Unit 1 A new start Understanding ideas My First Day at Senior High 教学设计-2024-2025学年高中英语外研版（2019）必修第一册

My first day at senior high 主题语境：人与自我-生活与学习 语篇类型：记叙文 授课时长：一课时（45分钟） 文本分析 本课是一篇记叙高中开学第一天的阅读文章。该文记叙了高一新生Meng Hao开学第一天从入校前至入校后课前、课中、课后的所见所闻所感。文章按照时间顺序展开，故事发生于家、校园及课堂三个场景。重点词汇主要涉及心理、语言、动作、神态描写等，如curious, eagerness,impression, butterflies in my stomach; 句式主要涉及有关动作描写、心情表达等，词汇还涉及一些有关高中校园的描述。本文的价值取向在于学生通过本文的学习，体会高中生Meng Hao兴奋、好奇又略有尴尬的开学第一天的心情，对比自己的开学第一天所见所闻所感，尽快适应机遇与挑战并存的新环境，与新同学新老师展开破冰对话，接纳老师和同学的鼓励和善意，以昂扬自信的姿态迎接新生活。 学情分析 本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。 教学目标 在本课学习结束时，学生能够: 1.获取并梳理文中有关Meng Hao开学第一天所见所闻所感的事实性信息; 2.概括、整合Meng Hao开学第一天的故事线及情感线，建构结构化知识； 3.借助可视化图形，小组合作复述Meng Hao的开学第一天，分析他心情发生变化的原因，感受来自老师的鼓励和同学的友善，概括他的开学第一天收获； 4.评价Meng Hao的开学第一天、描述自己开学第一天的收获及所见所闻所感，与Meng Hao进行对比； 5.理解生活中难免出现尴尬时刻，体会到高中生活机遇与挑战并存, 感受来自老师的鼓励嘱托和来自同学的善意，以昂扬自信的姿态迎接新生活。 教学重难点 学生通过阅读，获取关于开学第一天的事实性信息，梳理故事线及情感线并介绍自己的开学第一天。 步骤 教学活动 设计意图 互动模式 Pre-reading Step 1 Ss watch a video about King Alfred school and learn about the school life abroad and compare their school with this one. 利用视频创设情境，引出主题，理解关键词汇。 IW Step 2 Ss complete the questionnaire, discuss in groups what they filled in and share their answers with the whole class. 导入主题，激活学生已有的关于解决问题的认知和经验。 IW GW While-reading Step 3 1st reading for main idea Ss read the title “My first day at senior high" and four pictures and predict what might be talked about in the text. T invites Ss to read the passage and find out what the author wrote in his diary about his first day at senior high. Then Ss choose the best description of Meng Hao’s first day at senior high. 获取并梳理文中有关Meng Hao开学第一天所见所闻所感的基本的事实性信息; IW Step 4 2nd reading for details T asks each student to read the text carefully again and fill in the chart about his experiences and feelings with expressions from the passage; then share and revise their charts in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to show their charts and then describe Meng’s first day at senior to the whole class. During the retelling, T draws a story mountain on the blackboard. 概括、整合Meng Hao开学第一天的故事线及情感线，建构结构化知识；借助可视化图形，在描述的过程中引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。 IW GW Step 5 3rd reading for theme Based on the information from the text and the story mountain, T asks Ss to answer the following questions: 1.Did he feel confident before the class? What about after the class? Why did Meng feel confident at last? 2.What is his harvest on the first day? What do you think of his first day? Ss share their summaries and give evidence to support their conclusions first in groups and then with the whole class. 引导学生分析他心情发生变化的原因，感受来自老师的鼓励和同学的友善，概括他的开学第一天收获，评价Meng Hao的开学第一天，引出学生自己的开学第一天。 IW GW Post-reading Step 6 Ss work in groups to prepare their own diaries describing their experiences, feelings and harvest on the first day at senior. Ss present their diaries first in groups and then with the whole class. Ss and T together reflect and summarise what has been learned. 描述自己开学第一天的收获及所见所闻所感，与Meng Hao进行对比，引导学生超越语篇，用所学语言做事情，推动迁移创新。 GW CW Homework 备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work 学科网（北京）股份有限公司 $$