资源简介

Unit 1 Reading for Writing 教案2
学习目标
In this class, you will 1.read a letter of advice and gather some information; 2. learn the structure of how to give advice; 3. learn some expressions to give advice; 4. use what you have learned to write a letter of advice.
教学内容
教学重点： The expressions to give advice; How to write a letter of giving advice. 教学难点： How to make the advice more acceptable and persuasive. Write a completer letter of advice.
教学过程
Step 1. Video time(Purpose: Help the students to know Chen Lei’s problem) Emily has sent a video asking us for advice. What is her problem The girl is worried about her friend Chen Lei because he is attracted to computer games. Step 2.Organization (Purpose: Help the students know the five elements of a letter) What does a letter of advice mainly contain Date Greeting Body Close Signature Step 3.Prediction (Purpose: Help the students to predict what will be talked about in a letter of advice) Just imagine you were an adviser, who is writing a letter of advice to Emily, how will you organize your letter Step 4. Fast reading (Purpose: Help the students to learn the 4 steps to write a letter of advice) Divide the letter into four parts according to the different colors, and try to find out what are the four parts about Part A:I know what the problem is. Part B:I understand how you feel. Part C:This is my advice and reasons. Part D:I think my advice will help. Step 5. Careful reading (Purpose:Help the students know how to give advice and the expressions to give advice) What suggestions does Susan Luo give 1.I recommend that you talk to your friend about his behaviour. 2.I think you should encourage your friend to try new hobbies. 3.Why not discuss the problem together Step 6. Post reading (Purpose:Help the students develop their critical thinking and try to give practical advice) Is her advice useful Why or why not If not, can you give any other advice I suppose her advice is useful because sharing deeplings with intimate friends is a good approach to relieving pressure and getting out of trouble. Besides, spending on meaningful activities is a proper way to live a fulfilling life. Step 7. Speaking（Purpose:Help the students to practice giving advice) Group work. Try to give some practical advice to Mike or Amanda. Mike’s problem:My father won’t listen when I tell things. I guess it’s because they’re adults and can’t understand me. Do you have any suggestions Amanda’s problem: I always feel lonely after school because my parents work in another city. What can I do Step 8 More expressions(Purpose: Help the students learn the expressions to give advice.) Step 9 Writing and evaluating (Purpose: Help the students put what they have learned to use) Write a letter of advice to Mike or Amanda. You can draft your letter according to the outline. Step 10 Homework (Purpose: Help the students review the lesson and promote the relationship with their parents) Do your parents have any worries about you Try to communicate with them and then write a letter of advice to them.
（北京）股份有限公司Unit 1 Assessing your progress 教案
Teaching and learning contents: Assessing your progress
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Review and practise the usage of some of the key words and phrases in this unit. (Language competence + Learning ability)
2) Know about the education in poor countries. (Cultural awareness)
3) Reflect on and access what have been learnt in this unit. (Learning ability + Thinking quality)
Teaching and learning important points:
1) Reviewing and practising the usage of some of the key words and phrases.
2) Knowing about the education in poor countries.
3) Summarizing and reflecting on what have been learnt in this unit.
Teaching and learning difficult point:
Reflecting and summarizing what have been learnt in this unit.
Teaching and learning procedures:
Step 1 Review
Activity 1 Review
1. Make comments on the students’ writing.
2. Get the students to share their responses to the 3 letters on P75 in the workbook.
Step 2 Language items review and consolidation
Activity 2 Vocabulary review
1. Get the students to circle the correct word(s) in each sentence and then check the answers and distinguish each pair.
1) Today’s teenagers seem to prefer / like the Internet more than TV.
2) Martin did not enjoy pop music until he became a generation / teenager.
3) Which course did your teacher recommend to / with you
4) Don’t quit trying / to try if there is still hope.
5) I think he is addicted / attracted to smoking. He just can’t seem to quit.
