Unit 2 Let's Talk Teens-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第一册

Unit 2 Let's Talk Teens-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master core vocabulary such as teenager, nest, pressure and expressions like see eye to eye with sb, and use simple English to describe teenage changes and communicate about parent-teen relationships. Cultural Awareness: Help students understand the commonalities and differences of teenage growth experiences in different cultures, respect diverse views on adolescence, and establish a positive attitude towards cross-cultural communication. Thinking Quality: Guide students to analyze and solve problems related to adolescence, develop logical thinking and critical thinking through discussions and reflections. Learning Ability: Cultivate students' ability to cooperate in groups, independently explore and actively participate in interactive activities, and form good learning habits of listening, speaking and thinking in English. 2. 教学重难点 Key Points: Master the core vocabulary and common expressions related to adolescence and parent-teen relationships; be able to understand and respond to simple dialogues about teenage life; actively participate in group discussions and express personal views on teenage topics in simple English. Difficult Points: Correctly use the learned vocabulary and expressions to describe the physical and mental changes of teenagers and the contradictions between teenagers and their parents; accurately express personal feelings and views in English discussions; understand the implicit meaning in simple interactive dialogues and achieve effective communication. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Dialogue The teacher greets the students in English and starts a casual dialogue with them: “Good morning, everyone! How are you today? Do you feel any changes in yourself recently? For example, have you grown taller, or have you become more emotional than before?” The teacher encourages students to respond freely in English, even with simple words or phrases. For students who are hesitant to speak, the teacher gives hints, such as “I think I have grown taller recently.” or “I sometimes feel anxious about my studies.” Activity 2: Picture Presentation The teacher shows two groups of pictures on the screen. The first group of pictures shows the daily life of teenagers: a teenager studying at a desk, a teenager chatting with friends, a teenager arguing with his parents, and a teenager looking in the mirror and worrying about his spots. The second group of pictures shows the lyrics of a short English poem about maternal love, with simple pictures matching the poem (such as a bird mother feeding her baby birds in the nest). The teacher asks students: “Look at these pictures carefully. What do you see? What do you think these pictures are about? Can you find any words or scenes related to teenagers?” Design Intention: The warm-up dialogue is designed to narrow the distance between teachers and students, create a relaxed and active English learning atmosphere, and guide students to pay attention to their own physical and mental changes, laying a foundation for the theme of adolescence. The picture presentation is intuitive and vivid, which can quickly attract students' attention. The combination of daily scenes and poems not only covers the core content of Welcome to the Unit, but also imperceptibly infiltrates the emotional education of parent-child love, which is in line with the cognitive characteristics of senior one students who are in the teenage period and have a deep feeling for related topics. At the same time, it can arouse students' desire to express and lay a foundation for the subsequent interactive activities. Step 2: Vocabulary Preview (Vocabulary Input) Activity 1: Vocabulary Recognition and Explanation The teacher sorts out the core vocabulary of Welcome to the Unit, writes them on the blackboard or shows them on the screen, including nouns (teenager, nest, roof, spot, pressure, breakdown), verbs (shoot, struggle, calm), adjectives (anxious, rough, secure) and phrases (see eye to eye with sb, shoot up, calm down, be on sb’s back about sth). For each word and phrase, the teacher explains it in simple English, combines it with the pictures shown in the lead-in link, and gives example sentences. For example, when explaining “shoot up”, the teacher points to the picture of a teenager growing taller and says: “Shoot up means to grow tall quickly. For example, many teenagers shoot up during their teenage years.” When explaining “nest”, the teacher combines the picture of the bird mother and baby birds and says: “Nest is a home for birds. Just like our home is a warm place for us, the nest is a warm place for birds.” For the phrase “see eye to eye with sb”, the teacher gives an example sentence: “I don’t see eye to eye with my parents on my hobbies. They think playing basketball is a waste of time, but I like it very much.” Activity 2: Vocabulary Practice 1. Matching Game: The teacher prepares word cards and meaning cards. One student picks a word card, and another student picks a meaning card. They need to match the word with its correct meaning. If they match correctly, the whole class reads the word and its example sentence together; if not, the teacher corrects it and explains it again. 