Unit 1 Teenage Life Reading and Thinking 教案-2024-2025学年高中英语人教版（2019）必修第一册

Unit1 TEENGER LIFE Period2 Reading and Thinking 课时内容 Compare school life in different places 主题语境：人与自我 主题群：生活与学习 子主题：学校生活 语篇类型：记叙文 文本分析： 【What】语篇以第一人称的口吻介绍了Adam进入高中后所面对的挑战和应对策略，体现了主人公积极向上的态度。 【Why】本篇文章内容贴合学生生活，具有很强的时效性，能够极大地激发学生的阅读兴趣和探究愿望，有助于开阔学生的视野，增长学生的文化知识、提升学生的人文素养。学生通过学习、联系自身实际，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。 【How】文章共有四个段落：第一段介绍了Adam以及他对于高中生活的总体感受，第二段介绍了Adam 选课过程中遇到的挑战，第三段介绍了Adam参加课外活动时遇到的挑战以及应对方法，第四段介绍了Adam作为高中生面对的困难和挑战以及应对方法。本文贯穿了两条线索：明线为Adam 面对的挑战，暗线则为Adam面对挑战时的感受、态度和应对方法。 课时目标 学完本课后，学生能够： 1．识别主题句，提取文章的主要信息和相关细节信息。 2．形成正确、积极的生活态度和学习态度。 3．推断出作者的性格特点，借鉴别人处理问题的方法来应对自己所面临的挑战。 重点难点 重点 获取关于作者作为高一新生面临挑战的主要信息。 难点 通过阅读、讨论等活动，描述自己所面临的挑战和问题以及相应的应对策略。 教学准备 教师准备：提前了解学生升入高一时遇到的困惑和挑战，让学生匿名将自己遇到的问题用英语写在信封里。 学生准备：提前了解阅读的各种技巧，阅读与初、高中生活差异及中外学校生活相关的文章，为理解课文做好背景知识储备。 精彩课堂 Step I 学习理解 活动一：感知与注意 1. Activate and share. Ask students to work in groups and discuss the following questions. ·What do you want to know about school life in other countries? ·What would you tell a teenager from another country about schoollife in China? 2.Watch the videos. Ask students to watch the following short videos and get more information about the school life in the USA and the UK. 美国高中开学第一天 【设计意图】通过讨论高中生活，联系学生的生活实际，激活学生的背景知识和相关经验。通过观看短视频，了解英国、美国高中生活及其与中国高中生活的差异，激发学生对主题的思考。 活动二：获取与梳理 1. Read and answer.(Activity 3) Ask students to read the questions and make sure they understand their meanings.Then ask students to read the text and answer the questions. ·What courses did Adam choose? Which one do you think would be his favourite? Why? ·What does “make the team" in Paragraph 3 mean? ·What is Adam worried about? ·Is Adam confident that he will get used to senior high school life? How do you know? Suggested answers: ·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. ·"Make the team" means to try out andI 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. ·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. 2. Read and choose. Ask students to read the text carefully and choose the correct answers. ①Which one of the following courses did Adam NOT choose? A. English. B.Chemistry. C.World history. D.Physics. ②What does "a soup kitchen" in Para. 3 refer to? A. A kitchen where people make soup. B. A place to hand out food to the homeless. C. A professional that makes soup. D. A person who hands out food. ③Why did Adam's adviser prefer him to sign up for advanced literature? A. Because Chinese is a very difficult language. B. Because Adam likes English and does well in it. C. Because Adam likes Chinese and is good at it. 偶有所得 D. Because advanced literature is an important course. ④What did Adam do after he was refused by the football conch? A. He quitted school and became a cook in a soup kitchen. B. He joined a basketball club instend. C. He became an actor in a film company. D. He joined a volunteer club. ⑤What problems are Adam faced with at present? (more than one answer) A. Keeping up with the other students in his advanced course. B. Getting used to all the homework. C. Getting used to being responsible. D.Preparing for university. Suggested answers: ①D ②B ③B ④D ⑤AB 3. Read and judge. Ask students to read the text again and decide whether the statements are true (T) or false(F). ( )①Adam is a freshman at junior high school. ( )②Adam felt confused during the first week. ( )③Adam will have to study harder as a senior high school student. ( )④Adam is unhappy to be here. C )⑤Studying hard is always fun for Adam. Suggested answers: ①F ②T ③T ④F ⑤F 【设计意图】该环节的主要目的是获取和梳理信息，通过回答问题、选择、判断正误等不同形式的任务，帮助学生理解Adam的高中生活，加深对语篇意义的理解，并进行有效的表达与交流。 活动三：概括与整合 1. Read for the main idea. Ask students to read the text and summarise the main idea of it. Suggested answer: The text mainly talks about the challenges Adam met at senior high school. 2. Read for the main idea of each paragraph. (Activity 2) Guide students to find main ideas by taking a quick look at the title, the picture,key words and phrases, and topic sentences. The topic sentence is normally, but not always,the first sentence of a paragraph. It gives the main idea of the paragraph. Suggested answers: Paragraph 2: Adam had to think very carefully about which courses he wanted to take. 3. Draw a structure map. Ask students to find out some words to show order (first, too,still) and some parallel sentences (I had to..., I know...). Then have them draw a structure map. 【设计意图】把握文章的标题与内容、段落与段落之间的关系，寻找主题句，有助于学生对文章结构、行文特点进行整体把握。