Unit2LetstalkteensWeletotheunitReading教案-高一上学期英语译林版2020

U2Let’stalkteensWeletotheUnit&Reading教案教材分析：本课时包含单元导入和阅读两个板块。单元导入呈现的是一篇短诗，通过创设问题情境，使学生联系自身实际，感受平凡又温暖的母爱。阅读是一篇杂志文章，主题是关于青少年与父母的亲子关系。首先通过流程表梳理文章的框架脉络，理解文章的主要内容，通过回答问题获取文章的细节信息，发散学生的思维；其次在语境中巩固语言知识的运用，拓展抽象名词的构成方法；最后带领学生了解作者的写作意图，掌握引入文章主题的写作方法。教学策略与设计说明：采用任务型教学法(Taskbasedlanguageteaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。教学目标：在本课学习结束时，学生能够：语言能力上，在语境中识别和运用本单元重点单词和短语，如“anxious,stress,concern,resultin,gothrough”等；梳理文章中的长难句，如宾语从句；熟悉形容词、动词和普通名词构成抽象名词的后缀法。思维品质上，梳理文章的组织框架，抓住文章主旨大意；发散思维，从不同方面了解亲子关系紧张的原因，举例论证自己的观点。文化品格上，正确看待青春期身体和心理的变化，了解造成亲子关系紧张的原因和解决方法，积极面对亲子间的问题与矛盾，健康快乐地成长。学习能力上，形成读前预测意识，根据标题和图片推断文章主要内容；获取文章细节信息，正确理解作者的态度和语篇中的指代意义。教学重点：1.学生能够掌握和运用本单元重点单词、短语，理解长难句的结构和意义。2.学生通过阅读策略梳理文章框架结构，理解作者态度和获取细节信息。教学难点：学生梳理文章的组织框架，分析作者的态度。学生从不同方面思考亲子关系紧张的原因。教学资源：教材、多媒体课件、黑板与粉笔。教学过程：步骤教学活动设计意图时间与模式Step1WeletotheUnit:1.Ssappreciatethefollowingsentenceandthinkaboutthemeaningofthesentence.“Idon'tknowwhat“home”is,butunhappinessandworriesmeltawayoncethere.——BingXin”Suggestedanswer:“家”是什么，我不知道，但烦闷和忧愁都在此中融化消灭。——冰心2.TintroducestheauthorBingxinandhercollectionofpoem“AMazeofStarsandSpringWater”.Ssreadthepoemandanswerthefollowingquestions:Howwouldyoudescribethemother'sfeelingsinthepoem?WhatChinesepoemsaboutparents'lovefortheirchildrencanyouthinkof?Howdoyouthinkyourparentsfeelaboutyou?Howcanyoutell?Suggestedanswers:(1)MotherBirdhasmixedfeelingsaboutherbaby.Ontheonehand,sheisveryprotectiveofherbaby.Ontheotherhand,sheunderstandsthatwhenherbabyhasgrownupshewillhavetogiveitmorefreedom.However,shewillalwaysbethereforherbaby.(TasksSstounderlinethecontextualcluesinthepoem.)(2)SongofthePartingSon(byMengJiao)(3)Myparentsgivemeunconditionallove.TheylovemeforwhoIam.Theyalwayshaveconfidenceinme.Theyneverlosetheirtemperwithme,evenwhenIdonotperformwellatschool.TheyonlytellmethatIhaveletthemdown,andoffermesomeadvice.欣赏名言名句，介绍作者和诗集背景信息，创设问题情境，激活学生已有知识，引出单元主题。2’CWStep2Leadin:Sswatchavideoaboutparentchildconflictsandthinkaboutthequestion“Haveyouevereintoconflictwithyourfamilies?Why?”Suggestedanswers:Yes.Unsatisfiedgrades,badhabits,impoliteness,...No.Goodrelations,supportiveparents,...观看视频，激发学生学习兴趣，激活学生关于亲子关系的已有经验。1’CWStep3Questions:Ssthinkaboutthefollowingquestions:1.Whatphysicalandmentalchangesdoyouexperienceasyoubeeateenager?2.Whatdoyouthink“strangersunderthesameroof”means?Suggestedanswers:1.Physicalchanges:changingvoice,spots,...Mentalchanges:adesireforindependence,sensitiveabouteverything,...2.Itmeansthatparentsandteenagersfeelasiftheydonotknoweachotherverywellanymoreeventhoughtheyhavelivedtogetherinthesamehouseformanyyears.创设问题情境，为下一步阅读在主题和认知上作好铺垫。2’CW/IWStep4Prediction:Sspredictwhatkindofparentchildrelationshipthetextisaboutaccordingtothetitleandthepicture.Suggestedanswers:Tense,contradictory,problematic,difficult...(TasksSstodescribethepictures.“Undertheredroof,oneisspeaking,andtheotherdoesn’twanttolistentohim/her;thegirlinthepicturefeelssadandupset.”)Title:StrangersUndertheSameRoof?(“strangers”impliesthatparentchildrelationshipistense.)TasksSstothinkaboutwhythereadershouldmakeapredictionbeforereadingthepassage.Suggestedanswers:(1)Predictingallowsreaderstothinkaheadbeforereading.(2)Predictinggetsreaderstothinkaboutthemainideaormajoreventsthatmayoccurthroughoutthetextandmonitortheirprehension.