Unit 1 Teenage Life 第4课时 示范教案
Unit1TeenageLife教学案例ReadingforWritingWritealettero
Unit 1 Teenage Life 教学案例Reading for Writing: Write a letter of advice发布时间：2021-06-18T10:07:09.520Z 来源：《中小学教育》2021年8月1期作者：左琴张晶[导读]左琴张晶湖北省十堰市郧阳中学中图分类号：G652.2 文献标识码：A 文章编号：ISSN1001-2982 （2021）8-084-02一、语篇研读主题语境：人与社会What：阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。
青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个特殊的年龄段，青少年会面临各种各样的问题。
该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟问题，并讨论解决的方法，最终落实到一封建议信的书写。
Why：通过建议信的文本学习，为写的内容提供了三个供讨论和选择的情境，还设计了完整的写作过程，并提供了语言和结构上的写作支架。
How：正文分为两段，第一段说明写信人已经知晓来信人的问题，了解来信人的感受，即担心朋友上网成瘾；第二段说明了网瘾的害处，并提出解决问题的建议。
这封建议信的语言特征是使用了几种不同的建议表达法，例如：“I recommend that…”“I think that you should…”“Why not…”等。
教学目标1.通过阅读建议信，厘清建议信的主要内容和结构，把握建议信的语言特征。
2.能够利用写作任务提供的情境，运用提建议的语言写一封语言得体、结构清晰的建议信。
教学重难点青少年思维活跃，渴望独立，在“优质”于“成熟”之间徘徊，所以在这个特殊的年龄段，青少年会面临各种各样的问题。
同学们要理性思考网瘾，早恋，孤独与父母之间的代沟等问题，并讨论解决的方法，最终落实到一份建议信的书写上。
这个活动旨在让同学们能够体会到互相沟通，真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。
Unit 1 Teenage Life 第4课时(课件)高一英语(人教版2019必修第一册)
1. Over the year we have had several debates about future policy. 一年来，我们就未来的政策进行了几次讨论。 2. There has been very little public debate on the Navy's new program. 关于海军的新计划几乎没有公开辩论。 3.We debated whether to take the earlier train. 我们考虑到底要不要乘早一点的那次列车。 4. We must debate the problem with the rest of the members. 我们必须和其他成员讨论这个问题
单句语法填空
1. I much prefer jazz _t_o_____ rock music. 2. I prefer__to__w_e_a_r_/_w_e_a_r_i_n(gwear) clothes made of natural fibers. 3. I became a teacher because I _p_r_e_fe_r_r_e_d_(prefer) books and people to politics. 4. I would prefer him _t_o_b_e_____(be) with us next season. 5. Nowadays most kids prefer _w__a_tc_h_i_n_g_(watch) TV to reading.
Unit 1 Teenage Life
Good habits formed at youth make all the difference.
——Aristotle
Period 4 单元重点单词、句型及短语讲解
Unit1 Teenage life第4课时-高中英语人教版(2019)必修第一册单元整体教学设计
Activity 4
● Joyce has just written a draft. Help her improve it by using noun/ adjective/adverb phrases to add more information.
One possible version: I’ve always wanted to be a high school cheerleader. Yesterday，I tried out for do you prefer?
Activity 1- Let’s compare.
1. This is a rose. 1. This is a red rose.
Let’s compare.
A place
Let’s make it a better place.
Let’s compare.
4. The kids over there are putting something on a round paper plate.
5. The new coach told me that I didn’t play well enough.
●6. The class was confusing. The teacher spoke fast.
• 6. My first French class was very confusing. The teacher spoke so fast.
Activity 3 –answer the questions using the phrases in brackets.
1 How soon do you think you’ll finish your homework? （pretty soon） I’ll finish my homework pretty soon. AdvP 2 What do you think of your new teachers? （very nice and patient） My new teachers are very nice and patient. AdjP 3 How many clubs have you joined this year? （two clubs） I have joined two clubs this year. NP 4 How well does Rita play the violin? We need a new violinist in our music club. （quite well） Rita plays the violin quite well. AdvP 5 What did your adviser say about the advanced literature course? （too difficult but very interesting） My adviser said that the advanced literature course was too difficult but very interesting. AdjP
必修第一册Unit1TeenagelifePeriod4ReadingforWriting教案
教学设计
You’d better …
Why don’t you …?
