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

Unit 1 A New Start -Using language 内容导航 This part focuses on practical language use related to new starts, including greeting new classmates, introducing oneself, expressing expectations for new school life and overcoming adaptation difficulties. It integrates listening, speaking, reading and writing to help students master relevant vocabulary and sentence patterns for smooth communication in new environments. 教学目标和重难点 1. 教学目标 Language Competence: Master vocabulary and sentence patterns about self-introduction and new start communication, and improve listening and speaking expression ability. Cultural Awareness: Understand the differences in greeting and self-introduction customs between Chinese and Western cultures, and cultivate cross-cultural communication awareness. Thinking Quality: Develop logical thinking through discussing adaptation to new environments and critical thinking through analyzing different ways of expression. Learning Ability: Cultivate autonomous learning ability by finishing listening and speaking tasks independently and cooperative learning ability through group interactions. 2. 教学重难点 Key Points: Master core vocabulary such as "adapt", "overcome", "challenge" and sentence patterns like "I’m looking forward to...", "I find it difficult to..."; be able to make a fluent self-introduction and greet new partners. Difficult Points: Use the learned sentence patterns flexibly in real communication scenarios; express personal feelings and experiences about new starts naturally and appropriately; understand and handle cross-cultural differences in communication to avoid misunderstandings. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher starts the class with an open question: “When you entered senior high school, what was your first feeling? Were you excited, nervous or worried? And why?” Ask 3-4 students to share their real feelings. Then, the teacher shows some pictures about students’ first day in senior high school, such as meeting new classmates, visiting the new campus and having the first class. After showing the pictures, the teacher says: “Today, we will learn how to communicate with new people, express our feelings and adapt to the new start in English. This is what we will focus on in Using language.” Design Intention: The lead-in links the teaching content with students’ real life experiences. By asking about their feelings of entering senior high school, it can arouse students’ emotional resonance and stimulate their learning interest. The pictures can intuitively present the scene of a new start, help students quickly enter the theme, and lay a foundation for the subsequent listening, speaking, reading and writing activities. At the same time, it can naturally lead to the core content of this lesson—using English to deal with communication in new environments. Step 2: Vocabulary and Sentence Pattern Preview (Language Foundation Consolidation) Activity 1: Vocabulary Learning. The teacher presents the core vocabulary of this lesson on the screen, including verbs (adapt, overcome, challenge, adjust), nouns (adaptation, challenge, opportunity, pressure), adjectives (nervous, excited, confident, anxious) and phrases (look forward to, adjust to, overcome difficulties, take up a challenge). For each word and phrase, the teacher gives a simple and easy-to-understand definition and a sample sentence related to new school life. For example, for “adapt”, the definition is “to get used to a new situation or environment”, and the sample sentence is “It takes time to adapt to the new school life.” Then, the teacher asks students to read the words and phrases after him/her twice, paying attention to the pronunciation and stress. After that, the teacher organizes a quick memory game: show the Chinese meaning of the words randomly, and ask students to stand up and say the corresponding English words quickly. The student who responds the fastest gets a small reward. Design Intention: Vocabulary is the foundation of language communication. By presenting the core vocabulary with definitions and sample sentences closely related to the theme of “a new start”, it helps students understand the meaning and usage of the words in context, rather than rote memorization. The quick memory game can increase the fun of vocabulary learning, mobilize students’ enthusiasm, and help them memorize the words more firmly. At the same time, it can lay a solid language foundation for the subsequent listening and speaking activities. Activity 2: Sentence Pattern Learning. Based on the vocabulary just learned, the teacher presents the key sentence patterns of this lesson, which are mainly used for self-introduction, greeting and expressing feelings about new starts. The key sentence patterns include: 1. Self-introduction: “My name is..., I come from..., I’m interested in..., I’m looking forward to making new friends here.” 2. Greeting new classmates: “Nice to meet you! I’m..., how about you?” “Welcome to our class! I hope we can get along well.” 3. Expressing feelings and difficulties: “I feel a little nervous about the new school life.” “I find it difficult to adapt to the new study rhythm.” “I’m excited to