teenage life学生分析教案

teenagelife学生分析教案一、教材解析本单元围绕青少年生活这一话题，介绍了中外青少年在课程选择、社团活动、兴趣爱好人际交往等方面的内容，并积极探讨青少年生活中可能面临的问题与挑战。本单元旨在帮助高中生对自己的学习和生活能有更真实、客观的了解，能以积极和阳光的心态规划学习和生活，成就更好的自己。StudentBook部分包含以下内容（加*的为选学内容）。OpeningPage主题图、名言警句、单元学习目标和讨论的问题ListeningandSpeaking:Chooseaschoolclub听懂新生人学时选择社团的对话，以及结合社团选择表达自已的喜好和理由。ReadingandThinking:Compareschoollifeindifferentplaces阅读语篇,探讨新生所遇挑战，比较中外高中校园生活。DiscoveringUsefulStructures:Improveadraft学习名词短语、形容词短语和副词短语的特点、功能及用法。ListeningandTalking:Planacampforteenagers听并理解有关营地活动的对话，设计青少年营地活动。ReadingforWriting:Writealetterofadvice阅读并分析问题求助信件，针对问题回复一封建议信。AssessingYourProgress:Vocabulary,Grammar,Reflecting,and*Project完成单元重点词汇和语法检测，单元内容评价与自我反思以及项目活动。*videoTime:LearningAcrossGenerations观看视频:跨代学习。Workbook部分包括本单元的词汇及语法练习、两篇与单元主题相关的阅读文章("Theface-Downgeneration.”和〃TeenageLifeAroundtheWorld”)以及一个写作任务(Writealetterofadvice)二、课时分配本单元主要设计为七个课时，根据学生情况,VideoTime可作为选学课时。安排如下所示：第一课时StudentBook:OpeningPage,ListeningandSpeaking第二三课时StudentBook:ReadingandThinking:第四课时Studentbook：DiscoveringUsefulStructures；Workbook：UsingStructures第五课时StudentBook：ListeningandTalking第六课时StudentBook：ReadingforWriting第七课时StudentBook：AssessingYourProgress选上课时StudentBook：*VideoTime三、单元目标.能够通过看、听、说,获取并描述有关高中学校社团活动的信息，表达自己喜爱的课外社团活动并能说明原因。.能够通过文本阅读，梳理、归纳不同国家的高中生在学习与生活中面临的挑战;能够借助对比、关联，推断与评价等高阶思维技能，对比、分析中外高中生学习与生活的异同,理解青少年生活中可能出现的问题和挑战以及解决问题、应对挑战的方法;能够以积极和阳光的心态规划学习和生活，成就更好的自己。.能够通过观察，分析掌握名词短语。形容词短语和副词短语的结构特征及其句法功能。.能够听懂和梳理青少年营地活动的信息能够运用表达将来打算或意愿的语言结构，展示自己策划的营地活动体会并探讨营地活动的意义。.能够通过阅读范文。总结建议信的结构及语言特征，并学写一封建议信。.通过阅读语篇、观看视频等方式了解当今青少年的身心特征,了解社会对青少年的看法和期待，能以积极的心态面对高中学习与生活中的问题和挑战，形成较为清晰的自我认知并具备积极进取的精神面貌。四、教学设计第一课时I.教学内容OpeningPage+ListeningandSpeakingn.教材分析开篇页包括与单元主题相关的主题图(放飞风筝)、亚里士多德的名言，单元学习目标和待讨论的问题。教师在进行教学设计时要有机整合这些内容，在师生互动中帮助学生熟悉单元主题，明确单元学习任务，为后续学习奠定基础。听说板块围绕活动主题“选择学校社团"(Chooseaschoolclub)展开。学生听三段对话,了解不同的社团活动，学习表达不同社团活动特征的语言，最后能够用所学语言就如何帮助同伴和自己选择合适的社团进行交流，语音板块还有常见元音字母组合发音规律的教学内容，可以视情况安排教学。皿.课时目标1通过观看主剧图和理解名言，预测单元内容，激活相关图式。.熟悉单元的主题语境，明确单元的主要学习任务。.能够运用预测技巧帮助理解三段对话的内容,了解所谈及的社团活动。.能够运用听力材料中所学语言和选择社团的依据,谈论真实生活中如何选择适合自己的社团。.能够在选择社团的对话中表达观点、陈述理由。2.教学思路教师首先带领学生理解并讨论主题图，预测单元主题和主要内容,然后以teenagelife为主线,通过思维导图和问题链引导学生讨论单元的主要学习内容,最后自然过渡到ListeningandSpeaking板块的教学。该板块以听为基础，学生通过听获取社团信息和选择依据，学习语言知识，并在和同伴谈论社团选择的口语活动中内化所学内容。教学过程中，教师运用预测、表格填写、小组讨论、情景模拟等活动搭建支架，以保证学习任务的顺利完成。优教学过程Activity1:DiscusstheOpeningPage.LookattheOpeningPageanddiscussthefollowingquestions.(i)What'sthetitleoftheunit?Whenwetalkaboutteenagelife,whataspectswouldwetalkabout?(Amind-mapcouldbeusedtoorganisetheideas.)⑵Whataretheteenagersdoinginthephoto?