Unit 1 Teenage Life-Reading and Thinking 教学设计-2025-2026学年高中英语人教版必修第一册

Unit 1 Teenage Life-Reading and Thinking 内容导航 This section focuses on the reading text "The Freshman Challenge", which tells the story of Adam, a senior high school freshman, who faces challenges such as course selection and extracurricular activity choices after entering senior high school. He actively seeks solutions with the help of the school adviser, adjusts his attitude, and moves towards growth. It guides students to understand the characteristics of teenage life and learn to respond to challenges positively. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key words, phrases and sentence patterns in the text, improve reading skills such as skimming and scanning, and be able to express their views on teenage challenges in simple English. Thinking Quality: It guides students to analyze Adam’s emotional changes and problem-solving methods, cultivate critical thinking and logical reasoning ability. Learning Ability: Help students master effective reading strategies and develop the habit of independent and cooperative learning. Cultural Awareness: Enable students to understand the commonalities of teenage growth in different contexts and enhance their sense of responsibility and positive attitude towards life. 2. 教学重难点 Key Points: Master core vocabulary (challenge, recommend, sign up for, etc.) and important sentence patterns (such as the subjunctive mood after "recommend"); understand the main idea and structure of the text; master skimming and scanning strategies to extract key information. Difficult Points: Understand the implicit emotional changes and growth connotation in the text; correctly use the subjunctive mood in practical communication; combine personal experience to talk about the understanding of teenage challenges and solutions. 教学过程 Lead-in: Activate Prior Knowledge and Attract Interest The teacher starts the class with daily greetings and leads in the topic closely related to students’ real life. First, the teacher asks open questions in English: “Dear students, you have been senior high school students for some time. How do you feel about your new school life? Are there any challenges you have met? What are they?” Then, invite 3-4 students to share their own experiences freely. Some students may talk about the pressure of learning, some may mention the difficulty in adapting to new teachers and classmates, and others may talk about the confusion in course selection. The teacher listens carefully to each student’s speech, gives positive comments such as “Your sharing is very real” and “I can understand your feelings”, and guides students to realize that it is normal to meet challenges in the transition from junior high school to senior high school. Next, the teacher shows a short video about a freshman’s first week of senior high school, which includes scenes of course selection, extracurricular activity registration and communication with teachers. After watching the video, the teacher asks: “What did you see in the video? What challenges did the freshman face?” Through the video and questions, students’ interest in learning is fully aroused, and they are naturally led to the theme of the reading text—teenage challenges and growth. Finally, the teacher writes the title “The Freshman Challenge” on the blackboard and introduces: “Today, we will read a passage about Adam, a freshman like you, and learn about his challenges and how he deals with them.” Pre-reading: Predict the Text and Preview Key Points First, the teacher guides students to predict the content of the text. The teacher shows the title of the text and the picture in the textbook (if any), and asks: “Look at the title ‘The Freshman Challenge’ and the picture. What do you think the passage will talk about? What challenges may the freshman meet? Please discuss in groups of 4 for a few minutes and share your predictions.” After the group discussion, each group sends a representative to report their predictions. Some groups may predict that the passage will talk about the difficulty of learning, some may think it is about the choice of extracurricular activities, and others may mention the pressure of adapting to the new environment. The teacher affirms the reasonable predictions of each group and encourages students to verify their predictions in the process of reading. Then, the teacher guides students to preview key vocabulary and phrases to lay a foundation for smooth reading. The teacher presents the core vocabulary and phrases in the text on the multimedia, including challenge, confusing, adviser, suitable, fluent, recommend, sign up for, extra-curricular, quit, improve, volunteer, hand out, homeless, responsible, keep up with, etc. For each word and phrase, the teacher explains the pronunciation and basic meaning, and gives simple example sentences combined with students’ life, such as “sign up for: I want to sign up for the English corner.” “keep up with: We should study hard to keep up with our classmates.” At the same time, the teacher reminds students of the key points of some words, such as the part of speech of “recommend” and the usage of the subjunctive mood after it. After the explanation, the teacher asks students to read the words and phrases aloud twice to familiarize themselves with their pronunciation and meaning. Finally, the teacher briefly introduces the background of the text: “The writer of this passage is Adam, a freshman in senior high school. He writes down his real feelings and experiences after entering senior high school, including the challenges he faces and his efforts to solve them. Now, let’s read the passage together and understand Adam’s story.” While-reading: Layered Reading and Comprehension This part is divided into three steps: skimming, scanning and intensive reading, which guides students to understand the text from shallow to deep, and master reading strategies and key information. First, skimming: Get the main idea of the text. The teacher asks students to read the passage quickly, without paying too much attention to new words and difficult sentences, and answer two questions: 1. Who is the writer of the passage? 