have new teachers and classmates.” The teacher explains the structure and usage of each sentence pattern, and invites students to practice each sentence pattern in pairs. After 3 minutes of pair practice, the teacher invites several pairs to present their practice results in front of the class, and gives appropriate comments and corrections, focusing on the accuracy of the sentence structure and the fluency of expression. Design Intention: Sentence patterns are the carrier of language expression. By focusing on the sentence patterns closely related to the theme, it helps students master the basic way of expressing ideas in English in the context of a new start. Pair practice provides students with opportunities to use the sentence patterns in practice, which can improve their oral expression ability and lay a foundation for the subsequent communicative activities. The teacher’s comments and corrections can help students find their own mistakes and improve the accuracy of language use. Step 3: Listening Practice (Listening Comprehension Training) Activity 1: Pre-listening Preparation. Before playing the listening material, the teacher tells students the background of the listening content: “The listening material is a dialogue between two new senior high school students, Li Hua and Tom. They meet for the first time in the classroom and talk about their feelings about the new school life, their hobbies and their expectations for the future.” Then, the teacher presents two pre-listening questions on the screen: 1. What are Li Hua and Tom talking about? 2. How does Li Hua feel about the new school life? Ask students to read the questions carefully and predict the content of the listening material based on the questions and the theme of the lesson. Design Intention: Pre-listening preparation helps students clarify the listening objectives and predict the listening content, which can improve their listening efficiency. By telling the background of the listening material, it helps students better understand the context of the dialogue, and reduces the difficulty of listening comprehension. Predicting the content can also stimulate students’ thinking and make them more focused during the listening process. Activity 2: While-listening Practice. The teacher plays the listening material twice. For the first time, ask students to listen carefully and answer the two pre-listening questions. After the first playing, invite students to share their answers, and the teacher checks and corrects them. For the second time, ask students to listen again and fill in the blanks in the listening task sheet. The blanks mainly involve the core vocabulary and sentence patterns learned in this lesson, such as “adapt to”, “look forward to”, “nervous”, “excited” and the key sentence patterns for self-introduction. During the listening process, the teacher can pause appropriately at the key points to help students catch the key information. After the second playing, the teacher checks the answers with the whole class, and explains the key points and difficult points in the listening material, such as the pronunciation of some words, the understanding of long sentences and the grasp of key information. Design Intention: While-listening practice is the core of listening training. Playing the listening material twice, with different tasks each time, conforms to the law of listening comprehension—from overall understanding to detailed grasp. The fill-in-the-blank task can help students consolidate the core vocabulary and sentence patterns learned in this lesson, and connect listening with vocabulary and sentence pattern learning. Appropriate pauses can help students catch key information, reduce listening pressure, and improve their listening comprehension ability. Activity 3: Post-listening Extension. After finishing the listening practice, the teacher organizes a group discussion: “What do you think of Li Hua and Tom’s communication? If you were Li Hua, how would you introduce yourself to Tom? What other topics would you talk about with a new classmate?” Each group has 4 students, and they discuss for 5 minutes. After the discussion, each group sends a representative to share their ideas. The teacher gives positive comments on the students’ ideas, and guides them to use the core vocabulary and sentence patterns learned in the lesson in their expressions. Design Intention: Post-listening extension connects listening with speaking, which can deepen students’ understanding of the listening content and improve their oral expression ability. Group discussion provides students with more opportunities to communicate, and helps them practice using the learned language knowledge in real communication scenarios. The teacher’s comments can encourage students to express their ideas boldly, and guide them to use the language knowledge correctly, so as to achieve the goal of integrating listening and speaking. Step 4: Speaking Practice (Oral Communicative Ability Training) Activity 1: Role-play Practice. The teacher divides students into groups of 3-4, and assigns roles to each student: Student A is a new student who has just transferred to the class, Student B and Student C are existing students in