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所屬欄目：高中英語說課視頻
視頻課題：譯林版高中英語必修第一冊Integrated Skills Giving advice on parent-child relationship安徽省銅陵說課視頻
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譯林版高中英語必修第一冊Integrated Skills Giving advice on parent-child relationship安徽省銅陵說課視頻
Integrated skills (1)
Giving advice on parent-child relationships
說課稿
銅陵市第一中學
Good morning. It’s my honor to be here sharing my lesson with you.
I am going to present this lesson with seven parts (analysis of teaching material and students, Teaching objectives, teaching important & difficult points, teaching methods & teaching aids, teaching procedures, analysis of homework & blackboard design and analysis of teaching reflection.)
Part 1 Analysis of teaching material and students
First, let’s have a look at the textbooks of New Senior English For China published by Yilin press. This set of textbooks consists of ten books, including three compulsory, four selective compulsory and three elective ones. Each textbook is made up of four units and each unit is composed of eight parts. (welcome to the unit; reading; grammar & usage; integrated skills; extended reading; project; assessment and further study.) The lesson I will interpret is the fourth part of Unit 2 Book 1. The content of this book is about teenage experiences and the topic of Unit 2 is the relationship between parents and children.
This part----Integrated skills is designed to help students identify specific problems with their parents and they are encouraged to write a letter of advice to help solve problems. And it is arranged to be finished in two periods. The lesson I am going to talk about here is the first section of this part. It mainly consists of Rebecca’s email and Cynthia’s reply. Through reading, discussing and listening activities, students can get advice for Rebecca and better understand the best policy in handling parent-child relationships. Besides, they need to figure out features of advice letter and make preparations for next section.
As for students, they have already learnt parents’ love for children, the causes of conflicts between parents and children and general solutions in the first three parts of this unit. They need to know how to give advice according to specific problems and they are expected to learn more and realize the importance of thinking from other’s perspective.
Part 2 & Part 3 Analysis of teaching objectives & important and difficult points
According to the New Standard Curriculum as well as the status and function of this part, students are expected to achieve these three objectives. (1. Identifying Rebecca’s problem and discussing the advice they’d like to offer; 2. Getting to know how to make one’s advice convincing; 3. Analyzing and figuring out features of advice letter.) and point 2 and 3 are also the key and difficult points of this section.
Part 4 Analysis of teaching methods and teaching aids
Based on the analysis of teaching material, students’ learning background and the modern social communication teaching theories, in order to achieve the goal of this section, I have adopted situational teaching approach and task-based language teaching method. They help create a real scene where students are expected to complete the tasks. At the same time, multimedia teaching and CAI (Computer Aided Instruction) are also used to make the learning easier and more interesting.
Part 5 Analysis of teaching procedures
Now let’s come to the most important part----teaching procedure. I will explain it through five steps----lead in; reading; listening; planning the writing and summary.
Step 1 Lead in
In this part, students are asked to answer three questions.
The purpose is to review and activate their knowledge and get to know their opinions about parent-child relationships.
Step 2 Reading
Here students read Rebecca’s email first and answer a question (What’s Rebecca’s problem?). After that, they are going to discuss and answer another question (What should Rebecca do?).
The purpose is to skim the email to get Rebecca’s problem and to encourage students to discuss the advice they’d like to offer Rebecca.
Step 3 Listening
Well, after discussing and answering the above question, would you like to know what advice Cynthia has offered to Rebecca? Yes! So let’s come to the third step----Listening. It consists of three parts----listen for general information; listen for specific information and listen for extension.
First, students listen to Cynthia’s reply and answer two questions.
The purpose is to train students’ listening ability by getting the general advice Cynthia has offered.
Second, students listen to Cynthia’ reply again and fill in the blanks.
The purpose is to train students’ listening ability by getting some specific and detailed information.
At last, listen to part of Cynthia’ reply again and get the examples about each advice she has offered. And students are encouraged to think about the question:
Why does Cynthia use examples when giving advice? (T: play a video clip).
Examples can make one’s advice more specific and convincing.
The purpose of this step is to make students understand the function of examples and they are expected to use examples when writing a letter of advice.
Step 4 Planning the writing
Well, after listening, let’s come to step 4----planning the writing.
First, students are shown the written form of Cynthia’s reply to Rebecca and they look through it and then answer the question: What’s the text type of the writing?
The purpose is to make students understand the genre of the writing. It is a letter of advice.
Next, students try to figure out features of advice letter under the guidance of the teacher. Firstly, students are asked to go through the beginning of the letter and work out the function of this part. They are encouraged to come up with some sentence patterns to show understanding. Secondly, They read para2, 3 and 4 ( the body part) of the letter. Topic sentences and linking words are introduced here. And students are divided into groups to discuss topic sentences they can use. Lastly, in the ending of the letter, positive sentences like whatever you decide to do, I will support you and best wishes can be used to cheer up the person they are writing to. Besides the structure, students should pay attention to the language as well. The language should be polite and considerate.
The purpose of this step is to discuss and work out features of advice letter and make preparations for writing in next section.
Step 5 Summary
At the end of this section, let’s summarize the lesson (T: Play a video clip)
The purpose is to help students develop a proper attitude towards healthy parent-child relationships.
Part 6 Analysis of homework and blackboard design
Here is the homework. It is designed to make students get prepared for the second section of this part and at the same time to encourage students to put themselves in other’s shoes when meeting with problems.
As for blackboard design, I arrange it this way so students can have a clear view of it and they can get the main contents and important points of this lesson easily.
Part 7 Analysis of teaching reflection
As for teaching reflection, on the whole, the teaching objectives have been achieved.
