Unit 1 Teenage Life Reading and Thinking 教学设计 -2024-2025学年人教版（2019）高中英语必修第一册
文档属性
| 名称 | Unit 1 Teenage Life Reading and Thinking 教学设计 -2024-2025学年人教版（2019）高中英语必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 284.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-01 22:20:27 | ||
图片预览
文档简介
Unit 1 Teenage Life Reading and Thinking
Analysis of the Text
what 主题:语篇的主题是"高中生活新挑战”内容:文章以第一人称的口吻描述了美国学生 Adam进入高中后所面临的三个挑战:如何选择课程、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。
Why 语篇内容贴近高一学生现实生活，符合高中生的认知需求，能让学生产生共鸣。学生自然而然会把自身情况与 Adam 作比较，思考“如何尽快适高中学习生活”这一问题.
How 语篇类型:本文是一篇个人自述: 篇章结构:共分为四个小段，层次分明、结构清晰。第一段引出语篇主题 ， 即 "Going from junior high school to senior high school is a really big challenge." 第二段是关于选择课程时所面临的困惑，即“I had to think very carefully about which courses I want to take.".本段有两层含义，一是 Adam 如何选课， 二是Adam 选课的根据。第三段是关于课外活动的选择，即 "I’ll have to choose extra-curricular activities, too.". Adam 讲述了无法加入美式橄榄球校队的原因和自己的决心， 以及转而加入志愿者社团的情况.第四段是关于如何尽快适应高中的学习生活，即“I will have to study harder as a senior high school student and get used to being responsible for a lot more."在本段Adam 讲述了已经意识到困难而产生担忧，但更重要的是自己积极进取的决心和责任心。
Key and difficult points
1.训练学生运用略读策略获取文本主要信息的能力；
2.帮助学生分析语篇组织结构；
3.引导学生思考和比较中外高中生活的异同；
教学环节
Lead in Activity 1: Talk about teenager's school life.
1. Teacher ask Ss' questions
Q1. What would you tell a teenager from another country about school life in China
Ss' answer: I feel excited/ happy/ confused/ worried/ challenging
Lead in (Teacher blackboards: Life: excited/ happy/ confused/ worried/ challenging)
Q2. What kind of challenges you meet with How did you feel about the military training
(Ss' answer: School work/making new friends)
2. Introduce Adam.
(T: I would like to introduce a new fiend who comes from America, he's name is Adam, and now, he is experiencing the same situation just like you guys, let's check what kinds of challenges he meet
with.)
Pre-reading
学生阅读本课标题，观察课本上的图片并回答问题。
What is the main idea of the text
A．The importance of taking courses.
B．Why Adam joined a volunteer club.
C．How Adam dealt with the freshman challenge.
D．Adam will be well prepared for university or whatever else comes in the future
While-reading Step 1
1. 学生阅读课文第 1 段，并总结段落大意。
Please find the main idea of the 1st paragraph.
2. 学生学习“略读”这个阅读策略总结段落大意。
3. 学生阅读课文第 2-4 段，并利用“略读”这个阅读策略总结段落大意。
Please find the main idea of each paragraph.
Para 1: Senior high school is a challenge.
Para 2: ______________________________________
Para 3: _______________________________________
Para 4: _______________________________________
参考答案：
Para 2: Adam had to think very carefully about which courses he wanted to take.
Para 3: Adam had to choose extra-curricular activities，too.
Para 4: Adam will have to study harder in the future and get used to being responsible for a lot more.
Step2
1. 学生分析文章结构，并回答问题。
Which paragraph is the main part
Which paragraph is the supporting part
2. 教师基于学生的分析列出文章结构的思维导图。
Step 3
学生第二遍阅读文章，概括总结文章内容，并填写关于 Adam 的挑战、心情、做法的内容信息。(Page 15，Activity 4）
Post-reading
Step 1学生小组活动或自主思考，结合课文内容和自身实践，讨论或思考 Adam 的性格和面对挑战时的态度以及自己在高中生活中遇到的挑战。(Page 15，Activity 4)
Do you face the same challenges as Adam
What other changes are you facing
How do you deal with them
教师引导学生可以利用以下表格整理讨论内容。
courses
clubs
challenges
feeling
solution
Step 2
小组讨论:
What are some differences between Adam’s school life and your school life
1. Broadcast a video about American school life
2. Group discussion
3. Presentation
Homework 1. Read the text aloud.
2. List the challenges you are facing now and come up with ideas on
how to overcome the challenges.
