资源简介

Unit 1 Teenage Life
Discovering Useful Structures
Phrases
【教材分析】
This teaching period mainly deals with the grammar: Phrases.
This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.
【教学目标与核心素养】
Get students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.
Enable students to use the basic phrases structures flexibly.
Develop students’ speaking and cooperating abilities.
Strengthen students’ great interest in grammar learning.
【教学重难点】
How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.
How to enable students to use the basic usages of phrases flexibly.
【教学过程】
Step 1: 语法自主探究
读下列例句并感知画线部分的共性。
1. (教材原文P16) The first week was a little confusing.
2. (教材原文P16) The building is so big that I'm completely lost.
3. (教材原文P16) My first French class was very confusing. The teacher spoke so quickly.
Requirement: Analyze the underlined parts of the sentences and sum up what they have in common.
Step 2：语法概念和种类
问题：学习英语短语或者词组的意义是什么？高中阶段常见的短语形式有哪些？
短语或词组(Phrases)是具有一定意义但不构成句子或从句的一组词。了解短语知识对于快速、准确地理解句子意义及划分句子结构大有裨益。
在高中阶段，常见的短语形式有:名词短语(Noun Phrases)、形容词短语(Adjective Phrases)、副词短语(Adverb Phrases)、介词短语及动词短语(Verb Phrases)等。本单元只讲解前面三种形式。
一、名词短语(Noun Phrases)
名词短语: 指以一个名词为中心构成的短语，在句中的功能相当于名词,可作主语、宾语、表语或宾语补足语。常见名词短语的构成形式有:
限定词+名词 如: The girl
限定词+形容词(短语)十名词 如: A beautiful girl
限定词+名词+介词短语 如: A beautiful campus of my school.
限定词+描述性名词+名词 如: My school life
注意：
(1)限定词包括冠词(a/an/the)、指示代词(this/that/these/those等)、物主代词( my/your/his/her/our/their等)、不定代词(some/ no/ neither/both等)和数词(one/two/first/second等)。
(2)多个形容词修饰名词时，其顺序为: 限定词—数词—描绘词—出处—材料性质—类别—名词。
如:a small round table/a tall gray building/a dirty old brown shirt/a famous German medical school/an expensive Japanese sports car
顺口溜记忆:县(限定词)官(观点形容词)行(形状形容词)大(大小形容词)令(年龄新旧形容词)射(颜色形容词)国(国家等出处形容词)才(材料质地等形容词)。
①These red roses are for you, 这些红玫瑰是送给你的。
(名词短语these red roses 的构成形式为:限定词+形容词+名词,该短语在句中充当主语)
②I have three close friends. 我有三个要好的朋友。
(名词短语three close friends的构成形式为:限定词+形容词+名词,该短语在句中充当宾语)
③He is my best friend. 他是我最好的朋友。
(名词短语my best friend的构成形式为:限定词十形容词+名词，该短语在句中充当表语)
④There are some red roses on that small table.在那张小桌上有一些红玫瑰。
(名词短语some red roses的构成形式为:限定词+形容词+名词+介词短语，该短语在句中充当主语;另外, the small table也是名词短语，在句中作介词on的宾语)
[即学即练]
(1)The boy is my brother.
(2)The cute boy is my brother.
(3)The cute boy in blue jeans is my brother.
(4)The cute boy wearing blue jeans is my bother
(5)The first young man is a bus driver.
二、形容词短语( Adjective Phrases)
形容词短语，是指一个以形容词为中心构成的短语，在句子中的功能相当于形容词，可以修饰名同或代词，还可以用作表语或者宾语补足语。常见形容词短语的构成形式有：
副词+形容词 如:very suitable
形容词+enough 如:good enough
形容词+介词短语 如: good for nothing副词+形容词+介词如 : well worthy of praise
①Your room is large and beautiful,你的房间大且美丽。
(形容词短语large and beautiful 的构成形式为:形容词+and/but+形容词,该短语在句中充当表语)
②The room was awfully dirty.这房间太脏了。
(形容词短语awfully dirty的构成形式为:副词+形容词，该短语在句中充当表语)
③The most beautiful bird I have ever seen is peacock.我见过的最漂亮的鸟是孔雀。
(形容词短语most beautiful的构成形式为:副词+形容词，该短语在句中作定语修饰名词bird)
④A good friend is someone who makes you really happy.好朋友就是能让你真正高兴的人。
(形容词短语really happy的构成形式为:副词+形容词，该短语在句中作宾语补足语)
[即学即练]
(1)Our country is becoming more and more beautiful.
