1、Book 1 Unit 1 Back to schoolWelcome to the unit教学目标By the end of the section, students will be able to:1. describe the two interviewees feelings and plans about senior high school life;2. illustrate possible opportunities and challenges they will meet at senior high school;3. adopt a positive attitu
2、de towards study at senior high school and enhance understanding of the importance of senior high school education. 教学重难点1. To watch the video and answer the questions;2. To discuss the feelings of senior high school.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1The teacher gets students involved in the learn
3、ing mood by asking the following questions related to school life: 1. What is your impression of our school?2. What is the biggest difference between your junior high school and senior high school?3. What does senior high school mean in your eyes?The teacher lets the students recall their junior hig
4、h school life and asks what senior high school life they think will be like. The teacher can encourage them to show their opinions about the differences between senior high school and junior high school.The teacher can show some pictures of the school if possible.创设互动情境，拉近沟通距离，引发学习兴趣的同时开发话题资源，为单元学习做
5、好准备。5Individual WorkClass WorkStep 2The teacher draws students attention to the first sentence “Senior high school is a time of learning and discovery.” and lets students focus on the two words: learning and discovery. Students share their understanding of the sentence. The teacher has students to t
6、hink, “When we speak of school life, what can you think of?”Students discuss in groups and share their ideas and experiences of senior high school with the whole class.利用相关图片，导入主题。通过头脑风暴，激活学生已有的背景语言知识，自然过渡到学习内容。5Group WorkVideo timeStep 3Students watch a video about an interview on new school life a
7、nd find out where the interview may take place and what the main idea is. Meanwhile, the teacher asks the students to pay attention to some detailed information: feelings and plans. Students finish the blank-filling exercise next to the preview of the video clip. Watch the video again and answer the
8、 question:What opportunities and challenges will the two interviewees face?观看视频，引导学生归纳其主要内容，并有策略地提取细节信息，掌握“看”的语言技能，激发学生的输出动机。10Individual WorkClass WorkFree talkStep 4The teacher has students exchange their opinions about senior high school life by answering the two questions on Page 1.1. What do yo
9、u think of your new school life so far?2. In what areas do you think you can do well at senior high school? In what areas will you have to work harder?感知运用，引导学生基于视频内容，结合自身实际，表达个人观点。5Individual WorkStep 5Based on the information from the video, students are encouraged to express their true feelings a
10、nd own opinions by answering the following questions:1. What will be the biggest opportunity and challenge for you in high school?2. When faced with so many tests and competitions, it is easy for students to feel anxious and depressed. What is the right attitude towards all the difficulties and chal
11、lenges in senior high school? What can be done to maintain a positive frame of mind? 延伸话题讨论，吸引学生积极参与、多元输出，让学生在真实的交流中强化形式、拓展意义、体验情感。6Individual WorkDiscussionStep 6The teacher divides the students into small groups. Get the students to share their opinions of study at senior high school. Do you know
12、who Confucius is? Could you translate his quotation on Page 1 into Chinese? Students read the quotation together and talk about what is the best way to study at senior high school. The teacher gets students to think about the question:What do you think is the significance of senior high school educa
13、tion?During the time of discussion, teachers had better take part in the students discussion and offer them some language helps if necessary. Then, let small groups to report their ideas to the whole class. 引用经典来呈现新知，引导学生再认与再现。通过对问题的思考与讨论，拓展学生思维的宽度与深度，从而提升语言运用能力。12Group WorkClass WorkHomework1. Writ
14、e down your feelings about your new school life.2. Finish the workbook.2Book 1 Unit 1 Back to schoolReading Realizing your potential教学目标By the end of this section, students will be able to: 1. summarize the outline and the theme of the speech by skimming for topic sentences and scanning for details;
15、2. evaluate the importance of realizing ones potential and design personal action plans for realizing ones potential;3. give an inspiring speech as an alumni applying parallels structures in the text.教学重难点1. To read and understand the speech;2. To describe your personal action plans, using several p
16、arallel structures.教学过程步 骤教学活动设计意图互动时间&模式Pre-readingStep 1Students talk about the differences between senior high school and junior high school, which cover various aspects of school life. If possible, the teacher can show some pictures to offer some clues. 激发兴趣，定位学习起点，自然引出学习任务。5Individual WorkStep
