Unit1KnowingMeKnowingYouUnderstandingideasAbsoluteagony!說(shuō)課稿高中英語(yǔ)

Unit1Absoluteagony!說(shuō)課稿

ⅠTeachingmaterialanalysis

1.ThislessonisfromNSEeditionBook3,unit1KNOWINGME,KNOWINGYOU,period1StartingoutandUnderstandingideas:Absoluteagony!

2.Thethemeisabouthowtoestablishandmaintaingoodinterpersonalrelationshipandcarryoutsocialmunication.Learninghowtoestablishandmaintaingoodinterpersonalrelationshipsisanimportanttopicintheprocessofadolescentgrowth.Thisunitintroducesthemonemotionalexpressionandpersonalitycharacteristicsofteenagers,helpingstudentsrealizetheinterpersonalproblemstheyandtheirpeerswillencounterintheprocessofgrowingup,andlearntotreatandsolvetheseproblemscorrectly.Throughthestudyofthisunit,studentscanhaveacorrectattitudetowardsdealingwithinterpersonalrelationshipsandmasterthemethodsofdealingwithinterpersonalrelationshipsinitially.

3.Startingoutaimstoactivatestudents'existinglanguageandbackgroundknowledge,andpavethewayforthenextlearningactivitiesofthewholeunit.Thisunitfirstshowsthedifferentperformancesofdifferentcharactersinaspecificscenewithpictures,andguidesstudentstoexperiencethedifferentpersonalitycharacteristicsofcharactersthroughphenomena,describetheminrelatedlanguages,andintroducethethemeofthisunitconveniently.Activity2showssomeimpolitebehaviorsininterpersonalmunicationthroughvideo,andguidesstudentstoanalyzetheinappropriatenessofthesebehaviorsandtheircorrectionmethods,thusfurtherdeepeningthediscussiononthetheme.Thissectionpresentstwoletters,thegenreofwhichispracticalwriting.Thefirstletterisaletterforhelp.ThewriterBendescribesaseriesofinterpersonalproblemscausedbyabasketballgame.Thesecondletterisareplytothefirstletter,andAgonyAuntgivesthreesuggestionstoBen'squestion.Leadinactivitiesbeforereadingguidestudentstodiscusstheproblemstheyareconcernedaboutininterpersonalmunication,thusleadingtotopicsandpavingthewayfortextlearning;Readingactivitiesmainlyexaminestudents'abilitytograspthecontentofthetextandsortoutthecontextofthearticle;Afterreadingactivities,studentsareinspiredtothinkdeeplyandexplorethesignificanceofthethemethroughactivitiessuchassummarizingthemainidea,understandingthedetailsandconnectingthemselveswithopenquestionsandanswers.

ⅡStudentsanalysis

Firstofall,senioronestudentshaveasenseoflearning.Asmallnumberofstudentshaveformedgoodstudyhabitsinjuniorhighschool,andmoststudentscanfamiliarizethemselveswiththetextinadvance.Secondly,forlearningstrategies,studentsusethemproperlyintheirstudies,butonlyatthemostbasiclevel.Atthesametime,throughthestudyofthisclass,studentscanactivelythinkaboutsomeopenproblemsandhavetheirownopinions,whichshowsthatthethinkingabilityofseniorhighschoolstudentsismorematureanddialecticalthinkingandcreativethinkinghavedevelopedgreatly.Ingroupcooperativelearning,itcanbeseenthattheconsciousnessofhighschoolstudents'cognitiveactivitiesisobviouslyenhanced,andtheselfevaluationandselfcontrolabilityofcognitivesystemisalsogreatlyimproved.

ⅢTeachingobjectives

Bytheendofthisperiod,Studentswillbeableto:

1.Lookatthepicture,andanalyzethepersonalityofthepeopleinthepicture;

2.Thinkaboutwhodotheyturntoforhelpwhentheyfaceproblems;

3.Perceivethekeystructure,andunderstandthemainideaofthetwoletters;

4.Deepenunderstandingofthethemeoftheunitandencouragethemtoformhealthyandcorrectrelationshipwithothers.

