課題：Unit1Relationshipslesson1TeachersUnit1RelationshipsLesson1TeachersTextualanalysisThetopiccontextofthisunitis"peopleandsociety",thislessonisthefirstlessoninthisunit,whichiscloselyrelatedtostudents'lifeandbelongstothetopicof"interpersonalrelationship".ThemaincontentofthiscourseisaboutGraham,whoisthestateofbeingtiredoflearning,lackofself-confidence,beforehemetMrJenkinsandwhenhemetMrJenkins,MrJenkinsaffectsGraham’slifewithlivelyandinterestingclassesandtrust-encouragedteachingmethods.Itshowshisgratitudetohisteacheranddiscusseshowstudentsgetalongwithteachersandfriends,andtherelationshipbetweenstudentsandthemselves.Encourageallstudentstogetalongwellwithothers,becauseinthisprocess,wewilllearntounderstand,tolerate,careandlove,whichisbeneficialtostudents’growth.TeachingObjectives：1.Studentscanlearnsomenewwords/expressionsandgetthemainideaofthetext.2.StudentscanobtainanddescribethechangesbeforeandafterGrahammetMrJenkins,andsummarizethereasons.3.Studentscanthinkindividuallyandlearncooperatively.4.Studentsshouldrespectteachersandlearntodealwithallkindsofrelationships,soastogetonwellwithothers.Coreaccomplishment:Languageability:Intheprocessoflearningthislesson,studentscansortoutwordsandphrasesthatarerelatedtointerpersonalrelationshipsandcanunderstandandusethem.Culturalconsciousness:Throughthestudyofthislesson,studentsshouldunderstandtherelationshipbetweenteachersandstudents,understandinterpersonalrelationshipsfromvariousangles,compareandthinkintheprocess,andhelpstudentstoestablishgoodrelationshipbetweenteachersandstudentsinreallife,inordertoestablishgoodinterpersonalrelationships.Thinkingquality:Studentsarerequiredtohavetheabilitytosortoutandsummarizeinformation,analyzeandinferthelogicalrelationshipofinformation.Inthislesson,askstudentstosortoutthechangesbeforeandafterGrahammetMrJenkins,andonthisbasistoanalyzethecausesofGrahamchangesandthecharacteristicsofMrJenkins'personalqualities.Learningability:Throughlistening,speaking,readingandwriting,studentscanimprovetheirEnglishabilitythroughvariousactivities,deepentheirabilitytothinkaboutthetitleofthislesson.Teachingkeyanddifficultpoints:Howtogetthemainideaandmasterthestructureofthetext.HowtoobtainanddescribethechangesbeforeandafterGrahammetMrJenkins,andsummarizethereasons.TeachingMethods:PairworkandgroupworkTeachingAids:Multi-mediaTheBlackboardTeachingProcedures：Step1.GreetingsStep2.Leading-inShowtwosentencestohelpstudentsunderstandtherelationshipbetweeneducationandteachers.Ittakestenyearstogrowtrees,buthundredtorearpeople.”Ateacherisanarchitectofman’ssoul.ShowtwopicturesaboutConfuciousandAnneSullivanandthentalkaboutthem,thenleadinnewlessonTeachers.Activateandshare:(1)Askstudentstotalkaboutthequalitiesthatteachersneed.Usethephrasesbelow.Askforvolunteerstosharetheirideasaboutwhatqualitiesteachersshouldhavetotheclass.SuggestedAnswers:Ithinkteachersshouldunderstandtheirstudents.AndIthinkthatteachersshouldexplainthingswithpracticalexamplesandinsimplelanguage.(2)LookatthetitlesandthepicturesofthetwotextsCanyouguessthelinkbetweenthetwotexts?