【教案】Unit+1Reading+and+Thinking+课时教学设计-人教版（2019）必修第一册.docx

《【教案】Unit+1Reading+and+Thinking+课时教学设计-人教版（2019）必修第一册.docx》由会员分享，可在线阅读，更多相关《【教案】Unit+1Reading+and+Thinking+课时教学设计-人教版（2019）必修第一册.docx（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Unit 1 Teenage life 课时教学设计第 2 课时教学设计课题Reading and thinking课型新授课R章/单元复习课专题复习课 习题/试卷讲评课学科实践活动课其他1.教学内容分析本课时题目为“ 新生的挑战”(The Freshman Challenge)，属于“人与自我”话题。文章以第一人称的口吻描述了美国学生Adam进人高中后所面临的三个挑战:如何选择课程、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。本文是一篇个人自述，共分四个小段，层次分明、结构清晰:为总-分结构，后三段为第一段的“supporting parts”。语篇内容贴近高中学生的现实生活，符合高

2、中学生的认知需求，能让学生产生共鸣。在回答相关问题之中，学生也可以对自己如何面对高中的挑战有一些思考。2.学习者分析Students in Grade One has learned English for years, and they have mastered some basic language points and language skills, they can get some detail information in the text. But most of them lack reading strategies like skimming, scanning and

3、 prediction. Meanwhile, they just came into the senior high school, and the also face some challenges both in study and life.3.教学目标与核心素养1. Enable students to masterusefulwordsandphrasesrelatedtothetext.2. Enable students to have a good understanding of the freshmen challenges in senior high school.3

4、. Develop students different learning skills to solve different reading comprehensive problems, such as prediction, skimming, scanning, etc.4. Develop students sense of cooperative learning and individual thinking capability.5. Getstudentstolearntofacedifficultiesandchallenges inseniorhighschool for

5、theirownfuture.4.学习重点难点1. Enable students to masterusefulwordsandphrasesrelatedtothetext.2. Develop students reading ability，such as skimming, scanning and summarizing.3. Encourage students to conquer thier challenges.4 学科网（北京）股份有限公司学科网（北京）股份有限公司5.学习活动设计教师活动学生活动环节一： Lead in: Small talk教师活动 1A quick

6、review and two questions for students to talk about:1. How much do you know about school life in other countries?2. Do you think that work in senior high school is harder than at junior high school?学生活动 1Share their ideas.活动意图说明：复习与课堂导入，使同学们快速回忆一些上节课学过的单词，并回忆起本单元相关主题。同时引出本课话题。可能出现无人作答的情况，要注意引导。同时使学生

7、在讨论中提升英文交流与表达能力。环节二：Preparation教师活动 2Explain some new words：challenge, freshman, recommend, literature, responsible.学生活动 2Guess the meaning of new words while teacher is trying to explain.活动意图说明:在正式阅读语篇之前扫清一些阅读障碍，学习本课相关单词与表达。锻炼学生的思维能力。注意循循诱导，不要一下子说出答案，让同学们对单词的印象更加深刻。环节三：Skimming教师活动 3Let the student

8、s to read the text quickly to find the main idea of each paragraph.学生活动 3Find the main idea of each paragraph.活动意图说明:训练学生快速阅读以及独立思考的能力。注意提供方法和举例，控制时间。以抢答的形式进行，回答问题的每位同学给予绿卡，下课登记，记录为平时表现。环节四: Intensive reading 教师活动 4Guide the students to read the text carefully and find the answers to the questions.1

9、.WhatcausesdidAdamschoose?Whichonedoyouthinkwouldbehisfavorite?Why?2.Whatdoes“maketheteam” inparagraphmean?3.WhatisAdamworriedabout?4.IsAdamconfidentthathewillgetusedtoseniorschool life?Howdoyouknow?学生活动 4Read the text carefully and answer the questions .活动意图说明: 锻炼学生对于细节阅读的能力。注意一些常不回答问题的同学可以主动进行定向提问

10、。环节五：Accessing and summerizing information 教师活动 5Let the students to read the text again, discuss and finish the outline in group.Let the students to share their answers 学生活动 5Duscuss and finish the outline. 活动意图说明: 锻炼同学们的总结提炼能力, 以及团队合作精神。环节六：Discuss and Share 教师活动 3Let the students discuss the ques

11、tions in group and share their ideas.What kind of person do you think Adam is? Why?WhataresomedifferencesbetweenAdamsschoolandyourschoollife?Do you feel the same challenge?Encourage students to face the challenges in senior high school.学生活动 3Discuss and share Reflect 活动意图说明:总结Adam的性格特点, 回到开篇问题相关问题，再

12、次了解国外学校与我国高中的不同。在交流与讨论中提升英语听说能力。思维品质方面希望同学们能够有所反思,日后积极应对高中学习生活可能遇到的困难。环节七：Quick revision 教师活动 7Guide students to review the words and expressions we have learnt today Let them to finish the sentences in P15学生活动 7Recall the expressions we have learnt.Finish the sentences 活动意图说明: 复习与强化练习，加深今日所学。环节八：Rewards and Punishments time 教师活动 8Score each group and make them to choose rewards and punishments.学生活动 8Select rewards and punishments.活动意图说明: 增加课堂的趣味性, 换个方式布置个性化作业。6. 教学总结与反思实际授课后及时反思：教学过程是否衔接自然、有启发性；问题回答情况是否如预想，如若不是，有哪些原因；课堂内容容量是否合理；同学们时候能否吸收大部分知识；哪些同学课堂参与度不高、英语表达训练较少需多加关注等问题。