Unit2LetstalkteensWeletotheunitReading教案-高一上學(xué)期英語譯林版2020

U2Let’stalkteensWeletotheUnit&Reading教案教材分析：本課時包含單元導(dǎo)入和閱讀兩個板塊。單元導(dǎo)入呈現(xiàn)的是一篇短詩，通過創(chuàng)設(shè)問題情境，使學(xué)生聯(lián)系自身實際，感受平凡又溫暖的母愛。閱讀是一篇雜志文章，主題是關(guān)于青少年與父母的親子關(guān)系。首先通過流程表梳理文章的框架脈絡(luò)，理解文章的主要內(nèi)容，通過回答問題獲取文章的細節(jié)信息，發(fā)散學(xué)生的思維；其次在語境中鞏固語言知識的運用，拓展抽象名詞的構(gòu)成方法；最后帶領(lǐng)學(xué)生了解作者的寫作意圖，掌握引入文章主題的寫作方法。教學(xué)策略與設(shè)計說明：采用任務(wù)型教學(xué)法(Taskbasedlanguageteaching)，布置活動任務(wù)，設(shè)置活動目的，引導(dǎo)學(xué)生完成相關(guān)任務(wù)，達成各教學(xué)步驟設(shè)計目的。教學(xué)目標：在本課學(xué)習(xí)結(jié)束時，學(xué)生能夠：語言能力上，在語境中識別和運用本單元重點單詞和短語，如“anxious,stress,concern,resultin,gothrough”等；梳理文章中的長難句，如賓語從句；熟悉形容詞、動詞和普通名詞構(gòu)成抽象名詞的后綴法。思維品質(zhì)上，梳理文章的組織框架，抓住文章主旨大意；發(fā)散思維，從不同方面了解親子關(guān)系緊張的原因，舉例論證自己的觀點。文化品格上，正確看待青春期身體和心理的變化，了解造成親子關(guān)系緊張的原因和解決方法，積極面對親子間的問題與矛盾，健康快樂地成長。學(xué)習(xí)能力上，形成讀前預(yù)測意識，根據(jù)標題和圖片推斷文章主要內(nèi)容；獲取文章細節(jié)信息，正確理解作者的態(tài)度和語篇中的指代意義。教學(xué)重點：1.學(xué)生能夠掌握和運用本單元重點單詞、短語，理解長難句的結(jié)構(gòu)和意義。2.學(xué)生通過閱讀策略梳理文章框架結(jié)構(gòu)，理解作者態(tài)度和獲取細節(jié)信息。教學(xué)難點：學(xué)生梳理文章的組織框架，分析作者的態(tài)度。學(xué)生從不同方面思考親子關(guān)系緊張的原因。教學(xué)資源：教材、多媒體課件、黑板與粉筆。教學(xué)過程：步驟教學(xué)活動設(shè)計意圖時間與模式Step1WeletotheUnit:1.Ssappreciatethefollowingsentenceandthinkaboutthemeaningofthesentence.“Idon'tknowwhat“home”is,butunhappinessandworriesmeltawayoncethere.——BingXin”Suggestedanswer:“家”是什么，我不知道，但煩悶和憂愁都在此中融化消滅?！?.TintroducestheauthorBingxinandhercollectionofpoem“AMazeofStarsandSpringWater”.Ssreadthepoemandanswerthefollowingquestions:Howwouldyoudescribethemother'sfeelingsinthepoem?WhatChinesepoemsaboutparents'lovefortheirchildrencanyouthinkof?Howdoyouthinkyourparentsfeelaboutyou?Howcanyoutell?Suggestedanswers:(1)MotherBirdhasmixedfeelingsaboutherbaby.Ontheonehand,sheisveryprotectiveofherbaby.Ontheotherhand,sheunderstandsthatwhenherbabyhasgrownupshewillhavetogiveitmorefreedom.However,shewillalwaysbethereforherbaby.(TasksSstounderlinethecontextualcluesinthepoem.)(2)SongofthePartingSon(byMengJiao)(3)Myparentsgivemeunconditionallove.TheylovemeforwhoIam.Theyalwayshaveconfidenceinme.Theyneverlosetheirtemperwithme,evenwhenIdonotperformwellatschool.TheyonlytellmethatIhaveletthemdown,andoffermesomeadvice.欣賞名言名句，介紹作者和詩集背景信息，創(chuàng)設(shè)問題情境，激活學(xué)生已有知識，引出單元主題。2’CWStep2Leadin:Sswatchavideoaboutparentchildconflictsandthinkaboutthequestion“Haveyouevereintoconflictwithyourfamilies?Why?”Suggestedanswers:Yes.Unsatisfiedgrades,badhabits,impoliteness,...No.Goodrelations,supportiveparents,...觀看視頻，激發(fā)學(xué)生學(xué)習(xí)興趣，激活學(xué)生關(guān)于親子關(guān)系的已有經(jīng)驗。