How about …?
I’d like to suggest …
What do you think …?
My advice is/would be …
It might be a good idea to …
表达理解抚慰：
I’m sorry to hear/know/learn that …
I know how it feels to …
It happens to everyone.
I know you didn’t mean to …
Everyone will have one of those periods when things seem to be going wrong.
Step3 While-writing
〔1〕写作准备。
学生分成小组，每组从该板块提供的三个情境问题中选择一个阅读。
教师提供以下活动用表，让学生先独立完成，然后进行小组讨论。
〔2〕写初稿。
学生在讨论的根底上，根据活动3中步骤2提供的提纲独立完成初稿。
〔3〕同伴互评。
学生利用步骤3提供的评价清单，先在小组成员之间进行互评，提出修改意见。
〔4〕确定终稿。
基于同伴的评价，学生对自己的作文进行修改，确定终稿。
教师选择优秀的作文在班内张贴或让学生向全班朗读。
Step4 Post-writing
为了让写作活动更加真实、有趣，可以采用游戏的形式。
例如：“我是大参谋〞〔I am the adviser〕的游戏。
高中英语UNIT1TEENAGELIFESectionⅣ写作指导学案含解析新人教版必修第一册
UNIT 1 TEENAGE LIFESection Ⅳ写作指导写作方法指导写一封有关学校生活的建议信写作储备阅读教材P18建议信，提炼建议信的写作特点：Ⅰ.常用写作格式1．齐头式，即日期，正文，署名全在左边顶格写。
教材中就采用了这种格式。
2．空格式：日期，署名在右边，正文每段开头空两格。
Ⅱ.黄金写作模板Ⅲ.写作语言特点1．建议信要写得简明扼要、目的明确、具有合理性和说服力。
2．提出的理由要入情入理，语气一定要礼貌当先。
Ⅳ.写作常用词汇1．have trouble in...在……有些麻烦2．communicate with...与……交流3．feel lonely感到孤独4．ask for advice on...就……征求建议5．suggestion n．建议6．overcome v．克服7．get along well with和……相处很好8．make it做到9．make friends交朋友10．as far as I am concerned/in my opinion就我而言/在我看来Ⅴ.写作常用句型1．建议信开头常用句式：(1)I know you are now having trouble communicating with others, and you may often feel lonely.我知道你现在在与人交流方面有些麻烦，你也可能经常感到孤独。
(2)I’m glad to receive your letter asking for my advice on...我很高兴收到你就……征求建议的来信。
(3)Here are some tips/a few suggestions to help you.这里有帮助你的一些建议。
(4)I think you can make it if you follow the advice below.如果你听从以下建议，我认为你会做到的。
人教版(2023)必修第一册 unit1 Teenage Life 第4课时Reading for
人教版（2023）必修第一册unit1 Teenage Life 第4课时Reading for Writing教案（表格式）人教版高中英语必修一U1 teenage life 第四课时教学设计课题Reading for Writing——A letter of advice教学目标To be able to use phrases to give advice. To be able to grasp the writing style and the structure. To be able to write a letter of advice.教学重点Master the usage of key words and phrases. 2.Improve the students’ ability to improve a draft.教学难点Let students master how to identify the functions of phrases.教学准备During this period, the class will focus on discovering useful structures. Students are expected to get insight into improving a draft. The teachers would inspire students to phrases.教学过程1. Pre-learning Step 1 Leading-in Teacher introduces the topic by presenting a series of sentences of different patterns for the students.2.While Reading Step 2 Fast Reading Teacher raises the following questions, directing Ss to read the first paragraph of the passage and answer the questions. What do you think of Chen Lei Can you tell usthe reasons What is the passage mainly about (What is Worried Friend’s problem ) Step 3 Detailed Reading Teacher asks the students to read the passage carefully and complete the mind map on their hand-out with the key information taken from the passage. Teacher invites a volunteer to finish drawing his map on the blackboard. Teacher asks students to compare their map with that on the blackboard and then draw their own map in different colors if they have different opinions. Based on the mind map, Teacher makes comments and instructions on some points if necessary to help students get a better understanding of the passage. Step 4 Reading for writing Guide Ss first to read the three paragraphs with pictures, trying to find out their problems. Guide Ss to have a discussion in groups about how to share suggestions and reasons by using the following expressions "I recommend that you ...I think you should...Why not... " 3.Guide Ss to write the problems on the paper in groups. Choose a leader to show in the front for other students to listen and evaluate. 4. Guide the students to offer one suggestion or reason to the others and arrive at one conclusion so as to lead the students to have a good reflecting. With this kind of activity, the students will perhaps have a better understanding of themselves. 5. Guide Ss to read the table and fill in the blanks. 6. Guide the students to exchange drafts by using the checklist to give feedback.7.Guide the students to write in different levels to show their ability.Step 5 Homework Guide the students to finish the writing in different levels.板书设计How to write a letter of advice problems... Making solutions suggestions: I suggest that we should do…. Reasons Actually… I think you should …. As a result, … I recommend you do…. The first reason is that….课后作业Finish the writing in different levels.教学反思None.。
《Unit 1 Teenage Life Reading and Thinking》教案(附导学案)
