Unit
1
Teenage
Life
Period
4
Reading
for
Writing
教材分析：
This
teaching
period
mainly
deals
with
reading
for
writing
a
letter
of
advice.
Students
are
expected
to
learn
the
knowledge
about
how
to
write
a
suggestion
letter.
The
teacher
is
expected
to
enable
students
to
master
some
writing
skills
concerning
suggestion
letters
and
learn
to
write
one.
教学目标与核心素养：
1.
Get
students
to
have
a
good
understanding
of
how
to
write
a
suggestion
letter
properly.
2.
Enable
students
to
use
some
writing
skills
flexibly.
3.
Develop
students’
writing
and
cooperating
abilities.
4.
Strengthen
students’
great
interest
in
writing
discourses.
教学重难点：
1.
How
to
enable
students
to
have
a
good
understanding
of
the
skills
of
writing
a
suggestion
letter
2.How
to
enable
students
to
write
a
good
recommendation
letter
using
some
writing
skills
properly.
教学过程：
Step
1:
Lead
in
Begin
the
class
with
the
lead-in
questions:
how
to
write
a
letter
for
advice?
What
kinds
of
aspects
should
be
included?
It
is
strongly
recommended
that
the
teacher
should
ask
students
to
discuss
the
topic
freely
with
their
partners
and
brainstorm
some
ideas
concerning
the
topic.
In
this
way,
students
can
come
up
withmore
ideas
and
avoid
being
nervous
at
the
beginning
of
the
class.
Step
2:
Read
to
discover
details
concerning
advice
letters’
writing
style.
The
teacher
is
expected
to
ask
students
to
read
a
letter
offering
some
advice
on
page
18
silently
and
then
request
students
to
discuss
the
questions
below.
In
this
step,
what
should
be
highlighted
is
that
the
teacher
ought
to
give
students
enough
time
to
read
individually
and
think
independently.
There
is
no
need
for
them
to
discuss
the
detailed
questions.
In
this
way,
students
can
develop
their
individual
logical
thinking
ability
and
promote
their
skills
of
finding
details.
1.
What
is
Worried
Friend’s
problem??
2.
Do
you
think
Ms
Luo’s
advice
is
useful?
Why
or
why
not?
3.
What
other
kinds
of
advice
would
you
give?
Step
3:
Read
to
sum
up
After
learning
the
passage
on
Page
18,
the
teacher
leads
students
to
figure
out
the
organization
of
the
letter
and
appreciate
its
language
features.
1.Find
and
mark
the
parts
of
the
letter
that
match
the
following
points.
A.I
know
what
the
problem
is.
B.
I
understand
how
you
feel.
C.This
is
my
advice
and
reasons.
D.
I
think
my
advice
will
help.
2.What
expressions
does
Ms
Luo
use
to
make
suggestions?
Circle
them
in
the
letter.
Step
4:
Use
what
you
have
learnt
to
write
a
letter
of
advice
to
one
of
the
teenager
below.
In
this
step,
the
teacher
asks
students
to
sum
up
some
ideas
regarding
the
following
topic:
1.Work
in
groups.
Choose
one
of
the
teenagers
and
discuss
his
or
her
problems.
List
possible
suggestions
and
reasons.
(
My
parents
won’t
listen
when
I
tell
them
things.
I
guess
it’s
because
they’re
adults
and
can’t
understand
me.
Do
you
have
any
suggestions?
)
(
I
always
feel
lonely
after
school
because
my
parents
work
in
another
city.What
can
I
do?
)
Xu
Ting
14
Hangzhou
(
There
is
a
girl
I
like
in
my
class,
but
I'm
too
shy
to
talk
to
her.Please
help
me!
)
Eric
15,
Chicago
Min
Ho,
15,
Seoul
Step
5:
Use
what
you
have
learnt
to
draft
a
letter
offering
advice
to
any
of
those
students
above.
1.
Complete
the
outline
and
use
it
to
draft
your
writing.
(
____________(write
the
date
and
greet
the
reader)
Dear
______
,
You
wrote
that
___________________
I
understand
that
______________
I
think
____________________
Because
_____________
I
am
sure
_______________
Best
Wishes,(close
and
sign
the
letter)
______
)
2.
Exchange
drafts
After
each
student
finishes
their
own
writing,
ask
them
to
exchange
the
drafts
with
their
desk
mates
and
evaluate
the
drafts
with
the
following
criteria.
