资源简介

Unit 1 Teenage Life单元教案
一、单元整体简介
1. 单元话题：Teenage Life
2. 主题语境：人与社会，人与自我
二、单元教学目标
语言能力：
1. 听说能力：
能够运用英语简要介绍和描述学校不同的俱乐部。
2. 读写结合：
了解语篇结构特征和写作风格，掌握建议信的常用表达，能够成功地写一封建议信。
3. 语言基础学习：
能够理解并正确运用名词短语、形容词短语和副词短语。
学习能力：
1. 听前能够通过阅读问题和选项预测将听到的内容。
2. 能够利用语篇标题、图片、关键词、主题句等获得语篇大意。
3. 能够掌握合成词的构词法，根据其组成猜测词义，提高词汇认知能力。
4. 培养学生自主学习，能借助词典等资源，学习词语的用法，理解语篇中关键词的词义和
功能以及所传递的意图和态度。
文化意识：
1. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。
2. 能够通过对比和比较审视自己的高中学习和生活，树立良好的心态，正确面对学习和生
活中的困难和挫折。
3. 学习和了解中外青少年学习生活的异同，开阔文化视野。
思维品质：
在理解听力、阅读文本的基础上，结合已有认知和生活经验，能够客观地比较、分析中外青
少年学习生活的异同；能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。
Unit 1 Teenage Life
Listening and Speaking & Listening and Talking
教材分析
本单元以校园生活为依托，对高一生活进行了全面的讨论。在听说部分，由 4 段听力材
料依次探讨了选择、加入和建立学校俱乐部；
教学目标与核心素养
1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
4. Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.
教学重难点
Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.
教学方法
1. Cooperative Teaching Method,
2. Task-based language teaching
教学资源
课件PPT，多媒体视频、音频
教学过程
Period 1 Listening and Speaking
课时安排 时长 讲解内容 课前预习
1课时 45分钟 教材 P12,13,17 学生自主完成书本和课时练中的题目。
Step1 Lead in & Pre-listening
The teacher is advised to talk with their students about school clubs that they were in when they were at junior high school:
Students observe the 4 pictures in Activity 1 and read the language of the characters. Discuss the activities presented in each picture.
设计意图：通过观察与比较，发现4种不同的表达法来说明个人爱好。
Step2 While-listening
Learning tip: Predict content
Before you listen, you can read the questions and the choices. It will help you predict what you will hear.
Listen to the first two conversations and try to use the strategy we learned in last unit to find the correct answers.
Listening comprehension.
Students listen to the first two conversations with questions and predictions, then compare the answers to each other and discuss the reasons for making the corresponding choices.
After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening .
Listen to Conversation 3. Then help Adam choose a club.
Check the answers.
Listen to the dialogue twice, complete the three exercises in the third paragraph, and then check the answers between the teacher and student.
Speaking Project
Work in pairs. Help each other choose a school club.
Students pair up, create their own dialogues, then present them, and finally the teacher evaluates them.
设计意图：
本单元重点训练听前预测的技能。，帮助学生熟悉所听材料的话题，让学生带着目的与期待来听。
让学生关注对话中表示喜好和建议的表达法。帮助学生从听力过渡到口语表达阶段。
Step3 Pronunciation part
1. Have the Ss listen and repeat, then add more words to each group.
2. Then listen to the proverbs and repeat. Have the Ss notice the pronunciation of the letters in bold.
设计意图：
让学生结合语义训练发音，进一步巩固所学的语音知识。
Part 2 Listening and Talking
Step1. Lead in
The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities
Talking about future activities
We’ll …
I plan to …
There’ll be …
I hope to …
We’re going to …
设计意图：
帮助学生理解并正确运用be going to do 、will do 、plan to do、 there will be 、hope to do等结构来表达将来要做的事情和计划。
Step2 Pre-listening
你用该板块中的图片让学生谈论 Adventure Camp和International youth Camp.
学生浏览活动一中的句子，预测听力内容。
设计意图：
预测听力内容必须基于已获取信息和个人已知经验。
Step3. While-listening.
学生听第1遍录音，勾选正确的信息。
学生听第2遍录音，关注对话中如何表达将来要做的事情和计划，画出表示将来的语言结构。
We’ll learn useful skills.
I plan to improve my spoken English.
There’ll be students from different schools.
I hope to make new friends.
We’ll talk about teenage life.
I’ll learn to make a fire.
There’ll be students from different countries at the camp.
There’ll be some experts there to show us how to live in the wild.
We’re going to learn about wildlife.
I’m going to give a speech.
I think I’m going to enjoy the activities.
设计意图：
学生通过听对话重点学习如何表达自来要做的事情，将听力输入和口语输入有机的结合起来
Step4 Oral expression
Work in groups. Plan a youth camp.
Teacher make the Ss think of ideas for the camp. And they can use the questions below to get started. And have the Ss present their ideas for a youth camp to the class.
●What kind of camp is it
●Who will be there
●What will they do
●What will they learn
Follow the example and prepare an introduction to the camp activities.
EXAMPLE
______________camp
Do you want to have fun and learn at the same time Then come to our camp. In our camp, you can learn about... There’ll be many interesting activities. First, we are going to... Then we’ll... We also plan to… Finally, we’ll... Please come to our camp!
设计意图：
教师提醒学生多积累类似词汇。只有日积月累，实际语言表达能力才能够得以提高。
板书设计
Unit 1 Teenage Life
Listening and Speaking & Listening and Talking
Talking about future activities
We’ll …
I plan to …
There’ll be …
I hope to …
We’re going to …
教学反思
本节课优点：教学内容完成，实现了既定的教学目标，学生在思考和输出的环节有参与互动和分享。
本节课缺点：学生与学生的差异较大。没有照顾到一些基础不好学生。
本节课需要完善的地方：根据学生学情采取不同方法，进行有效教学。

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