Unit 1 School life Further Exploration 课件 -2024-2025学年高中英语上外版必修第一册

《 高 中 英 语 》 ( 上 外 版 ) 1 A U 1 Further Exploration 主讲人： 课时 授课内容 1 Getting Started/ Reading A/ Vocabulary Focus 2 Reading A/ Vocabulary Focus 3 Reading A/ Grammar in Use 4 Listening and Viewing 5 Moving Forward 6 Reading B/ Culture Link/ Critical Thinking I 7 Further Exploration/ Self-assessment 《 高 中 英 语 》 ( 上 外 版 ) 必修第 一 册第 一 单元 • figure out the common aspects of school life from source materials of various cultures with the help of bubble map. 阅读补充材料 ，获取校园生活的主要信息 ， 使用气泡图归纳校园生活的各方面元素； • pick out their favorite parts and organize them into a complete school life according to the multi-bubble map. 使用多气泡图提炼校园生活的共同元素 ，建构理想的校园生活； • present their work as a report, a short play or a talk show to the whole class with their own thinking map (including bubble map, tree map, flow map, etc.). 借助绘制的思维图（如气泡图、 树形图、流程图等） ， 口头展示小组建构的理想校园生活。 OBJECTIVES By the end of this lesson, you will be able to... Ideal School Life Describe Your Further Exploration GETTING STARTED What information can you get about school life from your material? Can you draw one bubble map for your material to structure the information? Japanese School Life take exams to enter universities mathematics shodo (calligraphy) eat lunch together in classrooms sewing skills the basketball club extracurricular club activity MATERIAL ANALYSIS … MATERIAL ANALYSISCan you draw a multi-bubble map to identify their common features? Japanese School Life entrance examination the basketball club take exams to enter universities mathematics French School Life activities courses … Discuss your favorite aspects and put them together into a new thinking map as your ideal school life! leader recorder visualizer presenter evaluator Decide the following roles within your group: GROUP DISCUSSION Group Member Screen PRESENTATION Poor Fair Good Very Good Excellent The presenter delivered their ideal school life in a clear and structured manner. The presenter maintained my interest during the entire presentation. The presenter was enthusiastic about the topic. The presenter’s group had reasonable division of work. The presenter’s visualization tool (thinking map) displayed their idea effectively. The presentation contained practical suggestions on life that could be applied to our campus. PEER ASSESSMENT • Use your preferred thinking map as a tool to reorganize what you have learnt throughout the unit. • Share and revise your work in groups and do self- assessment according to the seven expected learning outcomes on p.17 of the textbook. ASSIGNMENTS Look at the expected learning outcomes of this unit: Figure out feelings of senior highschool starters related to study or life; Talking about experiences and feelings in senior high school; Describing your ideal school life in a certain culture; Identifying tips about school life from different sources; Reading a text quickly to get the main idea; Using proper expressions to show interest in a discussion; Writing a topic sentence for a paragraph. l Which of the above have you done well? Why and how? (texts, activities, exercises, etc.) l Which of the above do you find difficult? Why? l What do you plan to do if you find something difficult? (e.g. using dictionaries or reference books, asking friends or teachers for help, having online practices …) SELF ASSESSMENT 谢 谢 ！ $$