17、2The teacher has students recall their previous knowledge and experiences of English speeches. The teacher directs students attention to the title of the speech: Realizing your potential and explains to students that the text is also a speech given by a principal of senior high school on the first d
18、ay of term. Students predict the main content of the principals speech according to the title and given information. 基于标题的细节与背景信息，预测文章主要内容，引发阅读兴趣，为本课后续活动埋下伏笔。5Individual WorkGroup WorkWhile readingStep 3Read for the first time.Students read the tip of “Finding topic sentences” on Page 4 and find the
19、 topic sentence by skimming the speech and finish A1 on the same page. During the feedback, the teacher can help students understand some new words and expressions. 掌握阅读策略，进行整体阅读，抓住主题句，从而把握文章大意与行文思路。8Individual WorkClass WorkStep 4Read for the second time. The teacher asks each student to read the t
20、ext carefully again. Students locate detailed information by scanning the speech and finish A2 on Page 4. 1. What challenges will students face at senior high school?2. What does the principal have confidence in?3. What school resources are mentioned in the speech?4. What positive attitude should st
21、udents develop?While reading, students are encouraged to use a dictionary if they come across any new words.进一步梳理细节信息，提取有关文章主旨的基本事实性信息，理清行文脉络，加深理解本篇演讲的意图。8Individual WorkClass WorkStep 5Read for the third time.Students read through the text again, discuss in pairs and complete the outline of the spe
22、ech using a mind map.During discussion, students should identify what message the principal wants to convey and summarize the main idea of the speech.利用思维导图帮助学生完成结构和内容的分析、梳理与归纳，使思维过程可视化。关注文本结构及衔接手段，更好地理解课文的内容逻辑。12Individual WorkClass WorkStep 6Build the language.Students consolidate the use of new w
23、ords and phrases and finish B1 on Page 5. Check the answers together.The teacher has students read the tip of “Forming adjectives with suffixes” on Page 5 and explain the term “suffix” to them. Students work in groups to build new words with suffixes and finish B2 on the same page. 在新的语境中运用生词，巩固新知，加
24、深对文本内容的理解。掌握构词法，拓展词汇储备。10Individual WorkGroup WorkHomework1. Retell the speech based on the outline.2. Write a short passage to describe your action plan, using several parallel structures.3. Finish the workbook. 2Book 1 Unit 1 Back to schoolReading 2Realizing your potential教学目标By the end of this se
25、ction, students will be able to: 1. summarize the outline and the theme of the speech by skimming for topic sentences and scanning for details;2. evaluate the importance of realizing ones potential and design personal action plans for realizing ones potential;3. give an inspiring speech as an alumni
26、 applying parallels structures in the text.教学重难点1. To read and understand the speech;2. To describe your personal action plans, using several parallel structures.教学过程步 骤教学活动设计意图互动时间&模式AppreciationStep 1Students read the text again and then in groups of four discuss the writing purpose and techniques
27、 of the speech by answering the following questions:1. What is the principals purpose of giving this speech to senior high school freshmen?2. Do you think the title is good? If so, why? If not, can you think of a better one?3. How do you think this speech and why?Students read the tip of “Understand
28、ing a speech” on Page 4 and then answer the first question of A3.1. How does the principal try to keep his audience interested? 2. What rhetorical devices does he use? Find examples from the speech.理解文章的写作意图与写作方法。引导学生正确运用批判性思维去评价文本价值，有深度地理性欣赏文本，并能用英语积极自信地表达观点。10Individual WorkGroup WorkStep 2Student
29、s discuss the use of parallel structures in the speech and finish B3 on Page 5.l What are parallel structures? l Can you find out the parallel structures used in the speech?掌握写作技巧，感知“排比”特征，感悟语句的魅力。5Group WorkConsolidationStep 3The teacher lets students review the definition and typical examples of p
30、arallel structures. Students think about the function and feature of parallel structures and then write down several sentences by using parallel structures to encourage someone who is unhappy.The teacher invites students to apply parallel structures to the following activity. 20 years after your sen
31、ior high school graduation, you are invited by the principal to give a short speech to the school on the first day of term. The topic remains the same Realizing your potential. Use parallel structures to complete the speech and deliver it to the whole class.This activity can be carried out through b
32、lank-fillings or making a speech directly, which depends on the actual learning context. 提供一个贴近生活且与本课内容紧密相关的真实语境，让学生用本课所学知识解决问题，通过修改、完善与创作，旨在使学生将所学语言知识转换为实际的语言运用能力。10Group WorkClass WorkStep 4Students engage in self-reflection and develop an action plan for A3 (2) based on what they have learned.Aft
