资源简介

(共31张PPT)
Unit 1 Teenage Life
Video Time
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 content is drawn from Unit 1, “Teenage Life.”
Video Time: “Learning Across Generations” provides a personal, micro-level perspective on generational differences within a family in South Africa, highlighting the influence of one’s background.
Workbook Reading: “The Face-Down Generation” offers a macro-level, societal perspective on the stereotypes and strengths of the current youth generation.
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
need scaffolding to express abstract ideas and critical opinions in English.
possess basic English skills for comprehension and simple discussion
This topic is highly relevant and engaging for them.
Senior One student
Analyze the Students
2
reflect on one’s own identity in the context of family background and societal expectations.
comprehend the main ideas and specific details of both the video and the reading text.
compare and contrast different perspectives on teenage life and critically evaluate societal labels.
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
articulate a personal viewpoint on identity, either in written or spoken form, using evidence from the materials.
04
Key
point
Difficult
point
1. Guiding students to understand the connections between the two texts: the personal (Mamorena’s story) and the societal (stereotypes about their generation).
2. Facilitating a discussion on identity formation, rooted in the theme “Know where you come from, define who you are.”
1. Encouraging students to express abstract concepts like “identity,” “stereotypes,” and “generational differences” in English.
2. Guiding students to synthesize information from two different types of media (video and text) into a coherent personal reflection.
Identify Key and Difficult Points
4
Introduce Teaching Methods and Aids
5
Teaching Methods
Aids
Communicative Language Teaching (CLT)
Task-Based Learning (TBL)
Cooperative Learning (Think-Pair-Share, Group Discussion)
Critical Literacy Approach
Multimedia PPT
Video: “Learning Across Generations”
Handouts of the reading text: “The Face-Down Generation”
Whiteboard or Blackboard
Student notebooks
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
Purpose:
to activate prior knowledge, engage interest, and introduce the central theme of societal perceptions of youth.
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
1. In South Africa, many teenagers graduate from university. T F
2. Mamorena’s life is the same as Tandi’s when she was young. T F
3. Tandi had a difficult childhood. T F
4. Tandi is now a successful businesswoman. T F
Look through the title, introduction, and photos.
Then guess whether the statements are true (T) or false (F).
BEFORE YOU WATCH
1. In South Africa, many teenagers graduate from university. T F
2. Mamorena’s life is the same as Tandi’s when she was young. T F
3. Tandi had a difficult childhood. T F
4. Tandi is now a successful businesswoman. T F
Check your answers now.
√
√
√
√
WHILE YOU WATCH
Circle the correct word(s) in each sentence.
1. Mamorena is a student at an expensive/inexpensive private school.
2. Tandi grew up in a poor/wealthy area of Johannesburg.
3. Mamorena does not understand/understands about her mother’s childhood.
Work in pairs. Discuss the questions.
1. In what ways is your life similar to or different from your parents’ life when they were young
2. Tandi said, “I don’t think you become a person if you don’t know where you come from.” Do you agree or disagree with this statement Why or why not
AFTER YOU WATCH
In the 1990s
Nowadays
1. In what ways is your life similar to or different from your parents’ life when they were young
My life is similar to that of my parents in some ways, but they did not have computers or mobile phones when they were growing up. It seems most of my time nowadays is spent online.
The lives of today’s teens differ greatly from their parents’ in the 1980s-90s, mainly in three core aspects: technology access, lifestyle options, and educational pressure. Now think and try filling in the blanks.
Technology Access Lifestyle Options Educational Pressure
Parents’ youth Technology was rare. no smartphones, social media, or home internet Daily life was simple and community-focused. Education focused on basic literacy. Not all could attend college
Today’s teens grow up with smartphones, laptops, and 5G. use apps for studying, chatting, entertainment, and can access global information have diverse options travel to different cities or countries easily, try hobbies and shop online for products
face intense academic competition.
2. Tandi said, “I don’t think you become a person if you don’t know where you come from.” Do you agree or disagree with this statement Why or why not
I strongly agree/disagree with Tandi because...
I partially agree with her. On one hand...; on the other hand...
Reason 1: The present and future matter more in shaping who we are. (Example: My dream to be a scientist comes from my own interest, not my family background.)
Reason 2: We should be free to define ourselves. (Example: If I only focus on where I come from, I might not be able to break negative cycles or stereotypes.)
Reason 1: It gives us a sense of identity and belonging. (Example: Knowing my family's struggle makes me appreciate what I have and shapes my values.)
Reason 2: It helps us understand our strengths and weaknesses. (Example: I realize my perseverance comes from seeing my parents overcome difficulties.)
Agree
Disagree
Purpose:
To develop predictive and listening skills. To personalize the concept of generational differences and introduce the idea that identity is linked to one’s roots.
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
Skim the text and write down the main idea of the text.
Skimming
Main idea:
Some people _____________ today’s generation, but today’s generation are probably ________________________.
worry about
doing great/ok.
so
other
some
Underline the topic sentence for each paragraph and figure out the structure of the text.
①
② ③ ④
⑤
A
C
√
① ②
③
④
⑤
①
② ③ ④ ⑤
B
Read the text and complete the form.
Topic Attitudes to the face-down generation Reasons
Attitudes Some adults
Other adults
The writer
Conclusion
worried
positive
self-isolated, addicted, unsuccessful
spoilt, afraid of challenges, dependent, childish, helicopter parents
better educated, more creative, enthusiastic, willing to become leaders, helpful, brave
worried
Things are looking up for them.
Chances are that they’ll do great.
There’s reason to be hopeful about the future.
What stereotypes are mentioned
Do you feel they are fair
How does the writer defend your generation
Group discussion
Purpose:
To develop reading skills (skimming/scanning). To shift the perspective from family to society, analyzing stereotypes and building a defense against them.
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
You must mention your background (like Mamorena) and respond to a stereotype (from the reading).
I Am Not What You Think I Am
Please write a short paragraph (3-5 sentences) introducing yourselves.
Micro-writing
Purpose:
This is the core output task. It forces synthesis of the two texts, promotes critical self-reflection, and provides a tangible product for assessment.
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step V:
Lesson
Summary
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Every generation has its issues and problems, but people always find a way to both survive and thrive when they meet new challenges.
Our identity is a combination of understanding our roots and having the courage to define ourselves beyond labels.
Summary
Purpose:
To consolidate the main concept of the lesson and provide a concluding thought.
Step I: Lead in
Step II:
Video Time
Step III: Reading Time
Step IV: Synthesis & Output
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step V:
Lesson
Summary
Purpose:
to extend the “generational” theme into students’ personal lives, fostering communication with parents and practical comparative writing.To cater to visual and creative learners, allowing them to express the unit’s concepts in a non-written format.
7
Explain the Blackboard Design
Video Time
Reading Time
Synthesis&Output
Lesson Big Idea
Viewing
Integrating
Reading
Conclusion
input
output
Reflect on the Teaching
8
Thematic Elevation
Thank you!

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