(Thetwotexts,oneiswrittenfromthepointofviewofastudentandonefromateacher)Step3While-readingReadandExplore:Task1Readthetwotextsandanswerthequestions.Whowrotethetexts?2.Whataretheymainlyabout?Suggestedanswers:1.Thetexts'writersareGrahamLawrenceandBrianJenkins.GrahamwasonceMrJenkins'student.2.Theytalkaboutthememoriesthattheyhaveofeachother.Task2:Readthefirsttextandfindthegeneralideaofeachparagraph.Thenmatchthemainideawitheachparagraph.Para.1a.Mr.Jenkins'classwasgreatfun.Para.2b.Mr.Jenkinsmademeinterestedinasubjectforthefirsttime.Para.3c.Mr.Jenkinsmademehaveconfidence.Answers:bacTask3:Read"MyTeacher".Completetheinformation.BeforeGrahamwenttoMrJenkins'class·Grahamwasnotverygoodatmostschoolsubjects.·He'sabitlazy.·Sciencehadbeenasubjectfullofstrangewords.·Hedidn'twanttoknowwhathydrogenwas.·Hefoundscienceboringanddifficult.·Helackedconfidence.AfterGrahambecameMrJenkins'student·MrJenkinsmadeGrahamfeelthathehadhisownstrengthens.·Hewasinterestedinthestudyofthestarsandplanets.·Hegaveapresentation.Q:HowdidMrJenkinsaffecthim?Pleasereadthefirsttextagainandfindtheanswer.Answer:Hemadehimfeelthathehadhisownstrengthsandmadeeverythinginteresting.Task4:Nowpleasereadthetextaloudandagain.Thenfindouttheanswersinthearticleandcompletethefollowingthreequestions.1.HowdidMr.Jenkinsmakehisclassinteresting?2.WhydoesGrahamoftenthinkaboutMr.Jenkins?3.IsMr.JenkinsstillagreathelptoGraham?Suggestedanswers:1.Heusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.2.Mr.Jenkinsaskedhimtogiveapresentationtotheclass.Thatwasreallythefirsttimehetriedtoexplainsciencetoanaudienceandnowit’shisjob.3.Yes.Whenhe’spreparingaprogramme,hethinksabouthowMr.Jenkinswouldhavedoneit.Task5:Nowlet’sreadthearticleagainandimagineyouaretheheadteacherofOertonSchool.PrepareapresentationtotellGraham’sstory.Youcanusethediagramtohelpyouanddiscusswithyourpartnertodrawamindmap.SuggestedAnswers:GrahamLawrencewasnotverygoodatmostschoolsubjects.Hewasabitlazy.Sciencewasasubjectfullofstrangewordstohim.Hedidn'twanttoknowwhathydrogenwas.Hefoundscienceboringanddifficult.Helackedconfidence.Whenhewas15andhewentintoMrJenkins'class,hereallybecameinterestedinasubjectforthefirsttime.MrJenkinshadheardstoriesaboutGraham'sbadbehaviorbuthebelievedtherewasnosuchathingasagoodorabadstudentandtriedtomakelessonsinteresting.HehelpedGrahamrealizethathehadhisownstrengths.Step4After-readingGroupwork-Thinkandshare:Therearemanydisharmoniousthingsbetweenteachersandstudents.Nowlet’swatchaVideo，thentalkabouthowtoimprovetheirrelationships?Possibleanswers:Teachersshoulddo1.keepupwiththenewtimes2.respectstudents???…Step5SummaryandHomeworkInthisperiod,wemainlylearnedthefirstarticle.Afterclass,pleasereadthetextaloud.andcompletethequestion:Whatshouldstudentsdotoimprovetherelationshipsbetweenteachersandstudents?Writeashortarticleaboutateacherinyourlifewholike,MrJenkins,helpedhis/herstudentstolearn.whatqualitiesdoeshe/shehave?Step6BlackboarddesignLesson1TeachersQualitiesthatyouthinkteachersneed:TounderstandstudentstobepatienttobecreativeTomakefriendswithstudentstomakestudentsfeelconfident…Mindmap:Hisattitudeandfeelingsaboutschoolsubjectsbefore15Hisattitudeandfeelingsaboutschoolsubjectsbefore15Hisattitudeandfeelingsafter15ReasonsforthechangeHisattitudeandfeelingsafter15ReasonsforthechangeTeachingreflection:課堂教學實錄關鍵詞：引導合作自主探究教學內容：選擇性必修一unit1Lesson1TeachersTextualanalysisThetopiccontextofthisunitis"peopleandsociety",Thislessonisthefirstlessoninthisunit,whichiscloselyrelatedtostudents'lifeandbelongstothetopicof"interpersonalrelationship".ThemaincontentofthiscourseisaboutGraham,whoisaboyofbeingtiredoflearningandlackingofself-confidencebeforehemetMrJenkins,andwhenhemetMrJenkins,MrJenkinsaffectsGraham’slifewithlivelyandinterestingclassesandtrust-encouragedteachingmethods.Itshowshisgratitudetohisteacher.Thislessonalsodiscusseshowstudentsgetalongwithteachersandfriends,andtherelationshipbetweenstudentsandthemselves.Encourageallstudentstogetalongwellwithothers,becauseinthisprocess,wewilllearntounderstand,tolerate，careandlove,whichisbeneficialtostudents’growth.TeachingObjectives：1.Studentscanlearnsomenewwords,expressionsandgetthemainideaofthetext.2.StudentscanobtainanddescribethechangesbeforeandafterGrahammetMrJenkins,andsummarizethereasons.3.Studentscanthinkindividuallyandlearncooperatively.4.Studentsshouldrespectteachersandlearntodealwithallkindsofrelationships,soastogetonwellwithothers.Coreaccomplishment:Languageability:Intheprocessoflearningthislesson,studentscansortoutwordsthatarerelatedtointerpersonalrelationshipsandcanunderstandandusethem.Atthesametime,studentscanknowthemeaninginacertainsituation.Culturalconsciousness:Throughthestudyofthislesson,studentsshouldunderstandtherelationshipbetweenteachersandstudents,understandinterpersonalrelationshipsfromvariousangles,compareandthinkintheprocess,andhelpstudentstoestablishgoodrelationshipbetweenteachersandstudentsinreallife,soastoestablishgoodinterpersonalrelationships.Thinkingquality:Studentsarerequiredtohavetheabilitytosortoutandsummarizeinformation,analyzeandinferthelogicalrelationshipofinformation.Inthislesson,askedstudentstosortoutthechangesbeforeandafterGrahammetMrJenkins,andonthisbasistoanalyzethecausesofGrahamchangesandthecharacteristicsofMrJenkins'personalqualities.Learningability:Throughlistening,speaking,readingandwriting,studentscanimprovetheirEnglishabilitythroughvariousactivities,deepentheirabilitytothinkaboutthetitleofthislesson.TeachingProcess：Step1GreetingsandLeading-inT:Classbegins.Ss:Goodmorning,teacher.T:Goodmorning,everybody!sitdown,please!Ss:Thankyou!T:NicetohavethisEnglishclass.Firstofall,pleaselookattwosentencesandtrytotranslatethemintoChinese.Ittakestenyearstogrowtrees,buthundredtorearpeople.Ateacherisanarchitectofman’ssoul.Thefirstsentencemeans?S1:...(十年樹木，百年樹人）（學生沒有直接回答出來，其他學生提示）T:十年樹木，百年樹人.rearmeans撫育培養(yǎng)S2:教師是人類靈魂的工程師。T:verygood！architectmeans建筑師，soulmeans靈魂心靈，教師是人類靈魂地工程師。Now,pleaselookattwopictures.Picture1:Whoishe?Ss:Heis孔子.（這個單詞大部分學生不會，要求學生記下這個單詞）T:Confuciousmeans孔子，pleasewritedownthisword.Payattentionto“Ittakessbsometimetodosth”Whocanaddmoreinformationabouthim?S1:Heisafamousteacher.T:Great.Heistheteacherforallages.(萬世師表)andheisalsoafamousthinker.Whataboutthesecondpicture?Whocanintroduce?S2:SheisHelenKeller’steacher.sheisagreatteacher,too.（AnneSullivan的名字學生說不出來）T:Excellent!WeallknowsheisHelenKeller'slifelongteacher.SheisAnneSullivan.Withouther,Helencouldn'thavebecomeafamouswriter.Todaywewilllearnlesson1Teachers(板書：Lesson1Teachers)Step2ActivateandShare：PairworkT:PleasethinkabouttwoquestionsthenI’llasksomestudentstoanswer.Q1:Whoisyourfavoriteteachernow?Q2:Whydoyoulikeher/him?T:Who?S1:MyfavoriteteachersaremyhistoryteacherandEnglishteacher,becauseIthinkmyhistoryteacherisverybeautifulandkind,sheisalsopatientwithusandmyEnglishteacherisverykind.T:Verygood!IlamhappybecauseIamyourfavoriteteacher.Whowanttotry?S2：MyfavoriteteacherisPEteacher,becauseIthinkPEteachercanunderstandmeandhelpme.T:Verygreat!PEisthemostpopularofallsubjects.Raiseyourhand.Who?S3:...S4:...T:Youaregreat!Accordingtoouranswers,nowlet’stalkaboutthequalitiesthatateacherhasattractyou.Qualitiesmeans品質。