外研版（2019）必修第一册 Unit1 A new start Starting out and Understanding ideas名师教学设计
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| 名称 | 外研版（2019）必修第一册 Unit1 A new start Starting out and Understanding ideas名师教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-25 16:34:53 | ||
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Unit 1 Starting out & Understanding ideas 名师教学设计
课时内容：
本课时的话题是高中的第一天，包括 Starting out和Understanding ideas两部分。Starting out是热身部分，通过观看视频、完成课本第一页的问卷调查，让学生初步了解高中生活，并通过问卷调查的形式了解学生对高中的印象。Understanding ideas部分是一位高中新生到新学校第一天的感受和见闻，具体介绍高中新生第一天到校观察和接触到的人和事物及个人的感受，内容紧密结合学生现实生活，着重培养学生的阅读能力。通过文章的阅读学习，培养学生热爱新学校、新班级的情感，鼓励学生积极参与各种英语活动，与老师、同学友好相处。
课时目标：
1.掌握本课时的重点词汇 senior, curious, impression, campus, tradition, facility, moment, author, eagerness, explore, engine, insect, organise, breathe, challenge, pressure, calm, description, confident和短语 one by one, butterflies in one’s stomach, in panic。学习词汇和语法知识是发展语言能力素养的途径，而不是最终的目的。
2.培养学生的阅读能力，训练学生的阅读速度、查读的阅读技巧；同时培养学生学会找主题句，归纳文章主旨，运用想象、联想，学会用英语思考的能力。这些思维品质主要体现了学生的心智发展特征以及水平，有助于提升学生分析问题、解决问题的能力。
3.培养学生的文化意识和正确的价值取向，从开学第一天认识、了解校园以及老师、同学，进而热爱自己的学校，并努力学习实现自己的目标。这是实现从修养到行为的内化、提升和养成的过程。在这个基础之上，使语言教育和学习能够内化于心、外化于形，使知行统一起来。
重点难点：
重点：
1.学习和掌握本课生词和短语，并适当拓展词汇的用法和搭配。
2.在具体语境中灵活使用词汇、短语的正确形式以及常见句型来做题。
难点：
通过整体理解、多层次的训练提高阅读水平，培养学生分析和解决问题的能力，从而提高语言能力和思维品质。
教学准备：
教师准备：
做好该部分内容的PPT以及音频素材（词汇、“My First Day at Senior high”相关视频材料），并录制自己学校的概貌、建筑、校园文化等短视频材料。
学生准备：
1.用英语简要概括自己对学校的第一印象，包括校园、环境、教师、设备、同学等。
2.提前在网上查找资料，了解英美国家的高中学校生活，扩大知识面。
教学过程：
Step I Lead-in & Warm up
1. The teacher welcomes the students and shows them the video of the school (It is prepared in advance of class). As playing the video, the teacher can give a brief introduction to every part.
2. The teacher guides the whole class with question, such as:
What’s your impression of our school
Which subject do you like best
What do you like best of our school
3. Ask the students to answer individually and then the teacher collects answers.
Step II Starting out
The teacher guides the students to look through the questionnaire.
The students complete the questionnaire and share answers with other students.
Step III Reading
1. Pre-reading.
The teacher asks the question “If you are to write about your first day at senior high, what will you mention How ” and the students may give various answers.
2. While-reading.
(1) Fast reading.
Let the students read fast and try to figure out main clue of the passage. Ask the students to put the owing in correct order.
A. I felt more confident of the new school life.
B. I woke up and rushed to school with curiosity.
C. I explored the campus by myself and met a kind man.
D. I was nervous and it was my turn to introduce myself.
E. I realised the man I had met was our English teacher.
F. I knew I shared the same name with our English teacher.
G. The English teacher gave us lessons and introduced himself first.
I. The English teacher encouraged us to face challenges bravely and work hard.
Key：BCEGDFIA
【设计意图】该部分以排序的形式出现，降低了题目难度。同时也让学生对文章脉络有一个清晰的了解，对于加深文章理解大有裨益，为后面的精读部分打下基础。
【备注】对于文章主要线索可采用思维导图等途径，使文章脉络清晰，一目了然。
（2）Careful reading.
Let the students find out the meaning of each part. Sum up in their own language.