Highlights: Students have figured out features of advice letter and got well-prepared for writing in next section by making full use of the listening material ( Cynthia’s reply to Rebecca)
Defect: Some difficult expressions are not fully explained in the listening part. It makes poor students have difficulty in understanding the listening material. So next time I prepare for the lesson, I will take it into consideration.
Well, the above is the presentation of my lesson. Thank you for your listening!
附：教學設計
2021年安徽省高中新課程新教材英語學科優(yōu)質課個人賽
說 課 教 學 設 計
譯林版高中英語.必修一 第二單元 Let’s talk teens
主題語境——“人與自我”
話題（大觀念）——父母與子女關系
integrated skills板塊子主題 “化解親子矛盾”
Integrated skills (1)
Giving advice on parent-child relationships
教學內容分析：
Integrated skills 板塊圍繞單元話題“父母與子女的關系”開展聽和讀的理解性技能以及說和寫的表達性技能的相關活動，注重活動的綜合性、關聯(lián)性和實踐性。我們設計兩個課時完成這一部分的教學。第一課時側重讀、聽、說和寫作任務的鋪墊準備；第二課時側重寫作任務本身。教師針對學生當堂寫作成果做出有針對的評價與反饋。教師要引導學生獲取建議信文體特征的知識，組織學生開展討論，給Simon 或Laura寫一封幫助他們解決問題的建議信，我們希望能夠以活動為導向，讓學生在貼近日常生活的情境中，綜合運用聽說讀寫的技能，在運用聽讀等理解性技能的基礎上向說寫等表達性技能的過渡，完成一個半開放性的活動，形成個性化的輸出，提升語言能力，綜合運用自主、合作、探究式等學習方式，鼓勵學生在創(chuàng)作建議文中創(chuàng)新思維，大膽表達自己的觀點。
學情分析：
高一學生正處于人生觀、世界觀的形成階段，同時也處于身心發(fā)展的“青春期”，他們一方面敏感、沖動、叛逆，渴望獨立，一方面又渴望父母的愛與關注。身心發(fā)展的變化使得他們與父母相處的過程中可能會產生種種矛盾與隔閡。換位思考、站在別人的角度看問題，批判性思維的養(yǎng)成是培養(yǎng)他們獨立的必然要求。如何幫助他們化解親子矛盾是本環(huán)節(jié)—Integrated skills努力要解決的問題。從英語知識層面來說，高一學生已經具備初級的聽說讀寫能力，如何讀問題，并以建議信的形式給對方提出建議，是本環(huán)節(jié)的知識能力目標。
教學目標：
By the end of these two sections, students will be able to:
1. Identify the problems they have with their parents and seek solutions;
2. Analyze and summarize the features of a formal advice letter;
3. Write a formal advice letter to help solve their problems.
教學重難點：
1. To logically identify the problems they have with parents;
2. To seek solutions to the problems with their parents;
3. To apply the features of a formal advice letter;
4. To write a formal advice letter.
分課時教學設計(1)
Integrated skills (1)
Teaching objectives
By the end of this section, students will be able to:
1. Read to identify and summarize Rebecca’s problems with her parents;
2. Get to know how to make one’s advice convincing;
3. Analyze and summarize the features of a formal advice letter.
Teaching important and difficult points
1. To logically identify the problems with their parents
2. To get advice for Rebecca by listening to Cynthia’s reply
3. To figure out features of a formal advice letter
Teaching procedures
Step 1 Lead-in and reading
1. Encourage students to talk about their problems with their parents and lead them to read the problem of Rebecca in Part A.
2. Discuss and describe Rebecca’s problem in one sentence.
Step 2 Speaking
Have students talk about the advice they’d like to give Rebecca.
Step 3 Listening
1. Listen for general information:
How many pieces of advice has Cynthia given to Rebecca?
What are they?
2. Listen for specific information (Listen and fill in blanks).
Advice for Rebecca
Talk to your mother. Make sure she understands (1)________________.
*Remember to (2) __________________ and start the conversation politely.
Example: “I know that you expect me to do well at school, but I’m struggling sometimes. Can we please talk?”
*Try to (3) __________________. Let your mother know about (4) _______________ and ask for more free time.
Example: Try to make a deal with your mother by explaining why you enjoy music and how it helps you.
Put yourself in your mother’s shoes and try to understand what she does.
Example: When your mother doesn’t let you go out with friends, think about why she does so.
3. Listen for extension
Listen to part of the reply again to get the function of using personal experiences and examples. (the application of examples when giving advice)
(making preparations for the second session of Integrated skills).
Step 4 Planning the writing
Encourage students to figure out the text type of Cynthia’s reply to Rebecca and features of the writing (structure and language)
Beginning--- show understanding
Body---offer advice on how to improve parent-child relationships
Ending--- end the letter with positive messages
Step 5 Homework
Ask students to read Simon’s and Laura’s emails to summarize their respective problems and think about the advice they can give Simon and Laura.
Blackboard Design
教學反思：
本節(jié)課圍繞單元話題“父母與子女的關系”開展讀和聽的理解性技能以及說的表達性技能相關活動，為下一課時的寫作任務鋪墊準備，總的來說還是很成功的，課堂效果達到了預期目標。學生通過讀的活動，了解Rebecca的問題，并就問題給出針對性建議。然后通過聽的活動，獲取Cynthia給出的建議，在聽的過程中，教師就學生不熟悉的短語表達法等適時給出解釋，并通過精聽，了解建議信中例子的作用。最后，也是本節(jié)課的亮點，巧妙地運用了Cynthia的語音材料，幫助學生了解了建議信文本特征，為下一節(jié)課寫作建構了基本框架。作業(yè)布置也很合理，既是對本節(jié)課內容的理解再消化也為下個課時的活動開展做準備。本節(jié)課不足之處: 對聽力材料中個別短語表達法沒有解釋，可能會對基礎較弱的學生造成些許的聽力障礙。
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