Book 1 unit 3 Period 1Understanding ideas

Book 1 Unit 3 Family Matters understanding ideas
-Like Father, Like Son
Period 1 教学设计
Ⅰ Theme Context
The topic of this passage is a conflict over the son’s future career choice between the father and the son, a family matter, which is under the theme “man and self”.
Ⅱ Analysis of the teaching and learning material
What:The teaching material is from Unit 3, FLTRP (Senior High BOOK 1). This passage presents a dramatic text to students. The conflict of the play is about the son’s future career choice. Following the four stages of a play -beginning, developing, climax, and ending, the plot is well and fully developed. Specifically, the plot starts from son’s asking for a talk, to talks’ developing into a conflict, then conflict’s intensifying, and finally conflict’s being settled.
Why: This article can enrich students’reading experience through appreciating a dramatic text, help students learn and understand basic elements in a play, and cultivate students’ stylistic awareness through the comprehension of this dramatic text.
How: It is a dramatic text made up of actions and lines of dialogue, with settings in the beginning. Following the four stages of a play, the plot goes from son’s asking for a talk, to talks’ developing into a conflict, then conflict’s intensifying, and finally conflict’s being settled. The passage is the carrier of the theme of this unit, which serves as a guide for students to vividly experience family conflicts (as the roles do in the play), think and explore some possible solutions to family conflicts, and arouse and develop their awareness of the role one can play in a family.
Ⅲ Analysis of the students
What they know: Some students have already enjoyed live shows or plays, while others even involved in school performances before. Besides, almost all the students have read some dramatic texts in their Chinese class, so it will not be difficult for them to apply their previous knowledge to the class. Meanwhile, they have already mastered how to organize words to conclude the main plot of a narrative essay. Thus, it is easy for them to outline the plot of this dramatic text.
What they want to know: Students may want to know what the basic elements of a play are, how a dramatic text is developed, and how they can present a play from the perspectives of a director and an actor, which can serve as a hook for the teacher to draw students’ attention to the long dramatic text and the old or seemingly boring topic.
What they will know: Students will vividly experience family conflicts (as the roles do in the play), learn and understand the basic elements in a play. In addition, they will learn and take the role of a director and an actor respectively.
ⅣTeaching and learning objectives
Language ability
By the end of this lesson, students are expected to know about some academic words concerning family matters and career choice. Besides, some expressions used to present and support one’s opinion can be learned and students are expected to correctly use these expressions in dramatic performance and daily life especially at home.
Cultural awareness
By the end of this lesson, students are expected to develop a better understanding of family matters, have right attitude to family conflicts, think and explore the role one is supposed to play in a family.
Thinking quality
By the end of this lesson, students are expected to summarize the main plot of this dramatic text, retrieve the basic elements in this play, and deepen the understanding of the roles that basic elements play in a play from the perspective of a director, as well as that of an actor.
Ⅴ ◆Teaching objectives:
After the class, the students are able:
1. To understand the main idea of the passage;
2. To master the stylistic features and basic elements of a play;
3.To understand the plot of the passage;
4.To know how to solve the family conflicts and establish the correct family values.
◆Teaching important points:
To help the students grasp the main idea and the meaning of the title accurately.
◆Teaching difficult points:
1. To help students master the stylistic features and basic elements of a play;
2. To guide the students to know how to solve the family conflicts and establish the correct family values.
Ⅵ Teaching and learning methods
Task-based teaching method; cooperative learning; independent learning method. VII Teaching procedure
Procedure Teacher’s Activities Students’ Activities
Purposes Step 1 Lead in Give some questions. Answer the questions. Tick the things you would ask your parents about for advice.
To arouse students ’
interests,and guide student to the topic by asking some
related questions Step 2 While-reading Have student read the passage and complete a director’s note - Sort out settings, characters, conflict and the plat(storyline) in this play. Read and locate the specific information. To train students ability to
scan for specific information and experience the role of a director in a
play. Have students read again and find the detailed information in the text Read, analyze, and retrieve. T o train students’ ability to analyze this dramatic text from the perspective of roles , and retrieve the characters’ emotion lines
behind the plot.
Step 3 Post-reading Motivate students to work in groups to prepare and present a performance of this play, whiling providing timely help. Prepare the play’s performance in groups and show in class or online. T o deepen students’
understanding of the play through acting it out, and offer students a chance to put what they have learned
into practice.
Step 4 Think and share End with a question:“What is
the implied meaning of the title
“Like Father, Like Son”?
Analyse the characters in
the play and find the answer
to understand the meaning
of the title
To consolidate what
students have learned in
class.
ki。