2. Sentence Making: The teacher randomly points out a word or phrase, and asks students to make simple sentences according to their own life experience. For example, when the teacher says “anxious”, a student can say: “I am anxious about my English exam.” When the teacher says “calm down”, a student can say: “My mother always tells me to calm down when I am angry.” The teacher encourages as many students as possible to participate, and gives positive comments on their sentences, such as “Good job!” “That’s a great sentence!” Design Intention: Vocabulary is the foundation of English learning. For senior one students who have just entered high school, their vocabulary reserve is limited, so it is necessary to preview the core vocabulary of the unit in advance. The combination of picture explanation and simple English explanation helps students understand the meaning and usage of words in context, avoiding the mechanical memory of Chinese-English translation. The matching game and sentence making activities make vocabulary learning more interesting, which not only helps students consolidate the learned vocabulary, but also enables them to apply the vocabulary to simple expression, laying a foundation for the subsequent listening, speaking and other activities. At the same time, the example sentences are closely related to students' daily life, which can enhance their sense of identity and participation. Step 3: Text and Activity Analysis (Core Teaching Link) Activity 1: Analyze the Picture Dialogue The teacher shows the picture dialogue in Welcome to the Unit on the screen. The dialogue is between two teenagers, talking about their troubles with their parents: “A: My parents are always on my back about my grades. I feel so stressed. B: I know how you feel. My parents don’t see eye to eye with me on my after-school activities. They want me to study all the time.” The teacher first asks students to listen to the dialogue read by the teacher twice, and then asks them to read the dialogue in pairs. After reading, the teacher asks questions: “What are the two teenagers talking about? What troubles do they have? What phrases do they use to express their troubles?” The teacher guides students to find the key phrases in the dialogue, such as “be on sb’s back about sth”, “see eye to eye with sb”, “feel stressed”, and reviews their meanings and usages again. Then, the teacher asks students to discuss in pairs: “Do you have the same troubles as the two teenagers? Do your parents often put pressure on you? How do you communicate with your parents when you have different opinions?” After the discussion, each pair sends a representative to share their views. The teacher listens carefully to the students' sharing, gives positive feedback, and guides students to express their views in English as much as possible. For example, if a student says “My parents want me to take many after-school classes, but I don’t like them”, the teacher can guide him to say: “My parents want me to take many after-school classes, but I don’t see eye to eye with them. I think I need more free time.” Activity 2: Explore the Poem and Parent-Child Relationship The teacher shows the English poem about maternal love again, and reads the poem slowly and emotionally: “A thread in one hand of the loving mother, stitching clothes for her traveling son. Before he departs, she sews them closely, fearing his late return.” (Adapted from the Chinese poem “Song of a Wanderer” into simple English). The teacher asks students: “What does this poem describe? How do you feel after reading it? What do you think of the love between parents and children?” Then, the teacher guides students to discuss: “Do you think your parents love you? In what ways do your parents express their love for you? Sometimes we may argue with our parents, but do you think they still love us?” During the discussion, the teacher encourages students to share their own stories with their parents, such as the moving moments with their parents, or the contradictions and reconciliations with their parents. The teacher also shares a simple story about parent-child love in English, such as: “A mother always gets up early to make breakfast for her teenage son, even though he often complains that the breakfast is not delicious. The mother never gets angry, because she loves her son deeply.” After the discussion, the teacher summarizes: “Parents' love is selfless. Even if there are contradictions between us and our parents, their love for us will never change. We should learn to understand our parents and communicate with them patiently.” Activity 3: Group Discussion - Teenage Changes and Pressures The teacher divides the students into groups of 4-5, and assigns discussion topics: “What physical and mental changes do you have during your teenage years? What pressures do you usually face (such as study pressure, parent pressure, peer pressure)? How do you deal with these pressures?” Each group elects a recorder and a speaker. The recorder records the