Welcome unit Reading and Thinking 教案-2024-2025学年人教版英语高中必修第一册

教学设计 课题 Welcome unit-Reading and Thinking 教学目标 Language Competence: Students are expected to master vocabulary like "campus", "facility", and complex sentence patterns. They should be able to accurately understand the reading material, summarize its main idea, and retell details in their own words, thus enhancing reading and expressing skills. Cultural Awareness: Through the text, students will explore cultural diversities in international schools, respecting different customs and values. This cultivates their cross - cultural communication awareness, preparing them for global interactions. Thinking Quality: Analyze the structure and logic of the article to develop logical thinking. Encourage critical thinking by evaluating the described school life, and stimulate creative thinking when imagining their ideal campus. Learning Ability: Learn reading strategies such as skimming for the gist and scanning for details. Foster self - learning by independently looking up new words, and promote cooperative learning through group discussions on the reading content. 重难点 Key Points: Grasp new words and expressions related to school life; use reading strategies to quickly obtain information; understand the overall content and main idea of the text. Difficult Points: Comprehend long and complex sentences; analyze the author's implied meaning and attitude; apply learned vocabulary and sentence patterns in real - life communication scenarios. 教学过程 Teacher: Good morning, class! Today, we are going to embark on an exciting journey into the "Reading and Thinking" section of our Welcome Unit in the textbook. As we all know, reading is a key skill that not only helps us expand our vocabulary but also allows us to understand different cultures and perspectives. In this class, we will read a text that gives us a peek into a new student's first day at senior high school. Before we start, let's have a quick warm - up. Can you share with the class some of your own feelings when you first stepped into this senior high school? Student 1, would you like to start? Student 1: I felt really excited but also a bit nervous. I was looking forward to making new friends and learning new things, but I was also worried about whether I could keep up with the studies. Teacher: That's very honest and relatable. How about you, Student 2? Student 2: I was a little lost at first. The campus is much bigger than my junior high school, and I had trouble finding my classrooms. Teacher: I see. These feelings are quite common. Now, let's look at the title of our reading passage, "First Impressions". From this title, what do you think the passage might be about? Student 3? Student 3: Maybe it's about someone's first impressions of a new place, like a new school. Teacher: Exactly! You are on the right track. Now, let's skim through the passage quickly. Skimming means reading quickly to get the general idea. Don't worry about understanding every single word. Just try to find out who the main character is and what the main event is. You have two minutes. Start! (Students skim the passage) Teacher: Time's up. So, who can tell me who the main character is? Student 4: The main character is Han Jing. Teacher: Right. And what is the main event? Student 5: Han Jing is starting her first day at senior high school and sharing her experiences and feelings. Teacher: Perfect. Now, let's read the passage more carefully. This time, we are going to do a close - reading. While reading, pay attention to the new words and phrases. Let's start with the first paragraph. (Teacher reads the first paragraph aloud) Teacher: "So this is it - senior high school at last. I'm not outgoing so I'm a little anxious right now. I want to make a good first impression. Will I make any friends? What if no one talks to me?" Teacher: Here, we have the word "outgoing". What does "outgoing" mean? Student 6? Student 6: It means someone who is friendly, sociable, and likes to be with other people. Teacher: Correct. And "anxious"? Student 7: Anxious means feeling worried or nervous. Teacher: Great. Han Jing says she's not outgoing, so she's anxious about starting senior high school. Do you think many students feel this way? Students: Yes. Teacher: Now, let's look at the second paragraph. (Teacher reads the second paragraph aloud) Teacher: "I had my first maths class this morning. The class was difficult, but the teacher was kind and friendly. He gave us some advice on how to learn maths well. I think I'm going to like it." Teacher: What did Han Jing think of her first maths class? Student 8: She thought the class was difficult, but the teacher was nice, and she thought she would like the subject. Teacher: Right. Here, the phrase "give some advice on" is important. Can you use this phrase to make a sentence? Student 9? Student 9: The teacher gave us some advice on how to improve