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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| 格式 | docx | ||
| 文件大小 | 59.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-29 00:44:06 | ||
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文档简介
Unit 1 Teenage life
Reading and Thinking教学设计
教学内容分析
本单元的主题围绕青少年生活展开，在“人与自我”的主题下，本文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。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。本节课是本单元的第二课时，学生已经对单元话题teenage life 有所了解，本节课将聚焦深度剖析Adam的内心感受和积极迎接高中生活的挑战的态度，引导学生通过比较、对比，了解同龄人的生活状态和情感世界，尤其是在成长过程中克服困难、努力进取的心路历程，以着眼于未来的胸怀，脚踏实地地过好高中生活的每一天。
学情分析
授课对象是高一年级，与学生刚认识不久，对学生的英语基础还不了解， 但是高一年级的学生正处于初高中衔接阶段，思维比较活跃，上课参与度较高，但词汇量和知识储备有限，学习比较被动，自主学习能力不够高。 能够用英语提取信息,处理信息和表达简单地表达自己的观点，但是用英语连贯的描述事件和批判评价迁移创新等能力比较弱。
教学目标
By the end of this class, Ss will be able to:
Figure out the main structure of the passage by analyzing the main idea of each part.
Get a good understanding of school life in China and other countries by comparing them;
Have an active attitude towards the challenges in study and school life.
教学重点
1.Figure out the main structure of the passage by analyzing the main idea of each paragraph
2.Apply different approaches of discourses analysis to deepen the understanding of the text and language use.
教学难点
Enable students to voice personal ideas with the help of the target vocabulary
教学方法
Activity-based teaching approach ; Situational teaching approach
教学过程
Step 1 Lead in Activity1 Talking and predicting
Get students to share their feelings as a freshman at senior high school and what they want to know about school life in other countries.
Q: Can you think up a word to describe your senior high school life
From the title and picture, we can predict the passage is mainly about ____________
设计意图：回顾第一课时有关内容并以学生视角来设置问题，从认识自我过渡到了解他人，激发他们了解国外同龄人学习和生活的好奇心，为接下来的阅读做好铺垫。
Step 2: Activity 2 Reading for organization
Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well. Students dig into the whole text, find the topic sentence of each paragraph and share the related details from it.
Skim the passage to find the topic sentence of each paragraph
Read the text quickly to find the main idea of each paragraph.
Paragraph 1: __________________________________________
Paragraph 2: __________________________________________
Paragraph 3: __________________________________________
Paragraph 4: __________________________________________
Q1:What does Adam think of his senior high school
Q2:What are his challenges
Q3: How does he support his opinion
Q4: What is the structure of the passage
设计意图：学生借助语篇，任务，话题，线索，过渡，主题的语篇分析模式，深入思考语篇主题与内容。
Step 3: Activity3 Reading for information
Get everyone to read paragraph 2-4 carefully and fill in the chart. Students dig into the whole text and share the related details from it.
Challenge 1 Which courses do you think would be his favourite Use facts to support your opinion. I think ...... because....
When making important decision, we should ____________________________
Challenge 2 What does “make the team” in paragraph 3 mean
When facing failure we should not __________________________________
Challenge 3 Is Adam confident that he will get used to senior high school life
Use facts to support your opinion.
Although school life is full of challenges, we should___________________________
设计意图：通过语用分析模式帮助学生多层次，多角度地理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。
Activity 4 Reflection Think and answer: What is Adam’s personality(品格)
For example:
I think Adam is brave because he accepts the challenges and doesn’t quit.
What do we learn from Adam
When making important decision , we should be open to other’s opinion.
Although school life is full of challenges, we should be confident and be well prepared for future life.
When facing failure we should not quit easily but find way to solve it.
设计意图：通过语用分析模式帮助学生多层次，多角度地理解语篇， 把语言学习和意义探究融为一体，实现深度学习与思维品质的提升
Activity 5 Creation
If a journalist（记者）of school English newspaper will interview Adam and his classmates，please make an interview according to the passage.
Journalist: Hi,Adam How is it going
Adam: At first, I’m worried about/have trouble in…(challenge). I feel….
Journalist: How did you deal with it
Adam: I ........(how to do)
Journalist:That is a good solution. What about your school life, Jack
Jack: I’m worried about/have trouble in...(challenge),but I .... to solve the problem.
Journalist :You all did a great job at school. Thank you.
设计意图：巩固拓展课堂内容学习人物面对挑战仍保持积极乐观的心态珍惜当下，努力创造美好的未来，学会自我评价和反思
Activity 6 Post reading
Life is full of ____________. We should be ___________ and find _____________. Never ________. Because challenges are chances to __________ ourselves.
