Unit 1 Period 4 Listening and Talking & Reading for Writing（教学设计）英语人教版2019必修第一册

Unit 1 Teenage Life Period 4 Listening and Talking & Reading for Writing教学设计 教学基本信息 单元名称 必修第一册Unit1 Teenage Life 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 听说课&读写课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 新课标要求“根据主题内容，构建不同的词汇语义网，积累词块、扩大词汇量”。本节课在设计时，将主题意义引领下的英语学习活动观与词汇、语法教学相融合，通过创设与肢体语言相关的真实、有趣的语境，引导学生在句子或语篇中通过阅读、观察、分析、理解、归纳去探索并理解运用目标词汇与目标语法结构的形式、用法和意义。 2. 基于新课标下的核心素养目标，本节课继续按照“学习理解—应用实践—迁移创新”的思路进行设计。 3. 强调学生在语言学习中的主体地位，引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动，践行英语学习活动观，培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识，通过练习和作业强调词汇、语法的语用功能。 教材分析 【What】听说部分围绕 “假期计划与青少年活动” 展开，通过 Max 和 Cao Jing 的对话，呈现两种典型的夏令营形式 ——“探险营（Adventure camp）” 和 “国际青年营（International youth camp）”。读写部分的主题语境为人与自我中的生活与学习。语篇的主题为“写一封建议信”（Write a letter of advice）。本文为青少年咨询师 Susan Luo 写的一封建议信，主要内容是给一位担心朋友沉迷网络的学生的回信，在信中给出了一些该如何帮助朋友戒掉网瘾的有效建议。 【Why】听说部分训练 “细节抓取能力”：通过填空任务，要求学生捕捉具体信息（如活动名称、技能类型、人物感受）；培养 “语境推断能力”：如根据 “live in the wild” 推断③处应为 “instructors/experts”（指导者）。提供 “计划表达模板”：让学生模仿 “be going to + V”“will + V” 结构描述个人安排；强化 “对话互动逻辑”：如 “提问 — 回答 — 评价” 的交际链条（例：Cao Jing 提问→Max 回答→Cao Jing 回应 “Cool”）。读写部分内容旨在让学生体会到沟通的重要性，帮助他们解决生活中出现的一些实际问题。从现实生活的角度切入，引导学生深入思考青少年时期在生活中存在的不良习惯，并积极思考应养成什么样的习惯与品质才能为自己梦想的未来做充分的准备，从不同视角、不同层面体现了开篇页中的主题句，为学生更好的理解本单元的主题句做了丰富的铺垫。 【How】听说部分通过听前预测、听中泛听精听结合、听后口语模仿等教学环节，从 “听 — 说 — 思 — 创” 四个维度设计活动，实现语言知识与核心素养的协同发展。读写部分是一封比较正式的建议信，格式完整，包括：日期、称呼、正文、结尾和签名。正文分两段，层次分明、结构清晰，第一段说明写信人已经知晓来信人的问题，了解来信人的感受，即担心朋友上网成瘾；第二段说明了网瘾的害处，并提出解决问题的建议。此建议信的语言特征清晰有针对性，话题语言丰富，尤其聚焦“问题”与“建议”的表达，如“understand quite well; I recommend that ...; It is not unusual for teenagers of your generation to do ...; But spending too much time ... is unhealthy and makes it difficult to focus on other things in life; Some students even become addicted to ... and can't concentrate on ...;I think you should...; why not...? I'm sure ..., since....” 学情分析 1. What I know 学生已经掌握基础词汇与句型：如 “vacation”“survival skills”“international youth camp” 等话题词汇，以及将来时结构（“I'm going to...”“We'll learn...”），能理解日常对话逻辑：如通过问答形式（What are you going to do? What will you do there?）获取信息。学生也具备建议信写作的初中词汇，能提供简单的建议句型，如Why not... You should...等。 2. What I want to know 学生们对杂句型的运用：如 “a bit of challenge”“plan to improve” 等表达的准确用法存在困惑。对如何与不同国家的青少年沟通（如语言障碍、文化差异），以及 “improve spoken English” 的具体策略不太清楚。同时他们对建议信的写作充满疑问，想更深入地如何提出建议和解决方案。他们希望通过阅读提升英语阅读理解能力、词汇运用能力及对跨文化交际的理解。同时，学生们也希望通过阅读和仿写此类原汁原味的英语文章，进一步提升自己的英语阅读理解能力、写作能力、词汇运用能力以及对英语文化的理解，从而在英语学习上取得更大的进步。 3. What I learned 学生将学习并掌握 “survival skills”“wild”“challenge” 等话题词汇，以及表达计划（plan to）、情感（interesting/exciting）的句型，同时学习如何用听力文本中的句式描述活动安排（如 “We'll learn... There'll be...”），并能够在实际语境中正确运用；理解并掌握文章中出现的一些复杂句式结构，提高语法运用能力。他们将提高略读和扫读能力，学会分析文章主旨和作者情感态度。也能够通过仿写文中功能句式，学会表达建议的句型结构，能够成功写出一篇结构完整的建议信。同时，学生将发展批判性思维，探讨面对挑战和挫折时青少年该如何应对等。最后，学生将加深对跨文化交际的理解，拓宽国际视野。 教学目标 1.语言能力 学生能够准确识别并熟练运用与夏令营相关的词汇，如 “adventure camp”“survival skills”“international youth camp” ，以及将来时态 “be going to”“will” 等句型，清晰描述假期计划和活动安排；能在模拟对话中，运用功能型语句如 “What are you going to do...?”“I think it will be...” 进行有效问答和互动，实现信息的准确传递与交流。学生能够准确运用描述高中生活的词汇和邮件常用句型，清晰流畅地在邮件中叙述学习与生活经历；熟练掌握英文邮件格式与结构，合理组织语言，使表达逻辑连贯、形式规范。 2.学习能力 学生通过完成听力填空、对话模仿等任务，自主探索并掌握听力技巧，如预测内容、抓取关键词、推断隐含信息；在小组合作与话题拓展活动中，积极主动地与同伴交流，分享学习策略，逐步培养自主学习意识和合作学习能力，提升学习的主动性和策略性。在任务驱动与小组合作中，主动探索英语写作技巧，形成自主学习意识；通过阅读范文与积累表达，掌握获取写作素材的方法，提升自我改进与知识迁移能力。​ 3.文化意识 学生通过探讨国际青年营这一跨文化交流场景，敏锐感知不同国家青少年生活方式、价值观念的差异，主动对比中国与其他国家青少年在学习、人际关系等方面的异同；在交流与分享中，逐步增强文化敏感性和包容性，积极传播中国青少年生活的特色与文化内涵，树立文化自信。通过邮件写作与交流，理解英语国家书信文化特点，增强跨文化交际敏感性；在分享高中生活的过程中，对比中外校园文化差异，提升文化包容与传播意识。 4.思维品质 学生在分析听力文本时，能够运用归纳与推理能力，精准提炼关键信息，如活动类型、参与者的感受和目的；在讨论 “如何应对夏令营中的挑战” 等问题时，充分运用批判性思维，多角度分析问题，创造性地提出解决方案，同时学会有条理地阐述个人观点和理由，提升逻辑思维与辩证思维能力。