Welcome Unit Period 1 Listening and Speaking 教学设计 -2026-2027学年高一英语人教版必修第一册

该高中英语教学设计聚焦Welcome Unit校园场景听说技能，涵盖自我介绍、问候语及元音发音规律。课堂导入通过图片观察与老子名言讨论，激活学生入学体验，搭建从初中到高中过渡的情境支架，衔接后续听力任务的场景预测与信息获取。 特色在于“情境感知—信息获取—意义建构—语言运用”任务链设计，如制作“Welcome Day”视频整合听力输入与口语输出，培养语言能力。通过对比正式与非正式语用差异（如“Nice to meet you”与“What’s up?”），发展文化意识和思维品质。小组合作与视频反馈提升学习能力，为教师提供真实语境教学范例，助力学生快速适应高中英语学习。

Welcome Unit Listening and Speaking 课程基本信息: 学科·版本 英语·人教版 教 材 必修一 授课教师 年 级 学 期 单 元 Welcome Unit 课 题 Listening and Speaking 备 注 探究新知（presentation）部分为英文教学设计 一、教材分析 1.What 本单元为高中英语起始单元（Welcome Unit），主题语境为“人与自我”及“人与社会”，聚焦于“学校生活”与“人际交往”。 导入部分：引用老子名言，通过图片讨论引导学生关注入学第一天的场景与情绪，建立情感连接。 听说部分：包含三个主要听力任务。 · 任务1-2：通过匹配图片和填写表格，呈现学生在教室、报告厅和注册办公室等不同校园场景下的活动，重点训练获取个人信息的能力。 · 任务3：通过对话了解交换生Max和本地学生Amy在食堂的交流，识别双方喜爱的学科，涉及课程选择话题。 · 任务4：听取Amy与学校顾问Ms Li关于选课和未来职业规划的对话，理解选课与未来志向之间的逻辑关系。 · 口语产出提供多种社交情境，并列出正式与非正式场合下的介绍、问候及回应用语 a functional language list，强调语用得体性。 · 语音部分聚焦元音字母A, E, I, O, U在不同单词中的发音规律，旨在夯实语音基础。 2.Why 该板块旨在帮助高一新生顺利实现从初中到高中的过渡。 · 心理适应与身份认同：通过模拟新生报到、自我介绍和选课场景，缓解学生对新环境的陌生感和焦虑感，帮助其快速融入新集体，建立归属感。 · 规划意识培养：通过探讨选课与未来职业的关系，引导学生初步思考个人兴趣、优势与未来发展的关联，树立生涯规划意识。 · 跨文化交际能力：引入交换生角色及不同国家的学校生活背景，拓宽国际视野，培养包容开放的心态。 · 语言基础构建：作为高中起点，通过梳理基础语音规则和日常交际功能句，为后续更复杂的语言学习打下坚实基础。 3.How 教材采用“情境感知—信息获取—意义建构—语言运用”层层递进的设计逻辑。 · 视听结合，激活图式: 利用生动的校园场景插图和听力材料，激活学生已有的学校生活经验，降低认知负荷。 · 任务驱动，提升技能: 通过填表、勾选、回答问题等听力微技能训练培养学生捕捉关键信息（Specific Information）和理解主旨大意的能力；通过对比不同场合的问候语，提升学生在正式与非正式语境下的语用判断能力。 · 以终为始，促进迁移: 从输入性的听力理解过渡到输出性的角色扮演（Role-play），鼓励学生在模拟真实社交场景中综合运用所学词汇、句型及语音知识，实现从“知识掌握”到“能力应用”的转化。 · 素养落地: 整个学习过程不仅提升了学生的语言能力（听、说、语音），更在发展学习能力（自主规划）、思维品质（逻辑判断选课合理性）和文化意识（尊重差异、礼貌交往）方面提供了有力支撑。 二、学情分析 学生为高一新生，已掌握基础校园词汇（classroom, teacher, subject等）和一般现在时、be动词用法，但对课程注册（registration）、交换生（exchange student）、学籍信息（Student ID, Grade, Nationality）等真实场景术语较陌生；听力能理解慢速单句，但对含连读（如“I’d like to…”）、弱读（“to”→/tə/）及多轮问答的对话抓取关键信息能力弱；口语表达多依赖背诵句型，缺乏自然应答意识（如对“How’s it going?”仍机械回答“I’m fine”而非“It’s going well!”）；心理上对新环境既期待又焦虑，部分学生因初中英语基础薄弱而回避开口，但对“自我介绍”“结交新朋友”等真实交际任务兴趣浓厚。需在真实语境中分层搭建语言支架，强化语音意识与交际策略指导。 三、教学目标 在本课学习结束时，学生能够： 1. 语言能力：熟练说出exchange, lecture等8个单元核心词汇，运用教材提供的问候、自我介绍句型完成3种校园场景的对话创编，准确朗读并区分5组元音字母的不同发音。 2. 思维品质：分析听力对话中的信息逻辑，通过表格梳理3段对话的核心内容，结合自身开学体验对陌生校园场景的社交方式提出2条合理建议。 3. 文化意识：对比中外高一新生入学的社交场景差异，理解国际交流生的校园适应需求，形成尊重多元校园文化的意识。 4. 学习能力：运用听前预测、听中记录的听力策略完成表格填写、选择题作答，借助思维导图梳理问候与自我介绍的句型体系，实现自主归纳语言知识。 四、重点难点 1. 从接受性识别转向社会语用言语行为的产出性运用——尤其是通过引导性演练和语境化反馈，在问候/介绍中区分恰当的语域（正式与非正式）（例如，“Nice to meet you” vs. “What’s up?”），以及带有目的性身份建构的自我介绍（例如，“I’m an exchange student” vs. “My name is…”）。 2. 解读快节奏、低冗余对话（例如，Max在说出最喜欢的科目之前的犹豫；Ms. Li的暗示性措辞：“You might want to consider…”）中隐含的说话者意图和人际立场——利用视觉线索（图片）、话语标记语和策略性停顿，为推理性听力理解和语用能力提供支架。 五、课堂导入 1. 学生观察“Look and discuss”中的三幅图片（classroom, lecture hall, registration office）以及老子（Laozi）的引言。教师提问：“Where are these students? How might they feel on their first day?” 以及 “What does ‘A thousand-mile journey begins with the first step’ mean for your high school life?” 2. 学生分享自己的感受（例如 nervous, excited）并辨认这些地点。教师肯定他们的情绪，将引言与高中生活的起点相联系，并引入话题：“Today, we will learn how to take that ‘first step’ by mastering introductions and course registration conversations.” 