人教版（2019）必修 第一册Unit 1 Teenage life Reading and Thinking教案
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| 名称 | 人教版（2019）必修 第一册Unit 1 Teenage life Reading and Thinking教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-06 08:53:39 | ||
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Unit 1 Teenage Life
Reading and Thinking
教材分析
语篇的主题是“新生的挑战”（The Freshman Challenge），文章以第一人称的口吻描述了美国学生进入高中后所面临的三个挑战。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。
课时安排 时长 讲解内容 课前预习
1课时 45分钟 教材 P14—15 学生自主完成教材中的题目。
教学目标与核心素养
1. Students are able to think independently and try to solve their own problems by drawing on the experiences of others and combining them with their own practical situations;
2. Enable students to think and find solutions to problems from different dimensions and perspectives,
3. When entering the new environment of high school, students should cultivate their ability to cooperate and learn to seek help from teachers and classmates around them to adapt to high school life faster and better;
4. When describing a person's personality, it is important to learn to explain specific reasons and expressions to make the character image more vivid.
教学重难点
1. Enable students to think and find solutions to problems from different dimensions and perspectives,
2. When describing a person's personality, it is important to learn to explain specific reasons and expressions to make the character image more vivid.
教学方法
1. Cooperative Teaching Method,
2. Task-based language teaching
教学资源
课件PPT，多媒体视频、音频
教学过程
Step 1 Leading-in & Pre-reading
1. Have a free talk with students. Ask them the following questions:
Q1: As a freshman insenior high school were you curious about the life here before you came
Q2: Have these issues been resolved so far
Q3: Do you think foreign high school students will face similar problems as you
2. Let students guess what the text will be mainly about before reading by looking at the picture and the title in the text.
设计意图：
引起学生的阅读兴趣并激活学生即将阅读的相关的内容。
Step 2 While-Reading
1. Fast reading
Read the text quickly to find out the problems Adam is facing in senior high.
Paragraph 1.________________________________________________
Paragraph 2.________________________________________________
Paragraph 3.________________________________________________
Paragraph 4.________________________________________________
Tips:
You can find main ideas by first taking a quick Look at thetitle, picture(s), key words and phrases, and topic sentences.
2. Intensive reading
Read the text and think about the following questions.
Paragraph 1
1) How many challenges are mentioned(被提到)in the passage
2) What was Adam's attitude to the challenge and how to deal with it
Paragraph 2
1) What is the advice the school adviser gave Adam Why
2) Why did Adam choose Chinese which is a very difficult language as his suitable course
Paragraph 3
1) Which verb phrase(动词短语) in para. 3 can replace(代替)themeaning of“make the team’
2) What are school sports teams like in America Why did the author fail to join the school football team
Paragraph 4
1) Why do “I” have to study harder as a senior high schoolstudent (one sentence in para.4)
2) What should “I” be responsible for (one sentence in para. 4)
3. Goup work
Read the text again in groups and answer questions from the following perspectives (qualities+supporting details)
Q: What kind of person do you think Adam is why
4. Read for structure.
1) What is the function of paragraph 1
A. To introduce the topic.
B. To arouse the interest of readers.
2) Why does the author write paragraph 2-4 one by one instead of one paragraph
A. to make the passage easy to read.
B. to follow the logical order.
3) What is the function of paragraph 2-4
A. To introduce the topic.
B. To support the main idea.
设计意图：
通过归类了解，哪些问题是可以在文中直接找到答案，哪些问题是需要整合信息进行推断，使学生的阅读目的更加明确，阅读能力和思维能力在阅读过程中得到有效的提升。
Step 3 Post-reading
Read the text the third time and work in pairs to make an oral report.
1. What challenges are you facing now
2. How do you deal with them
3. What can you learn from Adam (reasons)
Pattern(模板)
I am facing/can not/have trouble in...(challenges)now. I...(how to do it). When we are faced with challenges, we should learn from Adam, The sentence“......”shows that he … (qualities:determined(决心的)/a strong will(意志力)
设计意图：
强化训练学生运用阅读策略，快速获取文本的主要信息。引导学生比较和思考中外高中生活的异同。
Step 4 Passage Consolidation
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 _____ (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.
In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.
