(共32张PPT)
Unit1 Teenage life
Reading for writing
人教版（2019）必修第 册
一
Learning objectives
1
Lead in
3
Writing
5
7
Assessment
2
4
6
Homework
Summary
While-reading
8
Pre-reading
Writing
1
Learning objectives
1. To learn the necessary parts of a letter.
2.To get students to appreciate a letter of advice.
3. To learn useful language points.
4. To enable students to write a letter of advice.
5. To cultivate students’ writing ability and teamwork spirit.
Bullying
Pressure on study
Cyber Addiction
Problems with families or friends
Smoking
Depression
Teenagers may meet amounts of problems inside and outside school.
Have you ever had
such problems
What did or will you do
Lead in
2
write for advice
ask help from teachers/
school advisers
talk to friends
turn to parents
stay alone: listening to music
do sports
Lead in
2
A Letter of Advice
Pre-reading
3
Susan Luo, an adviser for teenagers, has received a letter asking for some advice. Read her reply and discuss the questions.
A Letter of Advice
Pre-reading
3
10th September 2018
Dear worried friends,
All the best,
Susan Luo
Date
Greeting
Body
Close
Signature
What does a letter of advice contain？
Pre-reading
3
What is Worried Friend’s problem
What are Susan Luo's advice
Worried Friend thinks that his friend plays computer games too often and spends too much time online.
1
2
① talk to his friend about his behaviour
② encourage his friend to try new hobbies.
Answer Questions:
While-reading
4
A：I know what the problem is.
B: I understand how you feel.
D: I think my advice will help you.
C: This is my advice and reason (s).
Study the organization
While-reading
4
10 September 2018
Dear Worried Friend,
You wrote that you are very worricd about your friend, Chen Lei.I understand quite well that you are anxious and feel terrible.You think that your friend plays computer games too often and spends too much time online.
I recommend that you talk to your friend about his behaviour. It is not unusual for teenagers of your generation to be attracted to computer games and the online world. But spending too much time online is unhealthy and makes it very difficult to focus on other things in life. Some students even become addicted to the Internet and cannot concentrate on school and family life. I think you should encourage your friend to try new hobbies. Why not discuss the problem together I am sure he will listen to you since you are his good friend.
All the best,
Susan Luo
D: I think my advice will help you.
A：I know what the problem is.
B: I understand how you feel.
C: This is my advice and reason (s).
While-reading
4
Find expressions of suggestions
1. I recommend that you talk to your friend about his behavior.
2. I think you should encourage your friend to try new hobbies.
3. Why not discuss the problem together
I recommend that…
I think…
Why not…
While-reading
4
1 Do you think Ms. Luo's advice is useful Why or why not
Discussion: pair-work
sharing deep feelings with intimate friends is a good way to relieve pressure and get out of trouble. Besides, spending time on meaningful activities is a proper way to live a fulfilling life.
Perhaps the advice is useful, because
While-reading
4
2 What other kinds of advice would you give
I would tell Chen Lei that he should spend his time more productively with an eye on his future. He could learn computer programming instead of playing
computer games....
Discussion: pair-work
While-reading
4
1. Work out two or three suggestions and their reasons, results or examples.
2. Write a letter of advice (100 words).
Writing
5
假设你是李华，你收到朋友肖东的来信询问如何交朋友。请你给他写一封回信，提一些建议。
注意：
1、写作词数应为80左右；
2、请按如下格式在答题卡的相应位置作答。
体裁：这是一篇________。
时态：文章以______________________时态为主。
人称：由于是给别人提出建议，所以文章应以第_______人称为主。
建议信
一般现在时/一般将来时
一、二
Writing
5
Discussion
Take out a piece of paper and record your suggestions when you discuss.
…………..
…………..
…………..
Share time.
join a club
keep a smile
say hi to as many people as possible
be friendly and easygoing
take part in class activities
………….
Writing
5
After reading your letter, I am sorry to hear that you _________________________(在交友方面有烦恼) at your new school. So I am writing to ______________________________
(给你一些建议).
have trouble making friends
give you some advice / suggestions
First of all,_______________________________________
(我建议你要友好和乐于助人).Secondly, you should _________________________________(你应该尝试和你的同学
交流). ………………………………..
