Unit 1 School Life-Reading A-Listening and Viewing 教案-2025-2026学年高中英语沪外版必修第一册

Unit 1 School Life-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Competence: Master key vocabulary and sentence patterns about school life, improve abilities in listening, reading and viewing. Cultural Awareness: Understand school life differences and cultivate cross-cultural communication awareness. Thinking Quality: Develop logical thinking and critical thinking through analyzing texts and listening materials. Learning Ability: Form good learning habits and master basic listening, reading and viewing strategies. 教学重难点 Key Points: Grasp the main idea and key details of Reading A and listening/viewing materials; master key vocabulary and sentence patterns related to school life. Difficult Points: Understand the logical connection of Reading A, infer implied meanings in listening and viewing materials, and apply learned language to express personal views on school life. 教学过程 Lead-in The teacher starts the class by showing some vivid pictures and short video clips about high school life, including scenes of morning reading, after-class activities, teacher-student communication and campus scenery. Then the teacher asks students two questions: “What do you think of your new high school life?” and “What activities do you usually do at school?” Students are invited to share their own experiences and feelings freely in pairs. After 3 minutes of pair discussion, several groups are asked to present their ideas to the whole class. The teacher gives positive comments and guidance, and naturally leads to the topic of this lesson—School Life, which is closely related to students’ real life. Design Intention: The lead-in part adopts multi-modal materials such as pictures and videos, which can quickly attract students’ attention and arouse their learning interest. By asking questions closely related to students’ own experiences, it can stimulate students’ desire to express, help them activate their existing knowledge reserve about school life, and lay a good foundation for the subsequent learning of Reading A, Listening and Viewing. At the same time, pair discussion can cultivate students’ cooperative learning ability and oral expression ability in a relaxed atmosphere. Pre-reading & Pre-listening Vocabulary Preview The teacher presents the key vocabulary of this lesson on the screen, including “scholarship, curriculum, extracurricular, lecture, volunteer, deadline, confident, challenge” and so on. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and combines it with simple sentences related to school life for illustration, such as “He won a scholarship because of his excellent grades.” and “We have a lot of extracurricular activities after class.” Then the teacher organizes students to read the words aloud in groups, corrects their pronunciation and intonation in time, and asks students to make simple sentences with 2-3 words by themselves to check their mastery of the words. Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before reading and listening can help students reduce language barriers in the subsequent learning process, improve their reading and listening efficiency. By combining words with real school life scenes, students can understand and remember words more easily. Group reading and sentence-making activities can not only enhance students’ memory of words, but also exercise their ability to use words flexibly. Background Introduction The teacher briefly introduces the background of Reading A and the listening materials. Reading A is a narrative that tells the story of Jim, a new high school student, who felt anxious because he didn’t finish his composition as required, but finally got the highest score in the class. The listening material is a lecture given by senior students, which provides suggestions for new students on how to adapt to high school life and make friends. The viewing material is a dialogue between a father and his daughter, in which the father encourages his daughter to face difficulties bravely in high school life with his own experience. The teacher emphasizes that these materials are closely related to students’ current situation, and encourages students to think actively during the learning process. Design Intention: Brief background introduction can help students understand the context and main direction of the materials in advance, reduce their confusion in reading and listening, and enable them to better grasp the core content of the materials. At the same time, the background of the materials is close to students’ real life, which can enhance their sense of identity and participation in learning. Reading A: A Writing Assignment Skimming for Main Idea The teacher asks students to read Reading A quickly (skimming) and answer two questions: “Who is the main character of the passage?” and “What is the main event of the passage?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the passage together with the students: Jim, a new high school student, wrote a composition that did not meet the teacher’s requirements, but it was highly praised by the teacher and got the highest score in the class, which made him realize the importance of innovation. Design Intention: Skimming is a basic reading strategy. By guiding students to skim the passage, they can quickly grasp the main idea and core elements of the passage, cultivate their ability to extract key information quickly. The design of simple questions can reduce the difficulty of skimming, help students build confidence in reading, and lay a foundation for in-depth reading. Scanning for Key Details The teacher asks students to read Reading A again carefully (scanning) and complete the following tasks: (1) Find out the reasons why Jim felt anxious before handing in his composition. (2) What did Jim write in his composition? (3) Why did the teacher praise Jim’s composition? (4) How did Jim feel after getting the highest score? Students are asked to complete the tasks independently first, and then discuss with their group members to check and