Homework:
Read the passage and write a report and call on students to cherish the youthful period and be optimistic
Blackboard design:
courses-----be open to other’s opinion
Challenge activities---- never quit but find a way
study---- be confident and be well prepared
This class is carried out in the context of the theme of human and self in the core competencies of English subject in order to guide the students to live and study. The main topic of this unit is music which students show much interest in and that are familiar with. It is easy for students to open their mind to talk something about music. At first, teacher shares a video about future career and ask the student whether they have wanted to be a famous star to guide the students to think about why they want to be a star and whether it is easy to achieve the dream. With the understanding of this reading passage, they have a good knowledge of the road to success the Monkees’s. Through learning the Monkees used to be normal persons and then became famous, they can reflect on the dream of becoming star. The lesson focuses on cultivating the students’ discourse consciousness, and solving the problem through some questions. And teacher also guides students to form correct value. During the class, teacher prepares various of activities, giving full play to students’ main role and teachers’ leading role to achieve an efficient class.
本节课以门基乐队的成名之路展开，音乐这一话题让学生感兴趣且熟悉，我在课前充分地对教材进行的整理和梳理，根据学生的基础为学生创设与主题相关的情景，并设置了多样化的且学生能完成的任务，让学生们在完成任务的过程中感受学习的乐趣。从导入开始教师抛出问题Have you ever wanted to be a famous singer？开始，随之在读中， 读后的环节都紧扣“门基乐队的成名之路“”这一主线。教师采用了大声朗读，回答问题，及课后展示环节充分调动学生学习英语参与课堂的的积极性，充分发挥学生的主体作用和教师的主导作用，实现高效课堂教学。
Secondly, I would like to talk about teaching aims.
According to the new standard curriculum and the syllabus and after studying the teaching material, the teaching aims are as the following:
First, I’d like to enable the students to master some words and expressions about animal extinction and help them understand the content of this lesson. (That’s my knowledge object.)
Second, I’d like to guide the students to scan for the information and to get the gist of a story. At the same time, i ‘d like to develop their abilities of listening, speaking, reading and writing to set up their effective studying strategies by training the Ss’ abilities of studying by themselves and cooperating. (This is my ability object)
As for the moral object, I’d like to get the students to be aware of the importance of protecting animals, and try to find good ways to protect animals. Meanwhile, I’ll pay more attention to increasing the students’ interest in learning and setting up their self-confidence by completing the task.
Reading and Thinking教学设计
教学内容分析
本单元的主题围绕青少年生活展开，在“人与自我”的主题下，本文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。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。本节课是本单元的第二课时，学生已经对单元话题teenage life 有所了解，本节课将聚焦深度剖析Adam的内心感受和积极迎接高中生活的挑战的态度，引导学生通过比较、对比，了解同龄人的生活状态和情感世界，尤其是在成长过程中克服困难、努力进取的心路历程，以着眼于未来的胸怀，脚踏实地地过好高中生活的每一天。
学情分析
授课对象是高一年级，与学生刚认识不久，对学生的英语基础还不了解， 但是高一年级的学生正处于初高中衔接阶段，思维比较活跃，上课参与度较高，但词汇量和知识储备有限，学习比较被动，自主学习能力不够高。 能够用英语提取信息,处理信息和表达简单地表达自己的观点，但是用英语连贯的描述事件和批判评价迁移创新等能力比较弱。
教学目标
By the end of this class, Ss will be able to:
Figure out the main structure of the passage by analyzing the main idea of each part.
Get a good understanding of school life in China and other countries by comparing them;
Have an active attitude towards the challenges in study and school life.
教学重点
1.Figure out the main structure of the passage by analyzing the main idea of each paragraph
2.Apply different approaches of discourses analysis to deepen the understanding of the text and language use.
教学难点
Enable students to voice personal ideas with the help of the target vocabulary
教学方法
Activity-based teaching approach ; Situational teaching approach
教学过程
Step 1 Lead in Activity1 Talking and predicting
Get students to share their feelings as a freshman at senior high school and what they want to know about school life in other countries.
Q: Can you think up a word to describe your senior high school life
From the title and picture, we can predict the passage is mainly about ____________
设计意图：回顾第一课时有关内容并以学生视角来设置问题，从认识自我过渡到了解他人，激发他们了解国外同龄人学习和生活的好奇心，为接下来的阅读做好铺垫。
Step 2: Activity 2 Reading for organization
Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well. Students dig into the whole text, find the topic sentence of each paragraph and share the related details from it.
Skim the passage to find the topic sentence of each paragraph
Read the text quickly to find the main idea of each paragraph.
