人教版（2019）必修一：Unit 1 Teenage Life 阅读教案

Unit
1
Teenage
Life
Period
2
课时内容
Compare
school
lire
in
different
places
主题语境：人与自我------生活与学习主题群下的学校生活
语篇类型:一篇记叙文
文本分析:
[What]
这篇记叙文以第一人称叙述了Adam作为高一新生所要面临的挑战：如何选课、如何选择课外活动、初、高中生活的不同之处以及面临这些挑战时作者的心态。
[Why]
该语篇从选课、选择课外活动、心态调试等方面，叙述了作者从初中升人高中后面临的种种不适与挑战，心态从迷茫、不高兴焦虑到快乐、积极应对，旨在帮助学生认识到初高中学习和生活等方面的差异、面临的挑战和应该树立的目标，积极思考并寻找解决办法、调整心态，帮助学生形成正确、乐观的态度以应对初高中生活衔接的不适。
[How]
该语篇以学生刚从初中升入高中会遇到的问题这种真实情境为依托，每一段有一个主题句，每段有主干句型复现“
I
had
to.，
I
know.。”使得文章脉络清晰，内容分布合理；通过使用“
First，too，stil”使得文章行文逻辑联系紧凑。
课时目标
1.能识别主题句，提取文章主要信息和相关细节。
2能介绍Adam升入高中遇到的挑战，说明在遇到这些挑战时Adam的心态变化和应对办法，形成正确、积极的生活和学习态度。
3.推断出作者的性格特点，借鉴别人处理问题的方法应对自己所面临的挑战。
重点难点
重点:
学生通过阅读，获取关于作者作为高一新生面临挑战的主要信息。
难点
学生通过阅读、讨论等活动，形成自己面临挑战和问题时的应对策略。
教师准备:
提前了解自已学生升人高一时遇到的困感和挑战，让学生匿名将自己初高中衔接遇到的问题用英语写在信封里。
学生准备:
提前了解阅读的各种技巧，阅读初高中生活差异及中外学校生活的相关文章，为理解做好背景知识贮备。
教学过程
Step
I学习理解
活动一:
Brainstorm
首先让学生小组讨论
What
do
you
want
to
know
about
school
life
in
other
countries
What
would
you
tell
a
teenager
from
another
country
about
schoo
l
life
in
China
【设计意图】通过
Brainstorm活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
活动二:
Read
for
General
Understanding
Underline.
Read
the
passage:
The
Freshman
Challenge
and
underline
its
topic
sentence
of
each
paragraph.
2.
Summarize
the
main
idea
of
each
paragraph
(Activity
2,
P14)
Para
1:
Senior
high
school
is
a
challenge.
Para
2:
The
school
adviser
helped
me
choose
suitable
courses
according
to
my
interest
and
gift.
Para
3:
I
joined
a
volunteer
club
instead
of
the
school
football
team.
Para
4:
In
spite
of
difficulties
and
worries,
I
know
what
should
do
and
plan
to
be
well
prepared
for
the
future.
3.
A
Structure
Map.
Ask
students
to
find
out
some
words
to
show
order(first,
too,
still)
and
some
parallel
sentences(I
had
to
...,
I
know
....)
and
draw
a
structure
map.
【设计意图】把握文章的标题与内容、段落与段落之间的关系，寻找主题句，有助于学生对文章结构、行文特点的整体把握，为了帮助学生更好地理解语篇信息的结构，可以引导学生从行文逻辑和平行句型两方面分析语篇，通过这两个活动，可以实现《课标》对普通高中英语课程语言技能内容要求中提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇主要要义
活动三:
Language
focus
and
learning
1.Lexical
chunks(词块)
Ask
students
to
underline
some
important
lexical
chunks
in
the
reading
passage,
and
copy
it
in
their
notebooks
after
class.
2
Discourse
markers(语篇标记)
Read
the
text
and
underline
the
words
which
show
the
development
of
the
passage,
especially
the
feelings
of
the
uthor
3.
Paraphrase
(1)
________
a
new
or
difficult
task
that
tests
sb's
ability
and
skill
(2)
______to
arrange
to
do
a
course
of
study
by
adding
your
name
to
the
list
of
people
doing
it.
(3)
___________
having
the
job
or
duty
of
doing
sth
or
taking
care
of
sb/sth,
so
that
you
may
be
blamed
if
sth
goes
wrong.
(4)
__________
to
tell
sb
that
sth
is
good
or
useful,
or
that
sb
would
be
suitable
for
a
particular
job,
etc.
(5)
________
to
complete
a
course
in
education,
especially
at
high
school.
4.
Use
the
words
in
the
contexts.
Complete
the
sentences
with
the
correct
forms
of
new
words
from
the
text.
(SB.
P15,
Activity
5)
【设计意图】本环节国绕语言知识学习设计了四个练------练习1：让学生画出相关的词块(
Lexica
chunks)；练习2：画出文章的语篇标记(
Discourse
markers)；练习3：Paraphrase是用英语解释英语；练习4：在语境中理解运用生单词，旨在加深对语言的理解和掌握
活动四:
Read
for
Deep
Understanding
Questions.
Group
Work:
Discuss
the
following
questions.
uc
(1)What
courses
did
Adam
choose
Which
one
do
you
think
would
be
his
favourite
Why
(2)What
does
"make
the
team"
in
Paragraph
3
mean
(3)What
is
Adam
worried
about
(4)
Is
Adam
confident
that
he
will
get
used
to
senior
high
school
life
How
do
you
know
2.
Complete
the
outline.
Para
Challenge
How
Adam
Feels
Solution
1
Confused
2
Choosing
_______
courses
The
school
adviser
_______
3
He
will
find
a
way
to
__________
4
He
will
________
【设计意图】这个教学环节仍然黑子深展理解、《课标》在高中学业质量水平和考试评价中指出，高中英语阅读理解要超越对基未信息的识别、归纳的展次，逐步走向分析、阐述和评价的层次，这三个层次属于高阶思维层次。
StepⅡ应用实践
活动五:
Discussion(
Group
Work)
Work
in
groups
of
four
and
talk
about:
1.
What
kind
of
person
do
you
think
Adam
is
Why
2.
The
differences
between
Adarm's
school
life
and
school
life.
3.Your
challenges
you
are
facing
and
how
you
deal
with
them
【设计意图】在学生理解了外国学生Adam的学校生活后，以小组活动的形式，让学生叙述自己的学校生活，通过对国内外学校生活的讨论，有助于提高学生跨文化交际力(对异国文化和本国文化异同的了解。
StepⅢ
迁移创新
活动六:
Writing
Hand
out
the
envelopes
with
students'
challenges
inside
and
ask
students
to
write
an
advice
letter
to
help
them
solve
the
problems.
【设计意图】本环节属于迁移创新阶段，设计了写作的活动，将语言的理解和表达紧密结合起来。在对文章进行浅是和深层阅读理解之后，学生创造性地模仿和使用所学的语言和语篇，以及所学知识对自己的启发进行合理表达。在真实的语境和用语言解决实际问题的驱动下，学生的创造性和想象力得到极大激发，真正实现了
learn
to
read和
read
to
learn的有机结合。本单元的写作也正好是建议信，可以提前热身。
板书设计
Unit
I
Teenage
Life
Period
2
Reading
and
Thinking
Step
I学习理解
活动一:Brainstorm
活动二;
Read
for
General
Understanding
活动三:
Language
focus
and
learning
活动四:
Read
for
Deep
Understanding
StepⅡ应用实践
活动五:
Discussion(
Group
Work)
StepⅢ迁移创新
活动六:
Writing