在构思邮件内容时，能有条理地筛选和整合高中生活素材，培养逻辑思维能力；通过互评与修改作文，批判性分析同伴作品优缺点，发展创新与辩证思维。 教学重难点 教学重点：培养学生利用略读、扫读等阅读技巧获取文章主旨大意和细节信息的能力，围绕英语学科核心素养中的语言能力，熟练掌握描述高中生活的核心词汇、句型及英文邮件规范格式，能在写作中准确且灵活运用，实现语言表达的流畅性与规范性，确保邮件内容有效传递个人经历与情感。 教学难点：帮助学生深入理解文章隐含的情感、观点和文化内涵，培养学生运用英语准确、流畅地表达自己对类似问题的看法和建议，提升语言输出能力。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 以图片导入，贴近学生生活，让学生更直观的感受camp。 What is a camp? A camp is a place where people live temporarily in tents or temporary buildings. It is a place where young people go on holiday and take part in various activities or a particular activity. ●通过图片导入，激发学生学习兴趣，同时激活学生的背景知识，为接下来的学习做好铺垫。 3min Activity 2 Listening and Talking What kinds of camps do the photos probably represent? What can they learn in each camp? 答案：Adventure Camp: how to live in the wild ; how to make a fire… International Youth Camp: learn cultures and customs; make some friends; improve English… Cao Jing and Max are talking about camps. Listen to the conversation，and decide which camp Cao Jing and Max is going to join and then tick what they are going to do at the camps. Cao Jing: __________ Max: _________ Adventure Camp ☑We'll learn survival skills. ☑ I'll learn to make a fire. ☑ We will learn how to live in the wild from some experts. □ We're going to learn about wildlife. □ I think it's going to be fun. International Youth Camp ☑ I plan to improve my spoken English. ☑ We'll talk about teenage life. □ There'll be students from different countries at the camp. ☑ I'm going to give a speech. ☑ I hope to make new friends. Listen again and underline the expressions used by CaoJing and Max to talk about the future. We'll learn useful skills. There'll be students from different schools. I'll learn to make a fire. There'll be some experts there to show us how to live in the wild. We're going to learn about wildlife. I think I'm going to enjoy the activities. I plan to improve my spoken English. I hope to make new friends. We'll talk about teenage life. There'll be students from different countries at the camp. I'm going to give a speech. I think we'll have a lot of fun. Conclusion: expressions used to talk about the future. We'll do/learn… There'll be…表示计划、打算的常用表达 We're going to do… I plan to… I hope to… Listen and fill in the blanks and then practice in pairs. Cao Jing: Hi, Max. What're you going to do this vacation? Max: I'm going to an ①______________.   Cao Jing: Adventure camp? What're you going to do there? Max: We'll learn survival skills. For example, I'll learn how to ②______. There'll be some ③_______ there to show us how to live in the wild. I think it's going ④________.   Cao Jing: Cool. Max: What about you? Cao Jing: I'm going to an international youth camp. There'll be ⑤___________from different countries.   Max: Wow! What will you do there? Cao Jing: I'm not sure yet, but the topic is about teenagers and teenage life. I'm going to ⑥_____about student life in China.   Max: Sounds interesting. What kind of stuff will you talk about? Cao Jing: Oh, teenage life, you know, study, relationships, dreams, plans. . . It's a bit of challenge, but a good chance. I plan to improve my spoken English. Max: Good for you. I hope you have ⑦_____there, too.   Cao Jing: Oh, definitely. I think it will be very interesting, and I hope to make ⑧_________. 答案：①adventure camp②make a fire③experts④to be fun⑤lots of students⑥give a speech⑦lots of fun⑧some friends Talking _________camp Do you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about ... There'll be many interesting activities. First, we are going to ... Then we'll .. We also plan to .. Finally, we'll ... Please come to our camp!   