Unit 1 Teenage life Video Time 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

Period3 Video Time & Assessing Your Progress 课时内容 主题语境；人与自我 主题群：生活与学习 子主题：认识自我、丰富自我、完善自我 语篇类型：视频 文本分析：Video Time 为视频赏析课，介绍了南非约翰内斯堡的一对母女工作、学习和生活的情况。两代人的成长环境不同，因而观念也有变化。如何与父母相处、如何增进两代人之间的理解，也是我国青少年面临的问题。Assessing Your Progress主要以练习为主，分别是在语境中复习新词汇，在语篇中复习语法并引发学生思考语篇的意义构建。最后对本单元进行总的反思和评价。 课时目标 学完本课后，学生能够： 1．了解高中生Mamorena在生活与思想方面与母亲Tandi之间的异同。 2．谈论自己与Mamorena在学习与生活上的异同。 3．学会换位思考，理解父母，进而能与父母进行积极、有效的沟通。 4．深化努力学习的意识，学会规划自己的人生。 重点难点 重点 1．谈论自己与Mamorena在学习与生活上的异同，从而开阔文化视野。 2．学会换位思考，理解父母。 难点 获取并记录Mamorena在生活与思想方面与母亲Tandi之间的异同。 教学准备 教师准备：一段关于南非约翰内斯堡的一对母女的视频及播放设备。 学生准备：预习本单元的重点词汇及复习三类短语的语法功能。 精彩课堂 Step I 学习理解 活动一：感知与注意 Ask students to answer the questions. ·What would you respond to your parents when they say "Stop looking at your cellphone. Don't waste your time being crazy about pop stars. Do your homework first."? ·What leads to the generation gap? ·Age, identity, childhood, family background, education, life style...All these factors can lead to the generation gap. And the differences do exist. 【设计意图】通过问题导入，让学生有话可说，培养学生的语言能力及发散性思维。针对自己的亲身经历，提出自己的观点和看法，引起学生的共鸣，同时与视频内容相衔接，引入本课的内容。 活动二：获取与梳理 1. Predict the content. Ask students to look through the title, introduction, and photos. Then have them guess whether the statements are true (T) or false (F). (Before You Watch) 2. Ask students to watch the video and find out the differences. Aspects Mamorena Tandi Education Place they grew up Identity Others(Lifestyles) Suggested answer: Aspects Mamorena Tandi Education studies at a very expensive private school (not mentioned) Place they grew up the suburbs a shanty town Identity a student a successful businesswoman Others(Lifestyles) loves to go shopping works hard 【设计意图】学生首次观看视频，获取Mamorena与母亲Tandi在教育、生长地、身份等方面的信息，有助于学生理解母女之间的代沟，也能提高学生获取视频重要信息的能力。 Step II 应用实践 活动三：描述与阐释 Ask students to watch the video again and answer the questions. ·What problem do they have? ·What's Tandi's purpose of taking Mamorena to her old neighbourhood in Johannesburg? ·Why does Mamorena not understand her mother? ·Do you and your parents have similar experiences? ·How do you help Mamorena and her mother have a better understanding to each other? 【设计意图】学生通过第二遍观看视频，了解Tandi和Mamorena之间的问题，分 产生的原因。继续深化母女之间存在代沟这一主题，同时引发学生思考，联系自己的亲身经 偶有所得历，引起学生共鸣。 Step III 迁移创新 活动四：推理与论证 Complete the title. Ask students to fill in the blank to give a title to this video. Learning Generations 【设计意图】视频开头本来有标题，但为了检验学生对视频的理解，故意将标题剪辑掉，其目的就是检验学生对视频大意的把握。与此同时，给出文章标题也是高考英语阅读理解的考查范围，考虑到是高一学生，故将标题改成半开放标题。同时单词across的填写也是为了让学生真正体会到跨代交流学习的重要性，为视频升华做铺垫。 活动五：批判与评价 Think critically. (After You Watch) Ask students to think and answer the questions. ·In what ways is your life similar to or different from your parents' life when they were young? ·Tandi said, “I don't think you become a person if you don't know where you come from."Do you agree or disagree with this statement? Why or why not? Suggested answers: ·My life is similar to that of my parents in some ways, but they did not have computers or mobile phones when they were growing up. It seems most of my time nowadays is spent online. ·I agree. There are many important factors that makse one a person. To be a real person you need to understand where you come from, who you are, and where you are going. You need to think about the larger things in life, and see how you relate to history and society. 【设计意图】第一个问题让学生比较自己和父母年轻时的生活方式的异同，引导学生学会换位思考；第二个问题引导学生思考他们是否认同“I don＇t think you become a person if you don＇t know where you come from.”这句话，并给出理由，让学生思考自己的人生意义，学会规划自己的学习与人生。 Accessing your progroess 活动六：词汇复习（Activity 1） 1. Ask students to go through the sentences and make sure they understand their meanings. 2.Ask students to circle the correct word(s) in each sentence. 3. Ask students to share the answers first in pairs or groups and then with the whole class. Suggested answers: ①like ②teenager ③to ④trying ⑤addicted ⑥schedule ⑦on ⑧confused 【设计意图】该活动为选择恰当的单词完成句子，属于词汇练习，旨在复习本单元的词汇，促进词汇的使用能力。 活动七：语法再现（Activity 2） 1. Ask students to read the passage and understand its meaning. If necessary, help students to understand any difficult sentences they may think. 2. Ask students to read the passage again and find the noun/adjective/adverb phrases in the passage and discuss their functions with classmates. 3. Ask students to share the answers first in pairs or groups and then with the whole class. 4. Ask students if they agree with the writer's opinion. Let students give their reasons. 【设计意图】通过阅读与单元主题相关的文本，使学生进一步加深对单元主题意义的理解，该活动把语法复习恰当地置于本单元的主题语境中，学生在语境中复习和运用语法项目，提高语法使用的实践性和应用性。 活动八：单元反思 Reflecting. (1)Go through the tasks with students and make sure they know what to do. Which reading in this unit did you find the most interesting? Why? What new things did you learn about teenage life from this unit? OWhat new vocabulary and structures did you learn in this unit? Did you use any of them in your language activities? How well could you use them? Do you think skimming was useful for you to understand the texts? What problems did you or your friends have with this unit? How did you solve the problems? What advice did you give each other? (2)Ask students to work in groups and share their answers. The answers may vary from one student to another. 【设计意图】通过开展反思活动，可以检测学生对单元内容的理解，也可以让学生发现自己在本单元学习上的不足，有助于改进学习。 板书设计 Unit1 Teenage Life Period VI Video Tim & A:ssessing Your Progress Aspects Mamorena Tandi Education studies at a very expensive private school not mentioned) Place they grew up the suburbs a shanty town Identity a student a successful businesswoman Others (Lifestyles) loves to go shopping works hard 学科网（北京）股份有限公司 $$