Use
the
checklist
to
give
feedback
on
your
partner’s
draft.
√Are
all
the
parts
of
a
letter
included
and
organized
in
a
good
order?
√Does
the
writer
give
reasons
for
the
advice?
√Does
the
writer
use
proper
expressions
to
give
suggestions?
√Does
the
writer
use
commas
and
stops
correctly?
√Is
the
handwriting
easy
to
read?
3.Write
down
some
writing
expressions
and
models
concerning
advice
letters.Unit
1
Teenage
Life
Period
3
Discovering
Useful
Structures
教材分析：
This
teaching
period
mainly
deals
with
the
grammar:
Phrases.
This
period
carries
considerable
significance
to
the
cultivation
of
students’
writing
competence
and
lays
a
solid
foundation
for
the
basic
appreciation
of
language
beauty.
The
teacher
is
expected
to
enable
students
to
master
this
period
thoroughly
and
consolidate
the
knowledge
by
doing
some
exercise
of
good
quality.
教学目标与核心素养：
1.
Get
students
to
have
a
good
understanding
of
the
basic
usages
of
phrases,
including
adjective
phrases,
adverb
phrases
and
noun
phrases.
2.
Enable
students
to
use
the
basic
phrases
structures
flexibly.
3.
Develop
students’
speaking
and
cooperating
abilities.
4.
Strengthen
students’
great
interest
in
grammar
learning.
教学重难点：
1.
How
to
enable
students
to
have
a
good
understanding
of
the
basic
usages
of
phrases,
including
adjective
phrases,
adverb
phrases
and
noun
phrases.
2.
How
to
enable
students
to
use
the
basic
usages
of
phrases
flexibly.
教学过程：
Step1：语法自主探究
读下列例句并感知画线部分的共性。
1.
(教材原文P16)
The
first
weekwasa
little
confusing.
2.
(教材原文P16)
The
buildingisso
bigthat
I’mcompletely
lost.
3.
(教材原文P16)
My
first
French
classwas
very
confusing.
The
teacherspokeso
quickly.
Requirement:
Analyze
the
underlined
parts
of
the
sentences
and
sum
up
what
they
have
in
common.
Step
2：语法概念和种类
问题：学习英语短语或者词组的意义是什么？高中阶段常见的短语形式有哪些？
短语或词组（Phrases）是具有一定意义但不构成句子或从句的一组词。了解短语知识对于快速、准确地理解句子意义及划分句子结构大有裨益。
在高中阶段，常见的短语形式有：名词短语（Noun
Phrases）、形容词短语（Adjective
Phrases）、副词短语（Adverb
Phrases）、介词短语及动词短语（Verb
Phrases）等。本单元只讲解前面三种形式。
一、名词短语（Noun
Phrases）
名词短语：指以一个名词为中心构成的短语，在句中的功能相当于名词，可作主语、宾语、表语或宾语补足语。常见名词短语的构成形式有：
限定词+名词，如：The
girl。
限定词+形容词（短语）十名词，如：A
beautiful
girl。
限定词+名词+介词短语，如：A
beautiful
campus
of
my
school。
限定词+描述性名词+名词，如：My
school
life。
注意：
（1）限定词包括冠词（a/an/the）、指示代词（this/that/these/those等）、物主代词（my/your/his/her/our/their等）、不定代词（some/
no/
neither/both等）和数词（one/two/first/second等）。
（2）多个形容词修饰名词时，其顺序为：限定词—数词—描绘词—出处—材料性质—类别—名词。
如：a
small
round
table/a
tall
gray
building/a
dirty
old
brown
shirt/a
famous
German
medical
school/an
expensive
Japanese
sports
car
顺口溜记忆：县（限定词）官（观点形容词）行（形状形容词）大（大小形容词）令（年龄新旧形容词）射（颜色形容词）国（国家等出处形容词）才（材料质地等形容词）。
①These
red
rosesare
for
you.
这些红玫瑰是送给你的。
（名词短语these
red
roses的构成形式为：限定词+形容词+名词，该短语在句中充当主语。）
②I
havethree
close
friends.我有三个要好的朋友。
（名词短语three
close
friends的构成形式为：限定词+形容词+名词，该短语在句中充当宾语。）
③He
ismy
best
friend.