supplement their answers. After the discussion, the teacher invites each group to send a representative to present their answers, and comments and corrects them in detail, emphasizing the key details and logical connections in the passage. Design Intention: Scanning is another important reading strategy, which helps students find specific information accurately and quickly. By setting targeted tasks, students can focus on the key details of the passage, deepen their understanding of the passage content. Independent completion and group discussion can not only cultivate students’ independent learning ability, but also enhance their cooperative learning ability. The teacher’s comments and corrections can help students correct their mistakes in time and grasp the key points of the passage. In-depth Analysis and Discussion The teacher puts forward some in-depth questions to guide students to think critically: (1) Do you think Jim’s composition deserves the highest score? Why or why not? (2) What can we learn from Jim’s experience? (3) What is the teacher’s educational concept reflected in the passage? Students are organized to have a group discussion for 5 minutes, and each group is required to put forward their own views and support them with reasons. After the discussion, each group presents their views, and the teacher guides students to think from different angles, emphasizing the importance of innovation and independent thinking, and guiding students to understand the positive educational concept in the passage. Design Intention: In-depth analysis and discussion can help students go beyond the surface of the text, understand the connotation and implied meaning of the text, and develop their critical thinking and logical thinking ability. The design of open questions can stimulate students’ thinking, encourage them to express their own views, and cultivate their ability to analyze and solve problems. At the same time, combining the content of the passage with students’ own growth experience can help them form correct values and learning concepts. Language Points Analysis On the basis of understanding the passage, the teacher focuses on analyzing the key language points in Reading A, including important words, phrases and sentence patterns. For example, the phrase “live up to” is explained with examples, and students are asked to make sentences with it; the sentence pattern “I was about to give up when the teacher came in” is analyzed, emphasizing the usage of “be about to...when...”; the adjective “anxious” is distinguished from “worried” to help students master their differences in usage. The teacher asks students to find other language points in the passage by themselves and share them with the class, and the teacher gives supplements and explanations. Design Intention: Language points are the key content of English teaching. By analyzing the language points in the context of the passage, students can understand and master their usage more deeply, avoiding mechanical memory. Encouraging students to find language points by themselves can cultivate their ability to observe and summarize, and enhance their initiative in learning. Listening and Viewing Listening: How to Have a Great First Year First, the teacher plays the listening material once, and asks students to listen carefully and answer the main idea question: “What is the main content of the lecture?” After listening, students are invited to answer, and the teacher summarizes the main idea: Senior students give suggestions to new students on how to adapt to high school life, including making friends, participating in extracurricular activities and arranging study time. Then, the teacher plays the listening material again, and asks students to complete the blank-filling task. The blanks mainly involve key vocabulary and key sentences in the listening material, such as “It’s important to ______ with your classmates and teachers.” and “You should balance your ______ and extracurricular activities.” Students complete the task independently, and then check the answers with the teacher. For the parts that students find difficult, the teacher plays the relevant part again and explains it in detail. Finally, the teacher plays the listening material for the third time, and asks students to listen carefully and take notes of the key suggestions. After listening, students are asked to share their notes in pairs, and then the teacher invites several students to share the key suggestions they recorded, and sorts out and summarizes them with the whole class. Design Intention: Listening training is carried out step by step, from grasping the main idea to extracting key details, which conforms to the law of students’ listening comprehension. Playing the listening material for many times can help students gradually deepen their understanding of the material, and the blank-filling task and note-taking task can effectively train students’ ability to extract and record key information. Pair sharing can help students complement each other and improve their listening effect. Viewing: A High School Starter First, the teacher plays the viewing material (a short video of a father-daughter dialogue) once, and asks students to watch carefully and answer two questions: “What is the daughter’s trouble?” and “What advice does the father give her?” After watching, students are invited to answer the questions, and the teacher corrects and supplements their answers. Then, the teacher plays the viewing material again, and asks students to pay attention to the body language and tone of the characters in the video, and think about: “How does the father’s tone and body language reflect his care for his daughter?” Students are organized to discuss in groups, and then each group shares their views. The teacher guides students to understand that body language and tone play an important role in communication, and helps them improve their ability to understand multi-modal information. Finally, the teacher plays the viewing material for the third time, and asks students to repeat the key