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视频标签：Giving advic
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视频课题：译林版高中英语必修第一册Integrated Skills Giving advice on parent-child relationship安徽省铜陵说课视频
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译林版高中英语必修第一册Integrated Skills Giving advice on parent-child relationship安徽省铜陵说课视频
Integrated skills (1)
Giving advice on parent-child relationships
说课稿
铜陵市第一中学
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：教学设计
2021年安徽省高中新课程新教材英语学科优质课个人赛
说 课 教 学 设 计
译林版高中英语.必修一 第二单元 Let’s talk teens
主题语境——“人与自我”
话题（大观念）——父母与子女关系
integrated skills板块子主题 “化解亲子矛盾”
Integrated skills (1)
Giving advice on parent-child relationships
教学内容分析：
Integrated skills 板块围绕单元话题“父母与子女的关系”开展听和读的理解性技能以及说和写的表达性技能的相关活动，注重活动的综合性、关联性和实践性。我们设计两个课时完成这一部分的教学。第一课时侧重读、听、说和写作任务的铺垫准备；第二课时侧重写作任务本身。教师针对学生当堂写作成果做出有针对的评价与反馈。教师要引导学生获取建议信文体特征的知识，组织学生开展讨论，给Simon 或Laura写一封帮助他们解决问题的建议信，我们希望能够以活动为导向，让学生在贴近日常生活的情境中，综合运用听说读写的技能，在运用听读等理解性技能的基础上向说写等表达性技能的过渡，完成一个半开放性的活动，形成个性化的输出，提升语言能力，综合运用自主、合作、探究式等学习方式，鼓励学生在创作建议文中创新思维，大胆表达自己的观点。
学情分析：
高一学生正处于人生观、世界观的形成阶段，同时也处于身心发展的“青春期”，他们一方面敏感、冲动、叛逆，渴望独立，一方面又渴望父母的爱与关注。身心发展的变化使得他们与父母相处的过程中可能会产生种种矛盾与隔阂。换位思考、站在别人的角度看问题，批判性思维的养成是培养他们独立的必然要求。如何帮助他们化解亲子矛盾是本环节—Integrated skills努力要解决的问题。从英语知识层面来说，高一学生已经具备初级的听说读写能力，如何读问题，并以建议信的形式给对方提出建议，是本环节的知识能力目标。
教学目标：
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.
教学重难点：
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.
分课时教学设计(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
教学反思：
本节课围绕单元话题“父母与子女的关系”开展读和听的理解性技能以及说的表达性技能相关活动，为下一课时的写作任务铺垫准备，总的来说还是很成功的，课堂效果达到了预期目标。学生通过读的活动，了解Rebecca的问题，并就问题给出针对性建议。然后通过听的活动，获取Cynthia给出的建议，在听的过程中，教师就学生不熟悉的短语表达法等适时给出解释，并通过精听，了解建议信中例子的作用。最后，也是本节课的亮点，巧妙地运用了Cynthia的语音材料，帮助学生了解了建议信文本特征，为下一节课写作建构了基本框架。作业布置也很合理，既是对本节课内容的理解再消化也为下个课时的活动开展做准备。本节课不足之处: 对听力材料中个别短语表达法没有解释，可能会对基础较弱的学生造成些许的听力障碍。
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