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

Unit 1 A New Start -Presenting ideas 内容导航 This section centers on the theme of "A New Start", guiding students to integrate the unit’s language knowledge and cultural awareness. It enables students to present ideas about their new starts in senior high school, using proper expressions and logical structures to improve their oral and written presentation abilities. 教学目标和重难点 1. 教学目标 Language Competence: Students master key vocabulary and sentence patterns related to new starts, and can clearly present ideas in oral and written forms with correct grammar and smooth expression. Cultural Awareness: They understand the similarities and differences in senior high school life between Chinese and foreign students, fostering respect for diverse cultures. Thinking Quality: They develop logical thinking by organizing and presenting ideas, and critical thinking by reflecting on their own and others’ presentations. Learning Ability: They learn to cooperate in groups, actively participate in interactions, and summarize and improve their presentation skills independently. 2. 教学重难点 Key Points: Mastering key vocabulary (e.g., adapt, challenge, opportunity, adjust) and sentence patterns for presenting ideas; being able to present personal experiences and views on new starts with clear logic and appropriate language. Difficult Points: Organizing ideas coherently and logically in presentations; using complex sentences and cohesive devices (e.g., first, besides, finally) to connect content; expressing personal views accurately and vividly while combining practical experiences. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Brainstorming - "My New Start Moments" The teacher starts the class by asking open-ended questions: "What does ‘a new start’ mean to you? Can you think of some important new starts in your life? For example, entering primary school, moving to a new city, or starting senior high school?" Then, the teacher invites students to share their own new start moments briefly in pairs. After 5 minutes of pair discussion, 3-4 students are invited to share their ideas with the whole class. The teacher writes down key words and expressions mentioned by students on the blackboard, such as "nervous", "excited", "challenge", "new friends", "adapt", etc. Design Intention: This activity aims to activate students’ prior knowledge and life experience related to "new starts". By sharing personal stories, students can quickly enter the unit theme, reduce their anxiety about speaking English, and lay a foundation for the subsequent presentation activities. Meanwhile, the key words collected in the activity can help students build a vocabulary reserve for their presentations later. Activity 2: Video Appreciation & Discussion The teacher plays a short video (3-4 minutes) about a foreign student’s first day in senior high school. The video shows the student’s feelings of nervousness, curiosity, and how he adapts to the new environment, makes new friends, and faces new challenges. After watching the video, the teacher asks students to discuss the following questions in groups of 4: 1. How did the student feel on his first day? 2. What challenges did he meet? 3. How did he solve these challenges? 4. What can we learn from him when facing our own new starts? After group discussion, each group sends a representative to report their discussion results. The teacher comments on students’ answers, emphasizes the key points, and guides students to pay attention to the expressions used in the video to describe feelings and experiences, such as "I felt a little nervous at first, but soon I made friends with my classmates" and "I tried my best to adapt to the new study rhythm". Design Intention: The video provides a real and vivid context for students to understand the theme of "new starts". Through watching and discussing, students can not only deepen their understanding of the theme but also learn practical expressions for presenting ideas. Group discussion encourages students to communicate actively, improve their oral expression ability, and cultivate their cooperative learning awareness. Step 2: Presentation of Key Knowledge (Language Input) Activity 1: Vocabulary Focus Based on the key words collected in the lead-in part, the teacher introduces and explains the core vocabulary of this section, including verbs (adapt, adjust, overcome, embrace), nouns (challenge, opportunity, adaptation, rhythm), adjectives (nervous, excited, confident, challenging), and phrases (adapt to, adjust to, take up, face challenges, make the most of). For each word or phrase, the teacher provides clear definitions, example sentences related to senior high school life, and guides students to read aloud to master the pronunciation and usage. For example, when explaining "adapt to", the teacher says: "‘Adapt to’ means to change your behavior or way of thinking so that you can live or work in a new situation. For example, when we enter senior high school, we need to adapt to the new study rhythm and new classmates." Then, the teacher asks students to make their own sentences with "adapt to" to consolidate their understanding. Design Intention: Vocabulary is the foundation of language expression. By focusing on the core vocabulary related to the theme, students can accumulate the necessary language materials for their presentations. The example sentences closely related to senior high school life help students understand and use the vocabulary in a real context, avoiding mechanical memorization. Activity 2: Sentence Patterns for Presenting Ideas The teacher presents the key sentence patterns for presenting ideas, which are divided into three parts: expressing feelings, stating challenges, and putting forward suggestions. The teacher explains the usage of each sentence pattern and provides example sentences, then guides students to practice them. 1. Expressing feelings: - When I started my senior high school life, I felt... (nervous/excited/confident) - It was a new and exciting experience for me because... - I was full of anticipation about... 