高中英语必修一人教版：Unit+1+写作教学设计-

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高中英语人教版选择性必修第一册Unit1 Period1教案

Unit 1 People of Achievement Period 1 Reading and Thinking教学设计课题Period 1 TU YOU YOUAW ARDED NOBEL PRIZE 单元Unit 1 学科English 年级Senior1Class 3教材分析Reading and thinking is a news report.The passage mainly tells about “Tu Youyou Awarded Nobel Prize”,asks students to learn the Artemisinin research process,analyze and refine Tu Youyou’s excellent quality.教学目标与核心素养1.Knowledge objectives:To prediction of the content;To make the structure of the passage; To fully understand the whole article.2.Skill objectives: To get the main idea,paragraph meaning and some details by careful reading.3. Emotional objectives:To sum up and refine the greatness of Tu Youyou and the team;4. Thinking quality objectives: To describe the character of Tu you in the form of recommendation letter according to the content and feeling of the text;重点Summarizing and refining the greatness of Tu Youyou and the team.难点1.What kind of person makes great discoveries?2.What qualities do the research team possess according to the data?教学过程教学环节教师活动学生活动设计意图Step1. Lead in 1.describing some people tostudents,guess who they are accordingto the description;2.Give a picture of sweet warm woodand ask students to guess whodiscovered the artemisinin ;Students can guessthe people accordingto the description.To arousestudents’ interestand lead in thetopic;Step6: Homework 1. Memorize new words.2. Preview Language Points.。

人教版高中英语必修一-第一单元--教学设计

5.(P.34)Only then we decided to answerviolencewithviolence.
2. (P)Ever since middle school, my sister Wang Wei andIhave dreamed about taking a great bike trip.
3. (P)Onceshe has made up her mind, nothing can change it.
8.(P2)It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.
同意与不同意
课本第6页
如何正确结交、对待朋友以及如何正确看待友谊
一建议信
3.The number of the people who were killed or injured reached more than 400,000.
1道谢
课本第30页
2讨论过去的经历
了解地震常识，学会在自然灾害中以积极的态度去自救和救人
写作技巧：★列提
纲,写文章
课本第31页
相关练习见课本第页
课本第7页
（相关练习见课本第5、42页）
相关练习见课本第4、41页
第二单元
世界英语
1英语及发展
2不同的英语
role international nativeelevator
flat apartmentrubber petrol gas
modernculture ad actuallyin fact
vocabulary usage identity

新教材高二英语人教版(2021)选择性必修第一册 Unit 1-5 教案

Unit 1 People of AchievementReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与人物描述有关的词汇和表达能力目标：培养学生略读能力，以及按照逻辑顺序对文章进行总结的能力。

情感目标：通过了解屠呦呦这位杰出科学家的科研经历，学习如何面对困难和挑战，如何为实现目标而努力，从而为国家作贡献；树立尊重知识、尊重科学家的价值观。

教学重难点教学重点：掌握人物传记类阅读的问题特点教学难点：引导学生按一定的逻辑整理文章思路。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in教师活动：Let students discuss following questions in groups.1. What kind of person makes great discoveries?2. Which is more important for making a great discovery, talent or effort?Examples:1 I think if a person is careful, hardworking, patient, persistent, committed or talented,he/she is bound to make great discoveries.2 In my opinion, effort is more important than talent for making a great discovery. Ittakes a long time for people to come to know things. If a person does not make effort,he does not have patience to carry on. Even if he is very talented, he will achievenothing.二、While- reading1. 教师活动：Explain the new words in the text, then let students scan the text andfind descriptive words about Tu Youyou.2. 学生活动：略读文本，完成以下问题，师生核对答案。

