Unit 1 School life Reading 教学设计-优质公开课-译林版必修1精品
【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)
Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。
子话题学校生活和认识自我、丰富自我，完善自我。
主人公是Adam, 一位刚上高中的学生。
介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。
文章共有4个段落。
每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。
第二段：介绍了Adam 选课过程中遇到的挑战。
第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。
第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。
Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。
文章向学生展示了一位国外高中生的学校生活。
这有助于开阔学生的视野，增长文化知识、提升人文素养。
学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。
How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。
明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。
在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。
学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。
牛津译林版八年级上册Unit 2《School life》(Reading 2)教学设计1
牛津译林版八年级上册Unit 2《School life》（Reading 2）教学设计1一. 教材分析《School life》是人教版牛津译林英语八年级上册Unit 2的一篇阅读文章，主要介绍了英国学校的日常生活。
文章通过讲述一个名叫Li Ming的交换生在英国学校的学习和生活经历，让学生们了解不同国家的学校生活和文化差异。
文章内容丰富，语言简单易懂，适合学生学习。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。
但他们在阅读理解方面还存在一定的困难，特别是对于长篇文章的理解和分析。
因此，在教学过程中，需要帮助学生理解文章内容，提高他们的阅读理解能力。
三. 教学目标1.知识目标：让学生掌握文章中的关键词汇和短语，如“schooluniform”，“PE class”，“host family”等。
2.能力目标：提高学生的阅读理解能力，能够理解并概括文章的主要内容。
3.情感目标：培养学生对不同文化的尊重和理解，提高他们的跨文化交际能力。
四. 教学重难点1.重点：让学生掌握文章中的关键词汇和短语，理解文章的主要内容。
2.难点：帮助学生理解文章中的文化差异，提高他们的跨文化交际能力。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习和掌握知识。
2.情境教学法：创设情境，让学生在真实的语境中学习和使用英语。
3.交际教学法：鼓励学生进行互动交流，提高他们的口语表达能力。
六. 教学准备1.准备文章的PPT，包括文章内容和相关图片。
2.准备文章的翻译，以便学生在课堂上参考。
3.准备与文化差异相关的教学材料，如图片、视频等。
七. 教学过程1.导入（5分钟）利用图片和视频展示英国学校的日常生活，激发学生的学习兴趣，引出本课主题。
2.呈现（10分钟）通过PPT展示文章的内容，让学生整体理解文章大意。
在呈现过程中，引导学生关注文章中的关键词汇和短语。
3.操练（15分钟）设计各种任务，让学生分组讨论和完成。
人教必修一Unit1_Reading_and_Thinking_名师教学设计
Unit 1 Reading and Thinking名师教学设计●课时内容Compare school life in different places主题语境：人与自我——生活与学习主题群下的学校生活。
语篇类型：一篇记叙文文本分析：[What]这篇记叙文以第一人称叙述了Adam作为高一新生所要面临的挑战：如何选课、如何选择课外活动、初高中生活的不同之处以及面临这些挑战时作者的心态。
[Why]该语篇从选课、选择课外活动、心态调试等方面，叙述了作者从初中升入高中后面临的种种不适与挑战，心态从迷茫、不高兴、焦虑到快乐、积极应对，旨在帮助学生认识到初高中学习和生活等方面的差异、面临的挑战和应该树立的目标，积极思考并寻找解决办法、调整心态，帮助学生形成正确、乐观的态度以应对初高中生活衔接的不适。
[How]该语篇以学生刚从初中升入高中会遇到的问题这种真实情境为依托，每一段有一个主题句，每段有主干句型复现“I had to…，I know…”使得文章脉络清晰，内容分布合理；通过使用“First，too，still”使得文章行文逻辑联系紧凑。
●课时目标1.能识别主题句，提取文章主要信息和相关细节。
2.能介绍Adam升入高中遇到的挑战，说明在遇到这挑战时Adam的心态变化和应对办法，形成正确、积极生活和学习态度。
3.推断出作者的性格特点，借鉴别人处理问题的方法对自己所面临的挑战。
●重点难点重点：学生通过阅读，获取关于作者作为高一新生面临挑战主要信息。
难点：学生通过阅读、讨论等活动，形成自己面临时的应对策略。
●教学准备教师准备:提前了解自己学生升入高一时遇到的困惑和挑战，让学生匿名将自己初高中衔接遇到的问题用英语写在信封里。
学生准备：提前了解阅读的各种技巧，阅读初高中生活差异及中外学校生活的相关文章，为理解做好背景知识贮备。
教学过程Step I 学习理解活动一：Brainstorm首先让学生小组讨论：What do you want to know about school life in other countries？What would you tell a teenager from another country about school life in China？【设计意图】通过Brainstorm活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
人教版高中英语必修三 unit1 reading 公开课课件 (共28张PPT)
3. Qu Yuan was a great poet who people
honor a lot in China. T 4. Mid-autumn Festival is held to celebrate the end of autumn. F 5. Easter celebrates the birth of Jesus. F
5. Name three things people do at spring festivals. Eating dumplings, fish and meat; giving children lucky money in red paper; dancing and singing.
