Welcome Unit Period 2 Reading and Thinking（教学设计）英语人教版2019必修第一册

Welcome Unit Period 2 Reading and Thinking教学设计 教学基本信息 单元名称 必修第一册Welcome Unit 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 读思课 教学设计理念 1.大观念引领下的深度阅读：以 "成长适应" 为主题语境，通过 Han Jing 的日记文本，构建 "情感体验 - 认知建构 - 实践应用" 的学习路径。 2.英语学习活动观驱动：设计 "学习理解 - 应用实践 - 迁移创新" 三级活动，融合批判性阅读、跨媒介表达和元认知策略。 3.思维可视化教学：通过情感色谱分析、叙事结构建模等工具，将抽象的阅读思维转化为可操作的学习活动。 教材分析 【What】主题语境：高中新生第一天的情感体验与适应过程，通过 Han Jing 的日记展现从焦虑到自信的心理变化。本文是一篇个人叙事日记，以时间轴（7:00 a.m.-10:29 p.m.）串联数学课堂、化学实验等场景，包含大量情感描写（anxious, happy, annoyed）和感官体验（find sb. friendly, can't concentrate）。 【Why】 通过生活化文本复习初中词汇，引入高中阶段新语法结构，建立 "情感表达 - 场景描述 - 逻辑叙事" 的语言体系。培养通过标题和主题句抓取主旨、利用时间线索梳理文本结构的阅读策略，提升叙事性文本的分析与仿写能力。引导学生理解成长中的焦虑普遍性，培养积极应对新环境的心态，增强跨文化情境下的情感共鸣。 【How】本节课的叙事逻辑：采用 "问题 - 发展 - 解决" 模式，开篇以焦虑引入，中间通过课堂体验展开冲突，结尾以自信收束，形成情感闭环。 隐含线索：明暗双线并行 —— 明线为时间顺序的活动记录，暗线为 anxious→happy→annoyed→confident 的情感曲线。 学情分析 1.What I know 语言基础：掌握初中阶段情感形容词（nervous, excited）和简单叙事结构，熟悉校园场景词汇（classroom, teacher）。 认知能力：具备基本的文本预测和细节抓取能力，能通过图片和标题联想内容。 生活经验：有初中升高中的过渡体验，对新环境适应有共鸣，但缺乏用英语系统表达复杂情感的经验。 2.What I want to know 深层需求：渴望学习更精准的情感表达词汇（如 annoyed vs. frightened）和高级句型，提升叙事的生动性。 策略需求：希望掌握如何通过文本细节分析人物心理，以及如何将个人经历转化为逻辑清晰的英语叙事。 文化需求：对中西方高中生入学体验的差异好奇，想通过文本对比拓展国际视野。 3.What I learned 在 Welcome Unit 的 Listening and Speaking 部分已练习校园场景对话，掌握基本问候语和科目词汇。通过听力训练具备抓取关键信息的能力，但在阅读中对隐含情感线索的分析仍需强化。 教学目标 1.语言能力 能准确运用 anxious, impression, concentrate 等词汇描述情感与场景； 能分析并仿写 What if...? 句型和 find 复合结构，如：What if I can't focus? I find the class challenging but interesting. 2.学习能力 能通过时间线图表（7:00 a.m.-10:29 p.m.）梳理文本结构，提取 Han Jing 的情感变化关键词；能运用 "预测 - 验证" 策略分析标题与文本的关联（如 First Impressions 与日记内容的呼应）。 3.文化意识 能对比中西方高中生入学日记的叙事差异（如中国学生更侧重集体体验，西方学生更强调个人感受）；能认识到 "适应新环境" 是跨文化普遍主题，培养同理心和成长型思维。 4.思维品质 能批判性分析 Han Jing 的情感转变原因，如 "Why did the chemistry class make her annoyed?"；能将文本中的情感描写策略迁移到个人写作，如使用感官细节（sights, sounds, feelings）增强叙事感染力。 教学重难点 教学重点 文本结构分析：通过时间轴和情感关键词表，梳理叙事的明线（活动）与暗线（情感）。 语言形式运用：掌握 What if...? 的假设语气和 find + 宾补结构的多维度用法（形容词 / 分词 / 介词短语）。 教学难点 隐含情感解读：理解文本中未直接表述的心理活动，如 Han Jing 为何没有对邻座同学表达不满（隐含社交礼仪考虑）。 跨文本迁移：将日记体的叙事逻辑转化为个人经历写作，避免流水账式表达。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 情境激活 跨媒介导入：播放皮克斯动画《Inside Out》片段，截取主角 Riley 开学时的情感镜头，提问： "How does Riley feel? How do you know? Use adjectives like anxious or excited." 词汇预热：呈现情感词汇。 S： anxious... ●以动画片段降低主题陌生感，激发对 "高中第一天情感体验" 的共鸣,激活学生已有情感词汇储备，为文本中的情感描写分析做铺垫。 6min Activity 2 Pre-reading 文本预测 小组讨论：1. What do you think Han Jing talks about in the text? 2.Where did the passage come from? 3. What places may the writer talk about? S：1.She may talk about her first impressions about her first day of senior high school. 2.From a social networking website 3.Campus; lab; math class; dormitory. 图片关联：呈现 PPT 中的校园、教室、实验室图片，预测文本场景。 速读梳理 速读全文，匹配段落大意与主题句： Para.1: Worries before school Para.2: Maths class experience Para.3: Chemistry class challenge Para.4: Feelings at night ●培养 "图文 - 标题 - 体裁" 的联动预测能力，渗透叙事文本分析策略（如场景与情感的关联性）。 通过表格可视化预测过程，为后续文本验证提供对比框架。 7min Activity 3 While-reading 1.Read and finish the time line. 7:00 a.m. Feeling: Activities: 12:30 p.m. Feeling: Findings: 5:32 p.m. Feeling: Bad side: 10:29 p.m. Feeling: prospect: S: 7:00 a.m. Feeling: A little anxious Activities:Want to make a good first impression 12:30 p.m. Feeling: maths class was difficult Finding: classmates and teachers are friendly and helpful 5:32 p.m. Feeling: The lab is new and the lesson is great. Bad side: the guy next to me tried to talk to me the whole time. 10:29 p.m. Feeling: didn’t feel awkward or frightened at all, confident. Prospect: I will make new friends here, tomorrow will be great. 2.Read the text again and discuss the questions. 