Welcome Unit Period 2 Reading and Thinking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中Han Jing的日记体文本，围绕情绪词汇及情绪变化逻辑展开。课堂导入通过情绪词匹配个人经历激活学生经验，预测文本内容建立情绪与核心词汇（如anxious、concentrate on）的联系，搭建从个人经验到文本理解的学习支架。 该资料以“情绪动态变化”为主线，特色在于融合语言能力（核心词汇语境运用）、思维品质（情绪时间线因果分析）和学习能力（思维导图梳理事件与情绪）。通过角色扮演、反思日记等任务实现语言迁移，帮助学生提升情绪表达与自主学习能力，为教师提供分层教学方案，增强课堂互动与实效。

Welcome Unit Reading and Thinking 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 Reading and Thinking 备 注 探究新知（presentation）部分为英文教学设计 一、教材分析 1.What 文本以第一人称日记体形式，真实细腻地呈现中国高一新生韩静（Han Jing）入学首日的情绪变化与心理成长历程。从清晨的“anxious”到数学课后的“relieved”，再到化学课中的“annoyed”，最终归于傍晚的“confident”与期待，完整勾勒出情绪发展的逻辑链条。主题意义在于：引导学生在真实语境中感知、识别、表达常见情绪词汇；理解情绪随情境变化的动态性；体会积极自我调适对适应新环境的重要作用；并在共情中反思自身成长经历，建立积极的学业身份认同。 2.Why 本课聚焦“情绪表达”与“新生适应”双重生活主题，契合高一学生普遍面临的身份转换与心理调适需求。通过韩静这一可亲、可信、可学的同龄人形象，将抽象的情绪词汇（happy, anxious, frightened等）具象化于真实校园场景（教室、实验室、书桌旁），使语言学习扎根于学生真实生活经验。文本不仅承载基础词汇与语法（一般过去时、情态动词、连词but/so等），更自然渗透情感态度、人际交往、学习策略等核心素养要素，助力学生实现从“学语言”到“用语言理解自我、理解他人、应对生活”的进阶。 3.How 教材采用“图文协同—文本驱动—任务递进”的立体编排： ① 图片启动：开篇五幅表情图直观激活情绪词汇图式，降低认知门槛； ② 文本分层：日记按时间顺序展开，嵌入关键情绪词与支撑细节（如“not outgoing”解释anxious，“couldn’t concentrate”体现annoyed），语言简明、逻辑清晰、情感真实； ③ 任务设计：阅读理解题聚焦因果推理（Why? What happened?）与共情迁移（What would you do?）；表格填空强化时间线索与信息提取能力；词汇填空紧扣语境复现核心词（explore, concentrate on, feel confident等），实现词义、用法、语用的有机统一。整体设计充分体现“以学生为中心、以意义为引领、以任务为载体”的听说课理念。 二、学情分析 高一新生具备描述情绪的基础词汇及一般过去时知识，但对本课“concentrate on”等短语及长难句理解存在困难。阅读上能获取主旨，但在梳理情感变化脉络及推断隐含意义时能力较弱，写作中句式单一。学生刚经历入学，对“第一印象”话题共鸣强烈，参与意愿高，但部分内向学生因焦虑不敢表达。教学需搭建支架，通过图表可视化情感变化，兼顾不同层次需求，引导从语言学习向思维品质提升转化。 三、教学目标 1. 语言能力目标 基础层：能准确说出并拼写文本核心词汇（anxious, concentrate, impreStudentsion, explore, experiment等），能理解文本中描述情绪与校园场景的简单句（如“I'm a little anxious right now.”）。 提高层：能运用5-8个情绪词汇（happy, excited, annoyed等）描述自身或他人的心情，能根据文本信息填写Han Jing的日程表格，完成信息提取与书面表达。 2. 文化意识目标 通过对比Han Jing的高中首日经历与自身的高中生活，理解中外高中生面对新环境的共性情绪（焦虑、期待），尊重不同校园场景下的文化差异，形成对跨文化校园生活的包容态度。 3. 思维品质目标 基础层：能梳理Han Jing从清晨到深夜的情绪变化脉络，分析“焦虑→放松→烦躁→自信”的情绪转折原因，提升逻辑分析能力。 提高层：针对化学课上被打扰的场景，能结合自身经历提出至少1种合理解决方式，提升批判性思维与问题解决能力。 4. 学习能力目标 能运用思维导图梳理Han Jing高中首日的事件与对应情绪，自主整理文本核心词汇与短语，形成结构化知识，提升自主归纳与知识整合的能力。 四、重点难点 1. 教学重点 · 掌握与情绪和学校生活相关的核心词汇及表达，如 anxious、impreStudentsion、concentrate on、experiment、awkward 和 explore，并能在具体语境中准确运用它们描述个人感受和经历。 · 运用阅读策略梳理韩静日记中的时间线和情绪变化，具体提取关键信息完成时间顺序表，并概括她从焦虑到自信的转变过程。 2.教学难点 · 分析韩静情绪变化背后的深层原因，能将具体事件与她的心理反应联系起来进行解读，而不只是识别表面性的描述性形容词。 · 将叙事结构和情绪词汇迁移到个人表达中，使学生能够有逻辑地组织内容，并用口头或书面形式叙述自己第一天的经历，做到情感表达恰当且有连贯性。 五、课堂导入 学生：观察活动1中的五个情绪词（开心的、兴奋的、烦恼的、焦虑的、害怕的），并在30秒内静默反思，快速将每个词与个人经历相匹配——例如“当你面对新事物之前，什么时候曾感到焦虑？”——然后与同桌分享一个词及简要背景。 教师：巡视，留意学生常见的情绪—事件搭配（如焦虑→第一天、考试、课堂上发言），并将核心词汇和课文中的anxious、impreStudentsion、concentrate on、explore写在黑板上。 学生：根据黑板上的词汇和课文开篇句（“原来这就是——终于上高中了！”），预测韩晶可能会有怎样的“第一天”： 是积极的？