Unit 1 Teenage Life-Reading for Writing 教案-2024-2025学年人教版英语高中必修第一册

教学设计 课题 Unit 1 Teenage Life-Reading for Writing 教学目标 Language Competence: Grasp vocabulary and sentence patterns related to teenage life, such as “be occupied with” and “look forward to”. Learn to use them accurately in writing to describe experiences and express thoughts. Cultural Awareness: Recognize the commonalities and differences in teenage lives across cultures through reading materials, fostering an open - minded attitude towards diverse lifestyles. Thinking Quality: Analyze the structure and logic of model texts, and develop critical thinking by evaluating different viewpoints on teenage issues, then apply logical thinking in organizing one's own writing. Learning Ability: Master reading strategies like skimming for the main idea and scanning for details. Transfer reading - acquired skills to writing, and enhance self - assessment skills through peer - review activities. 重难点 Key Points: Understand the content and structure of texts about teenage life. Learn and apply useful expressions for writing descriptions and opinions. Difficult Points: Comprehend implicit meanings in texts. Integrate learned language knowledge and writing techniques seamlessly to create well - organized, coherent and personalized writing pieces. 教学过程 一、课程导入（Lead-in） T: Good morning, class! Today, we are going to explore an important part of Unit 1 Teenage Life - Reading for Writing. As teenagers, you all must have experienced various challenges and problems in your lives. So, to start with, I want you to think about this: What kind of problems do you usually encounter in your daily teenage life? It could be about study, friendship, family, or anything else. Turn to your partner and have a quick discussion. (Give students a few minutes to talk) S1: I often have trouble dealing with too much homework. It's so stressful. S2: I sometimes have conflicts with my friends. We might argue about small things. S3: I feel a bit lonely at school because it's hard to make new friends. T: Great sharing! As we can see, teenage life is full of different situations. Now, let's consider another question. When you face these problems, how do you usually seek for help? S4: I usually talk to my teachers. They are very helpful. S5: I might ask for advice on social media. There are many people who can give suggestions. S6: I will turn to my trustworthy friends. They know me well. T: All good ways. Today, we are going to learn a very useful way to ask for and give advice - writing a letter of advice. And we'll start by looking at an example letter. 二、阅读分析（Reading Analysis） T: Here is a letter that Susan Luo, an adviser for teenagers, has received. Let's take a look at it together. (Show the letter on the screen) Dear Susan Luo， I have a problem. My best friend Chen Lei become a game lover recently. He is interested in computer games. Every weekend, when I ask him to go for a walk outdoors, he always rejected me as to stay at home to play computer games. Sometimes, I think he may even forget to have meals or sleep in order to stay online all day long. What should I do to help him get out of the situation? T: First, let's figure out what the problem is in this letter. Can someone tell me? S7: The problem is that the writer's best friend Chen Lei is addicted to computer games. He refuses to go out with the writer on weekends and even forgets about meals and sleep because of online games. T: Exactly! Well done. Now, let's move on to read Susan Luo's reply. (Show the reply letter on the screen) 10 September 2018 Dear Worried Friend, You wrote that you are very worried about your friend, Chen Lei. I understand quite well that you are anxious and feel terrible. You think that your friend plays computer games too often and spends too much time online. I recommend that you talk to your friend about his behaviour. It is not unusual for teenagers of your generation to be attracted to computer games and the online world. But spending too much time online is unhealthy and makes it very difficult to focus on other things in life. Some students even become addicted to the Internet and cannot concentrate on school and family life. I think you should encourage your friend to try new hobbies. Why not discuss the problem together? I am sure he will listen to you, since you are his good friend. All the best, Susan Luo T: Now, let's analyze this letter carefully. We can divide a letter of advice into several parts. First, look at the beginning. What does Susan Luo do in the first part? S8: She says that she knows what the problem is. She mentions that the worried friend told her about Chen Lei's problem of playing computer games too often. T: Right. And she also shows that she understands how the worried friend feels. She says she understands the anxiety and the terrible feeling. So, this part is to let the reader know that the writer is aware of the problem and empathizes with the reader. T: Now, let's focus on the second part. What is the main content here? S9: This part is about her advice and the reasons. She recommends talking to the friend about his behavior. She also explains that it's common for their generation to be attracted to games, but too much online time is unhealthy and affects focus. And she suggests encouraging the friend