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课堂教学设计
课题名称 Unit1 Teenage Life-Reading and Thinking
学科 英语 授课班级 授课时数 1节
执教者 授课日期
教 材 分 析 What：该教材选自2019人教版高中英语必修一Unit 1 Teenage Life- Reading and Thinking的内容，这篇文章属于“人与自我”的主题语境。讲述了Adam作为高一新生所面临的一系列挑战、Adam解决这些问题的方法以及Adam的感受。 How：这篇文章属于记叙文，以总分的结构进行叙述。 Why：该文章描述的挑战与学生的实际情况联系在一起，目的是告诉学生遇到困难与挑战时要结合自身的实际情况（例如爱好、能力等）以及他人的建议来解决问题，面临新生活带来的挑战时要做好充分的准备并积极面对。
学 情 分 析 教授对象为高一学生，刚刚从初中进入高中，快速适应高中的学习环境对他们来说是一个巨大的挑战，所以能够和文本中的主人公Adam引起共鸣。 在语言方面，他们的英语基础很薄弱，对于词汇、语法规则等方面存在很多缺漏，特别在听、说、读、写这四项技能上，学生水平存在差异。个别学生能大概读懂文章内容，但大部分同学会对本文的理解有一定的困难。 在学习方面，他们缺乏主动性，自觉性，大多数同学没有养成良好的学习习惯，不注意知识的积累与巩固。课堂上比较被动地接受老师所教授的知识，不够大胆去表达自己的想法。
教 学 目 标 一、语言能力(Language ability) 1.Student can know the new words and some expressions,like teenager, challenge,debate, suitable for, sign up for sth, be attracted to, addicted to and so on. 2. Students can be more confident and interested in learning English. 二、文化意识（Cultural awareness) Students can develop cultural awareness by comparing their senior school life with foreign countries. 思维品质 (Thinking quality) Students can infer the author’s personality and view from the passage. Students can develop their critical thinking by cooperating with classmates actively. 学习能力（Learning ability) Students can use reading strategies, such as skimming and scanning. 2. Students can understand the main idea, structure and detailed information about the Teenager Life.
教 学 重 难 点 教学重点（Teaching key points) How to help students master some new words and phrases. How to make students grasp the content of the passage about teenage life. 教学难点（Teaching difficult points) How to train student’s ability to read for detail information. How to make students talk about and share their opinions about the author’s personality.
课 前 准 备 一、了解学生学情，读懂教材内容 二、认真撰写教案 三、制作ppt课件 四、准备好教学用具
教 学 方 法 任务型教学法Task-based Language Teaching ; 语篇教学法 Discourse Approach； 合作学习法 Co-operative Approach
教 学 过 程 Teaching procedures 一、Lead-in Have a free talk with students. Ask them the following questions. How do you feel on your senior high school Have you come across some challenges that make you unhappy 设计意图：导入问题贴近学生生活，能够激起学生的学习兴趣，活跃了课堂气氛 二、Pre-reading 1. What is the text type of the passage ( ) A．Narration(记叙文)． B．Argumentative Essay(议论文)． C．Expository Writing(说明文)． D．Practical Writing(应用文)． 2. What is the main idea of the passage ( ) A. The importance of taking courses B. How Adam dealt with the freshman challenge C. Why Adam joined a volunteer club D. Adam is worried about his advanced course 设计意图：帮助学生搭建新的知识结构，为接下来的阅读课做好做好铺垫。 三、While-reading 1. Fast-reading Ask students to skim the text quickly to find the main idea of each paragraph. ParagraphMain ideaParagraph1Paragraph2Paragraph3Paragraph4
设计意图：指导学生运用找关键词，激发学生学习兴趣，引导他们运用Skimming阅读策略，重点学会快速阅读方法。 Careful- reading Ask students to scan the text and answer the following questions. (1). How does Adam feel at the beginning of his senior high in paragraph1 ( ) A.Excited. B.Interested. C.Confused. D.Worried. (2) Read paragraph 2 carefully and answer the questions. What course did Adam choose Which one do you think would be his favourite Why _____________________________________________________ _____________________________________________________ Read paragraph 3 and answer the question. ① Why Adam felt unhappy？Please underline the key sentence. ② Choose the best answer. What does the phrase “make the team”mean in the paragraph 3 ( ) A.Organize a new team. B.Become a member of the team. C.Become the leader of the team. D.Beat the team. (4) Read paragraph 4. Do you know what is Adam worried about _____________________________________________________ _____________________________________________________ 设计意图：学生能够带着目的寻找指定信息。这一环节让学生练习Scanning阅读策略。在整个过程中，充分发挥教师的主导作用学生在学习中的主体作用。 四、Post-reading Ask students to work in groups to complete the outline. Then discuss the questions below with a partner. ParagraphChallengeHow Adam feelsSolution1Confused2Choosing____coursesThe school adviser______3He will find a way________4He will______ ____________
What kind of person is Adam (work in pair) 设计意图：通过小组合作和结对子合作，能够提高学生的学习氛围，增强合作意识，为共同学习而努力。 Summary Homework Finish the exercise on page 15 in the textbook.
板 书 设 计 The freshman challenge WHO WHAT HOW
教 学 反 思 本节课是一节阅读课，通过导入部分free talk学生能够积极回答教师问题，并且导入的问题能贴近学生生活。在阅读课中，大部分学生都能够获取文章的主旨大意，能够根据具体问题去寻找答案，也都能参与课堂积极讨论，由于很多学生英语基础比较薄弱，除了个别同学课堂中没有积极回答问题，课后我也会好好反思，阅读是一个综合学习过程，阅读技能的提高更需要一个循序渐进的过程。在今后的教学中，我也要结合学生的认知水平，根据不同的阅读主题，设计合理的学生活动，进一步使学生养成良好的阅读习惯，激发他们对英语阅读的浓厚兴趣。

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