Unit1Teenage Life Reading and Thinking教学设计2025-2026学年高中英语人教版（2019）必修第一册
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| 名称 | Unit1Teenage Life Reading and Thinking教学设计2025-2026学年高中英语人教版（2019）必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 59.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-09 00:00:00 | ||
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文档简介
读思课《高一新生挑战》第二课时项目式的教学设计
I. Project background (项目背景)
刚步入高中校园，高一新生普遍面临着多重适应性挑战，主要表现为各门课程难度增加、学习压力大；在校学习时间延长，睡眠时间缩短；社交焦虑和归属感缺失。为了帮助他们尽快地适应高中生活，我设计了一节以高一新生挑战为主题且基于项目式读思课。
II. Project information(项目信息)
项目名称 Design a poster on freshman challenges
驱动性问题 How to deal with freshman challenges positively
最终产品 Design a collection of posters on freshman challenges
主题语境 Human and Self---Study and Life
文本来源 NSEC Book 1 Unit1 Teenage Life Reading and Thinking
授课类型 Project-based Reading and thinking II
授课对象 Freshmen
课时时长 45 mins
III. Project basis (项目依据)
《普通高中英语课程标准（2020修订版）》 强调以核心素养为导向的英语教学，项目式教学被定位为落实英语学科核心素养的重要途径，旨在通过真实情境中任务驱动，帮助学生整合语言知识、文化理解和实践技能。新课标还强调通过项目式活动实现“做中学”（Leaning by Doing），鼓励学生在解决实际问题中提升语言应用能力、合作能力和批判性思维，从而提高综合实践能力。
IV. Analysis of the text (文本分析)
What Thematic context The text theme is Freshman Challenge, which belongs to the thematic context of human and self --- study and life. The theme is closely related to freshman school life, meets students’ cognitive needs and motivates them to think about how to deal with freshman challenges. Main information The text mainly describes Adam’s three challenges, feelings and solutions after entering senior high school. Para 1 Adam’s general challenge. Para 2 Adam’s first challenge in choosing courses. Para 3 Adam’s second challenge in choosing extra-curriculum activities. Para 4 Adam’s third challenge in study. Though he is in a difficult situation, each paragraph has something positive to indicate that he never gives up and solves each challenge bravely and confidently.
Why Intention and emotional value After narrating how to solve his challenges, Adam wanted to tell us that he has a positive attitude and determined resolution when dealing with challenges, that he solves his challenges mainly by himself and turns to others for help when necessary and that other good qualities are also critical in solving challenges.
How Text type The text is a narration in the first person, organized in a problem-solution pattern. The key phrase “freshman challenge” in the title indicates the main idea of the text. Organization The text structure is general to specific. There are four paragraphs in the text and each paragraph has a topic sentence, which is helpful for students to get the main idea of each paragraph. Its first paragraph as the leading paragraph introduces who has challenges and why. The following three paragraphs that are parallel, organized in a similar format: what the challenge is, how he feels and the way to solve it. Language features Sentence patterns describing Adam’s challenges: ...is really a big challenge; First, I had to...; I had to...; I know I’ll have to.... Words describing Adam’s feelings: confusing, do...carefully, I hope..., unhappy, responsible, worried, happy. Sentence structures describing Adam’s solutions: Sb helped me do...; Sb recommended that I should do...; Sb told me that...; I won’t quit. I’ll find a way to do...; I did ...; I’ll be well prepared for sth. All these words and sentence structures make language accurate and concise. Linking words: first, too, obviously, but, still, which make the sentences, paragraphs and text logical and coherent.
V. Analysis of the students (学情分析)
As freshmen, my students also met some challenges during their first week at senior high school. After finishing the learning task list, they are familiar with the theme— freshman challenge, have known the relevant words and expressions. They also know the features of an attractive poster. However, they don’t know others’ freshman challenges, don’t have a problem-solving thinking pattern when facing challenges, don’t know the critical qualities of solving challenges and don’t have the awareness of helping others solve challenges. After learning this class, my students will clearly know how to solve their own or others’ challenges positively and firmly.