Unit 1 Using Language(教学设计)-高中英语人教版(2019)选择性必修一

选择性必修一Unit 1 Using Language 教学设计（一）Lesson content:Explore the meaning of greatnessText analysis:This lesson is a listening and speaking class, and the learning discourse is a dialogue about the tremendous achievements of outstanding figures. The text is set to: first connect the line, then listen to the recording to verify the answer; Listen to the recording for the second time and find out who the interviewer admires the most; Listen to the recording for the third time to obtain detailed information and answer three questions. Next, use group discussions to share the great figures you know and consciously use filler words in the conversation to discuss the reasons why they are 'great'. Finally, based on one's own understanding, summarize the meaning of 'greatness', aiming to cultivate students to be useful to society.Understand the meaning of 'greatness' and be a person who contributes to society.Combining English pragmatic goals with the thematic context of this unit, setting up listening and speaking activities to help students improve their English proficiency and deepen their exploration of the theme.Learning objectives:1. Able to understand the descriptions of great contributions made by great figures to society in recorded conversations and the speaker's admiration for them.2. Be able to use appropriate filler language to give students ample time to think about how to discuss great figures and their contributions.3. Able to use appropriate language to express one's understanding of 'greatness' based on actual situations.Key and Difficult points:1. Understand the tremendous contributions made by great figures in the dialogue.2. Use appropriate language to express the meaning of 'greatness'.Teaching preparation:1. Teaching recordings and pictures of celebrities.2. Review materials to learn more about great figures.Teaching process:Step I Learning and UnderstandingActivity 1: Perception and AttentionBefore you listen, look at the pictures below and guess:●Who are they?●What achievements do they have?【设计意图】在学习之前，呈现伟大人物的图片，并简单讨论他们的成就,激活学生的背景知识。

人教版选择性必修一 Unit1 workbook-教学设计

人教版（2019）英语选择性必修一Unit1Peopleof Achievement
Workbook: Three Days to See教学设计
课题
Workbook: Three Days to See
单元
Unit1
学科
English
年级
SeniorGrade2
教材分析
Thisis a passage written by Helen Keller introducing her view about being deaf-blind. Through this passage, students may learn to appreciate what they own and to cherish the gift of five senses. The indomitable characteristics of Helen Keller is well reflected through her touching words.
Work individually and summarize the main idea for each part.
Students read the passage in detail and fill in the blanks. Discuss with partners to check the answers.
Cultivate students’ reading capability.
Encouragestudents’
analyticalability.
as well ashelp improve the ability of finding details and competition.

人教版高中英语必修1教案Unit1Friendship

Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

(高一英语教案)高一英语新教材第一单元教学设计_高一英语教案

高一英语新教材第一单元教学设计_高一英语教案/Unit 1 Good Friends省前中供应Teaching Aims And Demands:1. Learn and master the following words and expressions:argue solution classicalsorrow survive share cast deserted adventure scared…be fond of in order tohunt for care about…2. Review direct speech and indirect speech3. Train the students’ ability of speaking.4. Train the students’ ability of reading comprehension.Teaching Important Points:1. Everyday English:1) Talk about friends2) Practice talking about likes and dislikes3) Learn to make apologies2. The correct understanding of the passage3. Grammar: direct speech and indirect speechTeaching Difficult Points:Train the students’ ability of reading comprehensionTeaching Methods:1. Explanation to make the Ss understand the difficult languages in the passage.2. Fast reading to find out the general information in the text.3. Question and answer to help the students go through with the whole passage.Teaching Aids:1. tape recorder2. multimediaTeaching ProceduresSection 1Step1. Lead-in ( warm up)It’s the first time for you to leave your family to live all alone. And everything around you are strange, the strange school, the strange classmates, the strange teachers and so on. Most of you do not getused to the life here, especially some girls, they maybe cry at night, they miss their father, mother, sisters, brothers …, because they feel alone.[1][2][3][4]下一页。

人教版高中英语必修一Unit 1-Unit 5全英说课稿

人教版高中英语必修一Unit 1-Unit 5全英说课稿引言本文旨在介绍人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容。