6) The library project has already fallen behind schedule / plan.
7) The research has focused on / for the relationship between a teenager’s sleep and health.
8) The instructions on the box made him confusing / confused, and he did not know what to do.
2. Revise and learn about the usages of some language items in the above sentences.
1) prefer vt. 较喜欢
prefer (doing) sth. 更喜欢/宁愿……
prefer (doing) sth. to (doing) sth. 比起……更喜欢……
prefer to do sth. 宁愿做某事
prefer sb. to do sth. 宁愿某人做某事
prefer to do A rather than do B宁愿做……而不愿做……
2) recommend vt. 建议；推荐；介绍
recommend sb. sth. / sb. = recommend sth. / sb. to sb. 向某人推荐某物/某人
recommend sb. as ... 推荐某人为……
recommend ... for ... 推荐……作……用途/做……工作等
recommend doing ... 建议做……
recommend sb. to do ... 建议某人做……
recommend + that 从句 (从句的谓语用“should + 动词原形”, should 可以省略)
3) quit vi.离开，离去；vt.停止做某事；摆脱某人/某物
(quit—quit—quit—quitting；或者quit—quitted—quitted—quitting)
quit office / school 辞职/退学
be quit of sb. / sth. 摆脱某人/了结某事
quit doing sth. 停止做某事
4) addict vt. 使成瘾，使入迷(常用于被动语态) n. 入迷的人，上瘾的人
addicted adj. 有瘾的，入迷的
addictive adj. 使人上瘾的，使人入迷的
addiction n. 瘾，入迷，与介词to搭配
addict oneself to (doing) sth. 沉溺于
be/become addicted to sth. 对……很入迷
5) focus n. 焦点；集中点；调焦；中心
vt. & vi.（使）聚焦，集中（精力）
focus on/upon sth. 集中(注意力)于……
focus one’s eyes on 注视
focus one’s attention on sth. 集中注意力于……
out of focus 模糊不清/焦点没有对准的
in focus 清晰的/焦点对准的
bring sth. into focus 使……成为关注的焦点
the focus of attention/concern 注意力/关注的焦点
6) confuse vt. 使迷惑; 使难于理解
confused adj. 迷惑的/难懂的; 通常修饰人
confusing adj. 令人困惑的/难懂的；通常修饰物
confusion n．困惑, 混乱；混淆
confuse A with/and B 把A和B相混淆
be confused by sth. 被……搞糊涂了
get/become confused 困惑，不知所措
in confusion 困惑地；困窘地
Activity 3 Reading comprehension and grammar revision
1. Get the students to read the passage the outline the main content of the text, using their own words.
Possible answers: About 9% children around the world are not studying at school or drop out of school because their families are too poor and they have to work like adults. Therefore, if you are lucky to go to senior high school, you should be grateful for the opportunity and make the most of your education to make the world a better place in the future,
2. Get the students to discuss whether they agree with the writer’s opinion and give reasons.
3. Get the students to find and underline the noun, adjective and adverb phrases in the passage and state their functions.
NP(noun phrase) AdjP(adjective phrase) AdvP(adverb phrase)
If you have learnt some maths at school, you can quite quickly work out that one eleventh is about 9 percent. But did you know that 9 percent is also the number of children who are not at school That’s right—one in 11 children is not studying and probably even cannot do the simple maths you just did so very easily. They drop out of school because their families are too poor and they have to work like adults. In 2013, millions of children and teenagers were out of school. Most live in poor countries, but there are also some boys and girls who cannot go to school in rich countries. If you are one of the lucky ones who can go to a senior high school, you should be grateful for the opportunity. So the next time you feel like you do not want to do boring, difficult homework or go to class, think about the children who don’t have the chance to get a good education. Make the most of your education and make the world a better place.
Function: The phrases provide more specific details and enrich the meaning of the text.