VI. Project objectives (项目目标)
According to the New Curriculum Standards and the students’ level, I designed the following project objectives. By the end of the class, the students will be able to:
retell Adam’s, share their own and report others’ challenges, feelings and solutions using the target language
design a collection of constructive posters on freshman challenges, which will be submitted to the Student Union
form a problem-solving thinking pattern on how to solve challenge
know an optimistic attitude and some critical qualities are essential when solving challenge and be willing to help others solve challenge
VII. Project important&difficult points (项目重难点)
Project important point
retell Adam’s, share their own and report others’ challenges, feelings and solutions
Project difficult points
design a collection of constructive posters on freshman challenges
form a problem-solving thinking pattern on how to solve challenge
VIII. Project teaching approaches（ 项目教学方法）
In order to realize my project objectives, I applied three kinds of teaching methods:
1. Situational Teaching Approach
2. Project-based Teaching Approach
3. Activity-based Teaching Approach
IX. Procedures of the project implementation (项目实施过程)
Steps Project activity (项目活动) Purpose
Step 1 Lead-in (1min) Activity 1 Set a scenario Scenario: The Student Union is collecting posters on freshman challenges. T: Knowing that freshmen are facing challenges and not sure how to deal with them, the Student Union intends to make a poster display on freshman challenges. And now it is collecting posters in our school. Let’s learn to make some posters. To initiate a project To introduce the project theme and task;
Step 2 Revision (7mins) Activity 2 Review Adam’s challenges T: Look at the picture, the title, the structure of the text and answer 2 questions. Answer 2 questions Q1: What’s the main idea of the text Q2: How many challenges did Adam meet Retell Adam’s challenge T: Read the text carefully, and retell Adam’s challenges. Group 1Group 2Group 3challenge 1challenge 2challenge 3
For example: It is challenging for Adam to adapt to the senior high school life. He felt confused but hopeful. He solved his challenge by himself or with the help of others. From this, we can know that Adam is hardworking and adaptable. T: When you organize your idea, you can refer to the following questions and use the sentence patterns and linking words in the learning task list. Q1: What was Adam’s challenge Q2: How did he feel Q3: How did he solve his challenge Q4: What good qualities does Adam have when solving this challenge To run the project To practice language and content on freshman challenge To provide scaffolding for the spoken and written output;
Step 3 Expansion (20mins) Activity 3 Share your challenges T: Do you face the same challenges as Adam What other challenges are you facing How do you feel How do you deal with them What good qualities do you have when solving your challenge Share with your partner. (2 minutes later, T invites 2 students to share one of their own challenges, feelings and solutions) Activity 4 Make a survey on others’ challenges Make a survey in your group T: Just as you and Adam, many other freshmen also meet challenges. Please do a survey in your group. Group member roles Member 1Member 2Member 3Member 4Leader and inquirerreporterrecorderassessor
Survey table Student 1Student 2Student 3Student 4Challenge Feeling Solution
Survey questions: Q1: What challenge are you facing Q2: How do you feel Q3: How do you deal with it Q4: What good qualities do you have when solving your challenge 2. Report your survey result T:Now please report your survey result. After each reporter finishes his/her report, the assessor scores it and make an evaluation. You can refer to the following checklist. Activity 5 Ask Deepseek for help T: When we’re facing challenge, we can solve it by ourselves, turn to others for help when necessary. We can also ask AI for help, such as Deepseek, Doubao. Now do you want to know more freshman challenges, feelings and solutions Let’s explore answers using Deepseek. Question statement: I am a senior high school student and want to know about freshman challenge. Please answer the following 4 questions. Q1: What challenges are freshmen usually facing Q2: How do they feel Q3: How do they deal with them Q4: What good qualities do they have when solving their challenges To form the product in the early stage To expand thematic knowledge by associating students’ real school life; To enhance students’ cooperative and communicative abilities; To expand thematic knowledge by surveying; To make a preparation for designing a poster To expand thematic knowledge by asking Deepseeek; To make a preparation for designing a poster
Step 4 Creation5 (mins) Activity 5 Design a poster on freshman challenges Check the features of an attractive poster T: What are the features of an attractive poster (Ss: Title: attractive, clear and brief Purpose: positive, direct and clear Content: practical and constrictive Picture: highlight the theme) Design a poster in groups of four T: So far we have learned so much about freshman challenges. Here are 6 kinds of posters. Now choose one to design. Poster 1: freshman challenges Poster 2: a school route map Poster 3: solutions to challenges in study Poster 4: solutions to challenges in making friends Poster 5: solutions to challenges in independent life Poster 6: thinking pattern and qualities on solving challenges Group member tasks Designer: design the layout and draw the picture Composer: design an attractive title, compose and polish the content Reporter: introduce their poster Assessor: evaluate their own and other groups’ poster To design the project product To apply what they have learned on freshman challenge To enhance their ability of categorizing and integrating information To strengthen their communicative and cooperative abilities.
