Unit 1 Art Reading and Thinking 教学设计-2024-2025学年高中英语人教版选择性必修第三册

Reading and thinking 教学设计 文本分析 本节围绕校园生活展开，充满了强烈的文化意识。本次演讲的主题是“新生挑战”。本文以第一人称描述了美国学生亚当进入高中后面临的三个挑战：如何选择课程，如何加入他最喜欢的美式足球队，以及如何适应高中生活。本文是一篇个人叙事，分为四个部分，层次结构清晰，语言简洁，内涵丰富。本文旨在帮助学生从国外高中生活的角度探索高中新生面临的各种挑战，并积极思考应对和处理这些挑战的方法。 学情分析 作为阅读的第一堂课，本课将重点培养学生组织文本结构和主要信息的能力，引导他们客观真实地理解高中生活带来的挑战。通过不同的教学活动，学生将感知和思考中外高中校园生活的异同。 教学目标 At the end of this lesson, students will be able to: 1. Use skimming strategies to quickly grasp the main idea of each paragraph in the text; 2. Through text structure analysis and utilizing associative and inferential thinking skills, extract and summarize the challenges faced by the protagonist; 3. By expanding the theme of the text and utilizing comprehensive and associative thinking skills, clarify the challenges that high school students face challenge and form a clearer self-awareness. 教学重点 Strengthen the training of students to use skimming strategies to quickly obtain the main information of the text and help them analyze the organizational structure of the discourse, guiding students to compare and reflect on the similarities and differences between high school life in China and abroad. 教学难点 How to expand the theme of the text, clarify the challenges faced by high school students, and form a clearer self-awareness. 教学过程 步骤 教学活动 设计意图 互动时 间&模式 Step 1 Lead-in 1. Speak freely. The students talked about their feelings as high school freshmen. 2. Student group discussion questions: Do you think students from other countries are living the same life as you? Do you want to learn about the lives of teenagers in other countries? 1. Introduce questions from the perspective of students to help them transition from understanding themselves to understanding others; 2. Stimulate students' enthusiasm to discuss new students' learning and life, and think about potential challenges they may encounter. 3. Stimulate students' curiosity about the lives of their peers abroad and lay the foundation for subsequent reading tasks. 5 ’ Step 2 Read for main idea 1. Ss predict the contents of the passage: Look at the title and the picture, what do you think the passage may talk about? 2. Ss skim the text quickly and 1. 通过观察标题和 图片等预测文本 内容的活动，让学 生感知及预测文 本可能涵盖的信 3 ’ find the main idea of each paragraph. 息，为略读任务做 铺垫； 2. 培养学生通过 略 读策略迅速获取 文 章主 旨大 意以 及定位段落关键 信息和主题句的 能力。 Step 3 Read for structure: work out how the text is organized 1. Students read the text title again, review the main ideas of each paragraph, and identify their relationships Then think about it The following questions: What are the keywords in the title? Where did you find this keyword? Are other paragraphs related to this keyword? how did you know? 2. Students draw a mind map about the relationship between four paragraphs and introduce the guiding paragraphs Supporting paragraphs. 1. Provide students with a thinking framework to clarify the relationships between text paragraphs, train their thinking skills in association and inference, and help them understand the structure of the text; 2. Use mind maps to visually present text structures and cultivate students' ability to organize information. 10 ’ Step 4 Read for details: get to know what challenges Adam met as a freshman 1. Students read paragraphs 2 to 4 and answer the following questions Problem. Why does Adam have to carefully consider which course he wants to take? Why Adam must choose extracurricular activities Activity? Why did Adam have to study harder in high school? 2. T introduced some important vocabulary in this unit. 3. Student answers the question: ● Is it really big Adam's challenge from middle school to high school? 1. Guide students to answer questions through careful reading of the text, utilizing their skills in associative and inferential thinking to understand, extract, and summarize the challenges Adam faced after entering high school. 2. Intersperse explanations of key words to consolidate students' basic knowledge. 2. Inspire students to engage in critical thinking by summarizing and experiencing the problems Adam encountered after entering high school. 10 ’ Step 5 Transfer and application: talk about what challenges a freshman might meet 1. Student group discussion: Have you encountered a challenge Playing Adam in your research? What do you think you will encounter in high school 2. Students share their challenges with the whole class and make a list together. Guide students to connect with their own reality, discuss and summarize the challenges they will face in high school learning and life, perceive the similarities and differences between Chinese and foreign high school life, and cultivate students' transfer and application abilities. 10 ’ Step 6 Summary & Assignment 1. Use Ss to summarize the content of the entire class; 2. Task assignment: Interview your parents or grandparents to see what challenges they encountered, as well as their feelings and coping strategies at the time teenagers. consider Issues and Reports Your answer in the next class is: How will you tackle the challenge? 1. Review and consolidate the content learned in this unit; 2. By understanding the challenges faced by elders when they were young and their solutions, cultivate students' ability to put themselves in others' shoes, and strengthen understanding and communication between two generations; 3. Enable students to experience the different difficulties and challenges that different eras have bestowed upon young people, and to think about how to cope with these difficulties and challenges, in preparation for the third lesson. 2 ’ 学科网（北京）股份有限公司 $$