key points of the group's discussion, and the speaker will share the group's views with the whole class. The teacher walks around the classroom, observes the students' discussion situation, and gives guidance when necessary. For example, if a group is not clear about how to express “peer pressure” in English, the teacher can prompt: “Peer pressure means the pressure you feel from your classmates, such as when your classmates are all good at studying, you may feel pressured.” After the group discussion, each group's speaker shares their views. For example, one group may say: “We think the physical changes include growing taller, having spots on the face, and changing voices. The mental changes include becoming more emotional and having more own ideas. The main pressure is study pressure. We usually deal with it by listening to music or talking with friends.” After each group's sharing, the teacher makes a brief comment, affirms the advantages of the group's discussion, and supplements and corrects their English expressions. For example, if a student says “I deal with pressure by talk with friends”, the teacher corrects it to “I deal with pressure by talking with friends” and explains the usage of “by doing sth”. Design Intention: The picture dialogue is the core content of Welcome to the Unit. Through listening, reading and discussing the dialogue, students can not only consolidate the learned vocabulary and phrases, but also understand the common contradictions between teenagers and their parents, which is conducive to guiding them to think about their own parent-child relationship. The poem exploration links the Chinese traditional culture with English learning, not only enriches the teaching content, but also cultivates students' cultural awareness, enabling them to understand the commonality of parent-child love in different cultures. The group discussion activity can cultivate students' cooperative learning ability and oral expression ability. By letting students share their own experiences, it can enhance their sense of participation and identity, and guide them to correctly view the physical and mental changes and pressures in the teenage period, which is in line with the requirement of cultivating students' thinking quality and emotional education. At the same time, the teacher's guidance and correction can help students improve their English expression ability and avoid wrong usage. Step 4: Consolidation and Extension (Practice and Application) Activity 1: Role-Play The teacher assigns role-play tasks to the students. There are two scenarios for students to choose from: Scenario 1: A teenager argues with his parents because his parents don’t allow him to play basketball after school. Scenario 2: A teenager talks with his friend about his anxiety about his physical changes (such as spots on his face, growing taller too fast). Students in each group choose a scenario, design a short dialogue according to the scenario, and use the vocabulary and phrases learned in this section, such as “see eye to eye with sb”, “be on sb’s back about sth”, “anxious”, “calm down”, “shoot up”. The students have time to prepare the dialogue, and the teacher walks around to give guidance, helping them sort out the dialogue ideas and correct wrong expressions. After the preparation, each group performs their role-play in front of the whole class. The other students watch carefully and score the performance of each group from the aspects of English expression, dialogue fluency, role interpretation and the use of learned vocabulary. The teacher makes a summary comment, affirms the advantages of each group's performance, such as “Your dialogue is very fluent and you use many learned phrases well”, and puts forward suggestions for improvement, such as “You can add more emotional expressions when speaking, which will make the role-play more vivid.” Activity 2: Sentence Expansion The teacher gives a core sentence, and asks students to expand it according to their own experience. For example, the core sentence is: “I have some troubles in my teenage years.” Students can expand it into: “I have some troubles in my teenage years. My parents are always on my back about my grades, and I don’t see eye to eye with them on my hobbies. Sometimes I feel anxious, but I usually calm down by listening to music.” Another example: “Teenagers often face many pressures.” Students can expand it into: “Teenagers often face many pressures, such as study pressure, parent pressure and peer pressure. When we face these pressures, we should learn to deal with them actively instead of being passive.” The teacher asks students to write down their expanded sentences on the exercise book, and then randomly selects some students to read their sentences to the whole class. The teacher comments on their sentences, and guides them to use more learned vocabulary and phrases to make the sentences richer. Activity 3: Emotional Guidance and Extension The teacher says to the students in English: “Teenage years are a special and important period in our life. We may have physical and mental changes, we may have contradictions with our parents, and we may face various