Unit1TeenageLifePeriod2ReadingandThinking(OptimizedVersion)

1.TextAnalysis

ThetextTheFreshmanChallengeisafirstpersonnarrativecenteredonAdam,anAmericanhighschoolfreshman,whoconfrontsthreecorechallenges:courseselection,extracurricularparticipation(joiningtheschoolfootballteam),andacademicadaptation.

Structure:Logicallyorganized(Introductionof"freshmanchallenge"→Detaileddescriptionof3specificchallenges→Adam’sadaptationprocess),enablingstudentstoeasilytrackthenarrativethread.

e.g.e.g.Features:Authenticemotionalexpressions(e.g.,"confused,""worried,""proud")andclearproblemsolvingdiscourse(e.g.,"talkedtoteachersforremendations,""practicedhardafterschool"),whichalignwithstudents’lifeexperienceandfacilitatelanguageimitation.

EducationalValue:BridgesChineseandAmericanhighschoollife,providingabasisforcrossculturalparisonandguidingstudentstoreflectontheirownfreshmanchallenges.

2.TeachingObjectives

2.1LanguageAbility

Masterkeyvocabulary:challenge,confused,fluent,responsibility,solution,remend,schedule

e.g.about...because...nalsentencepatternsfordescribingchallengesandsolutions(e.g.,"Ifelt[adjective]about...because...";"Tosolvethisproblem,I...")

Proficientlyapplyskimming(tograspmainideas)andscanning(tolocatespecificdetails)strategies.

2.2CulturalAwareness

paresimilaritiesanddifferencesbetweenChineseandAmericanhighschoollife(e.g.,courseselectionflexibility,extracurricularactivitydiversity).

Cultivaterespectforculturaldiversityandarationalviewof"differentwaysofgrowingup."

2.3ThinkingQuality

AnalyzeAdam’sproblemsolvinglogic(identifychallenges→seekhelp→takeaction)anddeveloplogicalthinking.

Conducthypotheticalreasoning(e.g.,"IfIwereAdam,howwouldIhandlethefootballteampressure?")toenhancecriticalthinking.

2.4LearningAbility

Improvecollaborativeskillsthroughpairdiscussionsandgroupdebates.

Developautonomouslearninghabits(e.g.,previewingnewwords,searchingforsupplementaryarticlesonline).

3.KeyTeachingPoints&Difficulties

3.1KeyTeachingPoints

Useskimmingtosummarizethemainideaofeachparagraphandclarifythetext’sstructure.

UsescanningtoextractdetailsaboutAdam’sthreechallenges(types,feelings,solutions).

ConductcrossculturalparisonbetweenAdam’sschoollifeandstudents’ownexperiences.

3.2Difficulties

Transfertextuallanguage(vocabulary,sentencepatterns)todescribepersonalfreshmanchallenges.

Supportpersonalviewpointswithtextualevidenceduringindepthdiscussions(e.g.,"Adamchosetopracticefootballafterschool—thisshowshisperseverance").

TeachingProcedures

Step

Teacher’sActivities(T)

Students’Activities(Ss)

DesignIntent&petencyFocus

1.ThemeIntroduction(5mins)

1.Playa2minutevideoclip(e.g.,excerptsfrom

HighSchoolMusical

andChinesehighschooldocumentaries)showingAmerican/Chinesehighschoolscenes(courseselection,clubactivities,class).2.Askguidingquestions:"What3differencesdidyounoticebetweenthetwoschoollives?""Whatchallengesdidyoufacewhenyoustartedhighschool?"3.Displaythetexttitle

TheFreshmanChallenge

andAdam’sphoto;prompt:"PredictAdam’sidentityandwhatthetextwilltalkabout."4.Writekeythematicwordsontheblackboard:

freshman,challenge,course,extracurricular,adapt.

1.Watchthevideoandtakenotesof3+differences(e.g.,"Americanstudentschoosemorecoursesfreely").2.Discussinpairsfor2minutes;share12groupanswerswiththewholeclass.3.Presentpredictionsin23sentences(e.g.,"AdamisanAmericanfreshman;thetextwilltalkabouthisproblemsinhighschool").4.Copykeywordsandrecallpersonalfreshmanexperiencestoactivatepriorknowledge.

Activateschemaabout"highschoollife"(CulturalAwareness).Stimulatereadinginterestandpredicttextcontent(LearningAbility).Layafoundationfortextprehension(LanguageAbility).

2.InformationSorting(12mins)

1.Introducetheskimmingstrategy:"Readthetextquickly(3minutesmax);don’tstopatnewwords—focusonthemainideaofeachparagraph."2.Distributetheblank"Adam’sFreshmanChallengeChecklist"(seeAppendix1);writekeyactionverbsontheboard:

choose,struggle,join,adapt,overe.3.Guidescanning:"Finddetailsforeachchallenge—e.g.,HowdidAdamfeelaboutcourseselection?Whatdidhedotosolveit?"4.Organizewholeclassfeedback:Confirmthetextstructure(Para.1:Introtochallenge→Paras.24:3specificchallenges→Para.5:Adaptation)andcheckchecklistanswers.

