资源简介

Welcome Unit
Discovering Useful Structures
教材分析
本节课是高中英语第一册Welcome Unit的语法部分，对于刚升入高中的学生来说，这一部分的重要意义就是初高中衔接，而语法基础知识确实是每一届高中学生的死穴，虽然目前的高考题目不能直接体现出关于句中基本成分和五种基本简单句的知识，但是这些都是阅读效率提高必备的知识，是分析长难句的必备知识和能力，所以这部分的训练是非常必要的。
教学目标
思维品质目标
新课标注重思维品质目标的形成，其中包含能辨析语言和文化中的具体现象，梳理、概括信息，这堂课通过反思汉语学习中的语言成分结构，将知识进行迁移，降低学习难度，可以起到培养他们思维品质的作用。
学习能力目标
新课标中体现了英语学习策略和培养，能够有效规划学习时间和学习任务，选择恰当的策略和方法，让高中生逐渐学会反思自己学习习惯。
教学重难点
重点
读长难句有断句的意识
（2）了解句子中的各种成分
2. 难点
了解句子成分中的宾语补足语和双宾语的区别以及表语和宾语的区别
教学过程
教学步骤 教学活动 设计意图 时间
Step 1 Warming-up Can you understand the sentence well？ How do we divide the sentences 这个活动的设计是让学生开始意识自己断句的能力，以及让学生了解应该按照意群来来分析。 3分钟
Step 2 Lead-in Learn from your mother tongue. Make a sentence in English or Chinese to talk about your first high school day. 降低学习难度，很多高中生之所以觉得语法难，就是因为缺少一定的迁移能力，其实语言有一定的相通性，应该从母语学习中获得一些启示。 5分钟
Step 3 Learn the components of a sentence. 主语：表示句子所说的是“什么人”或“什么事物” 谓语：说明主语“做什么” 或“怎么样”, 谓语通常是动词。谓语动词中包含系动词：状态和持续系动词 宾语：表示动作, 行为的对象，说明主语“做什么” 双宾语中包含直接宾语和间接宾语。一般来说，人是间接宾语，而物是直接宾语。 表语说明主语“是什么”, “怎么样” 位于系动词之后 Question1： 表语和宾语的区别是什么？ 宾语补足语：用来补充说明宾语的情况。 Question 2： 双宾语和宾语补足语的区别是什么？ 状语：修饰动词、形容词、副词或全句, 说明时间、地点、方式、原因、结果、条件、让步、程度、目的等。 这个问题的设计是为了让学生体会表语和宾语的区别，双宾语和宾语补足语的区别。 15分钟
Step 4 Analyse the structure of the sentences 分析的句子见课件 这个活动安排的目的是把所学内容付诸实践。 10分钟
Step 5 Analyse the structure of the sentences in a paragraph 分析的段落见课件 这个活动的目的是由句上升到篇章。 7分钟
Step 6 Homework Try to put what you have learnt into use. 鼓励学生会不要着急，把基础打好，由短句到长句来进行分析。Welcome Unit
Reading and Thinking
【教材分析】
本节课是高中英语第一册Welcome Unit的阅读和思考部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，让学生逐渐适应高中阶段的节奏和生活，对比初中来找寻不同之处，从而尽快适应新的生活。从阅读意识的培养上，让学生了解叙事体裁需要一定的顺序，让文章更有层次感。最后，在读的过程中了解一些必须掌握的词汇。
【教学目标与核心素养】
语言能力目标
新课标对于高考语篇意识非常重视，其中的叙事类型学生并不陌生，只是没有从宏观把握的习惯，这节课内容虽然很简单，但是可以借此培养他们对叙事顺序的思考，帮助他们具有一定的语言意识和英语语感，在常见的具体语境中整合性的运用已有的语言知识。
思维品质目标：
通过对比主人公的高中生活和自己的高中生活来寻找相同点和不同点，建立高中学习目标，树立远大理想并正确评价各种思想观点。同时通过对文章信息的重新整合，做到创造性地表达自己的观点，具备初步运用英语进行独立思考的能力。
【教学重难点】
重点
通过skimming 的方式快速找出文章的叙述顺序；
（2）学会用已知的内容去解决未知的问题，用已经了解的词汇去学习新的词汇；
2. 难点
（1）可以分辨叙述顺序，并可以换一种顺序来叙述；
（2）学会寻找一段中的关键词来重复故事。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Use the emojis to talk about first day at high school. 这个活动既有一定的趣味性，与现实相关，又可以降低学生的表达难度，让学生从感受说起，用形容词来描述。 3分钟
Step 2 Lead-in Q: If you are talking about your first day at senior high, which order will you follow Let Ss learn to think about the order when describing something. 紧扣上一环节的讨论，将上面的形容词进行扩展来探讨高中生活，让他们描述有一定的条理性。 2分钟
Step 3 Reading: 1st reading Skim the passage and notice the times to find out the narrative order of the passage. 通过快速浏览文章图片，了解文章的叙事顺序。 2分钟
Step 4 Reading: 2nd reading Read the two passage and answer the following questions after fast-reading. 1. Why did Han Jing feel anxious before school 2. How was her first maths class 3. What happened in the chemistry class 4. What did Han Jing learn from her first day in senior high school 第二遍读体会不同时段不同地点，主人公所体会到的高中生活，用问题引导学生来细读文章，并且可以在文章当中理解词汇的含义。 10分钟