六、探究新知 （一）presentation Step 1 Contextualize and Predict Scenarios 【Teacher's Activity】 Instruct students to observe the three pictures in Activity 1 (classroom, lecture hall, registration office) and read the corresponding sentences (A, B, C). Ask students to match each sentence with the correct picture based on the context clues (e.g., "student ID card" implies an office; "Welcome" implies a formal speech). 【Student's Activity】 Observe the pictures and read the sentences. Match Sentence A with the registration office, Sentence B with the classroom/campus scene, and Sentence C with the lecture hall. 【Teacher's Activity】 Ask guiding questions: "In Picture 3, why is the girl talking to the man at the desk? What key words help you decide?" and "In Picture 2, who is likely speaking? Is the situation formal or informal?" 【Student's Activity】 Identify key words like "ID card," "exchange student," and "Welcome." Discuss that Picture 3 involves administrative tasks (registration), while Picture 2 involves a formal welcome speech. 【Teacher's Activity】 Confirm the matches and highlight the setting for each conversation: Registration Office (administrative), Campus/Classroom (socializing/meeting new people), and Lecture Hall (formal introduction). 【Student's Activity】 Check their answers and note down the settings for the upcoming listening tasks. 【设计意图：本环节通过图文匹配活动，引导学生关注语言使用的具体语境（Context）。学生通过识别关键词（如 "ID card", "exchange student"）将语言形式与实际场景（注册办公室、校园、报告厅）建立联系。这不仅激活了学生关于“新生入学”的背景图式，还帮助他们预测不同场景下可能出现的对话类型（事务性办理 vs. 社交性介绍 vs. 正式演讲），为听力理解搭建情境支架】 Step 2 Predict Content and Key Information 【Teacher's Activity】 Direct students' attention to the tables and questions in Activities 2, 3, and 4. Ask students to analyze the structure of the table in Activity 2 (Student No., Name, Sex, Nationality, Grade, Email) and predict what specific information Amy needs to provide to get her ID card. 【Student's Activity】 Examine the table in Activity 2. Predict that the conversation will involve Amy providing personal details such as her full name, nationality, grade, and email address to the staff. 【Teacher's Activity】 Guide students to look at Activity 3 (Max and Amy’s favorite subjects) and Activity 4 (Amy’s future career and course choice). Ask: "Based on the title 'Get to know new people,' what kind of questions might Max ask Amy? And what factors might influence Amy's course choice?" 【Student's Activity】 Brainstorm potential questions Max might ask (e.g., "What’s your favorite subject?", "Where are you from?"). For Activity 4, predict that Amy’s career goal (engineer/designer/writer) will determine her course selection (e.g., Physics for engineer, Art for designer). 【Teacher's Activity】 Summarize the predictions: Conversation 1 is about registering and exchanging basic personal info; Conversation 2 is about socializing and discussing academic interests; Conversation 3 is about academic advising and future planning. 【Student's Activity】 Listen to the summary and mentally prepare to catch specific details (names, subjects, career goals) during the actual listening. 【设计意图：本环节旨在培养学生在听前的预测策略（Prediction Strategy）。通过分析听力任务中的表格和问题，学生能够明确听力目标（Listening Purpose），即需要捕捉哪些关键信息（如个人信息、学科偏好、职业规划）。这种从“形式”到“内容”的推导过程，帮助学生构建心理预期，降低听力焦虑，并提高在后续听力活动中捕捉特定细节（Specific Information）的敏感度和准确性。】 （二）practice Step 1 【Teacher's Activity】 Guide students to listen to Conversation 1 and 2 for specific information. Play the conversations twice. Provide a worksheet for completing the table (Activity 2) and ticking favourites (Activity 3). 