题目设置如下：
I. Choose the best answer. 1. How did the author feel when he went to school on the first day A. Curious and eager. B. Nervous and shy. C. Anxious and worried. D. Sad and embarrassed. 2. When did the author know the man he had met was his English teacher A. When he watched the photos on the noticeboard. B. When he explored in the campus. C. When the English class began. D. When he introduced himself. 3. Why did the students laugh when the author introduced himself A. He was too nervous to know what to say. B. He had the same name with his English teacher. C. He forgot to introduce his name and age. D. He didn’t hear his name called because he was nervous. 4. What did the English teacher do after students' intro-l duction A. He introduced himself to us. B. He asked us to do some homework. C. He gave us a encouragement. D. He praised the students who did well. 5. What can we know about the English teacher A. He was kind and experienced. B. He was patient but strict. C. He was considerate to students. D. He focused on improving students' spoken English.
Keys：1-5 ADBCA
【设计意图】通过该练习，锻炼学生的查读、跳读以及精读的能力。该题型来自课本，但不是教材内容的简单撤家，而是利用高考中阅读理解的设题技巧，转换说法，考查学生的理解能力和概括能力。对于学生今后在具体的试题中做好阅读理解大有帮助。
Ⅱ.课文语法填空。 The big day I was looking forward to finally came and I rushed to my new school 1.________（excited）. I was eager to explore my new school. Because it was too early, there were few students and teachers 2.________（walk）in the campus. I stood beside the noticeboard to see the photos there 3.________ I heard a voice, “Are you a new student ” Turning around, I saw a white-haired man, 4.________ was smiling to me. I replied quickly, “Yes, I am wondering what my school life will be.” When it was time for English class, could you guess who I saw Yes, the same old man I had met 5.________ （early）. It was hardly to believe I happened to come across our English teacher on the first day in the campus! Then our English teacher asked us 6.________（introduce）ourselves to the class one by one. When it was my turn, I felt nervous. “Hi, I’m Meng Hao.” Everyone started 7.________（laugh）. After all, I shared the same name 8. ________our English teacher. No wonder they laughed. After we finished 9.________（introduce）ourselves, our English teacher encouraged us to face challenges, bravely and remember to keep calm and be prepared. As the old saying goes, “Well begun, half done.” I believe this is a good 10.________（begin）for our new school life.
Keys：1. excitedly 2. walking 3. when 4. who 5. earlier 6. to introduce 7. laughing 8. with 9. introducing 10. beginning
【设计意图】该题型是一个综合训练，既练习了学生的语法知识，又是对全文的概括汇总。通过练习有助于提高学生的语法知识，并加深学生对文章的理解。
3. Language points.
Master the words and phrases:
curious, impression, moment, eagerness, calm, one by one, butterflies in one’s stomach, in panic, depend on
【备注】知识点讲解详见第二教案。
4. Post-reading
（1）Finish Activities 3 & 4 on Page 4.
Activity 3是提炼文章要点，学会对比分析。第一个表述He found the English class difficult and was not sure what to do.与原文不符，学生们都做了自我介绍，作者也不例外，因此并不是英语课太难，作者无所适从，可排除掉。第二个表述干扰性很强，有些学生会误选，但其中 he thought senior high was easy与倒数第二段的描述不符，也可排除。故选第三个表述，精准概括，展望未来，充满信心。
Activity 4是通过“去学校之前”“到学校后”“英语课上”以及“英语课后”四个阶段中作者的体验和感受，属于高级能力的考查。学生只有真正理解了文章，并用时间线索串联，才能概括文章要义。
【设计意图】通过做题，检查学生对文章的理解程度同时培养学生的比较能力和概括能力。
（2）Check the answers together.
Step IV Sum up
Think & Share 1. What is your understanding of the saying “Well begun, half done” 2. What happened on your first day in senior high What do you think of your experiences Share your experiences and feelings with the class.
1.总结本节课的内容，并采用提纲式记笔记的方式，让学生将课堂要点记录下来，及时总结、复习。
2.询问学生开学第一天的见闻、感受，并与全班同学分享，锻炼学生的口头表达能力和概述能力。
3.分析谚语“Well begun, half done.”的含义—做事能有个良好的开端，成功就有一半的把握，并鼓励学生打好基础很关键，以良好的面貌和心态迎接新生活，正确对待学习、生活中遇到的问题。
【设计意图】高中英语教学除了要让学生学会英语基础知识外，还要培养他们的道德情感、英语思维能力、刻苦学习的意识及文化底蕴等。通过英语教学培养和提升学生的英语核心素养，激发学生学习英语的内在动力，提高英语教学的效果和质量。
Step V Homework
1.Review the words and phrases referred to in class.
2.Preview the next period.