Paragraph 1: __________________________________________
Paragraph 2: __________________________________________
Paragraph 3: __________________________________________
Paragraph 4: __________________________________________
Q1:What does Adam think of his senior high school
Q2:What are his challenges
Q3: How does he support his opinion
Q4: What is the structure of the passage
设计意图：学生借助语篇，任务，话题，线索，过渡，主题的语篇分析模式，深入思考语篇主题与内容。
Step 3: Activity3 Reading for information
Get everyone to read paragraph 2-4 carefully and fill in the chart. Students dig into the whole text and share the related details from it.
Challenge 1 Which courses do you think would be his favourite Use facts to support your opinion. I think ...... because....
When making important decision, we should ____________________________
Challenge 2 What does “make the team” in paragraph 3 mean
When facing failure we should not __________________________________
Challenge 3 Is Adam confident that he will get used to senior high school life
Use facts to support your opinion.
Although school life is full of challenges, we should___________________________
设计意图：通过语用分析模式帮助学生多层次，多角度地理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。
Activity 4 Reflection Think and answer: What is Adam’s personality(品格)
For example:
I think Adam is brave because he accepts the challenges and doesn’t quit.
What do we learn from Adam
When making important decision , we should be open to other’s opinion.
Although school life is full of challenges, we should be confident and be well prepared for future life.
When facing failure we should not quit easily but find way to solve it.
设计意图：通过语用分析模式帮助学生多层次，多角度地理解语篇， 把语言学习和意义探究融为一体，实现深度学习与思维品质的提升
Activity 5 Creation
If a journalist（记者）of school English newspaper will interview Adam and his classmates，please make an interview according to the passage.
Journalist: Hi,Adam How is it going
Adam: At first, I’m worried about/have trouble in…(challenge). I feel….
Journalist: How did you deal with it
Adam: I ........(how to do)
Journalist:That is a good solution. What about your school life, Jack
Jack: I’m worried about/have trouble in...(challenge),but I .... to solve the problem.
Journalist :You all did a great job at school. Thank you.
设计意图：巩固拓展课堂内容学习人物面对挑战仍保持积极乐观的心态珍惜当下，努力创造美好的未来，学会自我评价和反思
Activity 6 Post reading
Life is full of ____________. We should be ___________ and find _____________. Never ________. Because challenges are chances to __________ ourselves.
Homework:
Read the passage and write a report and call on students to cherish the youthful period and be optimistic
Blackboard design:
courses-----be open to other’s opinion
Challenge activities---- never quit but find a way
study---- be confident and be well prepared
This class is carried out in the context of the theme of human and self in the core competencies of English subject in order to guide the students to live and study. The main topic of this unit is music which students show much interest in and that are familiar with. It is easy for students to open their mind to talk something about music. At first, teacher shares a video about future career and ask the student whether they have wanted to be a famous star to guide the students to think about why they want to be a star and whether it is easy to achieve the dream. With the understanding of this reading passage, they have a good knowledge of the road to success the Monkees’s. Through learning the Monkees used to be normal persons and then became famous, they can reflect on the dream of becoming star. The lesson focuses on cultivating the students’ discourse consciousness, and solving the problem through some questions. And teacher also guides students to form correct value. During the class, teacher prepares various of activities, giving full play to students’ main role and teachers’ leading role to achieve an efficient class.
本节课以门基乐队的成名之路展开，音乐这一话题让学生感兴趣且熟悉，我在课前充分地对教材进行的整理和梳理，根据学生的基础为学生创设与主题相关的情景，并设置了多样化的且学生能完成的任务，让学生们在完成任务的过程中感受学习的乐趣。从导入开始教师抛出问题Have you ever wanted to be a famous singer？开始，随之在读中， 读后的环节都紧扣“门基乐队的成名之路“”这一主线。教师采用了大声朗读，回答问题，及课后展示环节充分调动学生学习英语参与课堂的的积极性，充分发挥学生的主体作用和教师的主导作用，实现高效课堂教学。
Secondly, I would like to talk about teaching aims.
According to the new standard curriculum and the syllabus and after studying the teaching material, the teaching aims are as the following:
First, I’d like to enable the students to master some words and expressions about animal extinction and help them understand the content of this lesson. (That’s my knowledge object.)
Second, I’d like to guide the students to scan for the information and to get the gist of a story. At the same time, i ‘d like to develop their abilities of listening, speaking, reading and writing to set up their effective studying strategies by training the Ss’ abilities of studying by themselves and cooperating. (This is my ability object)
As for the moral object, I’d like to get the students to be aware of the importance of protecting animals, and try to find good ways to protect animals. Meanwhile, I’ll pay more attention to increasing the students’ interest in learning and setting up their self-confidence by completing the task.