本套教材是高中英语必修课程中的一部分，内容涵盖了日常对话和基本语法知识，是高中英语研究的基础。

Unit 1： Friendship- 阅读理解：通过互动讨论和小组活动，学生了解和掌握友谊的重要性，以及如何在青少年时期建立和维持朋友关系。

- 写作：学生将研究如何写一封友谊的信，通过语言表达感情和分享重要时刻，增进彼此之间的理解。

Unit 2： English Around The World- 阅读理解：学生将了解英语在全球的使用情况，了解英语的进化历程和相关文化俗。

- 写作：学生将研究如何写一篇议论文，就英语在当今世界中的地位和作用发表自己的观点。

Unit 3： Travel journal- 阅读理解：通过阅读游记和旅行日记，学生将扩大英语词汇量和了解不同的文化和历史。

- 写作：学生将研究如何写一篇旅行日记，描述自己的旅行经历和感悟，提高英语写作的能力。

Unit 4： Amazing Science- 阅读理解：学生将了解科学发展的历史，以及人类对自然的探索和解释；学会如何从科学文章中获取信息。

- 写作：学生将研究如何写一篇科普短文，介绍感兴趣的科学领域的最新进展。

Unit 5： Music- 阅读理解：学生将了解音乐的历史和文化，掌握音乐相关的词汇和概念。

- 写作：学生将研究如何写一篇关于音乐的文章，和同学分享自己对音乐的喜好和见解。

结论本文介绍了人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容，通过丰富的教学活动和提高英语写作能力，全面提升学生的英语水平和综合素质。

人教课标版高中英语必修1教案设计：Unit1_写作

Unit1 写作课教学设计（一）Teaching PlanObjectives:1. Knowledgea. After this class, the Ss can command the important words and phrases, such as make friends with share… with, honest, understanding, outgoing, easy-going and so on.b. The Ss will learn to use the sentence patterns such as you'd better. …you should. . …why not. . …and so on.2. Abilitya. The Ss can use the important words, phrases, and sentence patterns to make sentences.b. The Ss can write a proposal letter.3. HumanityThe Ss will know the importance of friendship and have the sense of being a good friend. Teaching important and difficult point:allow to use the words. phrases and sentence structures to make sentences and write a proposal letter.Major Procedures:Teaching Aims Teacher'sActivitySs' Activity timeGreetings and lead-in Warming-up Playing a pieceof music andfree-talkListening andanswering3Reading and Discussion Preparation forthewritingGiving a fewminutes to theSs to read ashort letter anddiscuss Howto be a goodDiscussion inGroups andgivingpresentation12friend and How to give a suggestionWriting Learning towrite aproposalletter Giving the Sssometime to writethe letterWriting 12Inter-correcting Enhancing theSs'writing abilityandevaluating Learning theSs correct theirdeskmates'writings andshowingCorrecting andshowing10Summary and homework Making the Ssknow theimportance offriendshipand havingthe sense ofbeing a godfriend andfurtherconsolidationShowing theSs the Englishsaying A friendin need is afriend indeedand assigninghomeworkLearning theEnglish sayingby heart andunderstandingthe homework3 Blackboard-writing PlanningWritingHow to write a proposal letter? Useful expressions: How to be a good friend?outgoingeasygoingcommunicate withshare. . with. . . …You'd better. . .You should. . .It will be a good idea if. . …Teaching reflection:。

