Unit1RelationshipsLesson1Teachers教学设计-高二上学期英语北师大版选择性

BSD(2019)Module1Unit1lesson1RelationshipsContentsI.AnalysisofteachingmaterialII.AnalysisofthestudentsIII.TeachingthoughtsIV.TeachingobjectivesV.TeachingfocusanddifficultiesVI.TeachingmethodsVII.TeachingresourcesVIII.TeachingproceduresAnalysisofteachingmaterial【What】Thetextofthislessonistwonarratives.ThefirstnarratorisstudentGraham,whichismainlyposedofthreeparts:1.Recallhisstatebeforemeetinghisteacher,MrJenkins;2.RecallMrJenkins'teachingmethodsandtrustandhelpinhimself;3.Showthatyoulovescienceandsucceedwiththehelpofteachers.ThesecondnarratorisMrJenkins,ateacher,andconsistsoftwoparts:1.recallhisimpressionofstudentGraham;2.explainhisowneducationalphilosophy.【Why】Thislessonisthefirstlessonofthisunit,Teachers,whichbelongstothethemeof"interpersonalrelationships"andcontainstwoarticles:thefirstisthestoryofstudentGrahamlookingbackonhistirednessandlackofconfidence,andchanginghimselfwiththehelpofteacherMrJenkins;ThesecondisteacherMrJenkinsreminiscingabouthisrelationshipwithGraham.Thesignificanceofitsthemeistounderstandthestorybetweenteachersandstudents,experiencetheinfluenceofteachersonstudentsandstudents'emotionstowardsteachers,andfeelthefriendshipbetweenteachersandstudents.【How】Thislessonconsistsoftwoarticles.Thefirstarticlerecallshislazy,tiredoflearning,andunconfidentstatebeforemeetinghisteacherMrJenkins,andhowMrJenkinsinspiredhisloveforsciencewithalivelyandinterestingclassroomandatrustingandencouragingteachingmethod,expressingGraham'sgratitudetohisteacher.ThesecondarticlerecallshisimpressionofstudentGrahamandhisrelationshipwithhimfromtheperspectiveofteacherMrJenkins,andclarifieshiseducationalphilosophy,thatis,teachersshouldunderstandeachstudentandteachthemaccordingtotheiraptitude,because"educationisnotaboutpreparingforlife,educationislife".AnalysisofthestudentsVocabulary:Studentshavemasteredbasicvocabularysuchas"practical","rocket","behaviour",etc.Thesewordswillhelpthemtounderstandthesubjectmatterofthetext.Grammaticalaspects:Studentshavelearnedbasicsentencestructuressuchassubjectverbobject,subjectsystemtable,etc.Abletounderstandsimpledeclarative,interrogative,andimperativesentences.Haveacertainfoundationforreadingsentencesintexts.Forexample,theycanunderstandsentencestructureslike"Thereisnosuchthingasagoodorabadstudent."Theyalsohavesomeknowledgeofclauses,suchasobjectclauses,definiteclauses,etc.,whichhelpsthemtoanalyzethestructureofplexsentences,suchassentencescontainingclausesthatappearinthetext"Thethingaboutbeingateacheristhatyouhaveaccesstochildren'smindswhentheyareopenandeagertolearn."Background:Thestudentsofgrade2haveacertainunderstandingofinterpersonalrelationshipsintheirdailylives.TeachingthoughtsAstheEnglishCurriculumStandardsforGeneralHighSchoolpointsout,theEnglishcurriculumofseniorhighschoolshouldfocusonimprovingstudents'abilitytoobtaininformation,processinformation,analyzeandsolveproblemsinEnglishaccordingtothecognitivecharacteristicsandlearningdevelopmentneeds.ThecorepetenciesofEnglishsubjectemphasizesthatEnglishlearningisanactiveprocessinvolvinglearners'activeandpersonalmeaningconstructionbasedontheirpastknowledge.Thestudents’abilitytounderstandandexpressthemeaningsinthetextinEnglishshouldbeimproved.Theyshouldhavethecorrectculturalvaluesandachievethecoordinateddevelopmentoflanguageability,culturalawareness,thinkingqualityandlearningability.Studentsmaywanttoknowmorespecificdetailsaboutrelationships.Studentsmaywanttolearnmoreadvancedvocabularyandphrasesrelatedtorelationshipstoenrichtheirexpressions.Theymaywanttounderstandtheuseofsomeoftheplexsentencestructuresthatappearinthetext,andhowtousethesestructuresintheirownwritingandspeakingtoaccuratelyexpresstheirideas.TeachingobjectivesAttheendoftheclass,studentswillbeableto:AcquirethespecificinformationaboutthechangesofGrahambeforeandafterhemethisteacher.Acquiretheinformationabouttheteacher'sdifferentimpressionsofthestudentandunderstandtheteacher’sbeliefinteaching.Talkaboutthequalitiesofateacherwhohelpedinyourlife.TeachingfocusanddifficultiesTeachingfocusLanguagedimension:Studentsneedtomastervocabulary,phrases,sentencestructuresandplexsentencestructuresrelatedtohealthylivinginordertounderstandandexpressrelevantcontent.ReadingandtheCulturalDimension:Masterreadingskillstoacquireinformationandanalyzetextstructures,andtoimproveculturalawareness.TeachingdifficultiesIndepthuseoflanguage:Accuratelyidentifyandanalyzeeasilymixedwords,analyzelonganddifficultsentences,anddealwiththeunderstandingandtranslationofwordswithculturalconnotations.TeachingmethodsBasedonthecoreliteracygoalsunderthenewcurriculumstandards,thislessoncontinuestobedesignedaccordingtotheideaof"learningunderstanding,applicationpractice,andtransferinnovation".Emphasizestudents'dominantpositioninlanguagelearning,guidestudentstoactivelyparticipateinclassroomactivitiesthatareinlinewiththeircognition,progressive,interrelated,andhaverealsituations,practicetheconceptofEnglishlearningactivities,cultivatestudents'awarenessofcrossculturalmunication,criticalthinking,independentlearningabilityandsenseofcooperation,andemphasizethepragmaticfunctionofvocabularyandgrammarthroughexercisesandhomework.Teachingresources课件PPT，黑板、白板。VIII.TeachingproceduresProceduresActivitiesIntentionsStep1LeadinActivity1以Besidesyourparents,whoisthemostimportantpersonacpanyingyou?以Whatdoyouthinkmakesagoodteacher?为题导入本单元的话题relationships。Suggestedanswers：beingpatientandcaringhavingpassionforteachingandstudentsbeingknowledgeablebeingconsiderateandhumorousmakingfriendswithstudentsbeingequaltoeverystudentandhavenoprejudiceThroughquestions,studentsarestimulatedtolearnaboutinterpersonalrelationships,andatthesametime,students'backgroundknowledgeisactivated,soastopavethewayforthenextlearning.Step2PrereadingActivity2Readformainideas.Graspthegeneralideaoftheparagraphandclarifythestructureofthearticlebyquicklyskimmingthroughthetwoarticles.Whowrotethetexts?GrahamLawrence&BrianJenkinsWhataretheymainlyabout?Theyaremainlyaboutthememoriestheyhaveofeachother.Whyweretheywritten?Thetextswerewrittenbecausethestudentandtheteacherrememberedhowtheyinfluencedeachother;Predictthemainideaandpurposeofthearticlebylookingatthetitleandimageofthearticle.Step3ReadandexploreActivity3&4Readmyteactherfordetailedinformation.Read“MyStudent”.Answerthequestions.Usingatopdownteachingmethod,studentscanfurtherreadthetextandlookfordetailsonthebasisofthestudent'sgraspofthestructureandmainideaofthetext.Step4ReadingforfeatureWhywerethesementionedinthetext?ExamplestosupportcertainideasSuchas:1.“TheonlythingIcanrememberfromschoolmathisthattheanglesofatriangleaddupto180degrees!”2.“Ihadnoideawhathydrogenwas…”3.“Oneday,hetookusoutside,andwebuiltarocket!”4.“Iwasinterestedinthestudyofstarsandplanetsandheaskedmetogiveapresentation…”5.“OnceIcaughthimandhisfriendssee