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

Unit 1 Back to School-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Develop students’ ability to understand listening materials about school clubs and use appropriate vocabulary and sentences to express club-related ideas in speaking and writing. Cultural Awareness: Help students understand the significance of campus clubs in different contexts, cultivate respect for diverse campus cultures and enhance cross-cultural communication awareness. Thinking Quality: Guide students to analyze listening information logically, think critically about club plans and develop creative thinking in proposal design. Learning Ability: Enable students to master listening and writing strategies, form the habit of cooperative learning and improve independent learning and problem-solving abilities. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to school clubs (e.g., proposal, club leader, activity plan); understand the main idea and key details of the listening material; grasp the basic structure and writing requirements of a club proposal; use correct tenses and sentences to express opinions in spoken communication. Difficult Points: Catching key information in listening materials with fast speech; using appropriate language to express club aims and activity plans accurately; structuring a proposal logically and completely; applying listening and writing skills comprehensively in practical communication. 教学过程 Warm-up and Lead-in Activity 1: Greeting and Free Talk The teacher greets students in English and starts a free talk with the topic "My New School Life". The teacher asks questions like: "How do you feel about your new high school life?" "What interesting things have happened to you since you came back to school?" "Do you know any clubs in our school?" Encourage students to express their ideas freely in English, and give positive comments and guidance to those who have difficulty expressing themselves, such as providing simple sentence patterns like "I feel excited because..." "I have joined a... club". Design Intention: This activity aims to create a relaxed and active English learning atmosphere, narrow the distance between teachers and students, and activate students’ prior knowledge about campus life. By talking about campus clubs, it naturally leads to the theme of this lesson, stimulates students’ learning interest, and lays a foundation for the subsequent listening and speaking activities. At the same time, it helps students adapt to English communication and build confidence in speaking English. Activity 2: Vocabulary Preview The teacher presents core vocabulary and phrases related to school clubs on the blackboard or multimedia, including "proposal", "club leader", "aim", "activity plan", "sign up", "material", "principal", "meeting time". The teacher pronounces each word and phrase clearly, explains their meanings and usages with simple English and examples, and asks students to read after the teacher to ensure correct pronunciation. Then, the teacher organizes a quick memory game: show the Chinese meaning of the words, and ask students to stand up and say the corresponding English words quickly. Those who answer correctly will get verbal praise. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before listening and speaking activities can help students reduce difficulties in understanding listening materials and expressing ideas. The memory game makes vocabulary learning more interesting, avoids the tediousness of mechanical memory, and helps students master vocabulary quickly and firmly. At the same time, correct pronunciation guidance lays a good foundation for students’ oral expression. Listening Practice (Integrating Listening and Speaking) Activity 1: Pre-listening Prediction The teacher shows the picture of the listening material (Maggie talking to Mr. Zhou) and asks students to predict: "Look at the picture, who are the two speakers? What do you think they are talking about?" Guide students to combine the picture and the theme of the unit to make predictions, such as "They may be a student and a teacher. They may be talking about starting a school club." Then, the teacher introduces the background of the listening material briefly: "Maggie wants to start a short story writing club, so she goes to ask Mr. Zhou for help. Let’s listen to their conversation and check our predictions." Design Intention: Pre-listening prediction is an important listening strategy. It can help students activate relevant background knowledge, focus their attention on the key points of the listening material, and improve listening efficiency. By observing the picture and making predictions, students can form a preliminary understanding of the listening content, reduce listening anxiety, and lay a foundation for accurately grasping the listening information. Activity 2: First Listening — Get the Main Idea The teacher plays the listening material once, and asks students to listen carefully and answer the following questions: 1. What is the main topic of the conversation? 2. What kind of club does Maggie want to start? After listening, the teacher invites several students to answer the questions, and checks the answers with the whole class. For students who can’t answer correctly, the teacher plays the relevant part of the listening material again to help them find the answer. Design Intention: The first listening focuses on guiding students to grasp the main idea of the listening material, cultivate their ability to obtain overall information, and avoid being distracted by minor details. By answering simple questions, students can gain a sense of achievement and enhance their confidence in listening. Replaying the key parts helps students make up for the information they missed and ensures that all students can understand the main content of the listening material. Activity 3: Second Listening — Catch Key Details The teacher plays the listening material again, and asks students to fill in the blanks in the listening task sheet (the blanks are about the steps to start a club, such as writing a proposal, mentioning the club name, club leader, aims, meeting time, activities, materials, finding new members, etc.). After listening, students check their answers in pairs first, then the teacher plays the listening material again paragraph by paragraph, and corrects the answers with the whole class, explaining the key points and difficult points in the listening material, such as the pronunciation of difficult words, the understanding of long sentences, and the key information that is easy to miss. Design Intention: The second listening focuses on training students’ ability to catch key