外研版（2019）必修 第一册Unit 1 A New Start Developing ideas High School Hints 教学设计（表格式）
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| 名称 | 外研版（2019）必修 第一册Unit 1 A New Start Developing ideas High School Hints 教学设计（表格式） |  | |
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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 | 2024-11-09 10:37:43 | ||
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Unit 1 A New Start Developing ideas—High School Hints
主题语境：人与自我—生活与学习
语篇类型：采访稿
授课时长：一课时（40分钟）
文本分析：
本课选自外研版新教材必修一Unit 1 A New Start 单元中的Developing ideas—High School Hints板块。
【What】毕业生 Lisa 回母校参加校园广播节目 “School Talk”，围绕“高中学习与生活”从学长的视角，就高中生活可能会遇到的问题给学弟学妹一些合理建议。在访谈中，主持人通过三个问题：刚开学时什么对你有所帮助、如何应对新的挑战以及如何摆脱失望的情绪，引出本次采访的主题，即高中生会遇到哪些困难、问题。Lisa根据自己的亲身经历分别对这三个问题提出了自己的建议，最后Lisa还引用了一位美国作家 Maya Angelou的一句名言作为建议，以此来告诉学弟学妹要有积极的生活态度并乐于助人。
【Why】通过 school talk中的 interview栏目引导学生换位思考并产生同理心，有助于高一新生对接下来的高中新生活做好各种准备尤其是心理准备，遇到问题要学会以积极的心态来解决问题，以此辅助学生快速适应高中生活。
【How】本文是一篇访谈，以学校电台主持人采访毕业生两人对话的形式，采访者向被采访者发起提问，被采访者结合自己的个人经历给出一系列建议。本文的价值取向在于学生通过本文的学习，获得高中生活的有益建议，热心助人，敢于建议，尽快适应机遇与挑战并存的新环境，以昂扬自信的姿态迎接高中新生活。
学情分析：
学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标：
在本课学习结束时，学生能够:
通过扫读和细读获取文章主要信息、梳理出 Lisa高中生活中面对挑战和失望时刻的积极做法和建议；
了解访谈的文体特征，并在阅读过程中通过问题引领赏析语篇的文体特征和语言特征；
建立对高中学习与生活的正确认识，并在此基础上联系自身实际提出更多新生可能感兴趣的问题并给出合适的建议；
获取关于高中的有益建议，体会到高中生活机遇与挑战并存, 热心助人，敢于建议，以昂扬自信的姿态迎接新生活。
教学重难点：
学生通过阅读，获取Lisa学姐给新生的建议信息，梳理问题、策略及建议主线。
小组合作，写下新生可能遇到的问题并给出合理建议，运用所学语言形成演讲稿结构，面向全班演讲。
教学策略：任务型教学法 、PWP教学模式、自主学习法
教学过程：
教学环节 教师活动 学生活动 设计意图
Pre-reading
Step 1 Lead in 1. T asks Ss to read the expressions in Activity 1 and tick what they want to achieve most at high school. 2. T invites some Ss to share their opinion and asks the class to think about what challenges they may meet and who can offer help when they are dealing with challenges. 1.Ss read the expressions in Activity 1 and tick what they want to achieve most. 2. Ss talk about what challenges they may meet and who can offer help when they are dealing with challenges. 通过提问，导入主题并鼓励学生在课堂上积极主动思考；激发学生学习热情和求知欲，为导入新课作好铺垫。
Step 2 Make a prediction 1. T invites Ss to read the title and explain the meaning of “hint”. 2. T invites Ss to predict what might be talked about in the interview. Ss read the title, and predict what might be talked about in the interview. 结合学生的实际情况，激活学生已有的关于解决问题的认知和经验，并预测文章内容。
While-reading
Step 1 Think and find T asks Ss to answer the following two questions based on the information from the interview. Q1: Where can you read this passage Q2: What is the genre of the passage Ss answer the two questions based on the information from the interview. 引导学生识别语篇的文体特征是一篇与主题意义相关的采访，了解采访稿的语言特征。
Step 2 Skimming 1.T asks the Ss to read the passage quickly and answer the following questions: Q1: What is the interview about Q2: How is the interview developed 2. T asks some Ss to share their answers and give the reasons. 1.Ss read the passage quickly and choose the best description. 2.Ss share their answers and give the reasons. 通过Skimming训练学生阅读技巧和能力，了解文章大意，整体感知文章。
Step 3 Scanning 1.T asks Ss to scan the interview and answer the questions： How many questions are mentioned in the interview And what are they 2. T asks Ss to read “Learning to learn” on this page to get the idea of how to locate specific information. 3. T invites Ss to show their answers and sort out the problems, solutions and advice during the process. 1.Ss read the passage again and find out the sentences that asked by the interviewer. 2.Ss understand how to locate specific information in a passage. 3.Ss show their answers and sort out the problems, solutions and advice. 基于采访内容，概括、整合Lisa给新生的建议，以及她曾遇到的两个难题及相应解决策略和建议，建构结构化知识。
