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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| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-12 09:01:56 | ||
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必修一Unit 1Teenage LifePeriod 2 Reading and Thinking
Compare school life in different places
教学分析
教学目标
By the end of this period,students will be able to:
1.figure out the main structure of the passage by analysing the main idea of each part.
2.identify the useful patterns and expressions about the topic from the reading text.
3.describe the challenges and solutions by using the related vocabulary.
教学重点
1. Analyse the main idea of each paragraph to deepen the understanding of the text.
2.Identify the useful patterns and expressions from the reading text and use them in real situations.
教学难点
1.Enable students to judge the structure of the passage and catch the key information to understand the text.
2.Enable students to voice personal ideas with the help of the target vocabulary.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
Step I Before reading
Activity 1 Free talk
Talk about the feelings as a freshman at senior high school.
T:Class,you have been a freshman for about one week. What do you think of your senior high school life
S1:I feel excited because I have made many friends.
S2:I'm a bit worried because I have difficulty in getting used to my homework.
Activity 2 Work in groups and discuss the questions
1.What do you want to know about school life in other countries
2. What would you tell a teenager from another country about school life in China
（设计意图：导入环节以学生视角来设置问题，从认识自我过渡到了解他人，贴近中学生生活，并且能够邀发他们了解国外同龄人学习和生活的好奇心，为接下来的阅读任务做好铺垫。）
Step II While reading
Activity 1 Prediction
Ask students to predict the main idea of the whole passage by skimming the title.
From the title,we can predict the passage is mainly about
Suggested answer:the challenges as a freshman and how to deal with the challenges
Activity 2 Reading for the main idea
1.Read the text quickly to find the main idea of each paragraph.
Paragraph 1:Senior high school is a challenge.
Paragraph 2:
Paragraph 3:
Paragraph 4:
2. Ask students to analyse the structure of the passage by drawing a mind map.
Which paragraph is the main part Which paragraphs are the supporting parts
（设计意图：此环节旨在引导学生掌握略读这一基本的阅读技能，学生通过浏览题目、关键词、主题句等，快速判断与定位段落关键信息和主题句。根据所概括的段落大意，引导学生完成一张关于语篇结构的思维导图。）
Suggested answers:
1. 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 and get used to being responsible for a lot more.
Activity 3 Reading for details
1.Ask students to read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman.
Challenge 1:
Challenge 2:
Challenge 3;
2.Find out the sentences about Adam's solutions to the challenges according to the table.
Solution Supporting detail
To challenge 1
To challenge 2
To challenge 3
3.Ask students to read the whole passage again and complete the outline.
Paragraph Challenge How Adam feels Solution
1 Confused
2 Choosing suitable courses
3
4
Suggested answers:
1.Challenge 1:Choosing suitable courses
Challenge 2:Making the school football team
Challenge 3: Keeping up with other students and getting used to homework
2.
Solution Supporting detail
To challenge 1 The school adviser helped me choose the suitable ones... My adviser recommended that I should...because...
To challenge 2 I'll find a way to improve on my own so that...
To challenge 3 I know I'll have to study harder as...and get used to being responsible for a lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else comes in the future.
3.
Paragraph Challenge How Adam feels Solution
1 Goingfrom juniorhigh school to senior high school Confused
2 Choosing suitable courses Serious/ Careful The school adviser helped him choose the suitable courses.
3 Makingthe school football team Unhappy He will find a way to improve in orderto make the team next year.
Keeping up with the other studenats 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.
（设计意图：此环节旨在引导学生获取事实性信息，概括主人公面临的挑战和解决方法。通过表格的形式整合信息。）
Activity 4 Reading for vocabulary
Ask students to find out the vocabulary chain of different challenges and solutions.
Challenge 1 and the solution:
Challenge 2 and the solution:
Challenge 3 and the solution:
（设计意图：引导学生建立与主题相关的词汇链，加深对主题词汇的理解，为词汇的应用打下基础。）
Suggested answers:
Challenge 1 and the solution:think very carefully about which courses I wanted to take;recommend;sign up for
Challenge 2 and the solution: choose extra-curricular activities;won't quit;improve on my own;make the team
Challenge 3 and the solution:study harder;get used to being responsible; keeping up with the other students;get used to all the homework;be well prepared
Activity 5 Reading for thinking
After reading,ask students to discuss the questions.
1.What kind of person do you think Adam is How do you know Please find information in the text.