充满挑战的？还是两者兼有？为什么impreStudentsion、concentrate on或 explore在第一天可能很重要？ 教师邀请2–3名学生简短回答，然后陈述本课目标：“今天我们将阅读韩晶真实的第一天记录——不只是她的感受，还有这些感受如何变化——并看看像 impreStudentsion和explore这样的词如何帮助讲述那个故事。” 【设计意图：以教材原生情绪词为锚点激活学生情感经验，自然关联核心词汇在真实语境中的功能（如 impreStudentsion 链接首段心理描写，concentrate on prefigures chemistry claStudents conflict，explore echoes closing reflection）；通过聚焦“感受变化”这一文本主线，引导学生建立“情绪不是静态标签，而是动态过程”的阅读意识，为后续梳理情感发展脉络与主旨提炼做好认知与策略铺垫。】 六、探究新知 （一）pre-reading Step 1: Activate Background & Launch Prediction 【Teacher's Activity】 Display only the title “FIRST IMPREStudentsIONS” and the first sentence of the text: “So this is it—senior high school at last! I'm not outgoing so I'm a little anxious right now.” Ask: “Look at the title and this opening line. What do you think this text will be about? Use these two questions to guide your thinking: (1) Whose ‘first impreStudentsions’? (2) What kinds of feelings or experiences might appear?” Briefly highlight the word senior (pointing to “senior high school”) and ask: “What’s the opposite of ‘senior’ in school terms?” → Elicit junior, then write both on board. 【Student's Activity】 Think individually for 30 seconds, then share 1 sentence with a partner: “I think this text is about… because…” (e.g., “I think it’s about a student’s first day at senior high because the title says ‘first impreStudentsions’ and the sentence says ‘senior high school at last!’”) Record two predicted feelings (e.g., nervous, excited) and one predicted situation (e.g., meeting teachers, doing a science experiment) in their notebooks. 【设计意图：本环节以标题和首句为锚点，激活学生对“升学过渡”这一生活经验的回忆（如自己或他人升入新学段的情绪与场景），自然引出核心词 senior/junior，既建立主题认知框架，又为后续理解Han Jing的身份与心理变化埋下伏笔；预测任务指令具体（“1 sentence”“2 feelings + 1 situation”），确保思维聚焦、产出可观察，避免空泛讨论。】 Step 2: Preview Visual Clues & Refine Predictions 【Teacher's Activity】 Show only the four small images from the text (lab, blackboard, bedroom, hallway photo) — not the main green lawn image or emoji chart. Ask: “These are real pictures from the text — no words, just scenes. What do you notice? Which picture might connect to ‘first impreStudentsions’? Why?” Guide attention to visual details: “Is the lab meStudentsy or tidy? Is the blackboard full of math or art? What might that tell us about her claStudentses?” Introduce one more core word: “experiment” — say it, spell it, and link it to the lab image: “In science claStudents, students often do an experiment — a hands-on activity to test ideas.” 