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Book 1 Unit 1 A new start：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自我——学校生活、积极的生活态度
内容分析 本文是一篇访谈，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”给学弟学妹一些建议。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、如何应对挑战以及如何面对失望，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，以此来告诉学弟学妹要有积极的生活态度。 读写部分的语篇内容为描述高中生活第一周的经历及体会的日记。日记共分为四段，采用总分的结构。第一段总体描述作者对高中生活第一周的感受，第二段讲述上物理课的经历，第三段描述了参加课外活动、结交新朋友的经历，第四段描述了第二天的计划。语篇通过in physics class on Monday, after class on Wednesday, tomorrow evening等词汇，表明日记以时间顺序展开。
教学目标 1. 读懂语篇大意，获取文章的主要信息，概括访谈的主要内容； 2. 了解访谈的文体特征； 3. 进一步加深对高中生活的理解，做好高中学习规划； 4. 理解并掌握日记的文体特征； 5. 模仿范文，写一篇日记，记录高中生活第一周的经历及感受。在写作过程中学习和运用新的词汇、句型。
教学重点 1. 引导学生读懂文章，获取有关高中学习与生活的相关建议； 2. 引导学生梳理日记的篇章结构，勾画并运用有关 “journal entry” 的过渡性词汇及句型表达。
教学难点 1. 引导学生根据文中所提出的高中生活建议，制定个人高中学习规划； 2. 引导学生掌握日记的篇章结构和实用表达。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the expressions in Activity 1 and tick what they want to achieve. 2. T invites some Ss to share their opinion and asks the class to think about how to achieve their goal. 1. Ss read the expressions in Activity 1 and tick what they want to achieve. 2. Ss talk about how to achieve goals in senior high. Lead to the topic, activate the Ss’ background knowledge.
Activity 2 1. T invites Ss to read the word cloud, picture and the title and then predict what might be talked about in the interview. 2. T asks Ss to read the passage and check their prediction. 1. Ss read the word cloud, picture and the title and then predict what might be talked about in the interview. 2. Ss read the passage and check their prediction. Predict the topic of the interview through tips and pictures.
Activity 3 T asks Ss to answer the three questions in Activity 3 based on the information from the interview. Ss answer the three questions in Activity 3 based on the information from the interview. Understand the information intended to convey to Ss in the text.
Think & Share 1. T asks Ss to read “Learning to learn” on this page to get the idea of how to locate specific information. 2. T asks Ss to discuss the four questions in “Think and Share”. 3. T invites some Ss to share their opinion. 1. Ss understand how to locate specific information in a passage. 2. Ss discuss the four questions in groups and then share with the class. Dig the corresponding information according to their own understanding and relate the advice to Ss themselves.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. To help Ss present their ideas properly, T guides Ss to list important points to organise their ideas. Beginning: Problems: How to organise: Suggestions: Ending: 1. Ss read the requirement of Activity 4. 2. Ss work in groups and organise their ideas. Consolidate and integrate the language and content learnt.
Activity 5 1. T invites Ss to recall their first week experiences at senior high. 2. T guides Ss to read the journal entry, and find the answers of the questions. 3. T guides Ss to summarise the narrative structure. 1. Ss share their first week experiences with the class. 2. Ss read the journal entry quickly, and answer the questions. 3. Ss summarise the narrative structure of the journal entry. Read to extract and summarise the information and understand the narrative structure.
Activity 6 1. T asks Ss to complete the notes with their own first week experiences. 2. T asks Ss to write a journal entry according to the notes, and reminds them to use the useful expressions. 1. Ss complete the notes with their own first week experiences. 2. Ss write their journal entries according to the notes. Practise narrative writing with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their journal entries to the class, and invites other Ss to judge. Ss show their journal entries to the class, and do peer evaluation. Improve writing through peer evaluation.Book 1 Unit 1 A new start：Starting out 教案设计
课型 Viewing + Speaking
主题语境 人与自我——学校生活
内容分析 本部分包含一段关于英国高中生日常学习和生活的视频和一份有关高中生活第一天的问卷调查。视频旨在通过展示英国一所高中的学生日常学习生活，让学生对英国高中的学校生活有基本的了解，进而比较自己所在学校和英国这所学校的异同；问卷调查旨在引导学生谈论对高中生活第一天的印象，对高中生活有初步的认知。
教学目标 通过观看视频，对英国中学生日常学习有一定的了解，对比自己的学校与英国这所学校，发现两者的异同； 谈论对高中生活的第一印象，初步感知高中阶段学习与生活。
教学重点 引导学生通过视频材料，获取关于英国学校King Alfred’s School的主要信息，总结该学校与自己学校的不同之处； 表达对新学校的感受。
教学难点 引导学生比较并表达英国中学和自己学校的异同； 引导学生通过回答问卷调查表的问题表达对新学校的印象。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some pictures of the school and school activities for students to enjoy. 2. T asks the Ss read the questions in Activity 1 and plays the video. 1. Ss look at the pictures and communicate with the T. 2. Ss watch a video about a Britain school and answer the question: ①What do these students do at school ②How is this school different from your school Understand Britain schools better via watching video and widen students’ knowledge as well as raise cultural awareness.
