高中英语人教版 (2019)必修 第一册Unit 1 Teenage life公开课教学设计

     2021-2022学年上教版高中英语：

必修一 Unit 1 Our World 单元全课时 教案

第一课时

课题：Reading and interaction: Life in a day (I)

课时学习目标：

         通过阅读，理解文本内容大意；

         分析情节意义；

         理解电影拍摄意图。

I. Pre-reading

Meet the film

Life in a Day is a crowdsourced documentary film made of an arranged series of video clips selected from 81,000 clips submitted to the video sharing website, the clips showing respective occurrences from around the world on a single day.

People across the world sent in videos supposed to be recorded on 24 July 2010, and then the director produced the film and edited the videos into a film, consisting of scenes from the contributors.

The director explained that about 75% of the film’s content came from people on the Internet, traditional advertising, TV shows, and newspapers; the remaining 25% came from cameras sent out to the developing world, Macdonald pointing out “It was important to represent the whole world.”

“The film focused on a single day because a day is the basic temporal building block of human life—wherever you are,” said Macdonald.

II. While-reading

1. Skim and scan the whole text

Match each paragraph in the left column with its main idea on the right.

Para. 1    The start of the film

Para. 2    The introduction of the film

Para. 3    What the film wants to tell us

Para. 4    What most people love

Para. 5    What most people fear and what they have in their pockets

2. Para. 1

Read Para. 1 and answer the following questions.

(1) What is Life in a Day made up of?

It is made up of 81,000 video clips collected from all around the world and they are about ordinary people’s life in one day.

(2) Why did Kevin make this film?

It is designed as a digital time capsule for the future.

3. Para. 1-2

Find out the information about the film to fill out the form.

Q: Based on the information in this chart, what aspect of the movie arouses your interest most?

A: I am really interested in_______________________________________________________.

4. Para.3

Read the paragraph and find out the answer to the question:

What do you love?

Family and friends are the things most people love and many of them are keen on sports, like football.

5. Para.4

Read the paragraph and find out the answers to the questions:

What do you fear?

Most people fear monsters, dogs and death.

What’s in your pocket?

A paper towel, a button or nothing at all.

5. Para. 5

5.1 What do you think she might say? Write down your words on the blank.

The film ends just before midnight, with a young woman in her car. It’s raining outside and she’s recording a short clip on her phone. “I just want people to know that I’m here,” she says. In other words, she wants to show that her life matters. Even though their lives are very different, the people in Life in a Day have one thing in common: each of them is able to find meaning and happiness, no matter what his or her life is like.

5.2 “Each of them is able to find meaning and happiness, no matter what his or her life is like.” You or some people you know are exactly like this. Please think about 1-2 examples and share in class.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.3 Complete the sentence.

In Life in a Day, the film ends just before midnight.

III. Post-reading

Why do you think the director ended the film in this way?

It's not just midnight to midnight, but it's also from light to dark and from birth to death.

IV. Assignments

1. Listen to the audio recording of the text and read the text at least twice.

2. Finish comprehension work 1 & 2 on P.8.

V. Interaction

Have discussions in groups about the following questions.

1. What kind of people does the film focus on?
2. What quality do these people show in the video clip?
3. Why does the director choose this as a time capsule for the future?

第二课时

课题：Reading and interaction: Life in a day (II)

课时学习目标：

         通过填充概要信息，巩固理解课文文本的内容；

         通过分析联系场景，探索电影场景折射的内涵；

         通过设计时空胶囊，陈述理由解释自己的选择。

I. Text revision

Text review

Life in a Day is a film about the everyday lives of people in different countries. The director Kevin Macdonald is interested in (1) creating a picture of the world as a (2) digital time capsule for the future. He asked people around the world to film a short (3) scene/video/clip of their daily routines on a (4) typical day. He also asked them to answer three questions about what they love, what they fear, and what they have in their pockets. He received 81,000 video (5) clips in all, which were recorded on mobile phones or (6) digital cameras. Then he and his team turned them into a film. The scenes are well (7) connected and deal with topics, such as people’s cares and worries, their fears and their feelings about some seemingly (8) boring and unimportant things in life. The film expresses a clear message: people around the world are living similar lives, but each of them is unique, and tries to find meanings in those everyday (9) routines ----this is what really (10) matters.

II. Deep reading

Analyze the scenes

Tip 1: You can analyze the scene separately by thinking about when it is shown in the film, and what it implies, etc.

Tip 2: You can analyze several scenes together to see if there is any connection and what they may convey.

Have a try:

III. Mini-project

IV. Assignments

1. Improve your mini-project done in class.

2. Pick an object/scene (the one you have not chosen in class) and finish another mini-project.

V. Interaction

Go on discussing the mini-project and pick one representative of each group to report your ideas.

第三课时

课题：Reading and interaction: Life in a day (III)

课时学习目标：

         学习核心语汇的搭配及用法、分析句型结构意义等语言知识；

         通过识记复合词的合成规律、掌握推断复合词词义的方法。

I. Comprehension & Language Points

1. What did Kevin ask people around the world to do?

Director Kevin Macdonald asked people around the world to answer the questions and send in a video clip from a typical day.