Step 4 Think & share 1.T asks Ss to discuss the three questions in “Think and Share” and invites some Ss to share their opinion. Q1: What do you think Lisa means by “If you fail, no problem – next time you can fail better” Q2: Think about the words from Maya Angelou: “Be a rainbow in somebody else’s cloud.” Q3: Do you know of any similar sayings Ss discuss the four questions in groups and then share with the class. 体会到高中生活机遇与挑战并存。热心助人，敢于建议，以昂扬自信的姿态迎接新生活。
Step 5 An interview report T asks the Ss to read the passage again and find out the detail information to complete the interview report. Ss read the passage carefully to complete the interview report and check their answers. 借助表格复述文章，引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。
Post-reading
Step 1 Group work T asks Ss to work in groups to talk about what other challenges freshman may face and share their corresponding advice. Ss work in groups to share problems and corresponding advice. 进一步理解文章的主题意义，并联系自身实际，增强学生解决问题、表达观点和态度的能力。
Step 2 Organise a speech 1.To help Ss present their ideas properly, T guides Ss to list important points to organize their ideas from the following steps： Beginning: Problems: Suggestions: Ending: 2.T asks some Ss to show their speech first in groups and then with the whole class. 1.Ss learn how to organize their speech. 2.Ss present their speech first in groups and then with the whole class. 引导学生超越语篇， 提高发现问题解决问题的能力，培养学生批判性思维品质。
Step 3 Summary T guides Ss to recall what they’ve learnt in this class and help Ss to develop a growth mindset. Ss and T together reflect and summarize what has been learned. 加深学生对高中生活的理解和思考，帮助其形成正确的价值观。
Homework: 1.Use the vocabulary in the word cloud to fill in the blanks and help students retell the article. 2. Perfect their speech after class.
板书设计： High School HintsChallengesHints1. first dayKeep an open mind and take part in2. new challengesGo all out3.disappointmentPositive attitude4.friendshipBe helpful
主题语境：人与自我—生活与学习
语篇类型：采访稿
授课时长：一课时（40分钟）
文本分析：
本课选自外研版新教材必修一Unit 1 A New Start 单元中的Developing ideas—High School Hints板块。
【What】毕业生 Lisa 回母校参加校园广播节目 “School Talk”，围绕“高中学习与生活”从学长的视角，就高中生活可能会遇到的问题给学弟学妹一些合理建议。在访谈中，主持人通过三个问题：刚开学时什么对你有所帮助、如何应对新的挑战以及如何摆脱失望的情绪，引出本次采访的主题，即高中生会遇到哪些困难、问题。Lisa根据自己的亲身经历分别对这三个问题提出了自己的建议，最后Lisa还引用了一位美国作家 Maya Angelou的一句名言作为建议，以此来告诉学弟学妹要有积极的生活态度并乐于助人。
【Why】通过 school talk中的 interview栏目引导学生换位思考并产生同理心，有助于高一新生对接下来的高中新生活做好各种准备尤其是心理准备，遇到问题要学会以积极的心态来解决问题，以此辅助学生快速适应高中生活。
【How】本文是一篇访谈，以学校电台主持人采访毕业生两人对话的形式，采访者向被采访者发起提问，被采访者结合自己的个人经历给出一系列建议。本文的价值取向在于学生通过本文的学习，获得高中生活的有益建议，热心助人，敢于建议，尽快适应机遇与挑战并存的新环境，以昂扬自信的姿态迎接高中新生活。
学情分析：
学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标：
在本课学习结束时，学生能够:
通过扫读和细读获取文章主要信息、梳理出 Lisa高中生活中面对挑战和失望时刻的积极做法和建议；
了解访谈的文体特征，并在阅读过程中通过问题引领赏析语篇的文体特征和语言特征；
建立对高中学习与生活的正确认识，并在此基础上联系自身实际提出更多新生可能感兴趣的问题并给出合适的建议；
获取关于高中的有益建议，体会到高中生活机遇与挑战并存, 热心助人，敢于建议，以昂扬自信的姿态迎接新生活。
教学重难点：
学生通过阅读，获取Lisa学姐给新生的建议信息，梳理问题、策略及建议主线。
小组合作，写下新生可能遇到的问题并给出合理建议，运用所学语言形成演讲稿结构，面向全班演讲。
教学策略：任务型教学法 、PWP教学模式、自主学习法
教学过程：
教学环节 教师活动 学生活动 设计意图
Pre-reading
Step 1 Lead in 1. T asks Ss to read the expressions in Activity 1 and tick what they want to achieve most at high school. 2. T invites some Ss to share their opinion and asks the class to think about what challenges they may meet and who can offer help when they are dealing with challenges. 1.Ss read the expressions in Activity 1 and tick what they want to achieve most. 2. Ss talk about what challenges they may meet and who can offer help when they are dealing with challenges. 通过提问，导入主题并鼓励学生在课堂上积极主动思考；激发学生学习热情和求知欲，为导入新课作好铺垫。
