高中Unit 1 A new start教案

这是一份高中Unit 1 A new start教案，共4页。


Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我——学校生活、积极的生活态度
内容分析
本文是一篇访谈，毕业生Lisa回母校参加校园广播节目“Schl Talk”，围绕“高中学习与生活”给学弟学妹一些建议。在访谈中，主持人通过三个问题：刚开学时什么对你有所帮助、如何应对挑战以及如何面对失望，引出本次采访的主题，即高中生会遇到哪些困难、问题。Lisa根据自己的亲身经历分别对这三个问题提出了自己的建议，最后Lisa 还引用了一位美国作家Maya Angelu的一句名言，以此来告诉学弟学妹要有积极的生活态度。
读写部分的语篇内容为描述高中生活第一周的经历及体会的日记。日记共分为四段，采用总分的结构。第一段总体描述作者对高中生活第一周的感受，第二段讲述上物理课的经历，第三段描述了参加课外活动、结交新朋友的经历，第四段描述了第二天的计划。语篇通过in physics class n Mnday, after class n Wednesday, tmrrw evening等词汇，表明日记以时间顺序展开。
教学目标
1. 读懂语篇大意，获取文章的主要信息，概括访谈的主要内容；
2. 了解访谈的文体特征；
3. 进一步加深对高中生活的理解，做好高中学习规划；
4. 理解并掌握日记的文体特征；
5. 模仿范文，写一篇日记，记录高中生活第一周的经历及感受。在写作过程中学习和运用新的词汇、句型。
教学重点
1. 引导学生读懂文章，获取有关高中学习与生活的相关建议；
2. 引导学生梳理日记的篇章结构，勾画并运用有关 “jurnal entry” 的过渡性词汇及句型表达。
教学难点
1. 引导学生根据文中所提出的高中生活建议，制定个人高中学习规划；
2. 引导学生掌握日记的篇章结构和实用表达。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the expressins in Activity 1 and tick what they want t achieve.
2. T invites sme Ss t share their pinin and asks the class t think abut hw t achieve their gal.
1. Ss read the expressins in Activity 1 and tick what they want t achieve.
2. Ss talk abut hw t achieve gals in senir high.
Lead t the tpic, activate the Ss’ backgrund knwledge.
Activity 2
1. T invites Ss t read the wrd clud, picture and the title and then predict what might be talked abut in the interview.
2. T asks Ss t read the passage and check their predictin.
1. Ss read the wrd clud, picture and the title and then predict what might be talked abut in the interview.
2. Ss read the passage and check their predictin.
Predict the tpic f the interview thrugh tips and pictures.
Activity 3
T asks Ss t answer the three questins in Activity 3 based n the infrmatin frm the interview.
Ss answer the three questins in Activity 3 based n the infrmatin frm the interview.
Understand the infrmatin intended t cnvey t Ss in the text.
Think & Share
1. T asks Ss t read “Learning t learn” n this page t get the idea f hw t lcate specific infrmatin.
2. T asks Ss t discuss the fur questins in “Think and Share”.
3. T invites sme Ss t share their pinin.
1. Ss understand hw t lcate specific infrmatin in a passage.
2. Ss discuss the fur questins in grups and then share with the class.
Dig the crrespnding infrmatin accrding t their wn understanding and relate the advice t Ss themselves.
Activity 4
1. T helps Ss understand the requirement f Activity 4.
2. T help Ss present their ideas prperly, T guides Ss t list imprtant pints t rganise their ideas. Beginning: Prblems:
Hw t rganise:
Suggestins: Ending:
1. Ss read the requirement f Activity 4.
2. Ss wrk in grups and rganise their ideas.
Cnslidate and integrate the language and cntent learnt.
Activity 5
1. T invites Ss t recall their first week experiences at senir high.
2. T guides Ss t read the jurnal entry, and find the answers f the questins.
3. T guides Ss t summarise the narrative structure.
1. Ss share their first week experiences with the class.
2. Ss read the jurnal entry quickly, and answer the questins.
3. Ss summarise the narrative structure f the jurnal entry.
Read t extract and summarise the infrmatin and understand the narrative structure.
Activity 6
1. T asks Ss t cmplete the ntes with their wn first week experiences.
2. T asks Ss t write a jurnal entry accrding t the ntes, and reminds them t use the useful expressins.
1. Ss cmplete the ntes with their wn first week experiences.
2. Ss write their jurnal entries accrding t the ntes.
Practise narrative writing with the help f the given structure.
Activity 7
1. T shws the criteria f a gd cmpsitin and demnstrates hw t judge a cmpsitin.
2. T asks sme Ss t shw their jurnal entries t the class, and invites ther Ss t judge.
Ss shw their jurnal entries t the class, and d peer evaluatin.
Imprve writing thrugh peer evaluatin.