高中英语必修一人教版：Unit+1+语言点+教学设计
2019人教版高中英语必修一Unit1ReadingandThinking教学设计
Unit 1 Reading and Thinking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。
【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。
人教版高中英语必修一-第一单元--教学设计
2. (P)Ever since middle school, my sister Wang Wei andIhave dreamed about taking a great bike trip.
3. (P)Onceshe has made up her mind, nothing can change it.
8.(P2)It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.
同意与不同意
课本第6页
如何正确结交、对待朋友以及如何正确看待友谊
一建议信
3.The number of the people who were killed or injured reached more than 400,000.
1道谢
课本第30页
2讨论过去的经历
了解地震常识，学会在自然灾害中以积极的态度去自救和救人
写作技巧：★列提
纲,写文章
课本第31页
相关练习见课本第页
课本第7页
（相关练习见课本第5、42页）
相关练习见课本第4、41页
第二单元
世界英语
1英语及发展
2不同的英语
role international nativeelevator
flat apartmentrubber petrol gas
modernculture ad actuallyin fact
vocabulary usage identity
【教案】Unit+1Teenage+life+词汇复习教学设计-高中英语人教版(2019)必修第一册
教学内容必修一Unit1词汇复习课授课时间课型复习课教学内容分析The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.学生学习情况分析Memorizing words must be a big challenge for freshmen. They learned Unit 1 three months ago and most of them forget a lot of words due to lacking of a regular review. From this class, they will review all vocabulary and phrases of Unit 1 from game, words formation and practice.教学目标1. Guide students to review the key words and expressions concerning this unit.2. Enable students to have a good command of the usage of key words.3. Enhance students’ confidence of learning English and form a sound habit of viewing regularly.教学重点Review the usage of key words and expressions.教学难点How to use words and expressions correctly.教学过程教学设计学情预设设计意图课前预习Read aloud the vocabulary list as usual.Form a good habitof learningEnglish.创设情境提出问题Step 1 Leading-inDivide the whole class into three groups andplay a small game named words solitaire.Arouse Ss’ interestin learning Englishand create arelaxingatmosphere.教学过程教学设计学情预设设计意图师生探索构建新知Step 2 PresentationVocabulary FormationVerbs——NounsVerbs/Nouns——adjectivesAdjectives——Adverbials词性转化是学生学习词汇的难点，存在词性混乱，背了也不知怎么用等困难。
Unit 1 Using Language(教学设计)-高中英语人教版(2019)选择性必修一
选择性必修一Unit 1 Using Language 教学设计（一）Lesson content:Explore the meaning of greatnessText analysis:This lesson is a listening and speaking class, and the learning discourse is a dialogue about the tremendous achievements of outstanding figures. The text is set to: first connect the line, then listen to the recording to verify the answer; Listen to the recording for the second time and find out who the interviewer admires the most; Listen to the recording for the third time to obtain detailed information and answer three questions. Next, use group discussions to share the great figures you know and consciously use filler words in the conversation to discuss the reasons why they are 'great'. Finally, based on one's own understanding, summarize the meaning of 'greatness', aiming to cultivate students to be useful to society.Understand the meaning of 'greatness' and be a person who contributes to society.Combining English pragmatic goals with the thematic context of this unit, setting up listening and speaking activities to help students improve their English proficiency and deepen their exploration of the theme.Learning objectives:1. Able to understand the descriptions of great contributions made by great figures to society in recorded conversations and the speaker's admiration for them.2. Be able to use appropriate filler language to give students ample time to think about how to discuss great figures and their contributions.3. Able to use appropriate language to express one's understanding of 'greatness' based on actual situations.Key and Difficult points:1. Understand the tremendous contributions made by great figures in the dialogue.2. Use appropriate language to express the meaning of 'greatness'.Teaching preparation:1. Teaching recordings and pictures of celebrities.2. Review materials to learn more about great figures.Teaching process:Step I Learning and UnderstandingActivity 1: Perception and AttentionBefore you listen, look at the pictures below and guess:●Who are they?●What achievements do they have?【设计意图】在学习之前，呈现伟大人物的图片，并简单讨论他们的成就,激活学生的背景知识。
