Prcedures
Date
Name
Unit
Unit 1, Bk 1
Title
Understanding Ideas: My First Day at Senir High
Class, Grade Schl
Class 1, Grade 1
Shenzhen Experimental Schl Guangming Department
Type
Reading(40 mins)
Objectives: By the end f the lessn, the students will …
? review and deeper understand theme-based wrds and expressins (such as eagerness, challenges, butterflies in my stmach, keep calm, under pressure, etc.) thrugh fur-square methd, picture hints and questins chains.
? grasp the factual infrmatin abut Meng Ha’s experiences and feelings n the first day at senir high thrugh plt diagram.
? retell Meng Ha’s experiences and feelings n the first at senir high with the help f plt diagram.
? analyse the stylistic features f dairy, including the frmat, the functin f simple past tense and the first persn.
? share their views n the famus saying “Well begun, half dne.”.
? appreciate Meng Ha’s cnfident attitude twards a new start and learn t be ptimistic when facing new challenges.
Key pints and / r difficult pints
? clarify the lgical structures f the passage thrugh plt diagram;
? analyse the stylistic features f diary frm cntent analysis, the frmat, simple past tense and the first persn;
? share students’ views n the “Well begun, half dne.” and fster cnfident attitude twards a new start.
Methdlgy & Strategies
Six Elements Integrated English Learning Activity Apprach, Cperative Learning and Inquiry Learning
Aids and / r Materials
PPT, Pictures, Chalk
Discurse Analysis
主題語境(Theme)：人與自我——學(xué)校生活、積極的生活態(tài)度
語篇類型(Genre)：記敘文——日記
文本分析(Discurse analysis)：
[What]本文是一篇日記，主要講述了一個叫孟浩高中第一天的經(jīng)歷和感受以及對即將到來的高中學(xué)習(xí)生活的期盼。
[Hw]本文為多模態(tài)語篇。一方面，文章給出四幅圖片，結(jié)合標題“My First Day at Senir High” 和總結(jié)句“Well begun, half dne.”，可以推測文本的敘述方式為：befre ging t schl, arriving at schl, during the class和after the class。另一方面，文章共八個自然段。第一段通過使用動詞和副詞（wke up early, rush ut f the dr）生動展現(xiàn)出孟浩對于高中生活的期待。第二段和第三段作者通過使用直接引語、動詞和心理活動等描寫展示出孟浩對于新學(xué)校的好奇和擔心。第四段到第七段通過使用直接引語、心理活動描寫和動詞生動形象寫出孟浩第一節(jié)課的經(jīng)歷及情感體驗。第八段通過引用諺語（Well begun, half dne.）很自然地展示出孟浩對于自己第一天的評價。整篇日記語言簡潔，格式明了。全文主要應(yīng)用過去時態(tài)講述高中第一天的經(jīng)歷和感受，人稱上主要是第一人稱，使描生動形象，充分體現(xiàn)了日記的文體特征。
[Why] 通過本節(jié)課學(xué)習(xí)，體會主人公高中生活第一天的所見所想，樹立積極適應(yīng)新環(huán)境的樂觀心態(tài)。
Analysis f Students
【已知】本次授課為深圳市高中所有學(xué)生。與其他地區(qū)相比，深圳學(xué)生的英語語言能力整體偏高，表達欲較強，具備較好的聽說讀寫能力。本節(jié)課前，學(xué)生已經(jīng)學(xué)習(xí)了“starting ut & vcabulary”的內(nèi)容，了解了國內(nèi)外高中生活的異同，表達了高中新生活的經(jīng)歷和感想，學(xué)習(xí)了本單元的重點詞匯，為understanding ideas鋪墊了“新高中，新開始”的背景信息和知識點。
【想知】作為高中英語學(xué)習(xí)的第一節(jié)閱讀課，學(xué)生想要學(xué)習(xí)如何快速捕捉事實性信息的技能，理解日記文體的寫作方法和特征，并能夠積極參與英語課堂之中，為高中英語學(xué)習(xí)創(chuàng)造“新開始”。
【需知】本次課，學(xué)生不僅需要學(xué)會用情節(jié)圖（Plt Diagram）獲取孟浩高中生活第一天的經(jīng)歷和感想，同時根據(jù)情節(jié)圖復(fù)述文章主要內(nèi)容，并在老師的指導(dǎo)下，分析日記的文體特征（比如時間，過去時態(tài)和第一人稱的作用等）。在深入理解文章的基礎(chǔ)之上，學(xué)生能夠積極參與課堂關(guān)于“Well begun, half dne.”的討論，最后充分利用所學(xué)知識描述自己高中第一天的經(jīng)歷和感想。
Blackbard Design
教學(xué)環(huán)節(jié)
Steps
活動形式與步驟
Activities
活動意圖
Activity gals
活動層次
Activity Level
學(xué)習(xí)效果評價
Assessment
1
Represent and review
Accrding t the pictures, students review the wrk and expressins appeared in this passage.
