(共34张PPT)
人教版高中英语新教材
必修 第一册
Unit 1 Teenage Life
Period 8
Project & Video Time
人教版高中英语新教材 必修 第一册
Unit 1 Teenage Life
Period 8 Project & Video Time
Comprehensive teaching and learning objectives
By the end of this period, you will have been able to:
1) Display and present the poster of a student club—the assignment of Period 1. (Language competence+ Learning ability+ Cultural awareness+ Thinking quality)
2) Know about and understand the lives and opinions of different generations by watching the video. (Cultural awareness)
3) Summarize, assess and reflect what have been learnt in this unit. (Learning ability + Thinking quality)
Step 1 Review
Activity 1 Review
1. Review the language item learned in the previous period.
2. Retell a teenager’s life on P76 in the workbook.
Step 2 Project: Set up a student club
Activity 2 Poster display and presentation
1. Work in groups to display and present your poster.
The other groups score a group’s poster by giving 1-5 stars according to the quality of the poster from the aspects of content and form, and point out other groups’ highlights.
Club name
Slogan
Aim (Why form the club What does it hope to achieve )
Activity (What will members usually do at the meetings Any special events or outings )
Requirement (What should members prepare and bring )
Meeting time and place
Step 2 Project: Set up a student club
Activity 2 Poster display and presentation
2. Vote for the best 3 posters and rank the posters.
3. Emphasize the basic parts of a student club poster:
Club name, aim, activity, requirement, meeting time and place, and brief introduction.
Club name
Slogan
Aim (Why form the club What does it hope to achieve )
Activity (What will members usually do at the meetings Any special events or outings )
Requirement (What should members prepare and bring )
Meeting time and place
Step 3 Video Time: Learning Across Generations
Activity 3 Pre-viewing
1. Lead in the topic by talking about generation gap, looking at the picture and predicting the content of the video.
Some clues (or questions):
1) Do you know generation gap What is it How do you feel about the generation gap between you and your parents
2) What can you see from the pictures What’s the possible relation between the two Where are they What are they doing
Step 3 Video Time: Learning Across Generations
Activity 3 Pre-viewing
2. Introduce the background information:
Background information: Mamorena Chaane is a teenage girl. She lives in the suburbs of Johannesburg, South Africa with her mother, Tandi. A shanty town is a poor area. People in a shanty town make their own houses, often from wood or materials that have been thrown away.
3. Look through the title, introduction, and photos. Then predict whether the statements are true (T) or false (F). And then predict the main content of the video.
Step 3 Video Time: Learning Across Generations
Activity 4 While-viewing
1. Watch the video for the first time and then check the answers in Before You Watch.
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.
Answers: 1-4 F F T T
Step 3 Video Time: Learning Across Generations
Activity 4 While-viewing
2. Watch the video for the second time, circle the correct word(s) in each sentence while you watch and try to comprehend the introduction and the dialogue between the mother and the daughter with the help of pictures in the video.
Answers:
1) Mamorena is a student at an expensive /inexpensive private school.
2) Tandi grew up in a poor /wealthy area of Johannesburg.
3) Mamorena does not understand /understands about her mother’s childhood.
Step 3 Video Time: Learning Across Generations
Activity 4 While-viewing
3. Summarize the main idea of the video by filling in the blanks.
Mamorena is 17-year-old student from a very 1. private school St Mary’s in South Africa. She is lucky to get a great 2. because her mother Tandi is a successful 3. . Every week, Tand takes Mamorena to her old 4. , a shanty town, in Johannesburg where she 5. in a poor area and her life was very 6. . She wants Mamorena to learn about the 7. and about the 8. today so that Mamorena can 9. who she is and 10. where she comes from. But Mamorena doesn’t 11. that because she lives a life much 12. from her mother’s childhood.
Step 3 Video Time: Learning Across Generations
Mamorena is 17-year-old student from a very 1. private school St Mary’s in South Africa. She is lucky to get a great 2. because her mother Tandi is a successful 3. . Every week, Tand takes Mamorena to her old 4. , a shanty town, in Johannesburg where she 5. in a poor area and her life was very 6. . She wants Mamorena to learn about the 7. and about the 8. today so that Mamorena can 9. who she is and 10. where she comes from. But Mamorena doesn’t 11. that because she lives a life much 12. from her mother’s childhood.
1. expensive 2. education 3. businesswoman 4. neighbourhood
5. grew up 6. difficult 7. past 8. poor
9. remember 10. know 11. understand 12. different
Step 3 Video Time: Learning Across Generations
Activity 4 While-viewing
3. Summarize the main idea of the video by filling in the blanks.
Mamorena is 17-year-old student from a very expensive private school St Mary’s in South Africa. She is lucky to get a great education because her mother Tandi is a successful businesswoman. Every week, Tand takes Mamorena to her old neighbourhood, a shanty town, in Johannesburg where she grew up in a poor area and her life was very difficult. She wants Mamorena to learn about the past and about the poor today so that Mamorena can remember who she is and know where she comes from. But Mamorena doesn’t understand that because she lives a life much different from her mother’s childhood.