人教版高中英语必修1教案Unit1Friendship
Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
【高中英语必修一U1】1.1 Listening and speaking 教学设计(2)-人教版
【新教材】必修第一册Unit 1 Teenage life 教学设计（人教版）Period 1 L istening and Speaking本板块包括Teenage life 中的和俱乐部有关听说部分，导入活动设计意图是引导学生对于不同俱乐部的活动特点或者内容有初步了解。
听力部分设计了两个活动，一是判断对话主题；而是捕捉细节信息。
Speaking 部分是pair work的形式引导学生以交流的形式进行信息输出。
讨论内容与本版块中心话题“参加俱乐部”有关。
最后，学生需要完成发音练习，并且以此为基础掌握常见字母组合的发音规律，并且在老师的帮助下巩固语音知识。
1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:4.Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning PlanStep 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you to predict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old people watch dance programs grow plants writes stories clean up parks make Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 51.Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, e arth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The ear ly bird catches the w or m.2. Al w ay s prep are f or a r ai ny d ay.3. Actions sp ea k l ou der than w or ds.4. Al l w or k and no pl ay makes Jack a dull boy.5. Distance tests a h or se’s strength. Time rev ea ls a p er son's character.1、通过本节内容学习，学生能否了新旧知识结合，将俱乐部话题与表达兴趣爱好的句式和表示选择和决定类词汇相结合，自由的谈论相关话题。
高中英语必修一教学设计unit1
高中英语必修一教学设计unit1一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一中的Unit 1内容。
该单元主要围绕“友谊”这一主题展开，旨在帮助学生掌握与友谊相关的词汇、短语以及基本语法结构，同时通过听力、口语、阅读和写作练习，提高学生的英语综合运用能力。
此外，通过本单元的学习，教师将引导学生认识到友谊的重要性，学会珍惜和维护友谊。
2、教学对象本教学设计的对象是高中一年级的学生，他们已经具备了一定的英语基础，但在词汇、语法和语言表达能力方面仍有待提高。
此外，学生在学习过程中可能存在学习兴趣不高、自信心不足等问题，需要教师针对这些问题进行有针对性的教学设计，激发学生的学习兴趣，提高他们的自信心。
在这一阶段，学生正处于青春期，对于友谊这一主题具有较强的共鸣，有利于开展情感教育。
二、教学目标1、知识与技能（1）掌握与“友谊”相关的词汇、短语，如：friendship, bond, companion, loyalty, trust等，并能在实际语境中正确运用；（2）掌握一般现在时、一般过去时和一般将来时等基本时态，并能运用这些时态描述与友谊相关的真实事件；（3）学会使用常用的连接词，如：and, but, or, because, so等，使句子之间逻辑清晰，表达连贯；（4）提高英语听力水平，能听懂并理解关于友谊的对话、短文等；（5）提高英语口语表达能力，能就友谊主题进行讨论、发表观点和进行情景对话；（6）提高英语阅读理解能力，通过阅读相关文章，把握文章主旨和作者观点；（7）提高英语写作能力，能就友谊主题撰写短文，表达自己的观点和感受。
2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在实践中掌握英语知识与技能；（2）运用任务型教学法，设计各种与友谊相关的真实情境，引导学生运用所学知识解决问题；（3）采用启发式教学，激发学生的思维和创造力，培养他们独立思考和解决问题的能力；（4）利用多媒体教学资源，如音频、视频、图片等，丰富教学手段，提高学生的学习兴趣；（5）注重个性化教学，关注学生的个体差异，针对性地进行辅导，使每个学生都能在原有基础上得到提高。
2019统编人教版高中英语必修第一册unit 1《Teenage life》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 1全单元备课教案教学设计1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland 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 difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.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 discussways to deal with challenges.课前准备：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.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.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.…What would you tell a teenager from another country about school lifein 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 subjectsto learn.…Activity 2Read 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.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher 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.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
Unit 1 Using language(教学设计)高中英语人教版(2019) 选择性必修第一册
gentle,genius,passion, extraordinary, great,outstanding...
目的在于让学生认识一些描述人物的词汇。
(2)Find the descriptions that tell us what Einstein looked like and what kind of person he was?
目的在于培养学生的探索思维和举一反三的能力，同时发展学生的合作学习能力。
Step5:
Writing
The teacher will ask students to find out the useful expressions from the passage that will be used to describe someone.
The teacher will invite 3 students to write their answers on the blackboard.
3.The teacher will ask students to read the passage again to think about the questions:
1.Read the passage quickly to find out the main idea of each paragraph.
2.Read the text carefully to complete the timeline and they can discuss with their partners if necessary.
