(共24张PPT)
Unit
1
Teenage
Life
Period
5
Reading
for
Writing
Write
a
letter
of
advice
(Activity
1—Activity
4)
Warming-up
What
are
the
problems
in
the
following
pictures?
If
your
friends
meet
the
problems
like
these,
what
should
you
do
to
help
him
or
her?
Reading
(1)
What
is
Worried
Friend’s
problem?
(2)
What
suggestions
does
Susan
Luo
give
to
Worried
Friend?
(3)
Besides
suggestions,
what
else
does
Susan
Luo
say
in
her
letter?
Activity
1:
Susan
Luo,
an
adviser
for
teenagers,
has
received
a
letter
asking
for
some
advice.
Read
her
reply
and
discuss
the
questions.
Reading
(1)
What
is
Worried
Friend’s
problem?
Worried
Friend
is
worried
that
his
or
her
friend,
Chen
Lei,
plays
computer
games
too
often
and
spends
too
much
time
online.
(2)
What
suggestions
does
Susan
Luo
give
to
Worried
Friend?
She
recommends
that
he/she
talk
to
his/her
friend
about
his
behaviour,
and
encourage
his/her
friend
to
try
new
hobbies.
Reading
(3)
Besides
suggestions,
what
else
does
Susan
Luo
say
in
her
letter?
She
also
mentions
the
disadvantages
of
being
addicted
to
the
Internet.
Reading
(1)
Do
you
think
Ms
Luo’s
advice
is
useful?
Why
or
why
not?
(2)
What
other
kinds
of
advice
would
you
give?
Discussion:
(1)
Do
you
think
Ms
Luo’s
advice
is
useful?
Why
or
why
not?
Perhaps
the
advice
is
useful,
because
it
is
always
good
to
talk
to
a
friend
about
his
or
her
problems
and
offer
advice.
(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.
For
example,
instead
of
playing
computer
games,
he
could
learn
computer
programming.
Who
knows?
He
might
become
a
great
figure
in
that
field
when
he’s
older.
Reading
Pre-writing
1.
Find
and
mark
the
parts
of
the
letter
that
match
the
following
points.
Activity
2:
Study
the
organisation
and
language
features.
A
I
know
what
the
problem
is.
B
I
understand
how
you
feel.
C
This
is
my
advice
and
reason(s).
D
I
think
my
advice
will
help.
A
I
know
what
the
problem
is.
B
I
understand
how
you
feel.
C
This
is
my
advice
and
reason(s).
D
I
think
my
advice
will
help.
Pre-writing
Pre-writing
2.
What
expressions
does
Ms
Luo
use
to
make
suggestions?
Circle
them
in
the
letter.
v
Pre-writing
Other
expressions
used
in
letters
of
advice:
To
give
advice
To
give
comfort
You’d
better
...
Why
don’t
you
...?
How
about
...?
I’d
like
to
suggest
...
What
do
you
think
...?
My
advice
is/would
be
...
It
might
be
a
good
idea
to
...
I’m
sorry
to
hear/know/learn
that
...
I
know
how
it
feels
to...
It
happens
to
everyone.
I
know
you
didn’t
mean
to
...
Everyone
will
have
one
of
those
periods
when
things
seem
to
be
going
wrong.
While-writing
Step
1:
Work
in
groups.
Choose
one
of
the
teenagers
and
discuss
his/her
problem.
Then
complete
the
following
form.
Situation
Suggestion
Reason
Expression
used
While-writing
Activity
3:
Work
in
groups.
Choose
one
of
the
teenagers
and
discuss
his/her
problem.
Then
complete
the
following
form.
Situation
Suggestion
Reason
Expression
used
Eric’s
parents
won’t
listen
when
he
tells
them
things.
Try
listening
to
your
parents.
Maybe
they
aren’t
listening
to
you
because
you
don’t
listen
to
them.
I
think
you
should...
Invite
them
out
for
something
to
eat.
This
will
give
you
a
chance
to
speak
to
them
without
distractions.
I
recommend
that...
While-writing
Situation
Suggestion
Reason
Expression
used
Xu
Ting
always
feels
lonely
after
school.
Join
a
volunteer
group.
This
will
give
you
a
chance
to
be
around
other
people.
I
think
you
should...
Connect
with
your
parents
online.
Just
because
they
are
far
away,
it
doesn’t
mean
that
you
can’t
talk
to
them.
I
recommend
that...
While-writing
Situation
Suggestion
Reason
Expression
used
Min
Ho
is
too
shy
to
talk
to
the
girl
that
he
likes
in
his
class.
Ask
a
mutual
friend
to
introduce
you
to
her.
Your
friend
will
be
able
to
help
you
break
the
ice
with
her
and
provide
encouragement
to
you.
I
think
you
should...
Find
chances
to
get
together
in
groups
where
she
is
a
group
member.
If
you
are
in
a
group,
it
takes
all
the
pressure
off,
and
you
can
interact
with
her
in
a
relaxing
setting.
I
recommend
that...
While-writing
Step
2:
Draft
your
letter
according
to
the
outline
below.
While-writing
Key
points
While-writing
Writing
While-writing
Step
3:
Exchange
your
draft
with
your
partner.
Use
the
checklist
below
to
give
feedback
on
your
partner’s
draft.
While-writing
Step
4:
Get
your
draft
back
and
revise
it.
10
September
2020
Dear
Xu
Ting,
You
wrote
that
you
always
feel
lonely
after
school
because
your
parents
work
in
another
city.
I
understand
how
you
feel.
It
is
common
for
teenagers
to
feel
lonely
when
they
live
away
from
their
parents.
I
think
you
can
try
joining
a
volunteer
group
that
helps
other
people.
This
will
give
you
a
chance
to
meet
and
be
around
others.
It
will
also
help
you
realise
that
you
are
not
alone
in
having
problems
and
that
many
other
people
have
problems,
too.
Helping
other
people
also
makes
us
feel
better.
You
can
also
connect
with
your
parents
online.
Just
because
your
parents
are
far
away,
it
doesn’t
mean
you
can’t
talk
to
them.
I’m
sure
that
you’ll
make
new
friends
and
get
a
chance
to
speak
to
your
parents
more
often.
This
will
help
drive
away
your
loneliness.
