Unit 2 Let's talk teens Integrated skills 教学设计-2024-2025学年高中英语译林版（2020）必修第一册

Unit 2 Let’s talk teens The relationship between adolescents and their parents Ⅰ Analysis of Teaching Material This unit focuses on the thematic context of "The relationship between adolescents and their parents." As a teenager, high school students will more or less have friction with their family members. This part " Giving advice on parent-child relationships " is the fourth lesson of this unit, the material includes three emails from three different students. These three students all have their own problems with their parents. These problems are quite normal among high school students, so students can be easily attracted by this part. With Cynthia’s reply, the students may put themselves in their parents’ shoes, and understand their parents more. It is very enlightening for high school students and can make them have more understanding of their family members. At the same time, with further study of Cynthia’s reply, students can gain knowledge of the structure and format of a letter of advice. (Optional, if the time is enough) Ⅱ Teaching Aims: By the end of the lesson, students will be able to: 1. Understand the content of the text thoroughly and summarize each student’s problem; 2. Develop their listening skills by listening to Cynthia’s advice. 3. Remember some expressions of asking and giving advice and express themselves freely. 4. Put themselves in their parents’ shoes and understand their parents more. Ⅲ Teaching Important Points: 1. Understand the content of the text thoroughly and summarize each student’s problem; 2. Develop their listening skills by listening to Cynthia’s advice. 3. Remember some expressions of asking and giving advice and express themselves freely. Ⅳ Teaching Difficult Points: 1. Put themselves in their parents’ shoes and understand their parents more. Ⅴ Teaching Methods: Task-based teaching Ⅵ Teaching Aids： 1. Multimedia 2. Blackboard 3. Chalk 4. Video & Tape Ⅶ Teaching Procedures: Activities Intentions IP&Time Lead-in Step 1 ·A video & A question T shows Ss a video from the movie “Dead Poets Society” which is about a conflict between a boy and his father. Then T asks what is the problem between these two. After that T continues to ask Ss whether they have conflicts with their parents and what are the conflicts. And then T Points out that it is a common thing among teenagers. 以视频开头能够激起学生学习的兴趣，引起学生的共鸣。同时通过后一个问题的提出有利于学生们提前进入主题,引出emails。 CW 5’ Reading Step 2 ·vocabulary T leads Ss to read the vocabulary on page 103 to remove obstacles they may encounter while reading. ·Read & summarize T lets Ss read the three emails and asks them to circle the keywords while reading. Then T invites one student to tell the general problems these three have. Then T asks Ss to summarize their problems with one sentence, and then T can give an example of Neil’s. (The character in the video) He feels stressed and upset because his father is strict with him and doesn’t allow him to attend extracurricular activities. Rebecca’s problem She feels stressed and upset because her mother pays too much attention to her grades. Simon's problem He feels lonely because his parents do not spend much time with him. Laura's problem She feels upset because her parents protect her too much. Language points (vocabulary & collocation) · Eager -eagerly-eagerness Be eager for sth Be eager to do Be eager that Be anxious for学生思考其他关于渴望的表达 Be thirsty for Be dying for Long for Be anxious to do Be dying to do Long to do Desire to do · Press sb to do sth Press sb into Press a button/a switch/a key · Adventure-adventurer-adventurous · Take a break · Leave sb alone · Once in a while · Ask for · Hardly ever · Be busy at · Neither of/either of · Protect sb form 通过词汇的带读减轻学生的阅读压力。通过阅读带领同学们总结问题的方法有利于培养学生的归纳能力。词汇和搭配语言点的讲解有利于同学们充实储备。 CW&IW 15’ Listening Step 3 ·Listening exercises T asks Ss to listen to Cynthia’s reply and circle the correct words in B1. (T teaches Ss to circle the keywords before listening) T asks Ss to listen to Cynthia’s reply again and finish B2. (T teaches Ss to predict the content of the blank before listening) 通过划关键词和预测听力技巧的传授，学生能够更好地掌握听力的技巧。并且通过听Cynthia的回复，同学们对给建议有了初步的映象，有利于discussion部分的开展。 CW 10’ Talking Step 4 ·Discussion & Role-play 1) T asks Ss to brainstorm more ways that can help Laura and Simon. 2) T asks Ss to pay attention to the expressions in C and has them role-play in pairs. 通过讨论和角色扮演的方式让学生将学到的知识产出，有利于学生口语表达能力的提升，教学成果的检验。 CW/PW 12’ Summary & Homework Step 5 ·Summary T summarizes the content of today's learning from two aspects: problems and advice. And T points out that it is more than normal for teenagers to have conflicts with their parents, the most important thing is to understand each other and solve problems together. ·Homework T asks Ss to role-play more after class. T asks Ss to read the listening material, divide the discourse into 3 parts, and underline some helpful expressions according to page 24 “Listening about the structure” and “Listening about the language”. 通过总结升华，让学生在课本知识的学习中能够体悟到关于人生的真理。同时通过作业的布置让同学们的表达能力进一步提高，听力材料的阅读能够帮助学生们巩固听力能力，并且为写作做准备。 CW 3’ 注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW=Pair Work; GW=Group Work Blackboard Design 学科网（北京）股份有限公司 $$