高中英语人教版 (2019)必修 第一册Unit 1 Teenage life教案及反思

这是一份高中英语人教版 (2019)必修 第一册Unit 1 Teenage life教案及反思，共5页。


教学反思：
这节课是选自人教版（2019）第一单元Teenage Life阅读课。考虑到学生的基础较弱，本节课主要是以任务型教学为主，并伴有部分和同学讨论的环节。
课堂开始给学生展示了美国高中生学习生活的视频，并且让学生谈谈他们的在学校会干什么，为下文学生对Adam的校园生活理解做一个铺垫。导入环节设计的比较自然。阅读前的环节设置是让学生找出文章各个段落的主旨，给予学生提示以后，学生速读的能力还有待提高。不过课程中设计的寻找关键词，关键段落和关键句子等环节，可以辅助学生的教学水平提高。这堂课重点在阅读中这一环节，对这一环节的理解和掌握情况，能够反应出学生是否真的读懂这篇文章。接下来，我设计了另外两条主线，给学生搭建文章的主框架，一条是Adam所面临的challenges有哪些，因为challenge是这篇文章的中心，也是一条贯穿全文的重点线索。根据学生找出来的challenge，老师继续问学生另一条文章的主线，那就是学生的心情。在面对不同的挑战时候，我们可以看到Adam的心情变化。最后教师带领学生分析了他是如何解决这些问题的。这部分主要的问题时，由于学生基础的问题，在找答案的时候，学生并不能非常准确地找到答案，有时候学生只能找到比较细，比较窄的答案，可能并不是非常准确。这时候，教师可以通过继续提问，引发学生思考而逐渐找到最终答案。同时，这一课由于有四段，教师在设计阅读中的时候形式比较单一，学生也有可能比较疲乏，教师是否能够采用多种形式让学生思考，例如：讨论，nte等。最后在结尾的时候，教师设计了两个发散性的问题，一个是Adam是一个怎么样的人？并且用事实来论证它。教师给学生搭建起了一个框架，并且还提供了很多词语可以给学生进行选择。但是教师没有考虑到学生实际水平，给出的单词对于他们来说可能有难度，甚至不认识。教师可以给出简单的同义词，给学生展示出来，也可以对比较难的单词进行进一步的解释。最后一个发散性问题是你在学校有没有遇到过这样的挑战？或者你有没有遇到过任何挑战？学生给出的反馈都是n，实际上教师可以多给学生思考的时间，相信学生是可以出来的。当然这和上课时间紧迫也有一定联系。
在作业设计环节，教师设计了一个根据刚才搭建的框架，让学生写出一段话，描述Adam的生活。作业设计的操作性比较强，学生能力可以得到提升。课 题
Unit1 TEENAGE LIFE
Reading and Thinking
学 科
英语
班 级
授课教师
教 学目 标
1. Ss can read the text and understand its linguistic characteristics t btain effective infrmatin.
2. Ss can explre and cmpare the lives f Chinese and freign high schl freshmen.
3. Develp students sense f cperative learning and individual thinking capability.
4. Ss can establish an ptimistic and pen-minded attitude, and actively meet the challenges f high schl life.
重 点
Ss can read the text and btain effective infrmatin.
Ss can use the title, pictures, keywrds, theme sentences, etc. t get the meaning f the passage.
难 点
Students can learn t use skim strategies t quickly get the main infrmatin abut the text.
Students can talk abut their new schl challenges in senir high schl and encurage them t find pssible slutin t cnquer them
教
学
内
容
与
过
程
Step1 Lead-in
T shws Ss a vide abut ne day f American senir high schl. And ask Ss t answer the questin
“What’s the vide abut?”
“Hw d yu feel abut their schl days?”
T: “yeah, it culd be excited, happy, cnfused, wrried…” Tday, we will learn abut the by, Adam, as a freshman in Senir high schl. S, let’s lk at the title and pht.
Step2 Pre-reading
Predicting
T shws Adam’s pht and ask students t lk at the pht and read the title f the text, and t predict what the text might invlve. T shuld lead Ss t say mre detailed infrmatin than the title. At the same time, teachers guide students t learn the tw new wrds freshman and challenge.
Step2 While-reading
Skimming
Students quickly read the text, find ut the key wrds r key sentences f each paragraph, summarize the general meaning f the paragraph, and cmplete the chart. At the same time, T shuld tell Ss the skill f getting the main idea f each paragraph.( Yu can quickly find main ideas and the whle structure by first taking a quick lk at the title, picture(s), key wrds and phrases, and tpic sentences).
Scanning
T: “S, as yu knw, the title shws us the freshman challenge. Can yu find ut the challenges Adam is facing?” T ask Ss t find ut challenges in passage and cnclude like this:
3.Read in detail in each paragraph：
(1) T shws each paragraph and questins t Ss. Ask Ss t g thrugh these questins. Then ask Ss t read the paragraph1 in detailed.
Q1: What des Adam think f his senir high schl life？
Q2: Hw did he feel abut the first week?
(2) After Ss find ut the answer, T leads Ss t paragraph2 and answer the questins.
Q1: Is it very easy fr Adam t chse curses? Why?
Q2: Wh helped him chse the curses？
Q3: Why did the adviser recmmend him signing up fr a curse with a higher standard?
T let Ss t find ut the answers in passage and let Ss t cnclude the answers in their wn wrds.
(3) Detailed reading in paragraph 3
Ss read and answer the questins:
Q1: Did he jin the ftball team? Why?
Q2: Hw did he feel? What will he d?
Q3: What activities did he jin at last?
T ask Ss : “ What des “make the team” in Paragraph 3 mean?”
T shws sme pictures and meaning f “a sup kitchen” t Ss. Help them understand this activity better.
（4）Detailed reading in paragraph 3
T ask Ss t read paraph4 and answer these questins:
Q1. Why dse he decided t study harder and being respnsible mre?
Q2. Dse he have the cnfidence fr the future? Hw d yu knw?
(5) Fill in the chart and retell the text with the structures.
Students read the text again, extract key infrmatin frm the text, and fill in the frm fr Activity 4. After cmpleting the frm, let the students retell the text in cmplete sentences accrding t the utline f the table.
Step3 Pst-reading
（1）Discussin
T ask Ss t discuss the questin in grups “What kind f persn d yu think Adam is? Why?”
T shws Ss an example: “When yu answer the questin, yu can describe Adam’ s persnality first, then list sme facts t supprt yur idea in yur wn wrds. Fr example, I think Adam is a serius student. Fr ne thing, when he was cnfused abut which curses t chse, he thught carefully and asked his adviser fr help. Secndly…”
（2）Reading and thinking
T ask Ss t cmpare their wn life with Adam’s and thinking the questin: “D yu face the same challenges as Adam? What ther challenges are yu facing? Hw will yu deal with them?”
T let Ss t discuss with partner and prvide Ss a sentence structure like this: Like Adam, I als have t…Unlike Adam, I dn’t have t…My slutin t this challenge is t…
备注
Hmewrk
T cnclude the passage in yur wn wrds with the help f the infrmatin in chart.
T finish the exercise bk f unit1 part 2.
Blackbard design