teenage life学生分析教案

teenage life 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。 Student Book 部分包含以下内容(加*的为选学内容)。 1. Opening Page 主题图、名言警句、单元学习目标和讨论的问题 2. Listening and Speaking: Choose a school club 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。 3. Reading and Thinking: Compare school life in different places阅读语篇, 探讨新生所遇挑战,比较中外高中校园生活。 4 Discovering Useful Structures: Improve a draft 学习名词短语、形容词短 语和副词短语的特点、功能及用法。 5. Listening and Talking: Plan a camp for teenagers 听并理解有关营地活动 的对话,设计青少年营地活动。 6. Reading for Writing: Write a letter of advice 阅读并分析问题求助信件,针 对问题回复一封建议信。 7. Assessing Your Progress: 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。 8.*video Time: Learning Across Generations 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 (“ The face-Down generation.”和“ Teenage Life Around the World”) 以及一个写作任务( Write a letter of advice) 二、课时分配 本单元主要设计为七个课时,根据学生情况, Video Time 可作为选学课时。安排 如下所示: 第一课时 Student Book： Opening Page, Listening and Speaking 第二三课时 Student Book： Reading and Thinking: 第四课时 Student book： Discovering Useful Structures；Workbook： Using Structures 第五课时 Student Book： Listening and Talking 第六课时 Student Book： Reading for Writing 第七课时 Student Book： Assessing Your Progress 选上课时 Student Book：*Video Time 三、单元目标 1.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。 2.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。 3.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。 4.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。 5.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。 6.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 Opening Page+ Listening and Speaking Ⅱ.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”( Choose a school club)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。 Ⅲ.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。 2.熟悉单元的主题语境,明确单元的主要学习任务。 3.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。 4.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。 5.能够在选择社团的对话中表达观点、陈述理由。 Ⅳ.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 teenage life 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 Listening and Speaking 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。 V.教学过程 Activity 1: Discuss the Opening Page. Look at the Opening Page and discuss the following questions. ⑴ What's the title of the unit? When we talk about teenage life, what aspects would we talk about?(A mind- map could be used to organise the ideas.） ⑵ What are the teenagers doing in the photo? ⑶ How do you understand the quote by Aristotle? Activity 2: Match the pictures with the names of the clubs. 1. Look at the photos on page 12 carefully. Match the pictures with the names of the clubs. 2. Talk about the activities in different clubs, using the following worksheet. Activity 3: Predict what the first two conversations are about. 1. Go through the questions and choices in Activity 2 on page 12. 2. Make predictions with the following questions. ⑴ According to Question 3, what are the two conversations about? ⑵ Which can't be the right choice for Question I and Question 2? Give your reasons. Activity 4: Listen for the gist and details of the first two conversations. 1. Listen to the first two conversations and choose the correct answers. 2. Check the answers. 3. Listen to the first two conversations for the second time and take notes in the following worksheet. 4. What are the two clubs about? Give your reasons. 5.Check the answers. Activity 5: Listen to Conversation 3 and learn how to choose a club. 1. Go through Activity 3 on page 12 to guess what club Adam would choose. 2. Listen to the conversation and finish: Activity 3 on page 12. 3. Check the answers with a partner and then listen for the second time. 4. Check the answers with the whole class. 5 Answer the following questions. ⑴ Why won't Adam join the other three clubs? ⑵ What club is Julie going to join? Why? ⑶ What are some considerations for choosing a club? Optional Activity: Continue the debate on “Could teenagers date?” in Conversation 2. 1. Divide students into two groups based on their own choices as to whether they agree or disagree. 2 Guide students to develop ore logical and reasonable understanding to the topic of dating. Activity 6: Talk in pairs to choose a suitable club. 1. Look at the picture on page 13 and talk about choosing a club ⑴Where are the people in the picture? ⑵What kind of club could it be ⑶What kind of students would like to join such a club? Would you like to join it? 2. Read the example in Activity 4 on page 13 and th