他是我最好的朋友。
（名词短语my
best
friend的构成形式为：限定词十形容词+名词，该短语在句中充当表语。）
④There
aresome
red
roseson
that
small
table.在那张小桌上有一些红玫瑰。
（名词短语some
red
roses的构成形式为：限定词+形容词+名词+介词短语，该短语在句中充当主语；另外，the
small
table也是名词短语，在句中作介词on的宾语。）
【即学即练】画出下例句中的名词短语并指明构成形式。
如：The
red
clothes
with
five
yellow
stars
are
mine.
形式：构成形式限定词+形容词+名词+介词短语
(1)
The
boy
is
my
brother.
(2)
The
cute
boy
is
my
brother.
(3)
The
cute
boy
in
blue
jeans
is
my
brother.
(4)
The
cute
boy
wearing
blue
jeans
is
my
bother
(5)
The
first
young
man
is
a
bus
driver.
二、形容词短语（Adjective
Phrases）
形容词短语，是指一个以形容词为中心构成的短语，在句子中的功能相当于形容词，可以修饰名同或代词，还可以用作表语或者宾语补足语。常见形容词短语的构成形式有：
副词+形容词，如：very
suitable。
形容词+enough，如：good
enough。
形容词+介词短语，如：good
for
nothing。
副词+形容词+介词，如：well
worthy
of
praise。
①Your
room
islarge
and
beautiful.
你的房间又宽敞又漂亮。
（形容词短语large
and
beautiful的构成形式为：形容词+and/but+形容词，该短语在句中充当表语。）
②The
room
wasawfully
dirty.这房间太脏了。
（形容词短语awfully
dirty的构成形式为：副词+形容词，该短语在句中充当表语。）
③Themost
beautifulbird
I
have
ever
seen
is
peacock.我见过的最漂亮的鸟是孔雀。
（形容词短语most
beautiful的构成形式为：副词+形容词，该短语在句中作定语修饰名词bird）
④A
good
friend
is
someone
who
makes
you
really
happy.好朋友就是能让你真正高兴的人。
（形容词短语really
happy的构成形式为：副词+形容词，该短语在句中作宾语补足语）
【即学即练】画出下例句中的形容词短语并指明构成形式。
如：It
isless
coldtoday
than
it
was
yesterday.
构成形式：副词+形容词
(1)
Our
country
is
becoming
more
and
more
beautiful.
(2)
The
road
is
long
enough.
(3)
The
medicine
is
good
for
stomach.
三、副词短语（Adverb
Phrases）
副词短语：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，可以修饰动词、形容词或副词。常见副词短语的构成形式有：
（副词）+副词，如：much
more
beautifully。
①He
did
his
workhere
yesterday.他昨天在这里工作。
（副词短语here
yesterday修饰动词did）
②Bill
did
the
work
very
well.比尔这件事情做得很好。
（副词短语very
well修饰动词did。）
③We
are
all
entirely
responsible
for
our
action.
（副词短语all
entirely，修饰形容词短语responsible
for。）
【即学即练】画出下例句中的形容词短语并指明构成形式。
(1)
You
are
driving
too
fast.
Could
you
drive
less
slowly?
(2)
Strangely
enough,
she
didn’t
seem
to
like
ballet
very
much.
(3)
The
horse
ran
quite
slowly,
so
they
arrived
very
late.Unit
1
Teenage
Life
Period
2
Reading
and
Thinking
教材分析：
The
topic
of
this
unit
is
about
teenage
life,
which
belongs
to
the
theme
context
of
“humans
and
oneself”.
As
teenagers
who
shoulder
the
responsibility
of
“Chinese
great
dream”,
they
must
fully
know
themselves,
including
their
strengths,
weaknesses
and
challenges
etc.
They
are
supposed
to
improve
themselves
continuously
and
readily
study
their
subjects,
and
thus
foster
their
strategies
and
confidence
in
lifelong
studies.
This
period
is
entitled
the
freshmen
challenges,
which
mainly
concerns
some
big
challenges
for
new
students
in
Senior
high
school.
In
this
period,
a
teacher
should
lead
students
to
find
out
what
their
challenges
are
and
guide
them
to
figure
out
how
to
crack
the
challenges
and
better
themselves.
More
importantly,
a
teacher
should
instruct
students
to
absorb
new
language
points
and
appreciate
the
language.
Besides,
a
teacher
must
instruct
students
to
acquire
some
skills
concerning
reading
efficiently
and
inspire
them
to
talk
more
about
their
new
school
life,
especially
their
new
problems
and
solutions
both
at
school
and
in
life.
教学目标与核心素养：
1.