答案：Example 1 Adventure Camp Do you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn survival skills and how to solve problems. There’ll be many interesting activities. First, we’re going to fish together. Then we’ll swim in the lake. We also plan to ride the bike along the mountain. Finally, we’ll climb the rock. Please come to our camp! Example 2 Film Camp Do you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about making films. There’ll be many interesting activities. First, we’re going to create a screenplay. Then we’ll have try-outs for the cast of the film. We also plan to have a famous director come and give us advice on how to make the film. Finally, we’ll make the film and show it on local TV. Please come to our camp! ●通过推理、预测等环节，如根据对话片段推测人物态度、后续情节发展等，激发学生的逻辑思维和批判性思维。 17min Activity 3 Reading Read for main idea and structure Susan Luo, an adviser for teenagers, has received a letter asking for some advice. Read her reply and discuss the questions. This is a letter of , it has parts, they are: ____________________________________________ 答案：advice；five；date, greeting, body, close and signature. Read for information Read the letter and discuss the questions. 1. What is Worried Friend's problem? 2. What are Susan Luo's suggestions? 3. Do you think Ms. Luo's advice is useful? Why or why not? 4. What other kinds of advice would you give? 答案：1. Worried Friend is worried that his or her friend, Chen Lei, plays computer games too often and spends too much time online. 2. He should talk to his friend about his behaviour and encourage his friend to try new hobbies. They can discuss the problem together. 3. Perhaps the advice is (not) useful, because it is.... 4. I would tell Chen Lei that he should spend his time more productively with an eye on his future. He could learn computer programming instead of playing computer games. Read for structure and useful expression 1. What are necessary parts of a letter? 答案：Date；Greeting；Body；Close；Signature 2. Underline the sentences that express the following meanings. A. I know what the problem is. You wrote that you are very worried about... You think that... B. I understand how you feel. I understand quite well that you are ... C. This is my advice and reason(s). I recommend that... I think you should... Why not... D. I think my advice will help. I am sure he will listen to you, since you are his good friend. 3. Can you think of other expressions you may use when offering advice? It’s a good idea/choice to do sth. I think you’d better do sth. If I were you, I would do sth. .... ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节，同时引导学生关注每一段不同的写作手法。层层递进，逐步掌握建议信的写作手法和语言特点。 15min Activity 4 Writing 1. Read the three cases and find out their problems. 2.Choose one of the teenagers and list your suggestions and reasons. 答案： Eric Try listening to your parents. Invite them out for something to eat. That they aren’t listening to you is perhaps because you don’t listen to them. This will give you a chance to speak to them without distractions. 开头句式 1. 我知道你现在在与人交流方面有些麻烦，你也可能经常感到孤独。 I know you are now having trouble communicating with others, and you may often feel lonely. 2. 很高兴收到你就…征求我的建议的来信 I’m glad to receive your letter asking for my advice on… 3. 这里有一些帮助你的建议。 Here are some tips/ a few suggestions to help you. 4. 如果你听从以下建议，我认为你会做到的。 I think you can make it if you follow the advice below. 建议句式 首先，为什么不参加一个俱乐部?你如果这样做的话，就会交到朋友。 ①First(ly), why not join a club? If you do this, you can make friends. 其次，你应该尽力与他人交谈。那样，你会感觉好点。 ②Second (ly), you should /can try to talk with others.Then/That way, you will feel better. 第三，看书或听音乐将会是个不错的主意。