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(共37张PPT)
Unit 1 Teenage Life
Reading and Thinking
You’ve been in senior high for some time.
What is the biggest challenge for you so far Is it about studies, friends, or school activities？
Skim to find the main idea of each paragraph.
Paragraph 1: _____________________
Paragraph 2:_____________________
Paragraph 3:_____________________
Paragraph 4:_____________________
Senior high school is a challenge.
Adam had to think which courses to take.
Adam had to choose extra-curricular activities.
Adam will have to study harder and get used to being responsible for a lot more.
Read the text again and answer the questions.
1. What courses did Adam choose Which one do you think would be his favourite Why
2. What does “make the team” in Paragraph 3 mean
3. What is Adam worried about
4. Is Adam confident that he will get used to senior high school life How do you know
1.What courses did Adam choose Which one do you think would be his favourite Why
2.What does “make the team” in Paragraph 3 mean
Adam chose maths, English, chemistry, world history, and Chinese. Advanced literature would be his favourite subject because he likes English and he is good at it.
“Make the team” means to try out and then be allowed to join a sports team.
3.What is Adam worried about
4.Is Adam confident that he will get used to senior high school life How do you know
He is worried about keeping up with the other students in his advanced course and getting used to all the homework.
Adam seems confident because he says that he is happy to be there, and he will be well prepared for university or whatever else comes in the future.
Complete the outline.
Paragraph Challenge How Adam feels Solution
1 Confused
2 Choosing ___________courses The school adviser ____________________________________________
3 He’ll find a way to ____________________________________________
4 He will________________ ____________________________________________
Making the school football team
Worried but still happy, confident
about his future
Serious/
Careful
Unhappy
Going from junior high school to senior high school
the suitable
Keeping up with the other students in his advanced course and getting used to all the homework
improve in order to make the team next year.
helped him choose
suitable courses.
try to study harder and get used to being responsible for a lot more.
1.What kind of person do you think Adam is How do you know it
Discuss the questions with a partner.
2. Do you face the same challenges as Adam What other challenges are you facing How do you deal with them
3.What are some differences between Adam’s school life and your school life
Discussion
Main idea:
The passage talks about the _________ of a ________ in senior high school.
Narration
Exposition
Argumentation
Text type:
Summary
challenges
freshman
Para.1
Para. 2
How to choose
_________
Para. 3
How to choose
____________
Para. 4
How to ____
The supporting parts
Structure:
Para.1
Challenge
Para. 2
How to choose courses
Para. 3
How to choose extra-curricular activities
Para. 4
How to study
Challenge
Feelings
Solution
I’m Adam, ____freshman in senior high school. The first week was a little _________ (confuse) for me.
There are some ___________ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _______ (fluent) when I graduate. My adviser _____________ (recommend) me to sign up for advanced literature because I'm good ___English. Second, I had to choose my extra-curricular activities. I tried ______ (join) the school football team though I couldn't do well in _____at first. Besides that, I joined a volunteer club.
In order to be well ________ (prepare) for university or whatever else ______ (come) in the future, I make up my mind to study harder and get used to the new situation.
a
confusing
challenges
fluently
recommended
at
to join
prepared
it
comes
Fill in the blanks to summarize the passage.
Language in use
1. I'm good at maths, so my teacher____________ that I should choose advanced maths in my first year.
2. Finding time for both studies and extra-curricular activities is a big ________, so I need to make a workable schedule.
3. It's a little _________ to choose suitable courses. I hope that my adviser can help me make a good decision.
4. We can try a course for two weeks after we ____ up for it. After that, we cannot change it.
5. The main purpose of the course is to help _______each student's reading ability.
6. Some of the students want to become writers or editors after they ________, so the teacher advised them to start a writing club.
7. The school is __________ for the safety of all the students.
8. Whenever I'm facing a dificulty, I always tell myself, “Don’t let anything stop you. Don't ever ____.”
recommended
challenge
confusing
sign
improve
graduate
responsible
quit
Complete the sentences with the correct forms of the new words from the text.
.
Language in use
Homework
1. Write a short paragraph (80-100 words) about one challenge you are facing in senior high school and how you plan to deal with it. Use at least 3 new words from the text (Q5).
2. (Optional) Prepare a brief talk comparing one aspect of Adam’s school life with your own.
1
Analyze the Teaching Material
2
Identify Key and Difficult Points
3
Analyze the Students
7
Explain the Blackboard Design
CONTENTS
8
Reflect
on the Teaching
4
State the Teaching Objectives
6
Describe the Teaching Procedures
5
Introduce Teaching Methods and Aids
Analyze the Teaching Material
1
The core material is the reading passage “The Freshman Challenge” from the compulsory Grade 1 textbook.
The text is a personal narrative by Adam, a freshman in senior high school. He talks about the challenges he faces when transitioning from junior high to senior high. These include carefully choosing courses with the help of a school adviser, trying to join extracurricular activities, and getting used to the harder study and more homework.
