【教案】Unit1Reading and Thinking教学设计人教版(2019)必修第一册单元整体教学设计.docx

备课人学科英语课题Unit1 Teenage Life Reading and Thinking（第三课时）教学内容分析What :本节课话题属于主题语境人与自我，生活与学习。子话题学校生活和认识自我、丰富自我，完善自我。主人公是Adam, 一位刚上高中的学生。介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。文章共有4个段落。每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。第二段：介绍了Adam 选课过程中遇到的挑战。 第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。文章向学生展示了一位国外高中生的学校生活。这有助于开阔学生的视野，增长文化知识、提升人文素养。学生通过学习、 联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。在文章的第二、三、四段，作者则分别用 I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处 Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。从时态运用上，作者用一般过去时描述了开学第一周选课、参加俱乐部的经历和感受。在描述如何应对挑战时，作者使用了一般将来时。 在词汇使用上，作者使用了如：I had to think carefully, I tried to, Ill have to 等 语块。表示面对挑战时的压力；使用了but , still 表转折的词来完成意义的改变，展示了Adam 积极向上的品质以及对未来生活的期待，还使用了如 take course, sign up for advanced literature, I am good at it, join school football club, improve on my own, make the team, keep up with the other students, get used to all the homework, be well prepared for university这些语块帮助学生理解文章主题、为进行国内外高中生活的对比打下了坚实的语言基础。学情分析 学生为高一实验班学生，英语基础较好，文本分析能力、思维层次及语言能力还有待提高。 话题熟悉度：学生对于学校生活比较熟悉，但是对于高中阶段的情况还没有完全适应。 主题意义意识程度：初步了解了主题意义的探究的必要性，并粗浅认识到主题对于文本理解与分析的重要性。 词汇学习策略：刚从初中升入高中，掌握了一些学习技巧，关于高中英语的学习途径与策略还不熟悉。 学习目标By the end of this lesson, students are expected to be able to 1. sort out Adams life challenges and get the structure of the text;2. realize the teenage life differences between Americans and Chinese draw a conclusion of Adams qualities from the challenges and solutions;3. express the views on teenage life and establish a positive outlook on life.教学过程教学目标活动形式及步骤活动意图活动形式时长Lead-inHow did you feel on your first school day?What would you tell a teenager from another country about school life in China? 通过问题，激活背景知识，引入新知。IW2PredictionActivity 1 Can you predict what challenges will be talked about?通过观察图片和标题等预测文章内容。IW3sort out Adams life challenges and get the structure of the text;realize the teenage life differences between Americans and Chinese;Activity 2Read for the structure and main idea. Students skim the text to find the topic sentences and get the main idea of each paragraph. Activity 3Close reading for detailsQ：Adams first week at senior high school is confusing. What challenges did he meet? How did he feel? How did he solve his problems? Fill in the blanks.Q：Is Adam confident that he will get used to senior high school life? How do you know? 1.分析文章结构2.概括段落大意3.画出思维导图3.填写表格梳理挑战，应对措施。4.分析主人公心态上的变化。IWGW14sort out the qualities about Adam.Activity 4Group discussion 1.What kind of person do you think Adam is? Why? 2. Do you face the same challenges as Adam? What other challenges are you facing? How do you deal with them? 分析主人公的品质，联系自身的挑战，思考自己是如何应对的。GWIW10express the views on teenage life and establish a positive outlook on life.1. How does the adviser offer some practical advice?2. Why does Adam join in the extra-curricular activities?3. Can you find sentences about the future?Life is what you make it , we have learnt that Adam is a very patient , hard-working, determined boy, we should learn from him.回归文本深层思考文章的行文逻辑，体会作者写作意图。IW6Homework1.Write a short passage about your school life challenges using the words and phrases.2. Finish the exercise 5 on page 15.Find out more about foreign teenagers school life.巩固主题词汇，深度理解文本。IW1IW: Individual work GW: Group work教学反思与评价本课活动较多，在预测课文之后进行快速阅读，掌握文章的大意，细读分析作者所面临的挑战，应对措施和其态度的变化。通过分析得知，Adam是一个积极乐观的，努力和勇敢善良的人，所以他自己足够强大来应对未来的挑战。通过对于语篇的分析，本课承载着重要的育人价值，通过学习别人对于挑战的应对方式，树立自信心，对于未来的高中生活做好规划。学科网（北京）股份有限公司