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视频标签：perspective,Emphatica,structure
所属栏目：高中英语优质课视频
视频课题：高中英语人教版选修11 Unit 3 Finding the correct perspective Emphatica structure江西省优课
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Teaching plan and design
胡欣（2019-7-10)
Teaching background:
In the past 1 year, I have been having oral English class online. In order to help the student to build up their confidence in English learning with my own teaching and learning experience as well as under the request of teaching reform, I think the most effective attempt is giving more room to students in class and trying to create a situation for them to help them improve their comprehensive ability in English learning. That is a good way to help them have their own perspective to make progress and set up their own corpus. Moreover, it is more interesting.
To begin with my presentation, my topic is finding the correct perspective. It is taken from new senior English for Chinese students. My presentation will contain the following periods. Teaching background Teaching strategies Teaching procedure The concept of the plan
First let me introduce the first period, teaching background. And this period will be divided into the four parts: status and function, teaching aims, students analyze and teaching key and difficult points. I will explain it one by one.
Today’s lesson is chosen from Unit 3, Book 11 of new senior English for Chinese student published by people’ educational press.
The main idea of this passage is finding the correct perspective to solve student’s psychological problem and the student will learn how to strike a balance between work and rest. In additional, the grammar of this unit is to review the emphatic structure Do and It. The students will have a better command of this structure through the practice of different activities associated with their daily life to arouse the interest, that is what I am trying to do throughout the whole class. The destination of our teaching is to help the student express themselves eagerly, thus , the emotion which the emphatic structure conveys can be focused on through this lesson as well.
Given the analysis of the teaching material, the teaching objectives are as following:
1. Knowledge objective: A) the students will be able to make it clear the tips should be paid
attention to when use this structure.
B)students will apply the structure while speaking and writing.
2. Ability objective: A)I will help the student to develop their ability of speaking, listening and
writing. B) Train their ability of analyzing and setting up their own concepts of a topic in mind and cooperating.
3. Emotional objective: the student will enjoy the pleasure to express themselves through the
practical usage of the two emphatic structures and the emotion they convey.
The students in this class are the third year student in high school. They have the basic competence in English proficiency and they have enough basic grammatical rules and vocabularies to express themselves. They are getting mature and competitive. But they still need the teacher to provide a democratic and harmonious environment for them to guide them to form a good way of thinking. The students in our school are second-rate and third-rate students, and their English foundation is generally poor, especially their speaking ability. Therefore, it is practical and
effective to design the grammar revision course relatively simply to suit the students' level.
On the basic of syllabus and the analysis of students and objectives, I clarify the key points as following:
Key points: make it clear the tips and points should be paid attention to when using the two structures and also the variation of the emphatic It .
Difficult points: guide the students to apply the structure in real circumstance.
There is a saying: the students are the centre of the class. An effective is a combination of a proper teaching and learning method and a good evaluation forms. So I will introduce my teaching strategies.
In this lesson, I will adopt task-based language teaching and commutative approach and total situational action.
Task-based teaching approach is the emphasized method in English teaching; it will build the students’ integrated language skills and through communicative method can help students open their mouth to talk.
Total situational cction (情景教学) a “activity —scene”teaching method , it create a real scene between the Ss to help them submerge into the real situation to interact . At the same time, in this lesson I lead the students into the theme of Little prince to arouse their maximum interest to speak out loud.
As for learning methods, students will learn through independent exercising, discussing and cooperating to effectively learn the target language.
In the class, I will mainly adopt the assessment of student’s performance in time. My evaluation should be formative assessment and peer assessment and competition. Formative assessment will provide more information on students’ learning during learning process and will be useful for me to adjust my teaching according to student’s need.
Teaching procedure
step 1 Lead in(2 minutes)
I will ask the students to watch a video selected from Little Price and a song Big big world. There happen to be emphatic structure contained in this two videos.
Purpose of my design: students’ attention will be aroused by the lovely protagonists’ emotional conversation and the song they are familiar with and get ready for the coming study. Step 2 Teaching design
After getting to know the emotion of the two videos convey, the tasks are as followed. Task1. Fill in the blank to complete the sentences in the videos.
Task2. make a comparison between two pairs of sentences and tick the ones convey a stronger emotion.
Task3. try to figure out the structures which are used in the sentences to help the speaker express stronger emotion.
Purpose of my design: it can help the students to identify the stronger emotion in the sentences with emphatic structures and lead to the key points of today’s lesson, the revision of emphatic do and it. .
Step 3 Discussion
Task 1: ask the students to give a brief introduction of the two emphatic structures.
Purpose of my design: In order to help the student to have a clear mind of the revision, I try to analysis the two emphatic structures from two aspects of its functions: the emotional and grammatical. This will cultivate their ability of analyzing and summarizing. Step 4 The revision of emphatic do This step will contain 3 parts:
First, grammatical function. I will ask the students to confirm the simple structure of emphatic do and then summarize the points we should focus on when put it into use.
Purpose of my design: after this, I can achieve my knowledge objective: the students will be able to make it clear the tips should be paid attention to when use this structure. And then I will divide them into 7 groups to discuss in groups and compete to finish the tasks involved throughout the whole class.
Purpose of my design: this will help them increase their abilities of cooperation, and build up their confidence through speaking, so my ability objective can be achieved .
Task 1: discuss in group and compete to use the right form of do to complete the following sentence.
“Do be quiet,George!”
“Don’t you hear me talking to Dad?