Best
wishes,
Susan
Luo
Sample
Writing
Post-writing
Activity
4:
Suggestions
giving
Write
down
your
own
problems
of
study
or
daily
life
on
a
piece
of
paper.
Put
it
in
the
box.
Choose
another
note
from
the
box,
then
write
down
your
suggestions
on
the
note.
Assignment
Write
another
letter
of
advice
based
on
the
problems
on
the
note
you
chose.
Then
send
the
letter
to
him/her.
Goodbye！Unit
1
Teenage
Life
Period
3
Discovering
Useful
Structures
教材分析
该板块的活动主题为“润色文稿”(Improve
a
draft)，目标语法知识是名词短语、形容词短语和副词短语的用法。学生在熟练掌握名词短语、形容词短语和副词短语的形式和意义后，能够将其运用到语篇中，使语言表达更加充实、生动和准确。
教学目标?
1.
能正确理解使用下列词汇：category,
function,
noun
phrase,
adjective
phrase,
adverb
phrase。
2.
能够理解并正确运用名词短语、形容词短语和副词短语。
3.
能通过使用名词短语、形容词短语和副词短语润色语言表达，使其更加充实、生动和准确。
教学重难点
【教学重点】
帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语，丰富语篇表达内容，提高语篇质量。
【教学难点】
引导学生熟练掌握名词短语、形容词短语和副词短语的形式和意义。
教学过程
Task
Improve
a
draft
Step
1
Warming-up
Read
the
poem
aloud
and
see
how
the
underlined
parts
work
in
the
poem:
Nothing
so
rare
As
a
day
in
June,
The
air
so
fine
And
the
blossoms
all
blue.
...
Its
beautiful
melody
Floats
like
a
balloon.
Step
2
Observing
1.
Work
on
Activity
1.
Students
find
and
mark
the
noun/
adjective/
adverb
phrases
in
the
following
sentences:
(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.
...
Students
observe
the
sentences
again
and
state
the
phrases’
functions.
设计意图：该环节让学生通过观察例句，发现句子中的目标短语结构，进一步感知其在语言表达中所起到的作用。
Students
fill
in
the
blanks
of
the
form
to
summarize
the
function
of
each
type
of
phrase:
Type
of
the
phrase
Form
Function
More
examples
Noun
Phrase
(det.)
+
(adj./adj.
phrase/descriptive
n.)
+
n.
+
(prep.
phrase)
Adjective
Phrase
(adv.)
+
adj.
+
(prep.
phrase)
Adverb
Phrase
(adv.)
+
adv.
4.
名词短语（
Noun
Phrase
）指一个以名词为中心构成的短语，在句中的功能相当于名词。
形容词短语（
Adjective
Phrase）指以一个形容词为中心构成的短语，在句中的功能相当于形容词。
副词短语（Adverb
Phrase）指以一个副词为中心构成的短语，在句中的功能相当于副词。
Step
3
Practice
1.
Work
on
Activity
2.
Students
answer
the
questions
using
the
phrases
in
brackets.
2.
Students
work
in
groups
on
Activity
3.
Help
Joyce
improve
her
draft
by
using
noun/
adjective/
adverb
phrases
to
add
more
information.
3.
Work
on
Exercise
3-4
of
the
workbook.
Step
4
Assignment
Finish
the
exercises
of
“Using
structures”
part
in
the
Workbook.
3
/
3Unit
1
Teenage
Life
Period
6
Assessing
Your
Progress
&
Project
教材分析
该板块由三个部分组成。第一部分是语言知识检测，旨在检测学生对本单元所学的课标词汇和单元语法知识的掌握情况。第二部分是单元内容评价和自我反思，让学生自我评价本单元重点内容的掌握情况，包括话题知识、词汇与语法结构、阅读内容与阅读策略，学习中的问题和解决方法等。第三个部分是以项目活动的形式综合考查学生本单元所学的内容，活动主题为“建立一个学生社团”(Set
up
a
student
club)，目的在于让学生充分探讨并找到自己的兴趣点，发挥创造性思维，深层次探讨校园社团的意义，并能具备创建社团的能力。通过整个单元的学习，学生对于高中生活有了一定的认知，能更好地规划自己的高中生活。
教学目标?
1.
能正确理解并运用本单元所学的课标词汇。
2.
能理解并正确运用名词短语、形容词短语和副词短语。
3.
对于高中生活有进一步了解和认知，能够合理地规划自己的高中生活。
教学重难点
【教学重点】
帮助学生巩固本单元重点词汇和语法知识。
【教学难点】
引导学生充分发挥创造性思维完成项目活动。
教学过程
Task
1
Assessing
your
progress
Step
1
Language
knowledge
practising
1.
Work
on
Activity
1.
Circle
the
correct
word(s)
in
each
sentence.
2.
Work
on
Activity
2.
Find
the
noun/adjective/adverb
phrases
in
the
passage
and
state
their
functions.
3.
Read
the
passage
in
Activity
2
again.
Answer
the
following
question:
Do
you
agree
with
the
writer’s
opinion?
Give
your
reasons.
设计意图：教师除了引导学生完成自我检测并关注语篇中的三种短语的功能之外，还应当关注语篇的意义建构，并能表达自己的看法。
Step
2
Reflecting
Answer
the
questions
of
the
Reflecting
part.
Task
2
Project:
Set
up
a
student
club
Students
work
in
groups
and
choose
one
club
or
create
a
new
club.
Each
group
decides
on
the
details
of
the
club.
Design
an
eye-catching
logo
for
the
club
and
make
a
poster
including
the
club’s
name,
slogan,
and
logo.
Prepare
an
introduction
to
recruit
new
members
during
a
school
assembly.
Include
some
details
that
are
not
mentioned
on
the
poster.
Step
4
Assignment
Choose
your
favorite
club
(except
your
group’s)
and
write
down
your
reasons.
2
/
2(共15张PPT)
Unit
1
Teenage
Life
Period
4
Listening
and
Talking
Plan
a
camp
for
teenagers
(Activity
1—Activity
3)
Warming-up
Look
at
the
two
pictures.
What
kind
of
camp
is
Adventure
Camp/International
Youth
Camp?
What
activities
will
it
include?
What
can
students
learn
in
these
activities?