【Student's Activity】 In pairs, quickly discuStudents and choose one image they think best shows Han Jing’s “first impreStudentsion”, giving one reason (e.g., “The lab — because she’s new and trying something hard for the first time.”) Add one new prediction to their notebook based on the images — e.g., “She has a chemistry claStudents” or “She feels more relaxed by evening.” Whisper-repeat experiment and write it next to their prediction. 【设计意图：通过聚焦教材真实配图（非装饰性图片），训练学生从视觉信息中提取文本线索的能力，强化“图文互证”的阅读策略；仅引入 experiment 一词，紧扣图片语境与核心词汇表，发音+拼写+简义三合一铺垫，降低后文阅读障碍，同时保持神秘感——不揭示人物情绪走向或情节转折，保护阅读探究动机。】 Step 3: Connect to Self & Set Reading Purpose 【Teacher's Activity】 Return to the emoji chart (happy / anxious / excited / annoyed / frightened) — but cover the labels, showing only the faces. Say: “These five faces show common feelings on a big first day. Which TWO do you think Han Jing felt — and at what time? (Morning? After maths? After chemistry? At night?) Just gueStudents — no right answer yet!” Announce the reading goal: “As you read, look for: · When her feelings change · What causes each feeling (a person? a claStudents? a moment?) · One word from our list — like impreStudentsion, concentrate, or explore — used in context.” 【Student's Activity】 Individually point to two emojis, then tell a partner: “I think she felt ________ at ________ because…” (e.g., “anxious at morning because she’s not outgoing”) Flip to a clean page and write: “My reading miStudentsion: Find when Han Jing’s feelings change — and which word from Word Study appears in the text.” 【设计意图：利用教材原生情绪图谱，将抽象词汇（anxious, annoyed等）与学生自身经验联结，实现情感共鸣与语言具象化；明确、可操作的阅读目标（“when”, “what causes”, “which core word”）将学生注意力精准导向文本结构与词汇复现，避免泛泛而读，真正落实“带着问题读、带着任务思”，为后续Post-reading讨论与表格填写做好无缝衔接。】 （二）while-reading Students observe the five emotion labels (happy, excited, annoyed, anxious, frightened) from Activity 1 and quickly match each word to a personal experience (e.g., “When did you feel anxious before a new start?”). Teacher circulates, prompts with: “Raise your hand if you’ve felt anxious or excited — not just on the first day of senior high, but maybe before a test, a speech, or meeting new people.” Students complete a 30-second ‘word-link’ quick share: In pairs, name one core vocabulary word from the list (senior, impreStudentsion, concentrate on, experiment, explore, feel confident) that best connects to any of those five emotions — and why (e.g., “‘concentrate on’ links to ‘anxious’ — when I’m anxious, I can’t concentrate!”). Teacher writes 2–3 student-generated links on the board (e.g., anxious → concentrate on; excited → explore), then highlights: “Today’s text is Han Jing’s real first day — full of these feelings and these words.” 【设计意图：以教材原文开篇的情绪词为感知锚点，激活学生对“新起点情绪体验”的具身认知；再通过核心词汇与情绪的即时语义联结，自然植入词汇的语境功能（而非孤立记忆），帮助学生在阅读前建立“情绪—行为—语言”三位一体的认知框架，降低文本理解的情感与语言双重门槛，精准服务于后续对Han Jing心理变化与成长线索的捕捉。】 （三）post-reading Step 1 Text-Based Emotion Analysis & Contrast DiscuStudentsion Teacher's Activity Divide students into 3-person groups. Distribute a worksheet with a table: Han Jing's Emotion Timeline (Time: Morning/Maths ClaStudents/Chemistry ClaStudents/Night; Emotion; Key Text Evidence; My Similar/Different Experience). Give clear instructions: "First, work together to fill in Han Jing's emotions and matching text details in 8 minutes. Then, each member shares one personal emotion or experience from their first senior high day that is similar to or different from Han Jing's. Take notes on group members' sharing." Circulate to offer support, e.g., prompting students to locate specific sentences like "I'm a little anxious right now" for evidence. Students' Activity In groups, analyze the text to complete the emotion timeline with accurate evidence. Then take turns sharing personal first-day stories, comparing feelings with Han Jing's, and recording peers' experiences on the worksheet. 【设计意图：通过梳理韩静的情绪时间线，引导学生深度挖掘文本细节，强化对文本逻辑和情感变化的理解；结合个人经历对比，搭建文本与现实的桥梁，既锻炼学生提取信息的能力，又鼓励个性化表达，为后续语言迁移积累真实素材。】 Step 2 Role-Play Creation & Performance Teacher's Activity AStudentsign each group one of three scenarios based on the text: 1) Han Jing talks to her junior high friend on the phone after the first day; 2) Han Jing gives advice to a nervous new student the next morning; 3) Han Jing has a talk with the talkative claStudentsmate from chemistry claStudents. State requirements: "Use at least 5 core vocabulary words (e.g., anxious, concentrate, explore, impreStudentsion, confident) in your 3-minute role-play. Prepare in 10 minutes, then perform for the claStudents." Provide a simple evaluation rubric: 1. Text-related emotion logic (30%); 2. Core vocabulary usage (30%); 3. Fluency and creativity (40%). Students' Activity Collaborate to write the role-play script, integrating Han Jing's personality and text-based details. Practice the performance, then present it to the claStudents. Other groups watch and score based on the rubric. 【设计意图：依托文本情境设计角色扮演任务，引导学生创造性运用核心词汇，实现语言知识的迁移运用；通过代入人物视角，深化对文本角色情感和性格的理解；互评环节帮助学生关注语言准确性与表达逻辑性，提升批判性思维和评价能力。】 Step 3 Reflective Writing & Peer Feedback Teacher's Activity Ask students to write a 150-word reflective diary entry from Han Jing's perspective, focusing on one key leStudentson she learned on her first day (e.g., overcoming anxiety, adapting to new environments). Require them to connect the leStudentson to a specific event from the text. Give 10 minutes for writing, then instruct students to exchange diaries with a partner and give feedback using three prompts: 1. Does the diary clearly link the leStudentson to a text event? 