1、M1U1 Reading and thinking (1st period) 教學設計 課型：讀課主題語：與我語篇類：事體授課時：40鐘文本分析該塊繞園活滲了強文意識語的題“新的（he reshan chaene。文以第一人稱的吻描述了美學生Adam 進入高后所面臨的三個如選課如加心美橄球隊如適高學生本是一敘體個自共四小層分結清語簡但涵語篇在助生外高生校活切口討中生面的種戰主思應與理方。第一段引語篇主題“Gong from unor hh school o senor hh school s a reay bgchaene.”第段關選課時面的惑即I hado hnk ery careuy ab

2、out whch coursesI waned o ae.本有兩含義一是Adam 如選（在校顧的幫助選擇五門課，這與中大多數地高中的況有所不同，二是Adam 選擇些課程的根據（未來計劃和興趣特長。第三段是關于課外活動的選擇，即“I had o choose etracurrcuar aciesoo.Adam 講了無加入美橄欖校隊原因自己的心，以及轉而加入了志愿者社團的情況。第四段是關于如何盡快適應高中的學習生活，即“Il hae o sudy harder as a senor hh school sudent and et used o beng resposbe for a otmore.

3、在段Adam 講已經識困而生擔但重的自積極取決心責語內貼高一生現生符高學的知求能學產生共學自而會自情況與Adam 作思如盡適高學生活這問。教學目標在本課學習結束時，學生能夠：運用略讀策略，快速獲取文本各段落大意；通過文本結構分析，借助關聯與推斷思維技能，提取和歸納主人公所面臨的挑戰；過文主的展助合關思技理己為中所臨的戰形更晰自認。教學重點化練生用讀略速取本主信并助生析篇組結構，導生較思中高生的同。教學難點何過文主的展理己為中所臨挑而成清的自認。教學資源材多體件黑和筆。教學過程步驟教學活動設計意圖互動時間&模式Step 1 Lead-inFree talk. Ss talk about the

4、feeling as a freshman at senior highschool.Ss work in groups and discuss thequestions:Do you think students inother countries live the same life as you do?What do you want to knowabout teenage life in other countries?從學生的視角設導入助們從認識自身過渡了他；激發學生談論新生學習與生活的極性考能到的戰。激發學生了解國外同齡人生活的奇心為續閱任做鋪墊。5 CW GWStep 2Rea

5、d for main ideaSs predict the contents of the passage: Look at the title and the picture, what do you think the passage may talkabout?Ss skim the text quickly and1. 通過觀察標題和圖片等預測文本容活動學生感知及預測文本可能涵蓋的信3 CW PW IWfind the main idea of each paragraph.息，為略讀任務做鋪墊；2. 培養學生通過略讀策略迅速獲取文章主旨大意以及定位段落關鍵信息和主題句的力。Step

6、3Read for structure: work out how the text is organizedSs read the title of the text again, go over the main idea of each paragraph and identify the relationship betweenthem，and then think about thefollowing questions:What is the key word of the title? In which paragraph do you find this key word?Ar

7、e the other paragraphsrelated to this key word? How do you know?Ss draw a mind map about the relationship among the four paragraphsandelicitthe leading paragraph and supportingparagraphs.為學生厘清文本段落間的關系提思支架練學生關聯與推斷思技能助他們理解文本結構;通過思維導圖直呈文結構，培養學生信息梳能。10 IW CWStep 4 Read for details: get to know what chal

8、lenges Adammet as a freshmanSs read paragraphs 2 to 4 and answer the following questions.Why did Adam have tothink carefully about which courses he wanted to take?Why did Adam have tochoose extra-curricular activities?Why will Adam have tostudy harder as a senior high school student?T introduces som

9、e important words of thisunit.Ss answer thequestion:Is it a really big challenge for Adam to引導學生通過精讀文本回答問題,借助關聯與推斷維能解并提和納Adam進入高中后所面的戰。穿插重點單詞講固生礎識。2. 啟發學生通過總結體會Adam 進入高中后遇到的問題進行批判性考。10 IW PW CWgo from junior high school to senior high school? Find evidence from the text to support youridea.Step 5 Tr

10、ansfer andapplication: talk about what challenges a freshman might meetSs work in groups anddiscuss:Haveyoumetthe challengesin your study as Adam?What else do you think you will meet during the senior high school？Ss share their challenges with the whole class and make a list of themtogether.引導學生通過聯系

11、自身實際，討論、總結高中學習和生活將面臨的挑戰，感知中外高中生活的異同，培養學生的遷移應用能力。10 GW CWStep 6 Summary & AssignmentT summarizes the contents of the whole lesson withSs;T assigns thehomework:Interview your parents or grandparents to see what challenges they met and how they felt and dealt with them when they were teenagers. Thinkaboutthe question and report your answer in the next periodofclass:How would you deal with your challenges?WB