2. Stating challenges: - One of the biggest challenges I faced was... - I found it difficult to... at first. - The biggest problem for me was... 3. Putting forward suggestions: - I think we should... to adapt to the new start. - It is important to... when facing new challenges. - We can make the most of the opportunity by... After explaining the sentence patterns, the teacher asks students to practice in pairs, using the sentence patterns to talk about their own senior high school new starts. The teacher walks around the classroom, provides guidance for students who have difficulties, and corrects their mistakes in pronunciation and grammar. Design Intention: Clear and appropriate sentence patterns can help students organize their ideas logically and express themselves more smoothly. By classifying the sentence patterns according to different functions, students can better master and use them in different parts of their presentations. Pair practice provides students with more opportunities to speak, helping them improve their oral expression ability. Activity 3: Model Presentation Analysis The teacher presents a model presentation (about 150 words) on the screen. The model is about a student’s new start in senior high school, including his feelings, the challenges he faced, and how he overcame them. The teacher reads the model aloud, then asks students to read it together. After that, the teacher guides students to analyze the structure and language features of the model: 1. Structure: Introduction (introducing the topic of new start) → Body (expressing feelings, stating challenges, and solutions) → Conclusion (summarizing and looking forward). 2. Language features: Using the key vocabulary and sentence patterns learned; using cohesive devices such as "first", "besides", "finally" to connect the content; expressing personal views clearly and vividly. The teacher also points out the advantages of the model, such as clear logic, appropriate language, and true feelings, and tells students that they can learn from the model when preparing their own presentations. Design Intention: The model presentation provides a clear example for students to understand how to organize and present ideas. By analyzing the structure and language features of the model, students can grasp the key points of a good presentation, which helps them lay a foundation for their own presentation preparation. At the same time, the model can enhance students’ confidence in presenting their ideas. Step 3: Guided Practice (Language Output) Activity 1: Outline Preparation The teacher asks students to prepare an outline for their own presentation. The outline should include the following three parts: 1. Introduction: Briefly introduce your new start (e.g., entering senior high school, joining a new club, etc.). 2. Body: a) Your feelings about the new start; b) The challenges you faced or are facing; c) How you overcame or plan to overcome these challenges. 3. Conclusion: Summarize your experience and put forward suggestions for other students who are facing new starts. The teacher provides a sample outline on the screen to help students understand the requirements. Students work independently to prepare their outlines, and the teacher walks around the classroom to provide guidance. For students who have difficulties in thinking of content, the teacher asks guiding questions, such as "What was your first impression of senior high school?", "What is the most difficult thing for you now?", "How do you plan to solve this problem?" Design Intention: Preparing an outline is an important step in organizing ideas. By guiding students to prepare the outline according to the given structure, students can sort out their thoughts, ensure the logic of their presentations, and avoid the problem of disorganized content. Independent preparation allows students to express their own ideas freely, while teacher guidance helps students who have difficulties to complete the task smoothly. Activity 2: Group Peer Review After students finish preparing their outlines, they are divided into groups of 4 to conduct peer review. Each student shares his or her outline with the group members, and the group members give suggestions from the following aspects: 1. Is the structure clear? 2. Are the content and theme closely related? 3. Are there any appropriate vocabulary and sentence patterns? 4. Are there any unreasonable parts that need to be revised? The teacher provides a peer review form to help students conduct the review more effectively. The form includes evaluation items, evaluation standards, and suggestions for revision. After peer review, each student revises his or her outline according to the suggestions from group members. The teacher walks around the groups to observe the peer review process, provides guidance when necessary, and emphasizes the importance of respecting others’ opinions and putting forward constructive suggestions. Design Intention: Peer review not only helps students find the problems in their own outlines but also allows them to learn from each other’s advantages. Through peer review, students can improve their ability to evaluate and revise their own works, and cultivate their cooperative learning awareness and communication skills. The peer review form makes the review process more standardized and effective. Activity 3: Draft Writing Based on the revised outline, students write a draft of their presentation (about 120-150 words). The teacher reminds students to use the key vocabulary and sentence patterns learned, pay attention to the logic and coherence of the content, and use cohesive devices to connect the sentences. Students work independently to write their drafts, and the teacher provides individual guidance for students who have difficulties in writing, such as helping them choose appropriate words and sentence patterns, and correcting their grammar mistakes. After students finish writing their drafts, they exchange drafts with their deskmates and check each other’s drafts for grammar, spelling, and punctuation mistakes. They also help each other revise the content to make it more fluent and logical. Design Intention: Draft writing is a key link in transforming ideas into written language. By writing the draft, students can further consolidate the language knowledge learned, improve their written expression ability, and sort out their ideas more clearly. Exchanging drafts with deskmates and checking each other’s work helps students find their own mistakes and improve their ability to correct and revise their works. Step 4: Presentation & Evaluation (Deepen & Improve) Activity 1: Individual Presentations The teacher invites students to present their drafts in front of the whole class. Each presentation lasts for 2-3 minutes. Before the presentations start, the teacher explains the evaluation standards to the students: 1. Content: Clear theme, complete structure, and true feelings. 