6. What is one important reason to have festivals and celebrations? Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
P 2. Festivals of the Dead
Japan -----Obon
Mexico------Day of the Dead
America------Halloween P 3. Festivals to Honour People Dragon Boat Festival
Columbus Day
Intensive reading
True or False 1. The ancient people needn’t worry F 2. Halloween used to be a festival intended to honor the dead. T about their food.
牛津译林版英语八上Unit 2《School life》(reading1)教学设计
牛津译林版英语八上Unit 2《School life》（reading1）教学设计一. 教材分析《School life》是人教版牛津初中英语八年级上册Unit 2的一篇阅读文章，主要介绍了英国学校的日常生活。
文章通过描述英国学校的各种活动，让学生了解不同国家的学校生活，同时培养学生的英语阅读能力和跨文化交际意识。
文章难度适中，语言真实自然，贴近学生的生活实际。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够运用简单的英语进行日常交流。
但部分学生对英国的学校生活了解不多，可能存在一定的阅读障碍。
因此，在教学过程中，教师需要关注学生的个体差异，适当降低阅读难度，激发学生的学习兴趣。
三. 教学目标1.知识目标：–能够理解文章的主要内容，掌握关键词汇和短语。
–能够运用所学的单词和短语，描述自己或他人的学校生活。
2.能力目标：–培养学生的阅读理解能力，提高学生的英语阅读水平。
–提高学生的跨文化交际意识，增强学生的英语运用能力。
3.情感目标：–激发学生对学校生活的热爱，培养学生的团队协作精神。
四. 教学重难点•掌握文章的主要内容，理解英国的学校生活。
•运用关键词汇和短语，描述自己或他人的学校生活。
•理解文章中的一些细节信息，如英国学校的课程设置、课外活动等。
•正确运用情态动词和一般现在时进行描述。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实践中学习英语，提高学生的英语运用能力。
2.情境教学法：创设真实的学习情境，让学生在情境中感受和体验英语。
3.合作学习法：引导学生进行小组讨论和合作，培养学生的团队协作精神。
六. 教学准备1.教学材料：人教版牛津初中英语八年级上册教材、多媒体课件。
2.教学工具：投影仪、电脑、黑板、粉笔。
3.教学资源：与学校生活相关的图片、视频等。
七. 教学过程1.导入（5分钟）教师通过展示一些与学校生活相关的图片，如教室、操场、课堂等，引导学生谈论自己或他人的学校生活。
牛津版Module 1 Unit 1 School life in the UK教学设计
牛津版Module 1 Unit 1 School life in the UK教学设计This period is a passage about school life in the UK. It will help students learn more about school life in the UK and the differences of school life between the UK and China. Meanwhile they can learn some reading strategies such as skimming and scanning.2. Teaching aims:（1）Train students’ reading ability.（2） Learn more about school life in the UK and the differences of school life between the UK and China.3. Teaching important and difficult points:（1） Help students understand the passage better.（2） How to help students improve their reading ability and understand the passage better.4. Teaching methods:（1） Fast reading to get the general idea of the text.（2） Careful reading to understand the passage better.（3）Discussion to help students understand what they’ve learned better.5. Teaching procedures:StepⅠLead-inAsk students to talk about the following questions:1. Do you like the school life you saw on page 1?2. Do you want to have a pen friend or a net friend from an English-speaking country?3. Do you want to know something more about the school life of your future pen friend or net friend?[设计说明]通过对课本上第1页的图片和上述问题的讨论，让学生更加直观地了解和对比中英两国校园生活的差异，为下面的教学活动作铺垫。
牛津译林版八年级上册Unit 2《School life》(Reading 1)教学设计
牛津译林版八年级上册Unit 2《School life》（Reading 1）教学设计一. 教材分析《School life》（Reading 1）选自牛津译林版八年级上册，主要介绍了一名英国中学生George在Hillview School的学习生活。
文章通过描述George的日常生活、学习情况和与同学的互动，让学生了解英国学校的生活。
本篇文章题材贴近学生的生活，能够激发学生的学习兴趣，同时培养学生用英语描述日常生活的能力。
二. 学情分析八年级的学生已经具备一定的英语基础，能够听、说、读、写简单的英语句子。
但学生在阅读理解方面仍有待提高，特别是对于长篇文章的理解和分析能力。
此外，学生的词汇量和语法知识也需进一步拓展和巩固。
针对学生的具体情况，教师在教学过程中应注重培养学生的阅读理解能力，引导学生运用已学知识进行语言实践。
三. 教学目标1.知识目标：（1）能够掌握文章中的核心词汇和短语，如：homework、PE、music lesson、school uniform等。
（2）能够理解文章的主旨大意，了解英国学校的生活。
（3）能够运用所学知识描述自己的学校生活。
2.能力目标：（1）提高学生的阅读理解能力，能够快速捕捉文章中的关键信息。
（2）培养学生的口语表达能力，能够用英语描述日常生活。
（3）提高学生的写作能力，能够撰写关于学校生活的短文。
3.情感目标：培养学生对学校生活的热爱，增强学生的团队协作意识。
四. 教学重难点（1）掌握文章中的核心词汇和短语。
（2）理解文章的主旨大意，了解英国学校的生活。
（3）运用所学知识描述自己的学校生活。
（1）正确运用词汇和短语进行句子构建。
（2）提高阅读理解能力，分析文章中的细节信息。
五. 教学方法1.任务型教学法：通过设定各种任务，引导学生参与课堂活动，提高学生的学习兴趣和积极性。
2.情境教学法：创设真实的教学情境，让学生在实践中运用所学知识。
3.合作学习法：分组讨论，培养学生的团队协作能力和沟通能力。
牛津高中英语模块4第一单元reading公开课