Activity 2 1. T asks Ss to complete the questionnaire. 2. T asks Ss to choose one or several issues to share with the class. 3. T asks some Ss to talk about their first day at senior high. 1. Ss complete the questionnaire and share. 2. Ss talk about their experiences on the first day of senior high. Train comprehensive language application ability to express ideas and give reasons.Book 1 Unit 1 A new start：Presenting ideas & Reflection教学设计
课型 Speaking
主题语境 人与自我——学校生活、积极的生活态度
内容分析 Presenting ideas版块要求学生结合本单元所学内容和本校的实际情况，给校长提建议，并阐明理由，以促进学校的进一步发展。本版块旨在促进学生对所学内容的复习与掌握，并在真实情境下加以综合运用，发表自己的观点。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1. 通过本单元的学习，从多角度正确评价学校，提出合理的改进建议； 2. 运用本单元所学的语言知识，表达建议； 3. 进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 引导学生运用本单元所学内容，从多角度正确评价学校并提出改进意见，表达自己的观点； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to think about in what aspects the school needs to improve and share their ideas with the class. 2. T asks Ss to write down the changes they’d like to suggest to the head teacher. 1. Ss talk about what changes they’d like to make in the school. 2. Ss write down the changes they’d like to suggest to the head teacher. Brainstorm and prepare for the presentation.
Activity 2 1. T divides Ss into several groups, with each group having a leader, a note-taker and 2–4 idea providers. 2. T asks Ss to work in groups, share their ideas and prepare a short presentation. 1. Ss take different roles in their group. 2. Ss work in groups, share their ideas and prepare a short presentation. Organise presentation in groups.
Activity 3 1. T invites some groups to do presentations in class. 2. T asks Ss to vote for the best suggestions. 1. Ss do presentations in class. 2. Ss vote for the best suggestions. Practise skills in presentation, and learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 12. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.Book 1 Unit 1 A new start：Project教学设计
课型 Speaking
主题语境 人与自我——学校生活、积极的生活态度
内容分析 本板块要求学生制作一本学校手册，从而进一步了解自己的学校。学生在教师的指导下，通过小组合作分工完成项目，进一步在高中生活的主题语境下，用英语做事情。
教学目标 1. 了解和掌握小册子的结构和内容特点，并能够用小册子的形式介绍学校的基本情况和特色； 2．综合运用本单元所学内容，全面地介绍学校的基本情况和特色； 3. 小组合作分工，完成小册子的制作和对学校的介绍和展示。
教学重点 1. 引导学生利用单元所学，上网查找资料，用英语做事情； 2. 引导学生进一步熟悉高中生活，培养对学校的热爱之情。
教学难点 引导学生明确小组分工合作，相互协作完成手册制作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate In the previous class, T divides the class into groups of 4-6 and asks them to collect brochures of other schools and find what information is included. Ss work in groups and collect school brochures after class. Develop skills of searching information.
Plan 1. T asks some Ss to share what they’ve found and then T summarises the elements in a brochure. 2. T asks Ss to work in pairs and make a draft for the brochure. 3. T asks Ss to complete their brochures after class. T reminds Ss to cooperate as a group. 1. Ss share what they’ve found after class and understand the structure to be included in a brochure. 2. Ss work in groups and make a draft. Understand the structure of a brochure.
Create While Ss making their brochures after class, T provides guidance to Ss if necessary. Ss make their brochures in groups after class. Practise group work.
Present T arranges time in later periods for Ss to show their brochures to the class and do presentations. Each group show their brochure to the class and do presentations. Practise skills in presentation, and learn from each other.Book 1 Unit 1 A new start：Using Language教学设计
课型 Reading + Listening + Speaking
主题语境 人与自我——学校生活、积极的生活态度
内容分析 本板块包括语法部分Review: basic sentence structures、词汇部分School clubs和听说部分Making a plan。语法部分旨在引导学生感知发现、总结规律、在真实语境中运用英语基本句型；词汇部分旨在引导学生掌握并运用有关课外活动的词汇，并谈论自己喜欢加入的俱乐部和课外活动；听说部分引导学生合理进行时间管理，制定有关学习计划。
教学目标 1.能够在教师的引导下，复习并运用英语的七种基本句型描述日常活动； 2. 学习并运用话题词汇介绍丰富的课外活动； 3. 听懂与“时间管理”有关的一般性话题内容； 4. 运用所学语言知识制定学习计划。
教学重点 1. 引导学生熟悉并运用七种基本句型； 2. 引导学生通过阅读材料和听录音了解高中学生共同面对的时间管理问题，能找到正确有效的时间管理方法。
教学难点 引导学生通过文字和音频的学习，学会时间管理，制定合理的与学校生活相关的计划。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences in the left column in Activity 1 and recall Meng Hao’s story. 2. T helps Ss review basic sentence structures. 3. T asks the Ss to do the rest. 1. Ss review basic sentence structures. 2. Ss finish Activity 1 on page 5. Find the basic structures of simple sentences and make a conclusion according to the rule.
