高中英語6Module3InterpersonalRelationships省賽獲獎(jiǎng)

LessonReport-基于學(xué)本課堂Book6Module3InterpersonalRelationship---Friendship

Reading&Speakingby：高二英語組屈丹Lessonreport2345AnalysisofLearningobjectivesAnalysisofLearningmethodAnalysisoflearningfocusAnalysisoflearningproceduresAnalysisofLearningmaterials1閱讀技能1.graspthemainidea；2.findthedetailedinformation；3.Understandthenewwordsaccordingtothecontext4.Haveadeepunderstandingofthepassage5.havetheabilitytoreasoningandjudging.6.konwthestructureofthepssage.《高中英語新課程標(biāo)準(zhǔn)》對(duì)學(xué)生閱讀技能及語言表達(dá)能力的要求：語言表達(dá)能力1.developtheabilityofusinglanguage

.2.speaktheauthenticEnglish.1.Analysisoflearningmaterials

Thetopicisfrombook6,Module3(Friendship)-thesecondperiod(Roy'sstory).Itisfamiliar,meaningful,andrelevanttothestudents’lifeandinterests.Therefore,it'seasyforstudentstolearnwithjoy.Furthermore,itplaysavitalroleinstudents'dailylife.TheobjectivesofabilityTheobjectivesofKnowledgeTheobjectivesofemotions2.AnalysisoflearningobjectivesTheobjectivesofKnowledge1)Tolearnsomewordsandphraseslikeoffer,moody,steal,knockover,gothrough......2)ToknowhowtherelationshipbetweenRoyandDannielchanged.3）ToknowhowtoexpressideasusingtheexactsentencesTheobjectivesofability:1)Toimprovetheabilityofguessing,summarizingthemainideaandanalyzingthenewwordsbasedonthecontext.2)Toimprovetheabilityofindividualwork、groupworkandproblem-solving.3)ToimprovetheabilityofspokenEnglishandexpressing.Theobjectivesofemotions:1)Tolearnhowtodealcorrectlywiththeproblemsbetweenfriends.2)Tovaluemoreaboutthefriendship.3)Toimprovetheawarenessofcooperation.4)Togetclosertoteacherthroughtheinteractionwithteacher.3.AnalysisoflearningfocusLearningfocusKeypoint:Toexpressideasinexactway.Toputwhattheyhavelearnedintopracticaluse.Difficultpoint:ThinkofproperandpolitewaystohelpRoygobacktotherighttrack.1Students'Selfstudy2

Pairwork&Groupwork34.Analysisoflearningmethodology45Readingskills:1.Surveying瀏覽2.Skimming略讀3.Scanning尋讀4.Surmising猜讀5.Studying研讀

Situationallearningmethod-Role-playGroupcompetitionStage3:Post-readingStage2:While-readingStage1:Pre-reading5.AnalysisofteachingproceduresStep1:Lead-in:GuessthetopicWarming-up:ShareastoryStage1Pre-readingThedesignofthestageisbasedontheconstructivisttheory.Thetheorybelievesthatlearningisaprocesswherethelearnersconstructmeaningbasedontheirownexperienceandwhattheyhavealreadyknown.Ileadinthetopic-friendshipthroughfourmoviestoarousestudents’interestsintheclass.Meanwhile,letstudentssharetheirownfriend'sstoriestomakestudentsmoreactiveintheclass.4.AnalysisofteachingproceduresTask2:DividethepassageintodiferentpartsandgivethemainideaStage2-Step2While-readingTask3:Readpart1&2:①WhatwasRoylikebefore&afterhisfather’sdeath?Circlesomewords.Task1Whatisthewritingorderofthispassage?Findsomeevidence.5.AnalysisofteachingproceduresTask4:Readpara4:Circlethewordsthatshowtheiraction,feelings,dialogue,facialexpressionsTask5:Readpara6-8andFillintheblanksReasonsforStage2-Step2Socio-constructivisttheorybelievesthatlearningisbestachievedthroughteacher’sscaffolding（腳手架）andstudents’peersupport.Forthisreason,Iaskthestudentstofinishtask1-task5whichisdesignedfollowingthetimeorderofRoy'sstory.Inthisway,Isetupscaffoldingforthestudentsbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Meanwhie,studentsareledintoarealsituationthroughtherole-play.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srolecanbeenactedvividly.

5.Analysisofteachingprocedures

Step3:Discussion

Step4:AfriendshipdeclarationStage3Post-readingStep5:Self-assessment

Step6:Assignment5.AnalysisofteachingproceduresThisisthelaststagetodetecttheaccomplishmentsofthelearningobjectivesandtheeffectivenessofthisclass.Therefore,productiveskillssuchasdiscussionandspeakingshouldbeconcerned.ThatiswhyIdesigndiscussion,declarationandself-assessmentactivity.Inaddition,thecommunicativeapproachbelievesstudentscanbemotivatedbygroup-workthathavesomecommunicativeelements.Intheend,aboutthehomework,thest