Pre-listening
Read
the
sentences
below.
What
will
they
talk
about
in
the
conversation?
While-listening
Activity
1:
Cao
Jing
and
Max
are
talking
about
camps.
Listen
to
the
conversation
and
tick
what
you
hear
about
the
camps.
While-listening
Activity
2:
Listen
to
the
conversation
again.
Underline
the
expressions
in
the
sentences
below
that
Cao
Jing
and
Max
use
to
talk
about
the
future.
Summary:
sentence
structures
to
express
what
will
happen
in
the
future.
will
be
going
to
plan/hope...
There
will
be...
We/They/He/She/I/You/It
will...
...
I’m
going
to...
We/You/They
are
going
to...
He/She/It
is
going
to...
...
I/They/We/You
plan
to...
He/She
plans
to...
I/They/We/You
hope
to…
He/She
hopes
to...
...
Post-listening
Talking
about
future
plans:
Post-listening
不受人的主观意愿影响的单纯将来，
一般用will；在正式的通知（如新闻媒体公布的官方消息，气象预报等）中用will。
如：Tomorrow
will
be
April
Fools’
Day.
There
will
be
a
heavy
rain
to
the
south
of
Huai
River.
1.
will
be
going
to一般表示近期，马上要发生的事情；或事先经过考虑的打算、计划、意图；或有迹象将要发生的事情。
如：It
is
going
to
rain.
What
are
you
going
to
do
next
Sunday?
2.
be
going
to
Talking
about
future
plans:
Post-listening
3.
be
about
to
be
about
to表示马上要发生的事情，一般不再接时间状语。
如：The
medical
team
is
about
to
start.
4.
plan
to
plan
to一般表示很慎重、经过考虑做出的计划。
如：What
are
you
planning
to
do
for
Christmas?
Talking
about
future
plans:
Post-listening
6.
intend
to
intend
to表示主观意愿，计划、打算去做某事。
如：How
do
you
intend
to
deal
with
this
problem?
5.
hope
to
hope
to一般表示主观愿望，想做某事，并不一定能实现。
如：We
hope
to
slow
the
spread
of
the
disease.
Activity
3:
Work
in
groups.
Plan
a
youth
camp.
Post-listening
Activity
3
Prepare
an
introduction
of
your
youth
camp
referring
to
the
following
example.
Post-listening
Show
time!
Each
group
is
welcomed
to
present
your
ideas
to
the
class!
Assignment
Design
a
poster
to
introduce
your
group’s
youth
camp.
Try
to
be
creative
and
attractive.
Goodbye！Unit
1
Teenage
Life
Period
4
Listening
and
Talking
教材分析
该板块的活动主题为“为青少年策划一项营地活动”(Plan
a
camp
for
teenagers)。听力文本是一段对话，Max与Cao
Jing谈论周末各自参加探险营和国际青年营的计划。两人分别介绍了营地的活动内容，表达了对营地生活的期待。该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be
going
to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。
教学目标?
1.
能正确理解使用下列词汇：adventure,
youth,
expert。
2.
能够口头叙述计划和将要发生的事情。
3.
能正确使用“be
going
to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。
教学重难点
【教学重点】
帮助学生理解并正确运用be
going
to
do、will
do、plan
to
do、there
will
be、hope
to
do等结构来表达将来要做的事情和计划。
【教学难点】
理解并正确运用be
going
to
do、there
will
be、hope
to
do等结构表示将来打算或意愿。
教学过程
Task
Plan
a
camp
for
teenagers
Step
1
Pre-listening
Look
at
the
two
pictures
in
Activity
1.
Answer
the
following
questions:
What
kind
of
camp
is
Adventure
Camp/International
Youth
Camp?
What
activities
will
it
include?
What
can
students
learn
in
these
activities?
Read
the
sentences
in
Activity
1.
Then
predict
the
main
idea
of
the
conversation.
Step
2
While-listening
1.
Work
on
Activity
1.
Listen
to
the
conversation
and
tick
what
are
heard
about
the
camps.
Work
on
Activity
2.
Underline
the
expressions
in
the
sentences
above
that
Cao
Jing
and
Max
use
to
talk
about
the
future.
设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。
Step
3
Post-listening
1.
Summary:
sentence
structures
to
express
what
will
happen
in
the
future.
2.
Talking
about
the
future
plans:
1.
will
不受人的主观意愿影响的单纯将来，
一般用will；在正式的通知（如新闻媒体公布的官方消息，气象预报等）中用will。
如：Tomorrow
will
be
April
Fools’
Day.
There
will
be
a
heavy
rain
to
the
south
of
Huai
River.
2.
be
going
to
be
going
to一般表示近期，马上要发生的事情；或事先经过考虑的打算、计划、意图；或有迹象将要发生的事情。
如：It
is
going
to
rain.
What
are
you
going
to
do
next
Sunday?
3.
be
about
to
be
about
to表示马上要发生的事情，一般不再接时间状语。
如：The
medical
team
is
about
to
start.
4.
plan
to
plan
to一般表示很慎重、经过考虑做出的计划。
如：What
are
you
planning
to
do
for
Christmas?
5.
hope
to
hope
to一般表示主观愿望，想做某事，并不一定能实现。
如：I
hope
I
can
visit
Italy
in
the
near
future.
6.
intend
to
intend
to表示主观意愿，计划、打算去做某事。
如：How
do
you
intend
to
deal
with
this
problem?
3.
Work
on
Activity
3.
Students
work
in
groups
and
plan
a
youth
camp.
4.
Students
prepare
an
introduction
of
their
youth
camp
referring
to
the
example
in
Activity
3.
5.
Student
groups
present
their
ideas
for
a
youth
camp
to
the
class.
Then
teacher
makes
comments.
Step
4
Assignment
Design
a
poster
to
introduce
your
group’s
youth
camp.
Try
to
be
creative
and
attractive.
3
/
3(共13张PPT)
Unit
1
Teenage
Life
Period
6
Assessing
Your
Progress
&
Project
Assessing
your
progress
Task
1
(Activity
1—Activity
2)
Assessing
your
progress
Activity
1:
Circle
the
correct
word(s)
in
each
sentence.
Assessing
your
progress
Activity
2:
Find
the
noun/adjective/adverb
phrases
in
the
passage
and
state
their
functions.
