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

Unit 1 A New Start -Understanding ideas 内容导航 This part takes Meng Hao’s first day at senior high as the main line, recording his eagerness, nervousness and relaxation, showing the new environment, new teachers and new classmates, and guiding students to adapt to the new start and establish a positive attitude towards senior high life. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentence patterns related to senior high life and improve reading and expression skills. Cultural Awareness: Understand the similarities and differences between Chinese and foreign senior high school life and cultivate cross-cultural communication awareness. Thinking Quality: Develop logical thinking by sorting out the plot and inferring the author’s feelings. Learning Ability: Master effective reading strategies and form the habit of independent and cooperative learning to adapt to new learning stages. 2. 教学重难点 Key Points: Master the key vocabulary such as eagerness, explore, impression and relevant sentence patterns; understand the main idea and plot of the text; grasp the emotional changes of the protagonist. Difficult Points: Understand the usage of adverbial clauses and infinitive structures in the text; accurately infer the implied meaning of the text; combine personal experience to talk about the understanding of a new start and express feelings in appropriate English. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) Activity 1: Brainstorming. The teacher writes the topic “A New Start” on the blackboard and asks students to think about what a new start means to them. Students are invited to share their own experiences of new starts, such as the first day of primary school, junior high school or a new hobby, and talk about their feelings at that time (excitement, nervousness, curiosity, etc.). The teacher encourages students to express freely in simple English, and helps them supplement key words and sentences if necessary, such as “nervous”, “excited”, “eager to know”, “full of expectations”. Activity 2: Picture and Video Presentation. The teacher shows pictures of senior high school campuses, classrooms, teachers and students’ daily activities, and plays a short video about the first day of senior high school life. After watching, the teacher asks two questions: “What can you see in the pictures and video?” “How do you think the students feel on their first day of senior high school?” Students discuss in pairs for a while and then share their answers with the whole class. Design Intention: The brainstorming activity is designed to activate students’ prior knowledge and life experience, arouse their emotional resonance with the topic “A New Start”, and lay a foundation for understanding the protagonist’s feelings in the text. The picture and video presentation can intuitively show the scene of senior high school life, help students quickly enter the topic, stimulate their learning interest, and at the same time accumulate relevant vocabulary and expressions for the subsequent text learning. In addition, pair discussion can cultivate students’ cooperative learning awareness and improve their oral expression ability in a relaxed atmosphere. Step 2: Pre-reading (Vocabulary and Background Preview) Activity 1: Vocabulary Preview. The teacher presents the key vocabulary in the text on the screen, including verbs (picture, rush, explore, organise, breathe), nouns (eagerness, campus, noticeboard, impression, panic, challenge), adjectives (surprised, nervous, embarrassed, relaxed, calm) and phrases (rush out of, make a good first impression, with butterflies in one’s stomach, pay attention, depend on, make the most of). For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives simple example sentences related to senior high school life, such as “I am eager to explore the new campus.” “She felt nervous when she made a speech in class.” Then, students read the words and phrases after the teacher twice, and practice making simple sentences in pairs to ensure that they have a preliminary grasp of the usage of these words and phrases. Activity 2: Background Briefing. The teacher briefly introduces the background of the text: the text is a diary written by Meng Hao, a senior high school student, recording his first day at senior high school. The teacher tells students that diary is a common genre in English, which usually records personal experiences, feelings and thoughts, and the language is usually colloquial and emotional. At the same time, the teacher reminds students that when reading a diary, they should pay attention to the time, events and the author’s emotional changes, which helps to understand the text better. Design Intention: Vocabulary is the foundation of text reading. Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading speed and efficiency, and lay a solid foundation for understanding the text. The example sentences closely related to senior high school life can help students connect vocabulary with real life, deepen their memory and master the usage of vocabulary. The background briefing can help students understand the genre characteristics of the text, master the key points of reading diaries, and guide students to form correct reading strategies, which is conducive to the smooth development of the subsequent reading link. Step 3: While-reading (Text Reading and Comprehension) Activity 1: Fast Reading. The teacher asks students to read the text quickly and complete two tasks: ① Find out the time, place and main character of the text; ② Summarize the main idea of the text in one sentence. After reading, students complete the tasks independently, and then the teacher checks the answers with the whole class. The teacher emphasizes that fast reading requires focusing on the key information, ignoring unimportant details, and improving reading speed. For the main idea, the teacher guides students to summarize it accurately, such as “This text records Meng Hao’s experiences and emotional changes on his first day at senior high school.” Activity 2: Careful Reading. The teacher asks students to read the text carefully and complete the following tasks in groups of four: · Task 1: Sort out Meng Hao’s activities on his first day at senior high school and fill in the form (the teacher provides a form with columns of “Time” and “Activities”). · Task 2: Find out the sentences that reflect Meng Hao’s emotional changes and analyze the reasons for the changes. · Task 3: Underline the difficult sentences in the text and discuss with group members to understand their meanings. After the group discussion, each group sends a representative to share the results. For Task 1, the teacher guides students to sort out the activities in chronological order, such as “woke up early and rushed out of the door”, “explored the campus”, “met a white-haired man”, “had English class”, “introduced himself to the class” and so on. For Task 2, the teacher helps students sort out the emotional changes: eagerness (before arriving at school) → nervousness (when introducing himself) → embarrassment (after making a mistake) → relaxation (after the teacher’s comfort). The teacher guides students to combine the specific content of the text to analyze the reasons for each emotional change, so as to deepen their understanding of the protagonist’s inner world. For Task 3, the teacher focuses on explaining the difficult sentences, such as “After I had pictured it over and over again in my mind, the big day finally arrived: my first day at senior high!” (explaining the past perfect tense and the usage of “picture” as a verb), “With butterflies in my stomach, I breathed deeply.” (explaining the meaning of the phrase “with butterflies in one’s stomach” and the structure of “with + object + object complement”), “It all depends on what you do.” (explaining the object clause guided by “what”). Activity 3: Intensive Reading. The teacher asks students to read the text again