4. Question time. Students raise their questions and the teacher answers the questions and gives explanations.
Step 3 Evaluation
Activity 4 Self-evaluation
Use the self-evaluation form to guide the students to reflect their learning of this period.
Learning contents (What have you learned ) New language items
New skills
Text reconstruction
Learning effect (How is your learning )
Learning improvement (What will you do to improve your learning)
Step 4 Unit summary, assessment and reflection (1)
Activity 4 Unit summary, assessment and reflection guidance
Guide the students to list the texts (or discourse) and summarize the main content of each one in this unit from the beginning by complete the from below. (The teacher first guides the students how to complete the form by giving examples. Get the student to complete part of the form—Discourse 1 and Discourse 7 and assign the rest part as homework because the students can’t complete the while form in this period. The students are required to fill in the blanks and draw the mind-maps.)
Unit summary, assessment and reflection form
单元主题名称 Teenage Life（青少年生活）
单元主题语境 人与自我之学校学习和生活
语篇1 基本信息 所属板块：Opening page 语篇类型：多模态 (A Saying + a picture) 名称或主题：The saying “Good habits formed at youth make all the difference” by Aristotle.
语篇内容、结构与学习要素： What/how/why What (主题、内容): The importance of Good habits formed at youth. How (结构、形式): It is a saying by Aristotle. Why(目的、意图): It is to help us form the right life attitude.
语言学习要点 A phrase: make a difference
语篇思维导图 (语篇思维导图示例，其它部分语篇思维导图由学生自行完成)
语篇7 基本信息 所属板块：Assessing Your progress 语篇类型：说明文/阅读语篇 名称或主题：Education in poor countries
语篇内容、结构与学习要素： What/how/why What (主题、内容): It describes the education in poor countries and encourages high school students to value their opportunities. How (结构、形式): The usage of noun/adjective/adverb phrases. Why(目的、意图): Consolidating the usage of noun/adjective/adverb phrases in reading passage.
语言学习要点 Key words: prefer/like, generation/ teenager, schedule/plan Important phrases: recommend sth. to sb, quit doing, be addicted to, be attracted to, focus on, make sb. confused Important sentence patterns: 1. But did you know that 9 percent is also the number of children who are not at school 1. If you are one of the lucky ones who can go to a senior high school, you should be grateful for the opportunity. 2. So the next time you feel like you do not want to do boring, difficult homework or go to class, think about the children who don’t have the chance to get a good education. 3. Make the most of your education and make the world a better place.
语篇思维导图
Step 5 Summary
Activity 6 Summary
Summarize the main contents of this period briefly, especially the usages of the words and phrases as well as the function of noun/adjective/adverb phrases in discourse.
