Unit 1 A New Start -Starting out 教案-2025-2026学年高中英语外研版必修第一册

Unit 1 A New Start - Starting out 内容导航 This section centers on the theme of "a new start" in senior high school. It includes a video about British senior high school life and a questionnaire about students’ first day at senior high, aiming to activate students’ prior knowledge, arouse their interest in the unit theme, and lay a foundation for subsequent learning through viewing and speaking activities. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand the key information of the video and questionnaire, master basic vocabulary and sentences related to senior high school life, and express their feelings and experiences of the first day at senior high in simple English. Cultural Awareness: They can understand the differences between Chinese and British senior high school life, respect cultural diversity, and form a preliminary cross-cultural perspective. Thinking Quality: Students can analyze and compare the information in the video and questionnaire, and develop the ability of observation and logical thinking. Learning Ability: They can actively participate in class activities, master basic learning strategies such as preview and cooperation, and cultivate the awareness of independent learning. 2. 教学重难点 Key Points: Understanding the main content of the video about British senior high school daily life; mastering core vocabulary (e.g., senior high, campus, facility, club, questionnaire) and sentence patterns related to expressing feelings and describing school life; being able to complete the questionnaire and share personal experiences in simple English. Difficult Points: Comprehending the details of the video and accurately extracting key information; using the learned vocabulary and sentences to express personal feelings and experiences naturally; understanding and comparing the differences between Chinese and British senior high school life. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class with a free talk, asking students the following questions in English: “How did you feel on your first day at senior high school? Was it exciting, nervous, or something else? What impressed you most on that day?” The teacher encourages students to raise their hands and share their own experiences freely, without limiting their expression form—they can use simple words, phrases or sentences. After 3-4 students share, the teacher makes a brief comment, affirming their courage and expression, and then leads to the unit theme: “Today, we will start our journey of Unit 1 A New Start. We will first watch a video about the daily life of British senior high school students and explore what their new start looks like.” Design Intention: The free talk is closely related to students’ real life, which can quickly attract their attention and arouse their emotional resonance. By recalling their own first day at senior high, students can activate their prior knowledge and related vocabulary about senior high school life, reducing their anxiety about new learning content. At the same time, the teacher’s positive comments can build students’ confidence in speaking English, laying a good foundation for the smooth development of subsequent viewing and speaking activities. Step 2: Pre-viewing (Vocabulary & Background Preparation) Before playing the video, the teacher presents the key vocabulary and background knowledge needed for viewing on the screen, including core words and phrases: senior high school, campus, class schedule, practical work, snack, after-school activity, club, facility. For each word or phrase, the teacher pronounces it clearly and explains its meaning in simple English, combining with students’ daily life. For example, when explaining “practical work”, the teacher says: “Practical work is the work that you do with your hands or through practice, not just reading or listening, such as doing experiments in the lab or making things in the craft class.” Then, the teacher briefly introduces the background of British senior high school education: “In the UK, secondary education is compulsory for students between 5 and 16 years old. Senior high school students usually have four classes a day, and they also have a lot of after-school activities and clubs. Today’s video will show us the daily life of a British senior high school student.” After that, the teacher asks students to read the two questions in the textbook (Activity 1) carefully: “1. What do these students do at school? 2. How is this school different from your school?” The teacher explains the questions to ensure that every student understands the requirements, and reminds students to pay attention to the key information related to the questions when watching the video. Design Intention: Vocabulary is the foundation of language understanding. By pre-teaching the key vocabulary, students can avoid difficulties in understanding the video due to unknown words, improving their viewing efficiency. The brief introduction of British senior high school education helps students understand the cultural background of the video, laying a foundation for their subsequent understanding of the differences between Chinese and British senior high school life. Letting students read the questions in advance can guide them to watch the video with a clear purpose, cultivating their ability of targeted listening and viewing. Step 3: While-viewing (Viewing & Information Extraction) The teacher plays the video for the first time at a normal speed, asking students to watch it carefully and