人教版 (2019)必修 第一册Unit 1 Teenage life第1课时教案设计

这是一份人教版 (2019)必修 第一册Unit 1 Teenage life第1课时教案设计，共7页。教案主要包含了教学内容，课时目标，教学过程等内容，欢迎下载使用。
一、教学内容
理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。
二、课时目标
1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，激活背景知识和相关话题语言。
2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，梳理文本的段落关系，理清语篇pinin-fact的宏观总分结构，发展逻辑思维能力。
3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“slutin”的utline内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。
三、教学过程
Activity 1: Talking abut senir high schl life.
本活动旨在落实课时目标1。
Students wrk in grups f fur and discuss the fllwing questins.
Q1: What d yu think f yur first week at senir high schl? Why? List ut sme facts t supprt yur pinin.
Q2: What d yu think f freign students’ first week at senir high schl? Why? List ut sme facts t supprt yur pinin.
【设计意图】此活动是导入环节。学生就上述两个问题进行小组讨论，在真实的情境下，用已有的主题语言，描述校园生活。第一个问题有助于引出部分话题语言，如schl life/study hard/friends/hmewrk等。第二个问题激发学生谈谈他们心目中外国学生的校园生活，表达对中外文化的理解，引出chsing classes/extra-curricular activities…等话题语言，为预测课文内容以及第二课时对比中外校园生活作好铺垫。同时这两个问题后面都会追问“fact”，引导学生关注“pinin-fact”的辩证关系，为文本的结构分析做好铺垫。
Activity 2: Predicting the cntent f the passage.
本活动旨在落实课时目标1。
Students lk at the title f the passage and the picture, and then answer the questins.
Q1: What des “freshman” mean?
Q2: What des “challenge” mean?
Q3: What d yu want t learn frm the passage? Write dwn yur questins.
【设计意图】引导学生带着预测进行阅读，使他们更加积极主动且聚焦主题语境。在这个活动中，学生对两个关键词“freshman”和“challenge”进行初步的了解，同时基于对标题和图片的理解，借鉴阅读教学中常用的K(knw)—W(want t knw)—L(mre t learn)的模式，提出自己想要从文中获取的信息，预测文本内容，带着问题进行阅读培养推断能力，促进其主动学习。
Activity3: Dealing with the main idea f each paragraph and the questins.
本活动旨在落实课时目标2。
Students skim the text t find the tpic sentences and get the main idea f each paragraph. In the meanwhile, students find answers fr the questins they raised in activity 2 and check whether they share the same pinin n freign students’ senir high schl life with the writer.

Q1: Wh is the writer f the passage?
Q2: What des “freshman” mean in the text? Hw d yu knw?
Q3: Can yu find answers in the passage fr yur questins? Find ut the evidence.
Q4: What des Adam think f his senir high schl life? (pinin)
(S accrding t what yu said befre, sme f yu share the same pinin while thers nt.)
【设计意图】引导学生通过运用略读阅读策略，寻找主题句并根据主题句对段落大意进行概括，整体把握文本内容，提升概括能力。同时，寻找自己提出的问题的答案，并且明确亚当对于高中新生生活的观点，验证自己在活动2中对于外国学生的高中生活的观点是否与亚当的观点一致，自然过渡到活动4，确立文本的结构。
Activity 4: Identifying the structure f the passage.
本活动旨在落实教学目标2。
Students read the title f the text again, g ver the main idea f each paragraph and identify the structure. Students think abut the fllwing questins.
Q1: Why des Adam think his senir high schl life a challenge? (facts 1-3)
(Paragraphs 2-4 had t, had t, have t→repetitin)
Q2: Why is “t” put at the end f the tpic sentence f Paragraph 3?
Q3: Hw many parts will yu divide the passage int? Hw and why?
Q4: What is the main idea f each part?
(Leading part—Paragraph 1 (pinin): Senir high schl is really a challenge.
Supprting part—Paragraphs 2-4 (facts): Adam had t face challenges in chsing curses, chsing extra-curricular activities and studying.)
【设计意图】关注标题中关键词“challenge”，通过四个问题的设置，首先关注三个“have t”，初步了解repetitin的功能，提示总分结构，然后关注到一个“t”，提示分段的并列关系，为学生理清文本段落间的关系提供思维支架。在此基础上引导学生分段，明确 “pinin-fact”的总起结构，并对两个部分进行概括，推进学生思维层次。
Activity 5: Fcusing n Adam’s challenges.
本活动旨在落实教学目标3。
Students read the passage again and finish the utline in Task 4 n page 15.

While checking the answers, students answer the fllwing questins:
Q1: Why did Adam feel cnfused?
Q2: What challenges did he meet when chsing curses/ chsing extra-curricular activities / studying as a freshman at senir high schl? Why?
(challenge: have t, is a very difficult …, tried t … but didn’t … well enugh, a bit wrried abut, keeping up with, it’ll be quite difficult …, ...)
Q3: Hw did he feel? Hw d yu knw?
[1] The first week was a little cnfusing. (cnfused)
[2] I’m a bit wrried abut keeping up with the ther students in my advanced curse, and it’ll be quite difficult t get used t all the hmewrk. (wrried)
[3] I like English and I’m gd at it. (cnfident)
[4] I tried t jin the schl ftball team, but the cach tld me that I didn’t play well enugh. (disappinted/sad)
[5] I knw that Chinese is a very difficult language, but I hpe t be fluent when I graduate. (difficult but hpeful)
[6] Obviusly, I was unhappy, but I wn’t quit. (unhappy but determined)
[7] Still, I’m happy t be here. (stressed but happy)
[8] Studying hard isn’t always fun, but I’ll be well prepared fr university r whatever else cmes in the future. (stressed but hpeful and cnfident)
[9] ...
...
Q4: What were his slutins t these challenges?
(slutin: help, recmmend that I shuld, find a way t, imprve n my wn, jin … instead, study harder, get used t, be respnsible fr..., ...)
Meanwhile, students learn abut the wrds “cnfusing” , “suitable”, “make the team”, “sup kitchen”, “fluent”, “instead”, “still”,etc. accrding t the cntext and accumulate the wrds and expressins n “challenge”, “feeling” and “slutin” .
【设计意图】明晰结构后，学生再次阅读文本，完成课后练习4中的表格。学生需要梳理内容并进行提炼和概括，根据上下文理解词义，归纳面对的挑战、感受以及措施。在校对时，教师通过问题链进行提问，深入理解内容，在内容理解中品读语言，可以是让学生用不同记号在文中标记，也可以是教师在PPT上根据学生的产出灵活地标记，提炼出有关“challenge”、“feeling”以及“slutin”的表达，为最后的作业——复述做好语言和内容准备。
Assignment: Retelling Adam’s challenge by using the structure and the language.
本活动旨在落实课时教学目标3。
Retell the passage abut Adam’s first week at senir high schl.
Students are suppsed t pay attentin t the “pinin and fact(1,2,3)” structure and use the wrds and expressins in the passage.
【设计意图】学生运用所学语言内容，结合文本结构和utline，整合结构、内容和语言，对文本进行复述，一方面巩固文章内容，强化主题语言，另一方面本作业也将成为第二课时的导入。