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

Unit 1 Back to School-Reading 教学目标和重难点 1. 教学目标 Language Ability: Enable students to understand the structure and rhetorical features of the speech, master core vocabulary such as potential, challenge and opportunity, and use key sentence patterns to express opinions. Cultural Awareness: Help students perceive the positive values of facing challenges bravely, understand the common pursuit of personal growth in different cultures, and cultivate cross-cultural awareness. Thinking Quality: Guide students to analyze the logical relationship between challenges and opportunities, develop logical reasoning and critical thinking. Learning Ability: Help students master skimming and scanning skills, form good reading habits, and learn to summarize and reflect on learning content independently. 2. 教学重难点 Key Points: Master the core vocabulary (potential, challenge, acquire, balance, etc.) and key sentence patterns (such as "When you rise to the challenges, you will...") in the text; understand the main idea, structure and emotional tone of the speech; grasp the reading skills of skimming for main ideas and scanning for details. Difficult Points: Understand the deep meaning of potential and the dialectical relationship between challenges and opportunities; correctly use the key sentence patterns in practical expression; appreciate the rhetorical devices (parallelism, quotation) and their effects in the speech. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Greeting and Free Talk. The teacher greets the students with "Good morning, everyone! Today is a special day for all of you—you are standing at the starting line of senior high school. How do you feel now? Are you excited, nervous or confused? Please share your true feelings with your deskmate in 2 minutes." After the students finish their discussion, invite 3-4 students to share their feelings in front of the class. The teacher responds positively, such as "I can feel your excitement and a little nervousness. It’s totally normal. Today, we will read a welcome speech that will help you understand senior high school life better and find the way to realize your potential." Activity 2: Visual Aids Display. Show some pictures and short videos about senior high school life on the screen, including the campus environment, classroom scenes, after-school activities, club activities and group discussions. While playing, the teacher says: "Look at these pictures and videos. This is what senior high school life is like—full of new experiences, new challenges and new opportunities. The speaker of today’s reading text will introduce senior high school life to us and tell us how to realize our potential. Now, let’s start our reading journey." Design Intention: The free talk activity is closely connected with the students’ real life, which can quickly arouse their emotional resonance, reduce their sense of distance from the text, and activate their existing knowledge and experience about senior high school life. The visual aids (pictures and videos) can make the abstract senior high school life more concrete and intuitive, help students build a preliminary cognitive framework of the text theme, and lay a good foundation for the subsequent reading comprehension. At the same time, this link can also cultivate students’ oral expression ability and communication ability, which is in line with the requirements of language ability in core literacy. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview. The teacher presents the core vocabulary of the text on the blackboard or PPT, including potential (n. 潜力), challenge (n. & vt. 挑战), opportunity (n. 机会), acquire (vt. 获得), balance (vt. 平衡; n. 平衡), facility (n. 设施), attitude (n. 态度), responsible (adj. 负责的). For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to senior high school life, such as "Everyone has great potential. Senior high school is a good time to realize it." "We will meet many challenges in senior high school, but we can also get many opportunities." Then, let the students read the words aloud twice after the teacher, and ask them to make simple sentences with 2-3 words by themselves, and check the effect of vocabulary preview through random questioning. Activity 2: Predict the Text. The teacher shows the title of the reading text "Realizing Your Potential" and the first sentence "Hello, everyone! Welcome to senior high school!" to the students, and asks: "According to the title and the first sentence, can you predict what the text will talk about? What questions do you think the speaker will answer?" Guide the students to put forward their own predictions, such as "The text may talk about what potential is." "It may tell us how to realize our potential in senior high school." "It may introduce the challenges and opportunities in senior high school." The teacher records the students’ predictions on the blackboard, and says: "Now, let’s read the text to check whether your predictions are correct." Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce the difficulty of reading, avoid being blocked by new words and affect the understanding of the text. The example sentences closely related to senior high school life can help students understand and remember words in a specific context, laying a foundation for the application of words later. Predicting the text based on the title and the first sentence can stimulate students’ reading interest, cultivate their ability of logical prediction and thinking divergence, and make students read with questions, which is conducive to improving reading efficiency and deepening the understanding of the text. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming for Main Idea. Ask the students to read the text quickly (skimming) and answer the following questions: 1. What kind of text is this? (A welcome speech) 2. What is the main idea of the text? After the students finish reading, invite them to answer the questions. The teacher summarizes and supplements: "This text is a welcome speech for senior high school freshmen. The speaker introduces the challenges and opportunities of senior high school life, explains the meaning of potential, and gives suggestions on how to realize potential, encouraging students to make efforts and grow in senior high school." Then, guide the students to divide the text into three parts according to the structure of the speech: Introduction (Paragraph 1), Body (Paragraphs 2-5) and Conclusion (Paragraph 6), and let the students briefly introduce the main content of each part. Design Intention: Skimming is an important reading skill. Through this activity, students can quickly grasp the type and main idea of the text, and understand the overall structure of the speech, which helps to cultivate students’ ability of overall perception and information induction. Dividing the text into parts according to the structure of the speech can help students clarify the logical context of the text, lay a foundation for in-depth understanding of each part of the text, and conform to the requirements of thinking quality in core literacy. Activity 2: Scanning for Key Information. Ask the students to read the text again (scanning) and complete the following tasks: 1. Find out the challenges of senior high school life mentioned in the text. (A new environment, new knowledge and new ways of thinking.) 2. What is potential according to the text? (Potential is your natural ability that can be developed when you try hard enough.) 3. What suggestions does the speaker give to help students realize their potential? (① Make the most of school resources: take advantage of classes, learn from teachers and classmates, make use of school facilities, join clubs and take part in sports. ② Develop good study habits, useful skills and a positive attitude: plan study carefully, set clear goals, balance schoolwork with other activities, improve communication and problem-solving skills, look on the bright side and never lose hope.) After the students finish the tasks, the teacher checks the answers with the whole class, and explains the key points in the tasks in detail. For example, when explaining the definition of potential, the teacher can ask: "Do you think you have potential? What potential do you think you have? How can you develop it?" to guide students to combine their own reality and understand the meaning of potential in depth. When explaining the suggestions, the teacher can list the suggestions on the blackboard in the form of notes to help students sort out and remember. Design Intention: Scanning is a common reading skill that helps students quickly find specific information in the text. Through this activity, students can grasp the key content of the text, deepen their understanding of the main idea, and at the same time exercise their ability of information screening and sorting. Combining the text content with students’ own reality can make the text content more close to students’ life, enhance their sense of identity, and lay a foundation for the subsequent application and migration of knowledge. The form of notes can help students sort out the key information systematically, which is conducive to memory and later review. Activity 3: Close Reading for Details and Rhetorical Devices. Ask the students to read the text carefully paragraph by paragraph, and complete the following tasks: 1. Analyze the sentence "Today is the start of a new term, the start of a three-year journey and the start of a promising future." What rhetorical device is used here? (Parallelism) What is the effect? (It emphasizes the significance of the new term, enhances the momentum of the speech, and conveys the speaker’s sincere expectations for the students.) 2. Find out the quotation in the text and explain its meaning and function. (As Lao-Tzu wisely said, “A journey of a thousand miles begins with a single step.” Meaning: A long journey starts with the first step. Function: It vividly illustrates the importance of continuous efforts, strengthens the persuasion of the speech, and encourages students to take action from now on.) 3. Analyze the emotional tone of the speaker in each paragraph. (Paragraph 1: Warm and welcoming; Paragraphs 2-3: Encouraging and confident; Paragraphs 4-5: Practical and sincere; Paragraph 6: Inspiring and expectant.) In the process of students’ reading and analysis, the teacher walks around the classroom to guide and help students who have difficulties. After the students finish, organize group discussions, let each group share their analysis results, and the teacher makes comments and supplements. For example, when analyzing parallelism, the teacher can ask students to find other parallel structures in the text (such as “What beautiful works of art you will create, what medical advances you will make or what amazing technologies you will develop!”) and analyze their effects together. When analyzing the emotional tone, the teacher can let students read the paragraphs with corresponding emotional tones, so as to feel the speaker’s emotions more intuitively. Design Intention: Close reading is the key link to deepen the understanding of the text. Through analyzing details and rhetorical devices, students can not only understand the connotation of the text more deeply, but also appreciate the language beauty of the speech, improve their language appreciation ability and literary accomplishment. