英语必修 第一册Unit 3 Family matters教案设计

这是一份英语必修 第一册Unit 3 Family matters教案设计，共4页。

The tpic f this passage is a cnflict ver the sn’s future career chice between the father and the sn, a family matter, which is under the theme “man and self”.
Ⅱ Analysis f the teaching and learning material
What: The teaching material is frm Unit 3, FLTRP (Senir High BOOK 1). This passage presents a dramatic text t students. The cnflict f the play is abut the sn’s future career chice. Fllwing the fur stages f a play -beginning, develping, climax, and ending, the plt is well and fully develped. Specifically, the plt starts frm sn’s asking fr a talk, t talks’ develping int a cnflict, then cnflict’s intensifying, and finally cnflict’s being settled.
Why: This article can enrich students’ reading experience thrugh appreciating a dramatic text, help students learn and understand basic elements in a play, and cultivate students’ stylistic awareness thrugh the cmprehensin f this dramatic text.
Hw: It is a dramatic text made up f actins and lines f dialgue, with settings in the beginning. Fllwing the fur stages f a play, the plt ges frm sn’s asking fr a talk, t talks’ develping int a cnflict, then cnflict’s intensifying, and finally cnflict’s being settled. The passage is the carrier f the theme f this unit, which serves as a guide fr students t vividly experience family cnflicts (as the rles d in the play), think and explre sme pssible slutins t family cnflicts, and aruse and develp their awareness f the rle ne can play in a family.
Ⅲ Analysis f the students
What they knw: Sme students have already enjyed live shws r plays, while thers even invlved in schl perfrmances befre. Besides, almst all the students have read sme dramatic texts in their Chinese class, s it will nt be difficult fr them t apply their previus knwledge t the class. Meanwhile, they have already mastered hw t rganize wrds t cnclude the main plt f a narrative essay. Thus, it is easy fr them t utline the plt f this dramatic text.
What they want t knw: Students may want t knw what the basic elements f a play are, hw a dramatic text is develped, and hw they can present a play frm the perspectives f a directr and an actr, which can serve as a hk fr the teacher t draw students’ attentin t the lng dramatic text and the ld r seemingly bring tpic.
What they will knw: Students will vividly experience family cnflicts (as the rles d in the play), learn and understand the basic elements in a play. In additin, they will learn and take the rle f a directr and an actr respectively.
Ⅳ Teaching and learning bjectives
Language ability
By the end f this lessn, students are expected t knw abut sme academic wrds cncerning family matters and career chice. Besides, sme expressins used t present and supprt ne’s pinin can be learned and students are expected t crrectly use these expressins in dramatic perfrmance and daily life especially at hme.
Cultural awareness
By the end f this lessn, students are expected t develp a better understanding f family matters, have right attitude t family cnflicts, think and explre the rle ne is suppsed t play in a family.
Thinking quality
By the end f this lessn, students are expected t summarize the main plt f this dramatic text, retrieve the basic elements in this play, and deepen the understanding f the rles that basic elements play in a play frm the perspective f a directr, as well as that f an actr.
Learning ability
By the end f this lessn, students are expected t
(1). better apply reading strategies such as skimming, scanning and mind-mapping t imprve their reading abilities.
(2). facilitate learning by rle playing, and perfrmance.
Ⅴ Teaching key pints
(1). T enable students t srt ut the plt(stryline) and emtin line behind;
(2). T enable students t retrieve the basic elements in this play, analyze and understand the rles that basic elements play in a play frm the perspective f a directr, as well as that f an actr.
Ⅵ Teaching difficult pints
T enable students t put what they have learned int actual use, such as rle playing and live perfrmance f the play.
= 7 \* ROMAN VII Teaching and learning methds
Task-based teaching methd; cperative learning; independent learning methd.
= 8 \* ROMAN VIII Teaching prcedure
= 9 \* ROMAN IX Design f students’ learning guide
Prcedure
Teacher’s Activities
Students’ Activities
Purpses
Step 1
Lead in
Play a vide abut a live play.
Enjy the vide and think.
T aruse students’ interests, activate students’ prir knwledge f dramatic text, and guide student t the tpic and
Step 2
While-reading
Have student read the passage and cmplete a directr’s nte - Srt ut settings, characters, cnflict and the plat(stryline) in this play.
Read and lcate the specific infrmatin.
T train students ability t scan fr specific infrmatin and experience the rle f a directr in a play.
Have students read again and cmplete actrs’ nte – Srt ut hw actrs present a vivid perfrmance in a play.
Read, analyze, and retrieve.
T train students’ ability t analyze this dramatic text frm tbe perspective f rles r actrs, and retrieve the characters’ emtin lines behind the plt.
Step 3
Pst-reading
Mtivate students t wrk in grups t prepare and present a perfrmance f this play, whiling prviding timely help.
Prepare the play’s perfrmance in grups and shw in class r nline.
T deepen students’ understanding f the play thrugh acting it ut, and ffer students a chance t put what they have learned int practice.
Step 4
Summary
Guide students t summary and srt ut what they have learned in class.
Cnclude the ways t learn a way and take ntes.
T cnslidate what students have learned in class.