1’CWStep3Questions:Ssthinkaboutthefollowingquestions:1.Whatphysicalandmentalchangesdoyouexperienceasyoubeeateenager?2.Whatdoyouthink“strangersunderthesameroof”means?Suggestedanswers:1.Physicalchanges:changingvoice,spots,...Mentalchanges:adesireforindependence,sensitiveabouteverything,...2.Itmeansthatparentsandteenagersfeelasiftheydonotknoweachotherverywellanymoreeventhoughtheyhavelivedtogetherinthesamehouseformanyyears.創(chuàng)設(shè)問題情境，為下一步閱讀在主題和認知上作好鋪墊。2’CW/IWStep4Prediction:Sspredictwhatkindofparentchildrelationshipthetextisaboutaccordingtothetitleandthepicture.Suggestedanswers:Tense,contradictory,problematic,difficult...(TasksSstodescribethepictures.“Undertheredroof,oneisspeaking,andtheotherdoesn’twanttolistentohim/her;thegirlinthepicturefeelssadandupset.”)Title:StrangersUndertheSameRoof?(“strangers”impliesthatparentchildrelationshipistense.)TasksSstothinkaboutwhythereadershouldmakeapredictionbeforereadingthepassage.Suggestedanswers:(1)Predictingallowsreaderstothinkaheadbeforereading.(2)Predictinggetsreaderstothinkaboutthemainideaormajoreventsthatmayoccurthroughoutthetextandmonitortheirprehension.(3)Predictingalsomakesreadersbeemoreengagedandfun.利用標題和圖片推斷主旨內(nèi)容，幫助學(xué)生形成讀前預(yù)測意識，并提高學(xué)生的元認知意識，理解讀前預(yù)測的功能。2’CWStep5Readandtick:Ssreadthetextquicklyandticktherightanswers.Question:Whataspectsoftheparentchildrelationshipdoesthetextmainlytalkabout?Suggestedanswers:Theproblem;influencingfactors;solution閱讀并識別文章的主旨內(nèi)容，引領(lǐng)學(xué)生通讀全文，形成整體認知。2’IW/CWStep6Organization:Tteachestheconceptoftheexpositoryessay.Nonfictional,informativepositionthatisusedforeducationalpurpose.Informativeandfactual.Usetransitionsthathelptheflowofthetext.Includeathesisstatementtellingreaderswhatthetextisabout.Itisdetailed,thoroughandfactbased.TleadsSstofigureoutthestructureofthetextbyusingmindmap.(1)Introduction(theme):Itismonforteenagerstohavedifficultrelationshipswiththeirparents.(2)Body:(Paragraphone:cause1;Paragraphtwo:cause2;Paragraph3:solution)(3)Conclusion介紹說明文的概念，為學(xué)生梳理文章框架奠定基礎(chǔ)。3’CWStep7pletethechart:1.TleadsSstomatcheachblankwithrelatedparagraphandteachesSshowtofindoutthecausesbyprovidingpossiblepatterns“because,resultin...”.Texplainsthat“thesolution”means“whattodotoimprovethesituation”.2.Ssreadthetextandpletethestructureofthetext.Suggestedanswers:Cause1:Physicalchanges(Contextualclue:Teenagers'physicalchangesmayresultinsuchfamilytensions.)Cause2:Developingmentalneeds(Contextualclue:Itcanbeabigheadachetobalanceyourdevelopingmentalneedstoo.)Solution:Regularandhonestmunication(Contextualclue:Thekeytokeepingthepeaceis....)Conclusion:Everythingwillturnoutallrightintheend.通過流程表梳理文章框架內(nèi)容；利用句型或結(jié)構(gòu)找親子關(guān)系緊張的原因和措施。