Homework：
1. Complete the unit summary, assessment and reflection form. (See the complete the version in the next period.)
2. Read the passage Teenage Life around the World on P76 in the workbook and choose one to retell.
3. Prepare to display and present the poster of a student club.
4. Arrange notes to consolidate the new language items learning in this period.
附：【设计意图】
步骤 活动 意图
Step 1 Review Activity 1 Review 评价学生书面表达语篇，分享建议，练习口语表达。
Step 2 Language items review and consolidation Activity 2 Vocabulary review 辨析几组词汇和短语，在语境中巩固词汇与短语的用法。
Activity 3 Reading comprehension and grammar revision 阅读理解语篇内容，了解贫穷国家教育现状，珍惜接受高中教育机会，感受名词、形语词短语在语篇中的应用及其功能。
Step 3 Evaluation and summary Activity 4 Self-evaluation 学生自我课堂评价、总结与反思。
Step 4 Unit summary, assessment and reflection (1) Activity 5 Unit summary, assessment and reflection guidance 指导学生完成单元中两个语篇总结、评价和反思，提供范例。
Step 5 Summary Activity 6 Summary 教师总结与强化本节课所学的语言知识和名词、形语词短语在语篇中的功能。Unit 1 Listening and Talking 教案2
课时内容
Plan a camp for teenagers
本课时的主题是人和自我主题语境下的“生活与学习”主题群，首先通过两幅图片激活学生对camp的认识然后听一段材料，加深对 Adventure Camp和 International Youth Camp的理解，学习相关词汇和语言表达方式，使用所学语言谈论自己设计的camp，最后通过小组讨论达成共识并向全班同学展示，提升学生对各种度假营的认知能力。
课时目标
1.提取自己对本单元话题度假营的相关信息，包括类型、活动等。
2描述自己设计的度假营。
3为自己设计的度假营制作海报。
重点难点
重点：
1.在听的过程中，获取描述度假营相关词汇和句型。
2用恰当的词汇和句型描述自己设计的度假营。
难点：
用所学的语言，结合实际情况学生设计和制作自己度假营的宣传海报。
教学准备
教师准备：
各种度假营的相关视频。
学生准备：
1.了解度假营的相关背景知识。
2.预习本节课的新词汇。
教学过程
Step I 学习理解
活动一：Brainstorm（Pair Work）
首先同桌讨论：
What kinds of Camps can we take part in during the school holiday？And what kinds of camps have you joined in？
【设计意图】以思维导图为工具，开展讨论活动，激活学生关于 Camps的个性化的认识，与同学交流分享，形成共同的认识，同时完善自己的认识结构，学习相关的语盲知识，为探究本主题意义打开一扇门。
活动二：Listening
让学生通过听课本第17页 Activity 1 & 2的对话，获取各种 Camps的相关信息和语言表达方式，如：对 Camps的评价、各种 Camps的活动、个人的设想、谁要参加、可以学到什么等，并且划出表达未来计划的一些语言。
【设计意图】通过听和看，让学生熟悉与本主题相关的语言表达方式，为实践和内化语言活动作铺垫。
Step II 应用实践
活动三：Talking（Group Work）
让学生依据所获取的 Camps相关知识，运用所学习的固定搭配或语言表达方式，讨论并设计自己的度假营。
问题支架：
1.What kind of camp is it？
2.Who will be there？
3.What will they do？
4.What will they learn？
【设计意图】该活动具有开放性、个性化的特点，学生可以自由、真实地表达自己所畅想的度假营，在表达的过程中，内化已学的语言知识和相关信息。
活动四：Presentation
参考课本给出的范例（SB，P17，Activity3），请几名学生向全班同学展示小组讨论结果。
【设计意图】通过讨论，让学生积累表达以上四个问题的相关单词、短语及句型，为设计海报，作好铺垫。
Step Ⅲ 迁移创新
活动五：Design a poster for our own camps
教师展示一些海报范例，让学生利用所学内容、语言，并结合图片，设计度假营的海报
【设计意图】学生基于已学的知识，从听到说，再从说到写。他们在解决问题的过程中，发挥了创造力和想象力，同时思维品质不断提升。该活动体现了综合性、关联性和实践性的整合，促进核心素养落地生根。
板书设计