our English writing. Teacher: Excellent. Now, let's move on to the third paragraph. (Teacher reads the third paragraph aloud) Teacher: "Lunchtime was a great time today. I sat with a group of new classmates and we had a lot of fun talking and laughing. We shared our hobbies and interests. I found out that some of us like the same music and movies." Teacher: What did Han Jing do during lunchtime? Student 10: She sat with new classmates, talked, laughed, and shared hobbies and interests. Teacher: Very good. Notice the verb "share". We often use "share sth with sb". Can you give an example? Student 11: I share my toys with my little brother. Teacher: Perfect. Now, let's read the fourth paragraph. (Teacher reads the fourth paragraph aloud) Teacher: "After lunch, I had my first physics class. The teacher was really cool. He showed us some amazing experiments. I'm looking forward to the next physics class." Teacher: What did the physics teacher do? Student 12: He showed the students some amazing experiments. Teacher: Right. And what does "look forward to" mean? Student 13: It means to be excited and expect something to happen. Teacher: Correct. For example, we can say "I'm looking forward to the weekend." Now, let's read the last paragraph together. (Teacher and students read the last paragraph together) Teacher: "Overall, I think my first day at senior high school was a great success. I made some new friends, had interesting classes, and I'm sure I'm going to enjoy my time here." Teacher: How did Han Jing feel about her first day in the end? Student 14: She thought it was a great success and she was sure she would enjoy her time at senior high school. Teacher: Exactly. Now, let's summarize the passage. We can use a mind - map to help us. Han Jing's first day at senior high school can be divided into several parts: morning (maths class), lunchtime, afternoon (physics class), and her overall feeling. Let's fill in the details in the mind - map on the blackboard. (Teacher and students fill in the mind - map together) Teacher: Now, let's think about the language used in the passage. Han Jing uses a lot of simple and vivid language to describe her feelings and experiences. For example, when she was nervous, she said "I'm a little anxious right now." When she thought the physics experiments were great, she said "The teacher showed us some amazing experiments." Can you find other similar expressions in the passage? Student 15: She said "The class was difficult, but the teacher was kind and friendly." Teacher: Good. This simple description helps us clearly understand her feelings about the maths class. Now, let's think about the structure of the passage. How does Han Jing organize her story? Student 16: She tells the story in the order of time, from the morning to the afternoon, and then gives an overall feeling at the end. Teacher: Right. This kind of chronological structure makes the story easy to follow. Now, let's do a little role - play. Suppose you are Han Jing, and you are talking to your friend on the phone about your first day at senior high school. Use the information in the passage and add some of your own ideas. Work in pairs and practice for five minutes. (Students practice the role - play in pairs) Teacher: Time's up. Let's ask a few pairs to come to the front and show us their role - play. Pair 1, please. (Pair 1 comes to the front and does the role - play) Teacher: Very good. You used the language from the passage very well and added your own details. Now, let's think about this: What can we learn from Han Jing's experience? Student 17: We can learn that it's normal to be nervous at first, but we should try to be positive and make new friends. Student 18: We can also learn that different classes in senior high school can be interesting, and we should look forward to them. Teacher: Excellent points. Now, let's do a writing task. I want you to write a short passage about your own first day at senior high school, following the structure of Han Jing's story. You can use the new words and phrases we learned today. You have 15 minutes to write. Start! (Students start writing) Teacher: Time's up. Let's ask a few students to share their writing with the class. Student 19, would you like to read your passage? (Student 19 reads the passage) Teacher: Great job. You described your first day vividly and used some of the new expressions we learned. Now, let's sum up what we have learned today. We read a passage about Han Jing's first impressions of senior high school, learned some new words and phrases, analyzed the language and structure of the passage, and also practiced speaking and writing. After class, I want you to read the passage again and try to remember the new words and expressions. Also, you can continue to improve your writing by adding more details to your passage about your first day. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$