Firstdiscusswithyourgroupmembersandchoosearepresentativetospeak,youcanusethephrasesinthebooktohelpyou,pleasegettoready.Groupwork:T:Whichgrouphaveatry?G1:Historyteacherislikeouroldersistersheisfriendlyandlikesmakingfriendswithus.G2:Ithinkourteacherscanunderstandus.soIlikeourallteachers.G3:Ourheadteachercanhelpuswhenweareintrouble.soweallrespecthim.T:Thethirdgroup…verygood!respectis尊重尊敬,Whataboutothergroups?groupfourG4:Ourmathsteacherispatient,andheoftenencouragesustosolveproblemsbyourselves.T:Welldone!Youarethebest!pleasepayattentiontothephrase:encouragesbtodosth鼓勵某人做某事…T:OK!Let'ssummarizethequalitiesthatteachersneedtogether,OK?Ss:OK!T:Ifateachercanmakefriendswithus/understandus/helpuswhenweareintrouble/bepatient/encourageus/makeusfeelconfident...,wealllikehim/her.IthinkIshouldworkhardertomakemorestudentslikeme.(板書)Nowthatweknowwhatqualitiesateacherneeds.pleasereadthetextstounderstandtherelationshipbetweenGrahamLawrenceandhisteacherMrJenkinsandthensolvesomeproblems.Step3While-readingReadandExploreTask1:T:Lookatthetitlesandthepicturesofthetwotexts,canyouguessthelinkbetweenthetwotexts?andthenanswertwoquestions.Q1:Whowrotethetexts?Q2:Whataretheymainlyabout?Thesetwoquestionsareveryeasy.soIgiveyouoneminutetoscanthepicturesandtitles,andconcludethecontentofthetexts.T:Timeisover.Let’ssharetheanswers.Whowouldliketoanswer?S1:ThewritersareGrahamLawrenceandBrianJenkins.T:Good!Doyouagreewithhim?Ss:Yes!T:Haveyougottheanswerofquestion2?Ss:Yes!S2:...T:Sitdown,please!GrahamwasonceMrJenkins'student,BrianJenkinswasonceGraham’sscienceteacher,sothesetwotextstalkaboutthememoriesthattheyhaveofeachother.Areyouclear?Ss:Yes!T:Nowlet’sreadthefirsttext"MyTeacher"carefullyandanswersomequestions.Task2:T:Igiveyoutwominutestoreadthefirsttextandfindthegeneralideaofeachparagraph.Thenmatchthemainideawitheachparagraph.Therearethreeparagraphsandlookatthethreesentences.Pleasereadthetext.Para.1a.Mr.Jenkins'classwasgreatfun.Para.2b.Mr.Jenkinsmademeinterestedinasubjectforthefirsttime.Para.3c.Mr.Jenkinsmademehaveconfidence.T:Who？S1:bacT:Good!Fromthereading,weknowGrahamchangedalot.whydidhechangealot?Whocantellme?S2:Becausewhenhewasfifteenyearsold,hemetMrJenkins.Task3:T:Excellent!WeknowwhenhemetMrJenkins,hebecameadifferentperson.MrJenkinsisthemostimportantpersoninhisstudy.PleasereadthetextcarefullyandfinddetailedinformationtodescribeGrahambeforeandafterhemetMrJenkins.Igiveyoufiveminutestoreadandcompletethetable.BeforeGrahamwenttoMrJenkins'class·Grahamwasnotverygoodatmostschoolsubjects.···AfterGrahambecameMrJenkins'student·MrJenkinsmadeGrahamfeelthathehadhisownstrengthens.··T:BeforeGrahamwenttoMrJenkins'class,Whatwashelike?whocantellme?S3:HewasabitlazyandSciencehadbeenasubjectfullofstrangewords.T:Great!Whoaddmore?S4:…Hedidn'twanttoknowwhathydrogenwas.Hefoundscienceboringanddifficult.(猶豫后回答出來了）T:Good!Pleaseaddmore.Youcanusethesentenceinthearticle.S5:Helackedconfidence.(部分學生不能正確的把單詞和句子正確的讀出來，要加強朗讀。）