Step 3 Video Time: Learning Across Generations
Activity 5 Post-viewing
1. Work in pairs or groups to discuss the following questions.
1) 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
2) In what ways is your life similar to or different from your parents’ life when they were young
3) What can you learn from your own parents
2. Share your answers.
3. Question time.
Step 4 Evaluation and summary
Activity 6 Self-evaluation
Use the self-evaluation form to reflect your learning of this period.
Activity 7 Summary
Learning contents (What have you learned ) New skills
Text reconstruction 1
Text reconstruction 2
Learning effect (How is your learning ) Learning improvement (What will you do to improve your learning)
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Check the unit summary, assessment and reflection form your have completed to revise and consolidate the whole unit. And share your mind-maps.
Unit summary, assessment and reflection form
单元主题名称 Teenage Life（青少年生活）
单元主题语境 人与自我之学校学习和生活
语篇1 基本信息 所属板块：Opening page 语篇类型：多模态 (A Saying + a picture)
名称或主题：The saying “Good habits formed at youth make all the difference” by Aristotle.
语篇内容、结构与学习要素： What/how/why What (主题、内容): The importance of Good habits formed at youth.
How (结构、形式): It is a saying by Aristotle.
Why(目的、意图): It is to help us form the right life attitude.
语言学习要点 A phrase: make a difference
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇思维导图
(语篇思维导图示例，其它部分语篇思维导图由学生自行完成)
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇2 基本信息 所属板块：Listening and Speaking 语篇类型：口语对话/听说语篇
名称或主题：How to choose a school club
语篇内容、结构与学习要素： What/how/why What (主题、内容): Conversations about choosing a school club and giving reasons.
How (结构、形式): Conversations between two persons in audio form an oral form.
Why(目的、意图): To practice listening and speaking ability and arouse culture awareness.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇3 基本信息 所属板块：Reading and thinking 语篇类型：说明文/阅读语篇
名称或主题：The Freshman Challenge
语篇内容、结构与学习要素： What/how/why What (主题、内容): It mainly tells us the challenges Adam has to face as a freshman in senior high as well as some solutions and future plans.
How (结构、形式): It uses 3 supporting parts to explain the specific challenges Adam has to face and why Senior high school is really a big challenge.
Why(目的、意图): To practice reading comprehension, learn about teenager’s school life, new language items and develop language competence and thinking quality.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Key words: ballet, volunteer, debate, prefer, content, movement, greenhouse, suitable, actually
Important phrases: prefer...to ...，clean up, suitable for,
Useful expressions:
Preference: I like/ love/ enjoy/ prefer…/I’m interested in…/I’m into…/I’m fond of…/I’m crazy about…/I don’t like…/I hate…/I have mixed feelings about…
Suggestion: I think you should…/Why not… / You can try…/Maybe you could…
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Key words: challenge, tittle, topic, confused, fluent, graduate, recommend, advance, literature, extra, obviously, quit, responsible, responsibility solution, schedule, editor
Important phrases: take courses, sign up (for sth), on my own, make the team, hand out, be responsible for, be well prepared
Important sentence patterns:
1. My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it.
2. Obviously, I was unhappy, but I won’t quit.
3. I’ll find a way to improve on my own so that I can make the team next year.
4. Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future.
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇4 基本信息 所属板块：Discovering Useful Structures 语篇类型：说明文/写作语篇
名称或主题：Cheerleader try-outs
语篇内容、结构与学习要素： What/how/why What (主题、内容): It presents the reasons why it was hard to be a cheerleader.
How (结构、形式): It uses the writer’s personal experiences to give explanations.
Why (目的、意图): To practice improving the passage by using noun/adjective/adverb phrases to add more information and know about teenager’s life after class.
语言学习要点 Grammar item: Knowing about the usage of noun/adjective/adverb phrases.
语篇思维导图和语法思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇5 基本信息 所属板块：Listening and Talking 语篇类型：口语对话/听说语篇
名称或主题：Plan a camp for teenagers
语篇内容、结构与学习要素： What/how/why What (主题、内容): A conversation in which two students are taking about an adventure camp and an international youth camp and the future activities.
How (结构、形式): Conversations between two persons in audio form an oral form.
Why(目的、意图): To practice listening by using strategies to predict before listening and catching specific information to improve listening comprehension as well as speaking ability and arouse culture awareness.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Key words: adventure, youth, survival, expert
Important phrases: make a fire, make some friends
Useful expressions (to talk about future activities): will do…/be (am/is/are) going to do…/plan/hope to do…/ There will be…
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇6 基本信息 所属板块：Reading for writing 语篇类型：应用文（书信）/读写语篇
名称或主题：(Read and)Write a letter of advice
语篇内容、结构与学习要素： What/how/why What (主题、内容): A letter of advice—Susan Luo’s reply to teenagers asking for advice.