Step 5 Presentation and assessment (10mins) Activity 7 Report and assess posters Each reporter introduces their poster and evaluates it . Each assessor scores other groups’ posters. T evaluates each poster. To present and assess the project product
Step 6 Summary (2mins) Activity 8 Make a summary Make a summary T: This class we have introduced Adam’s challenges, shared our own challenges, reported other freshman challenges, asked Deepseek for help and made 6 posters on freshman challenges. Sublimate the theme T: Actually, challenge lies everywhere in our life. When we’re a little baby, it’s a challenge to learn to walk. When we’re a teenager, it’s a challenge to make progress in learning. When we’re an adult, it’s a challenge to achieve our dream. When we’re old, it’s a challenge to learn something new. So when we deal with our challenge, we should have an optimistic attitude, a problem-solving thinking pattern and some critical qualities. With these, just solve your challenge bravely. Just as an old saying says, “志不求易者成，事不避难者进。（Those who aim for difficult goals are more likely to succeed, and those who do not shy away from challenging tasks will make progress. ）” Conclude the project T evaluates the students’ performance in the process of the project-learning and asks students to polish their posters and send them to the Student Union. To conclude the project To conclude the class; To sublimate the project theme
Homework Compulsory homework Polish your poster Optional homework Shoot a short video to introduce freshman challenges Write an article on freshman challenges on our school official WeChat account Make a freshman adaptation guide (homework 2, 3,4, choose one to finish)
Blackboard design Unit 1 Teenage life The Freshman Challenge Adam’s Yours challenges other freshmen’
Teaching reflection
I will reflect my lesson from the following four aspects: the achievement of teaching objectives, the differences between prediction and production, the highlights of my lesson and the shortcoming and reconstruction. The achievement of teaching objectives According to the English Curricular Standards and the analysis of my students, I set four teaching objectives from linguistic ability, thinking quality, learning and culture awareness, which are specific, measurable, attainable and relevant. By the end of the class, students can make their poster in groups of four, which means I have basically achieved my teaching objectives by setting different situations and students immersing in different activities. The differences between prediction and production Before class, I thought it was easy for my students to speak out Adam’s challenges because we had sort them out in the first reading class. Actually, it was a little difficult to retell them logically in a limited time. Before class, I thought my students would have difficulty in making evaluation on others’ performance. However, with the checklists, my students could do it wonderfully. The highlights of my lesson There are two highlights in this lesson. First, the clue of the whole class is very clear---How to solve freshman challenge. Second, different situations are throughout the the whole class: Adam’s challenges, your challenges, others’ challenges, solve freshman challenges by making a poster display on freshman challenge. My students were in real situations to understand, apply and transfer what they had learned, and finally solved their problem. The shortcomings and reconstruction The students didn’t retell Adam’s challenges logically. I should give students some pre-learning tasks including reviewing the Exercise 4 on P15 and sorting out the sentence patterns describing Adam’s challenges, feelings and solutions. By doing so, hey can retell Adam’s challenges logically.
