资源简介

Unit 1 Teenage Life Reading and Thinking
一、Thematic Context: human and self
二、Lesson Type: reading and thinking
三、Length of Lesson: 40 minutes
四、Unit Teaching Objectives
(1) Students master the key words and phrases in this unit, and they be able to spell and use them correctly, for example, teenager, volunteer, challenge, solution, quit, recommend, prefer…to…, suitable for…, advance, ballet, content, adult, schedule, confused, graduate, generation, actually, fluent, debate, obviously, behavior, be responsible for, be attracted to, focus on, addicted to, clean up.
(2) Through the study of this unit, students can understand the general idea of listening and can imitate dialogue in daily life.
Through reading the article, students can know the text and improve their ability to obtain key information.
Students can correctly use noun, adjective and adverb phrases through practice in the class.
Students will be familiar with the common style of suggestion letters and master the expression of suggestions, and also will imitate and write a letter of advice to solve the problems of teenagers.
Students combine their own life experience to compare and analyze the similarities and differences between Chinese and foreign teenagers' learning and life.
五、Teaching Arrangements
(一) This unit is designed for 6 lessons in total
Lesson 1: Listening and Speaking
Lesson 2: Reading and Thinking
Lesson 3: Discovering Useful Structures and Assessing Your Progress
Lesson 4: Listening and Talking
Lesson 5: Reading for Writing
Lesson 6: Video Time and The Face-Down Generation (from workbook)
六、Teaching Material:
The theme of this lesson is to guide students to explore and compare the campus life of Chinese and foreign high school freshmen, and. understand their living conditions and emotions by comparing school life in different places. Through this reading lesson, students can also realize the importance of overcoming difficulties and studying hard in the process of growth, so as to establish a positive and optimistic attitude.
【What】
This reading mainly introduces Adam's three difficulties as a freshman in high school in the first person, namely, how to choose courses, how to join the football team and how to adapt to high school life.
【How】
This article is divided into four paragraphs, with clear structure and rich language. Each paragraph has a central sentence and a core structure. First of all, this paper acknowledges that it is a great challenge to go from junior high school to senior high school, so he should consider the choice of courses clearly. Then, the author proposes how to choose extracurricular activities. Finally, the author believes that as a high school student, he should not only take more responsibilities in life, but also study harder.
【Why】
The transition from junior high school to senior high school is a huge challenge for many students. They will not only face the upgrading of identity, but also cope with more learning tasks. Therefore, this article is very close to the current situation of students. Through learning Adam's challenge, they can think about their own confusion and maladjustment and stimulate students to think seriously.
Teaching Objectives:
Language ability:
Master the key words and phrases: challenge, confused, fluent, teenager, recommend, freshman, carefully, graduate, obviously, literature, responsible for.
Improve the reading strategies: skim for the main idea by the title, picture.
Summarize Adam's challenges and compare the campus life of Chinese and foreign high school students.
Learn more solutions to the difficulties of senior high school freshmen in life and study, and improve their ability to solve problems.
Cultural awareness:
Correctly and positively face the challenges in study and life
(2) Understand the current situation of senior high school freshmen in other countries and cultivate cross-cultural awareness
(三) Thinking capacity:
(1) Through comparison, cultivate students' critical thinking ability
(2) Cultivate students' logical thinking ability by searching for information
八、 Teaching Key and Difficult Points
(一) Teaching key points:
(1) Students can correctly use the key words and phrases in the passage.
(2) Guide students to understand the key sentences of the article, and students can summarize the main idea of the essay by themselves.
(二) Teaching difficult points:
(1) Lead students compare the challenges of Chinese and foreign senior high school freshmen through reading skills.
(2) Students can be aware of the differences between Chinese and foreign cultures and cultivate cross-cultural awareness.
九、Teaching Resources
Teaching aids: Multimedia, textbook, task list. Teaching methods: PWP
十、Teaching procedures
Step Teaching objectives Teaching and learning activities Mode Interaction Time
Step 1 Guide students answer the questions. Lead in Asking questions (1) The teacher ask: "How do you feel since your first day in senior high school " to attract students' attention and let students participate in the classroom consciously. Then let students share their feelings through one-on-one interviews. The teacher wrote the relevant words on the blackboard by summarizing the feelings of several students. (2) Then the teacher ask again, “do you know that foreign high school freshmen feel the same as you ” and students answer the questions actively. IW CW 5mins
Justification：Through several questions, it can attract students' attention, arouse students' curiosity about the topic of this lesson, and stimulate students' enthusiasm for learning.
Step 2 Predict the content of the article. Pre-reading (1) Forecast The teacher gives the students 3 minutes to guess the content of this article through the title and pictures. (2) Explanation of new words The teacher explained the meaning of the word "freshman", which is composed of two words, namely "fresh" and "man", and then invite students to guess what it means, and also explain the word “challenge”. IW 5mins
Justification：Cultivate students' ability to predict.
Step 3 Students are able to utilize the strategies of skimming and scanning. While-reading (20mins) Skimming Students are asked to skim the passage in groups and summarize the main idea of each paragraph. Paragraph1.__________________________________. Paragraph 2.__________________________________ Paragraph 3.__________________________________ Paragraph 4.__________________________________ (2) Intensive reading This time, students are required to read carefully to obtain the main details of each paragraph and then finish the following questions. what courses did Adam choose Which one do you think would be his favorite Why What does “make the team” in paragraph 3 mean What is Adam worried about Is Adam confident that he will get used to senior high school life How do you know IW GW 20min
Justification：The use of skimming skills can help students quickly obtain information and improve their ability to collect information. Through intensive reading, students can deeply understand the specific details of the article and master the structure of the article.
Step 4 Students complete the table by themselves Post-reading Ask students to complete the outline in group and then discuss the questions below with their classmates. paragraphchallengeHow Adam feelssolution1confused2Choosing______ courseThe school adviser _________3He will find a way to ________________-4He will __ ________
Retell the passage in groups according to the table above, and then finish the。 IW PW 8mins
Justification：through completing the table, students can go through the main idea of the passage and also grasp the details, and strengthen the structure of the passage, and Students can feel the language skills and structure of the article again through retelling.
Step 5 Homework Write a 60-word article about your mood and challenges on the first day of high school (2). Learn to use the key words and phrases in this lesson correctly. IW 2min
Justification：Through this assignment, students can check whether they have mastered today's learning content, timely check the gaps.
板书 设计
Formative Evaluation Evaluation Criterion Evaluation MethodSelf-evaluationStudent evaluationTeacher evaluationEvaluation level (A, B, C)Active ParticipationCorrect GrammarSmooth and FluentConnect and Transition NaturallyContent IntegrityGeneral Comment
(Remarks: A equals excellent, B equals passing, and C equals failing)
Teaching Reflection This reading lesson has successfully completed the teaching objectives of this lesson on the premise of student-oriented. In the lead-in link, students are interested by asking questions that are closely related to them, so the classroom is in a relaxed and pleasant atmosphere from the beginning. In the reading process, students can not understand some difficult words and sentences, and the reading speed is relatively slow. This article uses the skills of skimming and scanning to help students improve their reading efficiency and help students get the main idea and details of the article.
IW means Individual Work
CW means Class Work
GW means Group Work

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