Activity 2 T gives the task in Activity 2 and offers help. 1. Ss look at the pictures and describe what’s happening and tell the story with their own ending. 2. Ss describe the story with the basic sentence structures. Use language in the real situation.
Activity 3 1. T asks Ss some information about school clubs. 2. T asks Ss to complete the posters in Activity 3. 1. Ss say something about school clubs. 2. Ss complete the posters with the correct form of the words in the box. Use the topic-related words in the context.
Activity 4 1. T asks Ss to talk about the clubs they’d like to join. 2. T encourages Ss to think about what clubs they’d like to create. Ss work in pairs. Talk about the school clubs they would like to join and the activities they can do in them. And create new clubs as if they wish. Practice oral English according to the theme of this unit.
Did you know T asks Ss to read the short passage in “Did you know ” on page 7 and find out the problem the students in the US and the UK are faced with. Ss read the passage on page 7 and find out the problem the students in the US and the UK are faced with if they take part in various after-school activities. Know cross-culture background information.
Activity 5 T asks Ss to read Activity 5 and plays the recording. Ss listen for the first time to get the main idea of the conversation. Train the skills of getting the main idea in a quick way.
Activity 6 1. T asks Ss to read “Learning to learn” on this page and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete Activity 6. 3. T asks Ss to recall how the speakers discuss managing their time. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the plan and check answers in groups. 3. Ss work in groups and talk about how the speakers discuss managing their time. Understand the details of the listening and summarise the strategy of time management.
Activity 7 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Use the useful expressions of exchanging ideas to carry out a conversation.
Activity 8 T asks Ss to make another weekend plan and have a similar conversation. Ss make another weekend plan and have a similar conversation. Further practise exchanging ideas.Book 1 Unit 1 A new start：Understanding ideas 教学设计
课型 Reading + Speaking
主题语境 人与自我——学校生活、积极的生活态度
内容分析 本文是一篇日记，主要讲述了一个叫孟浩的高中生高中第一天的经历及感受。本文共八个自然段。第一段通过使用动词生动展现出孟浩对于高中生活的期待。第二段和第三段作者通过使用直接引语、动词和心理活动描写展示出孟浩对于新学校的好奇和担心。第四段到第七段通过使用直接引语、心理活动描写和动词生动形象写出孟浩第一节课的经历及情感体验。第八段通过引用谚语很自然地展示出孟浩对于自己第一天的评价。整篇日记语言简洁、生动形象。全文主要应用过去时态，人称上主要是第一人称，充分体现了日记的文体特征。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息。 2. 运用话题相关词汇、句型，从“experiences”和“feelings”两个方面描述“高中第一天”； 3. 通过阅读，学生能理解“良好的开端是成功的一半”的意义，树立对高中学习和生活的自信。
教学重点 引导学生通过自主阅读和小组合作完成对孟浩的经历和情感的信息获取和整合，并基于文本理解“良好的开端是成功的一半”的意义。
教学难点 引导学生根据文本和图片准确理解孟浩的经历和情感，并总结出其情感变化。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to tick the topics they’d like to include in their own diaries in Activity 1. 2. T continues to say “Today we are going to read a diary about the first day of senior high of Meng Hao and see what he wrote in his diary ” Ss read and tick the topics in a diary in Activity 1. Lead to the topic and activate knowledge.
Activity 2 T asks the Ss to read the passage quickly and check what Meng Hao included in his diary. Ss read the passage quickly and check what Meng Hao included in his diary. Train students’ reading skills of locate certain information.
Activity 3 1. T asks Ss to choose the best description in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity 3. They can read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the main idea.
Activity 4 1. T asks Ss to complete the left column of the table in Activity 4. 2. T set an example of how to judge one’s feeling by the choice of words. 3. T asks Ss to complete the right column of the table in Activity 4. 1. Ss complete the column “Meng Hao’s experiences” of the table in Activity 4. 2. Ss read the passage again, find the words and expressions that show Meng Hao’s feelings and complete the right column of the table. Train Ss’ skills of getting specific information and better understanding the language of the passage.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups then share with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.

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