板书设计
Unit 1 A new start Period I Starting out Understanding ideas I. Lead-in & Warm up What’s your impression of our school Which subject do you like best What do you like best of our school Ⅱ. Starting out. III. Reading 1. Pre-reading. 2. While-reading. 3. Language points: curious, impression, moment, eagerness, calm, one by one, butterflies in one’s stomach, in panic, depend on 4. Post-reading. IV. Sum up V. Homework
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课时内容：
本课时的话题是高中的第一天，包括 Starting out和Understanding ideas两部分。Starting out是热身部分，通过观看视频、完成课本第一页的问卷调查，让学生初步了解高中生活，并通过问卷调查的形式了解学生对高中的印象。Understanding ideas部分是一位高中新生到新学校第一天的感受和见闻，具体介绍高中新生第一天到校观察和接触到的人和事物及个人的感受，内容紧密结合学生现实生活，着重培养学生的阅读能力。通过文章的阅读学习，培养学生热爱新学校、新班级的情感，鼓励学生积极参与各种英语活动，与老师、同学友好相处。
课时目标：
1.掌握本课时的重点词汇 senior, curious, impression, campus, tradition, facility, moment, author, eagerness, explore, engine, insect, organise, breathe, challenge, pressure, calm, description, confident和短语 one by one, butterflies in one’s stomach, in panic。学习词汇和语法知识是发展语言能力素养的途径，而不是最终的目的。
2.培养学生的阅读能力，训练学生的阅读速度、查读的阅读技巧；同时培养学生学会找主题句，归纳文章主旨，运用想象、联想，学会用英语思考的能力。这些思维品质主要体现了学生的心智发展特征以及水平，有助于提升学生分析问题、解决问题的能力。
3.培养学生的文化意识和正确的价值取向，从开学第一天认识、了解校园以及老师、同学，进而热爱自己的学校，并努力学习实现自己的目标。这是实现从修养到行为的内化、提升和养成的过程。在这个基础之上，使语言教育和学习能够内化于心、外化于形，使知行统一起来。
重点难点：
重点：
1.学习和掌握本课生词和短语，并适当拓展词汇的用法和搭配。
2.在具体语境中灵活使用词汇、短语的正确形式以及常见句型来做题。
难点：
通过整体理解、多层次的训练提高阅读水平，培养学生分析和解决问题的能力，从而提高语言能力和思维品质。
教学准备：
教师准备：
做好该部分内容的PPT以及音频素材（词汇、“My First Day at Senior high”相关视频材料），并录制自己学校的概貌、建筑、校园文化等短视频材料。
学生准备：
1.用英语简要概括自己对学校的第一印象，包括校园、环境、教师、设备、同学等。
2.提前在网上查找资料，了解英美国家的高中学校生活，扩大知识面。
教学过程：
Step I Lead-in & Warm up
1. The teacher welcomes the students and shows them the video of the school (It is prepared in advance of class). As playing the video, the teacher can give a brief introduction to every part.
2. The teacher guides the whole class with question, such as:
What’s your impression of our school
Which subject do you like best
What do you like best of our school
3. Ask the students to answer individually and then the teacher collects answers.
Step II Starting out
The teacher guides the students to look through the questionnaire.
The students complete the questionnaire and share answers with other students.
Step III Reading
1. Pre-reading.
The teacher asks the question “If you are to write about your first day at senior high, what will you mention How ” and the students may give various answers.
2. While-reading.
(1) Fast reading.
Let the students read fast and try to figure out main clue of the passage. Ask the students to put the owing in correct order.
A. I felt more confident of the new school life.
B. I woke up and rushed to school with curiosity.
C. I explored the campus by myself and met a kind man.
D. I was nervous and it was my turn to introduce myself.
E. I realised the man I had met was our English teacher.
F. I knew I shared the same name with our English teacher.
G. The English teacher gave us lessons and introduced himself first.
I. The English teacher encouraged us to face challenges bravely and work hard.
Key：BCEGDFIA
【设计意图】该部分以排序的形式出现，降低了题目难度。同时也让学生对文章脉络有一个清晰的了解，对于加深文章理解大有裨益，为后面的精读部分打下基础。
【备注】对于文章主要线索可采用思维导图等途径，使文章脉络清晰，一目了然。
（2）Careful reading.
Let the students find out the meaning of each part. Sum up in their own language.
题目设置如下：
I. Choose the best answer. 1. How did the author feel when he went to school on the first day A. Curious and eager. B. Nervous and shy. C. Anxious and worried. D. Sad and embarrassed. 2. When did the author know the man he had met was his English teacher A. When he watched the photos on the noticeboard. B. When he explored in the campus. C. When the English class began. D. When he introduced himself. 3. Why did the students laugh when the author introduced himself A. He was too nervous to know what to say. B. He had the same name with his English teacher. C. He forgot to introduce his name and age. D. He didn’t hear his name called because he was nervous. 4. What did the English teacher do after students' intro-l duction A. He introduced himself to us. B. He asked us to do some homework. C. He gave us a encouragement. D. He praised the students who did well. 5. What can we know about the English teacher A. He was kind and experienced. B. He was patient but strict. C. He was considerate to students. D. He focused on improving students' spoken English.