1.Do you think it’s easy for her to make a good first impression? Why? 2.How was her first maths class? Why? 3.Did Han Jing tell the guy to be quiet and leave her alone? Why? 4.What did Han Jing learn from her first day at senior high school? S: 1.She’s not outgoing. 2.It was difficult. 3.The guy next to Han Jing tried to talk to her the whole time. if this happened to me, I would ignore him. 4.She learned that she would make new friends there and there was a lot to explore at senior high school. 3. Emotions to show Han Jing’s feelings on her first day of school. S: 7:00 a.m. a good first impression ; not outgoing anxious 12:30 p.m. teacher:kind and friendly a funny story classmates and teachers: friendly and helpful excited 5:32 p.m. the guy: talked to me ; I:can’t concentrate on the experiment annoyed 10:29 p.m. not feel awkward or frightened explore at senior high feel confident happy ●本环节通过 "时间线具象化 - 问题链深度化 - 情感词系统化" 的三重活动设计，实现从信息接收到意义建构的认知跃迁。形成完整的认知能力发展梯度，同时渗透批判性思维、跨文化意识与元认知策略的培养，体现语言学习与思维发展的融合。 20min Activity 4 Post reading Task 1 Brainstorming How many adjectives do you know are related to emotions? S:cheerful, glad, happy, pleased … afraid, frightened, terrible … annoyed … sad, unhappy … Angry Task 2 Retell the passage Han Jing is my friend. Today is her first day at senior high school. She is not ____1_____ so she is ___2_____ about her new life in the new school. She had her 3 class in the morning. She thought it is ____4____, but the teacher left her good ______5_____. Both the teacher and classmates are ____6_____ and helpful. In the afternoon, she had a ______7____ class in a science ___8___. She couldn’t 9 on her experiment because a boy disturbed (打扰) her. She had a nice day in the new school and was ____10_____ for her new life. As a friend from her junior high school, I think she will make new ____11_____ in the new school. S:1.outgoing 2.anxious 3.maths 4.difficult 5.impression 6.friendly 7.chemistry 8.lab 9.concentrate 10.confident 11.friends ●通过开放式词群激活(emotion adjective brainstorming)，促使学生调用已有的词汇图式构建 "情感概念 - 词汇形式" 的双向联想网络，强化词汇记忆的语义关联性。 15min 应用实践 Activity 5 Speaking Group work：学生分组，Interview: Your first day of high school 包含： How did you feel before school? What class impressed you most on the first day of school? Why? Did you experience anything special on your first day of school? What did you learn from your first day at senior high school? S：Before school, I felt a mix of anxiety and curiosity, worrying "What if I can’t fit in?" The maths class impressed me most—our teacher’s friendly stories and vivid examples made complex concepts accessible. A classmate’s help when I spilled my lunch taught me kindness eases awkwardness, leaving me confident about new adventures. ●通过采访任务驱动，促使学生将单元核心词汇（如 anxiety, impression, awkward, confident）嵌入真实交际场景，实现从 "认知记忆" 到 "情境产出" 的转化，强化词汇的语用适配性。 10min Activity 6 Summary Time Emotion (Color) Event & Detail 7:00 a.m. Anxious (Blue) Want good impression 12:30 p.m. Happy (Yellow) Math teacher's story 5:32 p.m. Annoyed (Orange) Lab disturbance 10:29 p.m. Confident (Red) new friends； Believe in ●将文本转化为 "人物 - 场景 - 情感" 三维思维导图，训练从线性文本到立体结构的信息重构能力，符合建构主义的知识整合理论。 2min Activity 7 Language points 详解文章中的重点单词、短语和句型。 1.重点单词1. anxious adj. 焦虑的 派生词：anxiety n. 忧虑；anxiously adv. 焦虑地 用法： be anxious about/for sth. 为…… 担心 be anxious to do sth. 渴望做某事 例句：She is anxious about her first day at senior high.（她对高中第一天感到焦虑。） 练习： There is no reason to be anxious ______ the exam result.（答案：about/for） He is anxious ______ (spend) the holiday with you.（答案：to spend） 2. impression n. 印象 派生词：impress vt. 使印象深刻；impressive adj. 令人印象深刻的 用法： leave/make an impression on sb. 给某人留下印象 be impressed by/with sth. 被某物打动 例句：The teacher made a good impression on us with his humor.（老师用幽默给我们留下好印象。） 练习： My first ______ (impress) of him was kind.