NP
AdvP
AdjP
Functions:
the
phrases
provide
more
specific
details
and
enrich
the
meaning
of
the
text.
Assessing
your
progress
Activity
2:
Read
the
passage
in
Activity
2
again.
Answer
the
following
question:
Do
you
agree
with
the
writer’s
opinion?
Give
your
reasons.
Reflecting
Project:
Set
up
a
student
club
Task
2
Activity
1—Activity
4
Project
Activity
1:
You
are
going
to
set
up
a
student
club.
Work
in
groups
and
choose
one
of
the
clubs
from
below,
or
create
a
new
club
you
think
others
would
be
interested
in
joining.
Project
Activity
2:
Decide
on
the
following
details
of
your
club.
Street
Photography
Club
Capture
Life
as
It
Happens
To
teach
members
how
to
take
better
pictures...
Practise
taking
pictures
at
local
parks
and
special
places
in
the
city...
A
camera
or
smartphone
and
lots
of
enthusiasm
4:00
p.m.,
Saturday
in
Green
Park
by
the
fountain
Project
Activity
3:
Design
an
eye-catching
logo
for
your
club
and
make
a
poster
including
the
club’s
name,
slogan,
and
logo.
Project
Activity
4:
Prepare
an
introduction
to
recruit
new
members
during
a
school
assembly.
Include
some
details
that
are
not
mentioned
on
the
poster.
EXAMPLE
Hello,
everyone!
We're
very
pleased
to
introduce
our
club
to
you.
It
is
called...
Our
slogan
is...,
and
our
club
aims
to...
Assignment
Introduce
your
club
to
other
students
and
see
whether
your
introduction
can
attract
them.
Goodbye！(共23张PPT)
Unit
1
Teenage
Life
Period
2
Reading
and
Thinking
Compare
school
life
in
different
places
(Activity
1—Activity
5)
Warming-up
Watch
a
short
video
about
the
differences
between
the
high
schools
in
America
and
China.
Pre-reading
(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?
Activity
1:
Work
in
groups.
Discuss
the
questions.
Pre-reading
Look
at
the
picture
and
the
title
of
the
passage.
Can
you
predict
the
main
idea
of
the
text?
Some
senior
high
schools
in
the
USA
begin
from
the
9th
grade
and
end
in
the
12th
grade.
In
this
case,
9th
graders
are
also
called
freshmen.
something
new
and
difficult
While-reading
Activity
2:
Read
the
text
quickly
to
find
the
main
idea
of
each
paragraph.
Paragraph
1:______________________________
Paragraph
2:______________________________
Paragraph
3:______________________________
Paragraph
4:______________________________
Senior
high
school
is
a
challenge.
Adam
had
to
think
very
carefully
about
which
courses
he
wanted
to
take.
Adam
had
to
choose
extra-curricular
activities.
Adam
will
have
to
study
harder
in
the
future
and
get
used
to
being
responsible
for
a
lot
more.
Can
you
draw
a
mind
map
to
show
the
structure
of
the
passage?
While-reading
Draw
a
mind
map
according
to
the
main
idea
of
each
paragraph
and
the
structure
of
the
whole
passage.
Para.1
Challenge
Para.2
How
to
choose
courses
Para.3
How
to
choose
extra-curricular
activities
Para.4
How
to
study
(1)
Which
paragraph
is
the
main
part?
(2)
Which
paragraphs
are
the
supporting
parts?
While-reading
Activity
3:
Read
the
text
again
and
answer
the
questions.
1
What
courses
did
Adam
choose?
Which
one
do
you
think
would
be
his
favourite?
Why?
2
What
does
“make
the
team”
in
Paragraph
3
mean?
3
What
is
Adam
worried
about?
4
Is
Adam
confident
that
he
will
get
used
to
senior
high
school
life?
How
do
you
know?
While-reading
Read
the
text
again
and
answer
the
questions.
1
What
courses
did
Adam
choose?
Which
one
do
you
think
would
be
his
favourite?
Why?
Adam
chose
maths,
English,
chemistry,
world
history,
and
Chinese.
Advanced
literature
would
be
his
favourite
subject
because
he
likes
English
and
he
is
good
at
it.
While-reading
Read
the
text
again
and
answer
the
questions.
2
What
does
“make
the
team”
in
Paragraph
3
mean?
3
What
is
Adam
worried
about?
It
means
to
try
out
and
then
be
allowed
to
join
a
sports
team.
He
is
worried
about
keeping
up
with
the
other
students
in
his
advanced
course
and
getting
used
to
all
the
homework.
While-reading
Read
the
text
again
and
answer
the
questions.
4
Is
Adam
confident
that
he
will
get
used
to
senior
high
school
life?
How
do
you
know?
Adam
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.
While-reading
Activity
4:
Complete
the
outline
according
to
the
text.
Going
from
junior
high
school
to
senior
high
school
the
suitable
Making
the
school
football
team
Keeping
up
with
the
other
students
in
his
advanced
course
and
getting
used
to
all
the
homework
Serious/
Careful
Unhappy
Worried
but
still
happy,
confident
about
his
future
helped
him
choose
suitable
courses
improve
in
order
to
make
the
team
next
year
try
to
study
harder
and
get
used
to
being
responsible
for
a
lot
more
Post-reading
Group
discussion
1.
What
kind
of
person
do
you
think
Adam
is?
Why?
2.
Do
you
face
the
same
challenges
as
Adam?
What
other
challenges
are
you
facing?
How
do
you
deal
with
them?
3.
What
are
some
differences
between
Adam’s
school
life
and
your
school
life?
(Course/Club/Challenge/Feeling/Solution...)
Post-reading
Group
discussion
What
kind
of
person
do
you
think
Adam
is?
Why?
(Adam
appears
to
be
hard-working
and
wants
to
get
ahead
in
life.
I
know
this
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
joined
a
volunteer
club.)
Post-reading
Do
you
face
the
same
challenges
as
Adam?
What
other
challenges
are
you
facing?
How
do
you
deal
with
them?
(Some
of
the
challenges
I
face
are
very
much
like
Adam’s,
while
some
are
quite
different.
Unlike
Adam,
I
don’t
have
to
choose
my
courses
or
my
schedule.
