Unit 1 Back to School-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第一册

Unit 1 Back to School-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master basic vocabulary and sentence patterns related to school life, and use simple English to talk about their expectations and plans for senior high school. Cultural Awareness: Help students understand the similarities and differences between Chinese and foreign high school life, cultivate their cross-cultural communication awareness and respect for diverse cultures. Thinking Quality: Guide students to think actively about senior high school study and life, develop their logical thinking and critical thinking through discussions and exchanges. Learning Ability: Cultivate students’ ability of independent learning and cooperative learning, help them master basic learning strategies such as preview and discussion, and stimulate their enthusiasm for continuous English learning. 2. 教学重难点 Key Points: Master core vocabulary related to school life, such as challenge, potential, confidence, balance and relevant phrases like make the most of, look forward to. Be able to use simple sentence patterns to express expectations, plans and feelings about senior high school life. Difficult Points: Flexibly use the learned vocabulary and sentence patterns to carry out real and smooth oral communication; correctly understand and express the differences between senior high school and junior high school life; effectively participate in group discussions and express personal views clearly and logically in English. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Greeting and Warm-up The teacher greets the students in English: “Good morning, everyone! Welcome back to school. How are you today?” The teacher invites 3-5 students to answer freely, such as “I’m fine, thank you. And you?” “I’m excited because it’s the first day of senior high school.” After the students answer, the teacher responds positively and affirms their performance, saying “Great! I’m glad to hear that you are excited. Today, we will start our new journey in senior high school together with Unit 1 Back to School.” Activity 2: Video Appreciation The teacher plays a 2-minute short video about senior high school life. The video includes scenes such as the school campus, classrooms, libraries, playgrounds, students’ group activities and teachers’ lectures. After playing the video, the teacher asks questions in English: “What did you see in the video? How do you feel about the senior high school life in the video?” The teacher encourages students to express their views freely, and guides them to use simple English words and phrases, such as “beautiful campus”, “interesting classes”, “friendly classmates”, “exciting”, “challenging” and so on. For students who have difficulty expressing, the teacher gives appropriate hints, such as providing key words and helping them organize sentences. Design Intention: The greeting link is to create a relaxed and harmonious English teaching atmosphere, narrow the distance between teachers and students, and let students adapt to English communication quickly. The video appreciation combines audio and video materials, which is more intuitive and vivid than simple language description. It can quickly attract students’ attention, arouse their interest in the theme of “senior high school life”, activate their prior knowledge and life experience related to school life, and lay an emotional and cognitive foundation for the subsequent teaching activities. At the same time, it can implicitly guide students to perceive the characteristics of senior high school life and stimulate their expectations for senior high school study and life. Step 2: Presentation (Presentation of New Knowledge) Activity 1: Picture Discussion (Textbook Pictures) The teacher shows the pictures in the “Welcome to the unit” part of the textbook on the screen, and introduces the content of each picture briefly in English: “Look at these pictures. They show different scenes of senior high school life. Let’s discuss them one by one.” For the first picture (students discussing in groups), the teacher asks: “What are the students doing in this picture? What do you think they are talking about?” Guide students to answer: “They are having a group discussion. They may be talking about their new school, new classmates or new courses.” For the second picture (students participating in extracurricular activities), the teacher asks: “What activities are the students doing here? Do you like these activities? Why?” Encourage students to express their hobbies and views, such as “They are playing basketball/singing/drawing. I like playing basketball because it can make me strong.” For the third picture (teacher explaining knowledge in class), the teacher asks: “What is the teacher doing? What do you expect from your senior high school teachers?” Guide students to talk about their expectations for teachers, such as “The teacher is giving a lesson. I hope my senior high school teachers are kind and patient.” In the process of discussion, the teacher records the key words and phrases mentioned by students on the blackboard, such as group discussion, extracurricular activities, basketball, singing, kind, patient, new courses, new classmates. Then, the teacher supplements and sorts out these words and phrases, and teaches the correct pronunciation and usage. For example, teach “extracurricular activities” (pronunciation: /ˌekstrəkəˈrɪkjələr ækˈtɪvətiz/), explain that it means “activities outside the regular class”, and give examples: “We have many extracurricular activities in senior high school, such as English corner, science and technology club.” Activity 2: Presentation of Core Vocabulary and Sentence Patterns Based on the picture discussion, the teacher introduces the core vocabulary and sentence patterns of this part, combining with the actual situation of students’ senior high school life. Vocabulary teaching: Focus on teaching words such as challenge (n.