资源简介

人教版B1U1 Teenage Life
教学设计
Period 2 Reading and Thinking: The Freshman Challenge
【Designing principles】
New English Curriculum standards(新课程标准）:
1.Core competencies（核心素养）: language ability（语言能力）, learning ability（学习能力）, thinking ability（思维品质）, cultural awareness（文化意识）.
2.English Learning Activities Outlook of Six Elements Integration（英语学习活动观六要素）: learning and understanding（学习理解）, applying and practicing（应用实践）, transferring and creating（迁移创新）.
【Teaching material analysis】
It comes from the first unit of Student Book1 and the topic is Teenage Life, which belongs to the theme context of “humans and oneself”. There are 8 parts of this unit ranging from listening,reading, talking,writing and assessing. And the text of today’s class comes from the 3rd part, reading and thinking. With the title The freshman Challenge , it provides a record of Adam on his challenges in the first week in high school. It plays a significant part in both input and output. Besides, with the clear structure and the simple descriptions, students may find it easy to understand this passage.
基于课标
主题语境 人与自我---积极的生活态度
语篇类型 生活记录类
语言知识 根据文中Adam 对challenges阐述，梳理关键词语，用于理解和表达，加强语用意识。
文化知识 增加学生的情感体验，形成正确的价值判断和生活态度。
语言技能 通过听说读看写等活动发展学生的理解性技能和表达技能。从语篇中提取信息，梳理信息，迁移信息，训练学生运用语言描述challenges.
学习策略 元认知策略，认知策略，交际策略和情感策略
基于语料
What 主题：高中生活新挑战 内容: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、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。
Why 语篇内容贴近高一学生现实生活，符合高中生的认知需求，能让学生产生共鸣，学生自然而然会把自身情况与Adam作比较，思考“如何尽快适应高中学习生活”这一问题。语篇旨在体现“积极乐观的生活态度”的主题意义。
How 语篇类型：个人自述 篇章结构：四个段落，按照由总到分的逻辑结构，层次分明，结构清晰。 语言特点：简洁明了，以生活记录的方式，从Adam的角度介绍所遇到的Challenges.
【Teaching objectives】
语言能力目标
1.Acquire the basic usage of the new words and expressions concerning the freshmen challenges.
2.Learn to obtain information, grasp knowledge, analyze information, use and integrate knowledge.
3.Grasp the cross-cultural knowledge.
文化意识目标
1.Have a good understanding of the freshmen challenges in senior high school and get prepared for senior high school life.
2.Broaden the cultural view.
3.Take a positive attitude to the difficulties in study and life.
思维品质目标
1.Analyze the challenges in high school life and find out the solutions to them.
2.Improve the sense of responsibility.
3.Enhance the sense of independenceand criticism using creative thinking.
学习能力目标
1.Develop the sense of cooperative learning and individual thinking capability.
2.Develop different learningskills, such as the ability of gaining information, cognitive ability of thinking and the ability of language expression to solve different reading comprehensive problems.
【The key and difficult points】
1. Develop reading ability such as skimming, scanning and summarizing.
2. Grasp the main idea of the passage, and know about the structure, understand the content, as well as express themselves using words and phrases learnt in the text.
3. Learn about the culture differences and broaden cultural view.
4. Take a positive attitude to the difficulties in study and life.
【Teaching procedures】
Step 1 Lead in: Watch a video
Compare school life in different places
设计意图：感知主题，注意话题
围绕本节课主题创设情境，学生通过观看美国高中生活的视频，激发学生的学习兴趣和思维，对关键词challenges形成一定的感知和注意。
Step 2 Pre-reading
Predicting the content of the passage
1.Picture——what kind of person Adam is
2.Title——what this passage talks about
设计意图：激活已知，预测新知
运用认知策略，根据篇章标题和图片信息，预测文本内容，激发学生的好奇心和学习兴趣，为随后的文本解读埋下伏笔。
Step 3 While-reading
Activity 1: Skimming for the main idea of each paragraph
Paragraph Topic Sentence Main Idea
1 Going from junior high school is really a big challenge. Senior high school is really a challenge.
2
3
4
设计意图：围绕主题，构建新知
通过快速浏览和略读策略指导，引导学生获取大意，构建对语篇主题的初步认识。
Activity 2:Careful reading
Finish the outline in Task 4 on page 15.
Paragraph Challenge Feelings Solution
1 (opinion) Choosing____courses Confused
2 (fact1) The school adviser _________________.
3 (fact2） He will find a way to___ ___________
4 (fact3） He will_____________.
设计意图：梳理文本，建立关联
引导学生在获取和梳理文本信息的过程中，深入理解文本，建立信息间的关联。通过思维导图，培养学生逻辑思维能力。通过同伴合作探究，丰富学习方式，培养学生学习能力。
Activity 3: Further thinking
Q1：What kind of person is Adam
Q2：What can also be done to solve his challenges
设计意图：验证预测，延伸文本
在深入分析文本的基础上，引导学生基于文本验证预测并通过拓展思维导图探索更多相关信息，训练学生的发散性思维。
Step 4 Post-reading
1.Discussion :
Adam’s freshman challenges My freshman challenges
设计意图：超越文本，联系实际
引导学生走出文本，联系自身实际，将学得的语言知识和思路内化。结合开放性的小组合作探究活动，提高学生的沟通能力和思维能力。
2.Presentation：My freshman challenge
Have a positive attitude towards challenges in study and life.
we have to try our best to deal with challenges and over difficulties. It’s necessary to form a positive attitude towards the future,which is the solution to all the challenges.
设计意图：师生共建，应用实践
引导学生内化新的语言知识结构，通过关于“challenges”的语言实践活动，实现语言由输入到输出，实现“师生共建”学习过程。
Step 5 Homework& Student Self-Evaluation（课后）
1. Compulsory(必做）
Write a short passage about your challenges in senior high school for school English newspaper(about 80 words)
2. Optional（选做）
Read a passage---School Life in the UK
设计意图：反思评价，巩固知识
通过反思评价表引导学生学会监控学习过程，反思并调整学习方式。完成对challenge主题的书面整理，巩固知识并对本单元后期学习打下基础。
Blackboard design
Teaching reflection
Advantages:
Disadvantages:

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