2.Is Adam a good student in your eyes What will you learn from him
（设计意图：引导学生深度思考，从原文中找到依据来评价主人公Adam的优秀品质，培养学生整理、归纳和评判的思维能力，同时树立乐观向上、不怕困难的人生态度。）
Suggested answers:
1. Adam appears to be hard-working and wants to go ahead in life. I know this is because he thought carefully about which courses and extra-curricular activities to take,and thought hard about his future.
He is also a kind person,because he joins a volunteer club.
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.
2.The answers may vary.
Step III Post reading
Work in pairs and make an oral report about your challenges,feelings and solutions as a freshman at senior high school.
Example:
I'm facing/have trouble with...(challenge)
I feel...(feeling)
Faced with the challenge,I...(how to do)
（设计意图：此环节需要学生总结自己对高中学习和生活的认识，培养学生的创造性思维，升华对主题意义的认识。）
Suggested answer:
I'm worried about how to balance my studies and my extra-curricular activities. I feel anxious. Faced with the challenge,I turned to my teacher for help. He advised me to work harderat school so I can make more time for my extra-curricular activities and hobbies. Thanks to my teacher,I have confidence to deal with the challenge well now.
Step IV Homework
Your Australian friend,Emily,wants to know how you are getting along with your school life as a freshman. Please write an email to tell her about your challenges,feelings,and solutions. Present it in the next period.
教学反思
本节课是读思课，主题是“校园生活”，渗透了较强的文化意识。整个授课流程依据新课标的设计理念，突出了对阅读获取信息的能力的培养，强调了语篇知识和阅读技能对阅读理解的重要性，贯彻了读思一体的课堂教学思路，将语言学习，文化渗透和思维发展有机地融为一体，充分体现了新教材的编写理念和英语教学改革的方向。阅读过程注重对语篇结构的把握，问题设置层层递进，引导学生通过比较、归纳，梳理文章主旨大意和重要细节。
本节课的不足之处：
1．学生对于语篇的理解分析不够重视，导致对部分问题的理解不准确。
2．受时间限制，最后一个讨论展示环节没有给学生更多的展示时间。
改进措施：
1．在以后的阅读课上要坚持语篇知识的输入，强化学生语篇的意识。设置问题要更加贴近学情，激发他们的学习热情。
2．把握好各个环节的时间，课堂导入更简洁，鼓励学生积极表达，并留出足够的课堂时间让他们展示。
Compare school life in different places
教学分析
教学目标
By the end of this period,students will be able to:
1.figure out the main structure of the passage by analysing the main idea of each part.
2.identify the useful patterns and expressions about the topic from the reading text.
3.describe the challenges and solutions by using the related vocabulary.
教学重点
1. Analyse the main idea of each paragraph to deepen the understanding of the text.
2.Identify the useful patterns and expressions from the reading text and use them in real situations.
教学难点
1.Enable students to judge the structure of the passage and catch the key information to understand the text.
2.Enable students to voice personal ideas with the help of the target vocabulary.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
Step I Before reading
Activity 1 Free talk
Talk about the feelings as a freshman at senior high school.
T:Class,you have been a freshman for about one week. What do you think of your senior high school life
S1:I feel excited because I have made many friends.
S2:I'm a bit worried because I have difficulty in getting used to my homework.
Activity 2 Work in groups and discuss the questions
1.What do you want to know about school life in other countries
2. What would you tell a teenager from another country about school life in China
（设计意图：导入环节以学生视角来设置问题，从认识自我过渡到了解他人，贴近中学生生活，并且能够邀发他们了解国外同龄人学习和生活的好奇心，为接下来的阅读任务做好铺垫。）
Step II While reading
Activity 1 Prediction
Ask students to predict the main idea of the whole passage by skimming the title.
From the title,we can predict the passage is mainly about
Suggested answer:the challenges as a freshman and how to deal with the challenges
Activity 2 Reading for the main idea
1.Read the text quickly to find the main idea of each paragraph.
Paragraph 1:Senior high school is a challenge.
Paragraph 2:
Paragraph 3:
Paragraph 4:
2. Ask students to analyse the structure of the passage by drawing a mind map.
Which paragraph is the main part Which paragraphs are the supporting parts
（设计意图：此环节旨在引导学生掌握略读这一基本的阅读技能，学生通过浏览题目、关键词、主题句等，快速判断与定位段落关键信息和主题句。根据所概括的段落大意，引导学生完成一张关于语篇结构的思维导图。）
Suggested answers:
1. 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 and get used to being responsible for a lot more.
Activity 3 Reading for details
1.Ask students to read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman.
