2022-2023学年高中英语人教版（2019）必修第一册Unit 1 Teenage life Reading and Thinking 教学设计 -.docx

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1、Reading and Thinking: The Freshman ChallengeInstructional designTopicUnit! Teenage LifeThe FreshmanChallengeTypeReading and ThinkingClassClass 6,GradelDuration45minTeachingMaterialAnalysisThis lesson is the second period of unit 1, namely reading lesson. It tells the story of Adam, an American middl

2、e school student, who encountered challenges at the beginning of entering high school. This topic is closely related to high school students, and is very in line with the learning situation of senior 1 students, which will also stimulate students1 interest in learning and draw their attention. By re

3、ading the text, students can learn to share with their classmates the challenges they face as a senior one student, also their feelings and solutions to the challenges. Adam thinks high school life is a challenge. What are the specific challenges? Therefore, students will be able to utilize the read

4、ing skills to read the text and find out the key information and Adams emotional changes, so as to guide students to realize the challenges they face and the solutions, and then guide students to analyze the differences between Chinese and Western education systems and cultivate their cross-cultural

5、 awareness.StudentAnalysisThis lesson is for Class 6, Grade 1. Although the topic is very familiar to them, they still have difficulties in expressing their real challenges in English. In addition, they may not have a good understanding of the American middle school education system. For example, th

6、e protagonist Adam has a school adviser to help him to offer suggestions for course selection, and Adam is a volunteer in a soup kitchen. These cultural phenomena, which are different from China, might make students confused.TeachingObjectives1. Knowledge objectives: Enable students to learn English

7、 expressions related to Teenage Life, such as freshman, challenge, responsible, etc.2. Ability objectives: Enable students to analyze the structure of the text, master the reading skill: skimming, and summarize Adams challenges, feelings and solutions by themselves. Enable students to understand the

8、 structure of the text.Cultural awareness: Enable students to get cultural knowledge, such as Soup Kitchen, School Adviser”, etc. Be able to understand the differences between Chinese and Western education systems and cultivate students* cross-cultural awareness.Students can learn to use reading str

9、ategies: skimming, and new vocabulary expressions in this lesson to understand the main idea of the article, summarize theKey point challenges Adam faces, how he feels and what his solutions are; students must beDifficultDifficultpointTeachingProceduresable to understand the differences between Chin

10、ese and Western cultures. That is, to understand the specific meaning of soup kitchen, school adviser.Students can use the new vocabulary of this unit to correctly communicate with theirclassmates the challenges they face in middle school life in English, and findsolutions.Stepl Pre-readingThe teach

11、er shows the photos of Bingtuan No. 2 High School on the PPT and asks the following two questions :Were you curious about senior high school life before you came here?Can you describe your feelings as a freshman in senior high school?(1) Students share their answers, and the teacher provides timely

12、classroom feedback.(2) Then, the teacher shares her challenges as a freshman with studentsand talk about the challenges she faced and shares her feelings withclassmates. After that, introduce Adam, the protagonist of this lesson:There is an American middle school student named Adam, but his first ye

13、ar life in high school is a challenge for him, so lets take a look, what happened?Step2 While-listeningFast Reading(1) Students read the article quickly, find out the main idea of each paragraph of the text, and work together to complete the following blank spaces:ParagraphMain ideaParagraph 1Paragr

14、aph2ParagraphsParagraph4Before students starting, the teacher introduce the reading strategy “skimming to students, namely “You can quickly find main ideas and the whole structure by 仔rst taking a quick look at the title, picture(s), key words and phrases, and topic sentences/5(2) Students compare t

15、he text, find the position of each general sentence in the paragraph, and analyze the structure of the text. Teachefs question:Can you understand what structure the article is organized, guys?Detailed ReadingThe first paragraph: Students read the first paragraph carefully and answer the teachers que

16、stions:What does Adam think of his senior high school life?How did he feel about the first week?(1) The second paragraph: Students read the second paragraph of the text and answer the teachers questions:How does Adam choose the suitable courses?What courses did Adam choose?Which one do you think wou

17、ld be his favorite? Why?The teacher makes a simple cultural development for the school adviser” in the second paragraph.(2) The third paragraph: Students read the third paragraph of the text, answer what “make the team“ specifically refers to in this paragraph, analyze and summarize Adams challenges

18、 and his countermeasures, and the teacher makes a simple cultural expansion of the “soup kitchen”.(3) The fourth paragraph: Students read the fourth paragraph of the text and answer the teacher9s questions：In this paragraph, what is the specific challenge Adam encountered?And how will he overcome th

19、is challenge?(4) Read again: Students read the text again, summarize the challenges Adam faces, and his feelings and solutions, and then complete the form; After the group discussion, two or three groups of students will be asked to share their own challenges, feelings and solutions.ChallengeFeeling

20、sSolutionsTheFreshmanChallengeTheFreshmanChallengeEntering seniorhigh schoolChoosingsuitable coursesMaking thefootball teamKeeping upwith othersConfusedSeriousUnhappy butwont quitWorried butconfidentAsk for helpTo improvehimselfStudy harder, beresponsibleStep3 Post-reading(1) Students think about an

21、d discuss the following questions and let three or four students express their opinions in the class:Do you face the same challenges as Adam?What other challenges are you facing?How will you deal with them?The teacher gives students a template to answer, and gives a rough guide to the students* thin

22、king direction:Like Adam, I also have to.Unlike Adam, I dont have to.My solution to this challenge is to.(2) After listening to the students5 open answers, the teacher gives timely and effective classroom feedback; then the theme of the text teaching is sublimated: STRIVE. Strive to be your better s

23、elf!(3) RetellingLet students retell the text and then talk about their own challenges and how do they feel and how will they solve these challenges?Step4 HomeworkComplete the activity5 on pagel5.1. Memorize the new words and word chunks collocations that have been learned in this lesson.板书一：Unit 1 Teenage LifeThe Freshman ChallengeChallengeBlackboard How to choose courses How to choose extra-curricular activities How to studyDesign板书二：RelationshipHomeworkCanteenCanteenChallengePressure