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）。
高中英语人教版(2019)必修 第一册Unit 1 单元语篇教学分析与整体设计 教案
Unit 1 Teenage Life单元语篇教学设计单元语篇教学分析与整体设计单元主题名称：青少年生活单元主题语境：人与自我之学校学习和生活单元主题内容：本单元主题围绕青少年生活展开，在“人与自我”单元主题语境下，探讨了中外青少年在学习、课外活动、兴趣爱好、人际交往等方面的状况及面临的问题。
单元主题育人功能：本单元旨在帮助学生真实、客观地了解和思考高中生活，能够以积极和阳光的心态规划未来的学习和生活，成就更好的自己。
单元板块与课程内容要素分析：单元教学核心素养目标与要求：单元教学重点：1. 在语篇语境中学习、理解单元主要单词、词块和句式结构的用法，并能正确使用单元主要单词、词块和句式结构进行口头和书面表达；2. 阅读自述体语篇，理解其语篇特征及语言特点，获取有效信息；3. 熟悉并掌握建议信的常用语篇结构，掌握提建议的常用表达方式，能够写一封针对解决青少年问题的建议信；4. 理解并正确运用名词短语、形容词短语和副词短语；5. 在阅读和视听中利用语篇标题、图片、关键词、主题句等预测语篇内容、获得语篇大意。
6. 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以及中外青少年学习生活的异同，开阔文化视野；7. 客观地比较、分析中外青少年学习生活的异同，理性地分析青少年学习生活中的问题，并提出解决方案。
单元教学难点：1. 正确使用单元主要单词、词块和句式结构进行口头和书面表达；2. 掌握建议信的语篇结构，写一封针对解决青少年问题的建议信；3. 理解并正确运用名词短语、形容词短语和副词短语；4. 理解中外青少年学习生活的异同，开阔文化视野，树立良好的心态；5. 理性地分析青少年学习生活中的问题，并提出解决方案。
单元语篇教学整体设想：单元语篇教学课时规划：。
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思
要求学生独立完成导学提纲上的学习任务，可以翻看词典。
学生独立完成
培养学生独立思考，独立解决问题的能力。
议
学习任务和要求：
1、分小组合作讨论，交流学习成果，并在导学提纲上做好记录。
2、讨论过程中若有疑问，记录下来供全班交流学习。
学生六人一组相互探讨
培养学生合作探究问题的能力。
(2)....it was the first time in a year and a half that I'd seen the night face to face...
学生分析
对重点单词和词组，要求学生做到熟知其意和用法，能达到灵活运用的目的，并在此基础上进行记忆巩固。
学习目标
1.通过完成语法填空.中英对译,语篇填空等任务,学生能辨认阅读词汇中文含义,能使用写作词汇翻译句子,能辨别重要短语搭配.
培养学生应用知识的能力，测试他们对课文内容的掌握程度。
教学反思
检查结果及修改意见：
合格[ ]不合格[ ]
备课组长（签字）：
检查日期：年月日
教材内容分析
重点单词：upset, ignore, calm, concern, power等；
重点词组：add up, go through, set down, on purpose, in order to, face to face …等；
重点句型：(1).I wonder ifit’sbecause I haven’t been able to be outdoors for so longthatI’ve grown so crazy about everything to do with nature.
英语学科课时教学设计
课题名称
必修1第一单元语言知识点授课时间2018.9
教师姓名
学生年级
高一
课时
第2课时
课程标准描述
高中学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五个方面的内容。知识是语言能力的有机组成部分，是发展语言技能的重要基础。
词汇：1．理解话语中词汇表达的不同功能、意图和态度等；
2．运用词汇给事物命名、进行指称、描述行为和特征、说明概念等；
3．学会使用2400-2500个单词和300—400个习惯用语或固定搭配；
4．了解英语单词的词义变化以及日常生活中新出现的词汇。
考试大纲描述
要求考生掌握并能运用英语语音、词汇、语法基础知识以及所学功能意念和话题，要求词汇量为3500左右。
展
学习任务和要求：
1、各小组派代表发言，组内补充。
2、其他小组帮助解决发言小组提出的共同疑难
根据需要展示的问题小组派代表进行展示
培养学生大胆表达自己法、解决问题的能力
评
老师根据学生自学和展示情况，灵活进行点播，评讲。
倾听、思考、记笔记
培养学生查漏补缺和提升知识的能力
检
通过堂测堂练，回顾新知。
独立完成
2.通过完成长难句的变式练习，学生能初步辨别句子成分,并对基本句式进行简单运用。
重点
掌握本课时的重点单词和短语
难点
学会分析课文中的长难句
教学过程
教师活动
学生活动
设计意图
导
通过齐声朗读本课时的新单词和词组，在PPT上呈现英文，让学生来回顾中文意思，或着给出中文意思，让学生填出相应的单词或短语。
学生在读的同时，快速记忆单词和词组，并在回顾过程中加强记忆。