How (结构、形式): Learning about the form, organization and language features of a letter of advice by reading, and then learning to write a letter of advice according to the given situations.
Why(目的、意图): Making use of the input information and knowledge in reading to complete the writing task in the output writing process. And by the way, knowing about teenagers’ problems and thinking of some solutions.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Key words: behaviour, generation, attract, focus, addict, adult
Important phrases: be attracted to, focus on, addicted to, concentrate on
Important sentence patterns:
1. It is not unusual for teenagers of your generation to be attracted to computer games and the online world.
2. But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.
3. Some students even become addicted to the Internet and cannot concentrate on school and family life.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇7 基本信息 所属板块：Assessing Your progress 语篇类型：说明文/阅读语篇
名称或主题：Education in poor countries
语篇内容、结构与学习要素： What/how/why What (主题、内容): It describes the education in poor countries and encourages high school students to value their opportunities.
How (结构、形式): The usage of noun/adjective/adverb phrases.
Why(目的、意图): Consolidating the usage of noun/adjective/adverb phrases in reading passage.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Useful expressions to express understanding and make suggestions:
1. Expressions to express understanding:
I understand quite well that…/I’m sorry to hear/know/learn that…/I know how it feels to…/I know you didn’t mean to…/It happens to everyone./ Everyone will have one of those periods when things seem to be going wrong.
2. Expressions to make suggestions:
I recommend that…/ I think you should…/ Why not… /I am sure…/You’d better…/Why don’t you… / How about… / I’d like to suggest…/What do you think… / My advice is / would be…/It might be a good idea to…
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇8 基本信息 所属板块：Project 语篇类型：多模态语篇
名称或主题：Set up a student club and make a club poster.
语篇内容、结构与学习要素： What/how/why What (主题、内容): Project—Set up a student club and make a student club poster.
How (结构、形式): Knowing about how to make, display and present a student club poster.
Why(目的、意图): Using the language and culture knowledge learned in this unit.
语言学习要点 Basic parts of a student club poster: club name, aim, activity, requirement, meeting time and place, and brief introduction.
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Key words: prefer/like, generation/ teenager, schedule/plan
Important phrases: recommend sth. to sb, quit doing, be addicted to, be attracted to, focus on, make sb. confused
Important sentence patterns:
1. But did you know that 9 percent is also the number of children who are not at school
1. If you are one of the lucky ones who can go to a senior high school, you should be grateful for the opportunity.
2. So the next time you feel like you do not want to do boring, difficult homework or go to class, think about the children who don’t have the chance to get a good education.
3. Make the most of your education and make the world a better place.
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语篇9 基本信息 所属板块：Video
语篇类型：视听语篇/口语对话多模态语篇
名称或主题：Learning Across Generations
语篇内容、结构与学习要素： What/how/why What (主题、内容): Different ideas and ways of life between two generations.
How (结构、形式): Video.
Why(目的、意图): Knowing about different ways of life around the world.
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
语言学习要点 Mamorena is 17-year-old student from a very expensive private school St Mary’s in South Africa. She is lucky to get a great education because her mother Tandi is a successful businesswoman. Every week, Tand takes Mamorena to her old neighbourhood, a shanty town, in Johannesburg where she grew up in a poor area and her life was very difficult. She wants Mamorena to learn about the past and about the poor today so that Mamorena can remember who she is and know where she comes from. But Mamorena doesn’t understand that because she lives a life much different from her mother’s childhood.
语篇思维导图
Step 4 Unit summary, assessment and reflection (2)
Activity 8 Revision and consolidation
Unit summary, assessment and reflection form
单元学习结果评价与反思
单元主题与语篇思维导图
Homework
1. Put what you have seen in the video into a story and add an end to it to write a complete story. (150-300 words)
2. Revise this unit.
注：本教学设计为陕西省教育科学“十四五”规划2021年度课题“新课程背景下高中英语语篇教学理论与实践研究”系列研究成果之一。本教学设计与课件制作者：李胜文。(共34张PPT)
人教版高中英语新教材
必修 第一册
Unit 1 Teenage Life Period 3
Reading and thinking
—Language Focus
人教版高中英语新教材 必修 第一册
Unit 1 Teenage Life
Period 2 Reading and thinking—Language Focus
& Thinking Quality Development
Comprehensive teaching and learning objectives
By the end of this period, the students will have been able to:
1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to comprehend the text better and develop language competence; (Language competence)
2) Observe and summarize the features of descriptive language; (Learning ability + Language competence)
3) Reconstruct the text (why, what, how). (Language competence + Thinking quality)
Step 1 Review
Activity 1 Review
1. Review the text content by retelling the text.
2. Check the students reading comprehension of the text Teenage Life Around The World on P76 in Textbook.
Step2 Language Focus
Activity 2 Learning about the language
Learn the usages of some new language items in the reading text to comprehend it better.