Enable
students
to
acquire
the
basic
usage
of
the
new
words
and
expressions
concerning
the
freshmen
challenges
and
learn
to
use
them
flexibly.
2.
Enable
students
to
have
a
good
understanding
of
the
freshmen
challenges
in
the
new
senior
high
school
which
is
quite
different
from
junior
middle
school.
3.
Develop
students’
sense
of
cooperative
learning
and
individual
thinking
capability.
4.
Develop
students’
different
learning
skills
to
solve
different
reading
comprehensive
problems.
教学重难点：
1.
Develop
students’
reading
ability
such
as
skimming,
scanning
and
summarizing.
2.
Let
students
talk
about
their
new
school
challenges
in
senior
high
school
and
encourage
them
to
find
the
possible
solutions
to
conquer
them.
教学过程：
Step
1
Leading-in
Have
a
free
talk
with
students.
Ask
them
the
following
questions:
How
do
you
feel
about
your
senior
high
school?
Have
you
come
across
some
challenges
that
make
you
upset?
Step
2
Pre-reading
Let
students
guess
what
the
text
will
be
mainly
about
before
reading
by
looking
at
the
picture
and
the
title.
Step
3
Reading
1)
Fast
reading
Ask
students
to
skim
the
reading
passage
to
sum
up
the
main
idea
of
each
paragraph
and
then
discuss
it
with
their
partners.
Paragraph
1.________________________________________________
2.________________________________________________
3.________________________________________________
4.________________________________________________
Tips:
you
can
find
main
ideas
by
first
taking
at
quick
look
at
the
title,
picture,
key
words
and
phrases
and
topic
sentences.
2)
Intensive
reading
Allow
students
to
read
carefully
this
time
to
understand
the
main
details
of
each
paragraph
and
then
finish
the
following.
1.
Adam
felt
__________at
the
beginning
of
his
senior
high
A.
excited
B.
interested
C.
confused
D.
worried
2.
Who
gave
Adam
advice
on
courses?
A.
Parents.
B.
Adviser.
C
.Coach.
D.
Classmates.
3.
What
subject
is
Adam’s
favorite?
A.
Chinese.
B.
World
history.
C.
Math.
D.
English.
4.
Hearing
he
was
poor
in
playing
football
well,
Adam.
A.
felt
disappointed
but
went
on
with
it
B.
left
the
football
and
joined
a
club
C.
didn’t
give
up
and
tried
to
improve
D.
felt
unhappy
but
signed
up
for
a
new
team
5.
What
kind
of
person
is
Adam?
A.
brave
and
well
prepared
B.
negative
and
silly
C.
active
and
shy
D.
gentle
and
patient
Let
students
look
through
the
chart
first
and
then
read
the
text
silently.
Three
minutes
later,
check
the
answers
with
the
whole
class.
Show
the
suggested
answers
on
the
screen.
paragraph
Adam’s
challenges
Adam’s
feelings
Adam’s
solutions
1
2
3
4
Step
4
Further
Reading
and
discussion
Read
the
text
the
third
time
and
work
in
pairs
to
do
the
following.
1.What
does
“make
the
team”
in
Paragraph
3
mean?
2.Do
you
face
the
same
challenges
as
Adam?
What
other
challenges
are
you
facing?
3.What
are
some
differences
between
Adam’s
school
life
and
your
school
life?
Step
5
Passage
Consolidation
Complete
the
passage
with
the
suitable
words
from
the
passage.
I’m
Adam,
1
freshman
in
senior
high
school.
The
first
week
was
a
little
2
(confuse).
There
are
some
3
(challenge)
I
have
to
face
in
my
new
school
life.
First,
I
had
to
think
carefully
about
my
courses.
Chinese
is
hard
to
learn,
but
I
hope
I
can
speak
it
4
(fluent)
when
I
graduate.
My
adviser
5
(recommend)
me
to
sign
up
for
advanced
literature
because
I’m
good
6
it.
Second,
I
had
to
choose
my
extra-curricular
activities.
I
tried
7
(join)
the
school
football
team
though
I
couldn’t
do
well
in
8
at
first.
Besides
that,
I
joined
a
volunteer
club.
In
order
to
be
well
9
(prepare)
for
university
or
whatever
else
10
(come)
in
the
future,
I
make
up
my
mind
to
study
harder
and
get
used
to
new
situation.
Step
6
Homework
1.
Write
a
passage
to
introduce
you
first
senior
school
challenges
and
how
to
solve
them.