⑶HowdoyouunderstandthequotebyAristotle?Activity2:Matchthepictureswiththenamesoftheclubs.Lookatthephotosonpage12carefully.Matchthepictureswiththenamesoftheclubs.Talkabouttheactivitiesindifferentclubs,usingthefollowingworksheet.SchoolclubActivityintheclubBalletClubNatureClubhunterClubDebateClubActivity3:Predictwhatthefirsttwoconversationsareabout.GothroughthequestionsandchoicesinActivity2onpage12.Makepredictionswiththefollowingquestions.AccordingtoQuestion3,whatarethetwoconversationsabout?Whichcan'tbetherightchoiceforQuestionIandQuestion2?Giveyourreasons.Activity4:Listenforthegistanddetailsofthefirsttwoconversations.Listentothefirsttwoconversationsandchoosethecorrectanswers.Checktheanswers.Listentothefirsttwoconversationsforthesecondtimeandtakenotesinthefollowingworksheet.Whatarethetwoclubsabout?Giveyourreasons.Checktheanswers.Activity5:ListentoConversation3andlearnhowtochooseaclub.GothroughActivity3onpage12toguesswhatclubAdamwouldchoose.Listentotheconversationandfinish:Activity3onpage12.Checktheanswerswithapartnerandthenlistenforthesecondtime.Checktheanswerswiththewholeclass.Answerthefollowingquestions.(i)Whywon'tAdamjointheotherthreeclubs?⑵WhatclubisJuliegoingtojoin?Why?⑶Whataresomeconsiderationsforchoosingaclub?OptionalActivity:Continuethedebateon“Couldteenagersdate?”inConversation2.1.Dividestudentsintotwogroupsbasedontheirownchoicesastowhethertheyagreeordisagree.2Guidestudentstodeveloporelogicalandreasonableunderstandingtothetopicofdating.Activity6:Talkinpairstochooseasuitableclub.Lookatthepictureonpage13andtalkaboutchoosingaclub⑴Wherearethepeopleinthepicture?⑵Whatkindofclubcoulditbe(3)Whatkindofstudentswouldliketojoinsuchaclub?Wouldyouliketojoinit?ReadtheexampleinActivity4onpage13andthenfinishthetollowingactivities⑴Answerthefollowingquestions.(Tounderstandthedialogue.)①Whatclubsarementioned?②Whatshouldbetakenintoconsiderationwhenchoosingaclub?(2)Underlinethefollowingexpressionsinthedialogue,andthenworkinpairstorole-playthedialogue.Areyougoingto...？JoinachubDoyoulike...betterthan...Ilikebetter.Ithinkyoushould/couldchoose...Discussinpairsandmakealistoftheclubsandtheconsiderationsforchoosingaclub.Schoolclub?Activity?Wouldyouliketojoinit?Whyorwhynot?Makeconversationsbyimitatingthemodeldialogueonpage13tohelpeachotherchooseaschoolclub.Shareyourconversationwiththeclass,orgiveabriefreportonyourandyourpartner'schoicesandadvice.AssignmentWritedownaconversationonchoosingaclub.Findmorequotesthatwillinspireyouaboutteenagelife.Writeanapplicationemailtotheclubyouwouldliketojoinexplainingyourreasons.第二至第三课时1.教学内容ReadingandThinking:Compareschoollifeindifferentplacesn.教材分析板块围绕校园生活展开，渗透了较强的文化意识。"ThefreshmanChallenge"是叙事体语篇，以第一人称的口吻描述了外国学生Adam所面临的三个挑战。该文本结构清晰.段落层次分明，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才探讨高中新生所面临的种种挑战，并主动思考应对与处理的办法。阅读过程有意渗透略读策略，并通过表格填写梳理语篇结构。文本中还涉及一些跨文化知识,如soupkitchen,读后活动内容丰富,其中的设问有梯度，问题类型分为展示型、参阅型和评估型视角全面、新颖思维含量高;表格中关键词的提示，能引导学生深入文本进行梳理与概括。词汇活动语境性强.围绕校园生活展开，强化了在一定主题语境下的语言学习。整个部分以文本阅读和活动任务为抓手，将语言学习、文化渗透、思维发展有机融为一体皿.课时目标第二课时.能够利用略读策略，快速获取文本各段落大意。.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.通过对文本主题的拓展，借助综合与关联思维技能，罗列自己作为高中生所面临的挑战形成更清晰的自我认知。第三课时1.通过问题链查找相关信息，借助关联与概括思维技能，理解主人公面对挑战的态度与策略。2通过文本分析，借助上下文联系,巩固以下理解freshmanchallenge含义的相关词汇fluent,graduate,obviously,quit,recommend,signupfor,improve,responsible.