【教案】Unit 1 Reading and Thinking 教學(xué)設(shè)計(jì) 人教版必修第一冊(cè)

1、新人教必修1 UnitlReading and Thinking: The Freshman Challenge文本簡(jiǎn)析本單元閱讀文本的話題是美國(guó)學(xué)生亞當(dāng)剛?cè)敫咧兴媾R的挑戰(zhàn)，旨在讓同齡 讀者了解國(guó)外學(xué)生的校園生活和學(xué)習(xí)狀況，探究和比擬中外學(xué)生的校園生活，以 積極樂(lè)觀、陽(yáng)光豁達(dá)的心態(tài)去迎接新生活的挑戰(zhàn)。文本采用了敘事性文體，主人公亞當(dāng)以第一人稱口吻描述了自己剛進(jìn)入高中 所面臨的挑戰(zhàn)，內(nèi)容貼近學(xué)生生活，很能產(chǎn)生共鳴。標(biāo)題“The Freshman Challenge 是整個(gè)文本的濃縮提煉。正文內(nèi)容按“總一分”建構(gòu)，第一段為總起段，說(shuō)明亞當(dāng) 進(jìn)入高中第一周時(shí)所產(chǎn)生的困惑，其余三段分別描述了亞當(dāng)在選

2、課、課外活動(dòng)和 學(xué)習(xí)三方面碰到的挑戰(zhàn)以及應(yīng)對(duì)挑戰(zhàn)的心態(tài)和策略。在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要幫助學(xué)生梳理關(guān)于高中生活的話題類語(yǔ)言，其中 包括有關(guān)選課以及與課外活動(dòng)相關(guān)的表達(dá)。此外，功能類語(yǔ)言，如：obviously, instead, still, but等，也是值得梳理的。本文的主題段、主題句與支撐性內(nèi)容的關(guān) 聯(lián)，是很好的邏輯思維訓(xùn)練載體。此外，本課需首要關(guān)注的文化要素是中外高中 新生校園生活的比照。學(xué)生可將亞當(dāng)面臨的挑戰(zhàn)與自己可能遇到的挑戰(zhàn)作比照， 在比擬中感受文化異同。第1課時(shí)教學(xué)設(shè)計(jì)一、教學(xué)內(nèi)容理解全文，明確三個(gè)挑戰(zhàn)和在面對(duì)挑戰(zhàn)時(shí)的心態(tài)和應(yīng)對(duì)措施，明確文本的總 分結(jié)構(gòu)。二、課時(shí)目標(biāo).圍繞校園

3、生活主題，自由討論，并根據(jù)標(biāo)題和圖片，進(jìn)行自主提問(wèn)，預(yù) 測(cè)文本內(nèi)容，激活背景知識(shí)和相關(guān)話題語(yǔ)言。.通過(guò)略讀、梳理、歸納等策略，提取文本信息，找出段落主題句，概括 段落大意，梳理文本的段落關(guān)系，理清語(yǔ)篇opinion-fact的宏觀總分結(jié)構(gòu)，開(kāi)展 邏輯思維能力。3.通過(guò)文本分析以及問(wèn)題鏈的回答，完成“chaHenge“、feeling“、solution” 的outline內(nèi)容梳理并根據(jù)上下文理解相關(guān)詞義，整理和豐富相關(guān)語(yǔ)言，最后通 過(guò)課文復(fù)述鞏固所學(xué)。三、教學(xué)過(guò)程Activity 1: Talking about senior high school life.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Stu

4、dents work in groups of four and discuss the following questions.QI: What do you think of your first week at senior high school? Why? List out some facts to support your opinion.Q2: What do you think of foreign students first week at senior high school? Why? List out some facts to support your opini

5、on.【設(shè)計(jì)意圖】此活動(dòng)是導(dǎo)入環(huán)節(jié)。學(xué)生就上述兩個(gè)問(wèn)題進(jìn)行小組討論，在真 實(shí)的情境下，用已有的主題語(yǔ)言，描述校園生活。第一個(gè)問(wèn)題有助于引出局部話 題語(yǔ)言，如school life/study hard/friends/homework等。第二個(gè)問(wèn)題激發(fā)學(xué)生談?wù)?他們心目中外國(guó)學(xué)生的校園生活，表達(dá)對(duì)中外文化的理解，引出choosing classes/extra-curricular activities等話題語(yǔ)言，為預(yù)測(cè)課文內(nèi)容以及第二課時(shí)對(duì) 比中外校園生活作好鋪墊。同時(shí)這兩個(gè)問(wèn)題后面都會(huì)追問(wèn)“fact”，引導(dǎo)學(xué)生關(guān)注“opinion-fact”的辯證關(guān)系，為文本的結(jié)構(gòu)分析做好鋪墊。Activ