Unit 1 Teenage LifeReading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems.【教学重难点】1. Develop students’ reading ability such as skimming, scanning andsummarizing.2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.【教学过程】1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and your schoollife?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2._____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though I couldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words)2. Learn the useful new words and expressions in this part by heart.Unit 1 Teenage LifeReading and Thinking导学案【学习目标】1. To acquire the basic usage of the new words and expressions concerning freshmen challenges and learn to use them flexibly.2. To have a good understanding of freshmen challenges in the new senior high school and talk about it.3. To develop different learning skills to solve different reading comprehensive problems【学习重难点】1. To learn to use different reading strategies such as skimming, scanning and summarizing.2. To talk about your freshmen challenges in senior high school.【学习过程】I. Before reading1. How do you feel about your senior high school? Have you come across some challenges that make you upset?_________________________________________________________2. Guess what the text will be mainly about before reading._________________________________________________________II. ReadingStep1 Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1._________________________________________________ Paragraph 2. ________________________________________________ Paragraph 3. ________________________________________________ Paragraph 4. ________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.Step 2 Intensive readingI. Scan the text and choose the best choice.1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for anew team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patientII. Fill in the chartStep 3 Further Reading and discussionRead the text the third time and work in pairs to do the following.1. What does “make the team” in paragraph 3 mean?_______________________________________________2. Do you face the same challenges as Adam? What other challenges are you facing?_______________________________________________3. What are some differences between Adam’s school life and your school life?_______________________________________________Step 4 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2. _______ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____ it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though I couldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.1. ______________________2. ______________________3. ______________________4. ______________________5. ______________________6. ______________________7. ______________________ 8. ______________________9. ______________________ 10. ______________________Step 5 Translation1.高中__________________2.一个很大的挑战_________________3.有点儿困惑的_________________4.报名参加_________________5.加入校队_________________6.加入志愿者俱乐部_________________7.分发食物_________________8.在社区_________________9.对…负责_________________10.我的高级课程_________________11.适应_________________12.在未来_________________13.为…做好准备_________________Step 6 Fill in the sentence and then analyze its structures.1. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate.[句式分析]本句主干是由连词________连接的并列句。
Unit1TeenagelifePeriod4Planacampforteenagers教案高中英语
Planning a Camp for Teenagers 教案一、T eaching Objectives:1. Students will be able to understand and use the vocabulary related to planning a camp for teenagers.2. Students will be able to express their opinions and ideas about planning a camp in English.3. Students will be able to practice their listening, speaking, reading, and writing skills in English.二、K ey Points and Difficulties:1. Key Points: Vocabulary related to planning a camp, expressing opinions and ideas, practicing listening, speaking, reading, and writing skills in English.2. Difficulties: Grammar usage, sentence structure, and pronunciation in spoken English.三、S tudent Analysis:The students are in their final year of high school and have a good level of English proficiency. They are interested in outdoor activities and would like to plan a camp for teenagers. However, they may struggle with grammar usage and pronunciation in spoken English.四、T extbook Analysis:The textbook used is "Camping and Outdoor Education" by John Smith. It provides detailed information on planning a camp for teenagers, including safety measures, equipment lists, and activity suggestions.