1.Skimthetext;write1sentencemainideasforeachparagraph(e.g.,"Para.2:Adamfeltconfusedaboutchoosingcourses").2.Scanthetextagain;circleemotionwords(confused,worried)andactionwords(talked,practiced);fillinthechecklistpletely.3.parechecklistswithapartner;correctmistakes(e.g.,"Adamjoinedthefootballteam,notthebasketballteam")andaddmissingdetails.4.Participateinclassfeedback;confirmthetextstructureandensurenomissingkeydetails.

Traininformationretrievalskills(skimming/scanning)(LanguageAbility).Helpestablishacleartextframework(ThinkingQuality).Enhancecollaborativelearning(LearningAbility).

3.LanguageFocus(10mins)

1.Analyzemodelsentencesfromthetext:"Ifeltconfusedaboutwhichcoursestochoosebecausethereweresomanyoptions."(Adjective+prepositionstructureforemotions)"Tosolvethisproblem,Italkedtomyteachersandtheyremendedsomesuitablecourses."(Infinitiveforpurpose)2.Assigngrouptasks:"Ingroupsof4,find3+similarsentencesinthetext;classifytheminto‘emotions’or‘solutions’."3.Providesentencetemplates;guidealoudpractice:"Readthesentenceswithproperintonation(e.g.,slowdownfor‘confused’toshowemotion)."4.Assignshortimitationwriting:"Write2sentencesaboutasmallchallengeyoufaced(e.g.,‘IfeltworriedaboutmymathexambecauseIdidn’tpracticeenough’)."

1.Takenotesonsentencestructures;understandtheirfunctions(e.g.,"Infinitive‘to’showspurpose").2.Searchfortargetsentencesingroups;reportresults(e.g.,"‘Ipracticedhardeveryday’belongsto‘solutions’").3.Practicereadingaloudingroups;adjustintonationtomatchemotions.4.pleteimitationwritingindependently;exchangeworkswithapartnerforrevision(e.g.,correctgrammarerrors).

Masterfunctionallanguagefor"challenges/solutions"(LanguageAbility).Cultivatesensitivitytosentencestructures(ThinkingQuality).Layafoundationforsubsequentoraloutput(LanguageAbility).

4.IndepthExploration(10mins)

1.Posehigherorderthinkingquestions:"IfyouwereAdam,wouldyoujointhefootballteamevenifitmadeyoutired?Why?""WhatothersolutionscouldAdamusetoadapttoacademicsfaster?"2.Guideevidencebaseddiscussion:"Supportyouropinionwith2+textdetails(e.g.,‘Adam’steachershelpedhim—sohecouldalsoaskclassmates’)."3.Organizeminidebates:Assigntopics(e.g.,"Isitbettertochoosecoursesyoulikeoreasyones?");assignroles(Proposer,Supporter,Responder).4.Summarize:"Adam’sstorytellsus—facingchallengeswithactiveactionismoreimportantthanbeingafraid."

1.Discussingroupsfor5minutes;brainstormideasandselectaspokesperson.2.Collecttextevidence(e.g.,"Adam‘talkedtoteachers’—soIthinkhecouldalsojoinastudygroup");notedownkeyquotes.3.Participateindebates:Expressopinionsclearly(e.g.,"Ithinkchoosinglikedcoursesisbetterbecausetheymakeusmoremotivated")andrespondtoopponentspolitely.4.Reflectonpersonalexperiences:Share1waytohandlechallenges(e.g.,"IaskmydeskmateforhelpwhenIdon’tunderstandmath").

Developcriticalthinkingandvaluejudgment(ThinkingQuality).Integratetextualevidencewithpersonalviews(LanguageAbility).Cultivateapositiveattitudetowardchallenges(CulturalAwareness).

5.TransferableOutput(8mins)

1.Assign"3MinuteSpeech"task:Topic:

MyFreshmanChallenge&TurningPointOutlinerequirements:①ThechallengeIfaced;②HowIsolvedit;③WhatIlearned.2.Distribute"PeerEvaluationChecklist"(seeAppendix2);explaincriteria(Content,Language,Coherence).3.Select34studentstodeliverspeeches;givefeedback(e.g.,"Youused‘Ifeltworriedabout...’correctly—nexttime,addmoredetailsabout‘howyousolvedit’").4.Encouragestudentstoreviseoutlinesbasedonpeer/teacherfeedback.

1.Draftspeechoutlinesin3minutes;refertokeyvocabulary(e.g.,

solution,responsibility)andsentencepatterns.2.Exchangeoutlineswithapartner;usethechecklisttoscore(110points)andgivesuggestions(e.g.,"Addalinkerlike‘finally’tomakeitmorecoherent").3.Reviseoutlines;volunteertodeliverspeeches;listentopeersandtakenotesofusefulideas.4.Submitrevisedoutlinestotheteacherforreview.

Realizelanguagetransferfrominputtooraloutput(LanguageAbility).Improveoralexpressionandpeerevaluationskills(LearningAbility).Inte