1. Going from junior high school to senior high school is a really big challenge. 从初中过渡到高中真是一项巨大的挑战。
(1) Going from junior high school to senior high school是单个的动名词短语作主语，谓语动词用单数形式。
e.g. Seeing is believing. (谚)百闻不如一见。
Reading outside school is necessary and important in learning English. 课外阅读对于英语学习既必要又重要。
Step2 Language Focus
Activity 2 Learning about the language
动名词短语作主语，谓语动词用单数形式
More sentences using v-ing as subject in the textbook:
Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future. (Para. 4 , P14)
Finding time for both studies and extra-curricular activities is a big challenge, so I need to make a workable schedule. (p15)
Step2 Language Focus Activity 2 Learning about the language
1. Going from junior high school to senior high school is a really big challenge.
(2) challenge n. 挑战；艰巨任务
vt. 怀疑，质疑；向……挑战
face / meet a challenge 面对/迎接挑战
accept / take up a challenge 接受挑战
the challenge of doing sth. 做某事的挑战
challenge sb. 质疑某人
challenge sb. to sth. 向某人挑战（做）某事
challenging adj. 富有挑战的，困难的
Step2 Language Focus Activity 2 Learning about the language
(2) challenge n. 挑战；艰巨任务 vt. 怀疑，质疑；向……挑战
e.g. The company is ready to meet the challenges of the next few years.
Solving this problem is one of the greatest challenges faced by scientists today.
She does not like anyone challenging her authority.
她不喜欢任何人挑战她的权威。
This discovery challenges traditional beliefs.
这项发现是对传统信念的冲击。
He challenged his brother to a tennis match yesterday.
Mike challenged me to a game of chess. 迈克硬逼着要和我下一盘棋。
Teaching young children is a very challenging job.
Step2 Language Focus Activity 2 Learning about the language
2. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. 我知道中文是一门难学的语言，但我希望毕业时能说一口流利的汉语。
(1) 句子结构分析：分句1（主句I know+宾语从句）＋but +分句2（主句+ when时间状语从句）
(2) fluent adj. 流利的；(动作)优美流畅的
be fluent in… （语言表达）熟练的，流利的
fluently adv. 流利地
fluency n. 流利，流畅
Step2 Language Focus Activity 2 Learning about the language
(2) fluent adj. 流利的；(动作)优美流畅的
be fluent in… （语言表达）熟练的，流利的
fluently adv. 流利地 fluency n. 流利，流畅
e.g. She rose with the fluent movement of an athlete.
她站起身来，动作犹如运动员般优美。
She was fluent in English, French and German.
He speaks English well indeed, but of course not as fluently as a native speaker.
I have a good knowledge of English and I can communicate with native speakers fluently.
Step2 Language Focus Activity 2 Learning about the language
(3) graduate vi.毕业于 n. 毕业生
graduate from 毕业于（某学校） graduate in 毕业于（某专业）
graduation n. 毕业 on/ upon graduation 一毕业
e.g. Kate graduated from medical school last year.
He graduated in physics from Cambridge University.
It is 3 years since he graduated from college.
In 1973, the first Open University graduates received their degrees. 1973年，第一批开放大学的毕业生获得了学位。
Upon graduation from high school, I designed a website to promote the project.
Step2 Language Focus Activity 2 Learning about the language
3. My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it. 我的指导老师建议我应该选修高级文学, 因为我喜欢英语，而且成绩不错。
(1) 句子结构分析：主语My adviser+谓语动词recommended+ that宾语从句+ because原因状语从句(从句包含and连接的并列句)。
(2) recommend vt. 劝告；建议；推荐 ；介绍
recommend doing ... 建议做……
recommend sb. to do ... 建议某人做……
recommend + that 从句 (从句的谓语用should +动词原形)
recommend sb. sth. = recommend sth. to sb. 给某人介绍某物
recommendation n. 推荐, 提议, 正式建议
Step2 Language Focus Activity 2 Learning about the language
e.g. I recommend buying a dictionary for your brother.
If you go to Beijing, I recommend visiting the Great Wall.
I recommend you to buy this dictionary.
I recommend you to see this film.
= I recommend you (should) see this film.
我建议你看一下这部电影。
It is strongly recommended that the machine (should) be checked every year.
Please recommend him a good physician.
= Please recommend a good physician to him.
I should recommend it as a useful reference book.
Step2 Language Focus Activity 2 Learning about the language
(3) sign up (for sth.) 报名（参加课程）
sign up to do sth. 报名做某事
e.g. I have decided to sign up for evening classes this term.
我决定这学期报名上夜校。
My sister is thinking of signing up for a yoga club.
我姐姐正考虑报名加入瑜伽俱乐部。
I’ve signed up to make tea for the party.
(4) advanced adj. (课程) 高深的；高级的；先进的；
advanced English/literature高级文学/英语
advanced technology 先进的技术
advance v. 前进；提前；（使）进展 n. 前进；进步；
in advance of 进展（时间上）在…前；预先；事先
Step2 Language Focus Activity 2 Learning about the language
(4) advanced adj. (课程) 高深的；高级的；先进的；
e.g. They had advanced 20 miles by nightfall.