T check whether students have previewed the wrds and expressins and pave the way t smth reading.
Retrieving and summarizing
Mst f the students can understand the meanings f the wrds and expressins thrugh picture hints.
2
View and talk
Accrding t the emjis, students talk abut their feelings and experiences f the first day at senir high.
T activate students’ backgrund infrmatin f their experiences and feelings n the first day at senir high.
Perceiving and nticing
Every student can use the emjis t brief remind f their first-day experiences and share their feelings.
3
View and predict
Accrding t the titles and pictures, students predict Meng Ha’s experiences and feelings n the first day at senir high.
T practice students’ viewing ability in predicting the learning cntent.
Perceiving and nticing
Mst f the students can make use f the pictures and titles t predict the learning cntent.
4
Read fr general infrmatin
Students read the passage quickly and chse the best descriptin f the passage thrugh multiple chice.
T practice students’ ability in getting the main idea f the passage.
Retrieving and summarizing
Almst every students can get the main idea f the passage.
5
Read fr specific infrmatin
Based n hints f the plt diagram, students read the passage quickly and lcate the infrmatin f Meng Ha’s experiences and feelings.
T practice students’ ability in lcating the specific infrmatin related t Meng Ha’s experiences and feelings.
Generalizing and synthesizing
90 % f the students can get the specific infrmatin related t Meng Ha’s experiences and feelings thrugh mind-map
6
Retelling
Based n the generated plt diagram, students retell what they have learned in this passage
T practice student’s ability in summarizing the main infrmatin f the passage.
Describing and interpreting
80 % f the students can lgically and clearly summarize the main infrmatin with the help f the plt diagram.
7
Think and analyse
Teacher guides students t think f the fllwing questins:
What is the genre f the passage?
Hw d yu knw the genre f the passage?
What are the tense and persn f the passage?
Why are this tense and persn used?
T practice students’ ability in analyzing the stylistic features f the passage.
Reasning and arguing
With teacher’s guidance, mst f the students appreciate the stylistic features f the passage.
8
Think and discuss
Students wrk in pairs, fcusing n the sentence “half begun, well dne” and thinking f the fllwing questins:
What is the meaning f “Well begun, half dne.”?
D yu think Meng Ha’s first day at senir was a gd new start? Why r why nt？
What challenges will Meng Ha have t face later? Give an example.
T practice students’ ability in understanding “well begun, half dne” , inferring Meng Ha’s attitude twards his new start at senir high and critically assessing new start at senir high.
Criticizing and evaluating
Mst f the students actively take pars in the discussin and can share their wn answers t sme f the questins.
9
Write and share
Accrding t what they have learned, students wrk individually t write a brief diary t describe his feelings and experience and share their wrks.
Yur wrks shuld be assessed by:
Time;
Behaviral ad emtinal descriptin;
Lgic rganizatin;
Clear expressins;
Grammar and spelling.
T practice students’ ability in transferring what they have learned t describe their wn experiences and feelings n the first day at senir high.
Imaging and creating
Every students can write dwn their first-day experiences and feelings n the first day at senir high and many students can lgically, clearly and cnfidently share their diary with the classmates.
Hme-
wrk
[Individual Wrk]
[Must] Based n plt diagram and blackbard design, summarize the passage “My First Day at Senir High” within 80 wrds.
[Optinal] Based n plt diagram and blackbard design, summarize the passage “My First Day at Senir High” and give sme suggestins t Meng Ha fr better adapting t senir high within 120 wrds.
[Grup Wrk]
Yu need t chse ne f the three ptinal prjects and wrk in grups t cnduct a prject learning.
[Optinal ne] make a reprt: wrk in grup f 4 and find ut yur classmates’ experiences and their feelings n the first day at senir high. Requirements:
Tp 10 interesting experiences;
Tp 5 feelings f the first day at senir high;
Cmments n their experiences and feelings.
[Optinal tw] mini-speech: wrk in grup f 3, discuss the famus saying “well begun, half dne”, and ne representative gives a mini-speech within 3 minutes. Cntent shuld include:
Definitin f “well begun, half dne”;
Stries t supprt “well begun, half dne”;
Tips t prmte “well begun, half dne”.
[Optinal three] cnduct an interview: wrk in grup f 4, select a persn, write dwn the questins t be asked, carry ut an interview t talk abut:
His/her first day at senir high;
Impressive r interesting stry happening n the first day;
Hints n adapting t senir high.
T cnslidate what the students have learned, mtivate students t participate in cperative learning and meet students’ requirements with different language prficiency level.
Every student can finish the summary writing, advanced students can give sme suggestins n adapting t senir high, and almst each students take part in grup wrk t finish their task.

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