資源簡(jiǎn)介

Book 1 Unit1 Teenage Life
Content: Reading and thinking --The Freshman Challenge
Teaching Objectives
By the end of this class，students will be able to：
1.learn about teenage problems and solutions.
2. learn something about text organization.
3. be involved in team cooperation actively.
4. re-examine their study and life in senior high school,then form a positive attitude to face more challenges.
Teaching important and difficult points
Learn something about text organization and make some text connections.
Teaching methods
Individual, pair or group work.
Question-and-answer activity
.Teaching Process
教學(xué)步驟 教學(xué)活動(dòng) 教學(xué)意圖
Step 1 Lead-in T introduces the topic of this class and asks Ss to do “homework-sharing” first. Then T asks other students to talk about how they feel . 以“Homework Sharing”環(huán)節(jié)導(dǎo)入，通過(guò)演講形式，鼓勵(lì)學(xué)生暢所欲言，談?wù)撟约赫谟H身經(jīng)歷的高中生活，從而導(dǎo)入本話題。
Step 2 Activity 1 Read the lines and perceive the text organization. T asks students to read the lines first. T asks Ss to find the big topic and smaller topics to perceive the text organization better . Then T asks Ss to guess how the author will develop these smaller topics. Ss share and explain their opinions. 附：教學(xué)課件 本環(huán)節(jié)開(kāi)始前，教師將本文本的結(jié)構(gòu)組織形式比喻為“watermelon writing”。假如watermelon被比作文本的big topic,那么watermelon pieces就是smaller topics。活動(dòng)一就是要求學(xué)生們通過(guò)read the lines，梳理文本主題,感知文本組織形式。任務(wù)完成后，教師引導(dǎo)學(xué)生及時(shí)進(jìn)行反思，比如 how do you think the author will develop these topics？以問(wèn)答的方式激起學(xué)生的好奇心與求知欲。
Step 3 Activity 2 Read between the lines and find out some supporting details. 1.T asks students to read between the lines. 2.T invites Ss to think about some questions about topic development. 3. T leads Ss to find more supporting details, then gives some some strategies about reading and writing . 附：教學(xué)課件 假如smaller topics是watermelon pieces，那么西瓜籽就是里面的smaller moments。具體的段落組織形式，我們把它看作剝瓜子的過(guò)程。假如瓜子就是problems，那么瓜子仁就是solutions. 中間瓜子皮的反應(yīng)就是response.即文本的組織形式為P-R-S。 以本文第二段為例，示范引導(dǎo)，讓學(xué)生在自己熟悉的語(yǔ)境中感知語(yǔ)篇組織形式，使文本理解更具條理性。通過(guò)形象生動(dòng)的比喻，將抽象的文本組織概念形象化，加深學(xué)生的記憶。 教師借此機(jī)會(huì)，給予適當(dāng)?shù)拈喿x和寫(xiě)作策略清單.引導(dǎo)學(xué)生感知文本的組織形式，步步深入，從而促使學(xué)生能夠在具體語(yǔ)境中靈活使用該策略。
Step 4 Activity 3 Try to using the following pictures to build your own graphic organizer. T asks Ss to make a brief summary. Ss work in groups to think aloud then share their thoughts with each other. 3.T encourages Ss to think freely and invites Ss to show their answers on the blackboard. 附：教學(xué)課件 本環(huán)節(jié)給予學(xué)生適當(dāng)?shù)恼Z(yǔ)言任務(wù)，引導(dǎo)學(xué)生對(duì)本節(jié)課的內(nèi)容進(jìn)行鞏固、理解，內(nèi)化成自己的知識(shí)，從而達(dá)到多模態(tài)語(yǔ)篇下的知識(shí)遷移。本環(huán)節(jié)鼓勵(lì)學(xué)生在平時(shí)練習(xí)中進(jìn)行有聲思維，將自己的思維過(guò)程用自己的語(yǔ)言及時(shí)表達(dá)出來(lái)，積極交流并引導(dǎo)孩子們及時(shí)將策略應(yīng)用至具體語(yǔ)境中。
Step 5 Activity 4 Read beyond the lines and make text connections. T asks Ss to read beyond the lines and make text connections. .Text-to-Text It reminds me of a text. .Text-to-Self It reminds me of my own life. .Text-to-world It reminds me of something in the world around me. 附：教學(xué)課件 本環(huán)節(jié)要求學(xué)生在文本組織形式熟悉的基礎(chǔ)上進(jìn)一步閱讀，通過(guò)making connections， 從text-to-text，text-to-self，和text-to-world三個(gè)角度，讓學(xué)生體悟作者在文章中傳達(dá)出來(lái)的情感和情緒，感知文章的“溫度”，與作者互動(dòng)，發(fā)生情感共鳴。
Step 6 Activity 5: Self-evaluation SUMMARY OF STUDENTS’ PERFORMANCE Name: Date: Total scores:100 Informal Reading Inventory Text organization(40%) Text comprehension(20%) Text connections(40%)
任務(wù)完成后，鼓勵(lì)學(xué)生進(jìn)行自我評(píng)價(jià)，深度思考語(yǔ)篇結(jié)構(gòu)背后的語(yǔ)言價(jià)值，促進(jìn)語(yǔ)言運(yùn)用的自動(dòng)化，助力學(xué)生對(duì)自身的學(xué)習(xí)進(jìn)行反思和思考。
Step 7 Summary＆Homework T invites Ss to summarize what they have learned. Assignments Try to use “the watermelon writing method” to write your challenges of your senior high life. 設(shè)置寫(xiě)作作業(yè)，讓學(xué)生在寫(xiě)作中感悟文本組織形式，同時(shí)，結(jié)合本閱讀話題，讓學(xué)生對(duì)相同話題表達(dá)自己的見(jiàn)解與想法。
Blackboard design:
Topic: The Freshman Challenge

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