the class. The task is to have a dialogue according to the following situation: Student A greets Student B and Student C, introduces himself/herself (name, hometown, hobbies, feelings about the new school), Student B and Student C welcome Student A, introduce the school and the class briefly, and talk about their own hobbies and expectations for the new semester. The teacher provides a dialogue outline and key words and sentence patterns for students to refer to, and requires them to use at least 5 core vocabulary and 3 key sentence patterns learned in the lesson. Students have 8 minutes to prepare the dialogue, and the teacher walks around the classroom to guide students who have difficulties, helping them organize their language and correct their mistakes. Design Intention: Role-play is a practical oral communicative activity that can simulate real communication scenarios, making students feel that language learning is closely related to real life. Assigning specific roles and tasks can make students have clear goals, and the provided outline and key words can help students reduce the difficulty of oral expression, especially for students with weak oral ability. The teacher’s on-site guidance can timely solve the problems encountered by students in the preparation process, help them improve the quality of the dialogue, and enhance their confidence in oral expression. Activity 2: Dialogue Presentation and Evaluation. After the preparation, each group sends a representative to present their dialogue in front of the class. After each group’s presentation, the teacher invites other students to evaluate their performance from the aspects of fluency, accuracy of vocabulary and sentence patterns, and appropriateness of communication. Then, the teacher makes a summary evaluation, affirming the advantages of each group, such as fluent expression, correct use of vocabulary and sentence patterns, and natural communication, and pointing out the areas that need improvement, such as pronunciation errors, incorrect sentence structures, and lack of communication skills. At the same time, the teacher demonstrates the standard dialogue again, emphasizing the key points of communication, such as polite greeting, clear self-introduction and active response. Design Intention: Dialogue presentation provides students with a platform to show their learning results, which can enhance their sense of accomplishment and enthusiasm for learning. Peer evaluation can make students learn from each other, find their own advantages and disadvantages, and improve their ability to evaluate oral expression. The teacher’s summary evaluation and demonstration can help students further master the key points of oral communication, correct their mistakes, and improve their oral expression ability and communicative skills. Activity 3: Free Talk. The teacher raises a topic related to the theme: “What challenges will you face in the new semester? How will you overcome these challenges? What are your expectations for the new semester?” Ask students to talk freely in pairs, expressing their own ideas and experiences. There is no limit to the number of words, but they are required to use the core vocabulary and sentence patterns learned in the lesson as much as possible. After 5 minutes of free talk, the teacher invites several students to share their views with the whole class, and gives positive comments and guidance, encouraging students to express their true feelings and ideas boldly. Design Intention: Free talk is a more open oral communicative activity, which can give full play to students’ initiative and creativity. It allows students to use the learned language knowledge flexibly according to their own ideas, and improves their ability to use language in real situations. The topic is closely related to students’ real life, which can arouse their enthusiasm for expression, help them sort out their own feelings and plans for the new semester, and at the same time, further consolidate the core vocabulary and sentence patterns learned in the lesson. Step 5: Reading Practice (Reading Comprehension and Language Input) Activity 1: Pre-reading. The teacher presents a short passage titled “My New Start in Senior High School” on the screen, and asks students to look at the title and the pictures attached to the passage, then predict the main content of the passage: “What do you think the writer will talk about in the passage? Will he/she talk about his/her feelings, difficulties or happy experiences in the new school?” Then, the teacher introduces the background of the passage: “The writer is a senior high school student who just entered senior high school. He/she writes about his/her first week in senior high school, including his/her feelings, the difficulties he/she encountered and how he/she overcame them.” Design Intention: Pre-reading activities help students predict the main content of the passage through the title and pictures, which can improve their reading efficiency. Introducing the background of the passage helps students better understand the context of the passage, and lays a foundation for the subsequent reading comprehension. Predicting the content can also stimulate students’ interest