Unit 1 Teenage Life Period I Listening and Talking Step I 学习理解 活动一：Brainstorm（Pair Work） 活动二：Listening Step II 应用实践 活动三：Talking（Group Work） 活动四：Presentation Step Ⅲ 迁移创新 活动五：Design a poster for our own campsTeenage Life Listening and Speaking 教案2
内容分析
该单元的主题是青少年生活（Teenage Life），旨在展现青少年校内外生活的方方面面，向用此教材的青少年们传达健康、向上的学习和生活方式。在高中生活的起始阶段，将“选择学校社团（Choose a School Club）”这一话题置于该单元教学内容的第一部分能激发学生的兴趣、引发共鸣。同时，通过这部分的教学活动学生将了解一些学校社团的基本活动，并能够从不同的思维角度把握社团选择、提出合理建议，对学生具有实际的指导意义。
该部分的教学内容是Listening and Speaking, 重点放在Listening上。活动一呈现了四个学校社团，芭蕾舞社、自然科学社、志愿者协会及辩论社，与之匹配的图片展现了各个社团典型的活动。听力文本包含两个部分。第一部分（活动二）是分别发生在科学社团和辩论社的两则师生间的对话，呈现了这两个社团的活动场面。第二部分（活动三）是发生在两位高中生Adam与Julie之间的对话，他们探讨了四个社团的不同活动及Adam的兴趣爱好，为Adam选择适合他的社团作铺垫。活动四的口语表达部分则是在听力的基础上要求学生帮助同伴选择合适的学校社团。
学情分析
本课授课对象为高一学生。高一学生在知识储备上对学校社团的话题比较熟悉，在语言能力上已经有了较好的词汇基础，对听说活动并不陌生，但这个阶段的学生普遍缺乏使用听力技能和策略的意识，也疏于口语表达的练习。
教学目标
经过本课的学习，学生能够：
用英语表达一系列学校社团名称及其主要活动，明确选择社团的基本依据是个人喜好；
通过阅读听力问题与选择，预测文本主题，掌握听前预测策略，理解听力文本；
3. 结合主题口头表达自己的喜好并互相帮助选择合适的学校社团。
教学重难点
通过阅读听力问题与选择，预测文本主题，掌握听前预测策略，理解听力文本
教学过程
Step 1 Lead in
教学活动：T Display pictures of the school club recruitment and ask Ss what is happening in the pictures.
设计说明：展示我校社团招新图片，激发学生兴趣，引入“选择学校社团”这一话题。
核心素养提升点：语言能力：口头表达图片所承载的信息。
Step 2 ：Activity 1 Match the photos with the names of the school club
教学活动：
1.T asks Ss to match the photos with the names of the clubs
2.Ss talk about the main activities of the clubs
3.T asks Ss how these teenagers choose their clubs
4.T asks Ss to brainstorm expressions of likes and go through some relevant expressions.
设计说明：通过看图匹配和问题讨论，让学生了解四个社团及其各自社团的活动，为下面的听力与口语作好情境铺垫；引导学生关注喜好的表达，为下面的活动，尤其是口头表达作好语言铺垫。
核心素养提升点：
思维能力：观察、分析图片的内容。
语言能力：用英语表达社团的主要活动并学习关于喜好的表述。
Step 3：Activity 2 Listen to conversation 1 & 2.
教学活动：
1.T invites Ss to predict what the conversations may be about.
2.With T’s help, Ss conclude the universal pattern of prediction: This conversation happens between/among _________ (who) and they are ____________(doing what) and they do this probably in _________(where) and T suggests Ss infer the content based on “5W1H”: who, what, when, where, why, how.
3.Ss listen and finish the exercises on page 12 and deal with the possible difficult point: to distinguish the difference between the two choices “hearing” and “sounds”.
4.T encourages Ss to reflect based on the answers and learn about the strategy of focusing on topics first, details second.
