人教版（2019）必修 第一册Unit 1 Teenage life Reading and Thinking教案

Unit 1 Teenage life Reading and Thinking教学设计 教学内容分析 本单元的主题围绕青少年生活展开，在“人与自我”的主题下，本文以第一人称的口吻描述了美国学生Adam进入高中后所面临的三个挑战：如何选择课程、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。语篇内容贴近高一学生的现实生活，符合高中学生的认知需求，能让学生产生共鸣。本节课是本单元的第二课时，学生已经对单元话题teenage life 有所了解，本节课将聚焦深度剖析Adam的内心感受和积极迎接高中生活的挑战的态度，引导学生通过比较、对比，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，以着眼于未来的胸怀，脚踏实地地过好高中生活的每一天。 学情分析 授课对象是高一年级，与学生刚认识不久，对学生的英语基础还不了解， 但是高一年级的学生正处于初高中衔接阶段，思维比较活跃，上课参与度较高，但词汇量和知识储备有限，学习比较被动，自主学习能力不够高。 能够用英语提取信息,处理信息和表达简单地表达自己的观点，但是用英语连贯的描述事件和批判评价迁移创新等能力比较弱。 教学目标 By the end of this class, Ss will be able to: Figure out the main structure of the passage by analyzing the main idea of each part. Get a good understanding of school life in China and other countries by comparing them; Have an active attitude towards the challenges in study and school life. 教学重点 1.Figure out the main structure of the passage by analyzing the main idea of each paragraph 2.Apply different approaches of discourses analysis to deepen the understanding of the text and language use. 教学难点 Enable students to voice personal ideas with the help of the target vocabulary 教学方法 Activity-based teaching approach ; Situational teaching approach 教学过程 Step 1 Lead in Activity1 Talking and predicting Get students to share their feelings as a freshman at senior high school and what they want to know about school life in other countries. Q: Can you think up a word to describe your senior high school life From the title and picture, we can predict the passage is mainly about _____ 设计意图：回顾第一课时有关内容并以学生视角来设置问题，从认识自我过渡到了解他人，激发他们了解国外同龄人学习和生活的好奇心，为接下来的阅读做好铺垫。 Step 2: Activity 2 Reading for organization Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well. Students dig into the whole text, find the topic sentence of each paragraph and share the related details from it. Skim the passage to find the topic sentence of each paragraph Read the text quickly to find the main idea of each paragraph. Paragraph 1: _____ Paragraph 2: _____ Paragraph 3: _____ Paragraph 4: _____ Q1:What does Adam think of his senior high school Q2:What are his challenges Q3: How does he support his opinion Q4: What is the structure of the passage 设计意图：学生借助语篇，任务，话题，线索，过渡，主题的语篇分析模式，深入思考语篇主题与内容。 Step 3: Activity3 Reading for information Get everyone to read paragraph 2-4 carefully and fill in the chart. Students dig into the whole text and share the related details from it. Challenge 1 Which courses ... ...