(共31张PPT)
Unit One
人教版Book1《Teenage Life》单元课时教学设计（1）
指导思想
文化品格
学习能力
思维品质
语言能力
指导思想
接触大量的英语国家社会现象和文化背景，评价语篇反映的文化传统和社会文化现象
借助英语形成新的概念，加深对世界的认识
学生能在社会情境中借助语言进行理解和表达
掌握英语学习的要领，形成有效的英语学习策略
《高中英语课程标准》
1. 教材内容分析
语法课主要是对整个单元目标语言话题学习的综合运用的桥梁，贯穿于本单元三部分的听说、读思、读写的全部过程中。
通过本课的学习，学生能够自主整合简单句的基本信息，区分和使用名词性短语、形容词性短语和副词性短语，识别句子成分和意群的划分，以及句子的基本结构，句子的基本类型。
在此基础上，拓展段落的分析，文章的分析，可以说本单元的短语学习对今后的语法探索打下了良好的基础。
2.学习者
分析
3.学习目
标分析
4.重点与难点分析
4.重点与难点
学生通过本次词组学习能够发现自身写作句子层面的基础知识不断提升，能够做到：
教法学法
语法部分以输入为主，学习Discovering Useful Structures
聚焦校园活动，新入校园在校园不同方面的困惑为主题
学习名词短语，形容词短语和副词短语
完成文本主题语境中对相关短语的词汇理解并学会写与主题相关的啦啦队作文续写
3
2
1
4
Teaching Emphasis
Teaching Difficulties
完成文本主题语境中对相关短语的词汇理解并学会写与主题相关的啦啦队作文续写
Teaching Methods
Teaching Time
45m
具体分配
教学方法是与一定教学目标和任务相关的具体操作
程序，它规定了教学参与者在教学任务中的角色，
不同角色之间的相互关系以及每一角色的具体任务。
问—思—论—察—效
Teaching Process
Learning about language
Discovering Useful Structures
设计意图：常规活动，导入话题。
Describe the pictures with as many adjectives as you can! Come on!
happy
glad
pleasing
excited
delighted
sad
sorry
depressed
confused
puzzled
bewildered
at a loss
活动意图说明：根据预备单元形容词重点学习，引发学生学习新的语言从而导入本课话题，激活学生相关话题知识，该环节问题贴近学生生活，学生可根据图片实际情况选择回答问题，更具体化个性化， 因此学生拓展词汇上没有很大问题。
1.The first week was a little confusing.
设计意图：导入新知，优化语言环境想象表达能力。
名词性词组：在句子中用作名词，一般用作主语，宾语表语，或宾语补足语。
形容词性词组：在句子中当做形容词用，可以修饰名词或代词，还可以作表语或者宾补。
副词性词组：在句子中当做副词用，可以修饰动词形容词或者副词，还可以修饰副词短语，介词短语或者句子
Noun phrase(NP):
word group with a known as its hard work
Adjective phrase(Adjp):
word group with an adjective as its head word
Adverb phrase(Advp):
word group with an adverb as its head word
1.The first week was a little confusing.
2.The building is so big that I'm completely lost.
3.The kids over there are putting something on a round paper plate.
4.Linda thinks and speaks quite quickly and she can do well in the debate.
5.The new Coach told me that I didn't play well enough.
6.My first French class was very confusing. The teacher spoke so fast.
设计意图：拓展新知，精准词句文层进学习能力。
Please fill in the blanks with the following sentences.
Did he leave any message to me?
Mr. li isn't going to teach us history next term.
Which elephant is larger, the white one or the blue one?
Wang Wei is a good honest boy, isn't he?
Read aloud the following.
绕口令
A mouse has a mouth, 老鼠有一张嘴。
It’s a fine thing to sing in spring,在春天唱歌是一件好事。
I wish you were a fish in my dish.我巴不得你是我盘中鱼。
一般疑问句
特殊疑问句
选择疑问句 反意疑问句
Practice one
请划分下列句子成分,注意词组不可以分开
1.There was a big smile on her face.
2.Every night he heard a noise upstairs.
3.He began to learn English when he was 11.
4.The man on the motorbike was traveling too fast with the medicine box.
5.Under her arm, Mr. Li hurried off.
6.She loves the library because she loves reading books.
7.I'm afraid that if you've lost it, you must pay for it.
