资源简介

教学设计方案
1.学习阶段：
PEP Book1 Senior School English (2019)
The 1th and 2th lesson of Welcome unit:Listening and speaking &Reading and
thinking
2.授课时长：
90 minutes
3.语篇主题语境：
Human and Self
4.文本分析：
What: As a bridging unit for middle and high school,the listening material is about students'new school life which includes that Amy is getting her student ID card,Max meets Amy in the dining hall,and Amy is talking to Ms Li about which courses to choose.The reading material is about Han Jing sharing his life and thoughts on the first day of school.The topics are close to the actual life of Chinese high school students,involving class attendance,teachers' impressions,getting along with others, emotional feelings and psychological activities.While reflecting the real life of students,the text also reflects the positive energy that guides students to be positive, that is,a beautiful vision of high school study and life and confidence in the future.
Why: Review and consolidate the language functional items that have been passed in junior high school.Choose the appropriate language to greet and introduce yourself or others depending on the occasion and the person you are talking to.
Experience the experiences and feelings of peers,and finally be able to give a more comprehensive description of your first day of school.It is rewarding for students to record and reflect on their first day of school.
How: The listening text consists of three dialogues.It revolves around Amy,a foreign student,enrolling in a school in China and starting a new study life.All three dialogues take place in a campus setting,and the language used varies depending on
the context and the identity of the person being communicated.
The structure of the reading discourse is simple,and the type of new media — personal homepage of the online platform —that students prefer and are familiar with is used.It provides a context for students to review and summarize the eight basic sentence structures.The language of the text is characterized by colloquialism and life-style,using some exclamation sentences that express personal feelings.
5.学情分析：
Freshmen who have just entered high school have a strong sense of curiosity and exploration,but the unfamiliar environment is also easy to make them anxious to fit in and express.The main context of this unit is closely related to the actual life of students,so they should have something to say.The learning of junior high school allows them to accumulate a certain amount of vocabulary,sentence patterns and grammar knowledge,and use them to express their opinions and feelings.
In the reading class,students can follow the teacher's guidance to complete the corresponding learning tasks,but the interpretation of the text is not sufficient and profound.It can be difficult to understand some of the deeper questions,so it's necessary to design a chain of questions to guide students through analysis and evaluation step by step,and use mind maps to help students sort out key information.
6.教学目标：
1.Construct the theme-related vocabulary about your new school life.
2.Describe the new school life and feelings of Chinese and foreign high school students by listening to and reading other students' first day of senior high school.
3.Talk about your first day of the senior high school and pay attention to the importance of a good beginning.
7.教学重难点：
Guide students to obtain key information through listening conversations,and to be able to use appropriate language to greet and introduce themselves or others,and to build good interpersonal relationships.
Guide students to sort out the experiences and moods of the protagonist Han Jing;
Help students understand and learn to use certain vocabulary and sentence patterns to express their experiences and feelings on the first day of school.
8.教学过程：
(
Step VI:
Transferring and
Homework
creating
Assigngroup projects
) (
Applying and
StepV:Conclusion &
Draw a conclusion
on
practicing
Evaluation.
today's topic.
Self
and mutual-evaluate
) (
Step
IV:Talk
about
your
first senior high
school
day.
) (
Learning and
understanding
) (
Work in groups and make
a
dialogue to
talk about your first high school
day.
) (
Step III:Read Han Jing's
first school
day.
Step II:Listen to Amy's
new school
life.
) (
Read for prediction.
Read for detailed information.
Read for thinking
Describe Han Jing's
first
school day.
) (
Amy is getting her student
ID
card.
) (
·
) (
Step I:Perceive the new
·Max meets Amy in the dining hall.
) (
·Lead
to
the
topic
活动设计
学生活动
活动意图
时间
Step
I:
Perceive
the
new
school
life
.
1.Share
ideas
and
construct
the
theme-related
words
and
expressions.
2.Lead
to
the
topic.
1.Teacher and students
greet
each
other
2.Explain the
learni
ng
objectives
3.Look at
the pictures
p
rovided
and
des
cribe what the people
in the
pictures
ar
e
doing.
4.Perceive the new
school
l
ife
by
answering
the
following
questions.
Q1:What did you
do
on
y
our
first
day
of
senior
high
school
Q2:How did you
feel
on
your
first
day
of
senior high
school W
hy
Q3:What's the
difference between
your
junior high and
senior
high
school
Q4:What's your plan
for
your new
school
life
5.Draw the mind
map
and
discuss
in
groups.
Mainly from the activities,the
feelings,
1.Thematically
it
activates
students prior
knowledge
about
the
topic.
