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

Unit 1 A New Start -Developing ideas 内容导航 This section of Unit 1 A New Start focuses on the theme of adapting to new beginnings, mainly through a narrative text about the author’s personal experience of starting a new life and the challenges, growth and insights gained in the process. It guides students to understand the connotation of a new start, learn to express their feelings and experiences related to new beginnings in English, and inspire them to face new stages of life with a positive attitude. It also involves relevant vocabulary, sentence patterns and reading strategies to lay a foundation for students’ language application and theme exploration. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key vocabulary and sentence patterns related to new starts, understand the main idea and details of the text, and express personal experiences and feelings about new beginnings in fluent English. Cultural Awareness: They can understand the common cultural connotations of "new start" in different contexts, compare the ways of adapting to new environments at home and abroad, and enhance cross-cultural communication awareness. Thinking Quality: They can analyze the author’s emotional changes and writing techniques, conduct logical reasoning and critical thinking, and form their own views on facing new challenges. Learning Ability: They can master effective reading and expression strategies, develop the habit of independent learning and cooperative inquiry, and improve their ability to solve problems in language learning. 2. 教学重难点 Key Points: Mastering the key vocabulary (such as adjust, adapt, challenge, overcome, gain, insight) and sentence patterns (such as It takes time to do sth., When faced with..., I realized that...) related to new starts; understanding the structure of the narrative text, grasping the author’s emotional changes and the main idea of the text; being able to use the learned language to describe personal experiences of new beginnings. Difficult Points: Comprehending the deep connotation of the text, especially the author’s insights into growth and life from the new start; using the learned vocabulary and sentence patterns flexibly and accurately in practical expression; forming logical and in-depth views on the theme of new starts and expressing them clearly. 教学过程 Warm-up and Lead-in Activity 1: Brainstorming - "My New Start Moments" The teacher starts the class by asking open-ended questions in English: "What new starts have you experienced in your life? For example, starting primary school, moving to a new city, or joining a new club. How did you feel at that time? What challenges did you meet? How did you deal with them?" Then, the teacher invites 3-4 students to share their own experiences in English. After each sharing, the teacher gives simple comments and guides other students to listen carefully and respond appropriately, such as asking follow-up questions like "Did you feel nervous at first?" or "What did you gain from that experience?" Design Intention: This activity is closely connected with students’ real life, which can quickly arouse their interest and enthusiasm in learning. By recalling their own new start experiences, students can naturally enter the theme of the unit, activate the relevant vocabulary and emotional experience reserve in their minds, and lay a emotional and language foundation for the subsequent text learning. At the same time, it can train students’ oral expression ability and listening ability, and create a relaxed and active classroom atmosphere. Activity 2: Vocabulary Preview - Key Words for New Starts The teacher presents the key vocabulary of this section on the screen, including adjust, adapt, challenge, overcome, gain, insight, anxious, confident, struggle, reward, etc. For each word, the teacher gives the phonetic symbol, Chinese meaning and a simple example sentence related to new starts, such as "adapt to a new school life", "overcome difficulties in learning", "gain valuable experience". Then, the teacher leads the students to read the words and example sentences aloud, correcting their pronunciation and intonation. After that, the teacher organizes a quick matching game: divide the students into groups of 4, show the Chinese meanings of the words, and let the groups compete to say the corresponding English words and make a simple sentence. The group with the most correct answers wins a small reward. Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before text reading can help students reduce the difficulty of reading, avoid being blocked by new words and affect their understanding of the text. The form of example sentences and games makes vocabulary learning more vivid and interesting, which can help students remember words more firmly and master the usage of words in context. Group competition can also stimulate students’ sense of participation and teamwork awareness. Text Reading and Comprehension Activity 1: Skimming - Get the Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What is the author’s general feeling about his new start? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The text tells the author’s experience of moving to a new country and starting a new school life, including the initial anxiety, the challenges encountered in study and life, the process of adjusting and adapting, and the growth and insights gained finally. The author’s feeling changes from anxious and confused to confident and grateful. Design Intention: Skimming is an important reading strategy that can help students quickly grasp the core content of the text and form an overall understanding. By setting simple and targeted questions, students can have a clear purpose in skimming, avoid aimless reading, and improve their reading efficiency. At the same time, it can train students’ ability to extract key information and summarize the main idea. Activity 2: Scanning - Find Specific Details The teacher asks students to read the text again carefully (scanning) and complete a detailed information form. The form includes the following items: 1. Where did the author move to? 2. What challenges did the author meet in study? 