A Teaching Plan Speech for the Reading part of Unit 1Good morning, teachers.My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.The first part is the analysis of the teaching material.This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.Teaching aims:XXXXTeaching important points:XXXXTeaching difficult points:XXXXThe second part is about my teaching theories,methods and aids.While dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the Ss the real masters in class while the teacher acts as director.2. Combine the language structures with the language functions.3. Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodFree discussion methodPair work or individual workTask-approach teaching methodTeaching aids:a projectora tape recordermultimediathe blackboardPart three is the teaching procedures of this part.1. Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.2. Reading comprehension:2.1 Ask students to go through the article as quickly as possible and to try to finish PartAInform them to only focus on and identify the information needed.2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.(Q1：What time do British schools usually begin? What time do they usually end?Q2: On average, how many students are there in a class in the UK?Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk?Q4: What do British students usually eat after their main meal?Q5: Which British city did Wei Hua go to?)2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.2.6 Have students focus on the Reading Strategy on P3.Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb2.8 Ask students do an activity: Interview Wei HuaThis activity help students improve their imagination.2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China.3. Homework:A. Write the article discussed before.B. Do the exercises in the Workbook.C. Retell the text.Part 4 is the blackboard design.Reading: School life in the UKDiagram:Language Points:A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb。
Unit 1 Lifestyles 教学设计-优质公开课-北师大必修1精品
Unit 1 Lifestyles教学案●教学目标本课时主要通过学生对学案所给内容的学习，了解下一课时的新词汇，初步了解课文以及相关的背景知识，对下一节课内容的全面理解起到一个铺垫作用。
●教学地位本单元是新高一的第一课。
上好这一课至关重要，会给学生留下非常深刻的印象。
学生们刚从初中毕业进入高中阶段学习，对英语学习的热情及兴趣相当高涨，课堂较为积极、活跃，课堂气氛相当好，平时上课能与老师形成较为默契的配合。
经过三年的初中学习，学生已具备一定的阅读能力。
同时，从这篇课文所涉及的内容来看，学生对其应该具有很大的兴趣和阅读意愿。
●新课导入建议通过让学生讨论高中生活方式与初中生活方式的差异，直接导入新课。
在设计这堂课时，要着重从激发学生的兴趣出发，介绍有关的背景知识，给学生布置具有挑战性的任务，让学生以话题(A Perfect Day)为素材进行讨论或口笔头描述，尤其是讨论有利于青少年健康成长的生活习惯，使他们从交际活动中感悟本堂课的实质。
Ⅰ.篇章结构阅读A Perfect Day？完成下列表格【答案】 1.Couch potato 2.switch/turn on 3.series4．walks 5.portable 6.Workaholic7.goes off8.take plains about10.bored Ⅱ.语篇理解阅读P8－9的Reading部分，从每题所给的3个选项中选择最佳答案1. Brian Blakey watches different programmes on TV except________.A．sportB．moviesC．advertisements2．Brian Blakey ________besides watching TV.A．does a lot of exerciseB．walks his dogC．makes meals3．What does Bob Black most likely do？A．A teacher.B．A secretary.C．A cleaner.4．Bob Black reads some documents when he gets home because________.A．he must prepare for the next day's workB．he can't finish his work in the officeC．he likes doing some reading before going to bed5．Which of the following can explain the reason for Bob's hard working？A．He can make more money.B．His wife and children drive him to do so.C．He doesn't enjoy staying with his family.【答案】 1.C 2.B 3.B 4.A 5.AⅢ.课文缩写用所给单词或短语的适当形式填空programme；soap operas；portable；remote control；in your hand；turn on；switch on；switch off；lifestyle；at your feetA Couch PotatoWhen I wake up，I 1.________ the television and watch the children's 2.________ and old movies until about half-past ten. Then，I get up，go downstairs and 3.________ the TV in the living room. During lunch，I watch the news. In the afternoon，I watch some good old films. In the evenings，I often watch 4.________.At nine thirty，if there is a good play on BBC 2，I switch over and watch it. I usually 5.________ the TV at about two o'clock.When I take Tina，the dog，for a walk every afternoon，I always take my 6.________ TV and I sit on the stone wall while the dog walks round in a circle.My wife makes it possible for me to live this 7.