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课题 Unit1 Teenage Life --- Reading and Thinking The Freshman Challenge
课型 新授课（ √ ） 复习课（ ） 习题课（ ）
教材分析 该板块以“比较不同地方的学校生活”(Compare school life in different places)为活动主题，引导学生探讨和比较中外高中新生的生活，了解同龄人的生活状态和情感世界，尤其是在成长过程中克服困难、努力进取的心路历程；引导学生通过比较、对比，树立乐观向上、阳光豁达的心态，积极迎接高中生活的挑战，以着眼于未来的胸怀，脚踏实地地过好高中生活的每一天。 语篇的主题是“新生的挑战”(The Freshman Challenge)。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、如何加入心仪的学校足球队、如何适应高中学习生活。本文是一篇个人自述，共分四个小段，层次分明、结构清晰。第一段引出语篇主题，即“Going from junior high school to senior high school is a really big challenge.”。第二段是关于选择课程时所面临的困惑，即“I had to think very carefully about which courses I wanted to takc.”。本段有两层含义，一是Adam如何选课(在学校顾问的帮助下选择了五门课程，这与中国大多数地区高中的情况有所不同)，二是Adam选择这些课程的根据(未来计划和兴趣特长)。第三段是关于课外活动的选择，即“I had to choose extra-curricularactivities, too.”Adam讲述了无法加入美式橄榄球校队的原因和自己的决心，以及转而加入志愿者社团的情况。第四段是关于如何尽快适应高中的学习生活，即“I'll have to study harder as a senior high school student and get used to being responsible for a lot more.”。在本段Adam讲述了已经意识到困难而产生担忧，但更重要的是自己积极进取的决心和责任心。语篇内容贴近高一学生的现实生活，符合高中学生的认知需求，能让学生产生共鸣。学生自然而然会把自身情况与Adam做比较，思考“如何尽快适应高中学习生活”这一话题。
学情分析 通过第一单元的学习，学生对于高中的学习生活有了初步的了解，也有了自己的困惑和看法，本课时聚焦了新生在高中学习生活中的一些挑战，对学生有很大的吸引力，学生会非常容易地吸入到课堂活动中去。
重点难点 教学重点： Help students’ understand the text correctly and master some important phrases and sentences. Train students to skim the text in order to get some useful information. Guide students to analyse the structure of the text. 教学难点： 1.Develop students’ reading ability such as skimming, scanning and summarizing. 2.Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.
教学资源 CAI equipment with a Multi-media classroom and other normal teaching tools.
步骤 教学目标 教学活动 评价标准 时间
申明目标 Learning objectives: After the class, students will 1. acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly. 2. have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school. 3. improve their sense of cooperative learning and individual thinking capability. 4. develop their different learning skills to solve different reading comprehensive problems. 2min
学情调查 用图片引入话题，学生谈论“初升高”话题，以及自己的感受。 What can you see in the two pictures Please talk about them How is your senior school life What’s your feeling (教师适时引导学生展开讨论，谈论自己的感受） 学生根据自己的亲身体验针对这两个问题展开讨论。 5min
合作交流 学生快速阅读语篇，找出每个段落的关键词和主题句，概括段落大意，完成P14活动2. 根据每段的段落大意，学生画出本文结构的思维导图。 Skim the text and find the main idea of each paragraph. According to the main idea of each paragraph, students draw a mind map of the structure of the text. (在快速阅读过程中，教师要引导学生根据上下文语境来找关键词。） 根据每段的意义找出关键词并总结段落大意，说出理由。 10min
互动质疑 教师引导学生进一步准确理解文章意义，分析Adam 的解决办法以及性格特征,并探讨如何解决自己面临的挑战。 Read the text again and answer the following questions: What does “make the team” in Paragraph3 mean Is Adam confident that he will get used to senior high school life How do you know What kind of person do you think Adam is Why How do you deal with them, when you face the same challenges as Adam 理解文章意义，分析Adam的性格特征，联系自己的学习生活，如何解决挑战。 10min
精讲点拨 检测学生对于文章意义的理解是否准确。 精讲关键词和短语的基本用法 Complete the outline, Ex4 on page 15. 10.Some useful words and phrases: graduate v.毕业 n.毕业生 graduation n. 毕业 graduate from+学校 graduate in+专业 recommend v. 建议，推荐 recommendation n. 推荐 recommend that...(should)+V... 3）quit v.放弃，停止（quit，quit） quit doing... 停止做某事 4）on one’s own=by oneself 靠某人自己 be responsible for... 对......负责 能准确找出关键词和句子。 理解其意并掌握基本用法能正确运用。 10min
当堂训练 Complete the sentences with the correct forms of the new words from the text.(P15, Ex5 ) 6min
课堂小结 Today we have learnt “The Freshman Challenge”,so we know what Adam’s challenges are and how he deals with them. But what attitude should we adapt to face our challenges in our senior high school 2min
板书设计 (1) Unit 1 Reading and thinking（第2课时）
板书设计 (2) Unit 1 Reading and thinking（第3课时）
作业布置 Read the text three times, and review your notes. 2.According to the text, please fill in the blanks. Adam, a freshman at senior high school, found his first week was a little 1 (confuse). First, he needed to consider which courses he wanted 2 (take). Luckily, the school adviser 3 (help) him a lot. One of the courses he chose was Chinese, because he hoped he could speak it __4____(fluent) after graduation. His adviser advised him to sign up 5 advanced literature because he likes English and he is good at it. Besides, he wanted to join the school football team, 6 the coach told him that he didn’t play well enough. Although he felt unhappy, he didn’t lose heart and decided to find a way of 7 (improve) himself so that he could join the team next year. Instead, Adam joined a volunteer club to do his best to help 8 homeless in the community. As a freshman, Adam met with some 9 (difficulty), but he didn’t quit. He tried 10 (he) best to study harder and get well prepared for university or whatever else would come in the future.
课后反思 这节课以逆向设计的思路来设计整个课堂实施过程。从总体上来说，整个课堂实施过程比较流畅，达成了预期的学习目标，学生也相应的达到了预期的评估标准，总体效果还是比较令人满意的。 课后经过深思熟虑复盘以后，对这节课反思如下： 这节课的成功之处有五个。1.整节课的设计采用逆向设计原理，将学习目标、评估证据和课堂活动的设计三者紧密结合，让整个课堂的环节非常紧凑，有针对性，体现了这一课时教学内容和教学环节的完整性和准确性。2.课堂实施过程中，每一个学习活动中都为学生搭建了脚手架，降低了活动过程的难度，照顾到了新高一学生初步适应高中英语学习的学情，也兼顾了不同层次学生的英语学习情况，学习能力强的学生可以自由发挥，学习相对较弱的学生可以有梯度地参与到本节课的学习活动中去。 这节课也有让人遗憾之处。如果要对这节课进行进一步完善的话，可以从以下两个方面入手。1.引导学生谈论Adam人物内在品质的时候，给学生提供一个范例，让他们从文本中细细体会不同细节所展现出来的人物优秀品质，这样能让学生和文本之间建立更密切，更深刻的生本对话。

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