人教版（2019）必修一：Unit 1 Teenage Life Assessing Your Progress 教案

Unit
1
Teenage
Life
Period
VI
Video
Time
&
Assessing
Your
Progress
课时内容
主题语境:人与自我
主题群:生活与学习
子主题：认识自我、丰富自我、完善自我
语篇类型：多模态语篇：视频、照片
文本分析：本节课分两部分，第一部分为
Video
Time，其内容为来自南非约翰内斯堡的一对母女两代人学习方式的变化。本课时的第二部分为
Assessing
Your
Progress，主要以练习为主，分别是在语境中复习新词汇，在语篇中复习语法并引发学生思考。最后对本单元进行
总的反思和评价
课时目标
1.通过观看视频，获取南非约翰内斯堡的一对母女两代人学习方式的变化。
2.复习本单元的重点词汇和语法。
重点难点
重点:
本单元重点词汇和语法的恰当使用。
难点
观看视频，获取南非约翰内斯堡的一对母女两代人学习方式的变化。
教学准备
教师准备：一段关于南非约翰内斯堡的一对母女两代人学习方式变化的视频和播放设备。
学生准备:复习用三大短语修改句子和本单元的重点词汇。
教学过程
Video
Time
Step
I学习理解
活动一:预测(T
or
F)
1.
Go
through
the
title,
introduction
and
photos.
2.
Look
through
the
4
statements
with
students
and
help
them
to
understand
the
meanings.
3.
Guess
whether
these
statements
are
true
or
false
(1)
In
South
Africa,
many
teenagers
graduate
from
university
(2)
Mamorena's
life
is
the
same
as
Tandi's
when
she
was
young.
(3)Tandi
had
a
difficult
childhood
(4)Tandi
is
now
a
successful
businesswoman.
【设计意图】在观看视频之前通过看标题、图片，预览题目，先对视频内容做出预测，带着问题再去看视频，理解视频内容将会更加容易
活动二:获取与梳理
1.
Before
watching
the
video,
go
through
the
sentences
in
Part
2
with
students
and
make
sure
they
understand
them
and
choices
2.
Play
the
video
and
ask
students
to
check
the
answers
in
the
last
activity.
3.
Ask
students
to
circle
the
correct
words
in
the
sentences
and
share
the
answers
first
in
pairs
and
then
with
whole
class.
Suggested
answers:
1.
expensive
2.
poor
3.
understand
4.worry
StepⅡ迁移创新
活动三:
Discussion
First
go
through
the
questions
and
then
ask
students
to
work
in
pairs.
Discuss
the
questions
1.
In
what
ways
is
your
life
similar
to
or
different
from
your
parents
life
when
they
were
young.
ri
2.
Tandi
said,
"I
don't
think
you
become
a
person
if
you
don't
know
where
you
come
from.
Do
you
agree
or
disagree
with
this
statement
Why
or
why
not
【设计意图】在观看视频后，设计第一个问题让学生比较自己和父辈的生活的异同，第二个问题阐释继承和发扬的问题。通过这两个活动，引发学生对文化、学习代代更迭传承的思考，加深对主题意义的理解，培养学生终身学习的意识。
Assessing
Your
Progress
活动四:
Exercises
完成课本第20页
Activity1
【设计意图】在情境中练习语言知识，一方面学生愉快地参与练习活动，另一方面学生在熟悉的语境中可以有效地学习词汇的用法
活动五:
Grammar
Underline
the
noun/adjective/
adverb
phrases
in
the
passage
and
state
their
functions.
【设计意图】以语篇为依托，让学生在阅读的过程中更加直观地感受到不同类型短语的功能，同时该语篇对学生也起到了一定的激励作用
活动六:
Discussion
Do
you
agree
with
the
writer's
opinion
Give
your
reasons
【设计意图】通过阅读，让学生根据自已在本单元所学的内容，给出自己关于读书和接受教育的看法，内化知识，加深学生对主题的深化，提商学生的批判性思维
活动七
Reflecting
1.
Word
and
expressions
I
learned
about
teenage
life:
_______________________________________________________________________________
2.
Reading
skills
I
learnt
from
this
unit:
_______________________________________________________________________________
3.
Things
I
can
do
to
help
myself
or
my
friend
when
challenges
or
problems
arise:
_______________________________________________________________________________
4.
The
parts
I
dislike
about
this
unit:
_______________________________________________________________________________
【设计意图】单元结束，根据问题设计复习本单元词汇、句型和内容的开放性练习，学生可以根据自已的理解，运用所学知识进行写作，也设置了遇到挑战和困难时如何自助和帮助他人的情境，可以加深学生对主题意义的认识，这些活动有助于促进语言表达能力的提升和对
本话题文化知识的内化
活动八:
A
Project(
Group
Work)
Ask
the
students
to
work
in
groups
of
four,
and
complete
a
project
A
handbook
to
live
a
healthy
and
balanced
teenage
life
in
senior
high
school.
【设计意图】在项目式学习过程中，学生会积极地收集信息、获取知识、探讨方案，以此来解决具有现实意义的问题，不仅仅要求学生能够应用所学的学科知识，还要懂得如何在现实生活中将这些知识学以致用，而且还可以提高学生批判性思维、团队合作能力、决策能力等等
板书设计
Unit
1
Teenage
LifePeriod
VI
Video
Time
Assessing
Your
ProgressVideo
TimeStep
I学习理解活动一:预测(T
or
F)活动二:获取与梳理StepⅡ迁移创新活动三:
DiscussionAssessing
Your
Progress活动四:
Exercises活动五:
Grammar活动六:
Discussion活动七:
Reflecting活动八:
A
Project(
Group
Work)