夜幕降临时，他们已前进了20英里。
We can’t advance the time of the performance for it has been planned.
Our knowledge of the disease has advanced greatly over recent years. 近年来我们对这种疾病的了解深入多了。
In spite of the advances in medical science, there is no effective cure for cancer.
The express train reached Beijing ten minutes in advance of its scheduled time.
The restaurant is very popular. You’d better book a table in advance.
Step2 Language Focus Activity 2 Learning about the language
4. Obviously, I was unhappy, but I won’t quit. 显然，我很不开心，但我不会放弃。
(1) obviously (=clearly) adv. 明显地，显而易见地；
obvious (=clear) adj.明显的；显然的；易理解的
e.g. Obviously, we don’t want to spend too much money.
很明显，我们不想花太多的钱。
Diet and exercise are obviously important. 显然，饮食和运动是重要的。
For obvious reasons, I’d prefer not to give my name.
因为显而易见的原因，我不愿披露自己的姓名。
It’s obvious from what she said that something is wrong.
根据她所说的，显然是出问题了。
Step2 Language Focus Activity 2 Learning about the language
4. Obviously, I was unhappy, but I won’t quit. 显然，我很不开心，但我不会放弃。
(2) quit v. 离开; 放弃，离任; 停止，戒掉; 退出
e.g. If I don’t get more money I’ll quit. 不给我加薪我就辞职。
He has decided to quit as manager of the team.
他已决定辞掉球队经理的职务
He quit the show last year because of bad health.
去年他因身体欠佳而退出了表演。
We only just started. We’re not going to quit now.
我们才刚刚开始，现在决不放弃。
I’ve quit smoking. 我戒了烟。
Step2 Language Focus Activity 2 Learning about the language
5. I’ll find a way to improve on my own so that I can make the team next year. 我会找到一个让自己提高球技的方法，这样明年我就能加入球队了。
make the chair of the Student Union 当上学生会主席
make the front page of the local newspapers
(某条新闻)登上了当地各家报纸的头版
e.g. She finally shattered the glass ceiling and made the president of the company. 她最后终于打破(职业的)玻璃天花板，成了公司总裁。
We’ll make a tennis player of you yet.
早晚有一天，我们会让你成为一名网球选手的。
Step2 Language Focus Activity 2 Learning about the language
5. I’ll find a way to improve on my own so that I can make the team next year. 我会找到一个让自己提高球技的方法，这样明年我就能加入球队了。
(1) make a team在此处意为win a place in a team，即“成为……的一员；加人；谋得(职务)”或 “设法做成了某事”，一般用于主动语态。
make it 获得成功
make 110 kilometres per hour 速度达到110千米/小时
make the mountain top by midday 中午前爬到山顶
make the party 参加聚会
Step2 Language Focus Activity 2 Learning about the language
5. I’ll find a way to improve on my own so that I can make the team next year.
(2) so that 以至于，结果；可以引导目的状语从句，可与in order that进行互换，从句中常有can, could, may, might等情态动词；也可以引导结果状语从句，表示“因此，所以”，常用逗号与主句隔开。
e.g. I often found myself telling my mom to drive more slowly, so that I could read all of the road signs we passed.
Let’s not pick these peaches until this weekend so that they get sweet enough to be eaten.
Mari tilted her head back so that she could look at him.
玛丽把头向后仰，以便能看到他。
Stephen was excellent in many ways, so that he got the job.
Step2 Language Focus Activity 2 Learning about the language
6. Every Wednesday, we work at a soup kitchen and hand out food to homeless people in the community. 每周三，我们会在食品救济站里干活，把食物分发给社区里的无家可归者。
(1) hand out 分发
e.g. One of my jobs was to hand out the prizes. 我的职责之一是分发奖品。
Please hand out the reading materials to the students.
(2) community n.社会（团体）；社团；共有； (生物)群落
在西方文化中是一个非常重要的概念，它不仅指地理位置上的社区，更多的是一种“团体；群体”的概念，例如：the international community, the school community等。英语中也常出现community value, community spirit, community sports, community service等表达。
Step2 Language Focus Activity 2 Learning about the language
7. I know I’ll have to study harder as a senior high school student and get used to being responsible for a lot more. 我知道作为一名高中生，我必须更加努力地学习，习惯承担更多的责任。
(1) get used to (doing) sth. 习惯于(做)某事
e.g. Let your body get used to the temperature change!
让你的身体适应温度的变换!
I hope you can get used to living here soon.