2. What is the main content of the passage? After students finish reading, the teacher invites students to answer the questions. It is emphasized that the writer is Adam, a senior high school freshman, and the main content is that Adam faces various challenges after entering senior high school and takes positive measures to deal with them. Then, the teacher guides students to divide the text into three parts according to the main content: the first paragraph is the opening, which introduces the general situation of Adam’s transition to senior high school; paragraphs 2-3 are the main body, which describes the specific challenges Adam faces (course selection and extracurricular activity selection) and his solutions; the fourth paragraph is the conclusion, which expresses Adam’s determination and expectation for the future. Through skimming, students can quickly grasp the overall structure and main idea of the text, and cultivate the ability of skimming. Second, scanning: Extract key information. The teacher asks students to read the passage again, focus on the specific content of each paragraph, and fill in the following form. The form is presented on the multimedia, including three columns: Challenges Adam Faced, Measures Adam Took, and Results/Feelings. Students read the passage carefully, find relevant information in the text, and fill in the form independently. After finishing, the teacher invites students to share their answers, and corrects and supplements them. For example, in terms of course selection, the challenge is that Adam didn’t know how to choose suitable courses; the measure is that he asked the school adviser for help, and the adviser recommended him to sign up for advanced literature; the feeling is that he hoped to be fluent in Chinese and make good use of his advantage in English. In terms of extracurricular activities, the challenge is that he failed to join the school football team; the measure is that he decided to improve himself and joined a volunteer club instead; the feeling is that he was unhappy but didn’t quit, and felt meaningful when helping others. Through scanning, students can accurately extract key information from the text, improve the efficiency of reading, and lay a foundation for in-depth understanding of the text. Third, intensive reading: Analyze difficult points and understand the connotation. The teacher guides students to read each paragraph carefully, focuses on difficult sentences and emotional changes, and helps students deeply understand the text. For the first paragraph: “Going from junior high school to senior high school is a really big challenge. The first week was a little confusing.” The teacher asks: “Why does Adam think the transition is a big challenge? What does ‘confusing’ mean here?” Guide students to combine their own experiences to understand that the study and life in senior high school are very different from those in junior high school, so it is easy to feel confused. Then, explain the sentence structure: “Going from... to... is a big challenge.”, and ask students to make sentences with this structure, such as “Going from primary school to junior high school is a big challenge.” For the second paragraph: Focus on the sentence “My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it.” The teacher explains the usage of “recommend” here: when “recommend” means “suggest”, the object clause after it should use the subjunctive mood “(should) + verb原形”. The teacher gives more examples, such as “He recommended that we (should) take more exercise.” Then, ask students to make sentences with this structure to master the usage of the subjunctive mood. At the same time, guide students to think: “Why did the adviser recommend Adam to sign up for advanced literature? What can we learn from this?” Let students understand that we should make full use of our advantages and listen to others’ reasonable suggestions when making choices. For the third paragraph: Focus on the sentence “Obviously, I was unhappy, but I won’t quit. I’ll find a way to improve on my own so that I can make the team next year.” The teacher asks: “How did Adam feel when he failed to join the football team? What did he decide to do? What kind of person is Adam?” Guide students to analyze that Adam felt unhappy but didn’t give up, which shows that he is a persistent and positive person. Then, explain the phrase “improve on one’s own” and “so that” clause. The teacher also guides students to think about their own experiences: “Have you ever failed to do something? What did you do? Did you give up or keep trying?” Through this question, students can combine their own experiences to understand Adam’s perseverance and cultivate a positive attitude towards setbacks. For the fourth paragraph: Focus on the sentence “Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future.” The teacher asks: “What does Adam think about studying hard? What is his expectation for the future?” Guide students to understand that Adam knows that studying hard is hard, but he also knows that it is very important for his future, which reflects his sense of responsibility and positive attitude towards life. Then, ask students to discuss: “Do you agree with Adam’s view? Why or why not?” Let students express their own views and deepen their understanding of the theme of the text. In the process of intensive reading, the teacher also guides students to pay attention to the emotional changes of Adam: from confused at the beginning, to confused when facing choices, to unhappy when failing, and finally to positive and determined. Through the analysis of emotional changes, students can better understand Adam’s growth and the theme of the text. Post-reading: Consolidate and Extend, Apply Knowledge This part is divided into three activities to help students consolidate the knowledge they have learned, apply it to practical communication, and improve their comprehensive language ability. Activity 1: Retell the text. The teacher asks students to retell Adam’s story according to the key information and the form filled in during scanning. First, the teacher gives a retelling outline: 1. Adam’s identity and his feeling when entering senior high school. 