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(共15张PPT)
How to analyze Texts
—— Unit 1 Reading and Thinking
THE FRESHMAN CHALLENGE
Teaching objectives
I. Language Competence
Learning lexical chunks, long sentences and extracting details improves students’ expression accuracy, reading comprehension and oral/written skills.
II. Cultural Awareness
The text helps understand foreign education/culture, reflect on Adam’s Chinese learning, broaden horizons and strengthen cultural pride.
III. Thinking Quality
Analyzing text elements builds logic; discussions cultivate critical thinking and develop creativity via divergent views.
IV. Learning Ability
Previews train independent inquiry; AI group talks improve cooperation, resource use and English strategies.
Lexical Chunks
1.a really big challenge
2.think very carefully about
3.the school adviser
4.take courses
5.the suitable courses
6.extra-curricular activities
7.on my own
8.a soup kitchen
9.homeless people in the community
10.keep up with the other students
1. 一项非常大的挑战
2. 非常仔细地思考……
3. 学校顾问
4.选课；上课
5.合适的课程
6.课外活动
7.独自地；靠我自己
8.（免费为穷人提供食物的）救济厨房，施粥场
9.社区里的无家可归的人
10.跟上其他学生（的进度）
1.My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it.
我的顾问建议我报名高级文学课，因为我喜欢英语而且擅长这门学科。
2.I know I’ll have to study harder as a senior high school student and get used to being responsible for a lot more.
我知道，作为一名高中生，我必须更加努力学习，并且要习惯承担更多的责任。
3.Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future.
努力学习并不总是充满乐趣，但我会为大学学业，或是未来可能出现的任何事情做好充分准备。
Understanding Long and Complex Sentences
1. What are the six elements (time, place, character, cause, process, result) of the story in the text
Time:
The time when Adam is a freshman at senior high school.
Place:
Senior high school.
Character:
Adam.
Recognition of Text Basic Elements
1. What are the six elements (time, place, character, cause, process, result) of the story in the text
Cause:
Adam enters senior high school from junior high school.
Process:
Adam chooses courses with the help of the school adviser, tries to join the school football team but fails and then joins a volunteer club, and thinks about his study and future in senior high school.
Result:
Adam is a bit worried but still happy to be in senior high school and determined to study hard for the future.
Recognition of Text Basic Elements
Six Elements
Time
Place
Character
Cause
Process
Result
Tecognition of Text Genre
2.What is the genre of the passage
A. Argumentative essay (议论文)
B. Narrative (记叙文)
C. Expository essay (说明文)
D. Practical writing (应用文)
1. What courses did Adam choose Which one do you think would be his favourite Why
Adam chose maths, English, chemistry, world history, and Chinese. His favourite course would probably be advanced literature. Because his adviser recommended him to sign up for it as he likes English and is good at it.
2.What does “make the team” in Paragraph 3 mean
“Make the team” in Paragraph 3 means to be accepted as a member of the school football team.
Understanding of Textual Detailed information
3.What does Adam do every Wednesday in his volunteer club
Every Wednesday, Adam works at a soup kitchen and hands out food to homeless people in the community in his volunteer club.
4.What is Adam worried about in his senior high school
Adam is worried about keeping up with the other students in his advanced course and getting used to all the homework.
Understanding of Textual Detailed information
5.Is Adam confident that he will get used to senior high school life How do you know
Yes, Adam is confident that he will get used to senior high school life. We know this because he says “Still, I'm happy to be here. Studying hard isn't always fun, but I'll be well prepared for university or whatever else comes in the future.”
Understanding of Textual Detailed information
Q1: Why is Chinese difficult, he still hopes to be fluent
Q2: Why does the textbook want you to know the fact
Deep Thinking
Q1: What do school advisers do
Deep Thinking
Group Discussion with the help of AI
Q1: Do school advisers do anything else
Q2: Do schools in China have school advisers
Q3: Do you think they are necessary
Deep Thinking
Q 1: What can we learn from these transitions（转折）
Q 2: What is the writing purpose of this text
Para 1: Senior high is a big challenge for Adam.
Para 2: Adam chose courses with the adviser's help.
Para 3: Adam joined a volunteer club after failing to make the football team.
Para 4: Adam knows he must study harder and is ready for the future.
Main idea：It describes Adam's senior high school life, including course selection, activity choices, worries, and his positive preparation for the future.
任务：英语读后感
1. 再读 2 遍课文 —— 第 1 遍标记 Adam 高中关键事件；第 2 遍划出让你有受启发的内容；
2. 分析Adam的性格品质，需结合文中具体细节支撑；
3. 联系自己，选 1 个想向 Adam 学习的点，说明学习原因。
要求：
1.120-180 词（英语），语言简洁自然；
2.结构清晰：含开头（介绍文章 + 感受）、主体（人物分析 + 学习点）、结尾（总结启发）；
3.多用文中基础词汇和简单句式，保证语法正确。

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