Step 5 Reading: 3rd time Fill in the table with the words and phrases from the text and retell the passage to your partner about Han Jing's first day. 到目前为止，对文章已经有整理的把握了，我们要对其中的信息进行梳理。第三遍阅读让学生尝试找到复述文章所需要的关键词。 10分钟
Step 6 Summary Come to the passage again and answer the question. What are Han Jing's first impressions Teachers Classmates Class: High school: 这个问题在于提高学生的整体意识和总结意识。读到这时，再看文章标题，用一两句话进行总结。 5分钟
Step 7 Word study Explore Confidence Concentrate Impression 在词汇学习过程中，注重词性，注重词形变化，了解构词法，并在语境下使用单词或者短语。 8分钟
Step 8 Homework Write down the key words and talk about your first day in front of the class with the help of the lists. 此活动的目的是将今天学到的过程再重复一遍，一方面确定自己的描述顺序，另一方面以自己的情感为线索，写出和情感以及影响情感的关键词，来描述自己高中生活，设置成作业任务。Welcome Unit
Reading for Writing
【教材分析】
This teaching period mainly deals with reading for writing a profile. Students are expected to learn the knowledge about how to write a profile. The teacher is expected to enable students to master some writing skills concerning a person’s profile and learn to write one.
【教学目标与核心素养】
1. Get students to have a good understanding of how to write a person’s profile properly.
2. Enable students to use some writing skills flexibly.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
【教学重难点】
1. How to enable students to have a good understanding of a person’s profile.
2. How to enable students to write a good profile using some writing skills properly.
【教学过程】
Step 1: Lead in
Ask students how to write a profile What kinds of aspects should be included It is recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details
The teacher is expected to ask students to read the student profile on page 8 silently and then request students to discuss the questions below. In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.
1. What is Ann like
2. What are Ann’s hobbies
3. What is Ann’s dream
4. Where does Thando come from
5. What is Thando’s dream
6. What kind of person is Thando
7. What does “you will never see me without a book or a pen” mean
8. Which profile do you like better Why
Step 3: Read to sum up
After learning the passage on Page 8, the teacher leads students to confirm the possible aspects that a profile can include and fill in each part with the information from the student profiles.
A Name, age, grade, school B Personally C Favorite subject
D. Learning style E Hobbies F future plans and dreams
Name Main aspects about profiles
A B C D E F
Ann
Thando
Step 4: Read to write down phrases and sentences:
In this step, the teacher asks students to sum up some ideas regarding the following topic:
Write down the phrases that Ann and Thando use to describe their personalities and the sentences that they use to describe their learning styles.