pressures. But these are all normal. The most important thing is that we should learn to understand ourselves, understand our parents, and actively deal with all kinds of problems. We can communicate with our parents, friends or teachers when we have troubles, and we should always keep a positive attitude towards life.” Then, the teacher asks students to write a short English sentence about their expectations for their teenage years, such as “I hope I can get along well with my parents and make progress in my English study.” or “I hope I can bravely face the changes and pressures in my teenage years.” Design Intention: The role-play activity is a practical application of the learned knowledge, which can help students flexibly use the vocabulary and phrases they have learned, and improve their oral expression ability and communicative ability. At the same time, the role-play scenario is closely related to students' daily life, which can make students better integrate into the scene and improve their enthusiasm for participation. The sentence expansion activity can help students consolidate the learned knowledge, improve their ability to organize language and express ideas in English. The emotional guidance and extension link not only summarizes the core content of this section, but also guides students to establish a positive attitude towards adolescence, which is in line with the requirement of cultivating students' emotional quality and core literacy. Writing a short sentence about expectations can help students express their feelings and strengthen their understanding of the theme of the unit. Step 5: Summary and Homework (Closing Link) Activity 1: Class Summary The teacher summarizes the content of this class in English: “Today, we learned Welcome to the Unit of Unit 2 Let's Talk Teens. We mastered many core vocabulary and phrases related to adolescence, such as teenager, spot, see eye to eye with sb, shoot up. We also discussed the physical and mental changes of teenagers, the relationship between teenagers and their parents, and the pressures in the teenage period. We practiced our oral expression ability through group discussions, role-play and other activities. I hope everyone can apply what we have learned today to our daily life, and learn to communicate with others in English and face the teenage period positively.” Then, the teacher asks students to recall the key points of this class, and invites several students to share what they have learned today. For example, a student can say: “Today I learned the phrase 'see eye to eye with sb', which means to agree with someone. I also discussed the pressure in my teenage years with my group members.” The teacher affirms the students' memories and supplements the key points that they may have missed. Activity 2: Assign Homework 1. Review the core vocabulary and phrases learned in this class, and make 5 sentences with the learned phrases, using different phrases for each sentence. 2. Talk with your partner in English about your troubles in the teenage period and how you deal with them, and record the dialogue (you can record it in audio or write it down). 3. Write a short English passage (about 50 words) about your teenage life, including your physical and mental changes, your relationship with your parents or your pressures, and use at least 3 core vocabulary or phrases learned in this class. 4. Observe the changes of your family members or friends in the teenage period, and try to describe them in English. Design Intention: The class summary helps students sort out the key points of the class, consolidate the learned knowledge, and form a systematic understanding of the content of this section. Asking students to share what they have learned can enhance their memory and expression ability. The homework is designed to consolidate the knowledge learned in class, and at the same time extend the learning content to daily life, enabling students to apply the learned English knowledge to practice. The diversified homework forms (sentence making, dialogue recording, short passage writing, observation and description) can meet the learning needs of different students, cultivate their comprehensive language ability, and lay a foundation for the subsequent study of the unit. At the same time, the homework is closely related to the theme of adolescence, which can further deepen students' understanding of the theme and guide them to pay more attention to their own growth and the growth of others. Throughout the teaching process, the teacher always adheres to the student-centered concept, combines the cognitive characteristics and life experience of senior one students, designs a variety of interactive activities, and integrates the four-dimensional core literacy into each teaching link. While helping students master the language knowledge, the teacher also pays attention to cultivating their cultural awareness, thinking quality and learning ability, guiding them to establish a positive attitude towards adolescence and parent-child relationship, and achieving the goal of integrating language teaching and quality education. 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 $