(3)Predictingalsomakesreadersbeemoreengagedandfun.利用标题和图片推断主旨内容，帮助学生形成读前预测意识，并提高学生的元认知意识，理解读前预测的功能。2’CWStep5Readandtick:Ssreadthetextquicklyandticktherightanswers.Question:Whataspectsoftheparentchildrelationshipdoesthetextmainlytalkabout?Suggestedanswers:Theproblem;influencingfactors;solution阅读并识别文章的主旨内容，引领学生通读全文，形成整体认知。2’IW/CWStep6Organization:Tteachestheconceptoftheexpositoryessay.Nonfictional,informativepositionthatisusedforeducationalpurpose.Informativeandfactual.Usetransitionsthathelptheflowofthetext.Includeathesisstatementtellingreaderswhatthetextisabout.Itisdetailed,thoroughandfactbased.TleadsSstofigureoutthestructureofthetextbyusingmindmap.(1)Introduction(theme):Itismonforteenagerstohavedifficultrelationshipswiththeirparents.(2)Body:(Paragraphone:cause1;Paragraphtwo:cause2;Paragraph3:solution)(3)Conclusion介绍说明文的概念，为学生梳理文章框架奠定基础。3’CWStep7pletethechart:1.TleadsSstomatcheachblankwithrelatedparagraphandteachesSshowtofindoutthecausesbyprovidingpossiblepatterns“because,resultin...”.Texplainsthat“thesolution”means“whattodotoimprovethesituation”.2.Ssreadthetextandpletethestructureofthetext.Suggestedanswers:Cause1:Physicalchanges(Contextualclue:Teenagers'physicalchangesmayresultinsuchfamilytensions.)Cause2:Developingmentalneeds(Contextualclue:Itcanbeabigheadachetobalanceyourdevelopingmentalneedstoo.)Solution:Regularandhonestmunication(Contextualclue:Thekeytokeepingthepeaceis....)Conclusion:Everythingwillturnoutallrightintheend.通过流程表梳理文章框架内容；利用句型或结构找亲子关系紧张的原因和措施。5’IW/CWStep8Questions:1.Ssreadthetextcarefullyandanswerthefollowingquestions:(1)Whatphysicalchangesmightteenagersworryabout?(2)Inline15,whatdoes“middleground”mean?(3)Whatdoes“that”in“thatmakesyoufeelunhappy”inline18referto?(4)Howcanteenagershaveahealthydiscussionwiththeirparents?2.TleadsSstonotethekeywordsofthequestionsandthenfindouttheanswersaccordingtokeywords.Suggestedanswers:(1)Changingvoice,weightproblemsorspots.(2)Nolongerachildbutnotquiteanadult.Contextualclue:Youenter15astrangemiddleground—nolonger...(Dash(—)meansfurtherexplanation.)Teenagersfeelreadytobemoreresponsibleandmakedecisionsontheirown,buttheirparentsdonotalwaysagree.Contextualclue:Unfortunately,yourparentsdonotalwaysagreeandthatmakesyoufeelunhappy.(4)Explaintheiractionsandfeelingscalmly,listencarefully,andaddressparents'concerns.回答问题，获取细节信息，理解文章中的指代意义。4’GWStep9Discussion:1.Ssworkinpairsanddiscussthefollowingquestions:(1)Whatistheauthor'sattitudetoparentchildtensions?Useinformationinthemagazinearticletosupportyouridea.(2)Themagazinearticlesuggeststhatteenagerswantbothindependenceandtheirparents'loveandsupport.Doyoufeelthesamewayornot?Giveanexample.(3)Whatstressesdotheparentsofateenagerhavetodealwith?Howdotheyinfluencetheparentchildrelationship?2.TteachesSshowtorecognizetheauthor’sattitude(wordchoice:Whatkindsofwordsdoestheauthoruse?Aretheyspecificorgeneral?Aretheyemotionalorneutral?,sentencestructure:Istheauthor'ssentencestructuresimpleorplex?Doestheauthorwritelongsentencesorshortones?,andfigurativelanguage:Doestheauthorusefigurativelanguage,whichparesdissimilarthingstomakealiterarypoint?Atlast,whatkindsofdetails,reasons,andevidencedoestheauthorincludetofillouthisorherdescriptionsorsupporthisorherarguments?Aretheseelementsrationaloremotional?)Suggestedanswers:Theauthorbelievesparentchildtensionsarenaturalandunavoidable.Contextualclue:pletelynormal,thegoodnews,allright...