Step 5: Use what you have learnt to write your own student profile.
1. Complete the outline and use it to draft your student profile.
Name: Age: Grade: School: Personality: Favorite subject: Learning style: Hobbies: Future plans and dreams:
Your student profile
My name is _________________and I am a _________________student at________
2. Exchange drafts
After each student finishes their own profile, they are required to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.
Use the checklist to give feedback on your partner’s draft.
√Does the profile leave a good impression on your classmates
√Are all the parts in Activity 2 included and organized in a good order
√Are the sentence structures correct
√Do all the sentences begin with capital letters
√Are there any spelling mistakes Welcome unit
Writing a Student Profile
Teaching Objectives:
1. Students will be able to write a well-structured and cohesive student profile.
2. Students will be able to use appropriate vocabulary and grammar structures to describe a person.
3. Students will be able to express their thoughts and ideas clearly and effectively in written form.
4. Students will be able to revise and edit their work for clarity, coherence, and accuracy.
Teaching Key Points:
1. Understanding the purpose and structure of a student profile.
2. Developing effective writing skills such as outlining, drafting, and editing.
3. Using appropriate language and grammar to convey meaning.
4. Revising and editing for clarity and accuracy.
Materials Needed:
1. Handout with outline for student profile writing;
2. Whiteboard or blackboard for writing prompt and examples;
3. Pens and paper for students to write on;
4. Computer with Internet access for research purposes (optional).
Teaching Procedure:
1. Warm-up (5 minutes)
﹒Begin the class by asking students if they have ever written a profile of someone they know. If so, ask them to share some details about the person they wrote about. This will help set the stage for the lesson and engage students in the topic.
﹒Write a short sentence on the board that introduces the concept of a student profile, such as “A student profile is a piece of writing that describes a person’s background, interests, and achievements.”
﹒Ask students if they think a student profile is different from a regular essay or composition. Encourage discussion and debate among students.
2. Introduction (10 minutes)
﹒Introduce the purpose of the lesson—to teach students how to write a student profile. Discuss the importance of being able to write effective profiles, especially when applying to colleges or other organizations that require them.
﹒Review the key points of the lesson plan, including teaching objectives, key points, and materials needed. Emphasize the importance of understanding the purpose and structure of a student profile.
﹒Give students an overview of the handout they will be using for the lesson. Show them an example of a well-written student profile to give them an idea of what to expect.
3. Learning (30 minutes)
﹒Divide students into small groups of 3-4 people. Assign each group one person to be the subject of their profile, while the rest of the group works together to gather information and create an outline for their profile.
﹒Instruct students to use online resources or interviews with their assigned subject to gather information about their background, interests, and achievements. Encourage them to ask open-ended questions to encourage thoughtful responses.
﹒Once students have gathered enough information, they should begin drafting their profiles using the outline provided on the handout. As they work, remind them to focus on using clear and concise language that accurately reflects their subject’s personality and accomplishments.
﹒After students have completed their first drafts, ask them to exchange their profiles with another group member for feedback. Encourage them to look for areas where their writing could be improved, such as clarity, coherence, and accuracy.
﹒Have students revise their profiles based on the feedback received from their peers. Remind them to pay attention to transitions between paragraphs, proper use of punctuation, and overall organization of their writing.
4. Application (15 minutes)
﹒Have each group present their revised profiles to the class. Allow time for questions and discussion among peers about what they learned from each other’s writing.
﹒Discuss any common mistakes or challenges encountered during the writing process and brainstorm ways to avoid them in future assignments. Encourage students to use their newfound knowledge and skills in writing effective student profiles in other areas of their schoolwork and personal life.
﹒End the lesson by assigning a homework assignment that requires students to write another student profile, but this time without any outside sources or assistance from classmates. This will help reinforce the skills they learned during the lesson while also giving them practice in independent writing.

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