设计说明：
听前通过浏览所给问题及选项预测听力文本，并通过思考问题与总结，概括出听力预测的基本策略。
听中完成练习，并解决听力难点。
听后基于答案反思、学习在理解听力内容时首先关注文本主题和场景的策略。
核心素养提升点：
思维品质：基于问题和选项分析、预测听力内容；概括基于5W1H的基本预测策略；听后反思、学习听力过程中首先识别主旨和关注场景的策略。
学习能力：学习、掌握、运用听力预测策略
语言能力：以听的方式获取信息、理解文本
Step 4：Activity 3 Listen to conversation 3
教学活动：
1.Ss apply the predicting strategy to predict the content of conversation 3
2.Finish exercise 3 on page 12 and deal with the possible difficult point: the activities in Nature Club
3.T encourages Ss to think: What else should be considered when deciding on a school club
设计说明：听前利用对话三应用预测的技能，推测文本主题；听中强调分辨细节突破听力难点；听后提问学生选择社团应结合哪些因素考虑，引导学生理性思考，合理选择。
核心素养提升点：思维品质：应用预测技能；思考选择社团时应考虑的因素，考查学生思维的全面性
Step 5 Talk: recommend school clubs to two teenagers from our sister schools
教学活动：
Give advice to the teenagers from our sister schools, who would come and stay in our school for weeks and join some clubs:
Ask questions to learn more about his/her interests, personalities, career goals and ability goals ;
Recommend a school club of Quzhou NO.1 Middle School
设计说明：利用校本元素（我校的姊妹学校及我校主要社团），设置任务，为口头表达创设情境；引导学生结合喜好的表达及对话中的口语化特点，为口头表达作好语言铺垫。
核心素养提升点：语言能力：整合运用话题知识和话题语言进行表达Unit 1 Discovering Useful Structures 教案2
Teaching material:
Improve a draft
Teaching objectives:
In this lesson, the students will
1. be able to understand and apply noun phrases, adjective phrases and adverb phrases correctly
2. be able to improve a draft by using noun phrases, adjective phrases and adverb phrases correctly
Difficult and focal point: Guide the students to improve a draft by using noun phrases, adjective phrases and adverbial phrases correctly
Teaching aids: PowerPoint, blackboard
Teaching approaches: Perception-Discovery-Conclusion-Practice-Application Teaching Method
Teaching procedures:
Step 1 Perception
Look at the sentence and add as much information as you can to make the sentence richer.
Adam is a student.
Adam is a boy student.
Adam is a senior high school boy student.
Adam is a serious senior high school boy student.
Adam is a serious senior high school boy student with a strong sense of responsibility.
All the phrases with student are noun phrases with student as its head word, which is called Noun Phrases.
Besides Noun Phrase (NP), we have Adjective Phase(AdjP) and Adverb Phrase(AdvP).
Step 2 Discovery
Look at the following sentences and underline NP, AdjP and AdvP in each sentence.
Step 3 Conclusion
1. What is a NP/AdjP/AdvP like
Noun Phrase (NP) is a word group with a noun as its head word.
NP: （限定词）+（形容词、形容词短语、描述性名词）+名词+（介词短语）
E.g.: a beautiful campus/some school clubs/a beautiful campus of my school
Adjective Phrase (AdjP) is a word group with an adjective as its head word.
AdjP: （副词）+形容词+（介词短语）
E.g.: very suitable/really very confusing/strong enough/good for nothing
Adverb Phrase (AdvP) is a word group with an adverb as its head word.
AdvP: （副词）+副词
E.g.: very quickly/quite well/far too fast/much more creatively
2. What is the function of a NP/AdjP/AdvP
NP: 在句中当作名词使用，一般用作主语、宾语、表语或宾语补足语
AdjP: 在句中当作形容词用，可以修饰名词或代词，还可以用做表语或者宾语补足语
AdvP: 在句中当作副词用，可以修饰动词、形容词或者副词
Step 4 Practice
Activity 1 Decide whether the underlined parts are noun/adjective/adverb phrases and state their functions.(P72-1)
① The students will do group discussions, timed writing and research in the advanced literature course.
② It’s raining quite heavily. He won’t be back very soon.
③ What you learn at school plays a very important part in shaping your behaviour in society.
④ Just sign up for one activity for the joy of trying something new.
⑤ Strangely enough, she didn’t seem to like ballet very much.
Activity 2 Find the noun / adjective / adverb phrases in the passage and state their functions. (P20-2)
If you have learnt some maths at school, you can quite quickly work out that one eleventh is about 9 percent. But did you know that 9 percent is also the number of children who are not at school That’s right — one in 11 children is not studying and probably even cannot do the simple maths you just did so very easily. They drop out of school because their families are too poor and they have to work like adults. In 2013, millions of children and teenagers were out of school.