【Student's Activity】 Listen and fill in the table: student number, name, nationality, grade, email for Amy. Then tick Max’s and Amy’s favourite subjects. 【Teacher's Activity】 Check answers as a class, clarifying key expressions like “exchange student”, “registration office”, and “favourite subject”. 【Student's Activity】 Check answers, repeat the phrases, and note any new vocabulary. 【Teacher's Activity】 Play Conversation 3 once. Ask students to answer the two multiple-choice questions (Activity 4). 【Student's Activity】 Listen and select the correct answers for Amy’s future job and chosen course. 【Teacher's Activity】 Discuss the answers and ask students to justify their choices using evidence from the conversation. 【Student's Activity】 Share their reasoning and confirm answers. 【设计意图：本环节通过三次循序渐进的听力任务，训练学生在听辨中提取细节信息（如个人信息、喜好、未来规划）的能力。表格填写、勾选和选择题的形式降低了听力难度，同时帮助学生聚焦关键信息。全班核对和表达解析巩固了新语言点，并为后续口语输出积累了语料。】 Step 2 【Teacher's Activity】 Present the Pronunciation section. Model the vowel sounds /eɪ/, /æ/, /ɪ/, /e/, /aɪ/, /ɪ/, /əʊ/, /ɒ/, /juː/, /ʌ/ using the words in the book. Then ask students to listen and repeat. Provide two additional words for each group (e.g., a_e/name, map/campus; these/Chinese, met/forget; write/alive, quiz/listen; hope/alone, frog/coffee; use/future, up/discuss). 【Student's Activity】 Listen, repeat chorally and individually. Then think of one more word for each vowel group and share with a partner. 【Teacher's Activity】 Move to Activity 1: show the three pictures again. Ask students to match each sentence (A, B, C) with the correct picture and describe what the people are doing. Elicit descriptions like “The boy is standing in front of the classroom and speaking”, “The man is giving a welcome speech in the lecture hall”, “The woman is talking to the man in the registration office”. 【Student's Activity】 Match the sentences to the pictures, then describe the scenes orally in pairs. Share their descriptions with the class. 【设计意图：本环节将语音训练与情景理解相结合。先通过听模和归纳强化元音发音，为准确表达奠定基础；随后利用教材图片和句子配对活动，让学生在真实语境中理解不同场合下的自我介绍与问候，培养图文信息转换和描述能力，同时自然复习单元核心词汇（exchange student, lecture hall, registration office等）。】 Step 3 【Teacher's Activity】 Introduce Activity 5: work in groups of three or four. Choose one of the three situations (a boy meets a girl during break; an exchange student talks to a teacher on campus; a boy and a girl at the airport to meet a visiting group). Remind students to use the introductions and greetings listed in the box. Model a short example with one student: T: “Hi, I’m Ms Li. Nice to meet you.” S: “Hello, Ms Li. My name is Tom. How are you?” T: “Very well, thank you. Is this your first day?” 【Student's Activity】 In groups, prepare a 4–6 line conversation based on their chosen situation. Practice using appropriate intonation and polite expressions. 【Teacher's Activity】 Circulate, monitor, and offer feedback on language use and pronunciation. Invite two or three groups to perform in front of the class. 【Student's Activity】 Perform the conversation. The audience listens and then gives one positive comment (e.g., “They used ‘May I introduce…’ correctly”). 【设计意图：本环节通过模拟真实社交场景，实现从语言输入到自由输出的转化。学生需综合运用本单元所学的自我介绍、问候语和回应语，在小组合作中完成角色扮演，既锻炼了口语流利度，又培养了礼貌交际意识。