in reading and make them more focused during the reading process. Activity 2: While-reading. The teacher asks students to read the passage silently, and complete two tasks: Task 1: Find out the main idea of each paragraph. Task 2: Underline the core vocabulary and key sentence patterns learned in the lesson in the passage. After students finish reading, the teacher invites students to share the main idea of each paragraph, and checks whether they have found the core vocabulary and key sentence patterns. Then, the teacher explains the difficult points in the passage, such as long sentences, complex sentence structures and the usage of some phrases. For example, explain the sentence “I found it hard to adjust to the new study rhythm at first, but with the help of my teachers and classmates, I gradually got used to it.”, analyze the structure “find it + adj. + to do sth.”, and explain the meaning of “adjust to” and “get used to”. At the same time, the teacher guides students to understand the writer’s feelings and attitudes towards the new school life, and asks students to think: “How did the writer overcome the difficulties in the new school life? What can we learn from him/her?” Design Intention: While-reading activities focus on training students’ reading comprehension ability, including the ability to grasp the main idea of each paragraph and the key information. Underlining the core vocabulary and key sentence patterns can help students consolidate the language knowledge learned in the lesson, and connect reading with vocabulary and sentence pattern learning. Explaining the difficult points can help students solve the problems encountered in reading, improve their reading ability, and deepen their understanding of the passage. Guiding students to think about the writer’s experience and what they can learn can help students combine the passage with their own life, and lay a foundation for the subsequent writing practice. Activity 3: Post-reading. The teacher organizes a group discussion: “What are the similarities and differences between the writer’s new start experience and yours? What advice can you give to students who have difficulty adapting to the new school life?” Each group has 4 students, and they discuss for 6 minutes. After the discussion, each group sends a representative to share their discussion results. Then, the teacher asks students to retell the passage in their own words, using the core vocabulary and key sentence patterns learned in the lesson. The teacher invites 2-3 students to retell the passage, and gives appropriate comments and corrections, focusing on the accuracy of the content, the fluency of expression and the correct use of vocabulary and sentence patterns. Design Intention: Post-reading activities help students deepen their understanding of the passage, and connect reading with their own life experiences through group discussion. Retelling the passage can improve students’ ability to summarize and express, and help them consolidate the core vocabulary and sentence patterns learned in the lesson. The teacher’s comments and corrections can help students improve their retelling ability and language expression ability, and achieve the goal of integrating reading and speaking. Step 6: Writing Practice (Writing Ability Training) Activity 1: Writing Guidance. The teacher tells students that the writing task of this lesson is to write a short passage titled “My New Start in Senior High School”, which should include the following contents: 1. Your feelings when you entered senior high school (excited, nervous, etc.). 2. The difficulties you encountered in the new school life (adapting to the new study rhythm, making new friends, etc.). 3. How you overcame these difficulties. 4. Your expectations for the new semester. Then, the teacher guides students to sort out the writing ideas, and lists the key vocabulary and sentence patterns that can be used in each part. For example, for the part of feelings: “I was excited but a little nervous when I entered senior high school.” “I felt anxious because I didn’t know any classmates here.” For the part of difficulties: “I found it difficult to adapt to the new study rhythm.” “I had trouble making new friends at first.” For the part of overcoming difficulties: “With the help of my teachers and classmates, I gradually adapted to the new study rhythm.” “I actively communicated with my classmates and made many new friends.” For the part of expectations: “I’m looking forward to making more new friends and making progress in my study.” “I hope I can challenge myself and become a better person.” The teacher also reminds students of the writing requirements: correct grammar, fluent expression, clear logic, and at least 80 words. Design Intention: Writing guidance helps students clarify the writing task and requirements, sort out the writing ideas, and reduce the difficulty of writing. Providing key vocabulary and sentence patterns can help students use the language knowledge learned in the lesson flexibly in writing, and improve the accuracy and fluency of their writing. Reminding students of the writing requirements can help them pay attention to the details of writing, such as grammar, logic and