However,
I
am
worried
about
my
extra-curricular
activities
and
trying
to
keep
my
hobbies.
My
solution
to
this
challenge
is
to
work
harder
at
school
so
I
can
make
more
time
for
my
extra-curricular
activities
and
hobbies.)
Group
discussion
Post-reading
What
are
some
differences
between
Adam’s
school
life
and
your
school
life?
(I
don’t
have
to
choose
my
own
courses.
All
day,
I
am
in
the
same
classroom
with
my
classmates,
and
we
all
study
the
same
courses.)
Group
discussion
Post-reading
Activity
5:
Complete
the
sentences
with
the
correct
forms
of
the
new
words
from
the
text.
recommended
challenge
confusing
sign
improve
graduate
responsible
quit
Assignment
Write
an
email
to
Adam.
Compare
your
school
life
in
China
with
his.
Give
him
some
suggestions
on
learning
Chinese.
Notes
1.
My
adviser
recommended
that
I
should
sign
up
for
advanced
literature
because
I
like
English
and
I’m
good
at
it.
recommend
that
sb.
(should)
do
sth.
意为“建议某人应该做某事”。
e.g.
It
is
strongly
recommended
that
the
file
should
be
checked
carefully.
建议认真检查这份文件。
recommendation
n.
推荐，赞许，建议
e.g.
She
had
the
operation
on
the
recommendation
of
her
doctor.
她听从医生的建议做了手术。
Notes
2.
I’ll
find
a
way
to
improve
on
my
own
so
that
I
can
make
the
team
neat
year.
on
one’s
own
意为“独自地，独立地”。
e.g.
He
accomplished
the
first
part
of
the
plan
on
his
own.
他独自完成了计划的第一部分。
own
v.
拥有，承认
e.g.
She
owns
a
car
but
rarely
drives
it.
她有一辆车，但是很少开。
Notes
3.
Every
Wednesday,
we
work
at
a
soup
kitchen
and
hand
out
food
to
homeless
people
in
the
community.
hand
out
意为“分发”。
e.g.
The
teacher
handed
out
the
exercise
books
to
the
students
after
class.
下课后老师把作业本分发给学生。
相关词组：
hand
...
in
提交；呈交
hand
...
over
（权位或权力）移交
Notes
4.
I
know
I’ll
have
to
study
harder
as
a
senior
high
school
student
and
get
used
to
being
responsible
for
a
lot
more.
get
used
to
意为“习惯于”。
e.g.
The
food
in
England
is
strange
at
first
but
you’ll
soon
get
used
to
it.
英国食物一开始吃不惯，但不久后就能适应了。
近义短语：
be
used
to
习惯
be/get
accustomed
to
习惯于
Goodbye！Unit
1
Teenage
Life
Period
5
Reading
for
Writing
教材分析
该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write
a
letter
of
advice)。阅读文本是一封青少年咨询师Susan
Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。
教学目标?
1.
能正确理解使用下列词汇：behaviour,
generation,
attract,
focus,
addict,
adult。
2.
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。
3.
熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。
4.
能够写一封针对解决青少年问题的建议信。
5.
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。
教学重难点
【教学重点】
帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。
【教学难点】
掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。
教学过程
Task
Writing
a
letter
of
advice
Step
1
Reading
1.
Read
the
letter.
Then
answer
the
following
questions:
(1)
What
is
Worried
Friend’s
problem?
(2)
What
suggestions
does
Susan
Luo
give
to
Worried
Friend?
(3)
Besides
suggestions,
what
else
does
Susan
Luo
say
in
her
letter?
Step
2
Pre-writing
2.
Work
on
Activity
1.
Students
discuss
the
last
2
questions
in
groups.
3.
Work
on
Activity
2.
Study
the
organisation
and
language
features.
Then
summarize
the
expressions
used
to
make
suggestions.
设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。活动中问题的设计层层递进，在培养学生批判性和创造性思维能力的同时，为学生在写作环节的输出做好铺垫。
Step
3
While-writing
Work
on
Activity
3
Exercise
1.
Students
work
in
groups
and
choose
one
of
the
teenagers
and
discuss
his/her
problem.
Situation
Suggestion
Reason
Expression
used
2.
Work
on
Activity
3
Exercise
2.
Draft
the
letter
according
to
the
outline
given.
3.
Work
on
Activity
3
Exercise
3.
Students
exchange
their
drafts
with
each
other.
Then
use
the
checklist
given
to
give
feedback
on
their
partner’s
draft.
4.
Writing
guidance
Key
points:
Writing:
5.
Work
on
Activity
3
Exercise
4.
Students
get
their
drafts
back
and
revise
them.
6.
Students
get
the
final
version
of
their
letters.
Teacher
chooses
some
and
presents
to
the
class.
Step
4
Post-writing
Students
write
down
their
own
problems
of
study
or
daily
life
on
a
piece
of
paper.
Then
teacher
collects
their
notes
in
a
box.
Students
take
turns
choosing
a
note
from
the
box,
then
write
down
their
suggestions
on
the
note.
Step
5
Assignment
Write
another
letter
of
advice
based
on
the
problems
on
the
note
you
chose.
Then
send
the
letter
to
him/her.
3
/
3(共22张PPT)
Unit
1
Teenage
Life
Period
1
Listening
and
Speaking
&
Pronunciation
Choose
a
school
club
Task
1
(Activity
1—Activity
4)
Warming-up
(1)
What
comes
to
your
mind
when
you
look
at
the
topic
and
the
picture?
(2)
What
do
you
do
to
relax
outside
of
school?
(3)
How
do
you
understand
the
sentence?
Look
at
the
opening
page
and
discuss
the
following
questions.
Pre-listening
Look
at
the
pictures.
What
clubs
are
they?
Guitar
Club
Reciting
Club
Photography
Club
Paper-cutting
Club
What
clubs
are
you
in?
What
activities
do
you
have?
Pre-listening
Activity
1:
Match
the
photos
with
the
names
of
the
clubs.
_____
Ballet
Club
_____
Nature
Club
_____
Volunteer
Club
_____
Debate
Club
1
3
4
2
Pre-listening
Group
discussion:
What
do
you
think
students
do
in
these
clubs?