为了帮助学生更好地理解语篇信息的结构，可以引导学生从行文逻辑和平行句型两方面分析语篇。通过本环节的活动，可以实现《英语课程标准》对普通高中英语课程语言技能内容要求所提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇主要要义。 Step II 应用实践 活动四：描述与阐释 Discuss. (Activity 4) Ask students to read the text and discuss the questions with a partner. ·What kind of person do you think Adam is? Why? ·Do you face the same challenges as Adam? What other challenges are you facing?How do you deal with them? ·What are some differences between Adam's school life and your school life? Suggested answers: ·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. ·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. ·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. 【设计意图】在阅读之后，使用从课文中所获取的信息和所学的知识讨论相关问题，加深对文本的理解，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。 活动五：内化与应用 1. Read and fill. Ask students to read and complete the sentences with the correct forms of the new words from the text.(Activiy 5) ①I'm good at maths,so my teacher that I should choose advanced maths in my first year. ②Finding time for both studies and extra-curricular activities is a big so I need to make a workable schedule. ③It's a little to choose suitable courses. I hope that my adviser can help me make a good decision. ④We can try a course for two weeks after we up for it.After that,we cannot change it. ⑤The main purpose of the course is to help each student's reading ability. ⑥Some of the students want to become writers or editors after they ;so the teacher advised them to start a writing club. ⑦The school is for the safety of all the students. ⑧Whenever I'm facing a difficulty, I always tell myself, “Don't let anything stop you.Don't ever Suggested answers: ①recommended ②challenge ③confusing ④sign⑤improve⑥graduate ⑦responsible ⑧quit 2.Make a summary. Ask students to complete the text with the correct words. I'm Adam,① freshman at senior high school. The first week was a little ② (confuse) for me. 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 English. Second,I had to choose my extra-curricular activities. I tried ⑦_(join) the school football team,⑧ I couldn't do well in it 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 the new situation. 【设计意图】通过完成与课文相关的词汇练习和针对文本大意的填空练习，可以帮助学生习巩固所学的词汇，提高学生的语言运用能力。 Step III 迁移创新 活动六：推理与论证 Ask students to finish the following tasks. ①What is the text type of the text? A. Narration. B.Argumentation. C. Exposition. D.Description. ②What is the function of Paragraph 1? A. Introduce the topic. B. Arouse the interest of readers. C. Stress the importance of challenge. D. Give the readers a good impression. ③Why did Adam choose Chinese which is a very difficult language as his suitable course? ④What did the school adviser recommend to Adam?Why? ⑤Which verb phrase in Para. 3 can replace the phrase “make the team"? Suggested answers: ①A ②A ③To challenge himself/To win a basic language skill for the future/For future self-development. ④The school adviser recommended Adam to sign up for advanced literature because he likes English and he's good at it. ⑤Join the school football team. 【设计意图】通过这些基于文本又超越文本的问题，让学生思考文本的语篇体裁、段落功能、人物的情感态度、遣词造句的方法等，让学生学会独立思考、合理判断。这属于高级的批判性思维活动，不仅能够加深和拓展学生对文本信息的理解，还能提高学生的思维品质和文化品格。 活动七：批判与评价 Discuss. ·What kind of person do you think Adam is? Find the evidence from the text. Suggested answer: ·①He is brave. Evidence: I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. ②He is determined/persistent. Evidence: I tried to join the school football team,.so that I can make the team next year. ③He is warm-hearted/kind. Evidence: I joined a volunteer club...hand out food to homeless people in the community. ④He is responsible and hard-working. Evidence: I know I'll have to study harder...get used to being responsible for a lot more. ⑤He is well-planned. Evidence:...I'll be well prepared for university or whatever else comes in the future. ...I hope to be fluent when I graduate. I'll find a way to improve on my owvn... 【设计意图】通过本活动，提高学生对文本深层含义的理解，培养学生的逻辑思维能力和批判思维能力，让学生更深刻地认识到文本中的主人公的性格特征，从而激发学生向他学习，实现课程育人的目的。 活动八：想象与创造 Write a passage. (1)Ask students to write a passage named "My Challenges at School" (difficulties,feelings,solutions...). (2)Hand out the envelopes with students' writing inside and ask students to write advice letters to help solve the problems. 【设计意图】本环节属于迁移创新阶段，设计了写作活动，将语言的理解和表达紧密结合起来。在对文章进行浅层和深层阅读理解之后，学生创造性地模仿和使用所学知识进行合理表达。在真实的语境和用语言解决实际问题的驱动下，学生的创造性和想象力得到极大激发，真正实现了learn to read 和read to learn的有机结合。本单元的写作也正好是建议信，可以提前热身。 学科网（北京）股份有限公司 $$