___ _____.We don't have much money，but we're happy. Sit down and watch TV. Here is the 8.________.You've got the world 9.________.And 10.________.Great！【答案】 1.turn on 2.programmes 3.switch on4．soap operas 5.switch off 6.portable7.lifestyle8.remote control9.at your feet10.in your handⅠ.词义搭配1．matter A：the act of changing one thing or position for another2．relaxing B：need immediate action3．switch C：some situation or event that is thought about4．fill D：apart in space5．urgent E：become less tense，less formal，or less anxious6．complain F：making an additional point；anyway7．besides G：express complaints，discontent，displeasure，or unhappiness8．remote H：make or become full【答案】 1.C 2.E 3.A 4.H 5.B 6.G7.F8.DⅡ.短语填空as long as；make one's way through；go off；take up；be filled with；so that；complain about；switch on1．My room ________ the sweet of roses.2．The neighbors always ________ the noise.3．The firecracker ________ and scared Jack's dog.4．He asked me to ________ the radio for him.5．________ you drive carefully，you will be very safe.6．I study hard，________ I may not fail in the examinations.【答案】 1.is filled with plain about 3.went off4．switch on 5.As long as 6.so thatⅢ.句型背诵1．Of course，I couldn't live this lifestyle without a good wife.当然，没有一个好妻子，我是不可能过上这种生活的。
译林模块一Un《Reading(1)：School life in the UK》省级名师优质课教案比赛获奖教案示范课教案公开课教案
高中英语译林版模块一Unit1 School life《Reading(1)：School life in the UK》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标Teaching aims:After learning some different cultures in different countries, the students will be able to know more a bout the countries and cultures and can have a clear idea of the differences between cultures.After the reading comprehension, the students will be able to develop their reading skills;After learning the information about Canada, the students will be able to know more about the culture, major cities, tourist attractions and other things in Canada, thus developing their interest in foreigncultures;After the discussion, the students will be able to develop their speaking skills,especially the abilityto organize sentences.2学情分析Rural students have little knowlege of the culture differences in China and Canada.3重点难点the students will be able to develop their speaking skills,especially the ability to organize sentences.4教学过程4.1第一学时教学活动1【导入】M9U1 Other countries, other culturesStep 1 Lead-inShow Ss some pictures of Canada and ask some questions.1. Which is the national flower of Canada?。
高中英语人教版必修第一册Unit 1 Teenage life Reading 教学设计 -
Reading and Thinking: The Freshman ChallengeInstructional designTopic Unit1Teenage LifeThe FreshmanChallengeTypeReadingandThinkingClassClass 6,Grade1Duration45minTeaching Material AnalysisThis lesson is the second period of unit 1, namely reading lesson. It tells the story of Adam, an American middle school student, who encountered challenges at the beginning of entering high school. This topic is closely related to high school students, and is very in line with the learning situation of senior1 students, which will also stimulate students' interest in learning and draw their attention. By reading the text, students can learn to share with their classmates the challenges they face as a senior one student, also their feelings and solutions to the challenges. Adam thinks high school life is a challenge. What are the specific challenges? Therefore, students will be able to utilize the reading skills to read the text and find out the key information and Adam’s emotional changes, so as to guide students to realize the challenges they face and the solutions, and then guide students to analyze the differences between Chinese and Western education systems and cultivate their cross-cultural awareness.Student AnalysisThis lesson is for Class 6, Grade 1. Although the topic is very familiar to them, they still have difficulties in expressing their real challenges