sentences in the dialogue, paying attention to the pronunciation and intonation. Then, students are invited to role-play the dialogue in pairs, simulating the tone and body language of the characters. The teacher walks around the classroom to guide and correct, and invites several pairs to perform in front of the class, giving positive comments. Design Intention: Viewing training combines video images, language, body language and other multi-modal information, which is in line with the requirements of the new curriculum standard for cultivating students’ “viewing” ability. By asking questions about the content, body language and tone of the video, students can comprehensively understand the information conveyed by the video. Role-playing activities can not only help students master the key sentences in the video, but also improve their oral expression ability and performance ability, making the learning process more vivid and interesting. Consolidation and Application Group Task: Share Your School Life Experience The teacher divides students into groups of 4-5, and assigns the group task: Each group member shares a memorable experience in their high school life (such as a successful experience, a difficult experience, an interesting experience, etc.), and uses the key vocabulary, phrases and sentence patterns learned in this lesson. Each group is required to select a representative to summarize the group members’ experiences and present them to the whole class. The teacher provides some sentence patterns for reference, such as “I once had an experience that...”, “When I faced the challenge, I...”, “From this experience, I learned that...” Design Intention: This task integrates the knowledge learned in Reading A, Listening and Viewing, and provides students with an opportunity to apply the learned language to real communication. Group cooperation can cultivate students’ cooperative learning ability and communication ability. Sharing personal experiences can enhance students’ sense of participation and emotional resonance, and at the same time, help students better master and use the language knowledge learned in this lesson. Individual Task: Write a Short Passage The teacher asks students to write a short passage (80-100 words) about their own high school life, using the key vocabulary and sentence patterns learned in this lesson. The passage should include their feelings about high school life and their expectations for the future. Students complete the writing task independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish writing, the teacher collects some students’ works, comments on them in detail (emphasizing the correct use of language and the clarity of ideas), and encourages students to revise their own works according to the comments. Design Intention: Writing is an important way to test students’ language application ability. This task requires students to apply the learned language knowledge to writing, which can help them consolidate the knowledge and improve their writing ability. The teacher’s guidance and comments can help students find their own problems in writing and improve their writing level. At the same time, writing about their own high school life can stimulate students’ writing interest and enhance their sense of accomplishment. Summary and Reflection Lesson Summary The teacher summarizes the content of this lesson with the students: In this lesson, we learned Reading A about Jim’s composition experience, listened to a lecture on how to adapt to high school life, and watched a dialogue between a father and his daughter. We mastered some key vocabulary and sentence patterns related to school life, and improved our abilities in reading, listening and viewing. At the same time, we also learned the importance of innovation, courage and positive attitude in high school life. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their understanding and memory of the lesson content. At the same time, combining the content of the lesson with the cultivation of values can help students form correct learning and life attitudes. Student Reflection The teacher asks students to reflect on their own learning in this lesson: (1) What have I learned in this lesson? (2) What are my strengths and weaknesses in this lesson? (3) What should I do to improve my English ability in the future? Students are asked to write down their reflections in their notebooks, and then share their reflections with their deskmates. The teacher invites several students to share their reflections with the whole class, and gives positive guidance and encouragement. Design Intention: Student reflection is an important part of learning. It can help students understand their own learning situation, find their own problems and deficiencies, and put forward corresponding improvement measures. Sharing reflections with deskmates and the whole class can help students learn from each other and make common progress. The teacher’s guidance and encouragement can enhance students’ confidence in learning and stimulate their enthusiasm for learning. Homework 1. Review the key vocabulary, phrases and sentence patterns learned in this lesson, and make 5-8 sentences with them. 2. Read Reading A again and recite the key paragraphs. 3. Listen to the listening material again and finish the listening exercises in the textbook. 4. Revise the short passage written in class and hand it in the next class. 5. Collect some information about foreign high school life and prepare to share it in the next class. Design Intention: Homework is an extension of classroom teaching. It can help students consolidate the knowledge learned in class, deepen their memory and understanding. The design of homework is hierarchical, including basic review tasks and extended tasks, which can meet the needs of different students. Collecting information about foreign high school life can lay a foundation for the subsequent cross-cultural communication teaching and cultivate students’ cross-cultural awareness. 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 $