资源简介

必修一 Welcome to the unit & Reading
Realizing Your Potential
主题语境：人与自我
语篇类型：演讲
授课时长：一课时（45分钟）
文本分析：
本节课主要包括Welcome to the unit以及reading部分的内容。作为高一学期的第一节课，Welcome to the unit部分通过视频和问答邀请学生分享自己新入学的感受和对未来高中生活的计划，联系学生自身经验，帮助激活与这一主题有关的已有知识,为阅读部分做铺垫。
Reading部分文章的主题语境为人与自我，引导学生正确认识自我、丰富自我和完善自我。本文是一位校长的开学演讲,鼓励学生积极应对高中生活的挑战，实现自身的潜力。全文共有6个段落，第一段为演讲开场白，问候听众，引出演讲内容。第二段作者阐述了高中生即将面对的机遇与挑战，同时指出高中是实现潜力的黄金时间。第三到五段作者分别讲述了什么是潜力，以及实现潜力的两个途径，为高中生提供切实可行的建议。最后一段作者借用老子的话再次呼吁所有学生充满自信，不断努力实现潜力。整个演讲结构完整，逻辑清晰，语言生动且富有感染力，作为开学演讲很好地结合了新生的实际问题，实现了演讲目的。本文的价值取向在于鼓励学生探索自身无限的潜力，在阅读中正确认识自己，树立正确的人生观。
从语篇类型角度来看，本文是一篇演讲稿，包含开场白、演讲要点和结束语这三个必要部分。演讲的主要特点是有针对性、鼓动性、逻辑性。首先演讲者为高中校长，听众是高一新生，因此演讲的语言大多比较亲切，容易拉近与听众的距离，并且演讲中列举的例子都十分贴近高中生的实际生活。为了达到演讲的鼓动性，作者在演讲中运用了大量的排比、暗喻、设问、引用等，使得整个演讲情绪层层递进。最后，演讲作为口头艺术要让听众理解，就必须有清晰的逻辑，因此作者在文稿结构上采用了总分总形式，同时还增加了许多具有标志性的连接词，让听众更容易跟上演讲要点。
学情分析
授课对象为高一年级学生，英语水平总体较好。作为高一新生，大部分同学对高中生活充满了好奇、期待和忐忑，因此本单元的学习内容正好契合了学生的心理需求，能够帮助他们树立信心，合理规划将来的高中学习。在文章内容上，虽然学生对演讲这一文章体裁有一定程度的接触，但对演讲基本结构、特点缺乏深入的了解，需要将在阅读过程中进行相应的指导。
教学目标
经过本课的学习，学生能够：
根据演讲信息和标题，预测演讲内容；
理清文本大意，梳理演讲逻辑结构，归纳实现潜力的方式；
基于文本内容，小组讨论其他实现潜力的有效途径；
掌握演讲的主要特点，赏析演讲中所运用到的修辞手法（排比、比喻、引用、设问）和衔接手段。
教学重难点
梳理演讲逻辑结构，归纳实现潜力的方式
赏析演讲中所运用到的写作手法
教学资源
教材，多媒体课件，黑板和粉笔
教学过程
步骤和时间 教学活动 设计意图
Step1 Lead-in (5 mins) T has a free talk with Ss about new school life to introduce the topic: Q:How do you feel about your school life so far Q: Do you still remember the speech delivered by Mr. Wang on your first day here How do you feel about that speech Teacher let Ss find out some information about the speech. Q: Look at the instruction and title, can you find the following information about the speech Who: speaker: Mr. Xu audience: new senior high school Ss When: the first day of term Where: school What: realizing your potential 3. Teacher invites Ss to predict the speech content. Q: Based on the above information, what do you think the principal will talk about in the speech 通过提问互动，邀请学生对高中生活发表感想，联系学生第一天听的校史讲座，引出文章主题，形成阅读期待。 基于文本特点，让学生首先在阅读前根据所给信息合理推断演讲内容，帮助学生掌握预测推断的阅读策略。
Step 2 Skimming (10 mins) 1. Teacher let Ss read the speech quickly and asks Ss to finish the task A1 T: Now go through the speech quickly and find out the topic sentence of each paragraph. 2. Teacher asks Ss to figure out the purpose of the speech. Q: Why does the principal make this speech What’s the purpose of this speech A: to explain B. to motivate C. to entertain D. to introduce 3. T asks students to figure out the structure of the speech. T: Now here are three types of structure map of this speech. According to the key information from the text, which one is correct 通过略读提取语篇的基本内容和观点。梳理归纳每段的主题句，培养阅读策略。 引导学生关注演讲类型和写作目的，为后文分析演讲内容做准备 学生按照自己的理解，梳理、归纳文本信息，体验读者的思维过程，理清本文的逻辑结构。培养学生提取概括信息，描述阐释意义的能力，提高思维能力。
Step 3 Scanning （20 mins） Para 1： T guide Ss to focus on the opening of a speech and present more examples for Ss. Play different speeches’ opening parts. Q: How to greet in a speech T: Your greeting may differ according to the occasion of your speech. Here are some speech opening videos, let’s watch and see what is the difference. Para 2： T ask students to read para. 2 and answer the following questions. Q: what is the relationship between challenge and opportunity？ (rise to) Q: what are the challenges and opportunities for senior high school students Can you list more examples Para 3： T ask students to read para. 3 again and answer the following questions. Q: What is potential？ Line 19: …while you develop as a student and as a person. Q: Why did the author write “as a student” and “as a person” What’s the difference Para 4-6： T ask students to read para. 4-6 again and answer the following questions. Then T ask Ss to close their books and fill in the blanks. Q: How to realize your potential as a student There are two ways to realize your potential. Firstly, you need to ________ our school resources. _______ your classes, learn from your teachers and classmates, and _________ our school facilities. It is also helpful to join clubs, and _______ different sports. Secondly, good study habits, useful skills and ________ are of equal importance. Carefully plan your study, set clear goals and balance your schoolwork with other activities. Make efforts to improve your communication and _________. Last but not least, always __________ and never lose hope. In time you will find yourself growing into a ________. Ss work in groups to evaluate author’s suggestions and discuss some other methods of realizing their potential. Q: How do you like the two suggestions Do you think they are useful Do you have any other better suggestions for senior school students to realize their potential T guides Ss to focus on the features of the ending of a speech. Q: How did the author end his speech Possible versions: Summarize the main points Offer congratulations Encourage audience to take action Raise questions Quote some famous people Use humorous words or behaviors 关注演讲这一语篇的结构特点：开场白。 利用视频激发学生兴趣，观察并总结不同场合的演讲开场词区别。 梳理概括文本细节信息，基于文本，联系学生现实生活，发散思维。 搜寻概括文本信息，关注文章中的细节信息。引导学生推测判断作者的言外之意，培养学生的学习能力和思维品质。 进一步梳理、提取整合文本基本信息。 通过概要填空的方式让学生再次回忆文本要点，在语境中习得重要短语和词汇，形成语义网络，加深印象。 对作者的观点进行评价并思考，并创造性的表达自己的观点，培养学生的批判性思维。 关注演讲这一语篇的结构特点：结尾。 提供常用的集中演讲结尾方式，使学生了解不同演讲类型结尾的区别。
Step 4 Appreciation (10 mins） T guides Ss to evaluate on the whole speech and give reasons according to three standards. Q: Do you think this is a good speech Why T: Here are three major standards of a good speech. Now work with your group members to give your scores on each one. Find the evidence in the passage, underline some sentences if necessary. Standards RequirementsScore (10)Clear and logical The speech should be organized in logical sequence. The speaker should use some linking words to make it easier for audience to catch the point. Audience-orientedThe speaker must deliver the speech in such a way as desired by the audience. The speaker should consider the age, education, social and economic condition, number etc. of audience to prepare his speech accordingly.Appealing and interestingA good speech uses quotations and such rhetorical devices as metaphor, repetition and parallelism. The speaker may also tell interesting stories or ask questions.
巩固并整合文本内容，深入分析语篇特点。 引导学生了解演讲的逻辑性、针对性和有趣性三大特点，并基于此文本特点重新评价分析文本，实现知识的应用实践和迁移创新。
Post-reading
Step 5 homework Assignments: Exercise B on the textbook P5. Underline important words and phrases in this passage and look up new words in the dictionary.
Blackboard design
Realizing your potential
备注：
Ss: Students T: Teacher
案例说明：
本教学设计基于对文本和学情的细致分析，确定了本课的教学目标，并基于教学目标设计了相应的教学活动。首先教师通过学生互动交流开学感受和开学演讲听后感引入话题，创设情境，激活已知；在阅读前首先根据所给信息和演讲标题进行预测，而后带着猜测阅读文本，并寻找各段落的主题句。在学生对演讲内容有大体把握后，引导学生关注演讲的目的分析文本的逻辑结构，培养学生的语篇意识，掌握阅读策略；在精读过程中，学生一方面通过回答问题，获取事实性信息，运用所学的阅读策略，分析整合信息，并对文本细节有更深入的理解和思考；另一方面，关注演讲这一语篇开场白和结尾的不同类型和特点。在讨论环节，学生就实现潜力的方法进行讨论，表达自己的观点态度，以达到深度理解文本、培养审辨性思维的目的。最后，教学设计从语篇角度出发，提出了演讲逻辑性、针对性和有趣性的三个特点，通过给予提示让学生重新回归文本，评价分析整个演讲的写作技巧，有效地帮助学生全面整合文本信息，并为后续此类文章的写作打下基础。整个教学设计体现出学习理解、应用实践、迁移创新三类活动的有效实施。任务设计环节较为明确，要求具体，文本贴合现实的主题情境为学生主动参与、积极思考、真实交流与表达提供了保障。最后的作业设计为后续知识点讲解做准备，促使学生巩固所学知识，促进了学生的知识与能力的内化。
课后反思：
(To be written immediately after class)

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