I hope you will find my advice/suggestions useful. I also hope
you will make new friends at your new school. Best wishes,
Lihua
try to communicate with your classmates
I recommend you should be friendly and helpful.
Writing
Dear Xiaodong,
5
Presentation
Exchange drafts. Use the checklist to give feedback on your partner's draft
√Are all the parts of a letter included and organised in a good order
√Does the writer give reasons for the advice
√Does the writer use proper expressions to give suggestions
√Does the writer use commas and stops correctly
√ Is the handwriting easy to read
Get your draft back and revise it.
Writing
5
Please come to the blackboard to show your writing and share your writing with us.
Share time!
Writing
5
After reading your letter, I am sorry to hear that you have trouble making friends at your new school. So I am writing to give you some advice.
First of all,I recommend you should be friendly and helpful. This will help you leave a good impression on others. Secondly, you should try to communicate with your classmates. In this way, you can know more about your classmates so that you can have more chances to make friends with them. Last, I suggest that you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others.
I hope you will find my advice/suggestions useful. I also hope
you will make new friends at your new school.
Best wishes,
Lihua
Writing
Sample Writing
Dear Xiaodong,
5
the organization and expressions
of an advice letter
beginning
body
ending
I’m sorry to hear that …
I’m writing to …
I think/recommend …
You had better/ should …
First of all / Secondly / Thirdly
I hope my advice
useful…
Summary
6
1. It is not unusual for teenagers of your generation to be attracted to computer games…
attract vt. 吸引；激发，引起
【归纳】
attract sb. to
把某人吸引到……
attract one’s attention
引起某人的注意力
be attracted to (doing) sth.
被……所吸引;迷上了…
双重否定引起强调
【拓展】
attractive adj. 有吸引力的；吸引人的
attraction n. 吸引力；吸引
a tourist attraction 旅游景点
language points
He did this by design just to ________________________.
他故意这样做只是为了引起人们的注意。
2) A number of kids ___________________ (singing) Lonely Warrior recently.
最近，许多小孩迷上了唱孤勇者。
3) I am looking forward to visiting some tourist ____________ (attract) when I have extra money.
4) The West Lake is so ___________ that many people want to visit it a second time.
attract people’s attention
have been attracted to
attractive
attractions
language points
2. Some students even become addicted to the Internet…
有些学生甚至上网成瘾……
be / become addicted to sth. 沉溺于, 醉心于
【拓展】
addict n. 吸毒成瘾的人；对……入迷的人
e.g. a TV/sports/work addict 电视迷/运动迷/工作狂
addictive adj. 使人上瘾的，使人入迷的
addiction n. 瘾，入迷，嗜好，与介词to搭配
e.g. 很多青少年沉迷于看网络小说。
Many teenagers are addicted to (reading) online novels.
language points
3. But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.
3. 句型结构：
make / think / believe / find / consider / feel + it +adj. + (for sb.) + to do sth.
使/认为/相信/发现/认为做某事（对某人来说）怎样
We felt it impossible ____________(find) a solution to the problem within two days.
I have been learning English since I was 5, which makes _____ easy for me
to talk with foreigners.
动名词作主语
to find
it
language points
4. focus v. 集中（精力、注意力）; 对准……调焦/调节……的焦距
n. 焦点，重点
focus on/upon sth. 集中(注意力、精力等)于……
focus one’s eyes on 注视
focus one’s attention on sth. 集中注意力于……
As a student, you should ______________________ your study.
The students all _____________________ the teacher when the
door opened.
3) The main ______ of the discussion was the roles of women in the
society.
focus (your attention) on
focused their eyes on
focus
language points
Useful words and expressions in the letter:
be worried about 为……而担心，忧虑
be attracted to 喜爱
focus on 集中；特别关注
be addicted to (doing) sth. 对(做) 某事很入迷
concentrate on 集中精力于；全神贯注于
encourage sb. to do sth. 鼓励某人做某事
all the best 一切顺利，万事如意
language points
Assessment
Assessment
Assessment
7
Items Great (5 pt.) Not bad(3 pt.) Try harder(2 pt.)
