资源简介

Welcome unit
Reading and Thinking 教案
教材分析：
课时通过Han Jing的三则信息，介绍了她的开学第一天。重点表达主要涉及心情描述、校园生活等话题，如anxious, frightened, awkward等。重点句式主要涉及描述心情，简单介绍校园生活等话题。本文的价值取向在于学生通过学习，理解旅游景点特色与旅行准备流程，梳理旅游景点选择与具体准备过程，了解旅行计划的形成与实施。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过阅读短文信息，了解并掌握在新的学校生活中的词汇及表达方式，如experiment, concentrate, impression等，以及一系列表达情绪的词汇，如awkward, outgoing, frightened等。
思维品质上，通过新学校第一天发生的各种事情，了解应用好心态应对陌生的环境，面对同学打扰该如何礼貌拒绝等。
文化意识上，了解国内外不同地方的高中生活，感受中外国家高中生的行为及思想差异，正确引导学生适应新的学习环境，建立良好的心态。
学习能力上，学生能以时间或心情为线索，把握文章主体架构，梳理文章脉络，从文中获取关键信息。在学习过程中，提高合作学习的能力。
教学重点：
1. 学生通过阅读Han Jing的信息，梳理文章发展脉络，把握主人公的心情变化。2. 以时间为线索，归纳文章主要内容。
教学难点：
快速阅读文章，抓住短文的主要内容及关键信息。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: Ss talk about their first day in senior high school, and their feelings on that day. Suggested answers: My first day in senior high school was not good, because I was so nervous and didn’t know anyone here. 通过自由讨论，让学生熟悉主题，结合过去经验以及已知知识，引导学生思考自己开学第一天。 5’ CW
Step 2 Circle and discuss: After the free talk, T gives Ss five emoji faces. And ask Ss to circle the pictures that describe their feelings on the first day in senior high school. Reasons should be given after choosing. Suggested answers: I felt anxious on my first day of senior high school, I have so much pressure in new school. Key words: 1.anxious; be anxious about; be anxious to do sth. 2.frightened; frighten; frightening; be frightened of doing sth. 结合前一环节的引入，让学生选择符合心情的表情，并给出原因，进一步细化提问，与本节课的教学内容相契合。 5’ GW
Step 3 Read the text: Ss read the text quickly and draw pictures to show Han Jing’s feelings on her first school day. 学生通过阅读文本，了解四则短文各传达的心情。 5’ CW/IW
Step 4 Find the reasons: Ss find the reason for Han Jing’s feelings in the text. Suggested answers:
7:00a.m. She was worried about first impression and friends. 12:30p.m. The teacher was kind and friendly. He told funny story, and everyone laughed so much. She found that most of her classmates and teachers friendly and helpful. 5:32p.m. The guy next to her tried to talk to her the whole time, and she couldn’t concentrate on the experiment. 12:29p.m. There’s a lot to explore at senior high, and she felt more confident than morning. Key words: 1.senior; be senior to; senior high school. 2.outgoing; 3.impression; impress; 4.concentrate; concentration. 进一步让学生精读文本，找出心情变化的原因，进一步熟悉文本内容及语境。 8’ GW/CW
Step 5 Read and discuss: T asks Ss read the text and discuss the following questions:
1. Why did Han Jing anxious before school 2. Who was her first maths class 3. What happened in the chemistry class What would you do if this happened to you 4. What did Han Jing learn from her first day at senior high school Suggested answers: 1.Because she is not outgoing, and she was worried about first impression and friends. 2.Her first math class was difficult, but the teacher was kind and friendly. He told funny story, and everyone laughed so much. 3.In the chemistry class, the guy next to Han Jing tried to talk to her the whole time, and she couldn’t concentrate on the experiment. I would tell that guy we can talk after class, but not in class. 4.There is no need to feel awkward or frightened at all. Be confident and make new friends in new school. 通过给出四个问题，锻炼学生带着问题精准定位的能力，提高学生的定位意识。 5’ GW/CW
Step 6 Brainstorming: Ss are asked to think:
If you were Han Jing’s best friend, what would you suggest her to do T asks： 1.What would you suggest if your partner tries to chat to you in class 2.What would you suggest if she is not outgoing enough T can give some examples: Ignore his/her words. Warn him/her not to talk. Report to teachers. 通过情景题，让学生针对文中的问题提出建议，锻炼学生解决问题的思维及能力。 5’ CW
Step 7 Fill the table: Ss are asked to fill the table with the words and phrases from the text, and tell a partner about Han Jing’s day. T can divide groups to do this task. 通过表格锻炼学生梳理脉络以及关键信息的能力。 5’ GW
Step 8 Talk and share: Ss are asked to fill in the table according to their own first senior high school day. They can think about: Things/people/feelings of that day. 梳理完文章脉络后，鼓励学生模仿学习行文思路，谈论自己高中的第一天。 3’ GW
Step 9 Word study：
T asks Ss to complete the passage with the correct forms of the words and phrases below. 阅读类似文本，熟悉重点单词及表达方式的用法及语境。 2’ CW
Step 10 Homework: Write a short paragraph according to the table. T can ask Ss to think about: Who did they meet What did they do How did they feel
what impressed them most 承接之前设计的表格，要求学生写一个段落，作为对本节课的巩固练习。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否理解和掌握文本中的新词汇与词组的意义与用法；
通过本节内容学习，学生能否掌握写短信息的要素，如时间，地点，心情等；
通过本节内容学习，学生能否迅速在文中找出关键信息，分析短文层次结构；

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