get a general idea of the content. After watching, the teacher asks students to discuss in pairs for 2 minutes: “What is the main content of the video? What did you see in the video?” Then, the teacher invites several pairs to share their views, and summarizes the main content of the video: The video introduces the daily life of British senior high school students, including their class schedule, practical work, lunch time and after-school activities. Then, the teacher plays the video for the second time, pausing at key points to help students extract detailed information. For example, when the video mentions “four classes every day and do practical work”, the teacher pauses and asks: “How many classes do British senior high school students have every day? What do they do besides having classes?” When the video shows students having a quick snack and catching up with friends, the teacher asks: “What do students do before lunch?” When the video introduces after-school activities and clubs, the teacher pauses and asks: “What after-school activities do British senior high school students have?” During the viewing process, the teacher writes down the key information on the blackboard, such as “four classes a day, practical work, quick snack, catch up with friends, lunch at 12:55, after-school activities, clubs”. After watching the video for the second time, the teacher asks students to answer the two questions in Activity 1 individually. Then, the teacher checks the answers with the whole class, correcting mistakes and supplementing missing information. For the second question, the teacher encourages students to put forward their own opinions freely, such as “British senior high school students have more practical work, while we have more theoretical classes” or “British senior high school has more after-school clubs than our school”. Design Intention: Playing the video twice, from general to detailed, conforms to the law of students’ information processing. The first viewing helps students grasp the main idea of the video, and the second viewing with pauses helps students extract key details, improving their ability of information extraction. Discussing in pairs can promote students’ cooperative learning, and let them exchange and supplement information with each other. Writing key information on the blackboard can help students sort out the information systematically, facilitating their subsequent review and use. Step 4: Post-viewing (Discussion & Language Application) First, the teacher organizes a group discussion: “Work in groups of four. Compare the British senior high school life in the video with your own senior high school life. Discuss the similarities and differences in class schedule, campus activities, and school facilities. Then, each group chooses a representative to share your group’s opinions.” The teacher walks around the classroom during the discussion, providing guidance and help for students who have difficulties in expression. For example, if a student doesn’t know how to express “campus facilities”, the teacher can remind them of the word “facility” and help them form sentences, such as “Our school has a big library, but the British school in the video has more practical labs.” After the group discussion, each group’s representative shares their opinions. The teacher listens carefully, records the key points of each group’s sharing, and makes comments. The teacher affirms the reasonable points put forward by the students, and guides them to use the learned vocabulary and sentences correctly. For example, if a student says “British students have after-school clubs, we also have”, the teacher can guide them to say more completely: “British senior high school students have a lot of after-school clubs, and we also have many after-school activities, such as sports clubs and music clubs.” Then, the teacher leads students to complete Activity 2 (the questionnaire) in the textbook. The teacher first explains the questionnaire to students, ensuring that they understand each question. The questionnaire includes questions such as “How did you feel on your first day at senior high?”, “What was your first impression of your new school?”, “Who is the first person you’ve got to know? How did you get to know each other?” and so on. Students fill in the questionnaire individually, using simple English to express their own experiences and feelings. After filling in, students share their answers with their deskmates. The teacher invites several students to share their answers with the whole class, and gives positive comments, encouraging students to express their true feelings boldly. Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and cross-cultural thinking. By comparing Chinese and British senior high school life, students can deepen their understanding of the unit theme and enhance their cross-cultural awareness. Completing the questionnaire and sharing answers can help students apply the learned vocabulary and sentences to express their own experiences, improving their oral expression ability. The teacher’s guidance and comments can help students correct their mistakes in expression and improve their language application ability. Step 5: Language Consolidation (Vocabulary & Sentence Practice) First, the teacher organizes a vocabulary consolidation activity: “Let’s play a word matching game. I will say a Chinese meaning, and you say the corresponding English word or phrase. For example, if I say ‘高中’, you say ‘senior high school’.” The teacher selects the key vocabulary taught in the pre-viewing link, such as senior high school, campus, practical work, after-school activity, club, facility, snack, catch up with. Through the game, students can consolidate their memory of the vocabulary and improve their response speed. Then, the teacher presents some key sentence patterns related to expressing feelings and describing school life on the screen, such as: 1. I felt + adj. (excited/nervous/happy) on my first day at senior high. 2. The most impressive thing for me is + n. / clause. 