通过小组讨论，借助比较、关联、批判等思维技能，判断主人公的性格，并对比谈论自己的性格特点以及高中的学习与生活。.能够明确发现问题和解决问题的方法，理解高中学习生活是战胜挑战、树立奋斗目标，并用行动来积淀基础的阶段。3.教学思路教学围绕challenge,feeling、solution三个关键词展开。第二课时聚焦challenge,第三课时聚焦feeling和solution整体设计重视阅读教学对学生的思维培养。这一过程主要借助问题引导思维可视化的表格支架、纵横联系对比和比较等方式，充分发挥ReadingandThinking板块对思维品质的培养和提升，以及育人的价值。%教学过程第二课时Activity1:Talkaboutteenagers'schoollife.Freetalk.Talkaboutthefeelingasafreshmanatseniorhighschool.Workingroupsanddiscussthequestion:Whatdoyouwanttoknowaboutteenagelifeinothercountries?Activity2:FindthemainideaofeachparagraphofthetextSkimthetextandfindthemainideaofeachparagraph.Learntheword"confusing"throughthecontextclue.(Goingfromjuniorhighschooltoseniorhighschoolisreallyabigchallenge.Atthebeginningofseniorhighschool,Adammightnotclearlyknowwhattodowithit.Sotheword"confusing"mightdescribesomethingthatmakesitdifficultforsomeonetounderstandorknowexactlywhattodo)Activity3:Workouthowthetextisorganized.Readthetitleofthetext,gooverthemainideaofeachparagraphandidentifytherelationshipbetweenthem.Thinkaboutthefollowingquestions.Whatisthekeywordofthetitle?(challenge)Inwhichparagraphdoyoufindthiskeyword(Paragraph1)Aretheotherparagraphsrelatedtothiskeyword?Howdoyouknow?(Wecanfind"hadto"orhaveto"inthemainideasoftheseparagraphs.SoweguessAdammaymeetsomechallengesasafreshmanandthechallengesmaybementionedintheseparagraphs.)Finishthemindmap⑴Whichistheleadingparagraph?(Paragraph1)(2)Whicharethesupportingparagraphs?(Paragraphs2,3,4)Activity4:GettoknowwhatchallengesAdammetasafreshman.ReadParagraphs2to4andanswerthefollowingquestions.⑴WhydidAdamhavetothinkverycarefullyaboutwhichcourseshewantedtotake?(Itmightnotbesoeasytochoosesuitablecourses.(2)WhydidAdamhavetochooseextra-curricularactivities?(Maybehewasrequiredtodosoasafreshman:TheteachercanintroducethecourserequirementsintheUShereWhywasheunabletojointhefootballteam?(Hedidn'tplayfootballwellenough,Explainwhat."football"isintheUS.⑶WhywillAdamhavetostudyharderasaseniorhighschoolstudent?(Heneedstokeepupwiththeotherstudentsinhisadvancedcourse,andgetusedtoallthehomework)TellwhatchallengesAdammetasafreshmanChallenge1:Challenge2:Challenge3:Answerthequestion:IsitareallybigchallengeforAdamtogofromjuniorhighschooltoseniorhighschool?Activity5:Talkaboutwhatchallengesafreshmanmightmeet.Workingroupsanddiscussthequestions⑴HaveyoumetthechallengesinyourstudyasAdam⑵Whatelsedoyouthinkyouwillmeetduringtheseniorhighschool?Shareyourchallengeswiththewholeclassandmakealistofthemall.AssignmentInterviewyourparentsorgrandparentstoseewhatchallengestheymetandhowtheyfeltanddealtwiththemwhentheywereteenagers,Thinkaboutthequestionandreportyouranswerinthenextperiodofclass:Howwouldyoudealwithyourchallenges?第三课时Activity1:Reporthowtodealwithchallenges.Studentsreportabouttheirparentsorgrandparentschallengeswhentheywereteenagersandtheirfeelingsandsolutions.ReadParagraphs2to4andfindoutAdam'sfeelingsaboutthechallenges.Discussthefollowingquestions.⑴WhatcoursesdidAdamchoose?Whichonedoyouthinkwouldbehisfavourite?Why?⑵Whatdoes"maketheteaminParagraph3mean?⑶WhatisAdamworriedabout?Isheconfidentthathewillgetusedtoseniorhighschoollife?Howdoyouknow?Learnthefollowingwordsthroughthecontextclue.⑴fluent,graduate(ChineseisaverydifficultlanguageforAdamItmaytakehimlongtolearnitwell.Maybewhenhecompletesseniorhighschooleducation.hewillbegoodenoughatit.So“fluent”canmean“begoodenoughatspeakingorwritingalanguage";“graduate”canmean“completeschooleducation”.)⑵obviously,quit(WhenthecoachtoldAdamhecouldn'tjointheteam.hefeltunhappy.Itisanaturalreaction.So“obviously"indicatessomethingthatiseasytosee:"won’tquit"indicatesAdamwassodeterminedthathedidntwanttogiveup.)Completethecolumnsof"Challenge"and"HowAdamfeels"inthetableinActivity4.Activity3:GettoknowwhatAdamdidorwilldowiththechallengesCompletethecolumnof"Solution"inthetable.|Ho,AdrtmfeUsSolution —Gcirrsfrc?m唧力"〃以;冉>£：hm)tN，arninrfti汕Confused Chota&ingi/ip^irifubJec-oursesSerittiiK/'CinvfitiTht?schooladviirtirhelpedhir^ic力f/vrLsuUcihfecoarsen,J1Making他以做用Jewt-tJ1Iewillfindnwnyiofinprovcin3-也rfo押i灯火好rh把teamnext)七廿八Kb曲邛upivj/Jin由现s/MJentxand[•erringnueJtoalfrheAow■@0以-\^irriedbuistillh(rpj?y,h门时hiyftitureHeiwlHiryft?siudy-hatxi^Famfiijfedf(rbeingJre^pon^ibie**(/lotrnvre.ReadParagraphs2to4againandunderlinethesentencesfromwhichyouconcludeAdam'ssolutionstothechallenges.Learnthefollowingwordsthroughthecontextclue.recommend,signupfor,literature(TheschooladviserhelpedAdamchoosesuitablecourses.Heorshegavesomesuggestions,So"recommend"isclosestinmeaningtosuggest";"signupfor""literature"arebothrelatedtochoosingcourse.⑵improve(Adamcouldn’tjointheteambecausehedidn’tplaywellenough.Certainly,hewantedtobebetteratplayingfootballSo"improve"issimilarto"becomebetter".)⑶responsible(Asafreshman,Adamtriestogethimselfwellpreparedforhisfuture.Heknowshehasthedutyofdecidingonhisfuture.So"responsible"mightmean"havingthedutyofdoingsomething".)Activity4:SumupwhathasbeenlearntinthereadingtextAnswerthefollowingquestionstoreviewwhathasbeenlearntinthetext.⑴Whatisthetextmainlyabout?(Adam'schallenges,feelingsandsolutionsasafreshman.(2)WhatdidAdamthinkofchoosingsuitablecourses?(Alittleconfusing/difficult.)⑶HowdidAdamsadviserhelphim?(HerecommendedthatAdamshouldsignupforadvancedliterature.)⑷WhatdoesAdamexpecthislevelofChinesetobeinthefuture?(Hehopestobefluentinwhenhegraduatesfromseniorhighschool.)⑸WhatwasAdam'sattitudetowardsthechallengethathecouldn'tjointheschoolfootballteam?(hedoesn'tlosehopeandwon'tquit.Hetriestofindawaytoimprovehisskills.)⑹)WhydoesAdamdecidetogethimselfwellpreparedforuniversityorwhateverelsecomesinthefuture?(Heknowsitisthetimethatheneedstoberesponsibleforhisfuture.)Getthemindmapformed.FillintheblanksinActivity5onpage15Activity5:CompareAdamsschoollifewithyourown.Workingroupsanddiscussthefollowingquestions.(i)WhatkindofpersondoyouthinkAdamis?Why?⑵IsAdamagoodstudentinyoureyes?Whatwillyouleanfromhim?⑶Whatwouldyousuggestheshoulddotoimprovehimself?Why？