While-listening
Activity
2:
Read
the
questions
and
the
choices,
and
predict
what
will
be
heard.
1
What
are
they
learning
about
in
Conversation
1?
A
Hearing.
B
Sounds.
C
Dogs.
2
The
students
are
discussing
_________
in
Conversation
2.
A
schoolwork
B
relationships
C
dating
3
Circle
the
two
clubs
where
these
two
conversations
happened.
A
Science
Club.
B
Ballet
Club.
C
Nature
Club.
D
Debate
Club.
While-listening
Activity
2:
Listen
to
the
conversations.
Choose
the
correct
answers.
1
What
are
they
learning
about
in
Conversation
1?
A
Hearing.
B
Sounds.
C
Dogs.
2
The
students
are
discussing
_________
in
Conversation
2.
A
schoolwork
B
relationships
C
dating
3
Circle
the
two
clubs
where
these
two
conversations
happened.
A
Science
Club
B
Ballet
Club
C
Nature
Club
D
Debate
Club
While-listening
Activity
3:
Look
at
the
information
given
and
predict
the
content
of
the
listening
material.
While-listening
1
Listen
to
Conversation
3,
and
tick
the
activities
that
happen
in
each
club.
While-listening
Help
Adam
choose
a
club.
2
Adam
says
that
he
likes
________
but
is
not
so
interested
in
________.
A
stories,
cartoons
B
animals,
plants
C
making
friends,
cleaning
up
3
Which
club
do
you
think
is
suitable
for
Adam?
Why?
I
think
Adam
should
join
the
_________
Club
because
he
says
that
he
________________________________.
Volunteer
would
like
to
do
something
outdoors
While-listening
Listen
again,
fill
in
the
blanks.
Julie:
Hi,
Adam!
Are
you
going
to
join
a
club?
Adam:
Hi,
Julie!
__________,
but
I’m
not
sure
which
one.
Julie:
I
think
I
will
join
the
Ballet
Club.
________________________
to
be
a
dancer,
and
ballet
has
such
beautiful
movements.
Adam:
Oh,
wow,
___________________—
I’ve
got
two
left
feet!
Mr
Brown
told
me
about
the
Nature
Club.
They
watch
biology
lectures
and
grow
plants
in
a
greenhouse.
I
like
animals,
______________________________.
Julie:
Did
you
hear
about
the
Cartoon
Club?
Adam:
Yes,
______________!
But
what
do
they
do
in
the
club?
Watch
cartoons?
Julie:
No,
they
write
stories
and
draw
cartoons.
Adam:
Oh,
no.
_____________________.
Besides,
____________________________.
Julie:
Max
is
in
the
Volunteer
Club.
He
says
that
they
mostly
help
clean
up
parks
and
give
directions
to
visitors.
___________________?
I’d
like
to
It’s
always
been
my
dream
dancing’s
not
for
me
but
I’m
not
so
interested
in
plants
I
love
cartoons
I’m
not
good
at
drawing
I’d
like
to
do
something
outdoors
Why
not
talk
to
him
Post-listening
Which
club
would
you
like
to
choose?
Why?
Post-listening
Activity
4:
Discussion:
Which
club
would
you
like
to
choose?
Why?
（You
may
refer
to
the
sentence
structures
given
in
the
form.)
Like
Dislike
Suggestion
I
like/love/enjoy/prefer...
I’m
interested
in...
I’m
into...
I’m
fond
of...
I’m
crazy
about...
...
I
don’t
like...
I
hate...
I
have
mixed
feelings
about...
I
think
you
should...
Why
not...?
You
can
try...
Maybe
you
could...
Task
2
(Pronunciation)
1.
Listen
and
repeat.
Then
add
more
words
to
each
group.
Pronunciation
Pronunciation
字母
组合
常见读音
例词
字母
组合
常见读音
例词
al
/??/
tall
also
er
/??/
personality
expert
ay
/e?/
play
day
ir
/??/
first
circle
ai
/e?/
explain
main
or
/??/
story
forward
are
/e?/
share
prepare
or
/??/
world
homework
ar
/ɑ?/
partner
card
ur
/??/
purpose
suburb
Tips：元音字母和辅音字母组合在重音和非重音的情况下读音不同，需注意区分。
Pronunciation
字母
组合
常见读音
例词
字母
组合
常见读音
例词
ee
/i:/
teenager
seem
oa
/??/
goal
road
ea
/i:/
heat
teacher
ow
/??/
know
below
ea
/e/
health
already
ow
/a?/
down
tower
ear
/??/
hear
dear
ou
/a?/
outgoing
around
ear
/??/
learn
research
ore
/??/
before
explore
Tips：元音字母和辅音字母组合在重音和非重音的情况下读音不同，需注意区分。
2.
Listen
to
the
proverbs
and
repeat.
Each
student
reads
one
sentence
to
others.
Pay
special
attention
to
the
letters
in
bold.
Pronunciation
Can
you
translate
them
into
Chinese?
早起的鸟儿有虫吃。
未雨绸缪
百说不如一干。
劳逸结合
路遥知马力，日久见人心。
Assignment
Introduce
the
school
club
that
you
are
interested
in
to
your
best
friend.
Then
write
an
email
to
invite
him/her
join
the
club
together
with
you.
Vocabulary
building
Goodbye！(共13张PPT)
Unit
1
Teenage
Life
Period
3
Discovering
Useful
Structures
Improve
a
draft
(Activity
1—Activity
3)
Read
the
poem
aloud
and
see
how
the
underlined
parts
work
in
the
poem.
Nothing
so
rare
As
a
day
in
June,
The
air
so
fine
And
the
blossoms
all
blue.
The
weather
just
perfect,
The
skies
never
gray
The
bugs
always
buzzing
And
the
trees
seem
to
sway.
The
sun
beats
so
warmly
On
the
tenderness
of
my
skin,
And
the
birds...they
fly,
Far
away
in
the
wind.
June
is
the
month
That
carries
a
tune.
Its
beautiful
melody
Floats
like
a
balloon.
by
Danielle
Owens
Warming-up
Observing
Activity
1:
Find
and
mark
the
noun/
adjective/
adverb
phrases
in
the
following
sentences.
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!
