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1、Unit 1 Teenage Life Reading and Thinking 人教版人教版 Book 1 Book 1 CONTENTSTeaching backgroundTeaching objectives Teaching procedureBlackboard design1Key and difficult points of teaching Teaching methods 23456Teaching reflection7123Theoretical basisAnalysis of materialAnalysis of studentsTeaching objecti
2、ves and key points Teaching Background 1Theoretical basis学习理解类感知与注意获取与梳理概括与整合应用实践类描述与阐述分析与判断内化与应用迁移创新类推理与论证批判与评价想象与创造基于语篇构建知识深入语篇转化能力超越语篇生成素养The Activity-based Approach to English Learning1Theoretical basisintegrated,relevant and practical theme-based activitiesvAnalysis of material 2UNIT1 TEENAGE L
3、IFEA thousand-mile journey begins with the first step.-LaoziucvAnalysis of material 2hin 1.Opening Page3.Reading and Thinking4.Discovering Useful Structure2.Listening and Speaking5.Listening and Talking6.Reading for Writing7.Assessing Your Progress8.Video TimevAnalysis of material 2主题语境 人与自我-积极的生活态度
4、语篇类型 生活记录类语言知识根据文本中Adam 对challenges 的阐述，梳理关键词语，用于理解和表达，加强语用意识。文化知识 增加学生的情感体验，形成正确的价值判断和生活态度。语言技能通过听说读看写等活动发展学生的理解性技能和表达性技能。从语篇中提取信息，梳理信息，迁移信息，训练学生运用语言描述challenges。学习策略 元认知策略，认知策略，交际策略和情感策略基于课标vAnalysis of material 2What本课时的主题语境为“人与自我”。主角Adam 介绍了自己进入高中以来在选课、加入足球队和同伴压力等方面的挑战及解决方法。Why通过Adam 的经历，语篇旨在体现“
5、积极乐观的生活态度”的主题意义How文章结构清晰，按照由总到分的逻辑结构，语言简洁明了，以生活记录的方式，从Adam 的角度介绍所遇到的challenges。基于语料v3Analysis of studentsGrade A students at Chongqing No.18 Middle School*Competent to learn*Eager to explore*Active to createStrengthsPossibleproblems*Fresh to theme-based reading*Short of related vocabulary*Fresh to m
6、indmap drawingChallengesKnow some words and phrases related to challenges through theme-based reading Language Ability Thinking Capacity Enhance thinking ability,such as creative and critical thinking through prediction,further thinking and discussion Learning AbilitySort out and introduce the infor
7、mation about challenges through a mind map Cultural AwarenessDevelop a positive attitude towards challenges in life Teaching Objectives freshman suitable confusinggraduate advanced challengequit solution extra-curricularbe responsible forAnalysis of the studentsKey Points010203a mind maptheme-based
8、readinga positive attitude Difficult Through,students can sort out and introduce the information about challenges Through thought-inspired questions,students can develop towards challenges in life.Through,students can acquire information about challenges in three aspects“What”,“How”and“Attitude”.Dif
9、ficult Key and Difficult points Analysis of the studentsTeachingMethod1Situational teaching method2Task-based language teaching method3Communicative teaching method Teaching Method 应用实践类迁移创新类学习理解类Lead-inPredictionFast ReadingCareful ReadingDiscussionPresentationReflectionHomework Teaching Procedure
10、ChallengesFurther thinkingthought-inspiredquestionsstrategy guidanceAvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Pre-reading Activity 1:Watch a video【设计意图】感知主题，注意话题围绕本节课主题创设情境，通过观看学生自制版关于高中生活的视频，激发学生的学习兴趣和思维，对关键词challenges形成一定的感知和注意。Find the key wordBrainstorm AvAnalysis of the students学习理解类 运用实
11、践类 迁移创新类Stage Pre-reading Activity 2:Prediction【设计意图】激活已知，预测新知运用认知策略，根据篇章标题和图片信息，预测文本内容，激发学生的好奇心和学习兴趣，对随后的文本解读埋下伏笔。Can you predict what kind of person Adam is?Can you predict what this passage talks about?picturetitleAvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage While-reading Activity 3:Skimming
12、for the main idea of each paragraph【设计意图】围绕主题，构建新知通过快速浏览和略读策略指导，引导学生获取大意，构建对语篇主题的初步认识。AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage While-reading Activity 4:Careful ReadingParagraph 2Paragraph 3Paragraph 4guided readingpair workAvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage While-reading Activi
13、ty 4:Careful Reading【设计意图】梳理文本，建立关联引导学生在获取和梳理文本信息的过程中，深入理解文本，建立信息间的关联。通过思维导图,培养学生逻辑思维能力。通过同伴合作探究,丰富学习方式,培养学生学习能力。AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage While-reading Activity 5:Further thinking What kind of person is Adam?What can also be done to solve his challenges?AvAnalysis of the stud
14、ents学习理解类 运用实践类 迁移创新类Stage While-reading Activity 5:Further thinking【设计意图】验证预测，延伸文本在深入分析文本的基础上，引导学生基于文本验证预测并通过拓展思维导图探索更多相关信息，训练学生的发散性思维。AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Post-reading Activity 6:DiscussionAdams freshman challengesMy freshman challengesAvAnalysis of the students学习理解类 运用
15、实践类 迁移创新类Stage Post-reading Activity 6:Discussion【设计意图】超越文本，联系实际引导学生走出文本，联系自身实际，将学得的语言知识和思路内化。结合开放性的小组合作探究活动，提高学生的沟通能力和思维能力。AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Post-reading Activity 7:PresentationMy Freshman ChallengeAvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Post-reading Activity
16、 7:Presentation【设计意图】师生共建，应用实践引导学生内化新的语言知识结构，通过关于“challenges”的语言实践活动，实现语言由输入到输出。学生作品进一步完善思维导图，实现“师生共建”学习过程。AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Post-reading Activity 8:Review and Reflection【设计意图】超越文本，形成素养引导学生形成对“challenges”主题的积极认识和升华，巩固思维导图深层含义。My freshman challengesMy challenges in life
17、AvAnalysis of the students学习理解类 运用实践类 迁移创新类Stage Post-reading Activity 9:Homework(课后)【设计意图】反思评价，巩固知识通过反思评价表引导学生学会监控学习过程，反思并调整学习方式。完成对challenge主题的书面整理，巩固知识并对本单元后期学习打下基础。1.Reflection:Finish the checklist on the handout 2.Creation:Finish My Challenge ReportItems for Reflection AgreePartly agreeDisagree
18、Have I known any words related to challenges?Have I grasped the main idea of the passage?Can I sort out the ideas throuh a mind map?Can I introduce my challenge in English now?Was I active in group work?Have I developed a positive attitude towards challenges?What do I still need to practice in the f
19、uture?Analysis of the students Blackboard Design【设计意图】通过师生合作，构建基于“challenges”主题语境的知识网络。生成性学习成果给学生更直观和深层的语言体验 Teaching Reflection ChallengesKnow some words and phrases related to challenges through theme-based reading Language Ability Thinking Capacity Enhance thinking ability,such as creative and cr
20、itical thinking through prediction,further thinking and discussion Learning AbilitySort out and introduce the information about challenges through a mind map Moral AwarenessDevelop a positive attitude towards challenges in life Teaching Reflection*Difficulty in drawing a mind mapAchievedProblemsImprovement*Progressive training to be designed in future classes*Further thinking and extensive reading on the theme in more aspects*Lack of further exploration of the theme Teaching Reflection Adams freshman challengesMy freshman challengesMy challenges in lifevAnalysis of the students