Unit 2 Let's talk teens_Reading_1 教案
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| 名称 | Unit 2 Let's talk teens_Reading_1 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 46.6KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-23 08:40:58 | ||
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中小学教育资源及组卷应用平台
Book 1 Unit 2 Let’s talk teens
Reading 1
Strangers under the same roof
教学目标
By the end of this section, students will be able to:
1. grasp the theme, outline and details of the article;
2. infer the author’s attitude towards parent-child tensions and purpose of writing;
3. adopt a positive attitude and practical solutions to deal with real-life parent-child tensions;
4. appreciate and apply rhetorical questions to their stories of parent-child tensions.
教学重难点
1. To infer the author’s attitude;
2. To grasp the outline and details of the article.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 Have students work in pairs to answer questions on Page 16. (As I become a teenager, I get taller and stronger and start to look like an adult. But sometimes I feel shy about how I look, because I look different from my friends. Mentally, I feel more independent in what I do, like making my own decisions. Consequently, I prefer to spend more time with my friends but my parents may get angry with me. In this case, I would speak to my parents so that they understand how I feel. I think it means that parents and teenagers feel as if they do not know each other very well anymore even though they have lived together in the same house for many years. This often happens when children become teenagers because the way they look, think and do things changes. Parents sometimes do not understand or accept these changes easily and teens become angry with their parents.) 利用问题，激活学生已有的背景语言知识，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。 5’ Individual Work
Step 2 Have students work in pairs to predict the contents of the article. Look at the title of the text. Why are family members called “strangers” by the author (While family members are thought to be close, in reality they will have different opinions on the same matter. Without an honest and peaceful communication, things will easily turn into heated arguments and cold silences as if family members didn’t know or care about each other, just like “strangers”. By creating such a contrast, the author intends to arouse our interest to read the article.) What could be discussed in this article (This article might focus on conflicts between family members.) What is the use of questioning in the title (In the form of a question, the title indicates that parent-child relationships are not meant to be distant or tense, and tries to arouse the interest of readers.) 引导学生预测阅读内容，探知文本结构和脉络；体会文章标题“Strangers— under the same roof ”使用疑问句并制造反差，吸引读者的注意力的手法。 5’ Group Work
While Reading
Step 3 Have students skim for the topic sentence of each paragraph. What is the topic sentence of each paragraph (Paragraph 1: Heated arguments and cold silences are common between teenagers and their parents. Paragraph 2: Teenagers’ physical changes may result in such family tensions. Paragraph 3: It can be a big headache to balance your developing mental needs too. Paragraph 4: Although sometimes it may seem impossible to get along as a family, you can take action to improve the situation. Paragraph 5: Just remember that it is completely normal to struggle with the stress that parent-child tensions create, and that you and your parents can work together to improve your relationship.) 通过归纳文本主要内容和段落大意，掌握文本结构，感知文本主题语境。 10’ Group Work Class Work
Step 4 Have students read the article again to complete the outline of the article in A1 on Page 18. (Cause 1: Teenagers’ physical growth may result in such family tensions. Cause 2: Teenagers’ developing mental needs can also influence parent-child relationships. Solution: Teenagers should have regular and honest communication with their parents. Conclusion: Everything will turn out all right in the end.) 通过阅读文本细节语句，理解作者重点表达信息。培养Scanning的文本阅读策略，学习作者的清晰结构、缜密逻辑。 5’ Individual Work
Step 5 Have students scan the article carefully and finish A2 on Page 18. 同上 5’ Individual Work
Post-reading
Step 6 Have students work in groups to finish A3 (2–3) on Page 18. 为后续任务进行话题拓展和内容铺垫。 5’ Group Work
Step 7 Have students work in groups to summarize and reorganize the key information about teenagers’ mental needs. Can you discuss and fill in the blanks of the following table about teenagers’ mental needs （表格见课件） 在巩固文本结构和内容的过程中，掌握文本中的重点词汇和语句。 8’ Group Work
Homework 1. Read the text aloud. 2. Finish the workbook. 2’
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Book 1 Unit 2 Let’s talk teens
Reading 1
Strangers under the same roof
教学目标
By the end of this section, students will be able to:
1. grasp the theme, outline and details of the article;
2. infer the author’s attitude towards parent-child tensions and purpose of writing;
3. adopt a positive attitude and practical solutions to deal with real-life parent-child tensions;
4. appreciate and apply rhetorical questions to their stories of parent-child tensions.