5’IW/CWStep8Questions:1.Ssreadthetextcarefullyandanswerthefollowingquestions:(1)Whatphysicalchangesmightteenagersworryabout?(2)Inline15,whatdoes“middleground”mean?(3)Whatdoes“that”in“thatmakesyoufeelunhappy”inline18referto?(4)Howcanteenagershaveahealthydiscussionwiththeirparents?2.TleadsSstonotethekeywordsofthequestionsandthenfindouttheanswersaccordingtokeywords.Suggestedanswers:(1)Changingvoice,weightproblemsorspots.(2)Nolongerachildbutnotquiteanadult.Contextualclue:Youenter15astrangemiddleground—nolonger...(Dash(—)meansfurtherexplanation.)Teenagersfeelreadytobemoreresponsibleandmakedecisionsontheirown,buttheirparentsdonotalwaysagree.Contextualclue:Unfortunately,yourparentsdonotalwaysagreeandthatmakesyoufeelunhappy.(4)Explaintheiractionsandfeelingscalmly,listencarefully,andaddressparents'concerns.回答問題，獲取細節(jié)信息，理解文章中的指代意義。4’GWStep9Discussion:1.Ssworkinpairsanddiscussthefollowingquestions:(1)Whatistheauthor'sattitudetoparentchildtensions?Useinformationinthemagazinearticletosupportyouridea.(2)Themagazinearticlesuggeststhatteenagerswantbothindependenceandtheirparents'loveandsupport.Doyoufeelthesamewayornot?Giveanexample.(3)Whatstressesdotheparentsofateenagerhavetodealwith?Howdotheyinfluencetheparentchildrelationship?2.TteachesSshowtorecognizetheauthor’sattitude(wordchoice:Whatkindsofwordsdoestheauthoruse?Aretheyspecificorgeneral?Aretheyemotionalorneutral?,sentencestructure:Istheauthor'ssentencestructuresimpleorplex?Doestheauthorwritelongsentencesorshortones?,andfigurativelanguage:Doestheauthorusefigurativelanguage,whichparesdissimilarthingstomakealiterarypoint?Atlast,whatkindsofdetails,reasons,andevidencedoestheauthorincludetofillouthisorherdescriptionsorsupporthisorherarguments?Aretheseelementsrationaloremotional?)Suggestedanswers:Theauthorbelievesparentchildtensionsarenaturalandunavoidable.Contextualclue:pletelynormal,thegoodnews,allright...(2)Yes.Forexample,Iwantmypersonalspacewithouttheinterruptionofanyone,butsometimesIneedmyparents'caringandunderstanding.No.Forexample,IwanttodowhateverIwantandmakemyowndecisions,ratherthandoingwhatmyparentsaskmetodo.(Tconcludethefeatureofthetwosituations.①Independence:Youfeelfreetodoanythingwithoutaskingyourparentsbutsometimeslacktheguidanceandcareinyourlife.②Parents’loveandsupport:Youdon'tneedtoworryaboutyourdailylife,butsometimeseintoconflictwithyourparentsduetothedisagreementandmisunderstandings.)(3)Financialstress:housingmortgage,livingexpenses,…Parentingstress:takingcareofchildren,..Workingstress:lowsalary,workoverload,...Physicalandmentalstressesmakeparentstiredandirritable,whichignoreschildren'sthoughtsandmoods.