Most live in poor countries, but there are also some boys and girls who cannot go to school in rich countries. If you are one of the lucky ones who can go to a senior high school, you should be grateful for the opportunity. So the next time you feel like you do not want to do boring, difficult homework or go to class, think about the children who don’t have the chance to get a good education. Make the most of your education and make the world a better place.
Activity 3 Answer the questions using the phrases in brackets. (P16-2)
① How soon do you think you’ll finish your homework (pretty soon)
I’ll finish my homework pretty soon.
② What do you think of your new teachers (very nice and patient)
My new teachers are very nice and patient.
③ How many clubs have you joined this year (two clubs)
I’ve joined two clubs this year.
④ How well does Rita play the violin We need a new violinist in our music club. (quite well)
Rita plays the violin quite well.
⑤ What did your adviser say about the advanced literature course
My adviser said that the advanced literature course was too difficult but very interesting. (too difficult but very interesting)
Step 5 Application
Improve a draft
Joyce has just written a draft. Help her improve it by using noun / adjective / adverb phrases to add more information. (P16-3)
I’ve always wanted to be a cheerleader. Yesterday, I tried out for the team. It was hard. First, we had to dance. The teacher showed us how to move, and then we tried. Second, we practised singing a song about the school basketball team. Finally, some girls had to lift their partners. The other girls jumped and cheered. I think I did well, but the other girls were better. I’m not sure whether I’ll make the team or not.
Step 6 Language points
Find and underline the following phrases on the specific page.
p16
do well in 擅长于
play the violin 拉小提琴
try out for 参加…选拔（或试演）
practice doing sth. 练习做某事
some girls...the other girls 一些女孩……其他女孩
p20
work out 计算出
the number of ……的数量
drop out of school 辍学、退学
one of the lucky ones 幸运儿之一
be grateful for 因……感到感激
have the chance to get a good education 有机会接受良好的教育
make the most of 最大化利用
p72
timed writing 限时写作
play a very important part in (doing) sth. 在……中起非常重要的作用
Step 7 Homework
Finish the exercises on page 73.Unit 1 Video Time 教案
课程基本信息
学科 英语 年级 高一 学期 秋季
课题 Unit 1 Teenage Life Video Time
课题说明
主题语境 人与自我 语料类型 记叙类视频
课型分析
本课为视频赏析课，该视频介绍了南非约翰内斯堡的一对母女工作、学习和活的情况。两代人的成长环境不同，因而观念也有变化。如何与父母相处、如何增进两代人之间的理解，也是我国青少年面临的问题。该视频不仅为学生提供了学习语言的素材，还进一步拓展了青少年成长过程中学会换位思考、积极与父母进行有效沟通的主题意义。
学情分析
学生通过完成前面几个课时的学习，学生已经真实、客观地了解和思考自己的高中生活，能够以积极和阳光的心态规划未来的学习和生活。经过前期的听说读写训练，学生已经有足够的语料输入。本节课是视频赏析课，学生通过反复的视频赏析，让学生在视频中分析问题解决问题。
其他分析
教学方法： 任务型教学、基于任务单的视频赏析 教学手段： 多媒体课件 教学资源： 教材、教师用书、媒体资源
教学目标
教学目标： 在本节课，学生将： 1. 了解高中生Mamorena在生活与思想方面与其母亲Tandi之间的异同； 2. 谈论自己与Mamorena在学习与生活上的异同； 3. 学会换位思考，理解父母，进而能与父母进行积极、有效的沟通； 4. 深化努力学习意识，学会规划自己的人生。 教学重点： 1. 谈论自己与Mamorena在学习与生活上的异同，从而开阔文化视野； 2. 学会换位思考，理解父母。 教学难点： 获取并记录Mamorena在生活与思想方面与母亲Tandi之间的异同。