CompareAdam'sschoollifewithyourown.Reportyourchallenges,feelingsandsolutionsasafreshmanatseniorhighschoolAssignmentYourAustralianfriend,Emily,wantstoknowhowyouaregettingalongwithyourschoollifeasafreshmanPleasewriteanemailtotellheraboutyourchallenges,feelings,andsolutions.Presentitinthenextperiod.ReadTeenageLifeAroundtheWorld(page76,Workbook)andcompletethetable.Findoutwhattheyoungpeopleinthetextexpecttodoandwhy.Country-Life1*kferenre/titutleAshajSheguojjtoschool. 8口式conicstok .Afters-ctiooishecontinuusstudylo -Chilly：Jaie:pirparcfor[JsetjnivcmiyenlTHnceSheloves andi玄amerntxa：of (luilurc：TierschiXirsNatureClub)-SumikiiBungladcsliShehadto _it13sothatshecould ...Cleavegelajohiuidhelphertainity)Sheis shoutheflife.[■opiimi予libh◎ 【)FriederCitrrmanyHe__ getuneducaiiohEHoughheisnotinterssiatl泊siutlybcwqusB .Qi4U);itAdiFik叫h ywng仲0phLolinditjobin小弓Uttmxifguv讪tcin)twelleducated>Helov«i： ^ndhasstarted ,L"i।第四课时工・教学内容DiscoveringUsefulStructures:Improveadraft^.教材分析该板块围绕活动主题“润色文稿”(Improveadrat)展开，设计遵循“感知一发现一总结一练习-运用”的思路。先让学生利用教科书ReadingandThinking板块的阅读语篇中的句子辨识名词短语、形容词短语和副词短语,判断它们在句中的功能;然后通过单句练习进一步理解、巩固这三种短语最后在主题任务中,通过语篇练习深入理解并掌握这三种短语的形式,意义和功能。皿.课时目标.学生通过观察、分析，掌握名词短语。形容词短语和删词短语的结构特征及其句法功能.学生通过运用三种短语，理解其在语义表达中的作用».教学思路教师首先带领学生复习前面阅读语篇的内容，整理其中的一些句子，初步感知名词短语、形容词短语和副词短语的形式及功能，并进行归纳和整理，之后通过母子层面的练习内化知识。然后再利用练习册中的诗歌让学生体会这三种短语在语义表达中的独特作用。最后让学生通过改进文稿的综合语言实践，内化知识，培养能力。%教学过程ActivityI:Sharetheemail.Shareyouremailwithapartner,Askandansweroneortwoquestionsbasedonthecontent.Activity2:ReviewTheFreshmanChallengeandlearnaboutNP,AdjP,andAdvP.Reviewthetextonpage14andanswerthequestion"Whatchallenge(s)doesAdamfaceasafreshman?”Lookatthefollowingsentencesandtellwhatcategoriestheunderlinedphrasesbelongto.BeingafreshmanatseniorhighschoolisareallybigchallengeforAdam.It'salittleconfusingtochoosesuitablecourses.Hehastothinkverycarefullyandasktheschooladviserforhelp.(3)Astoextra-curricularactivities.hedidn'tplayfootballwellenough,buthewon’tquitandhewillfindawaytoimprovesothathecanmaketheteam.Hehastostudymuchharderandberesponsibleforalotmore.He'sabitworriedaboutkeepingupwiththeotherstudentsinhisadvanced.UnderstandthefeaturesandfunctionsofthesephrasesActivity3:Findandmarkthephrasesinthesentencesandthenstatetheirfunctions.WorkindividuallyandfinishActivityIonpage16.Discussandcheckinpairs,andthenchecktheanswerswiththewholeclassActivity4:Answerthequestionsusingthephrasesinbrackets.AskandanswerinpairstofinishActivity2onpage16FinishActivityIonpage72andchecktheanswersinclass.Activity5:CompareandtellthefunctionsofNP,AdjPandAdvPinexpressingmeanings.Readaloudthefirstversionandthenthesecondversionofapoem(Activity2,page72,Workbook)Comparethetwoversionsandtellthedifference⑴What'sthedifferencebetweenthetwoversions?)Whichversionistheoriginalpoem?⑶Whichversiongivesyouadeeperimpression?WhyActivity6:Improvethedraftbyusingnounphrases,adjectivephrases,andadverbphrases.ReadthroughtheoriginalversioninActivity3onpage16andfindouthowthefirstthreesentencesareimproved.