教学重难点
1. To infer the author’s attitude;
2. To grasp the outline and details of the article.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 Have students work in pairs to answer questions on Page 16. (As I become a teenager, I get taller and stronger and start to look like an adult. But sometimes I feel shy about how I look, because I look different from my friends. Mentally, I feel more independent in what I do, like making my own decisions. Consequently, I prefer to spend more time with my friends but my parents may get angry with me. In this case, I would speak to my parents so that they understand how I feel. I think it means that parents and teenagers feel as if they do not know each other very well anymore even though they have lived together in the same house for many years. This often happens when children become teenagers because the way they look, think and do things changes. Parents sometimes do not understand or accept these changes easily and teens become angry with their parents.) 利用问题，激活学生已有的背景语言知识，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。 5’ Individual Work
Step 2 Have students work in pairs to predict the contents of the article. Look at the title of the text. Why are family members called “strangers” by the author (While family members are thought to be close, in reality they will have different opinions on the same matter. Without an honest and peaceful communication, things will easily turn into heated arguments and cold silences as if family members didn’t know or care about each other, just like “strangers”. By creating such a contrast, the author intends to arouse our interest to read the article.) What could be discussed in this article (This article might focus on conflicts between family members.) What is the use of questioning in the title (In the form of a question, the title indicates that parent-child relationships are not meant to be distant or tense, and tries to arouse the interest of readers.) 引导学生预测阅读内容，探知文本结构和脉络；体会文章标题“Strangers— under the same roof ”使用疑问句并制造反差，吸引读者的注意力的手法。 5’ Group Work
While Reading
Step 3 Have students skim for the topic sentence of each paragraph. What is the topic sentence of each paragraph (Paragraph 1: Heated arguments and cold silences are common between teenagers and their parents. Paragraph 2: Teenagers’ physical changes may result in such family tensions. Paragraph 3: It can be a big headache to balance your developing mental needs too. Paragraph 4: Although sometimes it may seem impossible to get along as a family, you can take action to improve the situation. Paragraph 5: Just remember that it is completely normal to struggle with the stress that parent-child tensions create, and that you and your parents can work together to improve your relationship.) 通过归纳文本主要内容和段落大意，掌握文本结构，感知文本主题语境。 10’ Group Work Class Work
Step 4 Have students read the article again to complete the outline of the article in A1 on Page 18. (Cause 1: Teenagers’ physical growth may result in such family tensions. Cause 2: Teenagers’ developing mental needs can also influence parent-child relationships. Solution: Teenagers should have regular and honest communication with their parents. Conclusion: Everything will turn out all right in the end.) 通过阅读文本细节语句，理解作者重点表达信息。培养Scanning的文本阅读策略，学习作者的清晰结构、缜密逻辑。 5’ Individual Work
Step 5 Have students scan the article carefully and finish A2 on Page 18. 同上 5’ Individual Work
Post-reading
Step 6 Have students work in groups to finish A3 (2–3) on Page 18. 为后续任务进行话题拓展和内容铺垫。 5’ Group Work
Step 7 Have students work in groups to summarize and reorganize the key information about teenagers’ mental needs. Can you discuss and fill in the blanks of the following table about teenagers’ mental needs （表格见课件） 在巩固文本结构和内容的过程中，掌握文本中的重点词汇和语句。 8’ Group Work
Homework 1. Read the text aloud. 2. Finish the workbook. 2’
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