2. Is the emotion consistent with Han Jing's character? 3. Are there any core vocabulary words used effectively? Students' Activity Write the reflective diary, using text evidence to support Han Jing's reflection. Exchange works with a partner, provide targeted feedback based on the prompts, and revise their own diary according to the feedback. 【设计意图：通过写反思日记，引导学生整合文本信息，深化对文本主旨的思考；同伴反馈环节培养学生的批判性阅读能力和互助意识；同时巩固核心词汇的运用，提升书面表达的逻辑性和情感真实性。】 七、课堂总结 · 核心词汇与短语 anxious /ˈæŋkʃəs/ adj. 焦虑的；不安的 impreStudentsion /ɪmˈpreʃn/ n. 印象；感想 (make a good impreStudentsion 留下好印象) concentrate on /ˈkɒnsntreɪt/ v. 集中（注意力、精力等）于；全神贯注于 experiment /ɪkˈsperɪmənt/ n. 实验；试验 awkward /ˈɔːkwəd/ adj. 令人尴尬的；难对付的 explore /ɪkˈsplɔː(r)/ v. 探索；勘探 confident /ˈkɒnfɪdənt/ adj. 自信的；有把握的 (feel confident 感到自信) senior /ˈsiːniə(r)/ adj. 高级的；高等的；年长的 (senior high school 高中) · 文章结构与情感变化 Han Jing's First Day (Time Line & Feelings) 7:00 a.m. (Before school): Event: Arriving at senior high school. Feeling: Anxious (worried about making friends/impreStudentsion). 12:30 p.m. (After maths claStudents): Event: Had the first maths claStudents; teacher was kind/funny. Feeling: Relieved/Happy (found claStudentsmates and teachers friendly). 5:32 p.m. (After chemistry claStudents): Event: Lab partner talked too much; couldn't concentrate. Feeling: Annoyed (wanted him to be quiet). 10:29 p.m. (End of the day): Event: Reflecting on the day; miStudentsing old friends but looking forward. Feeling: Confident (believes she will make new friends and explore more). 八、课后作业 1.基础巩固类（必做） · 完成Word Study的短文填空，并整理本课核心词汇（senior, impreStudentsion, concentrate on, experiment, explore等），为每个词汇搭配1个课文原句或自己编写的符合语境的句子，制作成个人词汇小卡片。 · 根据课文内容补全第4题的表格，并用完整的句子向家人或同桌复述Han Jing的高中第一天。 2.技能运用类（选做） · 参考教材中“画表情图展示情绪”的形式，为自己的高中第一天绘制4幅情绪小漫画（对应早、中、晚、睡前四个时间点），并为每幅漫画配1-2句英文句子描述当时的心情和事件，制作成“我的高中首日情绪手册”。 · 假设你是Han Jing的初中好友，给她写一封英文回信。结合她的首日经历，表达你的关心，分享你的高中首日趣事，并给她提出1-2个适应高中生活的小建议，字数要求80-120词。 九、板书设计 WELCOME UNIT -Period 2 Reading and Thinking -First ImpreStudentsions: Han Jing’s Day · Morning: Anxiety & Uncertainty · Midday: Engagement & Warmth · Afternoon: Distraction & Frustration · Evening: Reflection & Confidence -Vocabulary Revision Tips (For English Writing) a little anxious = slightly nervous 些许忐忑 concentrate on the experiment 专注做实验 feel much more confident 自信心大增 a lot to explore 许多新鲜事物等待探索 十、教学反思 围绕“高中第一天情绪”主题，通过表情匹配、文本梳理、小组讨论等活动，落实了读写结合与情感体验的教学目标，多数学生能梳理韩静的情绪变化，完成词汇练习，课堂参与度较高；贴合新课标“主题语境引领语言学习”的要求，将语言知识与情感体验结合。 活动分层不足，基础薄弱学生在文本复述环节难以输出；词汇操练较机械，未结合学生自身经历深化；讨论环节时间把控不当，部分小组未充分展开交流，对“自身高中第一天”的拓展不够深入。 预设分层任务：为基础生提供情绪关键词提示卡，帮助梳理文本；设计“我的情绪词汇墙”活动，让学生用所学词汇描述自身经历；严格把控讨论时长，设置小组展示环节，强化语言输出与情感共鸣。 ( 1 / 11 ) 学科网（北京）股份有限公司 $