T:Welldone!Youaregreat.Itshowsthatmoststudentscanunderstandthearticle.OK,Fromthearticle,weseeMrJenkinsmadeGrahamfeelthathehadhisownstrengthens,sohechangedalot.whatotherchangesafterGrahambecameMrJenkins'student?Whoknows?Putupyourhand.S6:Hewasinterestedinthestudyofthestarsandplanets.T:Good!youplease,addmore!S7:...Sorry,Idon’tknow.T:Sitdown,please!youplease!S8:...Sorry,Iamsorry.T:Whoknows?putupyourhand.sitdown,please!who?letusanswertogether.Ss:Hegaveapresentationtotheclass.T:Great!Fromthetable,weknowMrJenkinsaffectedGrahamalot!NowIhaveaquestion:HowdidMrJenkinsaffecthim?Pleasereadthetextagainandusethesentencesinthearticletoanswerthequestion.T:Who?Haveatry.S9:…MrJenkinsmadeeverythinginterestingandhemadehimfeelthathehadhisownstrengths.Task4:T:VeryGood!Youansweredverywell.Sitdown,please!Ithinkyoureadthearticleverycarefully.MrJenkinsmadeeverythinginterestingandhemadehimfeelthathehadhisownstrengths.NowLet’slookatthesequestions.1.HowdidMr.Jenkinsmakehisclassinteresting?2.WhydoesGrahamoftenthinkaboutMr.Jenkins?3.IsMr.JenkinsstillagreathelptoGraham?T:Pleaselistentothetapeandfindouttheanswersinthetext.whenyouanswerthequestion,saywhereyoufindtheanswers.Areyouclear?Ss:Yes!T:Pleasegettoready….questionone,who?S10:Icanfindtheanswerinparagraph2.Heusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.T:Excellent!Otherstudentscomeon.Nextquestion,Volunteer!S11:Ithinktheanswerisinparagraph3.Mr.Jenkinsaskedhimtogiveapresentationtotheclass.Thatwasreallythefirsttimehetriedtoexplainsciencetoanaudience.T:Great!Youarethebest.Sitdown,please!MrJenkinsaskedhimtogiveapresentationtotheclass.Thatwasreallythefirsttimehetriedtoexplainsciencetoanaudiencenowit’shisjob.Whataboutthelast?Who?S12:Ithinkitis“Yes”.ButIdon’tknowwhy.T:Sitdown,please!Ofcourse,yes!weknowateacher’sbehaviorandwordsmayhavealife-longeffectonus.soreturnthisquestion:wheredowefindtheanswer?Wecanreadparagraph3.letreadthissentence-Whenhe’spreparingaprogramme,hethinksabouthowMr.Jenkinswouldhavedoneittogether.It’stheanswer.Task5:T:Youdidwelltoday.Giveyousomepraise.Nowlet’sreadthearticleagainandimagineyouaretheheadteacherofOvertonSchool.PrepareapresentationtotellGraham’sstory.Youcanusethediagramtohelpyouanddiscusswithyourpartner.pleasepayattentiontothekeyclue-hisattitudeandfeelingsbeforeandafterhewasfifteenyearsold.Andaddthereasonsofchange.Youcandrawamindmaptohelpyou.Giveyoufourminutestoprepareit.T:Who?Whocantry?Pleaseraiseyourhand.S13:…Idon’tknow.S14:...Idon’tknow.T:Maybethisquestionisdifficult.Wereviewthecontentofthearticle.wecandrawamindmap.Beforeit,Grahamwasnotverygoodatmostschoolsubjects;Hewasabitlazy;Sciencewasasubjectfullofstrangewordstohim;Hedidn'twanttoknowwhathydrogenwas;Hefoundscienceboringanddifficult;Helackedconfidence.ButThathewas15yearsoldhewentintoMrJenkins'classisthekeyevent,hechangedalot:Hereallybecameinterestedinasubjectforthefirsttime;Hewasinterestedinthestudyofthestarsandplanets；Hegaveapresentationtotheclass.AndthereasonforchangesisthathehelpedGrahamfindhisinterestandstrengths.Itbuilthisconfidence.Pleaselookatthemindmapagainandyoucanwritedown.T:Fromthefirsttext,weknowmeetingagoodteacherinourlifeisaluckything.soweshouldrespectandloveourteacher.Likeacoin,everythinghastwosides.nowtherearemanydisharmoniousthingsbetweenteachersandstudents.Let’swatchaVideo.Step5CriticalthinkingT:Becausethedisharmonybetweenteachersandstudents,therelationshipistense.Sohowtoimprovetherelationships?Asteac