3. What challenges did the author meet in daily life? 4. Who helped the author adapt to the new life? 5. What did the author gain from the new start? Students can work in pairs to complete the form, and then the teacher checks the answers with the whole class, explaining the key details and difficult sentences in the text. For example, for the sentence "It took me a long time to adjust to the new school rules and the different way of teaching", the teacher explains the structure "It takes sb. some time to do sth." and the meaning of "adjust to", and asks students to make sentences with this structure. Design Intention: Scanning is a reading strategy to find specific information quickly. Through completing the information form, students can deeply understand the details of the text, clarify the context and the author’s experience process. Pair work can promote students’ communication and cooperation, let them help each other solve problems encountered in reading, and improve their ability to cooperate and inquiry. Explaining difficult sentences and key structures in time can help students break through the reading difficulties and consolidate their language knowledge. Activity 3: Close Reading - Analyze Emotional Changes and Writing Techniques 1. Emotional Changes Analysis: The teacher guides students to find the sentences in the text that reflect the author’s emotional changes, and sort out the emotional changes of the author: anxious and confused (at the beginning of moving) → frustrated and helpless (when encountering difficulties in study and life) → hopeful and determined (with the help of others) → confident and grateful (after adapting to the new life). Then, the teacher asks students to discuss in groups: "What causes the author’s emotional changes? What can we learn from the author’s emotional changes?" After the discussion, each group sends a representative to share their views, and the teacher makes a summary and comment, emphasizing that we should face the difficulties in new starts with a positive attitude and actively seek help when encountering problems. 2. Writing Techniques Analysis: The teacher leads students to analyze the writing techniques used in the text. First, the text uses the first-person narrative perspective, which makes the content more real and vivid, and is easy for readers to resonate with. Second, the text uses a chronological order to narrate the author’s experience, which makes the context clear and logical. Third, the text uses specific examples to express the author’s feelings and experiences, such as the example of struggling with English classes and the example of making friends with a classmate. The teacher asks students to find these examples in the text and discuss how these examples help to express the theme of the text. Design Intention: Close reading is the key link to deepen the understanding of the text. Analyzing the author’s emotional changes can help students better understand the author’s inner world and the deep connotation of the text, and guide them to connect with their own experiences and form correct values. Analyzing writing techniques can help students master the methods of narrative writing, accumulate writing experience, and lay a foundation for their own writing. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their critical thinking and language expression ability. Language Focus and Practice Activity 1: Key Vocabulary Practice The teacher arranges three types of vocabulary practice activities: 1. Fill in the blanks: The teacher presents a passage related to new starts, with some key words missing, and asks students to fill in the blanks with the learned key words. 2. Word collocation: The teacher lists the key words and some common collocations, and asks students to match them and make sentences. For example, adjust to + n., overcome + n., gain + n. 3. Translation: The teacher gives some Chinese sentences related to new starts, and asks students to translate them into English using the learned key words and sentence patterns. After students finish the practice, the teacher checks the answers, corrects the mistakes, and emphasizes the usage of key words and collocations. Design Intention: Vocabulary practice is an important link to consolidate vocabulary learning. Through different forms of practice, students can master the usage of key words more flexibly, and apply them to reading, writing and translation. The practice content is closely related to the theme of the text, which can help students connect language knowledge with theme learning, and improve their language application ability. Activity 2: Key Sentence Patterns Practice The teacher focuses on explaining the key sentence patterns in the text, including: 1. It takes sb. some time to do sth. (It took me a long time to adjust to the new life.) 2. When faced with difficulties, we should keep calm. (When faced with the problem of poor English, I decided to work harder.) 3. Not only did I learn a lot of knowledge, but also I made many good friends. (Not only did I adapt to the new school life, but also I gained valuable insights.) For each sentence pattern, the teacher explains its structure, usage and meaning, and gives more examples. Then, the teacher asks students to make sentences with these sentence patterns, combining their own new start experiences. Students can share their sentences in class, and the teacher gives comments and guidance. Design Intention: Key sentence patterns are the basis of fluent expression. By explaining and practicing key sentence patterns, students can master the correct sentence structure, improve their ability to express ideas in English, and lay a foundation for their oral and written expression. Combining with their own experiences to make sentences can make the practice more targeted and practical, and help students better apply the sentence patterns to real communication. Theme Exploration and Extension Activity 1: Group Discussion - "How to Adapt to a New Start?" The teacher divides students into groups of 5-6, and puts forward the discussion topic: "In our life, we will encounter various new starts, such as entering senior high school, starting a new semester, joining a new club, etc. What difficulties will we usually meet? What effective ways can we use to adapt to these new starts?" Each group is required to discuss the topic in English, and record the key points of the discussion. After the discussion, each group sends a representative to give a report in English, introducing the group’s views and suggestions. The teacher listens carefully, gives comments and supplements, and summarizes the effective ways to adapt to new starts: keeping a positive attitude, actively communicating with others, seeking help when necessary, making reasonable plans, and persisting in efforts. Design Intention: Group discussion is an effective way to explore the theme and improve students’ oral expression ability. By discussing the practical topic closely related to students’ life, students can deepen their understanding of the theme of "new start", and combine the text content with their own life experience to form practical and useful suggestions. This activity can also train students’ teamwork ability, logical thinking ability and language expression ability, and guide them to apply the knowledge and insights learned in the text to real life. Activity 2: Cross-Cultural Comparison - "New Starts in Different Cultures" The teacher presents some materials about new starts in different cultures, such as the experience of foreign students entering Chinese universities, the way of Western students adapting to new school life, etc. Then, the teacher asks students to read the materials and discuss in groups: "What are the similarities and differences between the ways of adapting to new starts in