人教版新教材高中英语第一册教学 Unit 1 The Freshman Challenge

Unit 1: The Freshman Challenge

第1课时教学设计

一、教学内容

理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。

二、课时目标

1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，

激活背景知识和相关话题语言。

2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，

梳理文本的段落关系，理清语篇opinion-fact的宏观总分结构，发展逻辑思维能力。

3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“solution”的outline

内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。

三、教学过程

Activity 1: Talking about nior high school life.

本活动旨在落实课时目标1。

Students work in groups of four and discuss the following questions.

Q1: What do you think of your first week at nior high school? Why? List out some facts to

support your opinion.

Q2: What do you think of foreign students’ first week at nior high school? Why? List out

some facts to support your opinion.

【设计意图】此活动是导入环节。学生就上述两个问题进行小组讨论，在真实的情境下，

用已有的主题语言，描述校园生活。第一个问题有助于引出部分话题语言，如school life/study

hard/friends/homework等。第二个问题激发学生谈谈他们心目中外国学生的校园生活，表达

对中外文化的理解，引出choosing class/extra-curricular activities…等话题语言，为预测课

文内容以及第二课时对比中外校园生活作好铺垫。同时这两个问题后面都会追问“fact”，引

导学生关注“opinion-fact”的辩证关系，为文本的结构分析做好铺垫。

Activity 2: Predicting the content of the passage.

本活动旨在落实课时目标1。

Students look at the title of the passage and the picture, and then answer the questions.

Q1: What does “freshman” mean?

Q2: What does “challenge” mean?

Q3: What do you want to learn from the passage? Write down your questions.

【设计意图】引导学生带着预测进行阅读，使他们更加积极主动且聚焦主题语境。在这

个活动中，学生对两个关键词“freshman”和“challenge”进行初步的了解，同时基于对标题和

图片的理解，借鉴阅读教学中常用的K(know)—W(want to know)—L(more to learn)的模式，

提出自己想要从文中获取的信息，预测文本内容，带着问题进行阅读培养推断能力，促进其

主动学习。

Activity3: Dealing with the main idea of each paragraph and the questions.

本活动旨在落实课时目标2。

Students skim the text to find the topic ntences and get the main idea of each paragraph. In

the meanwhile, students find answers for the questions they raid in activity 2 and check whether

they share the same opinion on foreign students’ nior high school life with the writer.

Q1: Who is the writer of the passage?

Q2: What does “freshman” mean in the text? How do you know?

Q3: Can you find answers in the passage for your questions? Find out the evidence.

Q4: What does Adam think of his nior high school life? (opinion)

(So according to what you said before, some of you share the same opinion while others not.)

【设计意图】引导学生通过运用略读阅读策略，寻找主题句并根据主题句对段落大意进

行概括，整体把握文本内容，提升概括能力。同时，寻找自己提出的问题的答案，并且明确

亚当对于高中新生生活的观点，验证自己在活动2中对于外国学生的高中生活的观点是否与

亚当的观点一致，自然过渡到活动4，确立文本的结构。

Activity 4: Identifying the structure of the passage.

本活动旨在落实教学目标2。

Students read the title of the text again, go over the main idea of each paragraph and identify

the structure. Students think about the following questions.

Q1: Why does Adam think his nior high school life a challenge? (facts 1-3)

(Paragraphs 2-4 had to, had to, have to→repetition)

Q2: Why is “too” put at the end of the topic ntence of Paragraph 3?

Q3: How many parts will you divide the passage into? How and why?

Q4: What is the main idea of each part?

(Leading part—Paragraph 1 (opinion): Senior high school is really a challenge.

Supporting part—Paragraphs 2-4 (facts): Adam had to face challenges in choosing cours,

choosing extra-curricular activities and studying.)

【设计意图】关注标题中关键词“challenge”，通过四个问题的设置，首先关注三个“have

to”，初步了解repetition的功能，提示总分结构，然后关注到一个“too”，提示分段的并列关

系，为学生理清文本段落间的关系提供思维支架。在此基础上引导学生分段，明确

“opinion-fact”的总起结构，并对两个部分进行概括，推进学生思维层次。

Activity 5: Focusing on Adam’s challenges.

本活动旨在落实教学目标3。

Students read the passage again and finish the outline in Task 4 on page 15.

While checking the answers, students answer the following questions:

Q1: Why did Adam feel confud?

Q2: What challenges did he meet when choosing cours/ choosing extra-curricular activities /

studying as a freshman at nior high school? Why?

(challenge: have to, is a very difficult …, tried to … but didn’t … well enough, a bit worried

about, keeping up with, it’ll be quite difficult …, ...)

Q3: How did he feel? How do you know?

[1] The first week was a little confusing. (confud)

[2] I’m a bit worried about keeping up with the other students in my advanced cour, and it’ll

be quite difficult to get ud to all the homework. (worried)

[3] I like English and I’m good at it. (confident)

[4] I tried to join the school football team, but the coach told me that I didn’t play well enough.

(disappointed/sad)

[5] I know that Chine is a very difficult language, but I hope to be fluent when I graduate.

(difficult but hopeful)

[6] Obviously, I was unhappy, but I won’t quit. (unhappy but determined)

[7] Still, I’m happy to be here. (stresd but happy)

[8] Studying hard isn’t always fun, but I’ll be well prepared for university or whatever el

comes in the future. (stresd but hopeful and confident)

[9] ...

...

Q4: What were his solutions to the challenges?

(solution: help, recommend that I should, find a way to, improve on my own, join … instead,

study harder, get ud to, be , ...)

Meanwhile, students learn about the words “confusing” , “suitable”, “make the team”, “soup

kitchen”, “fluent”, “instead”, “still”,etc. according to the context and accumulate the words and

expressions on “challenge”, “feeling” and “solution” .

【设计意图】明晰结构后，学生再次阅读文本，完成课后练习4中的表格。学生需要梳理

内容并进行提炼和概括，根据上下文理解词义，归纳面对的挑战、感受以及措施。在校对时，教

师通过问题链进行提问，深入理解内容，在内容理解中品读语言，可以是让学生用不同记号在文

中标记，也可以是教师在PPT上根据学生的产出灵活地标记，提炼出有关“challenge”、“feeling”

以及“solution”的表达，为最后的作业——复述做好语言和内容准备。

Assignment: Retelling Adam’s challenge by using the structure and the language.

本活动旨在落实课时教学目标3。

Retell the passage about Adam’s first week at nior high school.

Students are suppod to pay attention to the “opinion and fact(1,2,3)” structure and u the

words and expressions in the passage.

【设计意图】学生运用所学语言内容，结合文本结构和outline，整合结构、内容和语言，

对文本进行复述，一方面巩固文章内容，强化主题语言，另一方面本作业也将成为第二课时的导

入。