设计意图：
帮助学生梳理结构，体现了从整体到细节再到整体的理解过程。
Homework
1. Write a short passage about challenges you face and howto deal with them
(about 120words)
2. What does the name “Adam" mean in western culture
设计意图：
通过阅读语篇了解主人公的高中生活，再联系自身情况进行写作创作，将语言理解与语言表达有机的结合起来。
板书设计：
Unit 1 Teenage Life
Reading and Thinking
教学反思：
本节课优点：教学内容完成，实现了既定的教学目标，调动了学生的积极性。，提升了分析问题和解决问题的能力。
本节课缺点：需要进一步引导学生发挥主动积极性，对基础较差的同学忽视了个性化的定制练习。
本节课需要完善的地方：需要加强课外阅读，帮助学生了解生活常识。
Reading and Thinking
教材分析
语篇的主题是“新生的挑战”（The Freshman Challenge），文章以第一人称的口吻描述了美国学生进入高中后所面临的三个挑战。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。
课时安排 时长 讲解内容 课前预习
1课时 45分钟 教材 P14—15 学生自主完成教材中的题目。
教学目标与核心素养
1. Students are able to think independently and try to solve their own problems by drawing on the experiences of others and combining them with their own practical situations;
2. Enable students to think and find solutions to problems from different dimensions and perspectives,
3. When entering the new environment of high school, students should cultivate their ability to cooperate and learn to seek help from teachers and classmates around them to adapt to high school life faster and better;
4. When describing a person's personality, it is important to learn to explain specific reasons and expressions to make the character image more vivid.
教学重难点
1. Enable students to think and find solutions to problems from different dimensions and perspectives,
2. When describing a person's personality, it is important to learn to explain specific reasons and expressions to make the character image more vivid.
教学方法
1. Cooperative Teaching Method,
2. Task-based language teaching
教学资源
课件PPT，多媒体视频、音频
教学过程
Step 1 Leading-in & Pre-reading
1. Have a free talk with students. Ask them the following questions:
Q1: As a freshman insenior high school were you curious about the life here before you came
Q2: Have these issues been resolved so far
Q3: Do you think foreign high school students will face similar problems as you
2. Let students guess what the text will be mainly about before reading by looking at the picture and the title in the text.
设计意图：
引起学生的阅读兴趣并激活学生即将阅读的相关的内容。
Step 2 While-Reading
1. Fast reading
Read the text quickly to find out the problems Adam is facing in senior high.
Paragraph 1.________________________________________________
Paragraph 2.________________________________________________
Paragraph 3.________________________________________________
Paragraph 4.________________________________________________
Tips:
You can find main ideas by first taking a quick Look at thetitle, picture(s), key words and phrases, and topic sentences.
2. Intensive reading
Read the text and think about the following questions.
Paragraph 1
1) How many challenges are mentioned(被提到)in the passage
2) What was Adam's attitude to the challenge and how to deal with it
Paragraph 2
1) What is the advice the school adviser gave Adam Why
2) Why did Adam choose Chinese which is a very difficult language as his suitable course
Paragraph 3
1) Which verb phrase(动词短语) in para. 3 can replace(代替)themeaning of“make the team’
2) What are school sports teams like in America Why did the author fail to join the school football team
Paragraph 4
1) Why do “I” have to study harder as a senior high schoolstudent (one sentence in para.4)
2) What should “I” be responsible for (one sentence in para. 4)
3. Goup work
Read the text again in groups and answer questions from the following perspectives (qualities+supporting details)
Q: What kind of person do you think Adam is why
4. Read for structure.
1) What is the function of paragraph 1
A. To introduce the topic.
B. To arouse the interest of readers.
2) Why does the author write paragraph 2-4 one by one instead of one paragraph
A. to make the passage easy to read.
B. to follow the logical order.
3) What is the function of paragraph 2-4
A. To introduce the topic.
B. To support the main idea.
设计意图：
通过归类了解，哪些问题是可以在文中直接找到答案，哪些问题是需要整合信息进行推断，使学生的阅读目的更加明确，阅读能力和思维能力在阅读过程中得到有效的提升。
Step 3 Post-reading
Read the text the third time and work in pairs to make an oral report.
1. What challenges are you facing now
2. How do you deal with them
3. What can you learn from Adam (reasons)
Pattern(模板)
I am facing/can not/have trouble in...(challenges)now. I...(how to do it). When we are faced with challenges, we should learn from Adam, The sentence“......”shows that he … (qualities:determined(决心的)/a strong will(意志力)
设计意图：
强化训练学生运用阅读策略，快速获取文本的主要信息。引导学生比较和思考中外高中生活的异同。
Step 4 Passage Consolidation
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 _____ (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.
In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.
设计意图：
帮助学生梳理结构，体现了从整体到细节再到整体的理解过程。
Homework
1. Write a short passage about challenges you face and howto deal with them
(about 120words)
2. What does the name “Adam" mean in western culture
设计意图：
通过阅读语篇了解主人公的高中生活，再联系自身情况进行写作创作，将语言理解与语言表达有机的结合起来。
板书设计：
Unit 1 Teenage Life
Reading and Thinking
教学反思：
本节课优点：教学内容完成，实现了既定的教学目标，调动了学生的积极性。，提升了分析问题和解决问题的能力。
本节课缺点：需要进一步引导学生发挥主动积极性，对基础较差的同学忽视了个性化的定制练习。
本节课需要完善的地方：需要加强课外阅读，帮助学生了解生活常识。