资源简介

U1 Teenage Life
Reading and Thinking 教案
教材分析：
本课时的主题是“compare school life in different places”比较不同地方的学校生活。语篇的题目是“新生的挑战”。文章以第一人称的口吻描述了美国学生Adam进入高中后所面临的三个挑战：如何选择课程、如何加入橄榄球校队、如何适应高中学习生活。语篇内容符合高中生的现实生活，符合高中生的认知需求，能让学生产生共鸣。学生自然会和Adam作比较，思考“如何尽快适应高中学习生活”。文章涉及recommend, graduate, quit, responsible等重点词汇。
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。
采用自上而下的阅读教学模式(Top-down model)，通过文章中心-段落-句子-单词的步骤，对阅读文本内容猜测，验证，修正，再猜测。
教学目标：
在本课学习结束时，学生能够：
语言能力上，理解并恰当运用新学词汇及其搭配，同义词，如challenge, challenging, recommend, advise, responsible for..., quit doing...等。通过文本阅读理解长难句，掌握 recommend/suggest that (should) do等句子结构。
思维品质上，总结归纳自述文体特征和结构；从辩证的角度比较不同地方的学校生活。
文化意识上，了解国外青少年的学校生活，开阔文化视野，增强文化认同与理解。
学习能力上，利用略读策略快速提取文章大意，例如关注图片，文章标题，段落主题句与关键词，形成良好的阅读习惯。
教学重点：
学生能够运用略读策略快速获取段落大意，认清文章结构；
学生能够辩证比较中外高中生活的异同。
教学难点：
学生根据标题，主题句和关键词总结段落和文章大意，梳理文章结构；
学生辩证分析中外高中生活的异同点，根据青少年问题提出解决措施。
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: T presents some pictures and raises the question “What do these pictures describe ” Suggested answers: School life (Ss may give the answer “students or students’ life”. If Ss answer this way, T could lead students to think about where these students are. So, the answer “school’s life” can be guessed.) 呈现图片，创设问题情境，直接引入主题。 2’ CW
Step 2 Think and answer: Ss work in groups and discuss the following question: What do you want to know about school life in other countries What would you tell a teenager from another country about school life in China Suggested answers: 1. school courses (more optional courses ) homework (quantity ) extra-curricular activities (variety ) ... many students in a class taking exams, regularly interesting clubs, sports meet ... 阅读前进行思考和讨论，引起学生阅读的兴趣，激活学生的背景知识，为接下来阅读做好铺垫。 4’ GW
Step 3 Skimming: T leads Ss to analyze the tips for skimming: find main ideas by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences (老师以文章标题和第一段为例，引导学生找第一段的中心大意，然后总结出：主题句一般在段落首两句和最后一句，关键词一般是句子中的名词及名词短语，形容词及形容词短语。The topic sentence of the Para. 1 is that going from junior high school to senior high school is a really big challenge. The key words and phrases are senior high school and challenge). Ss read the text quickly and find out the main idea of each paragraph. Suggested answers: Para. 2: Adam had to choose courses. Para. 3: Adam had to choose extra-curricular activities. Para. 4: Adam had to study harder and get used to being responsible for a lot more. (T asks Ss where the topic sentence and key words of each paragraph are and help Ss conclude the main idea of each paragraph.) 整体理解文章，通过标题、图片、主题句等略读策略获取段落大意，提高学生阅读技能；通过引导为学生提供示范，为其独立完成任务作好准备。 6’ IW
Step 4 Questions: Ss read the text again and answer 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 (T gives related tips: underline the key words of questions, then find the answers according to them. Mark the serial numbers of questions in the text.) Suggested answers: He chose maths, English, chemistry, world history, and Chinese. (Para. 2, line 3.) Advanced literature would be his favorite course, because he likes English and he is good at it. (Para. 2, line 6.) It means someone tries out and then is allowed to join a sports team (contextual clue: I tried to join the school football team, but the coach told me that I didn't play well enough.). He is worried about keeping with the other students in his advanced course, and getting used to all the homework. (Para. 4, line 2-4.) Yes, he is (contextual clue: Still, I'm happy to be here. Studying hard isn't always fun, but I'll be well prepared for ... in the future. (Para. 4, line 4-6) (T checks answers by asking four students and asks them how they find them in the text. If one student has different opinions, ask the whole class to evaluate his/her opinions.) 语篇的细节理解，提高学生获取细节信息、词义理解和推理判断等阅读能力。 6’ IW
