人教版 (2019)必修 第一册Unit 1 Teenage life教案设计

课 题

UNIT 1  TEENAGE LIFE

Period 2 Reading and Thinking

学 科

英语

班 级

授课教师

教 学目 标

1. Activate students’ own knowledge about education in China and abroad, and serve as a warm-up activity for the reading text.

2. Practise the skill of skimming with a text about school life in the US.

3. Practise reading the text about school life in the US for more details.

4. Examine the structure of the text to see how it was formed. Reflect on the text and gain understanding about students’ own lives.

5. Practise new vocabulary in context.

教 学

主 题

该板块以“比较不同地方的学校生活”（Compare school life in different places）为教学主题，引导学生探讨和比较中外高中新生的生活，了解同龄人的生活状态和情感世界，尤其是在成长过程中克服困难、努力进取的心路历程；引导学生通过比较、对比，树立乐观向上、阳光豁达的心态，积极迎接高中生活的挑战，以着眼于未来的胸怀，脚踏实地地过好高中生活的每一天。

教 学

重 点

强化训练学生运用略读策略快速获取文本的主要信息，帮助学生分析语篇的组织结构，引导学生比较和思考中外高中生活的异同。

教 学难 点

1. 让学生快速阅读语篇以获取文章关键信息，预测文本内容，概括段落大意。

2. 学会如何在文章中找到事实细节题、推理判断题、词义猜测题的答案。

3. 学会正确使用所学单词，巩固重点词汇。

教

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内

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与

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Lead-in

教师通过问题，引入阅读话题，同时帮助学生初步掌握生词。

Step 1 Before reading

学生分组讨论活动1中的问题。教师可以提醒学生校园生活不只局限在学习上，还可以是校园活动、兴趣爱好的培养、人际关系、自我管理、人生规划等，帮助学生打开思路。

Step 2 While reading

（1）学生看图片并阅读语篇标题，预测语篇可能涉及的内容。同时教师引导学生学习freshman和challenge这两个生词。教师提示：

Some senior high schools in the USA begin from the 9th grade and end in the 12th grade. In this case, 9th graders are also called freshmen, that is, “fresh + men”.

Think about how a person usually feels when he or she enters senior high school. It could be excited; it could be confused; it could be worried ... Actually, “challenge” means something new and difficult. It takes time and hard work to deal with a challenge.

（2）学生快速阅读语篇，找出每个段落的关键词或主题句，概括段落大意，完成活动2。

（3）学生根据所概括的段落大意，对照文本，完成一张关于语篇结构的思维导图。教师提醒学生关注关键词，并提问：

Which paragraph is the main part? Which paragraphs are the supporting parts?

教师板书以下结构：

（4）学生阅读活动3中的问题，再仔细阅读语篇，寻找答案。教师提示：

Go through these questions. The answers to some of the questions can be found in the text. But some questions are not so easy to answer because you have to infer based on the facts from the text. You may have to find the related information and think about them.

关于这个活动，教师可以示范如何对问题进行归类，例如：

事实细节类问题

     What courses did Adam choose?

     What is Adam worried about?

推断类问题

     Which one do you think would be his favourite? Why?

     Is Adam confident that he will get used to senior high school life? How do you know?

词义理解类问题

     What does “make the team” in Paragraph 3 mean?

教师可以追问：

Can you think of other phrases using “make”?

教学提示：学生通过归类了解哪些问题是可以在文中直接找到答案，哪些问题需要整合信息进行推断。因此，学生的阅读目的更为明确，阅读能力和思维能力在阅读过程中得到有效提升。鉴于学生阅读前可能无法知道哪些问题可以直接从文中找到答案，教师可以在学生回答问题时或完成任务后再作提示。

（5）学生再次阅读语篇，提取文中关键信息并填入活动4的表格中。完成表格后，教师还可以让学生按照表格提纲，用完整的句子复述语篇内容。

Step 3 After reading

（1）学生分组讨论活动4中的第一个问题，然后用自己的语言回答。教师引导：

Please find information in the text to show what kind of person Adam is. When you answer the question, you may have to think about the information you’ve found and describe Adam’s personality in your own words. For example, I think Adam is a serious student. For one thing, when he was confused about which courses to choose, he thought carefully and asked his adviser for help. You may have to state the reasons based on the information from the text.

（2）学生讨论活动4中的第二个问题，并参考该活动中的表格，完成以下表格的填写，为在第三个问题中比较校园生活的异同做好铺垫。教师提示：

Compare with Adam, note down the courses or clubs you choose, your own challenges, feelings as well as solutions.

（3）教师通过以下问题让学生复习语篇内容，巩固一些重点词汇。

    What have you learnt about in the text?

    Why is being a freshman a challenge?

    What can be confusing or challenging for a freshman?

    What does Adam think of the Chinese language?

    What did Adam’s school adviser recommend to him?

    Why did Adam decide to improve his football skills?

    What does Adam try to get used to at senior high school?

（4）学生完成活动5的填空练习，然后师生核对答案。教师可以在此基础上，让学有余力的学生用这些词汇造句。

Step 4 Homework

Write a passage to introduce your first senior school challenges and how to solve them.

Practise the words and expressions learned this class.

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