8.The students followed the uncle wang to see the other machine working
9.My father bought a new bike for me last night.
Practice Two
设计意图：综合运用新知，拓展文化背景知识学习能力
What is mainly about？
设计意图：综合运用新知，拓展文化背景知识学习能力
设计意图：
综合运用新知，拓展语言知识组织能力
如何建立联系？
通过阅读和圈点勾画，从以上三个角度，学生发散思维，引发自身思考，与作者建立联系，学习作者的观点，体验作者的情感，入情、入境。
建立联系后做什么？
语言输出（口语、写作形式），学生可以针对主题阅读中的相关话题，通过联系，通过口语和写作，来表达自己的观点和情感。
课程设计
主题阅读(Theme reading) 阅读输入（Input） 任务
? 主题写作输出（Output）
（主题和写作角度） 任
务
2016-2018年浙江高考三年续写作文学什么！考什么！教什么！
设计意图：高考直通车，加大语言思维逻辑能力和技巧的学习热情。
With no hesitation, she stopped staring at him in great silence and calmly saying "No!“ Covered with a certain fear and curiosity from the bottom of her heart, she pretended to be brave but got away step by step to keep a safe distance. Upon seeing this, the man's eyes had already been wet. All of a sudden, a sense of safety from his sincere expression told her that she no longer desired to run away, instead, she sat down in peace waiting time to go by. Of course, both of them kept silent.
Ten minutes later, her mom came back. What surprised her a lot was that not only did she see her daughter but also her husband who had left more than 10 years ago. He used to leave for Beijing in order to make more money to support the family. Now the man ,who was in rags is her husband. In the past few years, he had sent all his income to his family just for their better life. At the full sight, she burst into tears and immediately hugged her husband, and then turning to her daughter and saying “He is your father, the greatest man in our family!”.
Assignment
Reflecting
Which reading in this unit did you find the most interesting? Why?
What new things did you learn about teenage life from this unit?
What new vocabularies and structures did you learn in this unit?
Do you use any of them in your language activities? How well could you use them?
Do you think scheming was useful for you to understand the text? What problems do you and your friends have with this unit? How did you solve the problem?
What advice did you give each other?
Prepare the written work for a discussion
Conclusion
学生通过本次作文能够发现自身写作语言层面的问题，能够做到：
1）问：在准确运用词组方面有所提升，能够从上一单元句子成分和形容词学习的基础上逐步领会本单元所学的名词性短语，形容词性短语和副词性短语等在句子和文章的运用。
2）思：巧妙运用词组在不同的句式来用相对丰富的语言替代单句，或者是单调的句型，充分表达情感和升化思想。
3）论：能够判断和交流英语句子的基本部分，并能不断学会运用和判断句子的种类。
4）察：能够有意识地准确使用恰当的名词性、形容词性、副词性词组等短语或句子之间的中心关系。
5）效：能够在新学文本《啦啦队》的基础上逐步进行口语和书面续写主题活动，逐步学会用词组丰富语言句式，提升表达能力和学科思维。
teaching reflection
创设词组期待，激发词组兴趣。
做好学情分析，合理改写材料。
课前步步支架，激活相关图示。
小组相互启发，教师减少干涉。
捕捉思维火花，生成引导重要。
积极联系自我，内化提升素养。
运用升华情感，互动升华思想。
学中
学前
学后
教学反思
教学设计特色
有脉络；有引导；有火花。
有技巧；有思维；有品格。
It’s better to
teach a man fishing
than to give him fish.