⑴I'vealwayswantedtobeacheerleader.(WhatkindofcheerleaderhasJoycealwayswantedtobe?)⑵Yesterday.Itriedoutforteam(Whichteamdidshetryoutfor?)⑶Itwashard.(Howhardwasit?)WorkindividuallytoimprovetherestofthesentencesShareyourimprovedversionsandthendiscussinpairs⑴Whatdoyouthinkoftheimprovedversion?⑵Isitnecessarytomakesuchimprovement?Why⑶Whatdoyoulearnfromthecomparison?AssignmentFinishtheActivitiesinUsingStructuresofWorkbookonpage73第^课时工・教学内容ListeningandTalking:Planacampforteenagers^.教材分析该板块围绕策划青少年营地活动展开，由两个听的活动和一个说的活动组成。听力活动为口语输出活动做好铺垫，让学生通过听来理解探险营和国际青年营的主要活动。探险营主要包含生存技能和生活能力的培养，国际青年营主要包含国际学生交流和语言学习等。在提供信息的同时，融人了表达未来打算或计划的话言结构。说的部分是一个相对开放的任务,要求学生通过小组活动策划青少年营地活动并展示活动计划。皿.课时目标.通过听力输人获取有关探险营和国际青年营的主要信息,发现表达将来打算或计划的语言结构，并在这个过程中树立国际视野.能够运用表达未来打算或计划的语言结构，清晰地呈现自己策划的营地活动，并在这个过程中体会并探讨营地活动的意义.教学思路教师带领学生先从他们的生活阅历出发，分享参加营地活动的经历，体会背地活动可让人获得fun和learningopportunity的特点，并通过头脑风暴讨论不同类型的营地活动，以拓宽视野。然后组织学生谈论教科书第7页提供的两幅图片，猜测探险营和国际青年营的活动，为听奠定基础。学生在听的活动中获取内容信息，找出并整理表达未来打算或计划的语言。最后根据所获信息和语言进行创造性地语言运用活动，即策划一个有意义的营地活动。优教学过程Activity1:Sharecampingexperiencesandbrainstormdifferentcamps.StudentssharecampingexperiencesandhighlightwhattheyhavelearntBrainstormdifferentkindsofcamps,suchasacademiccamp,itarycamp,etc.(Studentscanguesswhatcanbeincludedinsuchcampsandwhatcanbelearntthere.)Talkaboutthepicturesonpage17(AdventureCampandInternationalYouthCamp)Activity2:Listentotheconversationandcompletethechartbelow.1.ListenanddecidewhichcampCaoJingandMaxeachisgoingto.ListenforthethirdtimeandunderlinetheexpressionsinthesentencesabovethatCaoJingandMaxusetotalkaboutthefuture.Checktheanswers.Thinkofmoreexpressionsusedtotalkaboutfutureplansandintentions,andaddtothecategory.(will/shalldo,intendtodo,wishtodo,wanttodo,wouldlike/lovetodo,expecttodo,scheduletoActivity3:Workingroupsandplanayouthcamp.Discusswhichcampyouwouldliketogotoandgiveyourreasons.Usethefollowingworksheettobrainstormideasformorecamps.UsethefollowingexampletoworkoutyourideaforacampAssignmentDesignaposterforyourcamp.trytoconsiderthefollowingquestions.⑴Whatisthehighlightofyourcamp?⑵Whatotherinformationisnecessaryintheposter?(3)Whatwritingstyleshouldyouadopt?⑷Whatpicturescanbeusedtoattractyourreaders?第六课时工・教学内容ReadingforWriting:Writealetterofadvice^.教材分析该板块的阅读部分是一封比较正式且结构完整的书信。正文部分第一段说明写信人已经知晓来信人的问题,了解了来信人担心其朋友沉迷于电脑游戏和网络的感受;第二段说明了上网成瘾的害处，并提出解决问题的建议。该板块为写的内容提供了三个供讨论和选择的情境，还设计了完整的写作过程,并提供了语言和结构上的写作支架。皿.课时目标.通过阅读建议信，厘清建议信的主要内容和结构把握建议信的语言特征。.能够利用写作任务提供的情境，运用提建议的语言写一封语言得体、结构清晰的建议值.教学思路本课教学以谈论青少年问题为导入,自然过渡到建议信的文本阅读。教师带领学生熟悉信件的格式，包括日期、称呼，正文、结尾和签名，并理解文本的主要信息；然后学生再次阅读梳理建议信正文的组成部分、整理提建议的相关语言。正式写作之前，学生先浏览教科书提供的三个情境，讨论这些问题,列出相应的建议及理由，为写作做好准备。学生接着利用教科书提供的提纲完成初稿，最后同伴互评并修改定稿。