Second, emotional function. After getting the grammatical function of emphatic do, I will deal with the emotional function. I will provide them with three situations for instance to help them confirm the emotional function this structure is used to express. And then I will ask them to finish the exercise.
Purpose of my design: I can train their ability of analyzing and setting up their own concepts of a topic in mind and cooperating, so my ability objective can be achieved.
Task 2: Place the following sentences in the right situation respectively according to the speaker's attitude.
1.I (did) go to China.
2.I do hope you will stay for supper. 3.Do try this fish. Adding emphasis:1 Suggestion:3 Requests:2
Third: consolidation activities in real situation
The most effective way to make progress is to put yourself in the real situation and practice a lot. So I suppose that we are attending a wedding ceremony and then ask a favor from them to use the emphatic do to complete the wedding vows for the couple.
Purpose of my design:the students will apply the structure while speaking and writing and also the students can apply it into the situation which is highly associated with their daily life to increase their pleasure to express, then my emotional objective can be achieved as well. Task 3: use the emphatic do to complete the wedding vows.
I take you to be my wife, my partner in life and my one true love.
I do cherish our friendship and love you.(我珍惜我们的友谊和爱情). I do trust you and honor you. (我信任你，尊重你) . I do laugh and cry with you. (我和你一起欢笑，一起哭泣).
I do love you faithfully (我忠诚地爱着你)
I will be with you forever no matter when the poverty and disease separates us. Step 5 The revision of emphatic it First, grammatical function.
I will follow the same rules to ask the students to recall and summarize the aspects we should concentrate on when put it into use.
Purpose of my design: the students will be able to make it clear the tips should be paid attention to when use this structure, so my knowledge objective can be achieved.
Task1: figure out the part each sentence emphasizes. Compared with emphatic do, the student will
make a distinction that the emphatic it can be used to emphasize other parts of a sentence except verb.
It is Tom who came first. (Subject)
It is him who/that you will interview tomorrow. (Object)
Task 2: fill in the blank. I will ask the student to figure out the different words(that/who/whom) used in emphatic do to emphasize different situation.
It is not what you say but what you do＿that＿＿ matters much .
It is they ＿that/who＿＿ will have a meeting in the hall tomorrow. It was her ＿＿that/who/whom＿＿＿＿＿ I met in the street just now
Task 3:translation- the student will make an attempt to translate the following sentence ,use both emphatic it and attributive clause . 这是我们开会的房间.
It is in the room that we have the meeting.
It is the room where/ in which we have the meeting.
Task 4: fill in the blank. I will ask the student to pay attention to the agreement rule between the emphatic part and the verb in the sentences.
It was __she__ (she)that won the championship this time. (subject) It is _him___(he)who you will interview tomorrow.(object)
Task 5 : use a diverse way to express the sentence “I didn't recognize my idol until he took off the black glasses.”
I will remind them a special structure “not until” with a real situation---coming across your idol in the airport. This will provide a authentic situation and a interesting topic for all the students to help them strengthen their willing to express themselves.
Second, emotional function. I will ask the students to clarify the simple structure of emphatic do in the declarative form. Furthermore , ask them to check whether interrogative sentence can be used in this structure to convey the speaker’s emotion and demonstrate the different sentence patterns. Purpose of my design: I can attain my teaching key points: the variation of the emphatic it .
Task 1:paraphrase the ordinary version of Little Price’s illustration by using different sentence patterns of emphatic it to act out the conversation to convey their exact emotion. It is /was +emphatic part +that (who/whom)……. Is/Was it + emphatic part + that…….
Who /which/when/where/how+ is/was +it +that +----- Ordinary version(extracted from Little Price)
But she is more important than all the hundreds of you other roses, because I have watered her.
because I have put her under the glass globe, because I have sheltered her behind the screen, because I have killed caterpillars for her,
because I have listened to her, when she grumbled, or even sometimes when she said nothing. Because she is my rose.
Step 6: Consolidation: send a love letter to our motherland. I will invite all the students to compete to use emphatic structure to complete the translation of the song My country and I. Given that the time is limited and the new words, I will provide a rough translation of this part to help them finish their task.
Purpose of my design: guide the students to apply the structure in real circumstance in order to achieve my teaching key points.
Task 1:Use the emphatic structure to celebrate the 70's birthday of our country. Task 2: read the part out loud with their blessing, emotion to our motherland.
Purpose of my design: the student will enjoy the pleasure to express themselves through the practical usage of the two emphatic structure and the emotion it conveys. They can dig out the thrill and pleasure to express then my emotional objectives can be achieved. It is my country and I who can't be separated for a moment. Wherever I go, a song does come out.
It is every mountain and every river that I praise in my song. It is the smoke that is rising upward from kitchen chimneys. It is in an small village that the deep track is on the ground. It is in my dearest motherland that the oceans flow forever.
It is you that always give me the song as the blue waves in my heart.
Step 7 Summary
Through the revision of the emphatic structure, the students have made it clear the tips should be paid attention to when use this structure.
Home work: the homework is a consolidation of the learning, I will ask them to create their own version of the song My country and I with emphatic structure and do the exercise in the text book .
Then I will talk about my blackboard design.
I will divide the blackboard into 2 part, the left side is the teaching procedure of the lesson and the right side is the groups for task.
Teaching reflection:
In this lesson, I do not obey the traditional way of teaching to just lay out all the grammar rules and exercise. I guide them to review the structure by the clue of two functions and create various real situations for them to achieve their goals. And during the produce, I use the tasked based method to help the do the role-play to master the language in real situation. To end up, I would like to say”to establish an active and interesting class is my final goal to help students use the language”
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