（新教材）人教版（2020新）必修第一册 Unit 1 Reading and Thinking 教学设计 .doc

1、教学设计 课课 题题 Unit1 TEENAGE LIFE Reading and Thinking 学学 科科 英语英语 班班 级级 授课教师授课教师 教教 学学 目目 标标 1. Ss can read the text and understand its linguistic characteristics to obtain effective information. 2. Ss can explore and compare the lives of Chinese and foreign high school freshmen. 3. Develop students sen

2、se of cooperative learning and individual thinking capability. 4. Ss can establish an optimistic and open-minded attitude, and actively meet the challenges of high school life. 重重 点点 1. Ss can read the text and obtain effective information. 2. Ss can use the title, pictures, keywords, theme sentence

3、s, etc. to get the meaning of the passage. 难难 点点 1. Students can learn to use skim strategies to quickly get the main information about the text. 2. Students can talk about their new school challenges in senior high school and encourage them to find possible solution to conquer them 教教 学学 内内 容容 与与 过

4、过 程程 Step1 Lead-in T shows Ss a video about one day of American senior high school. And ask Ss to answer the question 1. “Whats the video about?” 2. “How do you feel about their school days?” T: “yeah, it could be excited, happy, confused, worried” Today, we will learn about the boy, Adam, as a fres

5、hman in Senior high school. So, lets look at the title and photo. Step2 Pre-reading 1. Predicting T shows Adams photo and ask students to look at the photo and read the title of the text, and to predict what the text might involve. T should lead Ss to say more detailed information than the title. At

6、 the same time, teachers guide students to 备备 注注 learn the two new words freshman and challenge. Step2 While-reading 1.Skimming Students quickly read the text, find out the key words or key sentences of each paragraph, summarize the general meaning of the paragraph, and complete the chart. At the sa

7、me time, T should tell Ss the skill of getting the main idea of each paragraph.( You can quickly find main ideas and the whole structure by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences). 2. Scanning T: “So, as you know, the title shows us the freshma

8、n challenge. Can you find out the challenges Adam is facing?” T ask Ss to find out challenges in passage and conclude like this: 3.Read in detail in each paragraph： (1) T shows each paragraph and questions to Ss. Ask Ss to go through these questions. Then ask Ss to read the paragraph1 in detailed. Q

9、1: What does Adam think of his senior high school life？ Q2: How did he feel about the first week? (2) After Ss find out the answer, T leads Ss to paragraph2 and answer the questions. Q1: Is it very easy for Adam to choose courses? Why? Q2: Who helped him choose the courses？ Q3: Why did the adviser r

10、ecommend him signing up for a course with a higher standard? T let Ss to find out the answers in passage and let Ss to conclude the answers in their own words. (3) Detailed reading in paragraph 3 Ss read and answer the questions: Q1: Did he join the football team? Why? Q2: How did he feel? What will

11、 he do? Q3: What activities did he join at last? T ask Ss : “ What does “make the team” in Paragraph 3 mean?” T shows some pictures and meaning of “a soup kitchen” to Ss. Help them understand this activity better. （4）Detailed reading in paragraph 3 T ask Ss to read paraph4 and answer these questions

12、: Q1. Why dose he decided to study harder and being responsible more? Q2. Dose he have the confidence for the future? How do you know? (5) Fill in the chart and retell the text with the structures. Students read the text again, extract key information from the text, and fill in the form for Activity

13、 4. After completing the form, let the students retell the text in complete sentences according to the outline of the table. Step3 Post-reading （1）Discussion T ask Ss to discuss the question in groups “What kind of person do you think Adam is? Why?” T shows Ss an example: “When you answer the questi

14、on, you can describe Adam s personality first, then list some facts to support your idea in your own words. For example, I think Adam is a serious student. For one thing, when he was confused about which courses to choose, he thought carefully and asked his adviser for help. Secondly” （2）Reading and

15、 thinking T ask Ss to compare their own life with Adams and thinking the question: “Do you face the same challenges as Adam? What other challenges are you facing? How will you deal with them?” T let Ss to discuss with partner and provide Ss a sentence structure like this: Like Adam, I also have toUn

16、like Adam, I dont have toMy solution to this challenge is to Home work 1. To conclude the passage in your own words with the help of the information in chart. 2. To finish the exercise book of unit1 part 2. Black board design 教学反思： 这节课是选自人教版（2019）第一单元 Teenage Life 阅读课。考虑到学生的基础较弱，本节课主要是以任务 型教学为主，并伴有部

17、分和同学讨论的环节。 课堂开始给学生展示了美国高中生学习生活的视频，并且让学生谈谈他们的在学校会干什么，为下文学生 对 Adam 的校园生活理解做一个铺垫。 导入环节设计的比较自然。 阅读前的环节设置是让学生找出文章各个 段落的主旨，给予学生提示以后，学生速读的能力还有待提高。不过课程中设计的寻找关键词，关键段落 和关键句子等环节，可以辅助学生的教学水平提高。这堂课重点在阅读中这一环节，对这一环节的理解和 掌握情况，能够反应出学生是否真的读懂这篇文章。接下来，我设计了另外两条主线，给学生搭建文章的 主框架，一条是 Adam 所面临的 challenges 有哪些，因为 challenge 是这

18、篇文章的中心，也是一条贯穿全文 的重点线索。根据学生找出来的 challenge，老师继续问学生另一条文章的主线，那就是学生的心情。在面 对不同的挑战时候，我们可以看到 Adam 的心情变化。最后教师带领学生分析了他是如何解决这些问题的。 这部分主要的问题时，由于学生基础的问题，在找答案的时候，学生并不能非常准确地找到答案，有时候 学生只能找到比较细，比较窄的答案，可能并不是非常准确。这时候，教师可以通过继续提问，引发学生 思考而逐渐找到最终答案。同时，这一课由于有四段，教师在设计阅读中的时候形式比较单一，学生也有 可能比较疲乏，教师是否能够采用多种形式让学生思考，例如：讨论，note 等。最

19、后在结尾的时候，教师 设计了两个发散性的问题， 一个是 Adam 是一个怎么样的人？并且用事实来论证它。 教师给学生搭建起了一 个框架，并且还提供了很多词语可以给学生进行选择。但是教师没有考虑到学生实际水平，给出的单词对 于他们来说可能有难度，甚至不认识。教师可以给出简单的同义词，给学生展示出来，也可以对比较难的 单词进行进一步的解释。最后一个发散性问题是你在学校有没有遇到过这样的挑战？或者你有没有遇到过 任何挑战？学生给出的反馈都是 no，实际上教师可以多给学生思考的时间，相信学生是可以出来的。当然 这和上课时间紧迫也有一定联系。 在作业设计环节，教师设计了一个根据刚才搭建的框架，让学生写出一段话，描述 Adam 的生活。作业设计 的操作性比较强，学生能力可以得到提升。