Step 2 Make a prediction 1. T invites Ss to read the title and explain the meaning of “hint”. 2. T invites Ss to predict what might be talked about in the interview. Ss read the title, and predict what might be talked about in the interview. 结合学生的实际情况，激活学生已有的关于解决问题的认知和经验，并预测文章内容。
While-reading
Step 1 Think and find T asks Ss to answer the following two questions based on the information from the interview. Q1: Where can you read this passage Q2: What is the genre of the passage Ss answer the two questions based on the information from the interview. 引导学生识别语篇的文体特征是一篇与主题意义相关的采访，了解采访稿的语言特征。
Step 2 Skimming 1.T asks the Ss to read the passage quickly and answer the following questions: Q1: What is the interview about Q2: How is the interview developed 2. T asks some Ss to share their answers and give the reasons. 1.Ss read the passage quickly and choose the best description. 2.Ss share their answers and give the reasons. 通过Skimming训练学生阅读技巧和能力，了解文章大意，整体感知文章。
Step 3 Scanning 1.T asks Ss to scan the interview and answer the questions： How many questions are mentioned in the interview And what are they 2. T asks Ss to read “Learning to learn” on this page to get the idea of how to locate specific information. 3. T invites Ss to show their answers and sort out the problems, solutions and advice during the process. 1.Ss read the passage again and find out the sentences that asked by the interviewer. 2.Ss understand how to locate specific information in a passage. 3.Ss show their answers and sort out the problems, solutions and advice. 基于采访内容，概括、整合Lisa给新生的建议，以及她曾遇到的两个难题及相应解决策略和建议，建构结构化知识。
Step 4 Think & share 1.T asks Ss to discuss the three questions in “Think and Share” and invites some Ss to share their opinion. Q1: What do you think Lisa means by “If you fail, no problem – next time you can fail better” Q2: Think about the words from Maya Angelou: “Be a rainbow in somebody else’s cloud.” Q3: Do you know of any similar sayings Ss discuss the four questions in groups and then share with the class. 体会到高中生活机遇与挑战并存。热心助人，敢于建议，以昂扬自信的姿态迎接新生活。
Step 5 An interview report T asks the Ss to read the passage again and find out the detail information to complete the interview report. Ss read the passage carefully to complete the interview report and check their answers. 借助表格复述文章，引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。
Post-reading
Step 1 Group work T asks Ss to work in groups to talk about what other challenges freshman may face and share their corresponding advice. Ss work in groups to share problems and corresponding advice. 进一步理解文章的主题意义，并联系自身实际，增强学生解决问题、表达观点和态度的能力。
Step 2 Organise a speech 1.To help Ss present their ideas properly, T guides Ss to list important points to organize their ideas from the following steps： Beginning: Problems: Suggestions: Ending: 2.T asks some Ss to show their speech first in groups and then with the whole class. 1.Ss learn how to organize their speech. 2.Ss present their speech first in groups and then with the whole class. 引导学生超越语篇， 提高发现问题解决问题的能力，培养学生批判性思维品质。
Step 3 Summary T guides Ss to recall what they’ve learnt in this class and help Ss to develop a growth mindset. Ss and T together reflect and summarize what has been learned. 加深学生对高中生活的理解和思考，帮助其形成正确的价值观。
Homework: 1.Use the vocabulary in the word cloud to fill in the blanks and help students retell the article. 2. Perfect their speech after class.
板书设计： High School HintsChallengesHints1. first dayKeep an open mind and take part in2. new challengesGo all out3.disappointmentPositive attitude4.friendshipBe helpful