in English. In addition, they may not have a good understanding of the American middle school education system. For example, the protagonist Adam has a school adviser to help him to offer suggestions for course selection, and Adam is a volunteer in a soup kitchen. These cultural phenomena, which are different from China, might make students confused.Teaching Objectives 1. Knowledge objectives: Enable students to learn English expressions related to Teenage Life, such as freshman, challenge, responsible, etc.2. Ability objectives: Enable students to analyze the structure of the text, master the reading skill: skimming, and summarize Adam's challenges, feelings and solutions by themselves. Enable students to understand the structure of the text.3. Cultural awareness: Enable students to get cultural knowledge, such as “Soup Kitchen”, “School Adviser”, etc. Be able to understand the differences between Chinese and Western education systems and cultivate students' cross-cultural awareness.Key point Students can learn to use reading strategies: skimming, and new vocabulary expressions in this lesson to understand the main idea of the article, summarize the challenges Adam faces, how he feels and what his solutions are; students must be able to understand the differences between Chinese and Western cultures. That is, to understand the specific meaning of soup kitchen, school adviser.Difficult point Students can use the new vocabulary of this unit to correctly communicate with their classmates the challenges they face in middle school life in English, and find solutions.Teaching Procedures Step1 Pre-reading(1)The teacher shows the photos of Bingtuan No. 2 High School on thePPT and asks the following two questions：Were you curious about senior high school life before you came here? Can you describe your feelings as a freshman in senior high school? (2) Students share their answers, and the teacher provides timely classroom feedback.(3) Then, the teacher shares her challenges as a freshman with students and talk about the challenges she faced and shares her feelings with classmates. After that, introduce Adam, the protagonist of this lesson: There is an American middle school student named Adam, but his first year life in high school is a challenge for him, so let's take a look, what happened?Step2 While-listeningFast Reading(1)Students read the article quickly, find out the main idea of eachparagraph of the text, and work together to complete the following blank spaces:Paragraph Main ideaParagraph1Paragraph2Paragraph3Paragraph4Before students starting, the teacher introduce the reading strategy “skimming” to students, namely “You can quickly find main ideas and the whole structure by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences.”（2）Students compare the text, find the position of each general sentence in the paragraph, and analyze the structure of the text. Teacher's question:Can you understand what structure the article is organized, guys?Detailed Reading(1)The first paragraph: Students read the first paragraph carefully andanswer the teacher’s questions:What does Adam think of his senior high school life?How did he feel about the first week?(2)The second paragraph: Students read the second paragraph of the textand answer the teacher’s questions:How does Adam choose the suitable courses?What courses did Adam choose?Which one do you think would be his favorite? Why?The teacher makes a simple cultural development for the “school adviser”in the second paragraph.（3）The third paragraph: Students read the third paragraph of the text, answer what “make the team” specifically refers to in this paragraph, analyze and summarize Adam’s challenges and his countermeasures, and the teacher makes a simple cultural expansion of the “soup kitchen”.