五、T eaching Materials:1.PowerPoint presentation with images related to camping and outdoor activities2.Listening materials such as podcasts or videos about planning a camp for teenagers3.Writing paper and pens for students to write down their ideas about planning a camp4.Whiteboard and markers for the teacher to explain the lesson content六、T eaching Process:1.Warm-up (5 minutes)Start the class with a simple conversation about summer vacation plans or past camping experiences to engage students and create a comfortable learning environment.2.Presentation (10 minutes)Use the PowerPoint presentation to introduce the vocabulary related to planning a camp for teenagers, such as tents, sleeping bags, cooking equipment, etc. Ask students to listen carefully and take notes.3.Practice (15 minutes)Listen to the material for the first time and complete activity 1listen to the material again and complete activity 2After the listening exercise, ask questions to check their comprehension and encourage them to express their opinions about the camping activities presented in the materials. Write their ideas on the whiteboard or paper, and discuss them as a class.4.Production (15 minutes)Hand out the writing paper and pens, and give students a task to write a short essay about planninga camp for teenagers. Encourage them to use the vocabulary learned in class and express their own ideas and opinions on different aspects of the camp, such as activities, facilities, rules, etc. Monitor their progress and provide feedback as needed.5.Consolidation (5 minutes)Review the key points of the lesson and ask students to summarize what they have learned. Check their understanding of grammar usage and pronunciation in spoken English through some simple exercises or pair work with their classmates.6.Homework (5 minutes)Assign homework for students to read an article or watch a video about planning a camp for teenagers from the internet or textbooks, and write a short summary or reflection on it. Instruct them to use the vocabulary learned in class and express their own ideas and opinions on different aspects of the camp.。
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Unit 1 Teenage Life
Period 4 Listening and Talking
教材分析
该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。
听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。
两人分别介绍了营地的活动内容，表达了对营地生活的期待。
该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。
教学目标
1. 能正确理解使用下列词汇：adventure, youth, expert。
2. 能够口头叙述计划和将要发生的事情。
3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。
教学重难点
【教学重点】
帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。
【教学难点】
理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。
教学过程
Task Plan a camp for teenagers
Step 1 Pre-listening
1.Look at the two pictures in Activity 1. Answer the following questions:
(1)What kind of camp is Adventure Camp/International Youth Camp?
(2)What activities will it include?
(3)What can students learn in these activities?
2.Read the sentences in Activity 1. Then predict the main idea of the conversation.
Step 2 While-listening
1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.
2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.
设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。
Step 3 Post-listening
1. Summary: sentence structures to express what will happen in the future.
2. Talking about the future plans:
1. will
不受人的主观意愿影响的单纯将来，一般用will；在正式的通知（如新闻媒体公布的官方消息，气象预报等）中用will。
如：Tomorrow will be April Fools’ Day.
There will be a heavy rain to the south of Huai River.
2. be going to
be going to一般表示近期，马上要发生的事情；或事先经过考虑的打算、计划、意图；或有迹象将要发生的事情。
如：It is going to rain.
What are you going to do next Sunday?
3. be about to
be about to表示马上要发生的事情，一般不再接时间状语。
如：The medical team is about to start.
4. plan to
plan to一般表示很慎重、经过考虑做出的计划。
如：What are you planning to do for Christmas?
5. hope to
hope to一般表示主观愿望，想做某事，并不一定能实现。
如：I hope I can visit Italy in the near future.
6. intend to
intend to表示主观意愿，计划、打算去做某事。
如：How do you intend to deal with this problem?
3. Work on Activity 3. Students work in groups and plan a youth camp.
4. Students prepare an introduction of their youth camp referring to the example in Activity 3.
5. Student groups present their ideas for a youth camp to the class. Then teacher makes comments. Step 4 Assignment
Design a poster to introduce your group’s youth camp. Try to be creative and attractive.。