6、ity 2: Predicting the content of the passage.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)loStudents look at the title of the passage and the picture, and then answer the questions.Q1: What does fi*eshman mean?Q2: What does chanenge” mean?Q3: What do you want to learn from the passage? Write down your questions.【設(shè)計(jì)意圖】引導(dǎo)學(xué)生帶著預(yù)測(cè)進(jìn)行閱讀，使他

7、們更加積極主動(dòng)且聚焦主題 語(yǔ)境。在這個(gè)活動(dòng)中，學(xué)生對(duì)兩個(gè)關(guān)鍵詞“freshman”和“challenge”進(jìn)行初步的了 解，同時(shí)基于對(duì)標(biāo)題和圖片的理解，借鑒閱讀教學(xué)中常用的K(know)W(wantlo know)L(more to learn)的模式，提出自己想要從文中獲取的信息，預(yù)測(cè)文本內(nèi) 容，帶著問(wèn)題進(jìn)行閱讀培養(yǎng)推斷能力，促進(jìn)其主動(dòng)學(xué)習(xí)。Activity3: Dealing with the main idea of each paragraph and the questions.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Students skim the text to find the topic

8、 sentences and get the main idea of each paragraph. In the meanwhile, students find answers for the questions they raised in activity 2 and check whether they share the same opinion on foreign students, senior high school life with the writer.ParagraphTopic SentencefMain Idea1Going from junior high

9、school to senior high school is really a big challenge, f Senior high school is really a challenge.2First. I had to think vety carefully about which courses I wanted to take, f I had to think carefully about the courses.3I had to choose extra-cumcular activities, too. f I had to choose extra-curricu

10、lar activities.4I know Fil have to study harder as a senior high school student and get used to being responsible for a lot more.f ril have to study harder and get used to being responsible.Q1: Who is the writer of the passage?Q2: What does fYeshman mean in the text? How do you know?Q3: Can you find

11、 answers in the passage for your questions? Find out the evidence.Q4: What does Adam think of his senior high school life? (opinion)(So according to what you said before, some of you share the same opinion while others not.)【設(shè)計(jì)意圖】引導(dǎo)學(xué)生通過(guò)運(yùn)用略讀閱讀策略，尋找主題句并根據(jù)主題句對(duì) 段落大意進(jìn)行概括，整體把握文本內(nèi)容，提升概括能力。同時(shí)，尋找自己提出的 問(wèn)題的答案，

12、并且明確亞當(dāng)對(duì)于高中新生生活的觀點(diǎn)，驗(yàn)證自己在活動(dòng)2中對(duì)于 外國(guó)學(xué)生的高中生活的觀點(diǎn)是否與亞當(dāng)?shù)挠^點(diǎn)一致，自然過(guò)渡到活動(dòng)4,確立文 本的結(jié)構(gòu)。Activity 4: Identifying the structure of the passage.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)2。Students read the title of the text again, go over the main idea of each paragraph and identify the structure. Students think about the following questions.QI: Why

13、 does Adam think his senior high school life a challenge? (facts 1-3)(Paragraphs 2-4 had to, had to, have torepetition)Q2: Why is too put at the end of the topic sentence of Paragraph 3?Q3: How many parts will you divide the passage into? How and why?Q4: What is the main idea of each part?(Leading p

14、art-Paragraph 1 (opinion): Senior high school is really a challenge.Supporting part-Paragraphs 2-4 (facts): Adam had to face challenges in choosing courses, choosing extra-curricular activities and studying.)【設(shè)計(jì)意圖】關(guān)注標(biāo)題中關(guān)鍵詞“challenge”，通過(guò)四個(gè)問(wèn)題的設(shè)置，首先關(guān) 注三個(gè)“have to”,初步了解repetition的功能，提示總分結(jié)構(gòu)，然后關(guān)注到一個(gè)“too”,

15、提示分段的并列關(guān)系，為學(xué)生理清文本段落間的關(guān)系提供思維支架。在此基礎(chǔ)上 引導(dǎo)學(xué)生分段，明確“opinion-facl”的總起結(jié)構(gòu)，并對(duì)兩個(gè)局部進(jìn)行概括，推進(jìn) 學(xué)生思維層次。Activity 5: Focusing on Adams challenges.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。Students read the passage again and finish the outline in Task 4 on page 15.ParagraphChallenge JFeelingSolution1 (opinion)Confused/2 (fact 1)Choosing coursesThe

16、 school adviser 3 (fact2)He will find a way to4 (fact 3)He willWhile checking the answers, students answer the following questions:QI: Why did Adam feel confused?Q2: What challenges did he meet when choosing courses/ choosing extra-curricular activities / studying as a freshman at senior high school

