牛津译林版(2019) 英语必修第一册 Unit 3 Getting along with others Extended Reading 说课稿
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| 名称 | 牛津译林版(2019) 英语必修第一册 Unit 3 Getting along with others Extended Reading 说课稿 |  | |
| 格式 | docx | ||
| 文件大小 | 66.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 11:30:32 | ||
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Unit3 Extended reading
Good afternoon, honorable judges，ladies and gentlemen，
It’s my great honor and pleasure to be here sharing my lesson with you. In my reading process, I will focus on students’ long-term development and enable them to appreciate the classics critically.
My teaching presentation today falls into five parts: teaching analysis, teaching approaches, teaching procedures, blackboard designing and finally teaching reflection.
Ⅰ Teaching analysis
The first part is divided into four aspects: teaching material analysis, students analysis, teaching aims and teaching focus and difficulties.
Part1: Analysis of the teaching material.
My lesson is extended reading of new Oxford Edition, Yilin Press , Book 1 Unit 3 Getting along with others. It is a well-known essay adapted from a famous writer, Francis Bacon’s classic work ,Of friendship. It is a well-structured composition with a clear argument: close friendships will help smooth out the sometimes rocky road that we are all meant to travel. Then it talks about the 3 fruits or we can say 3 benefits of friendship. In conclusion part, Bacon also provides us with advice on making friends. The theme of the essay is a permanent topic in human civilization. Bacon put forward some brilliant ideas about friendship, which are still helpful for us to make reflections on life and friendship in the modern world. At the same time, we can find many immortal quotes when we read the essay.
Part 2: Analysis of the students
Who will attend the class The target students are from Senior 1.The previous classes have already touched upon the topic and prepared them for further thinking. Besides, the topic of friendship is related to
students’ lives, so they have relevant knowledge and experience. They have certain English skills and some reading strategies. They are willing to read classics and share their ideas. However, they are of different levels and have some difficulty in appreciating classics .I will set my teaching aims on the improvement of students’ key competence.
Part3: Teaching aims
According to the new standard curriculum , the teaching aims are a combination of four dimensions.
Linguistic competence
Students will be able to know the background information such as the author and what is an essay . Then they will try to find the argument and the structure of the essay by themselves.
Cultural awareness
Students will have a better understanding of Bacon’s brilliant ideas about friendship and be able to make reflection on life and friendships of their own.
Thinking quality
Students will be able to appreciate the essay with critical thinking and get to know the charm of classics.
Learning ability
Students can improve their skimming, scanning, detail-seeking and inferring through different activities.
Students are expected to develop individual learning and cooperative group learning.
So, at the end of the class, my students will know more about Bacon and have a better understanding of his essay. More importantly, they can acquire the ability of further thinking on this topic.
Part 4: Important and difficult points
Of the four aims, for my students, I think the important and difficult points are as follows:
Important point:
How to enable students to have a clear structure and understand the argument as well as the three fruits.
Difficult point:
How to put language skills into real use through the extension activity.
Ⅱ Teaching approaches
To overcome the difficulties, I will adopt different approaches .
Guided reading
I can guide students to use effective reading strategies to comprehend the essay and solve problems.
Communicative approach
It can establish the interaction between the teacher and the students.
Activity-based approach
It can provide students with an opportunity to rise to the challenges and develop the students’ creativity in learning English .
Situational teaching approach
It provides a real scene to help students have access to the information with its sound and picture.
Ⅲ Teaching procedures
Then come my teaching procedures, which contain 6 steps: lead-in, a global view, a close look, appreciation, output and homework.
Lead-in is a guessing game about the signature of Francis Bacon. The question “What else do you know about Francis Bacon ” is to activate students’ prior knowledge and motivate their desire to know something more. Through the introduction of the author and knowledge about essay
,it can arouse the students’ interests in reading the essay, getting ready for the further study.
Pre-reading is a warmer. What would Bacon talk about is of course unknown to my students. Thus the prediction functions as a motivator to encourage students to read for more information about the essay.
