人教版新教材高中英語第一冊教學 Unit 1 The Freshman Challenge

Unit 1: The Freshman Challenge

第1課時教學設計

一、教學內容

理解全文，明確三個挑戰和在面對挑戰時的心態和應對措施，明確文本的總分結構。

二、課時目標

1. 圍繞校園生活主題，自由討論，并根據標題和圖片，進行自主提問，預測文本內容，

激活背景知識和相關話題語言。

2. 通過略讀、梳理、歸納等策略，提取文本信息，找出段落主題句，概括段落大意，

梳理文本的段落關系，理清語篇opinion-fact的宏觀總分結構，發展邏輯思維能力。

3. 通過文本分析以及問題鏈的回答，完成“challenge”、“feeling”、“solution”的outline

內容梳理并根據上下文理解相關詞義，整理和豐富相關語言，最后通過課文復述鞏固所學。

三、教學過程

Activity 1: Talking about nior high school life.

本活動旨在落實課時目標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.

【設計意圖】此活動是導入環節。學生就上述兩個問題進行小組討論，在真實的情境下，

用已有的主題語言，描述校園生活。第一個問題有助于引出部分話題語言，如school life/study

hard/friends/homework等。第二個問題激發學生談談他們心目中外國學生的校園生活，表達

對中外文化的理解，引出choosing class/extra-curricular activities…等話題語言，為預測課

文內容以及第二課時對比中外校園生活作好鋪墊。同時這兩個問題后面都會追問“fact”，引

導學生關注“opinion-fact”的辯證關系，為文本的結構分析做好鋪墊。

Activity 2: Predicting the content of the passage.

本活動旨在落實課時目標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.

【設計意圖】引導學生帶著預測進行閱讀，使他們更加積極主動且聚焦主題語境。在這

個活動中，學生對兩個關鍵詞“freshman”和“challenge”進行初步的了解，同時基于對標題和

圖片的理解，借鑒閱讀教學中常用的K(know)—W(want to know)—L(more to learn)的模式，

提出自己想要從文中獲取的信息，預測文本內容，帶著問題進行閱讀培養推斷能力，促進其

主動學習。

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

本活動旨在落實課時目標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.)

【設計意圖】引導學生通過運用略讀閱讀策略，尋找主題句并根據主題句對段落大意進

行概括，整體把握文本內容，提升概括能力。同時，尋找自己提出的問題的答案，并且明確

亞當對于高中新生生活的觀點，驗證自己在活動2中對于外國學生的高中生活的觀點是否與

亞當的觀點一致，自然過渡到活動4，確立文本的結構。

Activity 4: Identifying the structure of the passage.

本活動旨在落實教學目標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.)

【設計意圖】關注標題中關鍵詞“challenge”，通過四個問題的設置，首先關注三個“have

to”，初步了解repetition的功能，提示總分結構，然后關注到一個“too”，提示分段的并列關

系，為學生理清文本段落間的關系提供思維支架。在此基礎上引導學生分段，明確

“opinion-fact”的總起結構，并對兩個部分進行概括，推進學生思維層次。

Activity 5: Focusing on Adam’s challenges.

本活動旨在落實教學目標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” .

【設計意圖】明晰結構后，學生再次閱讀文本，完成課后練習4中的表格。學生需要梳理

內容并進行提煉和概括，根據上下文理解詞義，歸納面對的挑戰、感受以及措施。在校對時，教

師通過問題鏈進行提問，深入理解內容，在內容理解中品讀語言，可以是讓學生用不同記號在文

中標記，也可以是教師在PPT上根據學生的產出靈活地標記，提煉出有關“challenge”、“feeling”

以及“solution”的表達，為最后的作業——復述做好語言和內容準備。

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

本活動旨在落實課時教學目標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.

【設計意圖】學生運用所學語言內容，結合文本結構和outline，整合結構、內容和語言，

對文本進行復述，一方面鞏固文章內容，強化主題語言，另一方面本作業也將成為第二課時的導

入。