Step2 Language Focus Activity 2 Learning about the language
7. I know I’ll have to study harder as a senior high school student and get used to being responsible for a lot more. 我知道作为一名高中生，我必须更加努力地学习，习惯承担更多的责任。
(2) responsible adj. 负责的，有责任的
be responsible for (doing) sth. 对（做）某事负责
be responsible for sb. 对某人负责
responsibility n. 责任，职责，义务
a sense of responsibility 责任感
have/ take responsibility for… 对……有责任/ 负责
Step2 Language Focus Activity 2 Learning about the language
7. I know I’ll have to study harder as a senior high school student and get used to being responsible for a lot more. 我知道作为一名高中生，我必须更加努力地学习，习惯承担更多的责任。
(2) responsible adj. 负责的，有责任的
e.g. He is responsible for training new staff.
Parents should be responsible for their children.
The chief editor of the newspaper is responsible for editing the whole newspaper.
Children get the opportunity to take on full responsibility for another creature’s life.
Step2 Language Focus Activity 2 Learning about the language
8. Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future. 努力学习并不是一直都有趣的，但是我会为大学或将来任何其他的事情做好准备。
(1) 句子结构分析：分句1（ Studying hard 是动名词短语作主语+ isn’t always fun）+ but +分句2（主句I’ll be well prepared for university + whatever else comes in the future宾语从句，作介词for的宾语）
(2) whatever引导宾语从句whatever else 无论别的什么，else跟在不定代词或疑问代词后作定语。whatever也可引导让步状语从句，相当于no matter what, “不论什么，不管什么”。 疑问词when, where, how, who, which都可加ever, 用来引导让步状语从句，相当于“no matter+疑问词”。
Step2 Language Focus Activity 2 Learning about the language
8. Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future.
e.g. I was allowed to do whatever I wanted with my life.
我可以自由支配自己的生活。
You should be responsible for whatever you have done.
Whatever you do, you must do it well.
Whatever you want to chat about, we’ll do it tonight.
不管你想聊些什么，我们今晚聊个够。
Whenever I hear that tune, it makes me think of you.
Whoever wants to speak to me on the phone, tell them I’m busy.
Step2 Language Focus
Activity 3 Using words and expressions
1) I’m good at maths, so my teacher _____________ that I should choose advanced maths in my first year.
2) Finding time for both studies and extra-curricular activities is a big __________ so I need to make a workable schedule.
3) It’s a little __________ to choose suitable courses. I hope that my adviser can help me make a good decision.
1. Complete Exercise 5 on P15 and then check the answers.
recommended
challenge
confusing
Step2 Language Focus
Activity 3 Using words and expressions
1. Complete Exercise 5 on P15 and then check the answers.
4) We can try a course for two weeks after we ______ up for it. After that, we cannot change it.
5) The main purpose of the course is to help _________ each student’s reading ability.
sign
improve
6) Some of the students want to become writers or editors (编辑) after they __________, so the teacher advised them to start a writing club.
7) The school is __________ for the safety of all the students.
8) Whenever I’m facing a difficulty, I always tell myself, “Don’t let anything stop you. Don’t ever _______.”
graduate
responsible
quit
2
New words:
(1) schedule n. 工作计划，日程安排；时刻表；节目表；课程表；清单
a workable schedule可行的时间表
(2) editor n. 主编，编辑edit v. 编辑，编纂，校订 edition n. 版本，版次
Step2 Language Focus
Activity 3 Using words and expressions
1. Complete Exercise 5 on P15 and then check the answers.
New words:
(1) schedule n. 工作计划，日程安排；时刻表；
节目表；课程表；清单
a workable schedule 可行的时间表
(2) editor n. 主编，编辑
edit v. 编辑，编纂，校订
edition n. 版本，版次
Step2 Language Focus Activity 3 Using words and expressions
2. Complete the passage with the suitable words from the passage.
I’m Adam,(1)____ freshman in senior high school. The first week was a little (2)_________ (confuse).
There are some (3)_________ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it (4)________ (fluent) when I graduate. My adviser (5)______________ (recommend) me to sign up for advanced literature because I’m good (6)_____ it. Second, I had to choose my extra-curricular activities. I tried (7)_______ (join) the school football team though I couldn’t do well in (8)___ at first. Besides that, I joined a volunteer club.
recommended
a
confusing
challenges
fluently
at
to join
it
Step 3 Post Reading—Text Reconstruction
Activity 4 Text Reconstruction
Think about and discuss the following questions to reconstruct the reading text.
(1) What is the purpose of the text or Why did Adam write the text
(2) What is told in the text
(3) How is the text organized
(4) What kind of writing does the text belong to (descriptive)
(5) What are some of the language features of the text
(6) What are the sentences you like best in the text And why
Step 3 Post Reading—Text Reconstruction
Activity 4 Text Reconstruction
1. Think about and discuss the following questions to reconstruct the reading text.
2. The teacher collects the answers and gives supplements.
3. (Ss) Give a brief oral report, covering the content of the above aspects.
4. Question time. Raise your questions and the teacher will answer the questions and give explanations.
Step 5 Evaluation and summary
Activity 5 Self-evaluation
Use the self-evaluation form to reflect your learning of this period.