（4）The fourth paragraph: Students read the fourth paragraph of the text and answer the teacher’s questions ：In this paragraph, what is the specific challenge Adam encountered? And how will he overcome this challenge?（5）Read again: Students read the text again, summarize the challenges Adam faces, and his feelings and solutions, and then complete the form; After the group discussion, two or three groups of students will be asked to share their own challenges, feelings and solutions.Step3 Post-reading（1）Students think about and discuss the following questions and let three or four students express their opinions in the class:Do you face the same challenges as Adam?What other challenges are you facing?How will you deal with them? TheFreshmanChallengeChallengeFeelings Solutions Entering seniorhigh school Confused ____ Choosing suitable courses Serious Ask for help Making thefootball teamUnhappy but won’t quit To improve himself Keeping upwith othersWorried but confidentStudy harder, be responsibleThe teacher gives students a template to answer, and gives a rough guide to the students' thinking direction:Like Adam, I also have to…Unlike Adam, I don’t have to…My solution to this challenge is to…（2）After listening to the students’ open answers, the teacher gives timely and effective classroom feedback; then the theme of the text teaching is sublimated: STRIVE. Strive to be your better self！（3）RetellingLet students retell the text and then talk about their own challenges and how do they feel and how will they solve these challenges?Step4 Homework1. Complete the activity5 on page15.2. Memorize the new words and word chunks collocations that have been learned in this lesson.Blackboard Design 板书一：Unit 1 Teenage LifeThe Freshman ChallengeChallengeHow to choose courses How to choose extra-curricular activities How to study 板书二：ChallengeRelationshipHomeworkCanteenPressurePEP Senior High School English Compulsory 1（2019）。
初中七年级英语教案Reading 1 School life-优秀
Describe your school life
教学难点
Usenewwords to describe school life
课前预习
1. Preview the new words.
2. Do Part B1and B2 before class.
课前准备
ppt
教学过程
教学环节
教师活动
学生活动
likes her school very much.
School starts at 8:15 every morning.
is Millie’s favourite subject.
seldom chats with her friends after class.
only goes to the Reading Club on Tuesday.
Answer the following questions.
1. Does Millie love her new school
2. What do they often do after class
3. Are her friends really great
4. Does Millie like playing volleyball
总课题
7A Unit4My 题
Reading1
课型
New
教学目标
1Ss learn something about Millie’s school life.
2Make Ss master some new words and phrases: in Class 1,Grade 7; one’s best friend; under the trees; in the playground; each other; play games; spend┄doing sth/on sth; play volleyball; a member of ; the Swimming club; have a good time; be all nice to sb; twice a week; All my friends are really great! My favourite lessons are Chinese and English. I spend about two hours a day doing my homework. I also like playing volleyball.
高一英语牛津译林版必修一同步课件：Unit 1 School life Reading(共39张PPT)
2. Most British classes have fewer than thirty students.
T
3. Wei Hua had more homework in her T school in China. 4. It was very expensive for Wei Hua to free
Higher requirement of students academic ability, relatively higher burden. Being at ease with teachers. Offering more chances of connecting society, concentrating on the form of life abilities. Sincere friends and classmates whenever you can turn to.
Topics mentioned in the text:
√ √ students □teachers □ □ friends □ √ √ subjects √ √ grades □ homework □ □ festivals □ timetable □ activities □ host family √ □ food □ hobbies √ □ school rules □school hours √ √ □school assembly √ □Art class √
返回目录
Read the Reading strategy on page 3 and answer two questions below: 1. Why do we skim a text? How do we do it? 2. Why do we scan a text? How do we do it?