Step 5 Outlining: Ss conclude the outline of the text according to the text and information of the table (T leads Ss to find out the structure of Para. 1 firstly according to the table. Challenge: Going from junior high school to senior high school. Adam feels confused. “clue: The first week was a little confusing.”). Suggested answers: Para. 2: suitable, careful/serious, helped him choose suitable courses. Para. 3: Join the school football team, unhappy, improve in order to make the team next year. Para. 4: Keeping up with other students in his advanced course and getting used to all the homework, worried, study harder and be responsible for a lot more. (T check answers and leads Ss to find out contextual clues.) 帮助学生梳理文章框架和逻辑关系，培养学生的语篇能力和抓住关键词的能力。 4’ CW/IW
Step 6 Structure: T leads Ss to conclude the structure of the passage and think about the purpose of each paragraph. Suggested answers: Para. 1: background + topic Para. 2: challenge: choosing courses Para. 3: challenge: choosing extra-curricular activities Para. 4: reflection and future (T asks Ss to think about the function of each paragraph by analyzing the topic sentence of each paragraph.) 通过思维导图帮助学生梳理文章框架，弄清作者的写作意图。 2’ CW
Step 7 Discussion: Ss discuss the following questions with their partners: What kind of person do you think Adam is Why Do you face the same challenge with Adam What other challenges are you facing How do you deal with them What are some differences between Adam's school life and your school life Suggested answers: He is a helpful, warm-hearted person, because he joined the Volunteer Club and handed out food to homeless people. Yes, I do. Making friends. I help others and try to be a good listener. Course: choose freely/planned in advance; sign up for the course firstly/ take the course directly. Extra-curricular activities: compulsory/selective; multiple clubs/ limited clubs. 基于语篇进一步联系自身实际进行思考，并将语言理解和语言表达有机结合起来。 5’ GW/CW
Step 8 Language points: T extracts some important and difficult sentences from the text and teaches the new words and structures in the context (e.g. 1. Going from junior high school to school is really a big challenge. 动词或动词短语用作主语时，可以使用动词-ing形式。Challenge n. 挑战，face a challenge 面临挑战，challenging 具有挑战性的 2. My adviser recommended that I should sign up for advanced literature because I like English and I'm good at it. recommend/advise/suggest后常用that从句表示建议或推荐的内容，从句的谓语用（should）+动词原形。Recommend sb to do sth 建议某人做某事；recommend sth to sb 推荐某物给某人...). Ss are encouraged to make out their own sentences based on the key words. 在语境中教词汇和结构，提高学生的语用能力；利用图片激发学生学习新词汇的兴趣。 6’ CW/IW
Step 9 Fill in the blank: 1. Ss complete the sentences with the correct forms of the new words from the text (recommended, challenge, confusing, sign, improve, graduate, responsible, quit). 2. T asks Ss to translate the sentences when she/he check answers. 通过在句子中的词语填空，让学生及时内化并初步运用从语篇中学到的新词汇。 3’ IW
Step 10 Language points: 1. T extracts some important and difficult sentences from the task in step 9 and teaches the new words and structures in the context (e.g. 1. Finding time for both studies and extra-curricular activities is a big challenge, so I need to make a workable schedule. 动名词作主语，谓语动词用单数。Schedule n. 工作计划，vt.安排。“The new bridge has been finished two years ahead of schedule. 新桥提前两年落成.” The main purpose of the course is to help improve each student's reading ability. The main/primary/major/principal purpose/aim (of sth) is to + 动词原形 主要目的是...). 2. Ss are encouraged to make out their own sentences based on the key words and sentence patterns. 在语境中教词汇和结构，提高学生的语用能力；利用图片激发学生学习新词汇的兴趣。 4’ CW
Step 11 Conclusion: Ss retell the text by using the words and phrases they have learned today (freshman, challenges, suitable, recommended, sign up for, extra-curricular activities, quit, improve, make the team, volunteer, handed out, keeping up with, getting used to, responsible, prepared for). T can ask Ss to read aloud the short text together. 通过复述文章，再次巩固文本知识和语言知识。 2’ CW
Step 12 Homework: Watch a video and think about the differences and similarities between UK's school life and China's school life. 了解英国的学校生活，进而对比与中国高中生活的相同点与不同点，发展批判性思维，开阔文化视野。 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，学生是否理解和正确运用新学词汇及其搭配，正确理解句子结构在语境中的含义；
通过本节内容学习，学生能否总结归纳文章的结构和特点，辩证分析中外高中生活的异同点；
通过本节内容学习，学生能否运用略读策略快速获取文章大意，形成良好的阅读习惯；
深入探讨和反思中外高中生活的异同，培养批判性思维；理性分析高中生活的挑战，并提出有效的解决措施。

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