高中英语人教版必修第一册Unit 1 Teenage life Reading 教学设计 -

Reading and Thinking: The Freshman ChallengeInstructional designTopic Unit1Teenage LifeThe FreshmanChallengeTypeReadingandThinkingClassClass 6,Grade1Duration45minTeaching Material AnalysisThis lesson is the second period of unit 1, namely reading lesson. It tells the story of Adam, an American middle school student, who encountered challenges at the beginning of entering high school. This topic is closely related to high school students, and is very in line with the learning situation of senior1 students, which will also stimulate students' interest in learning and draw their attention. By reading the text, students can learn to share with their classmates the challenges they face as a senior one student, also their feelings and solutions to the challenges. Adam thinks high school life is a challenge. What are the specific challenges? Therefore, students will be able to utilize the reading skills to read the text and find out the key information and Adam’s emotional changes, so as to guide students to realize the challenges they face and the solutions, and then guide students to analyze the differences between Chinese and Western education systems and cultivate their cross-cultural awareness.Student AnalysisThis lesson is for Class 6, Grade 1. Although the topic is very familiar to them, they still have difficulties in expressing their real challenges in English. In addition, they may not have a good understanding of the American middle school education system. For example, the protagonist Adam has a school adviser to help him to offer suggestions for course selection, and Adam is a volunteer in a soup kitchen. These cultural phenomena, which are different from China, might make students confused.Teaching Objectives 1. Knowledge objectives: Enable students to learn English expressions related to Teenage Life, such as freshman, challenge, responsible, etc.2. Ability objectives: Enable students to analyze the structure of the text, master the reading skill: skimming, and summarize Adam's challenges, feelings and solutions by themselves. Enable students to understand the structure of the text.3. Cultural awareness: Enable students to get cultural knowledge, such as “Soup Kitchen”, “School Adviser”, etc. Be able to understand the differences between Chinese and Western education systems and cultivate students' cross-cultural awareness.Key point Students can learn to use reading strategies: skimming, and new vocabulary expressions in this lesson to understand the main idea of the article, summarize the challenges Adam faces, how he feels and what his solutions are; students must be able to understand the differences between Chinese and Western cultures. That is, to understand the specific meaning of soup kitchen, school adviser.Difficult point Students can use the new vocabulary of this unit to correctly communicate with their classmates the challenges they face in middle school life in English, and find solutions.Teaching Procedures Step1 Pre-reading(1)The teacher shows the photos of Bingtuan No. 2 High School on thePPT and asks the following two questions：Were you curious about senior high school life before you came here? Can you describe your feelings as a freshman in senior high school? (2) Students share their answers, and the teacher provides timely classroom feedback.(3) Then, the teacher shares her challenges as a freshman with students and talk about the challenges she faced and shares her feelings with classmates. After that, introduce Adam, the protagonist of this lesson: There is an American middle school student named Adam, but his first year life in high school is a challenge for him, so let's take a look, what happened?Step2 While-listeningFast Reading(1)Students read the article quickly, find out the main idea of eachparagraph of the text, and work together to complete the following blank spaces:Paragraph Main ideaParagraph1Paragraph2Paragraph3Paragraph4Before students starting, the teacher introduce the reading strategy “skimming” to students, namely “You can quickly find main ideas and the whole structure by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences.”（2）Students compare the text, find the position of each general sentence in the paragraph, and analyze the structure of the text. Teacher's question:Can you understand what structure the article is organized, guys?Detailed Reading(1)The first paragraph: Students read the first paragraph carefully andanswer the teacher’s questions:What does Adam think of his senior high school life?How did he feel about the first week?(2)The second paragraph: Students read the second paragraph of the textand answer the teacher’s questions:How does Adam choose the suitable courses?What courses did Adam choose?Which one do you think would be his favorite? Why?The teacher makes a simple cultural development for the “school adviser”in the second paragraph.（3）The third paragraph: Students read the third paragraph of the text, answer what “make the team” specifically refers to in this paragraph, analyze and summarize Adam’s challenges and his countermeasures, and the teacher makes a simple cultural expansion of the “soup kitchen”.（4）The fourth paragraph: Students read the fourth paragraph of the text and answer the teacher’s questions ：In this paragraph, what is the specific challenge Adam encountered? And how will he overcome this challenge?（5）Read again: Students read the text again, summarize the challenges Adam faces, and his feelings and solutions, and then complete the form; After the group discussion, two or three groups of students will be asked to share their own challenges, feelings and solutions.Step3 Post-reading（1）Students think about and discuss the following questions and let three or four students express their opinions in the class:Do you face the same challenges as Adam?What other challenges are you facing?How will you deal with them? TheFreshmanChallengeChallengeFeelings Solutions Entering seniorhigh school Confused ____ Choosing suitable courses Serious Ask for help Making thefootball teamUnhappy but won’t quit To improve himself Keeping upwith othersWorried but confidentStudy harder, be responsibleThe teacher gives students a template to answer, and gives a rough guide to the students' thinking direction:Like Adam, I also have to…Unlike Adam, I don’t have to…My solution to this challenge is to…（2）After listening to the students’ open answers, the teacher gives timely and effective classroom feedback; then the theme of the text teaching is sublimated: STRIVE. Strive to be your better self！（3）RetellingLet students retell the text and then talk about their own challenges and how do they feel and how will they solve these challenges?Step4 Homework1. Complete the activity5 on page15.2. Memorize the new words and word chunks collocations that have been learned in this lesson.Blackboard Design 板书一：Unit 1 Teenage LifeThe Freshman ChallengeChallengeHow to choose courses How to choose extra-curricular activities How to study 板书二：ChallengeRelationshipHomeworkCanteenPressurePEP Senior High School English Compulsory 1（2019）。