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other in the discussion, which is conducive to the improvement of their comprehensive quality. Reading with emotional tone can help students better understand the speaker’s emotions and the theme of the text, and enhance their emotional experience. Activity 4: Sentence Analysis. Select several key and difficult sentences in the text for detailed analysis, helping students understand the sentence structure and master the usage of key sentence patterns. 1. “The path before you leads to a world full of challenges: a new environment, new knowledge and new ways of thinking.” (Analysis: The main clause is “The path leads to a world”; “before you” is an attributive clause modifying “the path”; “full of challenges” is a postpositive attributive modifying “a world”; the colon is used to explain the specific content of “challenges”.) 2. “When you rise to the challenges, you will have the opportunity to acquire great knowledge and enjoy personal growth.” (Analysis: “When you rise to the challenges” is a time adverbial clause; the main clause is “you will have the opportunity”; “to acquire great knowledge and enjoy personal growth” is an infinitive phrase used as a postpositive attributive modifying “the opportunity”.) 3. “It is important for you to make the most of our school resources.” (Analysis: It is a formal subject structure, where “it” is a formal subject, and the real subject is the infinitive phrase “to make the most of our school resources”; “for you” indicates the object of the action.) After analyzing each sentence, let the students read the sentence aloud, and ask them to make similar sentences according to the sentence pattern. For example, according to the second sentence, students can make sentences like “When you study hard, you will have the opportunity to make great progress and realize your dreams.” The teacher checks the students’ sentences and gives positive comments and guidance. Design Intention: Key and difficult sentences are the key to understanding the text. Analyzing these sentences can help students break through the reading difficulties, master the sentence structure and key sentence patterns, and lay a foundation for their own writing and oral expression. Making similar sentences can help students consolidate the learned sentence patterns, realize the application of knowledge, and improve their language output ability, which is in line with the requirements of language ability in core literacy. Step 4: Post-reading (Consolidation, Application and Extension) Activity 1: Text Retelling. Divide the students into groups of 4-5, and ask each group to retell the text according to the structure of the speech (Introduction, Body, Conclusion) and the key information they have grasped. The retelling can be done by each member of the group taking turns, and they can use their own words appropriately. After each group finishes retelling, the teacher makes comments, affirming the advantages of the group, pointing out the deficiencies, and guiding the students to use the core vocabulary and key sentence patterns in the text as much as possible in the retelling. Design Intention: Text retelling is an effective way to consolidate the understanding of the text. It can help students sort out the logical context of the text, memorize the core content, and at the same time exercise their oral expression ability and language organization ability. Group cooperation can cultivate students’ cooperative spirit and communication ability, and let students learn from each other’s strengths in the process of retelling. Activity 2: Discussion and Sharing. Ask the students to discuss the following questions in groups: 1. What challenges do you think you will meet in senior high school? How will you rise to these challenges? 2. What is your potential in your opinion? How will you make full use of your potential in senior high school? 3. Do you agree with the suggestions given by the speaker? What other suggestions do you have for yourself and your classmates to adapt to senior high school life and realize your potential? After the discussion, each group selects a representative to share the group’s views in front of the class. The teacher listens carefully, responds positively, and guides the students to establish a positive attitude towards senior high school life and personal growth. For example, when a student talks about the challenge of difficult courses, the teacher can guide: “It’s a common challenge for senior high school students. You can take advantage of the class time to listen carefully, ask teachers and classmates for help after class, and make a reasonable study plan. This is also one of the suggestions given by the speaker. I believe you can rise to this challenge.” When a student talks about his own potential, the teacher