①I can understand the writingskills, structure of the article.
②I can extract and appreciate sentences giving advice used in the article.
③I can summarize the structure of the letter .
④I can understand the underlying meaning of the article and analyze language features.
⑤Can use sentences give advice to write a letter of advice.
Points(pt.) _______________in total.
提升作业
Write a letter of advice.
基础作业
1. Recite new words and phrases and make sentences.
2. Make a mind map of the structure of the letter of advice.
拓展作业
After class, interview your classmates about more challenges the meet and give them advice.
Homework
8
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Thanks!中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 必修第一册
使用教材 新人教版（2019） 教材页数 P1-19
单元名称 Unit 1 Teenage life
单元主题及主要内容分析
主题范畴： 人与自我 主题群： 生活与学习 子主题： 学习生活；积极的生活态度 单元话题： 青少年生活 主题意义：了解国内外的青少年在学习、 课外活动和成长中可能面临的问题，
引导青少年反思对比自己的高中生活， 树立积极的生活态度。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Listening and speaking访谈如何选择一个学校俱乐部了解学校俱乐部，谈论自己的兴趣爱好从而做出选择二 Reading and thinking 个人故事新生的挑战讨论并学习 Adam 的学校生活中应对挑战的方法．应对方法并给别人提出建议．三 Listening and talking 对话 为青少年策划一项营地活动了解校外营地活动的目的和活动内容四 Reading for writing信件有关打游戏上瘾和上网时间太长写一封建议信从青少年的角度写出针对青少年的某一个问题提出合理的建议五 Discovering Useful Structures个人故事是否能加入学校啦啦队通过观察识别名词短语．形容词短语和副词短语;在语境中使用名词短语．形容词短语和副词短语．
表二：单元大观念
学情分析
学情分析
（一）自然情况 本单元的主题语境是人与自我，主题语境内容涉及个人及学校生活，健康的生活方式、积极的生活态度。通过本单元的学习，引导学生对人与自我这个话题有更深刻的理解和感悟。认识到在青春期的自我和同学面临的问题，并且培养了他们能够用客观正确的方式来解决问题的能力。 （二）已有基础 因为本单元话题所涉及与学生生活息息相关，所以学生对于文本的理解是比较好的。授课对象为高一级学生，学生有一定的语言基础。此外，学生也掌握了一些基本的语言点和语言技巧，能够获取文本的主要信息。 （三）存在问题
文章中会有一些比较陌生的单词，对生词的学习，学生比较依赖教师或工具书。而且大多数学生缺乏阅读策略，对于分析和迁移能力还有待进一步的提高。同时，学生的解决问题能力也需要培养起来。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 1. 发展语言能力。能够使用与青少年生活主题相关的表达；能掌握提建议常用的表达方式；能写一封针对青少年解决问题的建议信。 2. 培育文化意识。了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题；
