Unit 1 Teenage Life Video time 教学设计-2025-2026学年高中英语人教版必修第一册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Unit1 Teenage Life — Video time 年级：高一 课时：第8课时 教学理念 This lesson is designed with a student-centered approach, fostering critical thinking and personal connection. It moves beyond language comprehension to empower students to reflect on their identity by analyzing generational differences and challenging societal stereotypes. The integration of video and reading materials helps students construct meaning across different media, developing their analytical and expressive skills in a real-world context. 教材解析 The core content is drawn from Unit 1, “Teenage Life.” Video Time: “Learning Across Generations” provides a personal, micro-level perspective on generational differences within a family in South Africa, highlighting the influence of one’s background. Workbook Reading: “The Face-Down Generation” offers a macro-level, societal perspective on the stereotypes and strengths of the current youth generation. Combining these two resources creates a rich, multi-faceted exploration of teenage identity, allowing students to connect a personal story to broader social discourse. 学情分析 Students are freshmen in senior high school, navigating a new phase of life where questions of identity are prominent. They are digitally native (the “face-down generation”) and have their own relationships with parents (the “intergenerational” dynamic). They possess basic English skills for comprehension and simple discussion but need scaffolding to express abstract ideas and critical opinions in English. This topic is highly relevant and engaging for them. 教学目标 By the end of the lesson, students will be able to: comprehend the main ideas and specific details of both the video and the reading text (Language Skills). compare and contrast different perspectives on teenage life and critically evaluate societal labels (Critical Thinking). reflect on one’s own identity in the context of family background and societal expectations (Cultural & Self-Awareness). articulate a personal viewpoint on identity, either in written or spoken form, using evidence from the materials (Expressive Output). 教学重点 Guiding students to understand the connections between the two texts: the personal (Mamorena’s story) and the societal (stereotypes about their generation). Facilitating a discussion on identity formation, rooted in the theme “Know where you come from, define who you are.” 教学难点 Encouraging students to express abstract concepts like “identity,” “stereotypes,” and “generational differences” in English. Guiding students to synthesize information from two different types of media (video and text) into a coherent personal reflection. 教学方法与策略 Communicative Language Teaching (CLT) Task-Based Learning (TBL) Cooperative Learning (Think-Pair-Share, Group Discussion) Critical Literacy Approach 教学资源与工具 Multimedia projector/Screen Video: “Learning Across Generations” Handouts of the reading text: “The Face-Down Generation” Whiteboard or Blackboard Student notebooks 教学流程 教师活动 学生活动 设计意图 Lead-in (5 mins) Shows pictures of teenagers from different eras (e.g., 1980s, 2000s, today). Asks: “How would you describe teenagers today in one word?” Brainstorm words (e.g., creative, connected, phone-obsessed). Share ideas with the class. To activate prior knowledge, engage interest, and introduce the central theme of societal perceptions of youth. Video Time (15 mins) 1. Pre-watch: Guides students to predict answers to the “Before You Watch” T/F questions. 2. While-watch: Plays the video. Asks students to check predictions and complete the “Circle the correct word” task. 3. Post-watch: Asks discussion questions:  (1)In what ways is your life similar to or different from your parents’ life when they were young? (2)Tandi said, “I don’t think you become a person if you don’t know where you come from.” Do you agree or disagree with this statement? Why or why not? Predict, watch, and check answers individually. Then, discuss the questions in pairs. To develop predictive and listening skills. To personalize the concept of generational differences and introduce the idea that identity is linked to one's roots. Reading Time (15 mins) 1. Skimming: Asks students to read quickly and identify the main idea of “The Face-Down Generation.” 2. Scanning: Guides students to fill in the thinking map. 3. Group Discussion: Poses questions: What stereotypes are mentioned? Do you feel they are fair? How does the writer defend your generation? Skim for the gist. Scan for specific answers. Discuss the questions in small groups. To develop reading skills (skimming/scanning). To shift the perspective from family to society, analyzing stereotypes and building a defense against them. Synthesis & Output (8 mins) Bridge the Two Texts: Presents the final task: “I Am Not What You Think I Am.” Asks students to write a short paragraph (5-7 sentences) introducing themselves. They must mention their background (like Mamorena) and respond to a stereotype (from the reading). Individually write a short reflective paragraph integrating ideas from both the video and the reading. Volunteers share with the class. This is the core output task. It forces synthesis of the two texts, promotes critical self-reflection, and provides a tangible product for assessment. Lesson Summary (2 mins) Summarizes the lesson’s big idea: “Our identity is a combination of understanding our roots and having the courage to define ourselves beyond labels.” Listen and reflect. To consolidate the main concept of the lesson and provide a concluding thought. 拓展延伸 作业 作业内容 设计思路 Option A (Interview): Interview one of your parents about their life as a teenager. Write a short report (100-120 words) comparing their experiences with yours. To extend the “generational” theme into students’ personal lives, fostering communication with parents and practical comparative writing. Option B (Poster): Create a poster titled “The Real Face of Our Generation.” Use images and keywords to show the positive aspects of your generation, challenging the stereotypes from the text. To cater to visual and creative learners, allowing them to express the unit’s concepts in a non-written format. 评价手段 Formative Assessment: Monitoring participation in discussions; checking answers to video/reading tasks; providing immediate feedback on students’ ideas. Summative Assessment: Evaluating the final written paragraph (“I Am Not What You Think I Am”) based on content relevance, logical connection of ideas, and language accuracy. 教学板书 1 学科网（北京）股份有限公司 $