can affirm: “Your awareness of your own potential is very important. As long as you keep working hard, you will surely realize your potential.” Design Intention: This activity connects the text content with students’ real life, guides students to think deeply about their own senior high school life and personal growth, and realizes the migration and application of the text content. Group discussion can stimulate students’ thinking, let students express their own views freely, and cultivate their critical thinking and divergent thinking. The teacher’s guidance and affirmation can help students establish self-confidence, form a positive attitude towards life and learning, and realize the cultivation of cultural awareness and thinking quality in core literacy. Activity 3: Writing Practice. Ask the students to write a short speech (80-100 words) titled “My Plan to Realize My Potential in Senior High School”. The requirements are: 1. Use at least 5 core vocabulary words in the text (such as potential, challenge, opportunity, balance, acquire). 2. Use at least 2 key sentence patterns in the text (such as “When..., you will...”, “It is important for sb. to do sth.”). 3. Express your true feelings and specific plans. Before writing, the teacher can give a simple example to guide the students. For example: “My Plan to Realize My Potential in Senior High School Hello, everyone! Senior high school is a new start for me. I know there will be many challenges, but I also believe there are many opportunities. It is important for me to make good use of school resources and acquire more knowledge. When I meet difficulties, I will keep a positive attitude and never lose hope. I will balance my schoolwork with after-school activities and improve my communication skills. I believe I can realize my potential and become a better person.” After the students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments, pointing out the advantages and deficiencies in vocabulary use, sentence pattern application and content expression. Then, let the students exchange their works with their deskmates, and put forward revision suggestions to each other. Design Intention: Writing practice is an important way to test students’ language output ability. Through this activity, students can consolidate the core vocabulary and key sentence patterns learned in the text, and realize the integration of reading and writing. The example given by the teacher can help students clarify the writing requirements and ideas, reduce the difficulty of writing. Mutual revision between deskmates can help students find their own deficiencies, learn from each other’s strengths, and improve their writing ability and cooperative learning ability. Activity 4: Summary and Reflection. The teacher guides the students to summarize the content of this lesson: “Today, we read a welcome speech about senior high school life. We learned the core vocabulary and key sentence patterns in the text, understood the main idea and structure of the speech, and discussed how to realize our potential in senior high school. Now, please think about: What have you learned in this lesson? What do you need to improve? What will you do to adapt to senior high school life and realize your potential?” Ask 2-3 students to share their reflections, and the teacher makes a final summary: “Senior high school is a journey full of challenges and opportunities. I hope you can keep a positive attitude, make good use of your time and resources, work hard continuously, and realize your great potential. Remember: A journey of a thousand miles begins with a single step.” Design Intention: Summary and reflection can help students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory, and cultivate their ability of self-reflection and self-evaluation. The teacher’s final summary can further strengthen the theme of the text, encourage students, and help students establish a correct outlook on learning and life, which is conducive to the all-round development of students and the realization of the teaching goals of core literacy. Step 5: Homework Arrangement 1. Read the text aloud for 15 minutes every day, and recite the key paragraphs (Paragraphs 2 and 6). 2. Copy the core vocabulary and key sentences in the text, and make 2 example sentences for each word and sentence. 3. Revise the short speech written in class according to the teacher’s comments and deskmate’s suggestions, and hand it in the next class. 4. Think about your own senior high school goals, and write a short passage (100-120 words) about your goals and how to achieve them, using the knowledge learned in this lesson. 5. Preview the extended reading part of Unit 1, and find out the core vocabulary and key information. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class, and realize the continuous learning of knowledge. Reading aloud and reciting can help students familiarize themselves with the text, improve their sense of language. Copying words and sentences and making example sentences can help students consolidate vocabulary and sentence patterns. Revising the speech and writing about senior high school goals can further improve students’ writing ability and guide students to think about their own growth. Previewing the extended reading can lay a foundation for the next lesson and cultivate students’ autonomous learning ability. 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 $