         Language point

typical  adj.典型的

e.g. a typical problem of climate change

Collocation

be typical of sb/sth 是……所特有的，是……的典型特征

e.g. Chicken in red oil sauce is typical of Sichuan cuisine.

Sentence structure

It is typical of sb/sth to do… ……是某人/事物的特点

e.g. It is typical of him to argue against others.

Translation

Tom这个人总是细致入微。【以typical为关键词，翻译成两种句式】

Carefulness is typical of Tom.

It is typical of Tom to be careful.

2. What is Kevin's film like according to the information in the first paragraph?

Made up of 81,000 clips, it shows people's everyday life from different countries around the world. People's loves and fears are talked about in the film.

3. What type of thing do people have in common about what they love?

Most people love the same things: family, sports and friends.

         Language point

have something in common: have the same interests, characteristics, experience, etc.

e.g. Something you and I have in common is that we both have passion for life.

4. What are the things that most people fear?

Monsters, dogs and death are the things most people fear.

Can you rewrite the sentence using the phrase “have ... in common”?

Monsters, dogs and death are the things people have in common about what they fear.

5. What do people want according to the final scene of the film?

Even though their lives are very different, the people in Life in a Day have one thing in common: each of them is able to find meaning and happiness, no matter what his or her life is like.

         Sentence analysis

该句由冒号分隔，前后各为一句语义、语法完整的句子；冒号引导了一句对前文“one thing”进行解释的句子。

在两句中都含有让步状语从句，第一句让步状语从句由even though引导，意为"即使他们的生活迥然不同……"；

第二句中由no matter what引导，此处可以将其替换为whatever，意为"无论他们的生活怎么样……"

II. Focus on language

Read the passage again. Find some language points in the passage and list them in the blanks.

1. A word or an expression that is made of two nouns for everyday objects (e.g. paper towel).

time capsule; video clip; mobile phone; shoeshine stand; ID card; shopping list; bus ticket;   notebook computer

         Compound word （复合词）

由两个或两个以上的单词合在一起构成新的单词。

         Guessing game

Forms of compound words

Functions of compound words

Why do we use compound words like crystal-clear?

Because they help to get our language concise and comprehensive.

They can also paint pictures with words in the minds of the audience.

2. An adjective followed by a preposition for expressing feelings (e.g. interested in).

proud of; keen on; excited about; worried about; afraid of; ashamed of

Function: To express feelings or emotions

Study suggestion: Memorize adjective+preposition phrases as a whole unit.

3. Ways to express similarities and differences (e.g. at the same time, in other parts of the world, people are...).

Example:

The film starts at midnight...At the same time, in other parts of the world, people are getting up, brushing their teeth and making breakfast. [Para. 2]

Difference: people from different places all around the world.

Similarity: people doing similar things at the same time.

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

III. Interaction

1. Have discussions in groups about Question 3 on P.11.

2. Finish the second part on P.11. Pay attention to the meanings of suffixes in the exercise.

3. Watch a video about vocabulary learning.

IV. Assignments

1. Review the language points learned in this lesson.

2. Finish P.1-3 in the workbook.

第四课时

课题：Grammar activity: Present continuous passive

课时学习目标：

         复习巩固初中阶段所学时态语态；

         理解现在进行时被动语态的结构与使用场景；

         在交际语境中能够适切地运用现在进行时被动语态。

I. Reading

Read the text and complete the mind map

II. Grammar Learning

1. Answer the questions

Which sentences talk about actions that are happening now or over a period of time?

2, 3, 6, 7, 8, 10, 11

Which sentences talk about something being done?

1, 4, 5, 9

2. Structure and difference

Present continuous passive

subject + am / is / are + being + past participle

A lot of important work is being done by UNICEF and its partners.

It shows: the action is happening at the time of speaking.

cf. (请比较) [Simple present passive]

A lot of important work is done by UNICEF and its partners.

It shows: the sentence emphasizes the fact itself. It shows the things often happen.

3. Why do we use present continuous passive?

A lot of important work is being done by UNICEF and its partners.

The doers of the action can be left out.

UNICEF and its partners are doing a lot of important work.

The one that does the action must be mentioned, otherwise the sentence would be grammatically wrong.

III. Use the language

1. Use present continuous passive to complete the conversations.

         -Jack is being interviewed by the boss of the company.

-I hope he can get the offer.

         -Why can't we do the reading in this room?

-Because it is being painted.

2. Complete the passage. Use the present continuous or the present continuous passive of the verbs in brackets.

3. Think of two sentences using present continuous passive to fill in the blanks to describe your life now.

Online teaching is being carried out these days. Unlike what we do in normal school days, homework is being collected online. Teachers hope that we can develop time management skills during these days. Some of my classmates are really doing so. But I do hope we can get back to school, because I am always being interrupted by my baby brother during lessons.

4. Work in groups. Think of three things that are being done in your local area currently. Write them down.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

After finishing yours, walk around to interview others! Talk with at least 5 students. Select 3 most meaningful examples. Report to the class.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Interaction

Go on sharing your findings with your classmates.