NP
AdjP
NP
AdjP
AdjP
NP
NP
AdvP
NP
NP
AdvP
NP
AdjP
NP
AdvP
What
are
their
functions?
Group
work:
Fill
in
the
blanks
of
the
form
to
summarize
the
function
of
each
type
of
phrase.
Grammar
summary
Type
of
the
phrase
Form
Function
More
examples
Noun
Phrase
(det.)
+
(adj./adj.
phrase/descriptive
n.)
+
n.
+
(prep.
phrase)
Adjective
Phrase
(adv.)
+
adj.
+
(prep.
phrase)
Adverb
Phrase
(adv.)
+
adv.
a
beautiful
campus
some
school
clubs
...
very
suitable
strong
enough
...
quite
well
far
too
fast
...
subject
/
object
/
predicative
/
object
complement...
predicative
/
object
complement....
modify
n.
/
pron.
modify
v.
/
adj.
/
adv.
名词短语（
Noun
Phrase
）指一个以名词为中心构成的短语，在句中的功能相当于名词。
形容词短语（
Adjective
Phrase）指以一个形容词为中心构成的短语，在句中的功能相当于形容词。
副词短语（Adverb
Phrase）指以一个副词为中心构成的短语，在句中的功能相当于副词。
Grammar
summary
Practice
Activity
2:
Answer
the
questions
using
the
phrases
in
brackets.
1
How
soon
do
you
think
you’ll
finish
your
homework?
(pretty
soon)
2
What
do
you
think
of
your
new
teachers?
(very
nice
and
patient)
3
How
many
clubs
have
you
joined
this
year?
(two
clubs)
4
How
well
does
Rita
play
the
violin?
We
need
a
new
violinist
in
our
music
club.
(quite
well)
5
What
did
your
adviser
say
about
the
advanced
literature
course?
(too
difficult
but
very
interesting)
I’ll
finish
my
homework
pretty
soon.
My
new
teachers
are
very
nice
and
patient.
I’ve
joined
two
clubs
this
year.
Rita
plays
the
violin
quite
well.
My
adviser
said
that
the
advanced
literature
course
was
too
difficult
but
very
interesting.
Activity
3:
Joyce
has
just
written
a
draft.
Help
her
improve
it
by
using
noun
/
adjective
/
adverb
phrases
to
add
more
information.
Practice
Practice
I’ve
always
wanted
to
be
a
high
school
cheerleader.
Yesterday,
I
tried
out
for
my
school’s
cheerleading
team.
It
was
really
hard.
First,
we
had
to
dance
up
and
down
around
the
basketball
court
for
20
minutes.
The
teacher
showed
us
how
to
move,
and
then
we
tried
very
hard.
Second,
we
practised
singing
a
short
fight
song
about
the
school
basketball
team.
Finally,
some
of
the
stronger
girls
had
to
lift
their
partners.
The
other
girls
jumped
very
high
and
cheered
so
loudly.
I
think
I
did
quite
well
in
the
try-out,
but
many
of
the
other
girls
were
even
better.
I’m
not
so
sure
whether
I’ll
make
the
cheerleading
team
this
year
or
not.
Practice
We
can
find
a
quiet
public
reading
room.
Workbook
(P73):
Exercise
3-4
She
owns
a
cute
small
white
cat.
Don’t
worry.
He
will
do
the
job
well
enough.
Practice
Workbook
(P73):
Exercise
3-4
a
very
difficult
test
well
enough
quite
silly
some
of
the
very
bad
really
angry
too
many
not
such
a
big
deal
really
great
very
kind
Assignment
Finish
Exercise
5
of
“Using
structures”
part
in
the
Workbook.
Goodbye！Unit
1
Teenage
Life
Period
1
Listening
and
Speaking
&
Pronunciation
教材分析
本单元主题围绕青少年生活展开，在“人与自我”的主题下，探讨了中外青少年在学习、课外活动、兴趣爱好、人际交往等方面的状况及面临的问题。主题图的内容是青少年放飞风筝，寓意青少年应珍惜青春时光，积极向上，坚定未来掌握在自己手中的信念。名人亚里士多德（公元前384—前322年）的名言“Good
habits
formed
at
youth
make
all
the
difference.”中文译为：青少年时期养成的好习惯能让人受益终身。以此来激励青少年养成良好的生活习惯、学习习惯和工作习惯。听力板块的活动主题是“选择一个学校社团”（Choose
a
school
club）。学生通过听力活动，对不同的学校社团有所了解，最终能在社团选择上提出合理建议并做出正确选择。本单元旨在帮助学生真实、客观地了解和思考高中生活，能够以积极和阳光的心态规划未来的学习和生活，成就更好的自己。
教学目标?
1.
能正确理解使用下列词汇：teenager,
ballet,
volunteer,
debate,
prefer,
content,
movement,
greenhouse,
suitable,
actually
2.
听前能够通过阅读问题和选项预测将听到的内容。
3.
能够口头叙述计划和将要发生的事情。
4.
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。
5.
复习字母组合al、ay、ai、are、ar、er、ir、or、ur、ee、ea、ear、oa、ow、ou、ore的发音规律，并利用这些规律准确辨音，有效记忆单词。
教学重难点
【教学重点】
帮助学生准确理解听力文本内容，掌握听前预测技能，并能结合活动主题表达自己的喜好及对社团的选择。
【教学难点】
掌握听前预测的技能。
教学过程
Task
1
Choose
a
school
club
Step
1
Warming-up
1.
Look
at
the
opening
page
and
discuss
the
following
questions.
(1)
What
comes
to
your
mind
when
you
look
at
the
topic
and
the
picture?
(2)
What
do
you
do
to
relax
outside
of
school?
(3)
How
do
you
understand
the
sentence
in
the
opening
page?
设计意图：引导学生讨论开篇图所传达的信息，引出本单元话题，使学生对本单元主要学习内容有初步了解。
Step
2
Pre-listening
1.
Show
some
pictures
of
school
clubs.
Students
name
the
clubs
and
say
something
about
the
clubs.
2.
Work
on
Activity
1.
Look
at
the
pictures
and
read
the
names
of
the
clubs
given.
Match
the
photos
with
the
names
of
the
clubs.
3.
Students
discuss
the
question:
What
do
students
do
in
these
clubs?