教师巡回指导和展示反馈确保了语言准确性和交际有效性，最终达成巩固和内化目标语言的目的。】 （三）production Create a “Welcome Day” Video Introduction for New Students Step 1 【Teacher's Activity】Introduce the task by showing a short, authentic welcome video (e.g., a 30-second clip of senior high students greeting newcomers in simple English). Explain that students will produce their own 45–60 second “Welcome Day” video introducing themselves and sharing one meaningful first-day experience or hope. 【Student's Activity】Watch the model video and identify key elements — name, role (e.g., new student/exchange student), location, feeling, and one personal detail (e.g., favourite subject, reason for choosing the school). 【设计意图：通过真实、简短的视频范例，为学生建立清晰、可模仿的产出标准，激活教材中“introductions”, “greetings”, and “feelings”等核心语言功能；同时将听力输入（Conversations 1–3）与真实表达任务自然联结，强化语言使用的语境意识和目的性。】 Step 2 【Teacher's Activity:】Distribute a collaborative planning worksheet with three prompts aligned to the unit: 1. Who are you? (Name, grade, where you’re from — use “I’m…”, “I’m from…”, “I’m an exchange student…” ) 2. Where are you? & How do you feel? (Use classroom/lecture hall/registration office + “I feel… because…” ) 3. What matters to you? (Favourite subject, future dream, or course choice — e.g., “I want to be a writer”, “I’ll probably choose Art” ) 【Student's Activity】Work in groups of 3–4 to co-write a script using at least six target expressions from the textbook (e.g., “Hi, I’m…”, “Nice to meet you”, “I’d like to…”, “I want to be…”, “I’ll probably choose…”, “I feel excited because…”). 【Teacher's Activity】Circulate, check language accuracy, and prompt deeper thinking (e.g., “Why does that subject matter to you?”). 【Student's Activity】Revise scripts based on feedback and assign speaking roles. 【设计意图：以结构化脚手架（三个认知维度：identity, context/emotion, aspiration）引导学生整合单元核心语言点（greetings, identity statements, feelings, future intentions），促进语言的个性化、逻辑性重组；小组协作支持差异化表达，教师即时反馈确保语言形式与意义的统一。】 Step 3 【Teacher's Activity】Set up a simple filming station (phone tripod + plain background) and clarify the success criteria displayed on board: · Speaks clearly and smiles naturally · Uses at least 6 target expressions correctly · Includes one true personal detail (not copied from textbook) · Video is 45–60 seconds long 【Student's Activity】 Film their group video using smartphones; each member must speak for ≥10 seconds. 【Teacher's Activity】Offer timekeeping support and technical help; encourage peer coaching (e.g., “Check your ‘a’ sound in ‘grade’ and ‘campus’ before filming”). 【Student's Activity】Review footage, self-assess against criteria, and re-record if needed. 【设计意图】 将语言产出转化为具身化、技术赋能的真实传播行为，增强动机与责任感；明确、可观测的评价标准（聚焦交际效果而非完美语法）体现“以学习者为中心”的理念；融入语音意识（Pronunciation section）于真实任务中，实现音—形—义—用的有机融合。 Step 4 【Teacher's Activity】Host a “Welcome Day Film Festival”: play selected videos (with student permission), then lead a structured peer response using two sentence stems: • “I noticed you used _______ — it helped me understand _______.” • “One thing that made your video welcoming was _______.” 【Student's Activity】 Watch peers’ videos, take brief notes, and give constructive, specific feedback using the stems. 【Teacher's Activity】 Model respectful response language and highlight 2–3 examples of creative language use or cultural insight (e.g., referencing “a thousand-mile journey” or comparing first-day feelings across countries). 