Unit 2 School life 教学设计1-公开课-优质课(译林版八上精品)
Module 1 Teenage lifeUnit 2 School life教学设计1一、教学目标1. Talk about the school life and review the words about school life.2. Learn different words which mean the same thing between British English and American English.3. Learn the differences between British English and American English.二、教学重难点1. Grasp the spelling of British words and American words such as lift and elevator, post and mail, film and movie, football and soccer, and so on.2. Know the differences between British English and American English.3. Grasp the words: British, lift, post, eraser, fall, elevator, math, movie, soccer4. Grasp the phrases: be smarter than, be like doing5. Grasp the sentences: Why don’t sb do sth? Why not do sth? What’s school like?三、教师准备pictures, recorder, computer, and the flags of Britain and England四、教学步骤StepⅠLead-inT: Do you like our school?What do you like?How many subjects do you learn?Can you tell me some names of them?S: Chinese, Math, English, PE, Geography, etc. (Encourage the Ss to say more about it.)T: Good. Is there another word for Math?S: Yes. Maths.T: Great. Maths is Math. Maths is British English. While Math is American English (write on Bb)StepⅡPre-taskShow the flags of the UK and the USA. Tell them that people speak English in both Britain and the USA, but sometimes they use different words which mean the same thing.T: I know many boys like playing football.Do you know what it says in American English?S: Soccer. (Write on Bb)Do you know the same use of other words?Please give me some examples.Write other right answers of the students on the Bb.Teach the students the new words:BE=British English AE=American EnglishBE autumn lift football maths rubber post ground floor secondary schoolAE fall elevator soccer matheraser mail first floor high schoolStepⅢWhile-taskTask1 Practice the new words more. Pay attention to the pronunciations and spelling.Task2 Finish Part A on Page 23. Teacher can give more words, such as sweets and candies, holiday and vocation, biscuit and cookie and so on.Task3 Write down both the British and American words, then finish Part B.StepⅣDifferent spellings(1) Say: There are also some differences in spelling between British English and American English. Make a table and write down some words. E.g. favourite and favorite, centre and center.(2) Ask Ss to find more different words means the same thing and different spellings after class. StepⅤComic stripsDo you remember Hobo and Eddie? They are talking about school life.Listen to the tape and answer : What does Eddie think of the school life?Listen again and read after it.Point out: Why don’t you do sth?=Why not do sth?be smarter than, be like doing sth, there be, few/a fewLook at the picture and practice the dialogueAct the dialogue in groups and pairs.StepⅥFree talk about Ss’ ideal schoolWhat do you like more about school, the assembly, the classes, lunchtime or the after-school activities? Do you like outdoor activities? Do you like fewer lessons? Do you like the lessons on the Internet? Talk about the above questions in groups and then make a report.StepⅦPost-taskFill in the blankets with American English:It’s my first day in high school. I felt a little tired, but I had a g ood time. Our classroom is on the__________ (ground/first) floor. So we don’t need an__________ (lift/elevator). I like to go outside playing___________(soccer/football) after class. It’s my____________ (favourite/favorite) sport. Today we had 6 classes. I still found__________ (maths/math) was too difficult for me. But the new classmate next to me helped me work out a difficult problem.StepⅧ. Homework(1) Try to remember the new words and drills.(2) Finish the exercises.(3) Preview the next lesson.。
新教材高中英语必修一Unit1Teenage life Reading and Thinking公开课优质课件
Consolidation
In order to be well (9)_p_re_p_a_r_e_d (prepare) for university or whatever else (10)_c_o_m_e_s__ (come) in the future, I make up my mind to study harder and get used to new situation.
and improve on his own.
active
Difficult to get used Worried
but He will study harder and
Hale Waihona Puke 4to all the homework hardworking and be more responsible.
responsible
Warming up
Before reading 1. How do you feel about your senior high school? Have you come across some challenges that make you upset?
【Suggested answers】I find my new senior school life a bit challenging. And I haven’t got used to it yet. What is worse, I have come across some challenges in my life and study. I can’t make new friends and I find some subjects especially Math a big headache for me.