ⅣKeyanddifficultpointsofteaching

1.Leadstudentstoreadindependently,understandthemainideas,andgainmoredetails;

2.Guidestudentstoformhealthyandcorrectrelationshipwithothers.

ⅤTeachingmethods,LearningmethodsTeachingaids

1.Teachingmethods:Taskbasedteachingmethod

2.Learningmethods:Individualwork,pairwork&groupwork;LearningEnglishinrealsituations.

3.Teachingaids:Blackboard,multimedia,Chalks.

ⅥTeachingprocedures

StepILeadin(5mins)

Activity1Lookatthepicture

Lookatthepictureanddescribewhateachpersonisdoing,andtalkaboutwhatkindofpersontheymightbe.

Suggestedanswer：

1Heissittingalone.Helooksdisappointed.Hemaybeaquietperson.

2Heiseagertohave/eatfood.Hemaybehungry.Itseemsthatheloveseating.

3Heisquarrellingwithanotherguy.Helooksangry.Hemaybeshorttempered.

4Heistalkingwithsomepeopleexcitedly.Helooksdelighted.Hemaybefriendly/outgoing.

5Sheisofferingcakestoaguyhappily.Shelookshospitable.Shemaybeakindgirl.

6Shehasbrokenacup.Shelooksfrightened.Shemaybeacarelessgirl.

(Purpose：Arousestudents'interestthroughobservationandanalysis,andstudentscanachievethegoalofinitiallyintroducingtopicsbyobservingthecharacters'personalitiesinthepictures.)

StepIIPrereading(5mins)

Activity1Answerquestion

Question：

Whowillyouturntoforhelpwhenyoufaceaproblem？

?friends

?parents

?teachers

?onlineforums

?noone–youprefertokeepthingstoyourself

?other____________________________________________________

Suggestedanswer：Students’ownanswer

(Purpose：Byguidingstudentstounderstandrelevantbackgroundinformationandactivatingtheirthinking,wecanachievethegoalofhelpingstudentsunderstandthetextbyprovidingrelevantbackgroundinformation.)

StepIIIWhilereading(17mins)

Activity1Readformainidea

ReadthelettersandfindoutwhatkindofproblemsBenhasandwhoheturnstoforhelp.

Suggestedanswer：

Benbelievedoneofhisteammatesletdownthewholeteamandtoldittohisbestfriend.ButthenhisfriendtoldeveryoneelsewhatBenhadsaid.NowBenisatalossforwhattodo,andheturnstoAgonyAuntforhelp.

(Purpose：Guidestudentstofurtherunderstandthecontentofthearticleandachievethegoaloftestingstudents'acquisitionofrelevantinformationandbasisfromthetext.)

Activity2pletethediagram

pletethesentenceswithexpressionsfromthepassage.

Suggestedanswer：

1theteamwereletdown

2toletoffteam

3wentandtoldeveryoneelsewhatI’dsaid

4apologizetoyourteammate

5municatingwitheachotherclearly

6resolvingconflicts

7repeatingwhatyousaid

8makingthesituationworse

9saytoomuch

10thinkfirst,speaklater

(Purpose：Byreadingthearticle,studentscangraspthemainideaofthearticle,atthesametimegraspthetextstructureandextractrelevantinformationfromthearticle,soastoachievethegoaloftestingstudents'understandingofthearticleandgraspingthecontent.)

StepIVPostreading(15mins)

Studentsgothroughthetwoquestionsandthinkaboutthemindividually,thentheydiscussthequestionsingroups,andtheteacherinvitessomestudentstosharetheanswerswiththeclass.

Questions：

1WhatdoyouthinkofAgonyAunt’sadvice?WhatotheradvicewouldyougivetoBen?

2Whatisyourunderstandingofthesaying“Looselipssinkships”?DoyouknowanysimilarsayingsinChinese?

Suggestedanswer：Students’ownanswer

（Purpose:Furtherhelpstudentstodeeplyunderstandtheinformationconveyedbythetextonthebasisofunderstandingthetext,improvedialecticalthinkingandachievet