(2)Yes.Forexample,Iwantmypersonalspacewithouttheinterruptionofanyone,butsometimesIneedmyparents'caringandunderstanding.No.Forexample,IwanttodowhateverIwantandmakemyowndecisions,ratherthandoingwhatmyparentsaskmetodo.(Tconcludethefeatureofthetwosituations.①Independence:Youfeelfreetodoanythingwithoutaskingyourparentsbutsometimeslacktheguidanceandcareinyourlife.②Parents’loveandsupport:Youdon'tneedtoworryaboutyourdailylife,butsometimeseintoconflictwithyourparentsduetothedisagreementandmisunderstandings.)(3)Financialstress:housingmortgage,livingexpenses,…Parentingstress:takingcareofchildren,..Workingstress:lowsalary,workoverload,...Physicalandmentalstressesmakeparentstiredandirritable,whichignoreschildren'sthoughtsandmoods.(TusesmindmappingandpicturestoleadSstothinkabouttheanswers.)通过文章中的词汇，句子结构，细节信息识别作者的态度；发散学生思维，从不同视角认识亲子关系；学会举例论证自己的观点。5’CW/IWStep10DiscussionTasksSstopickthekeywordsfromthediscussionquestionsabove.Then,TleadsSstoconsiderwhatmaybecausedtoteenagersandshowskeywords:adolescentdepression.Then,Tplaysamicrovideotodescribewhatadolescentdepressionis.Next,TcanexplainthesymptomsofadolescentdepressionbyplaythesecondmicrovideoandguideSstothinkabouttheirownlifeandstress.Finally,Tplaysthethirdvideototellsomeadvicefordealingwiththequestions.引导学生思考这些压力和行为会如何影响青少年的情绪。通过跨心理学知识，讲述青少年容易形成的抑郁，过程中，老师播放微课视频，提高学生学习兴趣，深度挖掘和拓展本课时中心思想，完成跨学科教学。8’CWStep11Languagepoints:Tteachesthekeywords,phrases,andstructuresbyusingthecontexts.Teenagers’physicalchangesmayresultinsuchfamilytensions.Resultin“导致，造成”Resultfrom“由...导致”tension“心情紧张的状态，关系紧张的状态”，可用作可数名词或不可数名词，作可数名词时常用作复数。E.g.Theeventresultedininternationaltensions.2.Ontheotherhand,whenyou...sometimestheyforgetthatgrowingupisaroughride.Aroughride“艰难时期，艰难行程”3.Afteryouhavethoughtitthrough,explainyouractionsandfeelingscalmly,listencarefully,andaddresstheirconcerns.Thinksththrough全面对考虑Address设法解决，处理，应对e.g.Yourarticledoesnotaddresstherealproblem.Concern担心，担忧e.g.Inthemeeting,manypeopleraisedconcernsaboutthewaterquality.4.Justrememberthatitispletely...,andthatyou...toimproveyourrelationship.本句为祈使句，动词remember后接两个that引导的宾语从句，此时引导第一个宾语从句的that可以省略，而引导第二个宾语从句的that不可以省略。该句中，第一个宾语从句中有一个that引导的定语从句，修饰先行词thestress。在语境中理解和运用单词，词组，句型等语言知识，提高学生的语用能力。5’CWStep12pletetheemail:Tleadsstudentstopredictthepartofthespeech(Verb?Adjective?Noun?)ofeachblankaccordingtothecontext.Sspletetheemailusingthecorrectformsofthewordsandthephrases.根据上下文预测目标词词性，降低任务难度；通过语境再次巩固词汇的形式和意义。5’IW/CWStep13Fillinthetable:Ssthinkofmoreabstractnounsformedwiththefollowingsuffixes:ce,ty/ity,hood,ship,ment,tion/sion,th.BeforeSsdothetask,Texplainsabstractnounsandtherulesofformingabstractnouns.“Abstractnounsrefertoideasorqualities.Theycannotbephysicallytouched,forexample,ability,silenceandtension.Wecanformabstractnounsusingcertainsuffixes.Sometimesthefinalletter(s)ofawordshouldbeleftoutorchangedwhenweaddasuffix,e.g.silentsilence,decidedecision.”FromAdjectivetoAbstractNoun:ce:confidence,difference,brilliancety/ity:honesty,beauty,clarityFrommonNountoAbstractNoun:hood:adulthood,childhood,neighborhoodship:relationship,friendship,membershipFromVerbtoAbstractNoun:tion/sion:munication,confusion,educationth:growth,death,breathment:argument,movement,employment理解抽象名词的含义，熟悉形容词、动词和普通