Unit1TeenagelifeWorkbookReading教學(xué)設(shè)計(jì)高中英語(yǔ)人教版

Unit1TeenagelifeWorkbookReading教學(xué)設(shè)計(jì)2023年10月12日松滋市第二中學(xué)陳琪課題TheFacedownGeneration單元Unit1學(xué)科English年級(jí)高一文本分析Thearticledescribesinthethirdpersonthefacedowngeneration.Somepeoplelookdownontoday’sgeneration,butthewriterinsiststhattheyareprobablyOK.Thispaperadoptstheformofafiveparagraphargument,whichisthemostmonargumentationinargumentation:"IntroductionofthetopicOpposingpoint1Opposingpoint2PositivepointSummary".Thisunitfocusesonthelifeofteenagers,belongstothethemecontextof"peopleandself",anddiscussesthesituationandproblemsfacedbyteenagersinlearning,life,interestsandinterpersonalmunication.學(xué)情分析Withthedevelopmentofsociety,moreandmorestudentsbegintousemobilephonesfrequentlyandbeethefacedowngeneration,especiallyfreshmen.Theyexploretheworldbylookingattheirphones.Thissectioncanpractisetheirreadingskillsandbroadenstudents’horizonsbyallowingthemtolearnaboutlifeinotherplacesandreflectupontheirownlivesasChinesestudents.活動(dòng)設(shè)計(jì)Step1:LeadinShowsomepicturesabouttheteenagelife.Step2:FastReadingFigureoutthetextstructureandmainideaofthetext.Step3:CarefulReadingFocusonthefollowingtwoissues.Inwhatwaysaretheadultsworriedabouttheohohs?Whatarethefeaturesofthe“facedowngeneration”accordingtothetext?Step4:CultureNotesTextingLanguage:Thepassageusessomemonabbreviations.HelicopterParentsMalalaYousafzai:TheyoungestpersonevertowintheNobelPeacePrize.Step5:ThinkDeeperWhatIagreewithisthat.../TheideaIpletelydisagreewithisthat...Debate：Shouldadultsworryaboutus?Asoneoftheohohs,whatwillyoudonowandinthefuture?Step6:Homework完成兩道高考真題。學(xué)習(xí)目標(biāo)與核心素養(yǎng)Languageability1.Enablestudentstoacquirethebasicusageofthetextinglanguageandexpressionsconcerningtheteenagelifeandlearntousethemflexibly.2.Enablestudentstohaveagoodunderstandingofargumentativetextsandunderstandtheirtextstructureandlanguagefeatures.3.Developstudents’senseofcooperativelearningandindividualthinkingcapability.4.Helpstudentstomasterhowtojudgetheauthor'sattitudeandfindabasis.LearningabilityCulturalawarenessThinkingqualities重點(diǎn)Helpstudentstomasterhowtojudgetheauthor'sattitudeandfindabasis.難點(diǎn)Enablestudentstohaveagoodunderstandingofargumentativetextsandunderstandtheirtextstructureandlanguagefeatures.教學(xué)方法F&Creading;TheactivitybasedlearningapproachtoEFL;CAI(puterAssistedInstruction);DebatelanguagelearningRelatedtothecollegeentranceexamination教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖導(dǎo)入環(huán)節(jié)(within5min)1.Showsomepicturesaboutteenagers’lifeandletstudentstalkabouttheusageofourcellphones.2.Questions:Areyouohohs?Whataretheteenagersdoing?What’stheparents'attitudetowardsusplayingwithmobilephones?Why?1.Readsomepicturesabouttheteenagelifeandlisttheusageofourcellphones.2.Answerthethreequestions.Thissectionisaimedatguidingstudentstousetitlestopredictthecontentofthetext.閱讀環(huán)節(jié)(within20min)FastReadingLetstudentsreadthefirstsentenceofeachparagraphandpredict.Tasks:Underlinethetopicsentenceforeachparagraphandfigureoutthetextstructure.Themainideaofthetext.What’sthewriter’sattitudetowardsthegeneration?(Tipstostudents:Youcanfindoutthewriter’sattitudeinthelastsentenceofpara.1orthe1stsentenceofthelastparagraph.)CarefulReadingFocusonthefollowingtwoissues.Inwhatwaysaretheadultsworriedabouttheohohs?Whatarethefeaturesofthe“facedowngeneration”accordingtothetext?1.Readthepassagesquicklyandidentifythetopicsentenceofeachparagraph.2.Thenanalyzethestructureofthetext.3.Findoutinwhatwaysaretheadultsworriedabouttheohohs?4.Locatethedetailsandtellwhatarethefeaturesofthe“facedowngeneration”accordingtothetext?1.Thispartaimstocultivatestudents'abilitytopayattentiontothestructureofparagraphsandextractthekeywordsofsentences,soastopavethewayforthefollowingdetailsofreading.2.HelpSstohaveabetterunderstandingofthecontentinthetext,whichalsopreparesSsfortheretelling.思考環(huán)節(jié)(within20min)CultureNotesTextingLanguage:Thepassageusessomemonabbreviationsusedfortexting.HelicopterParents:Someparentsarecalled“helicopterparents”,becausetheyconstantly“”overtheirchildrenandtrytotheirchildren’slife.Malala.ThinkDeeperTherearesomethingsinthetextthatyouagreeordisagreewith.Tryexpressingthemusingthefollowingsentencepatterns.eg.WhatIagreewithisthat.../TheideaIpletelydisagreewithisthat...Debate：Topic:Shouldadultsworryaboutus?TeamA:Yes.../TeamB:No...Asoneoftheohohs,whatwillyoudonowandinthefuture?1.Findthetextinglanguageinthepassageandlistsomeotherabbreviations.2.Fillintheblanks,gettoknowHelicopterParents.3.LearnfromMalalaandinspireyourselftolearn.4.Expressyourideasabouttheothersopinions.5.DebateonthetopicofShouldadultsworryaboutus?Shouldadultsworryaboutus?6.Watchthevideoandthinkaboutthequestion:Asoneoftheohohs,whatwillyoudonowandinthefuture?1.Enabletobroadentheirhorizonsandbetterunderstandtheculture.2.Thissessionaimstohelpthemrecallwhattheylearnedanddeveloptheircriticalthinkingability.作業(yè)環(huán)節(jié)Finishtheexercisesbelow.(Theyarerelatedtothecollegeentranceexamination)Passage1(2023新課標(biāo)Ⅰ卷英語(yǔ)試題)......AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecisionmakingareenormous.35.Whatistheauthor'sattitudetowardNavajasstudies?A.Unclear. B.Dismissive. C.Doubtful. .D.Approving.Passage2(2022新課標(biāo)Ⅰ卷英語(yǔ)試題)Likemostofus,Itrytobemindfuloffoodthatgoestowaste.Thearugula(芝麻菜)wastomakeanicegreensalad,foundingoutaroastchickendinner.ButIendedupworkinglate.Thenfriendscalledwithadinnerinvitation.Istuckthechickeninthefreezer.Butasdayspassed,thearugulawentbad.Evenworse,Ihadunthinkinglyboughtwaytoomuch;Icouldhavemadesixsaladswithwha