Unit 1 Teenage life Reading and Thinking 教案-高中英语人教版（2019）必修第一册.docx

Teaching Design人教版(2019)必修一U1 Teenage LifeReading and Thinking一、Thematic context: human and self二、Lesson type: reading and thinking三、Length of lesson: 45 minutes四、Teaching material:【What】The article describes in the first person the three challenges that Adam, an American student, faces after entering high school: how to choose courses, how to join the American football team he likes, and how to adapt to the high school life.【How】This paper is a personal statement, divided into four small sections, clear hierarchy, structure. Going from junior high school to senior high school is a really big challenge. Going from junior high school to senior high school is a really big challenge. I had to think very carefully about which courses I wanted to take. I had to think very carefully about which courses I wanted to take. The third paragraph is about the choice of extracurricular activities, that is, "I had to choose extra - curricular activities, too.". The fourth paragraph is about how to adapt to the high school life as soon as possible. I'll have to study harder as a senior high school student and get used to being responsible for a lot more.【Why】The text content is close to the real life of senior high school students, meets the cognitive needs of senior high school students, and can make students resonate. It is natural for students to compare their situation with Adam and think about how to adapt to high school life as quickly as possible.五、Teaching objectives:After this class, students will be able to:1.summarize Adam's experiences, feelings, and challenges as a freshman by skimming and intensive reading.2.express their own experience and feelings with the vocabulary, sentence patterns learned in this class.3.understand and compare the experience and feelings of Chinese and foreign Senior High School, discuss the challenge, and put forward appropriate suggestions.六、Teaching proceduresStepTeaching objectivesTeaching and learning activitiesModeInteraction TimeStep 1Step 2Pre-readingLead-in：Watch a vlog about a day of foreign senior high students. Answer the following questions.1.What is the video about?2.Is it similar to your school life?Activity 1: Brainstorm1.What do you think of your Senior High School life now? Use some words to describe it.2.What kind of challenges you meet with?IWCW5minJustification： Arouse students' curiosity to learn about the study and life of foreign students and guide students to think about their own life.Step 31.summarize Adam's experiences, feelings, and challenges as a freshman by skimming and intensive reading.While-readingActivity 1: Read for structureStudents learn how to skim. Then skim the text to find the main idea of each paragraph. Check the answers together. Then conclude the structure of the passage.IW3minJustification：Through reading for structure, students can master the skimming skill better and know about the structure of this passage.Step 4Step 5Step 61.summarize Adam's experiences, feelings, and challenges as a freshman by skimming and intensive reading.Activity 2: Careful readingRead for outlineStudents have 6 minutes to scan the passage and finish the outline in activity 4. Then check the answers with the whole class.Read for informationStudents have 7minutes to reread paragraph 2-4 with three questions. After reading, students exchange their ideas with their partner. Then teacher invites some pairs to share with the whole class. The whole class can evaluate the performance of these pairs.Read for languageTeacher takes the first paragraph as an example, find out some useful expressions and explain to the whole class. Then students work in groups of 4 to find out and accumulate the words, phrases and sentence patterns describing the feelings in paragraph 2-4.IWGW19minJustification：Provide students with the scaffolds to summarize Adam's experience, feelings and challenges as a freshman, get detail information and learn some useful expressions through intensive reading.Step 72.express their own experience and feelings with the vocabulary, sentence patterns learned in this class.Post-readingActivity 1: Think and shareStudents think of what challenges they are facing and how they are feeling. Then use the accumulated expressions to share their thoughts with their partner. Teacher invites some students to share with the whole class.IWPW6minJustification：Provide scaffolds for students to reflect on the challenges they have encountered through the expressions they have learned, compare their challenges with Adams, and then make targeted suggestions.Step 83.understand and compare the experience and feelings of Chinese and foreign Senior High School, discuss the challenge, and put forward appropriate suggestions.Activity 2: Give your adviceStudents work in groups to compare their school life with Adams. Then finish the chart and share with the whole class. Then according to the challenges Adam faces and students shared, students give some advice accordingly.AdamYourselfCourseClubChallengeFeelingSolution/AdviceGWCW10minJustification：Provide scaffolds for students to reflect on the challenges they have encountered through the expressions they have learned, compare their challenges with Adams, and then make targeted suggestions.Step 9Homework Your Australian friend, Emily, wants to know how you are getting along with your school life as freshman. Please write an email to tell her about your challenges, feelings, and solutions.IW2minJustification：Through this assignment, students can check whether they have mastered today's learning content, timely check the gaps.板书设计学科网（北京）股份有限公司