to try new hobbies. T: Excellent! This is the most important part of a letter of advice - clearly stating the advice and giving reasons to support it. The reasons make the advice more convincing. T: Finally, look at the end. What does Susan Luo do? S10: She expresses hope. She says she is sure the friend will listen because they are good friends. T: Correct. The ending usually gives a positive message or hope to the reader. T: Now, let's summarize the structure of this letter of advice. The beginning is to state the problem and show understanding of the reader's feelings. The middle part is to give advice and explain the reasons. And the end is to express hope or a positive outlook. T: Next, let's pay attention to some useful language expressions in this letter. For example, when giving advice, we have "I recommend that...", "I think you should...", "Why not...". These are very common and useful ways to offer suggestions. Also, when explaining the situation, we have "It is not unusual for... to...", "spending too much time... is unhealthy and makes it difficult to...". These expressions help to describe the problem clearly. 三、小组讨论（Group Discussion） T: Now, it's your turn to work in groups. Look at the three situations in Task 3. Choose one of the teenagers and discuss his/her problem. List as many possible suggestions and reasons as you can. (Show the situations on the screen) Situation 1: A teenager is having a generation gap with his/her parents. They often argue and can't communicate well. Situation 2: A student is under great pressure from heavy schoolwork. He/she feels stressed out and has no time for hobbies. Situation 3: A teenager has a crush on someone in the class but is too shy to talk to that person. T: You have about 10 minutes to discuss. Remember to write down your ideas. (Walk around the classroom, listen to students' discussions, and offer help if needed) (After 10 minutes) T: OK, let's stop here. Which group would like to share your ideas first? Group 1, let's start with Situation 1. Group 1: For the teenager having a generation gap with parents, our suggestions are: First, try listening to parents. The reason is that maybe they aren't listening to the teenager because the teenager doesn't listen to them. Second, invite parents out for something to eat. This will give a chance to speak to them without distractions. T: Great suggestions and clear reasons. Well done, Group 1. Now, Group 2, could you share your ideas about Situation 2? Group 2: For the student with heavy schoolwork pressure, we suggest: First, make a study plan. The reason is that it can help manage time better and reduce stress. Second, take short breaks during study time. Because breaks can refresh the mind and improve efficiency. T: Very practical suggestions. Thank you, Group 2. Group 3, how about Situation 3? Group 3: For the teenager with a crush, we think: First, ask a mutual friend to introduce him/her to that person. The friend can help break the ice. Second, find chances to get together in groups where that person is also a member. Because in a group, it takes away the pressure and allows for more relaxed interaction. T: Good thinking, Group 3. All the groups have come up with some great ideas. 四、写作练习（Writing Practice） T: Now that we have analyzed a letter of advice and discussed different situations, it's time for you to write your own letter of advice. Choose one of the situations we just discussed or you can also think of your own situation. Follow the structure we learned - state the problem, show understanding, give advice with reasons, and end with hope. Also, try to use the useful expressions we mentioned. You have about 20 minutes to write. (Students start writing) (After 20 minutes) T: Time's up. Let's stop writing. Now, exchange your letters with your partner. Read your partner's letter and use the self - checklist on the screen to evaluate it. (Show the self - checklist on the screen) Self - checklist: Does the letter clearly state the problem? Does it show understanding of the reader's feelings? Are the advice and reasons given clearly and convincingly? Are there any grammar or spelling mistakes? Does the letter follow the correct structure of a letter of advice? Are there any useful expressions used? T: After you finish evaluating, give your partner some feedback. Tell them what they did well and what they can improve. (Students exchange and evaluate) 五、课堂总结（Summary） T: OK, class. Let's come back together. Today, we learned how to write a letter of advice. We analyzed an example letter, learned its structure and useful language expressions. Then, we discussed different problems and possible solutions in groups. And finally, you wrote your own letters of advice and evaluated each other's work. Remember, a good letter of advice should be clear, empathetic, and offer practical suggestions with reasons. You can use what we learned today in your daily life when you need to give or ask for advice. 六、课后作业（Homework） T: For your homework, I want you to revise your letter based on the feedback you received. Make it better. Also, I want you to think about another problem that teenagers might face and write a short paragraph of advice for it. You can use the knowledge and skills we learned today. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$