17、? Why?(challenge: have to, is a very difficulttried to . but didnt . well enough, a bit worried about, keeping up with, itll be quite difficult .)Q3: How did he feel? How do you know?The first week was a little confusing. (confused)Im a bit worried about keeping up with the other students in my adva

18、nced course, and itll be quite difficult to get used to all the homework, (worried)I like English and Im good at it. (confident)I tried to join the school football team, but the coach told me that I didnt play well enough, (disappoinled/sad)I know that Chinese is a very difficult language, but I hop

19、e to be fluent when I graduate. (difficult but hopeful)Obviously, I was unhappy, but I wont quit, (unhappy but determined)Still, Tin happy to be here. (stressed but happy)Studying hard isnt always fun, but Ill be well prepared for university or whatever else comes in the future, (stressed but hopefu

20、l and confident).Q4: What were his solutions to these challenges?(solution: help, recommend ihat I should, find a way to, improve on my own, join . instead, study harder, get used to, be responsible for.,.)Meanwhile, students learn about the words “confusing , suitable，“make the leam”, “soup kitchen

21、, fluent, inslead”, sli 11”,elc. according to the context and accumulate the words and expressions on “challenge”, 泥eling and solution” .【設(shè)計(jì)意圖】明晰結(jié)構(gòu)后，學(xué)生再次閱讀文本，完成課后練習(xí)4中的表格。 學(xué)生需要梳理內(nèi)容并進(jìn)行提煉和概括，根據(jù)上下文理解詞義，歸納面對(duì)的挑戰(zhàn)、 感受以及措施。在校對(duì)時(shí)，教師通過(guò)問(wèn)題鏈進(jìn)行提問(wèn)，深入理解內(nèi)容，在內(nèi)容理 解中品讀語(yǔ)言，可以是讓學(xué)生用不同記號(hào)在文中標(biāo)記，也可以是教師在PPT上 根據(jù)學(xué)生的產(chǎn)出靈活地標(biāo)記，提煉出有關(guān)“ch

22、allenge、“feeling”以及solution”的 表達(dá)，為最后的作業(yè)復(fù)述做好語(yǔ)言和內(nèi)容準(zhǔn)備。Assignment: Retelling Adamas challenge by using the structure and the language.本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。Retell the passage about Adams first week at senior high school.Students are supposed to pay attention to the “opinion and fhct( 1,2,3)“ structure and use

23、the words and expressions in the passage.【設(shè)計(jì)意圖】學(xué)生運(yùn)用所學(xué)語(yǔ)言內(nèi)容，結(jié)合文本結(jié)構(gòu)和outline,整合結(jié)構(gòu)、內(nèi)容 和語(yǔ)言，對(duì)文本進(jìn)行復(fù)述，一方面鞏固文章內(nèi)容，強(qiáng)化主題語(yǔ)言，另一方面本作 業(yè)也將成為第二課時(shí)的導(dǎo)入。第2課時(shí)教學(xué)設(shè)計(jì)一、教學(xué)內(nèi)容品讀語(yǔ)言，加深理解，學(xué)習(xí)亞當(dāng)積極樂(lè)觀的態(tài)度和品質(zhì)，比照中外校園生活， 遷移所學(xué)，完成仿寫(xiě)任務(wù)。二、課時(shí)目標(biāo).通過(guò)品讀語(yǔ)言，深入理解文本，概括亞當(dāng)?shù)纳顟B(tài)度和品質(zhì)，培養(yǎng)面對(duì) 挫折積極向上自信的人生態(tài)度。.結(jié)合所學(xué)，比照中外高一新生的校園生活，培養(yǎng)文化意識(shí)，鞏固所學(xué)內(nèi) 容并遷移至自身，培養(yǎng)文化意識(shí)。.結(jié)合文本中得到

24、的啟示，談?wù)撟陨淼奶魬?zhàn)，最后通過(guò)撰寫(xiě)自己作為高一 新生所遇到的挑戰(zhàn)的文章，提高思維品質(zhì)和語(yǔ)言能力。三、教學(xué)過(guò)程Activity 1: Retelling Adams first week as a freshman at senior high school.本活動(dòng)為實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)1作鋪墊。Retell the passage about Adams first week at senior high school.Students are supposed lo pay attention to the “opinion and factM structure and use the wo