(2)The road is long enough.
(3)The medicine is good for stomach.
三、副词短语(Adverb Phrases)
副词短语:指以一个副词为中心构成的短语，在句中的功能相当于副词，可以修饰动词、形容词或副词。常见副词短语的构成形式有:
(副词)+副词如: much more beautifully
①He did his work here yesterday.他昨天在这里工作。
(副词短语here yesterday修饰动词did)
②Bill did the work very well.比尔做的这份工作很好。
(副词短语very well修饰动词did)
③We are all entirely responsible for our action.
(副词短语all entirely, 修饰形容词短语responsible for)
[即学即练]
画出下例句中的副词短语
You are driving too fast. Could you drive less slowly
Strangely enough, she didn’t seem to like ballet very much.
The horse ran quite slowly, so they arrived very late.Unit 1 Teenage Life
Listening and Speaking ＆ Listening and Talking
教材分析：
The theme of “Listening and Speaking” is “Choose a school club”. Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices. School clubs are an important part of students’ campus life, as well as an important study to expand students’ extracurricular knowledge, develop their skills and cultivate their interests.
Listening text of “Listening and Speaking” consists of two parts. The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable club. The second part is the dialogue between Adam and Julie of senior high school students to discuss how to choose the right one.
The theme of “Listening and Talking” is “Planning a Camp for Teenagers”. Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’ spiritual and communication skills. The purpose of this section is to stimulate students’ imagination, plan a camp activity that their peers like and to use “be going to + verb primitive” and “will + verb primitive” to express future intentions or intentions.
Listening Text of “Listening and Talking” is a dialogue, where Max and Cao Jing talk about their participation in adventure camps and international youth camps on weekends
In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp. The dialogue highlights “be going to + verb” and “will + verb” are two structures used to express what will be done in the future.
教学目标与核心素养：
Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.
Develop students’ sense of cooperative learning and individual thinking capability.
Develop students’ different listening skills to solve different listening comprehensive problems.
Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.
教学重难点：
Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.
教学过程：
Part 1: Listening and Speaking
Lead in
The teacher is advised to talk with their students about their former school club that they once was in junior high school: boys and girls, have you ever taken part in any school club before and why you chose it if ever After their small talk, the teacher can move on by finishing the following listening task:
Listen to the first two conversations and choose the correct answers.
1 What are they learning about in Conversation 1
A. Hearing. B Sounds. C Dogs.
2 The students are discussing in Conversation 2.
A. schoolwork B. relationships C. dating
3 Circle the two clubs where these two conversations happened.
A Science Club. B Ballet Club. C Nature Club. D Debate Club.
Learning tip:
Predict content Before you listen, you can read the questions and choices. It will help you to predict what you will hear.
After finishing the task above, the teacher is expected to play conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.
Listen to Conversation 3. Then help Adam choose a club.
1 Tick the activities that happen in each club.
Ballet Club
learn new movements
make ballet clothes
watch dance programmes
Nature Club
Watch biology lectures
grow plants
work in a greenhouse
Cartoon Club
watch cartoons
write stories
draw cartoons
Volunteer Club
help old people
clean up parks
give directions
After finishing the task above, the teacher is expected to play conversation 3 again and solve the following task.
1. Adam says that he likes _________________ but is not so interested in _____________
2.Which club do you think is suitable for Adam Why
I think Adam should join the _____________ Club because he says that he ________________
Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:
Speaking Project
Work in pairs. Help each other choose a school Club
EXAMPLE
A: Hi, Sam! I’ve decided to join the Music Club.
B: Good decision!
A: How about you Are you going to join a club
B: Yes. I’m wondering which one | should choose: the Acting Club or the Ballet Club
A: I guess the question is ... Do you like dancing better than acting
B: Actually, I like acting better, but my friends go to the Ballet Club and want to be with them.
A: Hmm ... If you ask me, I think you should choose what you like.
Part 2: Listening and Talking:
1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities
Talking about future activities
We’ll …
I plan to …
There’ll be …
I hope to …
We’re going to …
2. After their small talk, the teacher can move on by playing the listening and solve the following task.
Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.
We’ll learn useful skills.
I plan to improve my spoken English.
There’ll be students from different schools.
I hope to make new friends.
We’ll talk about teenage life.
I’ll learn to make a fire.
There’ll be students from different countries at the camp.
There’ll be some experts there to show us how to live in the wild.
We’re going to learn about wildlife.
I’m going to give a speech.
I think I’m going to enjoy the activities.
I think we’ll have a lot of fun.
3. Work in groups. Plan a youth camp.
Think of ideas for the camp. You can use the questions below to get started. And present your ideas for a youth camp to the class.