《Unit 1 Teenage life》公开课优秀教案教学设计(高中必修第一册)
【新教材】必修第一册Unit 1 Teenage Life 教学设计Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。
Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。
本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
必修一第一单元阅读课课件公开课教案教学设计课件案例试卷
What type of text is it? A.Narration B.Exposition C.Argumentation
Read the text quickly to find out the main idea of each paragraph
Para. 1 Para. 2 Para. 3 Para. 4
Chinese is very difficult , but I hope to be fluent when I graduate.
I am a bit worried about my study and homework.Still, I’m happy. I’ll find a way to improve on my own so that I can make the team next year. I’ll be well prepared for university or whatever comes in the future. I was not good at football, but I won’t quit. Every wednesday, we work at a soup kitchen and hand out food to homeless people in the community. I’ll have to study harder.
1.能够运用略读策略快速获取文本的主要信息。
Culture Awareness
1.了解中外青少年在学习生活、课外活 动和成长中可能面临的身心问题。
2.学习和了解中外青少年学习生活的异同， 开阔文化视野。
Thinking 文Co化m品pe格tence
1.在阅读文本的基础上，结合已有认知和生 活经验，能够客观地比较分析中外青少年 学习生活的异同；
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Step 5. Practice:
Pair work
Now you are a reporter from the school magazine，and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK？
1.Howlong did Wei Hua stay in Britain？(For one year )
2.What was the name of Wei Hua’s Class teacher？(Mr. Heywood)
3.What did Wei Hua make in her Woodwork class？(A small table)
Check the homework exercise.
Step 2. Presentation
Leading-in
Yesterday discussed the differences between high schools in our country and the UK.
Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.
Before we read the article，we are going to learn the reading strategy: Skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
B. what the headmaster told them sounded like what she used to hear in her school in China.
C. she was such a good cook that she liked cooking British food. D. She didn’t like History or Art，so she chose Woodwork.
C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students
D. she improved her English
2. Read the text carefully and try to grasp the main idea of each paragraph
focus on the title，heading，captions，the first and last sentences of paragraphs，charts and Байду номын сангаасictures …
scanning: to locate specific information about an article.
Unit 1 School life Reading教学设计
科目
English
年级
One
备课时间
年月日
课题
Period 5-6 Reading
教学目标
1. To read a magazine article about school life in the UK.
2. To learn to apply two basic reading skills: skimming and scanning.
实施教学过程设计
Period 4-6 Reading School life in the UK
------------------------------------------------------------------------------------------------
Step 1. Revision
3. To learn some expressions about school life.
教材分析
To learn to apply two basic reading skills: skimming and scanning.
To learn some expressions about school life.
Look for key words and phrases，dates and words in bold，italics or capital letters…
【阅读技巧】
Skimming & Scanning
Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。Skan，本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意，而Scanning是为了寻找某些具体信息。Skimming & Scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习Skimming & Scanning可以帮助克服逐字逐句的阅读习惯(如finger-point reading，lip reading)，提高阅读速度。
C. I could e-mail my family and friends in my free time.
D. I could be free to e-mail my family and friends back home. (4). The writer’s purpose of writing the passage is to______.
Step3: Detailed reading for important information
1 Listen to the text and choose the best answer
(1) Which of the following statements is TRUE according to the passage？A. She used to get up at 8 am in China.
Step3: Fast reading for general ideas
Go through the passage as quickly as possible and try to find answers to the three questions in Part A. You need only focus on and identify the most important information.
(3). Which of the following has the closest meaning to “I could e-mail my family and friends back home for free”？
A. I could e-mail my family and friends back home without paying money. B. I could e-mail my family and friends back home freely.
A. tell us that she doesn’t like school life in Britain
B. excite more students to study abroad
C. improve her English D. introduce her exciting and happy life in Britain
(2). What is the main idea of the passage？
A. Her English improved a lot as she used English every day.
B .School life in the UK is busy and bitter.
C. She had a wonderful experience in a British school.
(Step 3. Reading
1. Skimming question:
How does Wei Hua feel about her life in the UK？
2. Scanning:
1) What topics are mentioned in the Wei Hua’s letter？
(which the following aspects of school life. are mentioned in the article？