【Student's Activity】 Reflect silently: “One word I’d use to describe my own first day is _______ — because _______.” 【设计意图：通过聚焦“观察—理解—appreciation”的反馈机制，培养学生倾听、共情与审辨式评价能力；教师示范将语言表现与思维品质（如文化比较、隐喻理解）关联，升华单元人文主题；结尾的个人反思句式呼应教材Look and Discuss环节，形成学习闭环。】 七、课堂总结 · 核心知识回顾 1. 场景与功能表达：掌握在教室（classroom）、报告厅（lecture hall）及注册办公室（registration office）等不同校园场景下的自我介绍（Introductions）、问候（Greetings）及回应（Responses）用语；区分正式与非正式场合的礼貌表达差异。 2. 语音规律：归纳元音字母 A, E, I, O, U 在开音节与闭音节中的发音规则（如 /eɪ/ vs /æ/, /juː/ vs /ʌ/ 等），并能准确拼读相关词汇。 · 能力提升总结 1. 听力策略：熟练运用“预测—监听—记录”策略，通过表格填空捕捉人物基本信息（姓名、国籍等），通过勾选确认偏好细节，通过选择题推断未来规划与课程选择逻辑。 2. 交际应用：能在模拟情境（如课间相遇、接待交换生）中，灵活运用目标句型进行得体交流，实现从“获取信息”到“建立联系”的交际目的。 八、课后作业 1. 基础巩固（必做） · 元音归类：根据 Pronunciation 部分，整理 A, E, I, O, U 五个元音字母在开音节和闭音节中的发音规则。从听力文本或课本中各找出 2 个符合 /eɪ/, /æ/, /ɪ/, /e/, /aɪ/, /əʊ/, /ʌ/ 等发音的单词，标注音标并大声朗读，注意区分长短元音。 · 场景匹配：回顾 Listening and Speaking 部分的三幅图片及对应对话，将以下功能句与场景（Classroom, Lecture Hall, Registration Office）进行连线匹配，并背诵其中的关键自我介绍句型（如 "I'd like to have...", "I'm an exchange student..."）。 2. 技能运用（二选一） · A：书面表达——制作个人电子档案（Student Profile） 结合本单元写作目标 "write a student profile"，为你自己设计一份英文个人简介卡片。内容需包含：姓名、国籍、年级、兴趣爱好、最喜欢的科目及未来想从事的职业。要求使用本课学到的自我介绍句型（如 "My name is...", "I'd like to be..."），字数 60-80 词。排版需美观，可配图，下节课用于班级展示。 · 选项 B：口语实践——模拟新生报到情境对话 与同伴合作，选择一个真实情境（如：在注册办公室办理手续、在食堂偶遇新同学、或在礼堂听迎新演讲后交流），编写并表演一段 1-2 分钟的对话。 九、板书设计 WELCOME UNIT Period 1 Listening & Speaking: First Day, First Steps ┌──────────────────────────────────────────────┐ │ 🌟 First Impressions — Starting Senior High ├──────────────────────────────────────────────┤ │ ● Where? → classroom / lecture hall / registration office │ ● Who? → new students, exchange students, teachers, advisers │ ● Feelings? → nervous excited curious hopeful ├──────────────────────────────────────────────┤ │ 🔑 Key Language Functions ├──────────────────────────────────────────────┤ │ • Introducing yourself: │ “My name is…” / “I’m…” / “I’m an exchange student from…” │ • Greeting politely: │ “Hi! Nice to meet you.” / “Good morning, Ms. Li.” │ • Asking & giving info: │ “What’s your email?” / “I’d like a student ID card, please.” ├──────────────────────────────────────────────┤ │ 🧩 Listening Focus — Real-Life Contexts ├──────────────────────────────────────────────┤ │ 1. Registration → ID card (Name, Grade, Email…) │ 2. Dining hall → subject preferences (Max: English; Amy: ?) │ 3. Advising session → future goals → course choice (designer → Art) ├──────────────────────────────────────────────┤ │ 📣 Pronunciation Spotlight: Vowel Pairs ├──────────────────────────────────────────────┤ │ A /eɪ/ grade, escape, **name** │ A /æ/ map, campus, **black** │ E /ɪ/ these, Chinese, **list** │ E /e/ met, forget, **bed** │ … *(one word per group — to be filled in class)* └──────────────────────────────────────────────┘ 十、教学反思 本节Welcome Unit听说课较好落实了“以生为本、情境育人”的新课标理念，通过校园真实场景（教室、报告厅、注册处）和任务链（匹配、填表、选择、问答），有效激活学生关于学校生活的已有经验，听力信息获取与口语交际目标基本达成。亮点在于图片驱动讨论自然导入，问候语板块分层呈现礼貌度差异，体现文化意识培养。 但问题较突出：①听力材料语速偏快、连读密集（如Conversation 3中“art and design”弱读），部分学生抓不住关键信息；②小组对话活动时间不足，约1/3小组未完成角色扮演；③词汇发音练习缺乏音标支架，学生混淆/æ/与/əʊ/等易错音。 改进策略：听力前增设关键词预测与音素听辨微训练；压缩教师讲解，保障每组3分钟充分演练；补充音标手势图与最小对立对（map/mop）跟读活动。后续将结合学生录音自评，强化语音意识与交际自信。 ( 1 / 12 ) 学科网（北京）股份有限公司 $