反思
语篇内容贴近高一学生现实生活，符合高中生的认知需求，能让学生产生共鸣。通过问题启发、小组讨论等方式，引导学生主动思考和交流，激发他们的学习兴趣。同时，我也注重培养学生的自主学习能力和合作精神，让他们在学习过程中相互帮助、共同进步。 从整体来看，大部分学生都达到了预期的教学目标，能够积极参与课堂活动，完成学习任务。但是教学过程中，提出问题不够明确，语言不够简洁，学生不能很快反应过来，而且没有给学生充足的时间思考，想"帮"他们说出答案，导致学生无法充分展示自己的才能。在以后的教学中一定要注意。
Analysis of the Text
what 主题:语篇的主题是"高中生活新挑战”内容:文章以第一人称的口吻描述了美国学生 Adam进入高中后所面临的三个挑战:如何选择课程、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。
Why 语篇内容贴近高一学生现实生活，符合高中生的认知需求，能让学生产生共鸣。学生自然而然会把自身情况与 Adam 作比较，思考“如何尽快适高中学习生活”这一问题.
How 语篇类型:本文是一篇个人自述: 篇章结构:共分为四个小段，层次分明、结构清晰。第一段引出语篇主题 ， 即 "Going from junior high school to senior high school is a really big challenge." 第二段是关于选择课程时所面临的困惑，即“I had to think very carefully about which courses I want to take.".本段有两层含义，一是 Adam 如何选课， 二是Adam 选课的根据。第三段是关于课外活动的选择，即 "I’ll have to choose extra-curricular activities, too.". Adam 讲述了无法加入美式橄榄球校队的原因和自己的决心， 以及转而加入志愿者社团的情况.第四段是关于如何尽快适应高中的学习生活，即“I will have to study harder as a senior high school student and get used to being responsible for a lot more."在本段Adam 讲述了已经意识到困难而产生担忧，但更重要的是自己积极进取的决心和责任心。
Key and difficult points
1.训练学生运用略读策略获取文本主要信息的能力；
2.帮助学生分析语篇组织结构；
3.引导学生思考和比较中外高中生活的异同；
教学环节
Lead in Activity 1: Talk about teenager's school life.
1. Teacher ask Ss' questions
Q1. What would you tell a teenager from another country about school life in China
Ss' answer: I feel excited/ happy/ confused/ worried/ challenging
Lead in (Teacher blackboards: Life: excited/ happy/ confused/ worried/ challenging)
Q2. What kind of challenges you meet with How did you feel about the military training
(Ss' answer: School work/making new friends)
2. Introduce Adam.
(T: I would like to introduce a new fiend who comes from America, he's name is Adam, and now, he is experiencing the same situation just like you guys, let's check what kinds of challenges he meet
with.)
Pre-reading
学生阅读本课标题，观察课本上的图片并回答问题。
What is the main idea of the text
A．The importance of taking courses.
B．Why Adam joined a volunteer club.
C．How Adam dealt with the freshman challenge.
D．Adam will be well prepared for university or whatever else comes in the future
While-reading Step 1
1. 学生阅读课文第 1 段，并总结段落大意。
Please find the main idea of the 1st paragraph.
2. 学生学习“略读”这个阅读策略总结段落大意。
3. 学生阅读课文第 2-4 段，并利用“略读”这个阅读策略总结段落大意。
Please find the main idea of each paragraph.
Para 1: Senior high school is a challenge.
Para 2: ______________________________________
Para 3: _______________________________________
Para 4: _______________________________________
参考答案：
Para 2: Adam had to think very carefully about which courses he wanted to take.
Para 3: Adam had to choose extra-curricular activities，too.
Para 4: Adam will have to study harder in the future and get used to being responsible for a lot more.
Step2
1. 学生分析文章结构，并回答问题。
Which paragraph is the main part
Which paragraph is the supporting part
2. 教师基于学生的分析列出文章结构的思维导图。
Step 3
学生第二遍阅读文章，概括总结文章内容，并填写关于 Adam 的挑战、心情、做法的内容信息。(Page 15，Activity 4）
Post-reading
Step 1学生小组活动或自主思考，结合课文内容和自身实践，讨论或思考 Adam 的性格和面对挑战时的态度以及自己在高中生活中遇到的挑战。(Page 15，Activity 4)
Do you face the same challenges as Adam
What other changes are you facing
How do you deal with them
教师引导学生可以利用以下表格整理讨论内容。
courses
clubs
challenges
feeling
solution
Step 2
小组讨论:
What are some differences between Adam’s school life and your school life
1. Broadcast a video about American school life
2. Group discussion
3. Presentation
Homework 1. Read the text aloud.
2. List the challenges you are facing now and come up with ideas on
how to overcome the challenges.
反思
语篇内容贴近高一学生现实生活，符合高中生的认知需求，能让学生产生共鸣。通过问题启发、小组讨论等方式，引导学生主动思考和交流，激发他们的学习兴趣。同时，我也注重培养学生的自主学习能力和合作精神，让他们在学习过程中相互帮助、共同进步。 从整体来看，大部分学生都达到了预期的教学目标，能够积极参与课堂活动，完成学习任务。但是教学过程中，提出问题不够明确，语言不够简洁，学生不能很快反应过来，而且没有给学生充足的时间思考，想"帮"他们说出答案，导致学生无法充分展示自己的才能。在以后的教学中一定要注意。