●What kind of camp is it
●Who will be there
EXAMPLE
camp
Do you want to have fun and learn at the same time Then come to our camp. In our camp, you can learn about ... There’ll be many interesting activities. First, we are going to ... Then we’ll. We also plan to. Finally, we’ll ... Please come to our camp!Unit 1 Teenage Life
Reading for Writing
【教材分析】
This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.
【教学目标与核心素养】
1. Get students to have a good understanding of how to write a suggestion letter properly.
2. Enable students to use some writing skills flexibly.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
【教学重难点】
How to enable students to have a good understanding of the skills of writing a suggestion letter
How to enable students to write a good recommendation letter using some writing skills properly.
【教学过程】
Step 1: Lead in
Begin the class with the lead-in questions: how to write a letter for advice What kinds of aspects should be included It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details concerning advice letters’ writing style.
The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.
In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.
1. What is Worried Friend’s problem
2. Do you think Ms Luo’s advice is useful Why or why not
3. What other kinds of advice would you give
Step 3: Read to sum up
After learning the passage on Page 18, the teacher leads students to figure out the organization of the letter and appreciate its language features.
Find and mark the parts of the letter that match the following points.
A. I know what the problem is.
B. I understand how you feel.
C. This is my advice and reasons.
D. I think my advice will help.
What expressions does Ms Luo use to make suggestions Circle them in the letter.
Step 4: Use what you have learnt to write a letter of advice to one of the teenager below.
In this step, the teacher asks students to sum up some ideas regarding the following topic:
Work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestions and reasons.
Step 5: Use what you have learnt to draft a letter offering advice to any of those students above.
1. Complete the outline and use it to draft your writing.
2. Exchange drafts
After each student finishes their own writing, ask them to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.
Use the checklist to give feedback on your partner’s draft.
√Are all the parts of a letter included and organized in a good order
√Does the writer give reasons for the advice
√Does the writer use proper expressions to give suggestions
√Does the writer use commas and stops correctly
√Is the handwriting easy to read
Write down some writing expressions and models concerning advice letters.Unit 1 Teenage Life
Writing a Letter of Advice
Teaching Objectives:
1. Students will be able to understand the purpose and structure of a letter of advice.
2. Students will be able to write a well-organized and coherent letter of advice in English.
3. Students will be able to use appropriate vocabulary, grammar, and sentence structures.
4. Students will be able to express their opinions and suggestions in a clear and confident manner.
Teaching Key Points and Difficulties:
Teaching Key Point
Understanding the purpose and structure of a letter of advice. This includes knowing what information to include (objective, background, main points), how to organize the letter (introduction, body, conclusion), and how to address the recipient (Dear + Last name, etc.).
Teaching Difficulty Point
Students may struggle with organizing their thoughts and expressing themselves clearly in written English.
Teaching Procedures:
Warm-up (5 minutes)
Begin the class by asking students about their experience writing letters or giving advice to others. Encourage them to share their thoughts and experiences.
2. Presentation (10 minutes)
Introduce the purpose and structure of a letter of advice. Show examples of different types of letters (e.g. job application, academic recommendation, personal letter) and discuss the key elements that should be included in each type of letter (objective, background, main points, closing).
3. Practice (20 minutes)
Divide students into small groups and give them a topic for their letter of advice (e.g. recommending a college, offering career advice).
Ask them to brainstorm ideas for their letter and then write a draft together. Afterward, ask each group to share their letter with the class and provide feedback on areas for improvement (e.g. organization, grammar, vocabulary).
4. Production (10 minutes)
Have each student write a letter of advice on a piece of paper provided by the teacher. Encourage them to think about someone they know who could benefit from receiving this kind of guidance (e.g. a friend, family member, or colleague). Once they have finished writing, ask them to share their letter with the class one at a time and provide feedback on their work.
5. Wrap-up (5 minutes)
Review the key points covered during the lesson and emphasize the importance of clear communication when writing a letter of advice. Encourage students to continue practicing their writing skills outside of class by reading sample letters of advice and analyzing them for effective writing techniques.
Homework:
1. Write a letter of advice for someone you know who could benefit from your insights and suggestions (e.g. a friend, family member, or colleague). Make sure to include all necessary information (objective, background, main points) and use appropriate language and tone for the occasion.
2. Read at least three sample letters of advice (from different types of letters) and analyze them for effective writing techniques such as organization, grammar, vocabulary, and tone. Write a brief reflection on each sample letter, highlighting what you found particularly effective or challenging about the writing style.

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