carefully and pay attention to the usage of key words, phrases and sentence patterns in the text. The teacher selects several key sentences from the text, such as “I was looking at the photos on the noticeboard when I heard a voice behind me.”, “I had been too nervous to pay attention when he introduced himself!”, and analyzes the sentence structure and the usage of key words (such as the usage of “when” guiding the adverbial clause of time, the structure of “too...to...”). Then, students are asked to imitate these sentences to make their own sentences related to their own senior high school life, and share them with the class. Design Intention: Fast reading is designed to train students’ ability to obtain key information quickly, help students grasp the overall framework of the text, and lay a foundation for careful reading. Careful reading adopts group discussion mode, which can cultivate students’ cooperative learning ability and communication ability. Sorting out the protagonist’s activities and emotional changes can help students deeply understand the content of the text and the protagonist’s inner world. Analyzing difficult sentences can help students solve reading obstacles, master key grammar and sentence structures, and improve their language application ability. Intensive reading and sentence imitation can help students consolidate the key knowledge learned, connect the text with their own life, and improve their ability to use language flexibly. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling. The teacher asks students to retell the text in their own words according to the chronological order and Meng Hao’s emotional changes. Students can choose to retell independently, in pairs or in groups. The teacher reminds students to use the key words, phrases and sentence patterns learned in the text as much as possible. After retelling, the teacher comments on the students’ performance, affirms their advantages, and puts forward suggestions for improvement, such as adding more details or improving the fluency of expression. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “What challenges may we meet in the new senior high school life? How should we deal with these challenges?” Students discuss in groups of four, and each group selects a representative to share their views. The teacher guides students to combine their own experiences and the content of the text to express their views, and encourages students to put forward practical solutions, such as “We may meet difficulties in learning, and we should ask teachers and classmates for help in time.” “We may feel lonely because we are not familiar with new classmates, and we should take the initiative to communicate with them.” During the discussion, the teacher walks around the classroom, provides help for students who have difficulties in expression, and guides the discussion to be carried out in an in-depth and orderly manner. Activity 3: Writing Practice. The teacher asks students to write a short passage about their own first day at senior high school, requiring them to use the key words, phrases and sentence patterns learned in the text, and describe their own experiences and emotional changes. The teacher reminds students to pay attention to the structure of the passage, the fluency of the language and the authenticity of the feelings. After writing, students exchange their passages in pairs, put forward suggestions for revision, and then the teacher selects several representative passages to comment on, affirming the advantages and pointing out the problems that need to be improved. Design Intention: Text retelling can help students consolidate the content of the text, improve their oral expression ability and logical thinking ability, and test their mastery of the text. Group discussion can guide students to connect the text with their own real life, deepen their understanding of the theme “A New Start”, cultivate their ability to think and solve problems independently, and enhance their sense of responsibility and adaptability. Writing practice is a comprehensive application of the knowledge learned in this class, which can help students consolidate key vocabulary and sentence patterns, improve their writing ability, and at the same time enable students to express their own feelings and experiences, realizing the integration of language learning and emotional education. Step 5: Summary and Reflection Activity 1: Summary. The teacher leads students to summarize the key content of this class: ① The main content and theme of the text; ② Key vocabulary, phrases and sentence patterns; ③ The method of reading diaries and the skills of sorting out the protagonist’s emotional changes. The teacher emphasizes that through this class, we not only learn the relevant language knowledge, but also understand how to adapt to the new start and establish a positive attitude towards senior high school life. Activity 2: Reflection. The teacher asks students to reflect on their own learning in this class: ① What have I learned in this class? ② What are the difficulties I encountered in the learning process? ③ How should I improve in the future? Students think independently for a while, and then share their reflections with the class. The teacher listens carefully to the students’ reflections, gives positive feedback and guidance, and encourages students to form the habit of self-reflection, so as to improve their learning ability. Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. Reflection can help students understand their own learning situation, find out their own advantages and disadvantages, and put forward targeted improvement measures, which is conducive to cultivating students’ independent learning ability and self-management ability. At the same time, the teacher’s feedback and guidance can help students correct their learning mistakes and improve their learning efficiency. Step 6: Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns learned in this class, and copy them twice with example sentences. 2. Polish the short passage written in the class and hand it in the next class. 3. Read the text again and try to recite the key paragraphs. 4. Talk with your classmates or family about your expectations for senior high school life, and write down the key points of the conversation in English. Design Intention: The homework is designed to consolidate the knowledge learned in the class, strengthen students’ memory and application of key vocabulary and sentence patterns. Polishing the short passage can help students improve their writing ability. Reciting key paragraphs can help students deepen their understanding of the text and accumulate language materials. Talking with others and writing down the key points can help students practice their oral and written expression ability, and further deepen their understanding of the theme of “A New Start”. Teaching Design Notes Throughout the teaching process, the student-centered teaching concept is adhered to, and various teaching activities such as brainstorming, group discussion, reading practice, writing practice and reflection are designed to stimulate students’ learning initiative and enthusiasm. The design of each link is closely linked to the four-dimensional core literacy, focusing on improving students’ language ability, cultivating their cultural awareness, developing their thinking quality and enhancing their learning ability. At the same time, the teaching content is closely combined with students’ real life, so that students can feel the practical value of English learning, arouse their emotional resonance, and achieve the goal of integrating language learning and emotional education. In the teaching process, attention is paid to the individual differences of students, and appropriate guidance and help are provided for students with different learning levels to ensure that every student can gain something in the 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 $