&vt.), potential (n.), confidence (n.), balance (n.&vt.), well-rounded (adj.), and phrases such as make the most of, look forward to, rise to, make a difference. For each word and phrase, the teacher explains the meaning clearly, gives simple and easy-to-understand examples, and guides students to read after the teacher to master the correct pronunciation and intonation. For example: - Challenge: “Challenge means something difficult that tests your ability. For example, senior high school study is a challenge, but we can rise to it.” (Write the example on the blackboard, and guide students to read it twice.) - Potential: “Potential is the ability that you have but haven’t developed yet. We all have great potential, and we can realize our potential through hard work.” - Look forward to: “Look forward to means to expect something with pleasure. We all look forward to a wonderful senior high school life.” (Emphasize that “to” is a preposition, followed by a noun or gerund, and give an example: “I look forward to meeting my new classmates.”) Sentence pattern teaching: Focus on teaching simple sentence patterns used to express expectations, plans and feelings, such as: 1. I can’t wait to describe to you what senior high school life is like. 2. My expectation for senior high school is that I can make more good friends and improve my English. 3. I plan to make the most of every opportunity to learn and develop my interests. The teacher explains the structure and usage of each sentence pattern, gives more examples related to students’ actual life, and guides students to practice speaking. For example, the teacher says: “Now, please use the sentence ‘I can’t wait to...’ to talk about what you can’t wait to do in senior high school. Let’s try it.” Invite several students to answer, and correct their mistakes in pronunciation and grammar in time, and affirm their correct expressions. Design Intention: The picture discussion is closely combined with the textbook content, which can help students quickly enter the unit theme and understand the connection between the picture content and the unit core. In the process of discussion, students can actively participate in oral communication, exercise their oral expression ability, and at the same time, the teacher can naturally introduce new vocabulary and sentence patterns, realizing the organic combination of situational teaching and knowledge teaching. The vocabulary and sentence pattern teaching focuses on practicality and pertinence, closely around the theme of “senior high school life”, so that students can feel that the knowledge they learn is useful and can be applied to their daily communication, which helps to improve their learning motivation and confidence. The teacher’s timely guidance and affirmation can protect students’ learning enthusiasm and help them establish a sense of achievement in English learning. Step 3: Practice (Consolidation and Practice) Activity 1: Vocabulary and Sentence Pattern Drills Drill 1: Fill in the blanks. The teacher shows the following sentences on the screen, and asks students to fill in the blanks with the learned vocabulary and phrases. After students finish filling in, the teacher checks the answers together, explains the reasons for the errors, and guides students to read the complete sentences. 1. Senior high school study is a ________ (挑战), but we can ________ (应对) it. 2. We should ________ (充分利用) every chance to improve ourselves. 3. I ________ (期待) meeting my new teachers and classmates. 4. Everyone has ________ (潜力), and we should try our best to develop it. 5. A ________ (全面发展的) individual should balance study and extracurricular activities. Drill 2: Sentence transformation. The teacher gives simple sentences, and asks students to transform them into sentences using the learned sentence patterns. For example: Original sentence: I am very excited to start senior high school. Transformed sentence: I can’t wait to start senior high school. Original sentence: I hope I can improve my English in senior high school. Transformed sentence: My expectation for senior high school is that I can improve my English. The teacher invites students to answer one by one, and corrects their mistakes in time. For students who have difficulty transforming, the teacher gives appropriate hints and guidance. Activity 2: Pair Work - Talk About Your Senior High School Expectations The teacher divides the students into pairs, and asks them to talk about their expectations and plans for senior high school life using the learned vocabulary and sentence patterns. The teacher gives a reference topic: - What do you expect from senior high school study and life? - What are your plans for senior high school? - What challenges do you think you will face in senior high school, and how will you deal with them? Before the pair work, the teacher gives a sample dialogue to guide students: Student A: I