2. The two main challenges Adam faced and his solutions. 3. Adam’s feelings and expectations for the future. Then, students prepare for 5 minutes independently, and then invite 2-3 students to retell the text in front of the class. The teacher gives comments on the retelling, affirming the advantages, such as accurate key information and fluent expression, and putting forward suggestions for improvement, such as adding more details or using more complex sentences. Through retelling, students can consolidate the key content of the text, improve their oral expression ability, and deepen their understanding of the text. Activity 2: Group discussion. The teacher puts forward the discussion topic: “As senior high school freshmen, we all face different challenges. What challenges do you face in your daily study and life? How do you deal with them? Please discuss in groups of 4, and each group selects a representative to report the discussion results.” Before the discussion, the teacher reminds students to use the key words, phrases and sentence patterns learned in the text, such as challenge, recommend, sign up for, quit, improve on one’s own, so that, etc. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, guides students to express their views clearly, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to report the discussion results. For example, some groups may talk about the challenge of heavy homework, and their solution is to make a study plan and arrange time reasonably; some groups may mention the challenge of getting along with new classmates, and their solution is to take the initiative to communicate and help each other. The teacher listens carefully to each group’s report, gives positive comments, and guides students to learn from each other’s solutions, so as to cultivate their ability to solve practical problems. Activity 3: Writing practice. The teacher asks students to write a short passage about their own challenges in senior high school and how to deal with them. The requirements are: 1. Use at least 5 key words and phrases learned in the text. 2. The structure is clear, including the challenges faced, the solutions taken and personal feelings. 3. The word count is about 80-100 words. Before writing, the teacher gives a sample passage to guide students to understand the writing requirements and structure. The sample passage is: “As a senior high school freshman, I face many challenges. The biggest challenge is keeping up with my classmates in English. I am not good at listening, so I decide to listen to English songs and news every day to improve my listening skills. My teacher also recommended that I should join the English corner to practice speaking. Although it is hard, I won’t quit. I believe I can make progress soon.” Then, students write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as how to use key sentence patterns or how to organize the structure. After writing, students exchange their passages in pairs, give comments and suggestions to each other, and then the teacher selects several representative passages to comment on in class, pointing out the advantages and deficiencies, and guiding students to improve their writing ability. Summary and Homework: Consolidate and Extend First, summary. The teacher leads students to review the content of this class together: 1. We read the passage “The Freshman Challenge” and understood Adam’s challenges and solutions. 2. We mastered key words, phrases and sentence patterns, especially the usage of the subjunctive mood after “recommend”. 3. We learned reading strategies such as skimming, scanning and intensive reading. 4. We discussed our own challenges and solutions, and completed the writing practice. Then, the teacher summarizes the theme of the text: “Teenage life is full of challenges, but as long as we have a positive attitude, take active measures to solve problems, and never give up, we can grow and make progress.” The teacher encourages students to apply the knowledge and attitude learned in this class to their daily study and life, bravely face challenges, and grow into better people. Then, homework arrangement. The homework is divided into three levels to meet the needs of different students: 1. Basic homework: Read the text aloud for 15 minutes every day, recite the key paragraphs (paragraphs 2-3), and copy the key words and phrases twice. This homework is to help students consolidate the basic knowledge and familiarize themselves with the text. 2. Improved homework: Revise the short passage written in class according to the teacher’s and classmates’ suggestions, and add more details to make the passage more vivid. This homework is to improve students’ writing ability and apply the knowledge they have learned. 3. Extended homework: Find an English article about teenage life or growth, read it, and write a short reading report (about 50 words) to introduce the main content of the article and your own feelings. This homework is to expand students’ reading scope, improve their reading ability, and deepen their understanding of the theme of teenage life. Finally, the teacher ends the class with a positive sentence: “I believe that as long as you keep trying, you can overcome all challenges in teenage life and have a wonderful senior high school life. See you next class!” 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $