2019-2020年高三英語(yǔ) Unit15 Popular youth culture教案 大綱人教版.doc

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2019-2020年高三英語(yǔ) Unit15 Popular youth culture教案 大綱人教版 Ｉ． 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about youth culture and interests of young people ▲Read about voluntary work ▲Practice presenting ideas ▲Integrative language practice ▲Conduct a survey and write a report II． 目標(biāo)語(yǔ)言 詞 匯 1． 四會(huì)詞匯 voluntary, annual, elder, elderly, breathless, dizzy, eyesight, weekly, munist, timetable, adjustment, mature, jeans, uniform, shopkeeper, recent 2． 認(rèn)讀詞匯 Danny, Kofi Annan, Scheme, enthusiasm, leadership, donation, enrich, payment, melt, denim, fashionable 3． 詞組 straight away, fit in (with), due to, in many respects 4． 重點(diǎn)詞匯 acknowledge, beneficial, satisfaction, eager, worthwhile, starve, casual, whereas, possess 重 點(diǎn) 句 式 1. The people here are poor, but they have big hearts and made me feel very wele. P130 2. I really feel I’m doing something worthwhile and I am having a great time doing it. P130 3. ing to another country to study requires a big adjustment and it takes a while to fit in. P130 4. Many schools in the USA did not approve of students wearing jeans to school and they forbade them. P134 III． 教材分析與教材重組 1. 教材分析 本單元的主題圍繞“青年文化及其興趣”這一話題展開(kāi)，讓學(xué)生就中外青年文化展開(kāi)討論，發(fā)表自己不同的觀點(diǎn)。課文還向?qū)W生介紹了青年志愿者的一些活動(dòng)，并要求學(xué)生學(xué)會(huì)進(jìn)行問(wèn)卷調(diào)查并根據(jù)調(diào)查結(jié)果寫(xiě)出調(diào)查報(bào)告。 1.1 WARMING UP 提供了四幅不同內(nèi)容的圖片，要求學(xué)生就青年文化、興趣以及中外青年的共同點(diǎn)展開(kāi)討論，并要求學(xué)生設(shè)計(jì)出能代表現(xiàn)代青年生活的海報(bào)，內(nèi)容可以涉及各個(gè)方面。 1.2 LISTENING 是一個(gè)叫DANNY的中學(xué)生到青年志愿者中心咨詢的情況。 1.3 SPEAKING是讓學(xué)生展示自己設(shè)計(jì)的有關(guān)青年生活的海報(bào)或提供相關(guān)照片，介紹其內(nèi)容并說(shuō)明選擇這些內(nèi)容的理由。最后讓學(xué)生簡(jiǎn)短地概括出什么是青年文化，并討論青年文化是否也有弊端。 1.4 PRE-READING 通過(guò)讓學(xué)生討論中國(guó)青年志愿者的活動(dòng)類型以及這些活動(dòng)對(duì)志愿者的益處，以訓(xùn)練學(xué)生的發(fā)散性思維。 1.5 READING 是一篇記敘文，敘述了Lu Hao，Lin Ying, Meng Yu 三位青年學(xué)生參加不同形式的志愿者活動(dòng)的情況，使學(xué)生了解到志愿者活動(dòng)不僅可使受助者獲得幫助，而且也是志愿者提高自身素質(zhì)的一個(gè)重要渠道，從而激發(fā)學(xué)生對(duì)志愿者活動(dòng)的興趣。 1.6 POST-READING 中設(shè)計(jì)的前三個(gè)問(wèn)題，目的是考查學(xué)生對(duì)課文細(xì)節(jié)的了解程度，訓(xùn)練學(xué)生的閱讀、理解能力。最后一個(gè)是開(kāi)放性問(wèn)題，目的是拓展學(xué)生的思維能力。 1.7 LANGUAGE STUDY 中設(shè)計(jì)了四道練習(xí)題。第一題為填字游戲，目的是考查學(xué)生對(duì)詞匯的掌握程度；第二道填空題考查學(xué)生對(duì)連詞用法的掌握；第三題是考查學(xué)生對(duì)第二題中短文的理解程度；第四題要求學(xué)生對(duì)Ma Hua的選擇發(fā)表看法，并就The best things in life are free 這一論題展開(kāi)辯論。目的是訓(xùn)練學(xué)生的邏輯思維能力以及論辯能力。 1.8 INTEGRATING SKILLS 中的閱讀是一篇說(shuō)明文，介紹了風(fēng)靡全球的美國(guó)牛仔褲的發(fā)展史。文后設(shè)計(jì)的前兩個(gè)問(wèn)題是考查學(xué)生的閱讀理解能力；第三題要求學(xué)生進(jìn)行問(wèn)卷調(diào)查，第四題要求學(xué)生改寫(xiě)最后一段，目的是讓學(xué)生學(xué)會(huì)進(jìn)行問(wèn)卷調(diào)查并根據(jù)調(diào)查結(jié)果練習(xí)寫(xiě)作。最后，要求學(xué)生就青年文化的最新趨勢(shì)進(jìn)行問(wèn)卷調(diào)查并寫(xiě)出調(diào)查報(bào)告。 2. 教材重組 2.1 從訓(xùn)練目的上看WARMING UP 與SPEAKING 以及WORKBOOK 中的READING AND TALKING 基本一致，可將這三部分整合在一起，設(shè)計(jì)成一節(jié)“口語(yǔ)課”。 2.2將LISTENING 和WORKBOOK 中的LISTENING 整合在一起上一節(jié)“聽(tīng)力課”。 2.3 將PRE-READING、READING和 POST-READING 整合在一起上一節(jié)“精讀課”。 2.4 將INTEGRATING SKILL中的READING 和WORKBOOK中的兩篇READING整合在一起上一節(jié)“泛讀課”。 2.5 將INTEGRATING SKILL 中的 WRITING 和WORKBOOK 中的WRITING 整合在一起上一節(jié)“寫(xiě)作課”。 2.6 將LANGUAGE PRACTICE 和 WORKBOOK 中的TESTING YOUR SKILLS、CLOZE TEST以及 TRANSLATING 整合在一起上一節(jié)“語(yǔ)言訓(xùn)練課”。 3. 課型設(shè)計(jì)與課時(shí)分配（根據(jù)學(xué)情，經(jīng)教材分析，本單元分六課時(shí)完成。） 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Extensive Reading 5th Period Writing 6th Period Language Practise IV. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) worldwide, concern, addict, end up, in the worst case, bring ... to one’s attention, with care, make time for b. 交際用語(yǔ) In my opinion I think ... In my point of view I don’t think ... I believe that ... I agree with you ... I agree with you no more ... 2. Ability goals 能力目標(biāo) Enable the students to talk about youth culture and interests of young people. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to learn how to talk about youth culture and interests of young people. Teaching important points 教學(xué)重點(diǎn) Enable the students to present their opinions about puter games. Teaching methods 教學(xué)方法 Discussion. Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures & ways 教學(xué)過(guò)程與方式 Step I Revision Check the homework. T: Yesterday I asked you to design some posters or find some pictures showing what life is like for a modern teenager today. Have you brought your homework here? S: Yes. T: Very good. Take out your homework and put it on your desk. I’ll check it later. Step II Warming up Get the students to talk about the pictures and do the first two tasks. T: Now let’s turn to Page 127 and look at the pictures first. Which of the pictures are true to your life? Ss: Picture 1, 2, 3 and 4. T: What other activities and interests are typical of you young people? S1: Playing puter games. S2: Chatting on the Internet. S3: Sending and receiving e-mails. S4: Sending and receiving messages. S5: Go traveling. S6: Go camping. S7: Taking part in some voluntary work. S8: Attending some extra classes such as painting, music, dance, handwriting and so on. T: OK. Nowadays people often talk about the “global teenager”. What do you think teenagers in China have in mon with those in the other countries? S1: They all like popular things. T: Can you give some examples? S1: Let me try. They are always wearing fashionable clothes, jewels, glasses, hair, beard and so on. S2: They like entertainment after school or work. They often go to dance, sing songs, play puter games, and hold parties. S3: They have their idols such as some film stars, TV stars, singers, sports stars and some other popular persons. They admire them and sometimes imitate them. S4: Sometimes they feel lonely and depressed in the petitive society so they value friendship and like making friends in life or through the Internet. S5: Money, success, and expensive things are what they seek. S6: They run after life of high quality. They like green food, pay attention to taking exercise, enjoying life in the open air and traveling. They believe the best things in life are sunshine, laughing, walking in the beauty of the country, friends and music. T: Wonderful! Step III Speaking Get the students to present their posters and pictures and then discuss and answer the four questions. T: Now pass your posters and pictures around the class and discuss why young people like these things. (While the students are having a discussion, the teacher may go around and join them.) Ask the students to show their work. T: Now who would like to explain your designs and contents and tell us why you chose to include this or these characteristic(s) of teenage life. S1: Here are our pictures. Now many teenagers are taking pictures of Yang Liwei, Yao Ming, Ding Lei, Deng Yaping and Wu Xiaoli, because they have just been elected as the first five favorite youth idols. It seems that the new generation focuses on what their idols contribute to society, and they are worshippers of pop singers, movie stars and sports stars. The youth are inspired to study and work hard to create a bright future. It is a mon phenomenon that the adolescents worship stars. But what kind of stars they adore and who should bee youth idols is what matters. They should be guided properly. S2: The pictures in our posters are on my U-disk. Can I use the puter and the projector to show it? T: Of course. Go ahead please. S2: Look at the screen. In our posters there is a mobile phone, a puter, an Mp3 and a digital camera. It shows that the youth in the contemporary era have used the media more than ever before. As new media and popular culture range from basic use of the Internet to digital technologies to file sharing, youths, the new “experts” of the media occupy a position of agency, which challenges the historical stance of protecting them from the media. We believe that young people’s using of the media is normal, so the teachers and parents shouldn’t be surprised. If I can’t use the puter, I can’t show you the picture today. S3: Here is a picture. Look at the picture. Some youths are playing in water. They go outing on weekends to relax themselves. It shows a kind of youth lifestyle: work hard and play as much as they like in their spare time. Would you like the life? Why not join them? We suppose we young people should study, work and play and try to make our life rich and colorful. S4: This is our poster. In our poster some youths are signing their names. They are volunteers to conduct a survey about all kinds of pollution in our country during their summer holidays. Let’s join them or do some other voluntary work, OK? We think teenagers should take part in some voluntary work to get some social and work experience. T: Very good! Your pictures and posters all show different aspects of youth culture. But what’s youth culture? Discuss it with your group members and try to summarize the concept of “youth culture” in a few sentences. Go around the class offering help if needed. T: Who’d like to tell us your answers? S1: Youth culture is simply a kind of culture that differs from adult culture, but it stands for the main trends of social culture whether it is good or not good. It is a social phenomenon and it exists in every history of the human society. S2: Youth culture has aspects that cross racial, ethnic, and geographical boundaries, and while all youth do not behave or think in the exact same ways. Many similarities suggest that the vast majority of adolescents fit somewhere within the mainstream of popular youth culture. S3: Youth culture is about how youth spend their time, what they value, what their attitudes, lifestyles, behaviors, and concerns are and how they interact with mass mediated messages, their peers, and society-at-large. These all make up youth popular culture. T: Terrific! But is there a negative side to youth culture? Ss: Yes, we think so. T: Can you give some examples? S1: Some youths form some small groups and overdo something for the benefits of their own groups. S2: Some youths get into the habit of taking drugs. S3: Some youths break away from their schools or families. S4: Those who spend too much time playing puter games often end up falling behind in their studies and suffering health and social problems. T: I agree with you no more. Teenagers’ addicting to puters is really a big problem. Step IV Reading and Speaking Get the students to read the passage on Pages 259 and 260 in the workbook and then discuss the questions in Part 2. T: Here is a passage on Pages 259 and 260. Read it quickly and silently to find out the advantages and disadvantages of playing puter games. Discuss the questions with the students. T: Who would like to tell us your answers? S1: It’s good to the children’s development and to the country. S2: Spending too much time, falling behind in studies, suffering health problems, suffering social problems, resulting in tragedy are the disadvantages. T: OK. What should the teenagers’ lives be like according to the passage? Ss: Their lives should be happy, healthy and balanced. T: Good! Now go through the questions in Part 2 (Allow them a few minutes) Have you finished it? Ss: Yes. T: Now we are going to have a debate. You are to discuss the issue of teenagers’ playing puters in groups of four. Two are for it while two are against it. You may use the expressions on the screen. Show the following to the students. Useful expressions: ☆I(lǐng)n my opinion I think ... ☆I(lǐng)n my point of view I don’t think ... ☆I(lǐng) believe that ... ☆I(lǐng) agree with you ... ☆I(lǐng) agree with you no more ... T: Now do some preparation work. Give the students enough time to prepare for it. T: Who would act out? Sample dialog: S1: I’m against playing puter games. I think playing too long will do bad to our health, such as headache, eyesight loss, wrist and back problems. S2: I don’t think so. Playing games has a lot of advantages. It can help to improve the teenagers’ studies like math, spelling, and reading. S3: I agree no more. Besides, gamers can be trained to locate things easily and work out the size of space and shapes very well. S4: But in my point of view, playing games for too long can make teenagers shy and have difficulties. It affects their munication with others and self-development. S2: As far as I know many gamers have developed decision-making skills and problem-solving abilities. Like our monitor who is as well as a gamer. He has learnt a lot from playing games. S1: But you can’t deny the fact that playing games of fighting and killing might make violence seem like an ordinary everyday activity and lead to aggressive behavior. This is what adults are worried about very much. S3: So the most important thing for us teenagers is to choose games wisely and to limit the time of playing games. S4: That is to control us teenagers playing games rather than be controlled by it. If so we will have a happy, healthy and balanced life. T: A very wonderful debate. Step Ⅴ Homework Ask the students to do the following two exercises. 1. Get more information about youth culture. 2. Write down how you can get some information if you want to be a volunteer.