Unit 2 Reading Strangers under the same roof 说课稿-2024-2025学年高中英语牛津译林版（2020）必修第一册

Unit 2 Let’s talk teens Good morning, everyone！It's my great honor to interpret my teaching design here. The lesson focus on Unit2 Reading Strangers Under the Same Roof? I will begin my interpretation from the following parts. 教材 学情 教学目标 教学方法 教学程序 板书设计（教学反思） Ⅰ. Analysis of the teaching material Firstly, please allow me to talk about the analysis of the teaching material. The unit is from Yilin Press. The main topic of this unit is the relationship between teenagers and their families. After learning this unit, students will grasp some good expressions to express their interpersonal relationship and know how to deal with family conflicts better. Ⅱ. Analysis of the students The second part is analysis of students. Our students are in Senior 1. They are in their adolescence, so most of them have problems in getting along well with their parents. What the passage tells is close to their actual lives. After learning this passage, students will certainly be inspired a lot. For they just in their first semester of senior high school, most Ss don’t have a completely understanding of skimming and fast reading, which are the basic skills in reading. So besides the basic knowledge, we also need to focus on teaching reading skills. Ⅲ. Analysis of the teaching objectives On the basis of the idea of the Curriculum Standard in English class, teaching aims consist of three teaching aims, so I set following aims: 1.First one is knowledge aims: Students can distinguish which passage is an argumentative passage. Students can grasp the new words and expressions in this unit. 2.The next one is ability aims: Students can divide the structure of an argumentative passage. Students can write argumentative passage with valid arguments and solid evidences. 3.The last one is emotional aims: Students can understand that parents-child tensions are normal in this period. Students will know how to deal with family conflicts better. Ⅳ.Analysis of teaching methods and learning methods After above analysis, I will talk about the teaching methods and learning methods. According to the Curriculum Standard of English, students should be the main body of instruction activity, so I’ll mainly use “Task-based teaching method” to embody the first place of students; besides, I will also use “Communicative language teaching” as another main teaching method to arouse students’ interest and make them fully engaged in the learning and communication. As to the learning methods, I will encourage students to finish tasks individually and cooperate with others. Ⅴ. Analysis of the teaching procedures Here I begin to present the most important part – analysis of the teaching procedures. Step 1: Warming up (5minutes) First is the daily greeting. Then we will come to this unit “let’s talk teens”. I will play a record of a poem which tells parents’ unconditional love. After that I will read this poem with students and admire this poem together. It’s easy to find that the first letter of each sentence in the poem composes “Mum loves you.” The purpose is to catch their attention and arouse their interest. After reading this poem I will ask students some questions: a. Are you touched by the love of the Mother Bird? Give your reasons. b. How do you think of your parents feel about you? How can you tell? Step 2 Pre-reading (5minutes) Give them a question to think about while this reading. Q: How do you understand the title “Strangers under the same roof”? Step 3 Fast reading (8minutes) Ask students some questions: a. Find out the topic sentence in each paragraph. b. What kind of style is the passage? Then I will ask students to make an outline about this passage to help them make clear about the structure of the passage. Step 4 Intensive reading (15minutes) For the intensive reading, first, I will give them 3 minutes to read the passage carefully, while reading this passage, they are supposed to find the answers about these questions: a. What physical changes might children worry about? b. What does “middle ground” in line 15 mean? c. What result in family tensions? Step 5: Post reading (12minutes) After reading this passage carefully, students may have a brief understanding of the passage, then I want to relate the passage with students real lives, we will have a discussion about the relationship between students and their parents in their daily lives. Ⅷ. Analysis of the blackboard Design Lastly, let’s talk about the blackboard design. I will design my blackboard as follows; students and I will complete this chart together, this could help students to understand the structure of the passage and get more clear about the argumentation. That’s all, thanks for your listening. 学科网（北京）股份有限公司 $$