能够通过对比和比较审视自己的高中学习和生活，树立良好的心态，正确面对学习和生活中的困难和挫折；学习和了解中外青少年学习生活的异同，开阔文化视野。 3. 提升思维品质。理解听力、阅读文本的基础上，结合已有认知和生活经验，能够客观地比较、分析中外青少年学习生活的异同；能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。 4. 提高学习能力。听前能够通过阅读问题和选项预测将听到的内容;能够利用语篇标题、图片、关键词、主题句等获得语篇大意;能够掌握合成词的构词法，根据其组成猜测词义，提高词汇认知能力;学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。 【单元学习目标】 学习本单元后，能够： 语言能力：能够使用与青少年生活主题相关的表达；能掌握提建议常用的表达方式；能写一封针对青少年解决问题的建议信。 学习能力：能够利用语篇标题、图片、关键词、主题句等获得语篇大意;能够掌握合成词的构词法，根据其组成猜测词义，提高词汇认知能力;学会反思和评价学习进展，调整学习方式；能与同学合作学习；学会自我管理，提高学习效率，做到乐学善学。 3.思维品质：结合已有认知和生活经验，能够客观地比较、分析中外青少年学习生活的异同；能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。 4.文化意识：了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题；
能够通过对比和比较审视自己的高中学习和生活，树立良好的心态，正确面对学习和生活中的困难和挫折；学习和了解中外青少年学习生活的异同，开阔文化视野。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Listening&speaking 听说课 在本课时学习结束后，学生能够： 听懂一个有关学校俱乐部的谈话进行信息匹配、回答相关问题等听后任务； 在听的输入性任务基础上，完成说的输出性任务，与同学谈论彼此的选择俱乐部的问题； 复习复合元音发音规律，并拓展相关词汇，并通过具体的谚语语境操练复合元音的发音。 通过听前预测，通过案例分析、小组讨论等方式，引导学生了解学校俱乐部及俱乐部的具体活动。通过听细节信息、结合上下文猜测词义、分析听力文本等方式培养学生逻辑思维和批判思维。通过小组合作进行采访对话、设置采访问题等方式培养学生开放性思维,有效地激发学生的学习兴趣，提升他们的学习效果。
第二课时 Reading&thinking 阅读课 在本课时学习结束后，学生能够： 读懂一篇有关美国高一新生Adam的记叙文，他的个人故事是有关他在选择学校俱乐部时的一些困惑。阅读文章并找出每段大意； 精读文章，找到细节信息来回答相关问题。 用表格或思维导图的形式具体分析每段内容，并思考Adam在此过程中的感受和提出解决办法。 与同学谈论自己是否面临过同样的挑战，或者现在面对的问题，解决的办法是什么。 比较Adam的学校生活和自己的学校生活的异同。 完成与文章中生词有关的词汇练习。 通过略读和精读回答问题，评价学生能否理解文章的大意和细节信息；通过复述鸬Adam遇到的困难和解决办法，评价学生对Adam碰到的困难和对应的解决办法理解情况。
第三课时 Discovering useful structures 语法课 在本课时学习结束后，学生能够： 在语境中理解名词短语、形容词短语、副词短语的用法功能； 通过教师的讲解深入理解三种短语的用法； 能够在句子语言输出中有意识地使用这三种短语； 在以篇章为单位的文本中用这三种短语改善简单化的句子，增加信息内容。 通过编制对话、用正确的短语填空等，评价学生能否掌握三种短语的用法
第四课时 Listening and talking 听说强化课课 在本课时学习结束后，学生能够： 了解不同的营地的目的是什么，能为参与者提供什么样的活动； 在交际时用相关功能表达去询问对方以消除理解障碍； 在听的过程中获取特定信息，并能分辨说话者的语气和态度； 体会到不同的营地活动可以培养生活不同方面的技能，鼓励并激发学生积极参与营地活动。 通过完成听说任务，评价学生是否能掌握获取关键信息方法；通过对话评价学生是否对营地活动了解并感兴趣。通过分析和仿写，评价学生是否能独立撰写短文。
第五课时 Reading for writing 读写结合课 在本课时学习结束后，学生能够： 阅读并初步熟悉建议信文本形式的特征； 理解所提供的有关好朋友网络成瘾的建议信的大意； 了解建议信的语言特点以及相关的表达方式； 基于阅读中的语言学习困难以写作的形式提供建议。 通过回答问题，评价学生是否更好地掌握篇章的细节信息；通过小组分享，评价学生是否能够就已知话题提供信息，表达观点以及参与讨论；通过小组讨论和分享，检测学生对建议信的理解情况。
单元评价设计
本单元内容贴近学生生活，本单元涉及的具体内容有：（1）美国的学校生活；（2）高中生的课外活动；（3）青少年问题及对策；（4）其他国家的青少年生活；（5）语音发音练习；（6）辨别名词短语、形容词短语、副词短语以及它们在句子中的功能；通过本单元的学习，引导学生对人与自我这个话题有更深刻的理解和感悟。通过对美国及各国高中生学习生活和课外活动的了解，学生可以扩大视野；通过讨论高中生学习和生活中的问题及对策，学生认识到在青春期的自我和同学面临的问题，并且培养了他们能够用客观正确的方式来解决问题的能力。在学习本单元知识的过程中，学生还锻炼了skimming(跳读)的阅读技巧，用新的词汇和短语讨论个人和学校生活这个话题，扩大了词汇量，增强语法结构的处理能力。
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