33、er learning the principals speech and Maggies dairy in B1 on Page 5, you feel like setting up your own plan of realizing your potential. Please complete the following table.Students answer A3 (2) based on the table above and discuss the following question in groups of four.What is the relationship b
34、etween realizing ones potential at senior high school and achieving ones life goal?Different groups are invited to present their viewpoints in front of the class. Students and the teacher together provide feedback and comments.把课堂的学习体验迁移到解决实际问题中，深化学生对主题的认识，并培养学生的语言运用能力。通过最后一个问题引导学生反思自我，有助于学生形成正确的价值观
35、，塑造学生健全人格。13Group WorkClass WorkHomework1. Retell the speech based on the outline.2. Write a short passage to describe your action plan, using several parallel structures.3. Finish the workbook. 2Book 1 Unit 1 Back to schoolGrammar and usageSentence elements and sentence structures教学目标By the end of
36、this section, students will be able to:1. categorize the elements of the sentences and summarize general rules;2. distinguish and choose the right sentence structures;3. apply appropriate sentence patterns in new situations.教学重难点1. To understand sentence elements and structures;2. To write sentences
37、 using different structures.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1The teacher asks students what challenges they will meet at new high school life and lets students understand the importance of setting goals when facing challenges. Students come up with their own ideas about the importance of setting
38、goals and the teacher writes down several statements on the blackboard and analyzes the sentence structure of these sentences to make students get a general idea of the topic and the grammatical points.由单元话题导入本课语法项目，活跃课堂气氛，在呈现目标语法知识之前提供引导性的语料。5Individual WorkClass WorkExploring the rulesStep 2The te
39、acher guides students through the short speech about the importance of setting goals in Part A. Students pay attention to the underlined sentences and fill in the table below. S + V 主语谓语S + V + P 主语系动词表语S + V + O 主语谓语宾语S + V + O + O 主语谓语间接宾语直接宾语 S + V + O + C 主语谓语宾语宾语补足语Students discuss in groups of
40、 four about different sentence structures. The teacher presents relevant sentence examples to students, helping them understand sentences by analyzing the structures.在真实语境中观察、分析、充分感知不同的句子结构，为归纳语法规则做好铺垫。教师通过更多例句来启发、诱导、点化学生，让学生体会语言的规律性。5Individual WorkClass WorkStep 3Students work out the rules by obs
41、erving sentence structures and fill in the blanks on Page 6.l The subject and the verb are necessary parts of a sentence.l A transitive verb is always followed by an object.l Some verbs can have two objects. The indirect object usually refers to a person and the direct object a thing.l The object co
42、mplement adds more information about the object. The teacher can guide students to go through the grammar notes on Pages 9697 to help them understand the rules thoroughly. 通过大量接触不同句式结构，小组合作探究，学生自主归纳出句子的构成要素，发展分析性思维能力，最终习得目标语法结构。5Class WorkApplying the rulesStep 4Students compare seven sentences in P
43、art B1 on Page 7 and mark the different elements of each sentence with different symbols. The teacher can explain sentence elements in detail by showing examples and let students be familiar with different symbols for taking notes.让学生在使用的过程中逐步建立起语法系统，体会语言的工具性。5Individual WorkStep 5Students read the
44、short passage in Part B2 on Page 7 and then the teacher asks the following questions.l What sentence pattern does the author use when giving suggestions?(The imperative sentence pattern.)l What sentence structures does the author use when giving explanations or supporting details? (SV; SVP; SVO; SVO
45、O; SVOC; SVA; SVOA.)Students match the underlined sentences with the correct structures and write the letters in the boxes.1. c 2. b 3. d 4. g 5. e 6. a 7. f 有意义的操练活动能够吸引学生的注意力，同时引出学习难点，包括形式、意义和用法上的难点，着重培养学生的辨析能力。5Individual WorkStep 6The teacher invites students to make the sentence more complex an
46、d meaningful by adding different sentences elements.l We found the hall full. l We found the great hall full of students and teachers.l We found the great hall full of students and teachers listening to an important report.l We found the great hall full of students and teachers listening to an impor
47、tant report made by our principal about how to realize our potential. 设计巩固操练和实际运用的教学活动，使学生内化语法规则，强化句法意识。5Group WorkClass WorkStep 7Students work in groups to talk about their goals for the new term and share their plans on how to achieve goals. The teacher encourages students to learn the example below Part B3 and to write down their own ideas by using different sentence structures. Students present their passages in groups and correct errors among peers.拓展单元话题的内涵，鼓励学生在后期输出阶段陈述个性化的观点与策略。自然流露情感，达成语