Challenge 1:
Challenge 2:
Challenge 3;
2.Find out the sentences about Adam's solutions to the challenges according to the table.
Solution Supporting detail
To challenge 1
To challenge 2
To challenge 3
3.Ask students to read the whole passage again and complete the outline.
Paragraph Challenge How Adam feels Solution
1 Confused
2 Choosing suitable courses
3
4
Suggested answers:
1.Challenge 1:Choosing suitable courses
Challenge 2:Making the school football team
Challenge 3: Keeping up with other students and getting used to homework
2.
Solution Supporting detail
To challenge 1 The school adviser helped me choose the suitable ones... My adviser recommended that I should...because...
To challenge 2 I'll find a way to improve on my own so that...
To challenge 3 I know I'll have to study harder as...and get used to being responsible for a lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else comes in the future.
3.
Paragraph Challenge How Adam feels Solution
1 Goingfrom juniorhigh school to senior high school Confused
2 Choosing suitable courses Serious/ Careful The school adviser helped him choose the suitable courses.
3 Makingthe school football team Unhappy He will find a way to improve in orderto make the team next year.
Keeping up with the other studenats 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.
（设计意图：此环节旨在引导学生获取事实性信息，概括主人公面临的挑战和解决方法。通过表格的形式整合信息。）
Activity 4 Reading for vocabulary
Ask students to find out the vocabulary chain of different challenges and solutions.
Challenge 1 and the solution:
Challenge 2 and the solution:
Challenge 3 and the solution:
（设计意图：引导学生建立与主题相关的词汇链，加深对主题词汇的理解，为词汇的应用打下基础。）
Suggested answers:
Challenge 1 and the solution:think very carefully about which courses I wanted to take;recommend;sign up for
Challenge 2 and the solution: choose extra-curricular activities;won't quit;improve on my own;make the team
Challenge 3 and the solution:study harder;get used to being responsible; keeping up with the other students;get used to all the homework;be well prepared
Activity 5 Reading for thinking
After reading,ask students to discuss the questions.
1.What kind of person do you think Adam is How do you know Please find information in the text.
2.Is Adam a good student in your eyes What will you learn from him
（设计意图：引导学生深度思考，从原文中找到依据来评价主人公Adam的优秀品质，培养学生整理、归纳和评判的思维能力，同时树立乐观向上、不怕困难的人生态度。）
Suggested answers:
1. Adam appears to be hard-working and wants to go ahead in life. I know this is because he thought carefully about which courses and extra-curricular activities to take,and thought hard about his future.
He is also a kind person,because he joins a volunteer club.
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.
2.The answers may vary.
Step III Post reading
Work in pairs and make an oral report about your challenges,feelings and solutions as a freshman at senior high school.
Example:
I'm facing/have trouble with...(challenge)
I feel...(feeling)
Faced with the challenge,I...(how to do)
（设计意图：此环节需要学生总结自己对高中学习和生活的认识，培养学生的创造性思维，升华对主题意义的认识。）
Suggested answer:
I'm worried about how to balance my studies and my extra-curricular activities. I feel anxious. Faced with the challenge,I turned to my teacher for help. He advised me to work harderat school so I can make more time for my extra-curricular activities and hobbies. Thanks to my teacher,I have confidence to deal with the challenge well now.
Step IV Homework
Your Australian friend,Emily,wants to know how you are getting along with your school life as a freshman. Please write an email to tell her about your challenges,feelings,and solutions. Present it in the next period.
教学反思
本节课是读思课，主题是“校园生活”，渗透了较强的文化意识。整个授课流程依据新课标的设计理念，突出了对阅读获取信息的能力的培养，强调了语篇知识和阅读技能对阅读理解的重要性，贯彻了读思一体的课堂教学思路，将语言学习，文化渗透和思维发展有机地融为一体，充分体现了新教材的编写理念和英语教学改革的方向。阅读过程注重对语篇结构的把握，问题设置层层递进，引导学生通过比较、归纳，梳理文章主旨大意和重要细节。
本节课的不足之处：
1．学生对于语篇的理解分析不够重视，导致对部分问题的理解不准确。
2．受时间限制，最后一个讨论展示环节没有给学生更多的展示时间。
改进措施：
1．在以后的阅读课上要坚持语篇知识的输入，强化学生语篇的意识。设置问题要更加贴近学情，激发他们的学习热情。
2．把握好各个环节的时间，课堂导入更简洁，鼓励学生积极表达，并留出足够的课堂时间让他们展示。