I. Project background (项目背景)
刚步入高中校园，高一新生普遍面临着多重适应性挑战，主要表现为各门课程难度增加、学习压力大；在校学习时间延长，睡眠时间缩短；社交焦虑和归属感缺失。为了帮助他们尽快地适应高中生活，我设计了一节以高一新生挑战为主题且基于项目式读思课。
II. Project information(项目信息)
项目名称 Design a poster on freshman challenges
驱动性问题 How to deal with freshman challenges positively
最终产品 Design a collection of posters on freshman challenges
主题语境 Human and Self---Study and Life
文本来源 NSEC Book 1 Unit1 Teenage Life Reading and Thinking
授课类型 Project-based Reading and thinking II
授课对象 Freshmen
课时时长 45 mins
III. Project basis (项目依据)
《普通高中英语课程标准（2020修订版）》 强调以核心素养为导向的英语教学，项目式教学被定位为落实英语学科核心素养的重要途径，旨在通过真实情境中任务驱动，帮助学生整合语言知识、文化理解和实践技能。新课标还强调通过项目式活动实现“做中学”（Leaning by Doing），鼓励学生在解决实际问题中提升语言应用能力、合作能力和批判性思维，从而提高综合实践能力。
IV. Analysis of the text (文本分析)
What Thematic context The text theme is Freshman Challenge, which belongs to the thematic context of human and self --- study and life. The theme is closely related to freshman school life, meets students’ cognitive needs and motivates them to think about how to deal with freshman challenges. Main information The text mainly describes Adam’s three challenges, feelings and solutions after entering senior high school. Para 1 Adam’s general challenge. Para 2 Adam’s first challenge in choosing courses. Para 3 Adam’s second challenge in choosing extra-curriculum activities. Para 4 Adam’s third challenge in study. Though he is in a difficult situation, each paragraph has something positive to indicate that he never gives up and solves each challenge bravely and confidently.
Why Intention and emotional value After narrating how to solve his challenges, Adam wanted to tell us that he has a positive attitude and determined resolution when dealing with challenges, that he solves his challenges mainly by himself and turns to others for help when necessary and that other good qualities are also critical in solving challenges.
How Text type The text is a narration in the first person, organized in a problem-solution pattern. The key phrase “freshman challenge” in the title indicates the main idea of the text. Organization The text structure is general to specific. There are four paragraphs in the text and each paragraph has a topic sentence, which is helpful for students to get the main idea of each paragraph. Its first paragraph as the leading paragraph introduces who has challenges and why. The following three paragraphs that are parallel, organized in a similar format: what the challenge is, how he feels and the way to solve it. Language features Sentence patterns describing Adam’s challenges: ...is really a big challenge; First, I had to...; I had to...; I know I’ll have to.... Words describing Adam’s feelings: confusing, do...carefully, I hope..., unhappy, responsible, worried, happy. Sentence structures describing Adam’s solutions: Sb helped me do...; Sb recommended that I should do...; Sb told me that...; I won’t quit. I’ll find a way to do...; I did ...; I’ll be well prepared for sth. All these words and sentence structures make language accurate and concise. Linking words: first, too, obviously, but, still, which make the sentences, paragraphs and text logical and coherent.
V. Analysis of the students (学情分析)
As freshmen, my students also met some challenges during their first week at senior high school. After finishing the learning task list, they are familiar with the theme— freshman challenge, have known the relevant words and expressions. They also know the features of an attractive poster. However, they don’t know others’ freshman challenges, don’t have a problem-solving thinking pattern when facing challenges, don’t know the critical qualities of solving challenges and don’t have the awareness of helping others solve challenges. After learning this class, my students will clearly know how to solve their own or others’ challenges positively and firmly.