While-reading is a center for students to explore enough information by using reading strategies. In this section, I will help my students to comprehend the essay step by step with a global view, a close look and appreciation. From what’s known to what’s unknown, students have to be provided with enough time to get what they want through reading. Firstly, with a global view, a worksheet is presented to help students identify the structure of the essay. By filling the blanks, students will have a chance to choose the key words for each part using skimming and detail- seeking to check whether their prediction is right. Next, a close look will help my students to review the function of “however” and locate the argument of the essay. Then, much more attention will be paid to the key words such as smooth out, rocky road and close friendships to understand the meaning of the argument. When students comes to the body part from para 2 to para 5, emphasis will be put on the appreciation of benefits of close friendships. Bacon compared the three benefits to three fruits. In my view, pictures and examples are practical ways to turn originally abstract words into concrete image. So I will design some while-reading activities to motivate students to explore all the useful information by themselves. After the analysis of friendships’ double advantage, students are encouraged to present their personal examples that can demonstrate it by a role play. As to the second fruit, friendships between Marx and Engels can serve as supporting evidence ,which can also remind students of their own friends who can help them achieve better understanding and judgment. When it comes to the third fruit, a book titled Charlotte’s web will be introduced. In this book, a seemingly small spider called Charlotte completely changes the pig, Wilbur’s fate by
spinning words. Although the spider’s life comes to an end at last, its webs helps Wilbur survive. By inviting students to read 2 excerpts from the book and watch a video of the farewell between Charlotte and Wilbur, I’d like to show a special friendship to help my students have a better understanding of the third fruit as well as the sentence “Friends can help us achieve what we want during life, and perhaps, even after death.
Post-reading is an extension of Bacon’s three fruits. After appreciation of the 3 fruits, then a question comes up: Can we find a fourth fruit Whether they can find a fourth fruit is not important. What is important is that they can further their thinking about the benefits of friendships beyond Bacon’s reflection. Students are encouraged to share their ideas with their peers, and then present what they think in class. Homework is a consolidation. Students need to write down their reflection. During the writing process, choice of words and building of sentences will press them to pay attention to Bacon’s language. Imitation
is definitely a good way to improve students’ writing ability.
Ⅳ Blackboard designing
Ⅴ Teaching reflection
In this period, I designed a great many questions and activities, in which all the students were fully involved. During the class, not only did all the students know more about the background information such as the author and what is an essay, but they also improved their language proficiency. Furthermore, they got moral improvement. At the same time, students were provided with an opportunity to rise to the challenges in pairs\groups or individually, in which all major language skills were closely integrated.
So much for my presentation. Thank you!
Good afternoon, honorable judges，ladies and gentlemen，
It’s my great honor and pleasure to be here sharing my lesson with you. In my reading process, I will focus on students’ long-term development and enable them to appreciate the classics critically.
My teaching presentation today falls into five parts: teaching analysis, teaching approaches, teaching procedures, blackboard designing and finally teaching reflection.
Ⅰ Teaching analysis
The first part is divided into four aspects: teaching material analysis, students analysis, teaching aims and teaching focus and difficulties.
Part1: Analysis of the teaching material.
My lesson is extended reading of new Oxford Edition, Yilin Press , Book 1 Unit 3 Getting along with others. It is a well-known essay adapted from a famous writer, Francis Bacon’s classic work ,Of friendship. It is a well-structured composition with a clear argument: close friendships will help smooth out the sometimes rocky road that we are all meant to travel. Then it talks about the 3 fruits or we can say 3 benefits of friendship. In conclusion part, Bacon also provides us with advice on making friends. The theme of the essay is a permanent topic in human civilization. Bacon put forward some brilliant ideas about friendship, which are still helpful for us to make reflections on life and friendship in the modern world. At the same time, we can find many immortal quotes when we read the essay.
Part 2: Analysis of the students
Who will attend the class The target students are from Senior 1.The previous classes have already touched upon the topic and prepared them for further thinking. Besides, the topic of friendship is related to
students’ lives, so they have relevant knowledge and experience. They have certain English skills and some reading strategies. They are willing to read classics and share their ideas. However, they are of different levels and have some difficulty in appreciating classics .I will set my teaching aims on the improvement of students’ key competence.
Part3: Teaching aims
According to the new standard curriculum , the teaching aims are a combination of four dimensions.
Linguistic competence
Students will be able to know the background information such as the author and what is an essay . Then they will try to find the argument and the structure of the essay by themselves.
Cultural awareness
Students will have a better understanding of Bacon’s brilliant ideas about friendship and be able to make reflection on life and friendships of their own.