different cultures? What can we learn from other cultures?" After the discussion, students share their views, and the teacher summarizes: Different cultures have different ways of adapting to new starts, but they all emphasize positive attitude, communication and cooperation. We should respect cultural differences, learn from the advantages of other cultures, and form our own way of adapting to new starts. Design Intention: This activity aims to cultivate students’ cultural awareness and cross-cultural communication ability. By comparing the ways of adapting to new starts in different cultures, students can broaden their horizons, understand cultural diversity, and learn to respect and tolerate different cultures. At the same time, it can deepen their understanding of the theme of the text, and realize that the pursuit of growth and progress in new starts is a common human experience. Writing Practice Activity 1: Guided Writing - "My New Start Experience" The teacher guides students to write a short passage about their own new start experience. First, the teacher helps students sort out the writing framework: 1. Introduction: What new start did you experience? When and where did it happen? 2. Process: What challenges did you meet? How did you deal with them? 3. Feelings and Insights: How did you feel during the process? What did you gain from this new start? Then, the teacher reminds students to use the key vocabulary and sentence patterns learned in this section, and pay attention to the logical order and emotional expression. Students can write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them think about the content, correct grammar mistakes, and improve the expression. Design Intention: Writing practice is an important link to test students’ language application ability and consolidate the knowledge learned. Guided writing can help students clarify the writing framework, avoid aimless writing, and improve their writing ability step by step. Combining with their own experiences, students can write more real and vivid passages, and at the same time, they can deepen their understanding of the theme of the text. The teacher’s guidance can help students solve the difficulties in writing, and improve their writing confidence and level. Activity 2: Peer Evaluation and Revision After students finish writing, the teacher asks them to exchange their passages with their deskmates for peer evaluation. The evaluation criteria include: 1. Whether the content is complete and in line with the theme; 2. Whether the key vocabulary and sentence patterns are used correctly and flexibly; 3. Whether the logical order is clear; 4. Whether there are grammar, spelling or punctuation mistakes. Each student is required to put forward at least two suggestions for revision. After peer evaluation, students revise their own passages according to the suggestions. Then, the teacher selects 2-3 typical passages (one excellent passage and one passage with common problems) to comment on in class, affirming the advantages and pointing out the problems and revision methods. Design Intention: Peer evaluation can help students learn from each other, find their own problems and the advantages of others, and improve their ability to evaluate and revise articles. It can also enhance students’ sense of participation and responsibility, and make them more active in the writing process. The teacher’s comments can help students further clarify the key points and difficulties of writing, and guide them to improve their writing level in a targeted way. Summary and Homework Activity 1: Class Summary The teacher invites students to summarize what they have learned in this class, including key vocabulary, sentence patterns, reading strategies, the main idea and writing techniques of the text, and the insights about new starts. Then, the teacher makes a comprehensive summary, emphasizing the key points and difficulties of this class, and guiding students to review and consolidate the knowledge learned. The teacher also encourages students to apply the knowledge and insights learned in this class to their own life, bravely face new starts, and grow in challenges. Design Intention: Class summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. Inviting students to summarize can cultivate their ability to summarize and express, and make them more active in the learning process. The teacher’s summary and encouragement can help students establish learning confidence and clarify the direction of subsequent learning. Activity 2: Homework Arrangement 1. Basic Homework: Revise the passage written in class according to the teacher’s comments and peer suggestions, and hand it in the next class. Review the key vocabulary and sentence patterns learned in this section, and make a vocabulary and sentence pattern notebook. 2. Extended Homework: Read an English article about new starts (provided by the teacher or found by students themselves), and write a short reading reflection (about 100 words), introducing the main idea of the article and their own feelings. 3. Practical Homework: Talk with your classmates or friends in English about your new start plans (such as plans for the new semester), and record the conversation (if possible). Design Intention: The homework is designed in three levels: basic, extended and practical, which can meet the needs of students with different levels. Basic homework is to consolidate the knowledge learned in class; extended homework is to expand students’ reading scope and improve their reading and writing ability; practical homework is to encourage students to use English in real communication, improve their oral expression ability, and realize the practical application of language knowledge. This kind of homework arrangement is conducive to students’ all-round development of language ability and learning ability. Teaching Reflection (Supplementary) In the teaching process of this section, we should pay attention to the connection between teaching content and students’ real life, fully mobilize students’ enthusiasm and initiative in learning, and focus on the cultivation of students’ four-dimensional core literacy. In the reading link, we should guide students to master reading strategies and deepen their understanding of the text; in the language practice link, we should pay attention to the combination of knowledge and application, and help students master key vocabulary and sentence patterns; in the theme exploration link, we should guide students to connect with their own experiences and form correct values. At the same time, we should pay attention to the individual differences of students, provide targeted guidance for students with different levels, and ensure that every student can gain something in the learning process. In the follow-up teaching, we should timely summarize the problems in teaching, adjust the teaching methods and strategies, and continuously improve the teaching effect. 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 $