%教学过程Activity1:Presentthehomework.Makeanoralpresentationoftheposter.Talkaboutwhatadvicetheywouldgiveifsomeoneplanstojoinacertainclub.Collectsomeideasandlanguagerelatedtogivingadvice.Activity2:Readaletterofadvice.ReadtheletterandanswerthequestionsWhoisthewriterandwhattheletterisintendedfor?WhoisSusanLuoandwhyshewrotesuchaletter?Whataretheproblems,suggestionsandreasons?2.AnswerthequestionsinActivity1onpage18andchecktheanswers.Activity3:Readagainandworkouttheorganizationandlanguagefeatures.Glancethroughthewholeletterforthestructure.(Date,greeting,body,closeandsignature.)DoyouthinkpartsA,B,andDarenecessaryinaletterofadvice?Why?Brainstormmoreexpressionstomakesuggestions.GothroughtheexpressionsSusanLuousestoshowherunderstandingthencollectotherwaystoexpressyourunderstandingActivity4:Getreadyforwritingaletterofadvice.Readthroughthethreesituationsonpage19andsumuptheproblemstheyeachhave.Usetheworksheettotalkaboutthepossiblesuggestionsandreasonsinpairsoringroups.Chooseasituationtowriteabout.Whichproblemdoyoufeellikewritingabout?Why?Youmayalsoaddoneproblemthatyouwouldliketoaskforsuggestion.Readthroughthechecklistonpage19tohelpwiththewriting.Draftaletteraccordingtotheoutlineonpage19.Activity5:Evaluatethedraftusingthechecklist.Exchangedraftsandusethechecklisttogivefeedbackoneachother'sdraft.AssignmentRevisethedraftandputuptheletterintheclassroom第七课时I.教学内容AssessingYourProgress^.教材分析AssessingYourprogress是本单元的测评板块面三部分组成:第一部分设计了两个活动来检测学生对于本单元课标词和语法结构的掌握情况。第二部分是反思与单元内容评价,通过若干个问题让学生反思与评价本单元重点内容的掌握情况,以便及时有效地调控自己的学习。第三部分是项目活动,旨在通过让学生完成项目活动的方式综合考查学生对本单元所学的内容的掌握情况。本单元项目活动的目的在于让学生找到自己的兴趣点,充分发挥创造性思维能力,创建一个自己的校园社团。教科书中的活动1给出了七个俱乐部的名称,例如：Calligr叩hyClub、DebateClubChessClub等供学生选择。学生也可根据兴趣自主发挥，创建新的社团。活动2从ChessCub、Slogan、Aim、Activity,Requirement,Meetingtimeandplace六个方面给出了创建社团的细节提示。活动3和活动4需要学生给社团设计一张海报（包括logo）,并在学生集会上介绍、宣传该社团，以吸引其他学生参加。四个活动是一个整体，先从创建什么样的社团入手展着是如何创建这样的校园社团，最后是如何宣传该社团。学生通过该活动能加深对校园社团的认知，从而更好地规划自己的高中生活。皿.课时目标1通过完成语言知识部分的检测题,了解自己对于本单元课标同和语法结构的掌握情况。.独立完成Reflecting部分的自我反思与评价，有效了解自己对本单元重点内容的学习掌握情况，总结学习效果,及时发现问题，调控.优化自己的学习策略。.通过创建自己的校园社团，及时运用本单元所学的语言和信息，加深对校园社团的认识，探究学校社团的组建过程，同时找到自己的兴趣爱好、以便更好地规划自己的高中生活。2.教学思|路在AssessingYourProgress板块，学生先完成语言知识的检测核对答案，然后聚焦语篇后的问题,自由发表观点。在Reflecting部分，教师可让学生选择讨论全部问题或其中的部分同题，以了解学生的语言运用能力、信息加工能力和思维能力的发现情况。V.教学过程Activity1:FinishthefirsttwoactivitiesinAssessingYourProgressandchecktheanswers.FinishActivityIandchecktheanswers.ReadthepassageinActivity2.Underlinethephrasesandstatetheirfunctions.Discussthequestion"Doyouagreewiththewriter'sopinion?Why?”inclass.Activity2:DiscussthequestionsinReflectingActivity3:Discusstheclubthatothersmaybeinterestedinandtalkabouttheactivitiesthisclubmayhave.Workingroups.Decideonaclubtobechosenorcreated.Talktoeachotheraboutpossibleinterestingactivities.Activity3:Setupaclubandworkoutthedetailsoftheclub.Joinagroupwiththesameinterestanddecideontheclubtobesetup.Discussthedetailsoftheclub.Clubname,Slogan,Aim,Activity,Requirement,Meetingtimeandplace)ingroups.Onegroupmembertakesnotes.Activity4:Ingroupsdesignaclubposterandprepareanintroductiontoyourclub.Discussanddesignaposterwithaneye-catchinglogo,apowerfulsloganandabeautifullayoutWriteaninvitingintroductiontoyourclubtorecruitnewmembersduringaschoolassemblywithwordsandpictures.Activity5:Sharingtheclubposterandintroduction.OnememberfromeachgrouppresentstheposterinfrontofthewholeclassTheteacherorthestudentfromanothergroupgivescommentsTheaudienceasksthepresenteroneortwoquestionsabouttheclubStudentsvoteforthebestposterandprImprovetheclubpostersandputthemupintheclassroom*选上课时便八课时）教学内容*videoTime:LearningAcrossGenerations^.