Unit 1 Teenage Life阅读教案人教版高中英语必修第一册.docx

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1、Unit 1 Teenage Life Period 2课时内容Compare school lire in different places主题语境：人与自我-生活与学习主题群下的学校生活语篇类型:一篇记叙文文本分析: What 这篇记叙文以第一人称叙述了Adam作为高一新生所要面临的挑战：如何选课、如何选择课外活动、初、高中生活的不同之处以及面临这些挑战时作者的心态。 Why 该语篇从选课、选择课外活动、心态调试等方面，叙述了作者从初中升人高中后面临的种种不适与挑战，心态从迷茫、不高兴焦虑到快乐、积极应对，旨在帮助学生认识到初高中学习和生活等方面的差异、面临的挑战和应该树立的目标，积极思考

2、并寻找解决办法、调整心态，帮助学生形成正确、乐观的态度以应对初高中生活衔接的不适。 How 该语篇以学生刚从初中升入高中会遇到的问题这种真实情境为依托，每一段有一个主题句，每段有主干句型复现“ I had to.， I know.。”使得文章脉络清晰，内容分布合理；通过使用“ First，too，stil”使得文章行文逻辑联系紧凑。课时目标 1.能识别主题句，提取文章主要信息和相关细节。 2能介绍Adam升入高中遇到的挑战，说明在遇到这些挑战时Adam的心态变化和应对办法，形成正确、积极的生活和学习态度。 3.推断出作者的性格特点，借鉴别人处理问题的方法应对自己所面临的挑战。重点难点重点: 学

3、生通过阅读，获取关于作者作为高一新生面临挑战的主要信息。难点 学生通过阅读、讨论等活动，形成自己面临挑战和问题时的应对策略。教师准备: 提前了解自已学生升人高一时遇到的困感和挑战，让学生匿名将自己初高中衔接遇到的问题用英语写在信封里。学生准备: 提前了解阅读的各种技巧，阅读初高中生活差异及中外学校生活的相关文章，为理解做好背景知识贮备。教学过程Step I学习理解活动一: Brainstorm首先让学生小组讨论What do you want to know about school life in other countries? What would you tell a teenager

4、 from another country about schoo l life in China?【设计意图】通过 Brainstorm活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。活动二: Read for General Understanding1. Underline. Read the passage: The Freshman Challenge and underline its topic sentence of each paragraph.2. Summarize the main idea of each paragraph (Acti

5、vity 2, P14)Para 1: Senior high school is a challenge. Para 2: The school adviser helped me choose suitable courses according to my interest and gift.Para 3: I joined a volunteer club instead of the school football team.Para 4: In spite of difficulties and worries, I know what should do and plan to

6、be well prepared for the future.3. A Structure Map.Ask students to find out some words to show order(first, too, still) and some parallel sentences(I had to ., I know .) and draw a structure map.【设计意图】把握文章的标题与内容、段落与段落之间的关系，寻找主题句，有助于学生对文章结构、行文特点的整体把握，为了帮助学生更好地理解语篇信息的结构，可以引导学生从行文逻辑和平行句型两方面分析语篇，通过这两个活动

7、，可以实现课标对普通高中英语课程语言技能内容要求中提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇主要要义活动三: Language focus and learning1.Lexical chunks(词块)Ask students to underline some important lexical chunks in the reading passage, and copy it in their notebooks after class.2 Discourse markers(语篇标记)Read the text and underline the wor

8、ds which show the development of the passage, especially the feelings of the uthor3. Paraphrase(1) _ a new or difficult task that tests sbs ability and skill(2) _to arrange to do a course of study by adding your name to the list of people doing it. (3) _ having the job or duty of doing sth or taking

9、 care of sb/sth, so that you may be blamed if sth goes wrong.(4) _ to tell sb that sth is good or useful, or that sb would be suitable for a particular job, etc.(5) _ to complete a course in education, especially at high school.4. Use the words in the contexts.Complete the sentences with the correct

10、 forms of new words from the text. (SB. P15, Activity 5)【设计意图】本环节国绕语言知识学习设计了四个练-练习1：让学生画出相关的词块( Lexica chunks)；练习2：画出文章的语篇标记( Discourse markers)；练习3：Paraphrase是用英语解释英语；练习4：在语境中理解运用生单词，旨在加深对语言的理解和掌握活动四: Read for Deep Understanding1. Questions.Group Work: Discuss the following questions. uc(1)What cou

11、rses did Adam choose? Which one do you think would be his favourite? Why?(2)What does make the team in Paragraph 3 mean?(3)What is Adam worried about?(4) Is Adam confident that he will get used to senior high school life? How do you know?2. Complete the outline.ParaChallengeHow Adam FeelsSolution1Co

12、nfused2Choosing _ coursesThe school adviser _3He will find a way to _4He will _【设计意图】这个教学环节仍然黑子深展理解、课标在高中学业质量水平和考试评价中指出，高中英语阅读理解要超越对基未信息的识别、归纳的展次，逐步走向分析、阐述和评价的层次，这三个层次属于高阶思维层次。Step应用实践活动五: Discussion( Group Work)Work in groups of four and talk about:1. What kind of person do you think Adam is? Why?2

13、. The differences between Adarms school life and school life.3.Your challenges you are facing and how you deal with them【设计意图】在学生理解了外国学生Adam的学校生活后，以小组活动的形式，让学生叙述自己的学校生活，通过对国内外学校生活的讨论，有助于提高学生跨文化交际力(对异国文化和本国文化异同的了解。Step 迁移创新活动六: WritingHand out the envelopes with students challenges inside and ask stu

14、dents to write an advice letter to help them solve the problems.【设计意图】本环节属于迁移创新阶段，设计了写作的活动，将语言的理解和表达紧密结合起来。在对文章进行浅是和深层阅读理解之后，学生创造性地模仿和使用所学的语言和语篇，以及所学知识对自己的启发进行合理表达。在真实的语境和用语言解决实际问题的驱动下，学生的创造性和想象力得到极大激发，真正实现了 learn to read和 read to learn的有机结合。本单元的写作也正好是建议信，可以提前热身。板书设计Unit I Teenage LifePeriod 2 Reading and ThinkingStep I学习理解活动一:Brainstorm活动二; Read for General Understanding活动三: Language focus and learning活动四: Read for Deep UnderstandingStep应用实践活动五: Discussion( Group Work)Step迁移创新活动六: Writing