English Curriculum Standards, released in 2017, revised in 2020
English Curriculum Content with Six Components Integrated
Based on new standard curriculum
The Theory of Developing Students’ Core Competences
Read the lines
Read beyond
the lines
Read between
the lines
scaffolds
Bloom’s Taxonomy
may need scaffolding for detailed comprehension and expressing complex personal opinions in English.
highly relevant to the topic
can understand the main ideas
of the text
Senior One student
Analyze the Students
2
reflect on their own challenges in senior high school, fostering empathy, resilience, and problem-solving attitudes towards personal growth.
Analysis of the
Teaching Material
Analysis of the
Target students
Learning
Objectives
01
02
By the end of the class, students will be able to:
03
State the Teaching Objectives
2
3
understand the main idea and specific details of the text, complete an outline summarizing the challenges and solutions, and use key vocabulary from the text in new contexts.
develop reading strategies like skimming for main ideas and scanning for specific information.
Key
point
Difficult
point
1. Understanding the specific challenges Adam faces and his feelings/ solutions.
2. Guiding students to connect the text to their own lives and express their thoughts.
1. Accurately inferring the meaning of phrases like “make the team” from context.
2. Encouraging students to articulate their personal challenges and coping strategies in English.
Identify Key and Difficult Points
4
Introduce Teaching Methods and Aids
5
Teaching Methods
Aids
Task-based Language Teaching
Communicative Language Teaching
Cooperative Learning
Scaffolding (pre-reading, while-reading, post-reading activities)
Multimedia PPT
Textbook pages
Whiteboard/Blackboard
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To activate prior knowledge and generate interest.
To create a context for reading and connect to Ss’ own experiences.
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Skim to find the main idea of each paragraph.
Paragraph 1: _____________________
Paragraph 2:_____________________
Paragraph 3:_____________________
Paragraph 4:_____________________
Senior high school is a challenge.
Adam had to think which courses to take.
Adam had to choose extra-curricular activities.
Adam will have to study harder and get used to being responsible for a lot more.
Read the text again and answer the questions.
1. What courses did Adam choose Which one do you think would be his favourite Why
2. What does “make the team” in Paragraph 3 mean
3. What is Adam worried about
4. Is Adam confident that he will get used to senior high school life How do you know
Scanning
Complete the outline.
Paragraph Challenge How Adam feels Solution
1 Confused
2 Choosing ___________courses The school adviser ____________________________________________
3 He’ll find a way to ____________________________________________
4 He will________________ ____________________________________________
Making the school football team
Worried but still happy, confident
about his future
Serious/
Careful
Unhappy
Going from junior high school to senior high school
the suitable
Keeping up with the other students in his advanced course and getting used to all the homework
improve in order to make the team next year.
helped him choose
suitable courses.
try to study harder and get used to being responsible for a lot more.
Purpose:
1. To develop skimming skills for overall text structure.
2. To develop scanning skills for specific information and understanding text organization.
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To deepen comprehension by analyzing the character.
To personalize the topic, encourage critical thinking and oral communication.
To promote cross-cultural awareness.
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To consolidate what has been learned and form structured knowledge.
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
I'm Adam, ____freshman in senior high school. The first week was a little _________ (confuse) for me.
There are some ___________ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _______ (fluent) when I graduate. My adviser _____________ (recommend) me to sign up for advanced literature because I'm good ___English. Second, I had to choose my extra-curricular activities. I tried ______ (join) the school football team though I couldn't do well in _____at first. Besides that, I joined a volunteer club.
In order to be well ________ (prepare) for university or whatever else ______ (come) in the future, I make up my mind to study harder and get used to the new situation.
a
confusing
challenges
fluently
recommended
at
to join
prepared
it
comes
Fill in the blanks to summarize the passage.
Language in use
1. I'm good at maths, so my teacher____________ that I should choose advanced maths in my first year.
2. Finding time for both studies and extra-curricular activities is a big ________, so I need to make a workable schedule.
3. It's a little _________ to choose suitable courses. I hope that my adviser can help me make a good decision.
4. We can try a course for two weeks after we ____ up for it. After that, we cannot change it.
5. The main purpose of the course is to help _______each student's reading ability.
6. Some of the students want to become writers or editors after they ________, so the teacher advised them to start a writing club.
7. The school is __________ for the safety of all the students.
8. Whenever I'm facing a dificulty, I always tell myself, “Don’t let anything stop you. Don't ever ____.”
recommended
challenge
confusing
sign
improve
graduate
responsible
quit
Complete the sentences with the correct forms of the new words from the text.
.
Language in use
Purpose:
To consolidate the understanding of key vocabulary in context.
Step I: Lead in
Step II:
While-reading
Step III:
Post-reading
Step IV:
Summary
Step V:
Language in use
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
1. To reinforce writing skills and vocabulary use.
2. To encourage personal reflection and application of lesson content.
3. To further develop speaking and comparative analysis skills (optional task).
7
Explain the Blackboard Design
Pre-reading
While-reading
Post-reading
Language in use
learning
checking
transferring
Understanding
Conclusion
input
output
Reflect on the Teaching
8
Thank you!

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