2.Psychologically
it creates
an
open
learning environment
and
arouses
their
interest.
3.The four
questio
ns were
extracted according
to
the
learning navigation,with
the
aim
of activating
the
existing
knowledge and
experience
in
the
students'
brains
and
preliminarily constructing
the
vocabulary of the
topic
s
related
to "First
senior high
school
day"
The
purpose
of
Activity
2
is
to
guide students
to
cor
rectly
output
the
relevant
vocabulary,
25’
) (
schoollife
·Amy is talking to Ms
Li,a
school
adviser,about
which
cour
ses
to
choose.
Share ideas and construct the theme-related words and expressio
ns.
·
)
the reasons,the differences,the plans and so on. 6.Talk about your personal feelings reasons(activities &differences),and future expectations about new school life phrases and sentence patterns of "natural disasters", connect students' background knowledge,and carry out supplementary learning.
Step : Listen to Amy's mew school life. 1.Listen to Conversation l and complete the table. (Amy is getting her student ID card.) 2.Listen to Conversation 2 and tick Max's favorite subject and Amy's favorite subject. (Max meets Amy in the dining hall.) 3.Listen to Conversation 3 and answer the questions. (Amy is talking to Ms Li,a school adviser,about which courses to choose.) Before listening,figure out what is the key information and predict the content of the conversation After listening,invite students to share their answers and ask students some questions related to the listening material 1.Practise listening to make inferences and draw conclusions from a natural conversation in English on the topic of getting a student's ID card,their favorite subjects,and choosing courses at school 2.Further explore the theme. 15’
Step II: 1.Look at the title and the pictures and think 1.Improve students’ability of 35’
Read Han about the following questions. making reasonable predictions
Jing's first Q1:What information could you get according to title,pictures and
school day. when seeing the passage symbols.
1.Read for Q2:What may the passage talk about 2.Practise skimming for gist and
prediction Q3:Where do you think the passage is draw inferences from text
Read for taken from messages about a student's first
detailed 2.Read the text quickly and draw emotions in the blank in the passage on page 4. day at school.
information. 2.Read for thinking. Describe Han Jing's first school day. 3.Read the text again and answer the questions Q1:Why did Han Jing feel anxious before school Q2:How was her first maths class What about the teachers and classmates Q3:What happened in the chemistry class What would you do if this happened to you Q4:What did Han Jing learn from her first day at senior high school 4.Draw mind map of Han Jing's first school day. 5.Discuss in groups and present your answers and mind map on the blackboard. 6.Describe Han Jing's first school day according to the mind map and then share with the whole class. 3.Cultivate students'ability to obtain,sort out and integrate information and guide students be clear about how to express feelings by self-directed study and discussion 4.Use mind maps to help students sort out Han Jing's psychological changes and experience the first day of her high school life by retelling
Step Talk IV: about Work in groups.Choose one of the situations and make a conversation to share your first senior high school day with others. ◆ Two new classmates from a class chat with each other during a break ◆ Two old friends from different classes meet on the school bus after school. Requirements: 1.Start your conversation well with the introductions and greetings. 1.By creating situations that are close to students'real lives, students can experience the expression of language and its importance in real situations, and improve students' participation 2.By summarizing how to make a conversation,how to describe a day and how to express feelings,and by showing the requirements, transfer and innovate application of what has 12’
(
your
semior
school
Work
groups
make
)first high day in and a
dialogue to talk about your first high school day.
2.Think about your first senior high school day based on your relation,the time and place. 3.Express your feelings properly in different ways been learned.
Step V: Conclusion & Evaluation. 1.Draw a conclusion on today's topic 2.Self and mutual-evaluate. 对整节课的学习内容进行总 结、反思与整理、巩固。 3’
Assignment Option A Edit ashort Moments(朋 友圈)to share what you did andyour feelings on your first schoolday. Option B Discuss what we should do to adapt to senior high school.
9.板书设计
Welcome Unit
Describe your First day of senior high school
Activities Differences
(
Feelings
)New
school life
Reasons Plans
10.教学反思
In order to deepen the discourse,teachers design a large number of learning activities.During the implementation process,students with a better level can keep up with the teacher's pace and complete the task step by step.But for students with a weak foundation,it is more difficult for them to complete all the tasks in one class. During the activity,some students showed a more passive attitude and lacked active participation and interaction.
In the design of the activities,teachers should pay attention to students'different English learning levels,so as to reduce the learning difficulty and pressure of those with weak subject foundation,so as to improve the effectiveness of classroom learning more comprehensively,and strive to let each student participate and learn.

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