3. There are many + n. (clubs/activities/facilities) in our school. 4. Compared with British senior high school, our school has + n. The teacher explains the usage of each sentence pattern, and gives examples. For example, for the first sentence pattern, the teacher says: “If you felt happy on your first day, you can say ‘I felt happy on my first day at senior high.’ If you felt nervous, you can say ‘I felt nervous on my first day at senior high.’” After explaining the sentence patterns, the teacher asks students to make sentences with the sentence patterns, combining their own experiences. Students can work in pairs to discuss and make sentences, then share their sentences with the whole class. The teacher checks the sentences made by students, corrects the grammatical mistakes, and affirms the good sentences. For example, if a student says “I felt excited on my first day at senior high. The most impressive thing for me is the beautiful campus.”, the teacher gives affirmation and praise. In addition, the teacher arranges a small writing exercise: “Write 3-5 sentences to describe your first day at senior high school, using the vocabulary and sentence patterns we learned today.” Students complete the writing exercise individually, and the teacher collects some students’ works to comment on, pointing out the advantages and areas for improvement. Design Intention: The vocabulary game can make the vocabulary consolidation more interesting, avoiding the tediousness of mechanical memory, and improving students’ learning interest. Sentence pattern practice helps students master the basic way of expressing feelings and describing school life, laying a foundation for their subsequent oral and written expression. The small writing exercise can test students’ mastery of vocabulary and sentence patterns, and help the teacher understand students’ learning effect, so as to adjust the teaching progress and methods in time. Step 6: Summary & Homework Arrangement First, the teacher summarizes the content of this class with the students: “Today, we watched a video about British senior high school daily life, extracted key information from the video, discussed the differences and similarities between Chinese and British senior high school life, completed the questionnaire about the first day at senior high, and practiced the related vocabulary and sentence patterns. Through today’s study, we have a better understanding of the theme ‘a new start’ and improved our ability of viewing, speaking and writing.” Then, the teacher arranges the homework: 1. Review the key vocabulary and sentence patterns learned today, and recite them. 2. Finish the writing exercise (3-5 sentences describing the first day at senior high) and polish it. 3. Preview the next part of the unit (Understanding Ideas), and try to understand the main content of the text. 4. Collect some information about senior high school life in other countries (such as the United States, Japan) and prepare to share it in the next class. Design Intention: The summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. The homework is designed to consolidate the knowledge learned in class, expand students’ learning content, and lay a foundation for the next class. Collecting information about senior high school life in other countries can further cultivate students’ cross-cultural awareness and independent learning ability. Step 7: Teaching Reflection (For Teachers) After the class, the teacher should reflect on the teaching process, including the following aspects: 1. Whether the lead-in link effectively aroused students’ interest and activated their prior knowledge. 2. Whether the pre-viewing vocabulary and background preparation helped students understand the video. 3. Whether the while-viewing link effectively guided students to extract key information, and whether the speed and pauses of the video were appropriate. 4. Whether the post-viewing discussion and language application activities effectively improved students’ oral expression ability and cross-cultural thinking. 5. Whether the vocabulary and sentence pattern practice helped students master the key knowledge. 6. Whether the homework arrangement was reasonable and could help students consolidate their learning. 7. What problems did students encounter in the learning process, and how to solve them in the next class. 8. How to improve the teaching methods to better promote students’ core literacy development. Design Intention: Teaching reflection is an important part of teaching practice. Through reflection, teachers can find out the advantages and disadvantages of the teaching process, sum up experience and lessons, and continuously improve their teaching level. At the same time, teaching reflection can help teachers better understand students’ learning needs and difficulties, and adjust the teaching plan and methods in time, so as to improve the teaching effect and promote students’ all-round development of core literacy. 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 $