V. Assignments

1. Review the language points we have learned today.

2. Finish P.5-6 in the workbook.

第五课时

课题：Listening: Volunteer experience  

Speaking: A volunteer project 

课时学习目标：

         听懂有关志愿者活动的对话的大意及具体细节；

         能够运用所学语汇，恰当地介绍或描述志愿者活动内容。

I. Warming up

Discuss the advantages and challenges of volunteering

Possible advantages

_______________________________________________________________________________

_______________________________________________________________________________

Possible challenges

_______________________________________________________________________________

_______________________________________________________________________________

II. Listening

1. Try to guess the meanings of these words

She is just an intern during this summer holiday, so she is not an official employee. 实习生

Your parents need to pay the bill of water, gas and electricity every month. 电力

UN stands for the United Nations. 代表

2. Take notes while listening

Zhang Min

         What does she do now?

intern with UNICEF; with children; in Sri Lanka

         What challenges does she have?

electricity; make a lot of materials

         Does she enjoy the work?

love

Liu Wei

         What does he do now?

intern with UNICEF; in Shanghai; make games for kids

         What challenges does he have?

study a lot

         Does he enjoy the work?

love

3. Think of some possible languages that speakers might use to reveal information.

4. Listen again for details. Complete the table about their projects.

III. Speaking

You may note down your ideas here:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Interaction

Take 6-8 minutes to discuss the plan.

Present your discussion in class.

V. Assignments

1. Finish P. 7-8 in your workbook.

2. Improve your conversation and record a video clip of your group's discussion about the speaking activity.

第六课时（教师版）

课题：Writing: Informal letter writing  

课时学习目标：

         通过分析写作目标、内容需要等培养读者意识；

         学会分析信件的内容、语言与写作格式；

         能够用适切的语言与格式向杂志写一封信

Writing Preparation

I. Writing considerations

1. What type of writing do you have to do?

an informal letter or a formal letter?

Answer: An in formal letter.

2. What do you need to include? Select one or more topics from the list below.

school buildings  teachers   classmates  schoolwork

school activities  other things like ____________________________

II. Analyze the letter

1. Follow the instructions and fill out the form.

Focus on editing

Focus on content

Focus on language

2. Explore the writer’s description

Search for the further descriptions and fill out the table.

Writing exercise:

III. Write at least one example of difference and similarity with general introduction and further description.

How is your life in high school?

IV. Assignments

Write your letter to the magazine.

V. Interaction

Learn how to write an E-mail.

第七课时（教师版）

课题：Cultural focus I: How to study culture  

课时学习目标：

         了解世界各地的不同文化；

         通过阅读掌握四个文化基本元素；

         学会使用合理的语汇进行文化分析.

Cultural analysis

1. Cultural elements

2. Come up with two examples for each type of element in Chinese culture.

Cultural objects:

dragon boat; embroidery (刺绣); landscape painting; ceramics and porcelain (陶瓷); ...

Cultural festivals/celebrations:

the Spring Festival; the Dragon Boat Festival; the Mid-autumn Festival; ...

Cultural behaviours:

passion for food; maintaining a good relationship with others; ...

Cultural ideas:

concept of harmony; respect for the old; care of the young; ...

3. Fill out the form

3.1 Write down what people do on St. Patrick's day.

3.2 Compare it with our dragon boat festival.

Interaction

1. Finish the table and discuss your ideas with your group members.

2. Read and analyze two model essays with the help of your teacher.

Assignments

1. Review how to study culture.

2. Search online for information about St. Patrick's Day to get prepared for the next lesson.

Essays For Interaction Time

第八课时

课题：Cultural focus II: From Ireland to the USA  

课时学习目标：

         理解有关爱尔兰移民视频材料的大意与细节；

         对爱尔兰文化有进一步了解；

         感受爱尔兰人民在逆境中的坚韧。

Watching the video

1. Answer the questions.

         What is the video about?

It's about Irish immigrants in the USA.

         Why did the Irish people go to the USA?

Because of a potato famine in Ireland.

         What was their life before? What about now?

They lived in shame and poverty, but they are very proud of themselves.

         Pick one picture that impresses you most and briefly describe it.

_______________________________________________________________________________

_______________________________________________________________________________

2. Correct the factual errors in the sentences

1. The monument to the Irish Potato Famine is in Liverpool. [Dublin]

2. In the mid-19th century, 16% of Ireland's food came from potatoes. [60%]

3. The ships from Ireland to America first stopped in Canada. [Liverpool]
 

4. Many people died from hunger on the ships. [diseases]

5. More than half of the immigrants to the USA between 1820 and 1860 were Irish. [one-third]
 

6. One American president had Irish ancestors. [Two American presidents]

3. Pair work: Complete the chart based on your understanding.

More about Culture

Share your understanding

How do you understand “From Ireland to the USA”?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Interaction

1. Share your understanding of “From Ireland to the USA”.

2. Turn to P. 22 and use the checklist and reflective questions to evaluate your study in this unit.

Assignments

1. Finish Exercise 3 on P..

2. Explore more:

“How did the Irish immigrants improve their social status over time?” or

“What influence did the Irish people bring to the USA?”...

Form groups of four. Make a poster about your topic and present it to the class.