can’t wait to start my senior high school life. My expectation is that I can make more good friends and join the English club. Student B: That’s great! I also look forward to joining some extracurricular activities. I think senior high school study will be a challenge, but I plan to make the most of every class and ask teachers for help when I have difficulties. Student A: I agree with you. We should also balance study and rest to keep healthy. Then, the students start pair work. The teacher walks around the classroom, observes the communication situation of each pair, and provides timely help for students who have difficulties in expression, such as reminding them of key words and sentence patterns, correcting their pronunciation and grammar mistakes, and guiding them to carry out smooth communication. After the pair work, the teacher invites 2-3 pairs to present their dialogues in front of the class. After each presentation, the teacher makes a brief comment, affirms their advantages, points out the areas that need improvement, and encourages other students to learn from them. Activity 3: Group Discussion - How to Adapt to Senior High School Life The teacher divides the students into groups of 4-5, and puts forward the discussion topic: “As new senior one students, we may face some difficulties in adapting to senior high school life, such as heavy study tasks, new classmates and teachers. How can we adapt to senior high school life quickly?” The teacher asks each group to elect a recorder and a reporter. The recorder is responsible for recording the key points of the group discussion, and the reporter is responsible for reporting the group’s views to the whole class. During the group discussion, the teacher guides students to think from multiple angles, such as study, communication, life and psychology. For example, the teacher can prompt: “What can we do to keep up with the study rhythm of senior high school? How can we get along well with new classmates and teachers? How can we adjust our mood when we feel stressed?” The teacher walks around the classroom, participates in the discussion of each group appropriately, guides students to use the learned vocabulary and sentence patterns to express their views, and ensures that every student can participate in the discussion actively. After the group discussion, each group’s reporter presents the group’s views in English. For example, one group may say: “We think we can adapt to senior high school life by the following ways. First, we should make a reasonable study plan and arrange our time properly. Second, we should be active in communicating with new classmates and teachers, and ask for help when we have problems. Third, we should take part in extracurricular activities to relax ourselves and make more friends.” After all groups finish reporting, the teacher summarizes the views of each group, affirms the reasonable suggestions, and supplements some practical methods, such as “preview before class, review after class” and “keep a positive attitude”, helping students form a more comprehensive understanding of how to adapt to senior high school life. Design Intention: The vocabulary and sentence pattern drills are designed to help students consolidate the newly learned knowledge, master the correct usage of vocabulary and sentence patterns, and lay a solid foundation for oral and written expression. The pair work is a small-scale oral communication activity, which can provide more opportunities for students to practice speaking, help them overcome the shyness of speaking English, and improve their oral expression fluency and accuracy. The group discussion is a more in-depth interactive activity, which can cultivate students’ cooperative learning ability and logical thinking ability. Through discussing practical problems related to their own life, students can not only apply the learned English knowledge to practice, but also gain practical experience and methods to adapt to senior high school life, realizing the integration of language learning and life practice. The teacher’s guidance and participation in the discussion can ensure the effectiveness of the activity and help students solve the difficulties encountered in communication and thinking. Step 4: Consolidation and Extension (Consolidation and Extension) Activity 1: Creative Expression - My Senior High School Goal Card The teacher asks students to make a “My Senior High School Goal Card” on a piece of paper. The card should include the following contents: 1. My expectations for senior high school life (using at least 2 learned phrases); 2. My study and life goals for senior high school (using at least 2 learned sentence patterns); 3. The challenges I may face and my solutions. Students are required to write in English, and can draw some simple pictures to decorate their goal cards. During the activity, the teacher walks around the classroom, provides guidance for students who have difficulty in writing, such as helping them organize their ideas, reminding them of the correct use of vocabulary and sentence patterns, and correcting their spelling and grammar mistakes. After students finish making the goal cards, the teacher invites some students to show their goal cards to the whole class and introduce their goals in English. The teacher makes positive comments on each student’s goal card, encourages them to stick to their goals and work hard for them. Activity 2: Cultural Extension - Introduction to Foreign High School Life The teacher shows some pictures and short videos about foreign high school life (such as American high school and British high school), and introduces the characteristics of foreign high school life briefly in English: “In foreign high schools, students also have a lot of extracurricular activities, such as sports meetings, clubs and volunteer activities. They pay more attention to the cultivation of students’ practical ability and independent thinking ability. The class size is usually small, and teachers and students communicate more closely.” Then, the teacher asks students to discuss: “What are the similarities and differences between foreign high school life and Chinese high school life? Which part do you think we can learn from?” Guide students to express their views freely, and help them understand the diversity of global high school education, cultivate their cross-cultural communication awareness and respect for diverse cultures. For example, students may say: “Both Chinese and foreign high schools have study tasks and extracurricular activities. Foreign high schools have more flexible class arrangements, and we can learn from their way of cultivating students’ independent thinking ability.” Activity 3: Summary of the Lesson The teacher summarizes the content of this lesson in English: “Today, we have learned the core vocabulary and sentence patterns related to senior high school life, discussed our expectations and plans for senior high school, and talked about how to adapt to senior high school life. We also learned something about foreign high school life. I hope everyone can remember what we have learned today, apply it to our daily communication, and welcome the new senior high school life with a positive attitude.” Then, the teacher invites students to summarize what they have learned in this lesson, and supplements and improves their summaries, helping students sort out the knowledge system of this lesson and deepen their understanding of the content. Design Intention: The creative expression activity of “My Senior High School Goal Card” combines written expression with personal experience, which can not only consolidate the learned vocabulary and sentence patterns, improve students’ written expression ability, but also guide students to think about their own senior high school life, clarify their goals and enhance their motivation to learn. The cultural extension activity broadens students’ horizons, helps them understand the differences between Chinese and foreign high school education, cultivates their cross-cultural communication awareness, and conforms to the requirements of core literacy. The lesson summary helps students sort out the knowledge they have learned, form a systematic understanding, and consolidate the learning effect. Inviting students to summarize by themselves can cultivate their ability of induction and summary, and enhance their sense of participation and achievement. Step 5: Homework Arrangement 1. Recite the core vocabulary and sentence patterns learned in this lesson, and write 5 sentences using the learned vocabulary and sentence patterns to talk about your senior high school life. 2. Finish and improve your “My Senior High School Goal Card”, and share it with your deskmate in the next class. 3. Surf the Internet to find more information about foreign high school life, and write a short passage (about 50 words) to introduce it. 4. Preview the Reading part of Unit 1, and find out the new words and phrases in it. Design Intention: The homework arrangement is closely combined with the content of this lesson, which aims to consolidate the learned knowledge, extend the learning content, and connect the classroom learning with after-class learning. Reciting and writing sentences help students consolidate vocabulary and sentence patterns; sharing the goal card can further exercise students’ oral expression ability; looking for information about foreign high school life can expand students’ cultural vision and cultivate their ability of independent learning; previewing the next lesson can help students lay a foundation for the subsequent learning, cultivate their preview habits, and improve their learning ability. Teaching Reflection (Supplementary) This lesson takes the theme of “senior high school life” as the main line, closely combines the textbook content, and designs a series of interactive activities such as lead-in, presentation, practice, consolidation and extension. The whole teaching process adheres to the student-centered concept, pays attention to the cultivation of students’ four-dimensional core literacy, and realizes the organic combination of knowledge teaching, ability training and value guidance. In the teaching process, most students can actively participate in the activities, their oral expression ability and cooperative learning ability have been effectively exercised, and they have a clearer understanding and expectation of senior high school life. However, there may be some deficiencies: some students with poor English foundation have difficulty in expressing themselves freely, and need more individual guidance; the time distribution of some activities can be further optimized to ensure the efficiency of the lesson. In the follow-up teaching, we will pay more attention to the individual differences of students, provide targeted guidance, 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 $