Unit1TeenageLifeReadingandThinking教學(xué)設(shè)計(jì)-高中英語(yǔ)人教版

專業(yè)名稱English授課教師楊子慧課程名稱Readingandthinking授課題目AFreshmanChallenge授課課時(shí)2教學(xué)班級(jí)機(jī)制3+42023級(jí)1班一、教學(xué)目標(biāo)Bytheendofthelesson,Sswillbeableto:1)structureaproblemchainbydiggingtheinformationinthetitle;2)findouthowAdam’sattitudechangeswhenhe’sfacingthesechallengesinseniorhighschool,andhissolutionstothem,concludingAdam’squalitiesbyanalyzinghisattitudes;3)cultivatetheirculturalawarenessbyparingseniorhighschoollifeabroadandathome;4)biningwiththeirinspirations,talkaboutthechallengestheymetandsolutions,inordertocultivatetheirpositivemoodtodealwiththechallengesandimprovetheirthinkingqualityandlanguageability.二、課程思政1.Cultivatingstudents'selfconfidenceandcourage:Thetextmentionsthecontent,mentalityandcountermeasuresofvariouschallengesfacedbyfreshmen,includingadaptingtothenewenvironment,selectingappropriatecourses,andparticipatinginnewactivities.Bylearningthetext,studentscanunderstandthateveryonewillfacechallenges,butonlybybravelyfacingandoveringthemcantheygrowandprogress.Thiscanhelpstudentsenhanceselfconfidenceandcouragetofacethechallengesinlife.2.Guidestudentstoestablishacorrectoutlookonlifeandvalues:Thetextalsomentionshowfreshmenshouldfacechallengescorrectly,suchasbeingpositiveandoptimistic,workinghard,andnotgivingupinthefaceofdifficulties.Bylearningthetext,studentscanunderstandthatthecorrectoutlookonlifeandvaluesareveryimportantforaperson'sgrowthanddevelopment,soastoguidestudentstoestablishacorrectoutlookonlifeandvalues.三、學(xué)情分析

Thestudentsofgrade2023havejustpletedthetransitionfromjuniorhighschooltothecurrentstage.Theverydifferentlearningenvironmentisahugechallengeforthem,sotheycanresonatewiththeprotagonistAdaminthispaper.Inthenewstagetofacetheplicatedschoolworkatthesametimethereisacertaingapinthementality,avarietyofideas.Ontheotherhand,duetothelackofunderstanding,somestudentswillhavemisunderstandingsandyearningsforforeignhighschoollifeforvariousreasons.Therefore,onthebasisoftextmininginclass,itisnecessarytoguidestudentstolookatthenewlearninglifewithapositiveattitude.Atthesametime,itisalsonecessarytoprovidethemwithsomeextendedknowledgeaboutforeignhighschoollife.Intermsoflanguage,the2023studentswhoalreadyhaveacertainvocabularyreservehavelittleprobleminunderstandingthecontentofthearticle,buttheymayhavesomedifficultiesinunderstandingindividualnewwordsandsignalwords.四、學(xué)習(xí)內(nèi)容ThismaterialisthetextofthefirstunitofpulsoryoneintheneweditionofthePeople'sEducationPresshighschoolEnglishtextbook.Itadoptsthenarrativestyle,carriesoutthefirstpersonnarrationfromtheperspectiveofAmericanhighschoolfreshmanAdam,anddescribesaseriesofchallengeshefacedwhenhefirstenteredhighschool.ItaimstoletstudentsunderstandthesimilaritiesanddifferencesbetweenChineseandforeigncampuslifeandcultivateculturalawareness.Thearticleadoptsthetotalsubstructureofopinionfacts.Thefirstparagraphisthegeneralintroduction,andthesecondtofourthparagraphsrespectivelydescribethechallengesofcoursechoosing,extracurricularactivitiesandstudy,aswellasAdam'smentalityadjustmentandcorrespondingsolutions.Thestructureofthearticleisclear,theparagraphsareclear,thelanguageiseasytounderstand,andthecontentisclosetothestudent'slife.Someofthedifferenceswiththestudents'ownlearninglifecanresonateandthink.Inthesegmentedreading,studentsshouldbeguidedtoanalyzeandsummarizethementalityadjustmentandpracticeofAdaminthefaceofdifferentchallenges,andpareAdam'schallengeswiththeirownchallenges,talkabouttheirownchallengesandcountermeasures,andcultivateapositiveandconfidentattitudetowardslifeinthefaceofchallenges.五、學(xué)習(xí)資源Textbooks,PPTcourseware,stepbysteplearningnotes,'practicethrough'exercisebook六、教學(xué)實(shí)施課前Preparethetext,pletethememoryofnewwords,andcircletheexpressionsthatarenotunderstoodinthetextforanalysisinclass.Considerthefollowingtwoquestions:Whatdoyouwanttoknowaboutschoollifeinothercountries?WhatwouldyoutellateenagerfromanothercountryaboutschoollifeinChina?課中Step1:Leadin（7min）Taskstudentswhat’sthemeaningoftheword“freshman”andaddsomeextentknowledgeofnamesinseniorhighschoolorcollege.Then,teacheraskstudentstoidentifyiftheyarefreshmanandgivestudents1mintodiscussinpairsaboutaquestion:“Asafreshmanintheseniorhighschool,whatchallengeshaveyoufaced?”Teacherleadsstudentstorecognizeseveralchallengesandaskstudentstobepositivetowardsthesechallenges.Thenteacheruseasentence“toknowhowtofacethechallengeanddealwiththem,let’slearnfromastudentinAmerican’sseniorhighschoolabouthisexperience”toleadinthetopicofthepassageandwritedownthetitle.Step2:Fastreading(10min)TeacherguidestudentstorecallthememoryofreadingskillskimmingandgiveSs3mintousethestrategyandfindthetopicsentenceineachparagraphtomasterthebasicstructureofthewholepassage.Step3:Carefulreading(20min)Teacheremphasisthefunctionofmasteringthestructureofthewholepassageandguidestudentstoanalyzethequestionsandtrytolocatethecorrectparagraphtocatchtheanswers.Afterreading,studentshaveaclearerunderstandofthepassage,teacherguidestudentstopletetheoutlineofthewholepassageandprehenditdeeply.Inthispart,teacherwillmakeadraftontheblackboardandencouragestudentstotakepartinthedesigningwork.Someexpressionscanbepresentindiversewaystoattractstudent’sattentionandinterests.Step4:Criticalthinking(5min)AfterarrangetheoutlineofAdam’sexperienceandhissolutionstowardschallenges,teachershowstwoquestionstoencouragestudentstothinkcriticallyandfollowthegreatpersonalitiesfromAdam.Step5:SummaryAfterstudentslearnthepassagewell,teacherencouragestudentstoreadthepassageagaintoenhancetheirmemoryofthelanguagepointsandthinkdeeplyoftheawarenessbehind.Then,teacherassignthehomework.課后Homework:finishperiod2inexercisebook.Blackboarddesign:七、教學(xué)反思教學(xué)效果Teacherhassetteachingobjectives,includingvocabulary,grammar,sentencepatternsandotherlanguageknowledgeinreadingmaterial“thefreshmanchallenge”,aswellasthecultivationofreadingstrategiesandreadingskillofskim.Students’feedbackshowedgreatmasteroflanguagepointsbutlackofthemasterofskimmingandscanning.特色創(chuàng)新Teachersuseavarietyofteachingmethods,throughthesemeans,tobetterattracttheattentionofstudents,butalsoimprovetheteachingefficiencyandteachingqual