details, which is the core of listening skills. Filling in the blanks can help students focus on specific information, improve their ability to extract key information from the listening material. Checking answers in pairs encourages students to communicate and cooperate with each other, learn from each other, and solve problems together. Replaying the listening material paragraph by paragraph helps students understand each part of the content thoroughly and break through listening difficulties. Activity 4: Post-listening Retelling and Discussion First, the teacher asks students to retell the conversation in pairs with the help of the key information in the listening material. Each student takes turns to play the role of Maggie and Mr. Zhou, and retells the conversation according to the steps of starting a club. Then, the teacher organizes a class discussion: "If you want to start a club in our school, what kind of club will you start? Why? What activities will you organize?" Encourage students to express their ideas freely, use the vocabulary and sentence patterns learned in the listening material, such as "I want to start a... club because it can help students...", "In the club, we will organize... activities". The teacher walks around the classroom, provides guidance to students who have difficulty expressing themselves, and records good ideas and expressions. Design Intention: Retelling the conversation helps students consolidate the listening information, improve their oral expression ability, and integrate listening and speaking skills. The class discussion connects the listening content with students’ real life, stimulates students’ thinking, and enables them to apply the learned language knowledge to practical communication. At the same time, it cultivates students’ cooperative learning ability and creative thinking, and lays a foundation for the subsequent writing activity. Speaking Practice — Simulate Real Communication Activity 1: Role-play — Asking for Advice on Starting a Club The teacher divides students into groups of three. One student plays the role of a student who wants to start a club, one plays the role of a teacher (like Mr. Zhou), and the other plays the role of an observer. The student who wants to start a club asks the teacher for advice on how to start a club, and the teacher answers according to the steps learned in the listening material. The observer records the good expressions and existing problems of the two students. After 5 minutes of preparation, each group invites one group to perform in front of the class. The teacher comments on their performance, affirm their strengths, and points out the problems in language expression, pronunciation and intonation, and gives suggestions for improvement. Design Intention: Role-play is a practical way to improve oral expression ability. By simulating real communication scenarios, students can apply the learned vocabulary, sentence patterns and communication skills to practice, and improve their ability to communicate in real situations. The observer role helps students pay attention to the details of oral communication, learn from each other, and improve their own oral expression level. Teacher’s comments and suggestions help students find their own shortcomings and make progress in time. Activity 2: Group Discussion — Design a Club Proposal Outline The teacher asks students to work in groups of 4-5, and design an outline for a club proposal according to the listening material and the discussion just now. The outline should include the following parts: 1. The name of the club; 2. The aim of the club; 3. The meeting time and place; 4. The activities to be organized; 5. The materials needed; 6. How to find new members. Each group discusses and completes the outline, and assigns a representative to record the outline. The teacher walks around the classroom, participates in the discussion of each group, provides guidance when necessary, and ensures that each student participates in the discussion. Design Intention: This activity connects speaking practice with writing preparation, laying a solid foundation for the subsequent writing activity. Group discussion enables students to exchange ideas, complement each other, and improve their ability to cooperate and solve problems together. Designing the proposal outline helps students sort out their ideas, clarify the structure of the proposal, and cultivate their logical thinking ability. At the same time, it enables students to apply the learned knowledge to practical design, reflecting the practicality of language learning. Writing Practice — Write a Club Proposal Activity 1: Analyze the Proposal Structure and Language Features The teacher presents a sample proposal on the multimedia, and guides students to analyze its structure and language features. The teacher asks questions like: "What parts does the sample proposal include?" "What kind of language is used in the proposal? Is it formal or informal?" "What sentence patterns are often used in the proposal?" Guide students to summarize that a club proposal usually includes the purpose of writing, the name of the club, the aim, the meeting time and place, the activities, the materials needed, and the way to find new members. The language of the proposal is formal and concise, and common sentence patterns include "I want to start a... club to...", "The aim of the club is to...", "We will hold... activities every week", "We need... materials to carry out the activities". Then, the teacher lists some useful sentence patterns on the blackboard for students to refer to. Design Intention: Analyzing the sample proposal helps students understand the structure and language features of a formal proposal, which is the premise of writing a good proposal. By summarizing the structure and sentence patterns, students can master the writing method of the proposal, avoid blindness in writing, and improve writing efficiency. Providing useful sentence patterns helps students solve the problem of "what to write" and "how to write", and lays a foundation for writing a complete and standard proposal. Activity 2: Independent Writing The teacher asks students to write a club proposal independently according to the outline designed in the group discussion and the sample proposal. The teacher reminds students to pay attention to the following points: 1. The structure is complete, including all the parts required in the outline; 2. The language is formal and concise, avoiding colloquial expressions; 3. The tenses are used correctly, mainly using the simple present tense and the simple future tense; 4. The handwriting is neat and clear. During the writing process, the teacher walks around