25、rds and expressions in the passage.【設(shè)計(jì)意圖】此活動(dòng)是熱身環(huán)節(jié)，作為第一課時(shí)作業(yè)的展示，學(xué)生需要整合 運(yùn)用語(yǔ)言、內(nèi)容與結(jié)構(gòu)進(jìn)行簡(jiǎn)單復(fù)述，一方面可以回顧文章主要內(nèi)容，復(fù)現(xiàn)目標(biāo) 詞匯，鞏固主線和結(jié)構(gòu)意識(shí)，另一方面也自然過(guò)渡到本節(jié)課的閱讀重點(diǎn)品讀 語(yǔ)言，判斷并歸納亞當(dāng)面對(duì)挑戰(zhàn)時(shí)的態(tài)度以及所展現(xiàn)的品質(zhì)。Activity 2: Exploring Adams attitude towards the challenges.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Ql:Do you think that he will get used to senior high school l

26、ife? Why?I like English and Im good at it.I know that Chinese is a very difficult language, but I hope to be fluent when I graduate.Obviously, I was unhappy, but I wont quit.Still, Im happy to be here.Studying hard isnt always fun, but Til be well prepared fbr university or whatever elsecomes in the

27、 future(Although it was really a big challenge which made him feel confused, worried, disappointed and unhappy, he was still confident, hopeful , and determined to work hard.)Q2: What kind of attitude did Adam take towards the challenges at senior high school?(positive, optimistic,.)Attitude is ever

28、ything!【設(shè)計(jì)意圖】緊接著復(fù)述任務(wù)后，教師引導(dǎo)學(xué)生重回課本，深入思考，探索 亞當(dāng)面對(duì)困難時(shí)的態(tài)度。首先找出文中依據(jù)思考亞當(dāng)是否能適應(yīng)高中生活。然后 過(guò)渡到對(duì)第二個(gè)問(wèn)題的探索，分析概括所找出的文本內(nèi)容，總結(jié)出亞當(dāng)在面對(duì)挑 戰(zhàn)時(shí)的積極樂(lè)觀態(tài)度，學(xué)會(huì)做人做事，培養(yǎng)學(xué)生在面對(duì)困難時(shí)應(yīng)有的正確的價(jià)值 觀。此時(shí)教師再呈現(xiàn)課本的配圖充滿笑意的亞當(dāng)，首尾呼應(yīng)。Activity 3: Summarizing Adams good qualities.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)IoStudents discuss in groups and summarize the good qualities of Ada

29、m and list their evidence.Q: What kind of person do you think Adam is? Why?(determined, hardworking, kind, positive, confident,.)【設(shè)計(jì)意圖】學(xué)生再次回顧文本，重新梳理信息，通過(guò)討論，分析論證、概 括判斷挖掘亞當(dāng)身上值得學(xué)習(xí)的品質(zhì)，學(xué)會(huì)做人做事。Activity 4: Comparing Adams school life with yours.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Students compare Adams school life with theirs.QI

30、: Do you have the same challenges?Q2: Do you have other challenges?Q3: Are there any similarities and differences between Adams school life and yours?SimilaritiesDifferencesAdam s school lifeMy school lifeQ4: As for your senior high school life, what in the passage inspire(s) you most?【設(shè)計(jì)意圖】此活動(dòng)為半開(kāi)放性

31、的活動(dòng)，呼應(yīng)第一課時(shí)導(dǎo)入的問(wèn)題，學(xué)生對(duì) 比自身的校園生活與亞當(dāng)?shù)男@生活，學(xué)生提到自身與亞當(dāng)類似的挑戰(zhàn)以及不同 于亞當(dāng)?shù)奶魬?zhàn)，比照了解中外不同的校園文化，培養(yǎng)跨文化意識(shí)。通過(guò)比照，學(xué) 生根據(jù)課本所學(xué)以及自身實(shí)際，簡(jiǎn)單總結(jié)出中外校園生活的異同，如都需要選課,都需要面臨學(xué)業(yè)壓力并努力學(xué)習(xí)等，不同的是美國(guó)學(xué)生有一個(gè)school adviser給 他們選課建議，他們必須選課外活動(dòng)等。最后一個(gè)問(wèn)題，談?wù)勯喿x文本后對(duì)于他 們的高中生活的啟發(fā)或鼓舞的點(diǎn)，引導(dǎo)學(xué)生向亞當(dāng)學(xué)習(xí)，如亞當(dāng)面對(duì)挑戰(zhàn)的處理 方式,態(tài)度和表達(dá)出來(lái)的品質(zhì)，以此激發(fā)學(xué)生樹(shù)立正確的價(jià)值觀，學(xué)會(huì)為人處世， 樂(lè)觀應(yīng)對(duì)高中乃至人生挑戰(zhàn)既是總結(jié)，又是將所學(xué)遷移至真實(shí)情境中，為下面的 活動(dòng)做好準(zhǔn)備。Activity 5: Talking about your own challenges.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。Think about the following questions and talk about your own challenges in pair