Thinking quality
Students will be able to appreciate the essay with critical thinking and get to know the charm of classics.
Learning ability
Students can improve their skimming, scanning, detail-seeking and inferring through different activities.
Students are expected to develop individual learning and cooperative group learning.
So, at the end of the class, my students will know more about Bacon and have a better understanding of his essay. More importantly, they can acquire the ability of further thinking on this topic.
Part 4: Important and difficult points
Of the four aims, for my students, I think the important and difficult points are as follows:
Important point:
How to enable students to have a clear structure and understand the argument as well as the three fruits.
Difficult point:
How to put language skills into real use through the extension activity.
Ⅱ Teaching approaches
To overcome the difficulties, I will adopt different approaches .
Guided reading
I can guide students to use effective reading strategies to comprehend the essay and solve problems.
Communicative approach
It can establish the interaction between the teacher and the students.
Activity-based approach
It can provide students with an opportunity to rise to the challenges and develop the students’ creativity in learning English .
Situational teaching approach
It provides a real scene to help students have access to the information with its sound and picture.
Ⅲ Teaching procedures
Then come my teaching procedures, which contain 6 steps: lead-in, a global view, a close look, appreciation, output and homework.
Lead-in is a guessing game about the signature of Francis Bacon. The question “What else do you know about Francis Bacon ” is to activate students’ prior knowledge and motivate their desire to know something more. Through the introduction of the author and knowledge about essay
,it can arouse the students’ interests in reading the essay, getting ready for the further study.
Pre-reading is a warmer. What would Bacon talk about is of course unknown to my students. Thus the prediction functions as a motivator to encourage students to read for more information about the essay.
While-reading is a center for students to explore enough information by using reading strategies. In this section, I will help my students to comprehend the essay step by step with a global view, a close look and appreciation. From what’s known to what’s unknown, students have to be provided with enough time to get what they want through reading. Firstly, with a global view, a worksheet is presented to help students identify the structure of the essay. By filling the blanks, students will have a chance to choose the key words for each part using skimming and detail- seeking to check whether their prediction is right. Next, a close look will help my students to review the function of “however” and locate the argument of the essay. Then, much more attention will be paid to the key words such as smooth out, rocky road and close friendships to understand the meaning of the argument. When students comes to the body part from para 2 to para 5, emphasis will be put on the appreciation of benefits of close friendships. Bacon compared the three benefits to three fruits. In my view, pictures and examples are practical ways to turn originally abstract words into concrete image. So I will design some while-reading activities to motivate students to explore all the useful information by themselves. After the analysis of friendships’ double advantage, students are encouraged to present their personal examples that can demonstrate it by a role play. As to the second fruit, friendships between Marx and Engels can serve as supporting evidence ,which can also remind students of their own friends who can help them achieve better understanding and judgment. When it comes to the third fruit, a book titled Charlotte’s web will be introduced. In this book, a seemingly small spider called Charlotte completely changes the pig, Wilbur’s fate by
spinning words. Although the spider’s life comes to an end at last, its webs helps Wilbur survive. By inviting students to read 2 excerpts from the book and watch a video of the farewell between Charlotte and Wilbur, I’d like to show a special friendship to help my students have a better understanding of the third fruit as well as the sentence “Friends can help us achieve what we want during life, and perhaps, even after death.
Post-reading is an extension of Bacon’s three fruits. After appreciation of the 3 fruits, then a question comes up: Can we find a fourth fruit Whether they can find a fourth fruit is not important. What is important is that they can further their thinking about the benefits of friendships beyond Bacon’s reflection. Students are encouraged to share their ideas with their peers, and then present what they think in class. Homework is a consolidation. Students need to write down their reflection. During the writing process, choice of words and building of sentences will press them to pay attention to Bacon’s language. Imitation
is definitely a good way to improve students’ writing ability.
Ⅳ Blackboard designing
Ⅴ Teaching reflection
In this period, I designed a great many questions and activities, in which all the students were fully involved. During the class, not only did all the students know more about the background information such as the author and what is an essay, but they also improved their language proficiency. Furthermore, they got moral improvement. At the same time, students were provided with an opportunity to rise to the challenges in pairs\groups or individually, in which all major language skills were closely integrated.
So much for my presentation. Thank you!