（答案：impression） The first time she visited Guilin, she ______ the scenery.（答案：was deeply impressed by/with） 3. frightened adj. 惊吓的 派生词：frightening adj. 令人恐惧的；fright n. 惊吓；frighten vt. 使害怕 用法： be frightened of sth. 害怕某物 be frightened to do sth. 害怕做某事 例句：The little girl is frightened of speaking in public.（小女孩害怕当众发言。） 练习： Travelling in an airplane can be a ______ (frighten) experience.（答案：frightening） He ______ when he saw the scene.（答案：was frightened to death） 4. annoyed adj. 恼怒的 派生词：annoy vt. 使恼怒；annoying adj. 讨厌的 用法： be annoyed with sb. at/about sth. 因某事生某人的气 be annoyed to do sth. 做某事感到恼怒 例句：I was annoyed to find the guy talking during the experiment.（我因发现那人在实验时说话而恼怒。） 练习： He was beginning to get ______ (annoy) with me.（答案：annoyed） Tina really ______ (把我气坏了) in the meeting.（答案：annoyed me） 5. explore v. 探索；探究 派生词：explorer n. 探索者；exploration n. 探索 用法：explore sth. 探索某物 例句：There’s a lot to explore at senior high.（高中有很多可探索的事物。） 练习： The expert had a chance ______ (explore) the South Pole.（答案：to explore） We are curious about the voyage of ______ (explore).（答案：exploration） 二、重点短语（Key Phrases） make a good first impression 留下好的第一印象 what if...? 如果…… 会怎么样？ concentrate on 集中注意力于 feel awkward 感到尴尬 leave me alone 别理我 full of confidence 充满信心 on campus 在校内 explore the new world 探索新世界 三、重点句式（Key Sentences） 1. What if...? 假设句型 结构：What if + 主语 + 谓语？（用于提出假设，可接真实或虚拟语气） 例句： What if no one talks to me?（如果没人和我说话怎么办？） What if the lab experiment fails?（如果实验失败怎么办？） 练习： ______ they talked about a painting you disliked?（答案：What if） —Michael was late for class. —______? He’s always on time.（答案：How come） 2. find + 宾语 + 宾补结构 结构： find + n. + adj.（例：find the class difficult） find + n. + doing（例：find the guy talking） find + it + adj. + to do（例：find it interesting to learn） 例句： I found most classmates friendly.（我发现大部分同学很友好。） She returned to find her alarm going off.（她回来发现闹钟在响。） 练习： ① I find the life in the countryside ______ (peace).（答案：peaceful） ② Towards nightfall, he found himself ______ (carry) out to sea by the wind.（答案：carried） ③ He returned to the airport to find his car alarm ______ (go) off.（答案：going） ④ The boy was happy to find the bottle ______ (fill) with water.（答案：filled） ⑤ Even writers find themselves ______ (lose) for words sometimes.（答案：lost） ⑥ The girls are so alike that strangers find ______ difficult to tell them apart.（答案：it） ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 12min Activity 8 Self-evaluation 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容:Write a short passage about your first day at senior high school. Include: Your feelings in the morning. One class you had and your impression of it. An unforgettable moment (e.g., making a new friend or trying a new activity). Your feelings at the end of the day. S:My First Day at Senior High This morning, I felt nervous but excited about starting senior high school. As I walked into the campus, I worried about getting lost, but a friendly classmate helped me find my classroom. The first class was physics, and the teacher showed us amazing experiments. Though the content was challenging, his humor made it fun. During lunch, I met Lily, who shared my love for drawing, and we planned to join the art club together. By the end of the day, I felt happy and confident, knowing I would enjoy this new journey. 作业设计意图:通过撰写个人经历，学生需对比文本中 Han Jing 的情感体验与自身感受，思考 "新生焦虑" 的普遍性与个体差异，培养反思性思维。 3min 板书设计 B1 Welcome Unit Reading and Thinking First Impressions 教学反思 教学反思 （一）教学效果分析 学生能梳理文本时间线与情感变化，重点词汇掌握较好，但 find 复合结构运用有误，跨文化深层分析不足。 （二）教学过程中的优点 多模态教学直观，任务梯度合理，从理解到创新，提升学生参与度。 （三）教学过程中的不足 句型操练缺情境，学生迁移弱；分层教学不足，小组参与度不均。 （四）改进措施 设计情境强化句型，推行分层任务，附个性化错误表，提升教学效果。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$