教材分析*VideoTime板块由BeforeYouWatch的内容预测、WhileYouWatch的内容理解与语言感知及AfterYouWatch的问题讨论构成。该板块的视频展现了南非约翰内斯堡的一对母女的工作、学习和生活。两代人的成长环境不同，价值观也不同。如何与父母相处、如何增进两代人之间的理解，这是世界备国青少年普遍面临的问题。该视频在为学生提供语言学习素材的同时，也拓展了青少年成长过程中应该学会换位思考,理解并愿意与父母进行积极，有效的沟通这一重要主题意义。皿.课时目标1通过预测，视听、讨论并理解视频内容了解高中生Mamorena在生活与思想方面与其母亲Tandi之间的异同。2.能够借助视频内容及所学语言，谈论自已与Marmorena在学习与生活上的异同3通过问题研讨,学会换位思考，理解父母,进而能主动与父母进行积极，有效的沟通。2.教学思路观看视频前，学生先观察标题、视频简介及两幅图片,了解主要角色及其关系。学生预测areYouWatch中信息的正误并说出依据.然后观看视频验证预测，学生第二遍观看视频后，整理视频内容的基本信息，完成WhileY0wach部分的问题,学生第三遍观看视后，展开讨论，比较自己与Marmorena的生活，并探讨和分享与长辈进行有效沟通的方法。%教学过程Activity1:Predictbeforewatchingthevideoaccordingtothetitle,introduction,andthepictures.GuesstherelationshipbetweenMarmorenaandTandi,andwheretheyarefrom.GuesswhetherthestatementsaretrueorfalseinBeforeYouWatch,andgiveyourreasonsActivity2:Watchthevideo,checkthepredictions,andhaveadiscussion.WatchthevideoandcheckyouranswersforBeforeYouWatchFreetalk.Sharewiththeclasswhateverinformationyougetfromthevideo.Activity3:Watchthevideoagainandgetsomedetails.Usethefollowingworksheettotakenoteswhilewatching.Circlethecorrectword(s)inWhileYouWatch.Activity4:Watchthevideoforthethirdtimeanddiscussthefollowingquestions.WhatdoesTandiwantMamorenatolearn?(ShewantsMamorenatolearnaboutthepast,andthepoortoday.WhatdoesTandidoeveryweek?(ShetakesMamorenatoheroldneighbourhoodinJohannesburg.)Why?(Shewantshertoalwaysrememberwhosheis.)Doyourparentsorteachershavesimilarordifferenthopesforyou?Whatdoyouthinkoftheirhopes?Activity5:Haveanextendeddiscussionaboutteenagers'lifestyleandbetterwaystocommunicatewithparents(1)Inwhatwaysisyourownlifesimilartoordifferentfromthatofyourparentswhentheywere?(2)Whenproblemsarise,howcanyoubettercommunicatewithyourparents?第一单元归纳练习I.单词.n.志愿者一adj启愿的志愿的一adv.志愿地洎动地启发地._vt.&vi.改进;改善一_n.改进;改善31n.动作;运动;活动一V移动;感动一_adj.令人感动的感人的一adj.受到感动的4.adj.合适的;适用的一vt.适合51n挑战;艰巨任务;vt..对…质疑;向……挑战-n.挑战者-adj.具有挑战性的61vt使恼怒;打扰一_adj.恼怒的;生气的-_adj.令人恼怒的;令人烦恼的._adj.（尤指外语）流利的;熟练的-adv.流利地;流畅地一n.（尤指外语）流利;流畅.vi.&vt.登记;注册一n.登记;注册;挂号.」t.较喜欢，更喜欢一_n.偏爱,优先权._adj.负责的;有责任的一_n.责任;义务.Q行为;举止一v.举动;（举止或行为）表现.vt.吸引;引起 的注意（或兴趣）-_adj.吸引人的;有魅力的一n.吸引力;具有吸引力的事物或人._adj启信的，有把握的一『.信心;信任._n.国家，民族，国民-adj.民族的，国家的一_n.国籍.vt.使钦佩;给…留下深刻的好印象vi.留下印象;引人注目一_1印象;感想^.短语互译.pare...with3.signupfor4.tryoutfor5.beattractedto6.focuson7.beaddictedto8.beworriedabout9.为……做准备10.加入俱乐部11.分发12.留下好印象.习惯于14.赶上….在将来16.处理;应对.成为现实;实现18.对某事感到好奇.加入这个队20.盼望;期待皿课文句子翻译.从初中过渡到高中真是一项巨大的挑战。（v-ing（短语）做主语）.我会自己想办法提高，这样明年我就能加入球队了。（sothat引导目的状语从句）.只学习，不玩耍，聪明小孩也变傻。（make+宾语+名词）.然而，花太多时间上网有损健康，也会让人很难把精力放在生活的其他事情上。(make+it+adj.+todo