(共27张PPT)
Unit One
Teenage Life
人教版新版高一教材
人教版Book 1《Teenage Life》
单元课时教学设计（语法课2）
Assessing Your Progress
指导思想
指导思想
文化品格
学习能力
思维品质
语言能力
指导思想
接触大量的英语国家社会现象和文化背景，评价语篇反映的文化传统和社会文化现象
借助英语形成新的概念，加深对世界的认识
学生能在社会情境中借助语言进行理解和表达
掌握英语学习的要领，形成有效的英语学习策略
《高中英语课程标准》
教材内容分析
基于《Welcome Unit》句子结构和短语，本课的学习主要引领学生能够区分和使用名词性短语、形容词性短语和副词性短语，识别句子成分和意群的划分，以及句子基本结构，句子基本类型。
在此基础上，拓展段落的分层和结构的分析，可以说让学生对本单元的词组学习有了更进一步的认识，提升学生从词组到句子、段落的准确理解和使用的能力，为今后的语法探索打下良好的基础。
2.学习者
分析
3.学习目
标分析
4.重点与难点分析
教法学法
新问探究：学会概览
语法部分以输入为主，学习Assessing Your Progress
聚焦校园设施，校园师生，校园交友中的困惑为主题
学习语法：名词短语，形容词短语和副词短语
完成文本主题语境中对相关短语的理解并学会写与主题相关的读后感或者文章评论
3
2
1
4
Teaching Emphasis
完成文本主题语境中对相关短语的词汇理解并学会写与主题相关的读后感或者文章评论
Teaching Difficulties
Teaching Methods
Teaching Time
45m
具体分配
教学方法是与一定教学目标和任务相关的具体操作
程序，它规定了教学参与者在教学任务中的角色、
不同角色之间的相互关系以及每一角色的具体任务。
问—思—论—察—效
Teaching Process
Learning about language
Discovering Useful Structures
设计意图：常规活动，导入话题。
活动意图说明：通过《Discovering Useful Structure》中名词性、形容词性和副词性短语的重点学习，引发学生进入句子理解的学习从而导入本课话题，激活学生对相关话题的兴趣，学生可根据所给汉语提示在翻译中理解短语的使用，不断提升学生语言学习能力。
__________1.I recommend that you talk to your friends about his behavior.
___________2.It is not unusual for teenagers of your generation to be
attracted to computer games and the online world.
___________3.Spending too much time online is unhealthy and makes it
very difficult to focus on other things in life.
___________4.Some students even become addicted to the internet and
cannot concentrate on life, school and family life.
__________5.You should encourage your friend to try new hobbies.
Analyze basic sentence structures
S( subject ) V(verb) O(object)P( predictive)A (adverbial)
DO( direct object) IO( indirect object )C(objective complement)
SVO
SVPS
SVP+VOA
SVOC
SVP+VO
设计意图：拓展新知，培养学生长难句断句阅读能力，提升学生词组及运用的优美表达能力。
Circle the correct word（s）in each sentence.
1.Today’s teenagers seem to prefer/ like the Internet more than TV.
2.Martin did not enjoy pop music until he became a
generation / teenager.
3.Which course did your teacher recommend to/ with you?
4.Don't quit trying/ to try if there is still hope.
5.I think he is addicted/ attracted to smoking. He just can't seem to
quit.
6.The library project has already fallen behind schedule/ plan.
7.The research has focused on/ for the relationship between a
teenager’s sleep and health.
8.The instructions on the box made him confusing/ confused, and he
did not know what to do.
like
teenager
to
trying
addicted
schedule
on
confused
设计意图：拓展新知，培养学生长难句断句阅读能力，提升学生词组及运用的优美表达能力。
______1.like the Internet more than TV
______ 2.became a teenager
______ 3.recommend …to…
______ 4.quit trying
______ 5.is attracted to smoking
______ 6.is addicted to smoking
______ 7.behind schedule
______ 8.focused on
______ 9.made him confused
动词短语(verb phrase),又叫动词词组，是指以实意动词为中心的分句构成单位。根据现代英语语法，分句是由一个或者一个以上的词组(phrase又叫短语)构成，词组由一个或者一个以上的词构成。
因此，I like him. He will come. The letter has been typed.这三个句子中的like him， will come ， has been typed分别都是动词词组(动词短语)，就好像名词词组，形容词词组，介词词组，副词词组等分别以名词、形容词、介词、副词为中心的分句构成的单位。
这里作谓语！
或者有时作非谓语！
设计意图：拓展新知，培养学生长难句断句阅读能力，提升学生词组及运用的优美表达能力。
名词词组 副词词组 动词词组 数量词词组
the number of children quite quickly drop out of school one eleventh
millions of children and teenagers very easily feel like one in 11 children
one of the lucky ones out of school think about the children about 9 percent
difficult homework have the chance to
too poor get a good education
make the most of your education
(S)
(A)
(VO)
(S)
(S)
(A)
(P)
(VO)
(VO)
(P)
(VO)
(VO)
(Attr)
(O)
(P)
(S)
(P)
Find the noun/ adjective/adverb phrases in the passage and state their function.
