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

Instructional Design PEP Book 1 Unit 1 Teenage Life——Reading and Thinking The Freshman Challenge Teaching philosophy=Theoretical basis The New National English Curriculum Standards (2017) has showed us the importance of English core competencies, including language ability, thinking capacity, learning ability and cultural awareness, which provide guidance for each real class. Besides, the activity-based approach to English learning has emphasized the role of the text and advocates students learn English through a series of integrated, relevant and practical theme-based activities, such as learning and understanding, applying and practicing, transferring and creating. Analysis of teaching material It comes from the first unit of PEP Book 1 and the topic is Teenage Life. In general, it includes eight parts in this unit, ranging from listening to assessing. And this class comes from the third part, reading and thinking. With the title of The Freshman Challenge, it provides a record of Adam and his challenges of first week in the high school. The thematic context is Man and Self. With the clear structure and simple words, it may be very easy to understand this passage. What: 本课时的主题语境为“人与自我”,主角 Adam 介绍了自己进入高中以来在选课、加 入足球队和同伴压力等方面的挑战及解决方法。 Why: 通过 Adam 的经历,语篇旨在体现“积极乐观的生活态度”的主题意义。 How: 文章结构清晰,按照由总到分的逻辑结构,语言简洁明了,以生活记录的方式,从 Adam 的角度介绍所遇到的 challenges。 Analysis of students Strengths: competent to learn; eager to explore; active to create Possible problems: short of related vocabulary; fresh to theme-based reading; fresh to mind-map drawing. Teacher’s guidance is necessary. Teaching objectives Centered to the key word “challenges”, students will be able to: (1) Language ability Know some words and phrases related to challenges through theme-based reading, like 1 学科网(北京)股份有限公司 freshman, suitable, confusing, graduate, advanced, quit, be responsible for, etc. (2) Thinking capacity Enhance thinking ability, such as creative and critical thinking through prediction, further thinking and discussion. (3) Learning ability Sort out and introduce the information about challenges through a mind map (4) Cultural awareness Develop a positive attitude towards challenges in life. Teaching key points & difficulties Key points: (1) Through theme-based reading, students can acquire information about challenges in three aspects——What, How and Attitude (2) Through a mind map, students can sort out and transfer the information about challenges Difficulties: Through thought-inspired questions, students can develop a positive attitude towards challenges in life Teaching method & Teaching model Method: Situational teaching method Task-based Teaching Method Communicative teaching method Real-life scenario is set carefully to ensure appropriate and effective language use. Clear tasks are designed to internalize the learned knowledge. Communicative activities can develop students’ communicative competence. Model: PWP Model The reading process goes through pre-reading, while-reading and post-reading. Teaching aids Multi-media devices & blackboard & chalk Teaching procedure (45 mins) Stage 1 Lead-in (2 mins) Activity 1: Sharing (1 min) —— Comprehension After greeting, T shares her personal high school life with them by mind-mapping and pictures. After that, T invites some students to share their feeling about high school life. [Purposes] ——联系自身,激发好奇 It serves to activate students’ background knowledge(schema) in the topic and their curiosity so as to promote their active participation in the class. Stage 2 Pre-reading(3mins) Activity 1: Predicting (1 min) —— Comprehension T leads Ss to predict the content of the text with the help of the title and the picture. T: Can you predict what this passage talks about? [Purposes] ——激活已知,预测新知 运用认知策略,根据篇章标题和图片信息,预测文本内容,激发学生的好奇心和学习兴趣,对随后的文本解读埋下伏笔。 Activity 2: Questioning (2 mins) —— Comprehension【与 predicting 有一定重合;阅读中 去解决问题——问题一定要联系读中】 After prediction, teacher presents teaching text(P14) to Ss and then asks Ss: What would you expect to read in this text? Then, Ss ask a lot of questions based on text that they look forward to knowing about. T: What would you expect to read in this text? S: [Question Chain] Q1: Who is this boy? What about his high school life? Q2: What is the challenge of Adam? Q3: How does he feel about the challenge? Q4: How does he deal with the challenge? Q5: What kind of person do you think Adam is? Q6: What can you learn from Adam? Q7: What can also be done to solve his challenges?