通过这样做，你会使自已平静下来. ③Third(ly), it would be a good idea if you read a book or listen to music. By doing this, you will calm yourself down. 最后但同等重要的是，你应该先和她谈一谈。 ④Last but not least, you should talk with her first. 就我而言/在我看来，你们应该互相帮助。 ⑤As far as I am concerned/In my opinion, you should help each other. 结尾句式 我希望你会发现这些办法有用。 ①I hope you will find these ideas useful. 如果你遵从以上建议，随着时间的推移，人们会更加了解你，会愿意和你交朋友的。 ②As time goes on, people will know you better and will like to make friends with you if you can follow the above. 我相信，如果你听从我的建议，你会和同学们相处好的。 ③I believe that if you follow my advice, you'll get along well with your classmates. 我相信，有了你的努力，你会成功克服这些困难的。 ④I believe, with your trying, you can manage to overcome these difficulties. Draft your letter according to the outline. ●通过搭建写作脚手架，引导学生进行过程性写作，达到学以致用，提高英语表达能力。 20min 应用实践 Activity 5 Exercise 范文： Dear Xu Ting, You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel quite well. I am sorry to hear that and I hope the following suggestions will be of help to you. First of all, I recommend you make some good friends in your class and have fun with them after school. In this way, you will feel less lonely because you can talk to each other about the unhappy things to reduce your bad feelings and have fun together. What’s more, it also might be a good idea for you to take an active part in more activities. By doing this, you can not only know new friends but also develop friendly relationships. Finally, if it doesn’t work, why not turn to our teachers for help. I believe they can usually offer you some practical suggestions. I do hope these suggestions will help drive away your loneliness. Best Wishes, Yours sincerely Susan ●通过过程性写作练习，提升学生写作能力和表达能力。 15min Activity 6 Assessment 学生自评、同伴互评 ●通过自评、同伴互评，深化知识理解与运用，培养合作意识与团队精神。 5min 迁移创新 作业内容 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 Homework 1 Revise your letter and polish your passage with the skills we have learnt this class. Homework 2 为了帮助中学生健康成长，某中学英文报开辟了“HEART­ TO ­HEART”专栏。假设你是该栏目的编辑Jamie，收到一封署名为Worried的求助信。信中该同学向你诉说了自己的困扰：近日容易发脾气，使正常的学习和生活受到了影响。请你用英文给该同学写一封回信。内容要点如下： 1．表示理解并给予安慰； 2．提出建议并说明理由。 答案： Hi Worried， I'm sorry to know that you are having such a bad time at the moment. The truth is everyone will have one of those periods when things seem to be going wrong, so you don't have to worry so much. The important thing is to learn to control your temper so that you may not do or say anything you'll regret. Here are three tips for you. First of all, talk to someone you trust about how you feel. This is a good way of letting your anger out without hurting others or yourself. Besides, I recommend that you go outdoors and play team games with your friends as physical exercise is an effective way to get rid of your anger. What’s more, why not be optimistic about your future? Such a positive attitude towards life can be helpful in lifting your spirits. I hope my advice is helpful and you'll soon feel calmer and carry on as normal. Yours Jamie ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit1 Teenage Life Listening and Talking _________camp Do you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about ... There'll be many interesting activities. First, we are going to ... Then we'll .. We also plan to .. Finally, we'll ... Please come to our camp!   Reading for Writing Date Greeting1. I know what the problem is. 2. I understand how you feel. 3. This is my advice and reason (s). 4. I think my advice will help. Body Close Signature 教学反思 优点： 教学设计紧密结合新课标的相关要求，注重学生的实际应用能力和思维能力的培养。通过多样化的教学活动，激发学生的学习兴趣并提高学生的参与度。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来，提升学生英语学习的信心和兴趣。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$