教学过程
时间 教学环节 主要师生活动
7’ Before You Watch 教师通过身边熟悉话题引入本视频主题 Task 1：Question and Answer Q1. What would you respond to when your parents say this ●Stop looking at your cellphone. ●Don't waste your time chasing stars. ●Do your homework first. Q2. What leads to the generation gaps
Age,identity,childhood,family background, Education, life style... all these factors can lead to the generation gap. And the differences do exist. 【设计意图】通过身边熟悉问题作为导入问题，让学生有话可说，培养学生的语言能力。问题二是为了培养学生的发散性思维能力；针对所自己的亲身经历，提出自己的观点和看法。引起学生的共鸣，同时与视频内容相衔接，引入本课的内容。
25’ While You Watch Task 2：Predict the content Guess whether the statements are true [T] or false [F]. 1. In South Africa, many teenagers graduate from university. 2. Mamorena’s life is the same as Tandi’s when she was young. 3. Tandi had a difficult childhood. 4. Tandi is now a successful businesswoman. 【设计意图】学生首次观看无字幕视频并验证预测。无字幕视频的观看是为了提高学生的听力能力。验证预测使学生带着问题去有目的的获取视频关键信息。 Task 3: Watch the video and find out the differences AspectsMamorenaTandiEducationPlace they grew upIdentityOthers(lifestyles)
【设计意图】学生再次观看有字幕视频，并借助表格记录信息、对比Mamorena与母亲Tandi的成长经历。字幕的帮助有助于消除学生的恐惧心理，同时能获取Mamorena与母亲Tandi的成长经历，理解母女之间的代沟。提高学生获取视频重要信息的能力。同时，学生借助图片、注释理解“shanty town”的含义, 提高学生对单词的理解能力。 Task 4：Analyze the problem and give solutions 1. What problem do they have 2. What’ s Tandi’s purpose of doing so 3. Why doesn’t Mamorena understand her mother 4. Do you and your parents have similar experiences 5. How to help Mamorena and her mother have a better understanding to each other 【设计意图】本任务以找到问题，解决问题为主线，学生第三遍观看有字幕视频，了解母亲Tandi和Mamorena的之间的问题，分析问题原因。继续深化母女之间存在代沟这一主题，同时引发学生思考，联想自己的亲身经历，引起学生共鸣。在此基础上激发学生处理问题的能力，进而提出自己的解决方法。本环节的5个问题环环相扣，问题的发现即是问题的解决。学生在此任务中，发现问题解决问题的能力得到了提升。并且学生结合自身情况与父母师长的代沟，提出自己的解决方式。 Task 5: Complete the title Can you fill in the blank to give a title to this video Learning Generations 【设计意图】视频开头确有标题，但为了检验学生对视频的理解，作者故意将标题剪辑掉，其目的就是检验学生对视频大意的把握。与此同时，给出文章标题也是高考英语阅读理解的考察范围，考虑到是高一学生，作者将标题改成半开放表题。同时across单词的填写也是为了让学生真正体会到跨代交流学习的重要性，为视频升华做铺垫。
7’ After You Watch Task 6: Critical Thinking 1. Tandi said, “I don’t think you become a person if you don’t know where you come from.” Do you agree or disagree with this statement Why or why not 2.At the end of the video, what does Tandi say about her generation and her daughter’s How do you understand it 3.share time 【设计意图】问题1是引导学生思考他们是否认同“I don’t think you become a person if you don’t know where you come from.”这句话，并给出理由，让学生思考自己的人生意义，深化学生对自己的思考，对自己人生的规划。问题2让学生观看有字幕视频的最后部分，思考该如何理解母亲Tandi对年轻一代的期望。并且让学生思考应该如何去规划自己的人生。问题3是视频励志视频分享，然学生在视频观看中，体会梦想的力量，让学生懂得努力奋斗，创造奇迹，学会规划自己的学习与人生。
1’ Home-work 1.Think about the question: In what ways is your life similar to or different from your parents' life when they were young 2. Write a letter of suggestion to Mamorena and Thandi.

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