(TusesmindmappingandpicturestoleadSstothinkabouttheanswers.)通過文章中的詞匯，句子結(jié)構(gòu)，細節(jié)信息識別作者的態(tài)度；發(fā)散學(xué)生思維，從不同視角認識親子關(guān)系；學(xué)會舉例論證自己的觀點。5’CW/IWStep10DiscussionTasksSstopickthekeywordsfromthediscussionquestionsabove.Then,TleadsSstoconsiderwhatmaybecausedtoteenagersandshowskeywords:adolescentdepression.Then,Tplaysamicrovideotodescribewhatadolescentdepressionis.Next,TcanexplainthesymptomsofadolescentdepressionbyplaythesecondmicrovideoandguideSstothinkabouttheirownlifeandstress.Finally,Tplaysthethirdvideototellsomeadvicefordealingwiththequestions.引導(dǎo)學(xué)生思考這些壓力和行為會如何影響青少年的情緒。通過跨心理學(xué)知識，講述青少年容易形成的抑郁，過程中，老師播放微課視頻，提高學(xué)生學(xué)習(xí)興趣，深度挖掘和拓展本課時中心思想，完成跨學(xué)科教學(xué)。8’CWStep11Languagepoints:Tteachesthekeywords,phrases,andstructuresbyusingthecontexts.Teenagers’physicalchangesmayresultinsuchfamilytensions.Resultin“導(dǎo)致，造成”Resultfrom“由...導(dǎo)致”tension“心情緊張的狀態(tài)，關(guān)系緊張的狀態(tài)”，可用作可數(shù)名詞或不可數(shù)名詞，作可數(shù)名詞時常用作復(fù)數(shù)。E.g.Theeventresultedininternationaltensions.2.Ontheotherhand,whenyou...sometimestheyforgetthatgrowingupisaroughride.Aroughride“艱難時期，艱難行程”3.Afteryouhavethoughtitthrough,explainyouractionsandfeelingscalmly,listencarefully,andaddresstheirconcerns.Thinksththrough全面對考慮Address設(shè)法解決，處理，應(yīng)對e.g.Yourarticledoesnotaddresstherealproblem.Concern擔心，擔憂e.g.Inthemeeting,manypeopleraisedconcernsaboutthewaterquality.4.Justrememberthatitispletely...,andthatyou...toimproveyourrelationship.本句為祈使句，動詞remember后接兩個that引導(dǎo)的賓語從句，此時引導(dǎo)第一個賓語從句的that可以省略，而引導(dǎo)第二個賓語從句的that不可以省略。該句中，第一個賓語從句中有一個that引導(dǎo)的定語從句，修飾先行詞thestress。在語境中理解和運用單詞，詞組，句型等語言知識，提高學(xué)生的語用能力。5’CWStep12pletetheemail:Tleadsstudentstopredictthepartofthespeech(Verb?Adjective?Noun?)ofeachblankaccordingtothecontext.Sspletetheemailusingthecorrectformsofthewordsandthephrases.根據(jù)上下文預(yù)測目標詞詞性，降低任務(wù)難度；通過語境再次鞏固詞匯的形式和意義。5’IW/CWStep13Fillinthetable:Ssthinkofmoreabstractnounsformedwiththefollowingsuffixes:ce,ty/ity,hood,ship,ment,tion/sion,th.BeforeSsdothetask,Texplainsabstractnounsandtherulesofformingabstractnouns.“Abstractnounsrefertoideasorqualities.Theycannotbephysicallytouched,forexample,ability,silenceandtension.Wecanformabstractnounsusingcertainsuffixes.Sometimesthefinalletter(s)ofawordshouldbeleftoutorchangedwhenweaddasuffix,e.g.silentsilence,decidedecision.”FromAdjectivetoAbstractNoun:ce:confidence,difference,brilliancety/ity:honesty,beauty,clarityFrommonNountoAbstractNoun:hood:adulthood,childhood,neighborhoodship:relationship,friendship,membershipFromVerbtoAbstractNoun:tion/sion:munication,confusion,educationth:growth,death,breathment:argument,movement,employment理解抽象名詞的含義，熟悉形容詞、動詞和普通