Activity 6 Summary
Learning contents (What have you learned ) New language items
Good sentences and expressions
Text reconstruction
Learning effect (How is your learning ) Learning improvement (What will you do to improve your learning)
Homework
1. Arrange notes after class to consolidate the new language items.
2. Complete the exercises in Using Words and Expressions on P71 -72 in workbook.
3. Write a short learning report of the text covering the items discussed in Post Reading-Text Reconstruction part.
4. Arrange notes to consolidate the new language items learning in this period.(共25张PPT)
人教版高中英语新教材
必修 第一册
Unit 1 Teenage Life Period 2
Reading and thinking—Reading Comprehension
人教版高中英语新教材 必修 第一册
Unit 1 Teenage Life
Period 2 Reading and thinking—Reading Comprehension
Comprehensive teaching and learning objectives
By the end of this period, you will have been able to:
1) Read and comprehend the reading text to learn about a foreign student’ school life by skimming the text to find out the main idea of the text, grasping the main content of the text and analysing the text structure; (Language competence + Cultural awareness)
2) Discuss what kind of person Adam is and give evidence; (Learning ability + Language competence)
Comprehensive teaching and learning objectives
By the end of this period, you will have been able to:
3) Think and talk about their own challenges, feelings and solutions in high school. (Language competence + Thinking quality)
4) Compare senior high school life between China and a foreign country to broaden their horizon; (Learning ability + Cultural awareness)
Step 1 Review
Activity 1Step 1 Review Leading-in
Review the main contents of the previous period including the content of the listening conversations, the new words, chunks and expressions.
Step 2 Pre-reading
Activity 2 Leading-in and prediction
1. Talk about your new school life in senior high school and the challenges your are facing.
2. Know about the teaching and learning contents and objectives of this period.
3. Discuss the two questions and share your answers.
4. Predict the main content of the reading text according the picture and the title.
Step 2 Pre-reading
Activity 3 Reading preparation
New words and phrases preview. Go through the new words and chunks in the reading text with the help of vocabulary to know the English (or Chinese) meaning of each new word and chunk.
The teacher gives necessary explanations to the words and chunks using as much English as possible, but the teacher can use Chinese when necessary (for some difficult and abstract words and chunks which can be explained clearly in English), and at the same time, offers the Chinese meaning of each new word and chunk in case some students can catch up with the teacher’s English explanations.
Step 2 Pre-reading
Activity 3 Reading preparation—New words and phrases preview.
challenge n.挑战；艰巨任务 vi.怀疑; .....挑战
title n. (书、诗歌等的)名称；标题；职称；头衔
topic n.话题；标题
freshman n. (NAmE) (中学)九年级学生；(大学)一年级新生
confusing adj.难以理解的；不清楚的
confuse vt. 使糊涂；使迷惑
confused adj. 糊涂的；迷惑的
fluent adj. (尤指外语)流利的；熟练的
Step 2 Pre-reading
Activity 3 Reading preparation—New words and phrases preview.
graduate vi. & vt.毕业；获得学位 n.毕业生
recommend vt. 建议；推荐；介绍
sign up (for sth) 报名(参加课程)
advanced adj.高级的；高等的；先进的
advance n.前进；发展vi.前进；发展vt.发展；促进
literature n.文学；文学作品
extra-curricular adj.课外的；课程以外的
extra adj.额外的；附加的
Step 2 Pre-reading
Activity 3 Reading preparation—New words and phrases preview.
obviously adv.显然；明显地
quit vi. & vt. ( quit, quit ) 停止；戒掉；离开(工作职位、学校等)
responsible adj. 负责的；有责任的
be responsible for对....负.责
responsibility n.责任；义务
solution n.解决办法；答案
schedule n.工作计划；日程安排vt.安排;预定
editor n.主编；编辑；编者
Step 3 While-reading
Activity 4 Reading comprehension
1. Introduce the basic reading skill—skimming.
Skimming involves looking over the passage quickly to find the basic idea. Most people don’t read passages word-by-word. Rather, they just skim them quickly to get the gist (要点，主旨), and then move on. If the passage contains some interesting or useful information, they stop and read that part of the passage more carefully. This is a normal reading skill that will boost the reading speed of students without causing them to miss out on important content.
Step 3 While-reading
Activity 4 Reading comprehension
1. Introduce the basic reading skill—skimming.
While skimming, you should look for the important information that you can see at a glance. This includes the title, any photographs or illustrations (if they exist) key words or phrases (normally, these are proper names and longer, more difficult words), and topic sentences. The topic sentence is normally, but not always, the first sentence of a paragraph. It gives the main idea of the paragraph.
Step 3 While-reading
Activity 4 Reading comprehension
2. Read the text to find the main idea of each paragraph and think about how the text is organized, practising the skill of skimming. And then check the answers and analyse the text structure.
(1) Main idea of each paragraph:
Paragraph 1: Senior high school is a challenge.
Paragraph 2: Adam had to think very carefully about which courses he wanted to take.
Paragraph 3: Adam had to choose extra-curricular activities.