word count, and improve the quality of their writing. Activity 2: Independent Writing. Students start to write the short passage independently. The teacher walks around the classroom, observing students’ writing situation, and provides timely help to students who have difficulties. For example, help students organize their language, correct grammar mistakes, and guide them to use the key vocabulary and sentence patterns correctly. For students who finish writing early, the teacher asks them to check their own passages, paying attention to grammar, spelling, punctuation and the logic of the passage. Design Intention: Independent writing is the key link to training students’ writing ability. It allows students to apply the language knowledge learned in the lesson to writing practice independently, and improve their ability to use language in written form. The teacher’s on-site guidance can solve the problems encountered by students in the writing process in time, help them correct mistakes, and improve their writing ability. Asking students to check their own passages can cultivate their ability to self-correct and improve their writing quality. Activity 3: Writing Evaluation and Revision. After students finish writing, the teacher collects some representative passages (including excellent passages and passages with common mistakes), and presents them on the screen. First, invite students to evaluate the excellent passages, analyzing their advantages, such as correct grammar, fluent expression, clear logic and proper use of vocabulary and sentence patterns. Then, the teacher analyzes the passages with common mistakes, points out the mistakes (such as grammar mistakes, incorrect use of vocabulary and sentence patterns, unclear logic) and gives correct methods. After that, ask students to revise their own passages according to the evaluation and guidance, and then exchange their passages with their deskmates for mutual evaluation and revision. The deskmate should point out the advantages and disadvantages of the passage, and help each other correct mistakes. Finally, the teacher collects some revised passages and gives a summary evaluation, affirming the progress of students and encouraging them to continue to improve their writing ability. Design Intention: Writing evaluation and revision is an important link to improve students’ writing ability. By presenting excellent passages and passages with common mistakes, it helps students learn from each other, find their own advantages and disadvantages, and master the correct writing methods. Mutual evaluation between deskmates can cultivate students’ ability to evaluate writing, and help them improve their writing ability in mutual help. The teacher’s summary evaluation can encourage students, enhance their confidence in writing, and guide them to form good writing habits. Step 7: Summary and Homework (Consolidation and Extension) Activity 1: Lesson Summary. The teacher summarizes the content of this lesson with the students: “In this lesson, we have learned the core vocabulary and key sentence patterns related to a new start, and trained our listening, speaking, reading and writing abilities through a series of activities. We have learned how to greet new classmates, introduce ourselves, express our feelings about the new school life and overcome adaptation difficulties in English. We also know that adapting to a new start takes time and effort, and we should be brave to face challenges and actively communicate with others.” Then, the teacher asks students to think about what they have learned in this lesson and what they need to improve. Design Intention: Lesson summary helps students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and form a systematic understanding of the lesson content. Asking students to reflect on their own learning helps them find their own advantages and disadvantages, and cultivate their ability to self-reflect and self-evaluate, which is conducive to their subsequent learning. Activity 2: Homework Arrangement. The teacher assigns the following homework: 1. Recite the core vocabulary and key sentence patterns learned in this lesson, and write each word and sentence pattern twice. 2. Listen to the listening material again and retell the dialogue in your own words. 3. Revise the short passage written in class and hand it in the next class. 4. Talk with your partner in English about your new start experience after class, and record the dialogue (optional). 5. Preview the next part of the unit. Design Intention: Homework is an important way to consolidate the learning results of the lesson. Reciting and writing vocabulary and sentence patterns can help students memorize and master the language knowledge firmly. Listening and retelling the dialogue can consolidate the listening and speaking ability. Revising the short passage can improve the writing ability. Talking with partners after class can provide students with more opportunities to practice oral English, and previewing the next part can lay a foundation for the next lesson. The optional homework can meet the needs of different students and stimulate their learning enthusiasm. 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 $