(about
120words)
2.
Learn
the
useful
new
words
and
expressions
in
this
part
by
heart.Unit1
Teenage
Life
Period
1Listening
and
Speaking
课题
Period
1
Listening
and
Speaking
单元
Unit
1
Teenage
Life
学科
English
教材
分析
During
this
period,
the
class
will
focus
on
listening
and
speaking.
Students
are
expected
to
get
insight
into
school
club.
The
teachers
would
inspire
students
to
express
their
feelings
and
suggestions.
教学目标与核心素养
1.Learn
and
maser
the
key
words
and
phrases.
2.Train
the
students’ability
to
pronunciation
and
listening.
3.Enable
the
students
know
more
a
bout
the
pronunciation.
4.Encourage
students
to
learn
more
about
predicting
content.
重点
1.
Master
the
usage
of
key
words
and
phrases.
IIImprove
the
students’
listening
and
speaking
ability.
难点
Let
students
pay
attention
to
the
pronunciation
of
specific
letters.
Make
the
students
know
about
the
listening
tips.
教学过程
教学环节
教师活动
学生活动
设计意图
Daily
routine
Step
1
Warm
up
Teacher
greets
the
whole
class
as
usual.
Activate
students
and
remind
them
to
concentrate.
Step
2
Preview
check
Teacher
asks
students
the
meaning
of
words,
phrases
and
knowledge
points
learnt
last
lesson.
Students
answer
the
questions
loudly
together.
Check
the
teaching
situation
of
last
lesson
quickly.
Help
students
consolidate
the
knowledge
points.
Lead-in
Step
3
Saying
Teacher
shows
the
pictures
to
lead
the
topic.
1.What
are
the
teenagers
doing
in
the
photo?
2.What
do
you
do
to
relax
outside
of
school?
3.What
kind
of
life
do
you
live?
4.What
kind
of
life
do
you
want
to
live?
After
acknowledging
the
information
and
the
meaning
of
the
new
words,
answer
the
questions.
Use
pictures
to
catch
students’
attention.
Expand
their
horizons
and
spark
their
interest.
Step
4
New
words
Teacher
explains
the
meaning
of
the
new
words,
and
asks
students
to
translate
the
meaning
of
the
whole
sentence.
teenager
teenage
adj.
ballet
volunteer
debate
green
house
I
prefer
helping
others.
preference
n.
prefer...to...
content
She
hadn't
read
the
letter
and
so
was
unaware
of
its
contents.
movement
There
was
movement
behind
the
window
in
the
back
door.
changing
position
group
of
people
person’s
activities
change
of
ideas/behaviors
progress
Which
club
do
you
think
is
suitable
for
Adam?
suit
v.
Actually,
I
like
acting
better,
but
my
friends
go
to
the
Ballet
Club
and
I
want
to
be
with
them.
actual
adj.
Teach
the
meaning
of
new
words.
Step
5
Let’s
play
Teacher
chooses
students
to
answer
the
questions.
1.We
work
with
(志愿者）of
all
ages
and
backgrounds
2.When
I
became
a
(青少年)
at
middle
school,
I
was
interested
in
the
mystery
story.
3.I
like
the
style
of
his
writing
but
I
don’t
like
the
.
4.Most
vegetables
we
buy
in
winter
are
planted
in
the(温室).
5.
All
of
us
consider
her
not
to
the
job.
keys：
1.volunteers
2.teenager
3.content
4.green
house
5.
be
suitable
for
Familiarize
the
new
words
Clear
the
tackle
of
next
step.
Step
6
Pair
work
Discuss
the
questions
in
groups.
Match
the
photos
with
the
names
of
the
clubs.
Ballet
Club
Nature
Club
Volunteer
Club
Debate
Club
keys:
2431
What
do
you
think
students
do
in
these
clubs?
Share
your
opinion
with
your
partner!
Discuss
with
their
partner
and
voice
their
opinions
Familiarize
Students
with
key
words.
Make
students
use
core
words
and
phrases.
Exercise
students’
expression
and
speaking
skills.
Listening
Step
7
Listening
practice
Teacher
shows
the
questions.
Then
teacher
plays
the
listening
material
and
asks
students
to
answer.
Listen
to
the
first
two
conversations
and
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.
Keys：
1.
A
2.
C
3.
A
4.
D
Listen
to
the
materials
carefully
and
do
the
listening
exercises.
Familiarize
students
with
key
words.
Exercise
students'
listening
skills.
