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1、M1U1 Reading and thinking (1st period) 教学设计 课型：阅读课主题语境：人与自我语篇类型：叙事体授课时长：40 分钟文本分析该板块围绕校园生活展开，渗透了较强的文化意识。语篇的主题是“新生的挑战”（The Freshman challenge）。文章以第一人称的口吻描述了美国学生 Adam 进入高中后所面临的三个挑战：如何选择课程、如何加入心仪的美式橄榄球校队、如何适应高中学习生活。本文是一篇叙事体的个人自述，共分四个小段，层次分明、结构清晰，语言简洁但内涵丰富。语篇旨在帮助学生以外国高中生学校生活为切入口，探讨高中新生所面临的种种挑战，并主动思考应对与处
2、理的方法。第一段引出语篇主题，即“Going from junior high school to senior high school is a really bigchallenge.”。第二段是关于选择课程时所面临的困惑，即“I had to think very carefully about which courses I wanted to take.”。本段有两层含义，一是 Adam 如何选课（在学校顾问的帮助下选择了五门课程，这与中国大多数地区高中的情况有所不同），二是 Adam 选择这些课程的根据（ 未来计划和兴趣特长）。第三段是关于课外活动的选择， 即“ I had to
3、choose extra-curricular activities，too.”。Adam 讲述了无法加入美式橄榄球校队的原因和自己的决心，以及转而加入了志愿者社团的情况。第四段是关于如何尽快适应高中的学习生活，即“Ill have to study harder as a senior high school student and get used to being responsible for a lotmore.”。在本段 Adam 讲述了已经意识到困难而产生担忧，但更重要的是自己积极进取的决心和责任心。语篇内容贴近高一学生的现实生活，符合高中学生的认知需求，能让学生产生共鸣。学生自
4、然而然会把自身情况与 Adam 作比较，思考“如何尽快适应高中学习生活”这一问题。教学目标在本课学习结束时，学生能够：1. 运用略读策略，快速获取文本各段落大意；2. 通过文本结构分析，借助关联与推断思维技能，提取和归纳主人公所面临的挑战；3. 通过对文本主题的拓展，借助综合与关联思维技能，梳理自己作为高中生所面临的挑战，形成更清晰的自我认知。教学重点强化训练学生运用略读策略快速获取文本的主要信息并帮助学生分析语篇的组织结构，引导学生比较和思考中外高中生活的异同。教学难点如何通过对文本主题的拓展，梳理自己作为高中生所面临的挑战，从而形成更清晰的自我认知。教学资源教材、多媒体课件、黑板和粉笔。教
5、学过程步骤教学活动设计意图互动时间&模式Step 1 Lead-in1. Free talk. Ss talk about the feeling as a freshman at senior high school.2. Ss work in groups and discuss the questions: Do you think students inother countries live the same life as you do?What do you want to knowabout teenage life in other countries?1. 从学生的视角设问
6、导入，帮助他们从认识自身过渡到了解他人；2. 激发学生谈论新生学习与生活的积极性，思考可能遇到的挑战。3. 激发学生了解国外同龄人生活的好奇心，为后续阅读任务做好铺垫。5 CW GWStep 2Read for main idea1. Ss predict the contents of the passage: Look at the title and the picture, what do you think the passage may talk about?2. Ss skim the text quickly and1. 通过观察标题和图片等预测文本内容的活动，让学生感知及预测
7、文本可能涵盖的信3 CW PW IWfind the main idea of each paragraph.息，为略读任务做铺垫；2. 培养学生通过略读策略迅速获取文章主旨大意以及定位段落关键信息和主题句的能力。Step 3Read for structure: work out how the text is organized1. Ss read the title of the text again, go over the main idea of each paragraph and identify the relationship betweenthem，and then th
8、ink about thefollowing questions:What is the key word of the title? In which paragraph do you find this key word? Are the other paragraphsrelated to this key word? How do you know?2. Ss draw a mind map about the relationship among the four paragraphsandelicitthe leading paragraph and supporting para
9、graphs.1. 为学生厘清文本段落间的关系提供思维支架，训练学生关联与推断的思维技能，帮助他们理解文本结构;2. 通过思维导图直观呈现文本结构，培养学生信息梳理能力。10 IW CWStep 4 Read for details: get to know what challenges Adammet as a freshman1. Ss read paragraphs 2 to 4 and answer the following questions. Why did Adam have tothink carefully about which courses he wanted to
10、 take? Why did Adam have tochoose extra-curricular activities? Why will Adam have tostudy harder as a senior high school student?2. T introduces some important words of this unit.3. Ss answer the question:Is it a really big challenge for Adam to1. 引导学生通过精读文本回答问题,借助关联与推断思维技能，了解并提取和归纳Adam进入高中后所面临的挑战。2
11、. 穿插重点单词讲解，巩固学生基础知识。2. 启发学生通过总结体会 Adam 进入高中后遇到的问题进行批判性思考。10 IW PW CWgo from junior high school to senior high school? Find evidence from the text to support your idea.Step 5 Transfer andapplication: talk about what challenges a freshman might meet1. Ss work in groups and discuss: Haveyoumetthe chall
12、engesin your study as Adam?What else do you think you will meet during the senior high school？2. Ss share their challenges with the whole class and make a list of them together.引导学生通过联系自身实际，讨论、总结高中学习和生活将面临的挑战，感知中外高中生活的异同，培养学生的迁移应用能力。10 GW CWStep 6 Summary & Assignment1. T summarizes the contents of
13、the whole lesson with Ss;2. T assigns the homework: Interview your parents or grandparents to see what challenges they met and how they felt and dealt with them when they were teenagers. Think aboutthe question and report your answer in the next periodofclass:How would you deal with your challenges? WB P74 Reading1. 回顾及巩固本单元所学内容；2. 通过了解长辈们年轻时所面临的挑战及他们的解决办法，培养学生换位思考能力，加强两代人之间的理解和沟通；3. 让学生体会不同时代赋予年轻人的不同困难和挑战，以及思考如何应对这些困难和挑战，为第三课时做好准备。2备注：Ss: StudentsT: teacherIW: Individual workPW: Pair workGW: GroupworkC: Class work学科网（北京）股份有限公司