设计意图：学生通过看图匹配和问题讨论，熟悉理解活动1中出现的生词，从而顺利完成活动任务。通过简单谈论社团的活动，激活学生背景知识，为下面的听力理解做好准备。
Step
3
While-listening
1.
Work
on
Activity
2.
Read
the
questions
and
the
choices,
and
predict
what
will
be
heard.
2.
Listen
to
the
conversations.
Choose
the
correct
answers
and
check
the
answers.
3.
Listen
to
the
conversations
again
and
teacher
checks
the
answers.
4.
Work
on
Activity
3.
Look
at
the
information
given
and
predict
the
content
of
the
listening
material.
Guess
the
meaning
of
“movements”
and
“greenhouse”
according
to
the
names
of
the
clubs.
5.
Listen
to
Conversation
3
twice
and
finish
exercise
1-3.
Then
teacher
checks
answers.
6.
Listen
again,
fill
in
the
blanks.
Then
discuss:
How
can
you
choose
a
suitable
club?
Julie:
Hi,
Adam!
Are
you
going
to
join
a
club?
Adam:
Hi,
Julie!
__________,
but
I’m
not
sure
which
one.
...
Julie:
Max
is
in
the
Volunteer
Club.
He
says
that
they
mostly
help
clean
up
parks
and
give
directions
to
visitors.
____________?...
Step
4
Post-listening
Work
in
groups.
Teacher
shows
pictures
of
clubs
again.
Then
students
discuss
the
following
questions:
Which
club
would
you
like
to
choose?
Why?
In
their
discussion,
students
may
refer
to
the
sentence
structures
given:
Like
Dislike
Suggestion
I
like/love/enjoy/prefer...
I’m
interested
in...
I’m
into...
I’m
fond
of...
I’m
crazy
about...
...
I
don’t
like...
I
hate...
I
have
mixed
feelings
about...
...
I
think
you
should...
Why
not...?
You
can
try...
Maybe
you
could...
...
Students
present
their
conversations,
and
then
teacher
make
comments.
Task
2
Pronunciation
1.
Work
on
Activity
1.
Listen
and
repeat.
Then
add
more
words
to
each
group.
2.
Work
in
pairs
on
Activity
2.
Listen
to
the
proverbs
and
repeat.
Each
student
reads
one
sentence
to
others.
Pay
special
attention
to
the
letters
in
bold.
3.
Listen
again
and
translate
the
proverbs.
设计意图：复习和总结字母组合al、ay、ai、are、ar、er、ir、or、ur、ee、ea、ear、oa、ow、or、ore的发音规则，并利用这些规律准确辨音。
Step
5
Assignment
Introduce
the
school
club
that
you
are
interested
in
to
your
best
friend.
Then
write
an
email
to
invite
him/her
join
the
club
together
with
you.
3
/
3Unit
1
Teenage
Life
Period
2
Reading
and
Thinking
教材分析
该板块以“比较不同地方的学校生活”(Compare
school
life
in
different
places)为活动主题，引导学生探讨和比较中外高中新生的生活，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。语篇的主题是“新生的挑战”(The
Freshman
Challenge)。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、如何加入心仪的校橄榄球队、如何适应高中学习生活。文章层次分明、结构清晰，内容符合高中学生的认知需求，能让学生产生共鸣。
教学目标?
1.
能正确理解使用下列词汇：challenge,
title,
topic,
confused,
fluent,
graduate,
recommend,
advance,
literature,
extra,
obviously,
quit,
responsible,
responsibility,
solution,
schedule,
editor
2.
阅读自述体文本，理解其文体特征及语言特点，获取有效信息。
3.
能够利用语篇标题、图片、关键词、主题句等获得语篇大意。
4.
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。
5.
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。
6.
学习和了解中外青少年学习生活的异同，开阔文化视野。
教学重难点
【教学重点】
强化训练学生运用略读策略快速获取文本的主要信息，帮助学生分析语篇的组织结构，引导学生比较和思考中外高中生活的异同。
【教学难点】
掌握运用略读快速获取文本信息的阅读策略。
教学过程
Task
Compare
school
life
in
different
places
Step
1
Warming-up
Watch
the
short
video
about
the
differences
between
the
high
schools
in
America
and
China.
设计意图：用视频直观而直接地介绍本课话题，引起学生兴趣的同时，为下面的阅读活动准备铺垫。
Step
2
Pre-reading
1.
Work
on
Activity
1.
Discuss
the
following
questions
in
groups:
(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?
2.
Students
look
at
the
picture
and
the
title
of
the
passage,
then
predict
the
content
of
the
passage.
设计意图：引导学生通过观察插图和标题推测文章大意，引起学生阅读兴趣。
Step
3
While-reading
1.
Work
on
Activity
2.
Students
read
the
text
quickly
to
find
the
main
idea
of
each
paragraph.
2.
Teacher
introduces
the
reading
strategy
of
skimming.
Then
check
the
answers
of
Activity
2.
3.
Students
draw
a
mind
map
according
to
the
main
idea
of
each
paragraph
and
the
structure
of
the
whole
passage.
Then
answer
the
following
questions:
(1)
Which
paragraph
is
the
main
part?
(2)
Which
paragraph
are
the
supporting
parts?
Work
on
Activity
3.
Read
the
text
again
and
answer
the
questions.
Work
on
Activity
4.
Complete
the
outline
according
to
the
text.
设计意图：通过四个阅读理解活动，引起学生的阅读兴趣，并激活学生的相关内容图式。不同类型的活动设计既帮助学生强化文章细节的理解，又能帮助学生梳理语篇结构，培养学生抓住关键词的能力。
Step
4
Post-reading
1.
Work
in
groups.
Discuss
the
first
question
of
Activity
4.
2.
Work
in
groups.
Discuss
the
second
question
of
Activity
4.
Then
note
down
your
results
in
the
form.
Course
Club
Challenge
Feeling
Solution
Students
compare
their
school
life
with
Adam’s.
Work
on
Activity
5.
Complete
the
sentences
with
the
correct
forms
of
the
new
words
from
the
text.
Step
5
Assignment
Write
an
email
to
Adam.
Compare
your
school
life
in
China
with
his.
Give
him
some
suggestions
on
learning
Chinese.
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