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Unit 1 Absolute agony! 说课稿
Ⅰ Teaching material analysis
1.This lesson is from NSE edition Book 3, unit 1 KNOWING ME, KNOWING YOU, period 1 Starting out and Understanding ideas:Absolute agony!
2. The theme is about how to establish and maintain good interpersonal relationship and carry out social communication. Learning how to establish and maintain good interpersonal relationships is an important topic in the process of adolescent growth. This unit introduces the common emotional expression and personality characteristics of teenagers, helping students realize the interpersonal problems they and their peers will encounter in the process of growing up, and learn to treat and solve these problems correctly. Through the study of this unit, students can have a correct attitude towards dealing with interpersonal relationships and master the methods of dealing with interpersonal relationships initially.
3. Starting out aims to activate students' existing language and background knowledge, and pave the way for the next learning activities of the whole unit. This unit first shows the different performances of different characters in a specific scene with pictures, and guides students to experience the different personality characteristics of characters through phenomena, describe them in related languages, and introduce the theme of this unit conveniently. Activity 2 shows some impolite behaviors in interpersonal communication through video, and guides students to analyze the inappropriateness of these behaviors and their correction methods, thus further deepening the discussion on the theme. This section presents two letters, the genre of which is practical writing. The first letter is a letter for help. The writer Ben describes a series of interpersonal problems caused by a basketball game. The second letter is a reply to the first letter, and Agony Aunt gives three suggestions to Ben's question. Lead-in activities before reading guide students to discuss the problems they are concerned about in interpersonal communication, thus leading to topics and paving the way for text learning; Reading activities mainly examine students' ability to grasp the content of the text and sort out the context of the article; After reading activities, students are inspired to think deeply and explore the significance of the theme through activities such as summarizing the main idea, understanding the details and connecting themselves with open questions and answers.
Ⅱ Students analysis
First of all, senior one students have a sense of learning. A small number of students have formed good study habits in junior high school, and most students can familiarize themselves with the text in advance. Secondly, for learning strategies, students use them properly in their studies, but only at the most basic level. At the same time, through the study of this class, students can actively think about some open problems and have their own opinions, which shows that the thinking ability of senior high school students is more mature and dialectical thinking and creative thinking have developed greatly. In group cooperative learning, it can be seen that the consciousness of high school students' cognitive activities is obviously enhanced, and the self-evaluation and self-control ability of cognitive system is also greatly improved.
Ⅲ Teaching objectives
By the end of this period, Students will be able to:
1. Look at the picture, and analyze the personality of the people in the picture;
2. Think about who do they turn to for help when they face problems;
3. Perceive the key structure, and understand the main idea of the two letters;
4. Deepen understanding of the theme of the unit and encourage them to form healthy and correct relationship with others.
Ⅳ Key and difficult points of teaching
1. Lead students to read independently, understand the main ideas, and gain more details;
2. Guide students to form healthy and correct relationship with others.
Ⅴ Teaching methods, Learning methods Teaching aids
1.Teaching methods: Task-based teaching method
2.Learning methods: Individual work, pair work & group work;Learning English in real situations.
3.Teaching aids: Blackboard, multimedia, Chalks.
Ⅵ Teaching procedures
Step I Lead in(5 mins)
Activity 1 Look at the picture
Look at the picture and describe what each person is doing, and talk about what kind of person they might be.
Suggested answer：
1 He is sitting alone. He looks disappointed. He may be a quiet person.
2 He is eager to have/eat food. He may be hungry. It seems that he loves eating.
3 He is quarrelling with another guy. He looks angry. He may be short-tempered.
4 He is talking with some people excitedly. He looks delighted. He may be friendly/outgoing.
5 She is offering cakes to a guy happily. She looks hospitable. She may be a kind girl.
6 She has broken a cup. She looks frightened. She may be a careless girl.
(Purpose：Arouse students' interest through observation and analysis, and students can achieve the goal of initially introducing topics by observing the characters' personalities in the pictures.)
Step II Pre-reading(5 mins)
Activity 1 Answer question
Question：
Who will you turn to for help when you face a problem？
friends
parents
teachers
online forums
no one – you prefer to keep things to yourself
other____________________________________________________
Suggested answer：Students’ own answer
(Purpose：By guiding students to understand relevant background information and activating their thinking, we can achieve the goal of helping students understand the text by providing relevant background information.)
Step III While-reading(17 mins)
Activity 1 Read for main idea
Read the letters and find out what kind of problems Ben has and who he turns to for help.
Suggested answer：
Ben believed one of his teammates let down the whole team and told it to his best friend. But then his friend told everyone else what Ben had said. Now Ben is at a loss for what to do, and he turns to Agony Aunt for help.
(Purpose：Guide students to further understand the content of the article and achieve the goal of testing students' acquisition of relevant information and basis from the text.)
Activity 2 Complete the diagram
Complete the sentences with expressions from the passage.
Suggested answer：
1 the team were let down
2 to let off team
3 went and told everyone else what I’d said
4 apologize to your teammate
5 communicating with each other clearly
6 resolving conflicts
7 repeating what you said
8 making the situation worse
9 say too much
10 think first, speak later
(Purpose：By reading the article, students can grasp the main idea of the article, at the same time grasp the text structure and extract relevant information from the article, so as to achieve the goal of testing students' understanding of the article and grasping the content.)
Step IV Post-reading(15 mins)
Students go through the two questions and think about them individually, then they discuss the questions in groups, and the teacher invites some students to share the answers with the class.
Questions：
1 What do you think of Agony Aunt’s advice What other advice would you give to Ben
2 What is your understanding of the saying “Loose lips sink ships” Do you know any similar sayings in Chinese
Suggested answer： Students’ own answer
（Purpose: Further help students to deeply understand the information conveyed by the text on the basis of understanding the text, improve dialectical thinking and achieve the goal of further deepening the understanding of the article.）
Step V Homework & Student Self-Evaluation (3mins)
Please write a letter to Agony Aunt’s and tell her the difficulties that you meet recently.
(Purpose：Deepen students' understanding of unit topics and discourse topics, guide students to dig deeper into their understanding of themselves, and achieve the goal of guiding students to practice.)
Student Self-Evaluation
Learning goals Grades
Look at the picture, and analyze the personality of the people in the picture A B C D
Think about who do they turn to for help when they face problems
Perceive the key structure, and understand the main idea of the two letters
Deepen understanding of the theme of the unit and encourage them to form healthy and correct relationship with others
Ⅶ Blackboard design

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