the classroom, provides individual guidance to students who have difficulty writing, such as helping them organize their ideas, correct grammatical mistakes, and improve the expression of sentences. For students who finish writing early, the teacher asks them to check their own proposals according to the evaluation criteria (structure, language, grammar, handwriting). Design Intention: Independent writing is an important link to improve students’ writing ability. It enables students to apply the learned writing knowledge and skills to practice independently, and cultivate their ability to organize language and express ideas. Individual guidance helps students solve their own problems in writing, and ensures that each student can make progress in writing. Asking students to check their own proposals helps them form the habit of self-examination and improve their ability to find and correct mistakes. Activity 3: Peer Evaluation and Teacher Comment First, students exchange their proposals in pairs, and evaluate each other’s proposals according to the evaluation criteria (structure: 3 points, language: 3 points, grammar: 2 points, handwriting: 2 points). They should point out the strengths and shortcomings of their partner’s proposal, and give suggestions for improvement. Then, the teacher collects several typical proposals (including excellent ones and those with common problems), displays them on the multimedia, and comments on them in detail. For excellent proposals, the teacher affirms their strengths and asks students to learn from them; for proposals with problems, the teacher points out the problems (such as incomplete structure, incorrect grammar, informal language) and teaches students how to correct them. Finally, the teacher summarizes the common problems in students’ writing and emphasizes the key points of writing a club proposal. Design Intention: Peer evaluation enables students to learn from each other, find their own shortcomings by evaluating others’ proposals, and improve their own writing ability and evaluation ability. Teacher’s comment focuses on typical problems, helps students clarify the key points and difficulties of writing, and avoids making the same mistakes again. At the same time, it helps students form a correct understanding of writing a proposal and improve their writing level comprehensively. Consolidation and Extension Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher organizes a "Sentence Making Competition". The teacher randomly shows the core vocabulary and phrases learned in this lesson, and asks students to make sentences with them. Each student can make one sentence, and those who make correct and excellent sentences will get verbal praise. Then, the teacher asks students to rewrite the key sentences in the listening material and the sample proposal, and replace the key words with other related words to consolidate the usage of sentence patterns. Design Intention: This activity helps students consolidate the core vocabulary and sentence patterns learned in this lesson, improve their ability to use vocabulary and sentence patterns flexibly, and avoid mechanical memory. The sentence making competition makes the consolidation activity more interesting, stimulates students’ enthusiasm for participation, and helps students master the language knowledge more firmly. Activity 2: Extension Activity — Introduce a Club to Foreign Students The teacher assumes that there are some foreign exchange students coming to the school, and asks students to write a short passage (80-100 words) to introduce the club they designed in the proposal to the foreign students. The passage should include the name, aim, activities of the club, and invite foreign students to join. After writing, students read their passages in pairs, and the teacher invites several students to read their passages in front of the class and gives comments. Design Intention: This extension activity connects the content of the lesson with cross-cultural communication, which is in line with the requirement of cultural awareness in core literacy. It enables students to apply the learned language knowledge to cross-cultural communication scenarios, improve their ability to express in real situations, and enhance their cross-cultural communication awareness. At the same time, it enriches the content of the lesson, expands students’ thinking, and makes language learning more practical and meaningful. Summary and Homework Activity 1: Lesson Summary The teacher invites students to summarize what they have learned in this lesson, including the core vocabulary and phrases, the steps to start a club, the structure and writing method of a club proposal, and the listening and speaking skills. Then, the teacher makes a final summary: This lesson integrates listening, speaking, reading and writing skills, focusing on the theme of starting school clubs. We have learned how to obtain key information from listening materials, how to communicate about club-related topics in spoken English, and how to write a formal club proposal. We should apply the learned knowledge and skills to our real campus life, and improve our comprehensive language competence. Design Intention: Letting students summarize the lesson helps them sort out the knowledge they have learned, strengthen memory, and improve their ability to summarize and sort out knowledge. Teacher’s final summary helps students form a systematic understanding of the lesson content, clarify the key points of the lesson, and deepen their understanding of the practical application of language. Activity 2: Homework Arrangement 1. Revise the club proposal written in class according to the teacher’s comments and peer’s suggestions, and hand it in the next class. 2. Listen to the listening material of this lesson again, and retell the conversation to your partner or family in English. 3. Collect information about campus clubs in foreign countries, and write a short passage (100 words) to introduce one of them. 4. Preview the next part of the unit and master the new vocabulary. Design Intention: Homework is an important extension of classroom teaching. Revising the proposal helps students consolidate the writing skills and improve their writing level. Retelling the conversation helps students consolidate the listening information and improve their oral expression ability. Collecting information about foreign campus clubs helps students understand diverse campus cultures, enhance cross-cultural communication awareness, and expand their horizons. Previewing the next part helps students lay a foundation for the next lesson and form a good learning habit. 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 $