Task-based reading; Top-down teaching method; Students’ centered approach

Ⅶ. Teaching aids PPT; Handout; White-board; Pad

Ⅷ. Teaching procedures 教

学

过

程

（Procedures）

Lead-in & Pre-reading

教

学

活

动

（Activities）

设

计

意

图

(Intentions)

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Step 1 Introduce a film Beauty and the Beast. Play a clip of the film, which is about when Belle and the Beast first met. Ask the students to enjoy the clip and think about a question “What first impressions did the Beast leave on Belle?”

Ask the students about the ending of this film (the Beast was actually a prince and had many shining qualities) and lead the students draw a conclusion about the characteristic of first impressions.(First impressions can be misleading sometimes) Introduce a similar story to the students.

To make students interested in the topic of this lesson. Step 2 To get students have a background knowledge of what the reading material will be about.

While-reading

Ask the students to work in a group and number the To practise students’

seven paragraphs in their correct order. (The teacher skimming skills and build has previously put the paragraphs out of order and up their teamwork ability.

print it on the handout). Check the answers together and explain the reasons for that order.

1) Ask the students identify the type of this article. What is the type of this article? Narrative

B. Exposition C. Practical writing

D. Argumentation 2) Ask the students the six elements of a narrative.(when, where, who, why, what, how ) Ask students to read para.1~3 and find the answers to the following questions. (Ask students to write their answers with complete sentences and upload their answers with their pads) 1. When did Jane and Jenny first meet? 2. Where did Jenny stand in the library?

3. Who was reading Tennyson’s poems?

4. Why did Jane get more and more annoyed?

5. What were Jane’s feelings in the library? 6. How did Jane react to Jenny’s singing?

Ask students a question related to the topic of this article “What first impressions did Jenny leave on Jane ?”

Ask students guess the meanings of two important phrases from the context(ask students to upload their To build students’ reading answers with their pads) strategy: making inferences. 1.“The last straw ” in para.1 means_____.

A. something that can save your life. 2 Step 3 Step 4 To consolidate students’

ability in using key words and context to improve reading ability.

To arouse students’

background knowledge which can help them read the passage more smoothly.

Step 5

Step 6

To get the students have a detailed understanding of the first part of this article and improve their reading skills.

Step 7

Step 8

B. something that breaks you down. C. something that becomes the only one. D. something that you are fond of. 2.“Steam comes out of my ears” in para.2 means______. A. Something wrong with ears. B. Feeling very wonderful. C. Feeling Extremely angry. D. Water running out of my ears Ask students to read para.4~7 and design six questions in a group. The six questions should start with “when”

“where”

“who”

“why”

“what”

“how”

(Ask the students to take a photo of their questions and upload it). Step 9 Step 10

Post-reading

To develop students’

autonomous learning ability and teamwork ability and improve their reading skills Ask students a question related to the topic of this

article “What

impressions did Jenny leave on Jane ?”

Retell the story

1) Ask the students to retell the first three paragraphs according to the given information. The day that I met my best friend __________, I was full of ________. I was trying to _________for an important oral exam and people kept __________. Therefore I was getting ________. __________ was when I heard someone singing loudly. I turned around and ________ at the person. She was a tall girl with ________ on her face. The fact that she looked like a _________, friendly girl made me _________. At last, I _______ my books, ________her and ________angrily, “You are so _________!”

2)

Ask the students to retell the first three paragraphs according to the given key words. was full of anxiety; was trying to do some revision; kept disturbing me; got more and more annoyed; heard someone singing; turned around and glared at; had a big smile; made me even angrier; picked up my books; glared and whispered 3) Ask the students to retell the first three paragraphs according to the given emojis. Step 11 To consolidate what they have learned from the passage and provide tasks of different levels to the students to practice their spoken English and build their confidence.

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Summarize the article. Ask the students what they can learn from the story. First impressions matter, but as distance can test a horse's strength, time can reveal a person's heart.

Rewrite the last three paragraphs from Jenny’s view according to the passage and some tips.

To consolidate students’

knowledge of the six elements if a narrative.

Ⅸ. Blackboard design First Impressions

When

Where Six elements of

Who a narrative

Why

What How leave a/an ... impression misleading sensitive literary the last straw steam comes our my ears emojis

Step 12

Homework Step 13 Ⅹ. Teaching reflection Almost all the teaching activities have helped fulfill the teaching aims. In the “reading ”

section, I ask the students to number the paragraphs in their correct order and explain the reasons for that order, which help enhance their ability in skimming. By leading the students to guess the meanings of certain phrases from the context, students’

ability of making inferences can be enhanced. By leading the students to designing questions in a group, their autonomous learning ability can be enhanced. By provided different levels of activity for the students to retell the passage, students’

confidence can be built up and they can have a better understanding of a narrative. All in all, in designing all the reading activity, I pay attention to two main things: impressions and the six elements of a narrative. To improve the design of this lesson, I think in the lead-in part, I can change the clip from Beauty and the Beast into something else that has a much closer relation with the topic with this lesson. Meanwhile, in the post-reading part, I can ask more

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students to share what they have learned form the text.

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