Paragraph 4: Adam will have to study harder in the future and get used to being responsible for a lot more.
Step 3 While-reading
Activity 4 Reading comprehension
2. Read the text to find the main idea of each paragraph and think about how the text is organized, practising the skill of skimming. And then check the answers and analyse the text structure.
(2) Text structure:
Main (theme) part:
Paragraph 1 Senior high school is really a big challenge.
Supporting parts:
Paragraph 2 How to choose courses
Paragraph 3 How to choose extra-curricular activities
Paragraph 4 How to choose study
Step 3 While-reading
Activity 4 Reading comprehension
2. Read the text to find the main idea of each paragraph and think about how the text is organized, practising the skill of skimming. And then check the answers and analyse the text structure.
(2) Text structure:
Step 3 While-reading
Activity 4 Reading comprehension
3. Read the text again to get more detailed information to answer the questions in Exercise 2 and complete the outline in Exercise 4 on page 15.
Answers to the questions:
1) What courses did Adam choose Which one do you think would be his favourite Why
He chose maths, English, chemistry, world history, and Chinese. Advanced literature would be his favourite subject because he likes English and he is good at it.
2) What does “make the team ” in paragraph 3 mean
“Make the team” means to try out and then be allowed to join a sports team.
Step 3 While-reading
Activity 4 Reading comprehension
3. Read the text again to get more detailed information to answer the questions in Exercise 2 and complete the outline in Exercise 4 on page 15.
3) What is Adam worried about
He is worried about keeping up with the other students in his advanced course and getting used to all the homework.
4) Is Adam confident that he will get used to senior high school life How do you know
He seems confident because he says that he is happy to be there, and he will be well prepared for university or whatever else comes in the future.
Step 3 While-reading
Activity 4 Reading comprehension
3. Read the text again to get more detailed information to answer the questions in Exercise 2 and complete the outline in Exercise 4 on page 15.
Answers to the outline:
Para Challenge How Adam feels Solution
1 Going from junior high school to senior high school. Confused \
2 Choosing the suitable courses. Serious/ careful The school adviser helped him choose suitable courses.
3 Making the school football team. Unhappy He will find a way to improve in order to make the team next year.
4 Keeping up with the other students in his advanced course and getting used to all the homework. Worried but still happy, confident about his future. He will try to study harder and get used to being responsible for a lot more.
Step 4 Post-reading
Activity 5 Thinking and discussion
Discuss the three questions in Exercise 4 on P15 and share ideas.
1. What kind of person do you think Adam is Why
Possible answers to the questions.
loving literature
“I should sign up for advanced literature because I like English and I’m good at it.”
loving sports
“I tried to join the school football team ... so that I can make the team next year.”
warm-hearted/kind
“I joined a volunteer club ... hand out food to homeless people ...”
Step 4 Post-reading
Activity 5 Thinking and discussion
Discuss the three questions in Exercise 4 on P15 and share ideas.
1. What kind of person do you think Adam is Why
Possible answers to the questions.
responsible and hard-working
“I’ll have to study harder ... get used to being responsible for a lot more.”
well-planned
“I’ll be well prepared for university or whatever else comes in the future.”
“I hope to be fluent when I graduate ... I’ll find a way to improve on my own ...”
Step 4 Post-reading
Activity 5 Thinking and discussion
Discuss the three questions in Exercise 4 on P15 and share ideas.
2. Do you face the same challenges as Adam What other challenges are you facing
Possible answer:
Some of the challenges I face are very much like Adam’s, while some are quite different. Unlike Adam, I don’t have to choose my courses or my schedule. However, I am worried about my extra-curricular activities and trying to keep my hobbies. My solution to this challenge is to work harder at school so I can make more time for my extra-curricular activities and hobbies.
Step 4 Post-reading
Activity 6 Text reconstruction
1. Work in pairs to reconstruct the content of the text by retelling the text with the help of text structure and the outline of the text above or draw a mind-map to show the structure and content of the text.
2. Question time. Raise your questions and the teacher answers the questions and gives explanations.
Step 4 Post-reading
Activity 5 Thinking and discussion
Discuss the three questions in Exercise 4 on P15 and share ideas.
3. What are some differences between Adam’s school life and your school life
Possible answer:
I don’t have to choose my own courses. All day, I am in the same classroom with my classmates, and we all study the same courses.
Step 5 Evaluation and summary
Activity 7 Self-evaluation
Use the self-evaluation form to reflect your learning of this period.
Activity 8 Summary
Learning contents (What have you learned ) Adam’s challenge
Background information about American school life
Text organization
Learning effect (How is your learning ) Learning improvement (What will you do to improve your learning)
Homework
1. Read the text to comprehend it better and underline the words, chunks and sentences that you feel confused about.
2. Try to complete Exercise 5 on P15 in textbook and exercises in Using words and expressions in Workbook.
3. Read the text Teenage Life Around The World on P76 in Textbook and find out the what each of the young people’s life is like in the text and what each of them expects to do.