Keys：1-5 ADBCA
【设计意图】通过该练习，锻炼学生的查读、跳读以及精读的能力。该题型来自课本，但不是教材内容的简单撤家，而是利用高考中阅读理解的设题技巧，转换说法，考查学生的理解能力和概括能力。对于学生今后在具体的试题中做好阅读理解大有帮助。
Ⅱ.课文语法填空。 The big day I was looking forward to finally came and I rushed to my new school 1.________（excited）. I was eager to explore my new school. Because it was too early, there were few students and teachers 2.________（walk）in the campus. I stood beside the noticeboard to see the photos there 3.________ I heard a voice, “Are you a new student ” Turning around, I saw a white-haired man, 4.________ was smiling to me. I replied quickly, “Yes, I am wondering what my school life will be.” When it was time for English class, could you guess who I saw Yes, the same old man I had met 5.________ （early）. It was hardly to believe I happened to come across our English teacher on the first day in the campus! Then our English teacher asked us 6.________（introduce）ourselves to the class one by one. When it was my turn, I felt nervous. “Hi, I’m Meng Hao.” Everyone started 7.________（laugh）. After all, I shared the same name 8. ________our English teacher. No wonder they laughed. After we finished 9.________（introduce）ourselves, our English teacher encouraged us to face challenges, bravely and remember to keep calm and be prepared. As the old saying goes, “Well begun, half done.” I believe this is a good 10.________（begin）for our new school life.
Keys：1. excitedly 2. walking 3. when 4. who 5. earlier 6. to introduce 7. laughing 8. with 9. introducing 10. beginning
【设计意图】该题型是一个综合训练，既练习了学生的语法知识，又是对全文的概括汇总。通过练习有助于提高学生的语法知识，并加深学生对文章的理解。
3. Language points.
Master the words and phrases:
curious, impression, moment, eagerness, calm, one by one, butterflies in one’s stomach, in panic, depend on
【备注】知识点讲解详见第二教案。
4. Post-reading
（1）Finish Activities 3 & 4 on Page 4.
Activity 3是提炼文章要点，学会对比分析。第一个表述He found the English class difficult and was not sure what to do.与原文不符，学生们都做了自我介绍，作者也不例外，因此并不是英语课太难，作者无所适从，可排除掉。第二个表述干扰性很强，有些学生会误选，但其中 he thought senior high was easy与倒数第二段的描述不符，也可排除。故选第三个表述，精准概括，展望未来，充满信心。
Activity 4是通过“去学校之前”“到学校后”“英语课上”以及“英语课后”四个阶段中作者的体验和感受，属于高级能力的考查。学生只有真正理解了文章，并用时间线索串联，才能概括文章要义。
【设计意图】通过做题，检查学生对文章的理解程度同时培养学生的比较能力和概括能力。
（2）Check the answers together.
Step IV Sum up
Think & Share 1. What is your understanding of the saying “Well begun, half done” 2. What happened on your first day in senior high What do you think of your experiences Share your experiences and feelings with the class.
1.总结本节课的内容，并采用提纲式记笔记的方式，让学生将课堂要点记录下来，及时总结、复习。
2.询问学生开学第一天的见闻、感受，并与全班同学分享，锻炼学生的口头表达能力和概述能力。
3.分析谚语“Well begun, half done.”的含义—做事能有个良好的开端，成功就有一半的把握，并鼓励学生打好基础很关键，以良好的面貌和心态迎接新生活，正确对待学习、生活中遇到的问题。
【设计意图】高中英语教学除了要让学生学会英语基础知识外，还要培养他们的道德情感、英语思维能力、刻苦学习的意识及文化底蕴等。通过英语教学培养和提升学生的英语核心素养，激发学生学习英语的内在动力，提高英语教学的效果和质量。
Step V Homework
1.Review the words and phrases referred to in class.
2.Preview the next period.
板书设计
Unit 1 A new start Period I Starting out Understanding ideas I. Lead-in & Warm up What’s your impression of our school Which subject do you like best What do you like best of our school Ⅱ. Starting out. III. Reading 1. Pre-reading. 2. While-reading. 3. Language points: curious, impression, moment, eagerness, calm, one by one, butterflies in one’s stomach, in panic, depend on 4. Post-reading. IV. Sum up V. Homework
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