2. Language: Correct grammar, appropriate vocabulary and sentence patterns, smooth expression, and standard pronunciation. 3. Performance: Confident attitude, natural expression, and eye contact with the audience. During the presentations, the teacher asks other students to listen carefully and take notes. After each presentation, the teacher invites 2-3 students to give comments according to the evaluation standards, and then the teacher makes a summary comment, affirming the advantages of the presentation, pointing out the problems that need to be improved, and providing specific suggestions for revision. For example, if a student’s presentation lacks logical connection, the teacher can suggest adding cohesive devices such as "besides" and "finally"; if a student’s pronunciation is not standard, the teacher can correct it and ask the student to read the relevant part again. Design Intention: Individual presentations provide students with a platform to show their learning achievements and improve their oral expression ability. By listening to others’ presentations and giving comments, students can learn from each other’s advantages, find their own gaps, and improve their ability to evaluate others’ works. Teacher’s comments and suggestions help students clearly understand their own problems and make targeted improvements. Activity 2: Group Presentation Competition After individual presentations, students are divided into groups of 4 again to integrate their individual presentations into a group presentation. The group presentation should focus on the theme of "Our New Starts in Senior High School", and each group member should take part in the presentation. The groups have 15 minutes to prepare the group presentation, including sorting out the content, dividing the roles, and practicing the expression. After preparation, each group presents their group presentation in front of the whole class. The teacher and other students evaluate the group presentations according to the evaluation standards (content, language, performance, and cooperation). The teacher selects the best group and awards them small prizes to encourage students. After all group presentations, the teacher makes a summary, affirming the efforts and achievements of all groups, and emphasizing the key points of presenting ideas. Design Intention: Group presentation competition not only cultivates students’ cooperative learning ability and team spirit but also allows students to integrate their individual ideas into a group work, improving their ability to organize and coordinate content. The competition form can stimulate students’ learning enthusiasm and sense of participation, making the teaching activity more interesting and effective. Awarding prizes can enhance students’ confidence and motivation to learn. Step 5: Summary & Extension (Consolidation & Application) Activity 1: Class Summary The teacher leads students to summarize the key points of this class: 1. The core vocabulary and sentence patterns related to "new starts". 2. The structure and key points of presenting ideas (introduction → body → conclusion). 3. The skills of presenting ideas (clear logic, appropriate language, confident performance). The teacher also asks students to reflect on their own performance in this class, including what they have learned, what problems they have encountered, and how they will improve in the future. Design Intention: Class summary helps students sort out the knowledge and skills learned in this class, consolidate their learning achievements, and form a systematic understanding of presenting ideas. Reflection allows students to realize their own strengths and weaknesses, which is conducive to their future learning and improvement. Activity 2: Extension Activity The teacher assigns an extension task: Ask students to revise their individual presentation drafts according to the comments and suggestions from the teacher and classmates, and then record a short video of their presentation (3-4 minutes). Students can add pictures, music, or other elements to the video to make it more vivid and interesting. The videos will be shared in the next class, and students will vote for the best video. In addition, the teacher recommends some English articles and videos about "new starts" to students, such as articles about foreign students’ campus life and TED speeches about facing new challenges. Students are asked to read or watch them after class to expand their knowledge and accumulate more language materials. Design Intention: The extension task extends the teaching activity from the classroom to after class, helping students consolidate the knowledge and skills learned in class and improve their comprehensive language ability. Recording a video allows students to practice their oral expression ability in a more relaxed environment, and sharing the video in the next class can enhance students’ sense of achievement. Recommending relevant articles and videos helps students expand their horizons and cultivate their autonomous learning ability. Activity 3: Emotional Guidance The teacher ends the class with a short speech: "A new start is full of challenges, but it also brings new opportunities. Entering senior high school is a new start for all of us. I hope you can bravely face the challenges, actively adapt to the new environment, make the most of the opportunities, and grow into better people. Remember, every new start is a chance to start over and pursue better selves." Design Intention: Emotional guidance combines the language teaching with emotional education, helping students establish a positive attitude towards new starts, enhance their confidence in facing challenges, and realize the educational value of the unit theme. It also makes the class more warm and touching, leaving a deep impression on students. 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 $