VI. Project objectives (项目目标)
According to the New Curriculum Standards and the students’ level, I designed the following project objectives. By the end of the class, the students will be able to:
retell Adam’s, share their own and report others’ challenges, feelings and solutions using the target language
design a collection of constructive posters on freshman challenges, which will be submitted to the Student Union
form a problem-solving thinking pattern on how to solve challenge
know an optimistic attitude and some critical qualities are essential when solving challenge and be willing to help others solve challenge
VII. Project important&difficult points (项目重难点)
Project important point
retell Adam’s, share their own and report others’ challenges, feelings and solutions
Project difficult points
design a collection of constructive posters on freshman challenges
form a problem-solving thinking pattern on how to solve challenge
VIII. Project teaching approaches（ 项目教学方法）
In order to realize my project objectives, I applied three kinds of teaching methods:
1. Situational Teaching Approach
2. Project-based Teaching Approach
3. Activity-based Teaching Approach
IX. Procedures of the project implementation (项目实施过程)
Steps Project activity (项目活动) Purpose
Step 1 Lead-in (1min) Activity 1 Set a scenario Scenario: The Student Union is collecting posters on freshman challenges. T: Knowing that freshmen are facing challenges and not sure how to deal with them, the Student Union intends to make a poster display on freshman challenges. And now it is collecting posters in our school. Let’s learn to make some posters. To initiate a project To introduce the project theme and task;
Step 2 Revision (7mins) Activity 2 Review Adam’s challenges T: Look at the picture, the title, the structure of the text and answer 2 questions. Answer 2 questions Q1: What’s the main idea of the text Q2: How many challenges did Adam meet Retell Adam’s challenge T: Read the text carefully, and retell Adam’s challenges. Group 1Group 2Group 3challenge 1challenge 2challenge 3
For example: It is challenging for Adam to adapt to the senior high school life. He felt confused but hopeful. He solved his challenge by himself or with the help of others. From this, we can know that Adam is hardworking and adaptable. T: When you organize your idea, you can refer to the following questions and use the sentence patterns and linking words in the learning task list. Q1: What was Adam’s challenge Q2: How did he feel Q3: How did he solve his challenge Q4: What good qualities does Adam have when solving this challenge To run the project To practice language and content on freshman challenge To provide scaffolding for the spoken and written output;
Step 3 Expansion (20mins) Activity 3 Share your challenges T: Do you face the same challenges as Adam What other challenges are you facing How do you feel How do you deal with them What good qualities do you have when solving your challenge Share with your partner. (2 minutes later, T invites 2 students to share one of their own challenges, feelings and solutions) Activity 4 Make a survey on others’ challenges Make a survey in your group T: Just as you and Adam, many other freshmen also meet challenges. Please do a survey in your group. Group member roles Member 1Member 2Member 3Member 4Leader and inquirerreporterrecorderassessor
Survey table Student 1Student 2Student 3Student 4Challenge Feeling Solution
Survey questions: Q1: What challenge are you facing Q2: How do you feel Q3: How do you deal with it Q4: What good qualities do you have when solving your challenge 2. Report your survey result T:Now please report your survey result. After each reporter finishes his/her report, the assessor scores it and make an evaluation. You can refer to the following checklist. Activity 5 Ask Deepseek for help T: When we’re facing challenge, we can solve it by ourselves, turn to others for help when necessary. We can also ask AI for help, such as Deepseek, Doubao. Now do you want to know more freshman challenges, feelings and solutions Let’s explore answers using Deepseek. Question statement: I am a senior high school student and want to know about freshman challenge. Please answer the following 4 questions. Q1: What challenges are freshmen usually facing Q2: How do they feel Q3: How do they deal with them Q4: What good qualities do they have when solving their challenges To form the product in the early stage To expand thematic knowledge by associating students’ real school life; To enhance students’ cooperative and communicative abilities; To expand thematic knowledge by surveying; To make a preparation for designing a poster To expand thematic knowledge by asking Deepseeek; To make a preparation for designing a poster
Step 4 Creation5 (mins) Activity 5 Design a poster on freshman challenges Check the features of an attractive poster T: What are the features of an attractive poster (Ss: Title: attractive, clear and brief Purpose: positive, direct and clear Content: practical and constrictive Picture: highlight the theme) Design a poster in groups of four T: So far we have learned so much about freshman challenges. Here are 6 kinds of posters. Now choose one to design. Poster 1: freshman challenges Poster 2: a school route map Poster 3: solutions to challenges in study Poster 4: solutions to challenges in making friends Poster 5: solutions to challenges in independent life Poster 6: thinking pattern and qualities on solving challenges Group member tasks Designer: design the layout and draw the picture Composer: design an attractive title, compose and polish the content Reporter: introduce their poster Assessor: evaluate their own and other groups’ poster To design the project product To apply what they have learned on freshman challenge To enhance their ability of categorizing and integrating information To strengthen their communicative and cooperative abilities.
