資源簡介

必修一Unit 1Teenage LifePeriod 2 Reading and Thinking
Compare school life in different places
教學分析
教學目標
By the end of this period,students will be able to:
1.figure out the main structure of the passage by analysing the main idea of each part.
2.identify the useful patterns and expressions about the topic from the reading text.
3.describe the challenges and solutions by using the related vocabulary.
教學重點
1. Analyse the main idea of each paragraph to deepen the understanding of the text.
2.Identify the useful patterns and expressions from the reading text and use them in real situations.
教學難點
1.Enable students to judge the structure of the passage and catch the key information to understand the text.
2.Enable students to voice personal ideas with the help of the target vocabulary.
教學資源
教材、多媒體課件、學案、黑板和粉筆。
教學過程設計
Step I Before reading
Activity 1 Free talk
Talk about the feelings as a freshman at senior high school.
T:Class,you have been a freshman for about one week. What do you think of your senior high school life
S1:I feel excited because I have made many friends.
S2:I'm a bit worried because I have difficulty in getting used to my homework.
Activity 2 Work in groups and discuss the questions
1.What do you want to know about school life in other countries
2. What would you tell a teenager from another country about school life in China
（設計意圖：導入環節以學生視角來設置問題，從認識自我過渡到了解他人，貼近中學生生活，并且能夠邀發他們了解國外同齡人學習和生活的好奇心，為接下來的閱讀任務做好鋪墊。）
Step II While reading
Activity 1 Prediction
Ask students to predict the main idea of the whole passage by skimming the title.
From the title,we can predict the passage is mainly about
Suggested answer:the challenges as a freshman and how to deal with the challenges
Activity 2 Reading for the main idea
1.Read the text quickly to find the main idea of each paragraph.
Paragraph 1:Senior high school is a challenge.
Paragraph 2:
Paragraph 3:
Paragraph 4:
2. Ask students to analyse the structure of the passage by drawing a mind map.
Which paragraph is the main part Which paragraphs are the supporting parts
（設計意圖：此環節旨在引導學生掌握略讀這一基本的閱讀技能，學生通過瀏覽題目、關鍵詞、主題句等，快速判斷與定位段落關鍵信息和主題句。根據所概括的段落大意，引導學生完成一張關于語篇結構的思維導圖。）
Suggested answers:
1. Paragraph 2:Adam had to think very carefully about which courses he wanted to take.
Paragraph 3: Adam had to choose extra-curricular activities.
Paragraph 4:Adam will have to study harder and get used to being responsible for a lot more.
Activity 3 Reading for details
1.Ask students to read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman.
Challenge 1:
Challenge 2:
Challenge 3;
2.Find out the sentences about Adam's solutions to the challenges according to the table.
Solution Supporting detail
To challenge 1
To challenge 2
To challenge 3
3.Ask students to read the whole passage again and complete the outline.
Paragraph Challenge How Adam feels Solution
1 Confused
2 Choosing suitable courses
3
4
Suggested answers:
1.Challenge 1:Choosing suitable courses
Challenge 2:Making the school football team
Challenge 3: Keeping up with other students and getting used to homework
2.
Solution Supporting detail
To challenge 1 The school adviser helped me choose the suitable ones... My adviser recommended that I should...because...
To challenge 2 I'll find a way to improve on my own so that...
To challenge 3 I know I'll have to study harder as...and get used to being responsible for a lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else comes in the future.
3.
Paragraph Challenge How Adam feels Solution
1 Goingfrom juniorhigh school to senior high school Confused
2 Choosing suitable courses Serious/ Careful The school adviser helped him choose the suitable courses.
3 Makingthe school football team Unhappy He will find a way to improve in orderto make the team next year.
Keeping up with the other studenats in his advanced course and getting used to all the homework Worried but still happy,confident about his future He will try to study harder and get used to being responsible for a lot more.
（設計意圖：此環節旨在引導學生獲取事實性信息，概括主人公面臨的挑戰和解決方法。通過表格的形式整合信息。）
Activity 4 Reading for vocabulary
Ask students to find out the vocabulary chain of different challenges and solutions.
Challenge 1 and the solution:
Challenge 2 and the solution:
Challenge 3 and the solution:
（設計意圖：引導學生建立與主題相關的詞匯鏈，加深對主題詞匯的理解，為詞匯的應用打下基礎。）
Suggested answers:
Challenge 1 and the solution:think very carefully about which courses I wanted to take;recommend;sign up for
Challenge 2 and the solution: choose extra-curricular activities;won't quit;improve on my own;make the team
Challenge 3 and the solution:study harder;get used to being responsible; keeping up with the other students;get used to all the homework;be well prepared
Activity 5 Reading for thinking
After reading,ask students to discuss the questions.
1.What kind of person do you think Adam is How do you know Please find information in the text.
2.Is Adam a good student in your eyes What will you learn from him
（設計意圖：引導學生深度思考，從原文中找到依據來評價主人公Adam的優秀品質，培養學生整理、歸納和評判的思維能力，同時樹立樂觀向上、不怕困難的人生態度。）
Suggested answers:
1. Adam appears to be hard-working and wants to go ahead in life. I know this is because he thought carefully about which courses and extra-curricular activities to take,and thought hard about his future.
He is also a kind person,because he joins a volunteer club.
He 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.
2.The answers may vary.
Step III Post reading
Work in pairs and make an oral report about your challenges,feelings and solutions as a freshman at senior high school.
Example:
I'm facing/have trouble with...(challenge)
I feel...(feeling)
Faced with the challenge,I...(how to do)
（設計意圖：此環節需要學生總結自己對高中學習和生活的認識，培養學生的創造性思維，升華對主題意義的認識。）
Suggested answer:
I'm worried about how to balance my studies and my extra-curricular activities. I feel anxious. Faced with the challenge,I turned to my teacher for help. He advised me to work harderat school so I can make more time for my extra-curricular activities and hobbies. Thanks to my teacher,I have confidence to deal with the challenge well now.
Step IV Homework
Your Australian friend,Emily,wants to know how you are getting along with your school life as a freshman. Please write an email to tell her about your challenges,feelings,and solutions. Present it in the next period.
教學反思
本節課是讀思課，主題是“校園生活”，滲透了較強的文化意識。整個授課流程依據新課標的設計理念，突出了對閱讀獲取信息的能力的培養，強調了語篇知識和閱讀技能對閱讀理解的重要性，貫徹了讀思一體的課堂教學思路，將語言學習，文化滲透和思維發展有機地融為一體，充分體現了新教材的編寫理念和英語教學改革的方向。閱讀過程注重對語篇結構的把握，問題設置層層遞進，引導學生通過比較、歸納，梳理文章主旨大意和重要細節。
本節課的不足之處：
1．學生對于語篇的理解分析不夠重視，導致對部分問題的理解不準確。
2．受時間限制，最后一個討論展示環節沒有給學生更多的展示時間。
改進措施：
1．在以后的閱讀課上要堅持語篇知識的輸入，強化學生語篇的意識。設置問題要更加貼近學情，激發他們的學習熱情。
2．把握好各個環節的時間，課堂導入更簡潔，鼓勵學生積極表達，并留出足夠的課堂時間讓他們展示。

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