设计意图：拓展新知，培养学生长难句断句阅读能力，提升学生词组及运用的优美表达能力。
(What)
What is the story mainly about? (How)
How does it happen? (Why )
What do you learn from it?
If you have learned some math at school, you can quickly work out that one eleventh is about 9 percent. But did you know that 9 percent is also the number of children who are not at school? That’s right---one in 11 children is not studying and probably even cannot do the simple maths. They drop out of school because their families are too poor and they have to work like adults. In 2013, millions of children and teenagers were out of school. Most live in poor countries but there are also some boys and girls who cannot go to school in rich countries. If you are one of the lucky ones who can go to a senior high school, you should be grateful for the opportunity. So the next time you feel like you do not want to do boring, difficult homework or go to class, think about the children who don't have the chance to get a good education. Make the most of your education and make the world a better place.
How many parts of it can you divided into?
设计意图：拓展新知，培养学生长难句断句阅读能力，提升学生词组及运用的优美表达能力。
文章概要写作方法（议论文）
1.首先抓主旨（论点），即文章或一本书的简略的主要内容，称为概要。用the text tells us或者the text is mainly about引入。
2.抓文章细节，即主题的具体内容（议论文的论据），用it includes或者including引入。主题的理由用because for the reason that 引入。
3.抓文章主题意义（结论）用from the text that引入。
4.要学会用每一部分的中心内容，做文章思维导图，以便形成良好的逻辑思维能力。
5.同时要注意使用合理的过渡词语或者句型，将段落衔接起来，使得文章连贯和流畅。
设计意图：写作方法引入，培养学生中心意识和段落主题句的意识以及段落构成的逻辑组织能力。
设计意图：综合运用新知，拓展语言知识组织能力和整体表达能力。
设计意图：综合运用新知，给予半开放性表达，激发学生语言知识综合表达能力。
设计意图：
高考直通车，加大语言思维逻辑能力和技巧的学习热情。
1.高考（江苏）
Recently, Li Jiang and Su Hua have talked about whether the group of exchange students who are visiting their school next month will be wearing a traditional Chinese dress or not.
Just as every individual has its own thoughts, so does every culture. Each culture has their own feature. In order to spread our culture among worldwide, we need to select the main part of each dimension. Apparently, both Su Hua and Li Jiang are correct, however, from my perspective, I am for Li Jiang who advises students to wear traditional dress during the welcome ceremony.
Another reason why I support Li Jiang is that Chinese culture is far more important than any other school culture. Firstly, we are Chinese, then students. For instance, our Chairman Xi is always seen to be wearing a Zhong Shan suit during every international occasion which not only shows the Chinese costumes but also spread Chinese culture. That is the reason I have a strong preference of wearing traditional clothes than our school uniform.
Assignment
Reflecting
Which reading in this unit did you find the most interesting? Why?
What new things did you learn about teenage life from this unit?
What new vocabularies and structures did you learn in this unit?
Do you use any of them in your language activities? How well could you use them?
Do you think scheming was useful for you to understand the text? What problems do you and your friends have with this unit? How did you solve the problem?
What advice did you give each other?
Prepare the written work for a discussion
Conclusion
学生通过本次作文能够发现自身写作语言层面的问题，能够做到
1）问：在准确运用词组方面的能力有所提升，能够逐步领会本单元所学的名词性短语，形容词性短语和副词性词组等拓展的动词词组、介词词组以及数量词词组在句子和文章的运用。
2）思：巧妙运用词组和句型，使学生逐步理解西方文化在语言中的丰富内涵，用以充分表达情感和升化思想。
3）论：能够判断和交流英语议论文阅读写作，逐步领会议论文三中心，文章中心（论点）、段落中心（主题句）以及句子中心（要点）并学会运用。
4）察：能够有意识地准确使用恰当的主题句，充分理解和运用本单元所学的谚语体现段落中心关系。
5）效：能够在新学文本《世界上9%的孩子上不起学》的基础上逐步进行分段训练和读后感（议论文式文本概要）主题活动—逐步学会用词组和丰富的句式，提升表达能力和学科思维能力。
Teaching Reflection
创设词组语境，激发词组运用。
做好学情分析，合理整合材料。
课前巧设支架，激活相关任务。
小组合作启发，教师减少干涉。
捕捉思维火花，生成引导重要。
积极联系自我，内化提升素养。
运用升华情感，互动升华思想。
学中
学前
学后