Step 5 Presentation and assessment (10mins) Activity 7 Report and assess posters Each reporter introduces their poster and evaluates it . Each assessor scores other groups’ posters. T evaluates each poster. To present and assess the project product
Step 6 Summary (2mins) Activity 8 Make a summary Make a summary T: This class we have introduced Adam’s challenges, shared our own challenges, reported other freshman challenges, asked Deepseek for help and made 6 posters on freshman challenges. Sublimate the theme T: Actually, challenge lies everywhere in our life. When we’re a little baby, it’s a challenge to learn to walk. When we’re a teenager, it’s a challenge to make progress in learning. When we’re an adult, it’s a challenge to achieve our dream. When we’re old, it’s a challenge to learn something new. So when we deal with our challenge, we should have an optimistic attitude, a problem-solving thinking pattern and some critical qualities. With these, just solve your challenge bravely. Just as an old saying says, “志不求易者成，事不避难者进。（Those who aim for difficult goals are more likely to succeed, and those who do not shy away from challenging tasks will make progress. ）” Conclude the project T evaluates the students’ performance in the process of the project-learning and asks students to polish their posters and send them to the Student Union. To conclude the project To conclude the class; To sublimate the project theme
Homework Compulsory homework Polish your poster Optional homework Shoot a short video to introduce freshman challenges Write an article on freshman challenges on our school official WeChat account Make a freshman adaptation guide (homework 2, 3,4, choose one to finish)
Blackboard design Unit 1 Teenage life The Freshman Challenge Adam’s Yours challenges other freshmen’
Teaching reflection
I will reflect my lesson from the following four aspects: the achievement of teaching objectives, the differences between prediction and production, the highlights of my lesson and the shortcoming and reconstruction. The achievement of teaching objectives According to the English Curricular Standards and the analysis of my students, I set four teaching objectives from linguistic ability, thinking quality, learning and culture awareness, which are specific, measurable, attainable and relevant. By the end of the class, students can make their poster in groups of four, which means I have basically achieved my teaching objectives by setting different situations and students immersing in different activities. The differences between prediction and production Before class, I thought it was easy for my students to speak out Adam’s challenges because we had sort them out in the first reading class. Actually, it was a little difficult to retell them logically in a limited time. Before class, I thought my students would have difficulty in making evaluation on others’ performance. However, with the checklists, my students could do it wonderfully. The highlights of my lesson There are two highlights in this lesson. First, the clue of the whole class is very clear---How to solve freshman challenge. Second, different situations are throughout the the whole class: Adam’s challenges, your challenges, others’ challenges, solve freshman challenges by making a poster display on freshman challenge. My students were in real situations to understand, apply and transfer what they had learned, and finally solved their problem. The shortcomings and reconstruction The students didn’t retell Adam’s challenges logically. I should give students some pre-learning tasks including reviewing the Exercise 4 on P15 and sorting out the sentence patterns describing Adam’s challenges, feelings and solutions. By doing so, hey can retell Adam’s challenges logically.