新人教版高中英语必修一 Unit1TeenageLifeReadingforWriting教学教案Word文档下载推荐.docx

1、学习领域 Unit 1 Teenage Life授课教师教学学案单元学习主题Reading for WritingA letter of advice自查和互查评价表Teaching procedureStep 1: Pre-learning （7 ）（固化探索类活动）Teachers activities 1（lead in）T introduces the topic by presenting a series of sentences of different patterns for the students.Students activities 1Ss read them on

2、the screen and make guesses of the expressions about the pictures.IntentionsThese activities aim at introducing the topic of the class, arousing Ss interest in class and helping Ss get to know some basic information from the expressions of different sentence patterns.活动意图说明：根据高一学生的真实情况设置真实情景，从而导入本课话

3、题，激活学生相关话题知识。该环节问题贴近学生能力，学生可根据图片实际情况选择问题来回答，这样更具体化和个性化，因此学生在该环节应该是头脑风暴，拓展词汇上没有很大问题。Step 2 While Reading -Fast Reading （3 ）Teachers activities 2T 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 tel

4、l us the reasons?What is the passage mainly about?（What is Worried Friends problem?）Students activities 2Ss read the whole passage and answer the questions put forward by T.This activity aims to help Ss have a clear understanding of the problems of the Worried Friend.活动意图说明: 通过快速阅读文章，选择恰当的内容来帮助学生把握文

5、章主旨，找出“忧心忡忡的朋友”的问题。该环节设计的主要意图是帮助学生理清文章主旨和脉络结构，加强对语篇的整体理解。Step 3: While Reading -Detailed Reading （15）Teachers activities 31.T 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.2.T invites a volunteer to finish

6、drawing his map on the blackboard.3.T 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, T makes comments and instructions on some points if necessary to help students get a better unde

7、rstanding of the passage.Students activities 31.Students read the passage and complete the mind map on their hand-out.2.One of the students draw the pictures on the blackboard while the others add information on the blackboard.3.Students polish their mind maps with the instruction of the teacher to

8、form a better understanding of the passage.This activity aims to help students get to know the letter of advice and develop Ss ability to summarize the story, grasp the details of it and even infer the authors purpose appropriately. 通过本环节的思考和讨论，学生加深对问题与建议的认识；通过阅读表达的细节内容，使学生明确其所代表的人文精神和文化价值，并意识到遇到问题后

9、向朋友寻求帮助和建议的必要性和迫切性。Step 4 Reading for writing （15）（应用实践类活动）Teachers activities 41.Guide Ss first to read the three paragraphs with pictures, trying to find out their problems.2.Guide Ss to have a discussion in groups about how to share suggestions and reasons by using the following expressions I rec

10、ommend 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.Students activities 41. Students read the passage and try to find out their problems.2. Students focus on the content o

11、f the passage with the picture and then talk about the problems showing suggestions and reasons.3. One student acts as a group leader and writes down the result of discussion on the blackboard. 本环节的一系列活动能够提升学生的查找能力和综合语言表达能力，实践与内化所学习的语言知识，提炼所学的结构化知识和语言信息并形成口头语言表达，进而内化目标语言知识和相关书面信息。这项活动能够提高学生运用所学短语的能力

12、，提升学生小组间成员的合作能力，提升学生的组织和展示能力。Teachers activities 5Guide 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. Stu

13、dents activities 5The related student will take down each comment from the students. And then make a plan for his new life. 通过本环节的思考与分享，学生加深了对自己面临的问题的认识，学生更加明确地意识到在新的校园环境如何做人做事的必要性和迫切性，从而形成交友的意向，培养学生的合作关系和友好关系。此项活动有利于发展学生的核心素养，培养学生对自己、对他人，尤其在交友方面的责任感和自信心。Teachers activities 6Guide Ss to read the tab

14、le and fill in the blanks.Guide the students to exchange drafts by using the checklist to give feedback.Guide the students to write in different levels to show their ability.Students activities 6The students do as the teacher told them.通过本环节的学习活动，学生可以在新的情境中展开想象力和创造力，将所学知识进行迁移，填写相关知识，进而提高对整篇文章的表达能力，培

15、养自己的知识迁移能力。Step 5 Homework （20）Teachers activities 7Guide the students to finish the writing in different levels.Students activities 7Intentions: These activities aim to help Ss apply what they have learned and develop the right attitude towards life. This activity is intended to develop Ss ability of writing.本环节教学设计符合新课程标准要求，教师在设计教学过程中要根据学生的不同层次设计不同的内容。本次内容设计了基础部分写作，主要是针对本课所学的内容；拓展层写作，主要是用好本课所学的