【高中英语必修一U1】1.4 Reading for writing 教学设计(2)-人教版

【新教材】必修第一册Unit 1 Teenage life 教学设计（人教版）Period 4 Reading for writing本板块包括以下学习内容1.学习本板块内涉及的词汇和表达2.了解并掌握建议信的结构和写法1. Let students learn useful words and phrases.2. Let students master the structure of an advice letter.3. Get students to know how to help friends or classmates when they are in trouble.Importance:1.Get students to grasp useful words and phrases.2.Get the students to learn the structure of an advice letter.3.Help the students finish writing an advice letter.Difficulty:Guide the students finish the task of writing an advice letter.1.Ask the students to make preparations in vocabulary and phrases in the text.2.Help the students to finish the Guided Learning PlanStep 1 PreparationsPreparations in vocabulary.Ask the students to master the following words and phrases:ask for some advice be worried about be anxiousplay computer games one’s behavior the online world focus on become addicted to concentrate onAsk the students to think about the following question and brainstorm answersWhat do you usually do when you are in trouble?Possible answers:find a way by myselfask parents for helptalk with a friendgo to an school adviserturn to a net frienddo a researchStep2 Write a letter of adviceSusan Lou, an advisor for teenagers, has received a letter asking for some advice.1.Get the students to listen to her reply and make it clear about the structure of her letterAsk the students to read the reply and answer questions1) What is Worried Friend’s problem?2) What is Ms. Luo’s advice?3)Do you think Ms. Luo’s advice useful? Why or Why not?4)What other kinds of advice would you give?Possible answers:1)He plays computer games too often and spends too much time online.2)Her advice is to talk to his/ her friend about his behavior and encourage him to try new hobbies.3)I think it is a good idea. When a friend is in trouble, we should offer to help. Having a face-to-face talk with him and share your opinions with him usually helps. Besides, encouraging him to try something new helps him to spend his time meaningfully.4)Perhaps the Worried friends can invite his friend to do some exercise. I think sports can keep him away from computer games.2. Organize the students to study the organization and language features.Find and mark the parts of the letter that match the following points.A. I know what the problem is.You wrote that you're very worried about your friend, Chen Lei.……You think that your friend plays computer games too often and spend too much time online.B. I understand how you feel.I understand quite well that you are anxious and feel terrible.C. This is my advice and reason(s).I recommend that you talk to your friend about his behavior. It's not unusual for teenagers of yougeneration to be attracted to computer games and the online world. But spending too much timeonline is unhealthy and makes it very difficult to focus on other things in life. Some students even become addicted to the Internet and cannot concentrate on school and family life. I think you should encourage friend to try new hobbies. Why not discuss the problem together?D. I think my advice will help.I am sure he will listen to you, since you are his good friend.Guide the students to read the reply again find out what expressions Mrs. Lou used to make suggestions、and circle them in the letter.1.I recommend that you talk to your friend about his behavior.I recommend that ….2.It's not unusual for teenagers of your generation to be attracted to computer games and the online world.It is not unusual for sb. to do sth.3. But spending too much time online is unhealthy and makes it very difficultto focus on other things in life.Doing sth.is unhealthy and makes it difficult to do sth.4.I think you should encourage friend to try new hobbies.I think you should do sth.5. Why not discuss the problem together?Why not do sth?Step 3 Giving adviceAsk the students to use what they have learnt to write a letter of advice to one of the teenagers below. Possible answers:To Eric:Suggestion: I recommend that he should talk with his parents face to face.Reason: He is not a small child any longer, and he needs to be listened to.To XuTing:Suggestion: Why not talk with them regularly on the Internet and learn some new skills.Reason:Her parents also miss her and talking with them is good for all of them. Learning some newskills helps her spend time wisely.To Min Ho:Suggestion: Asking her help him with his studies will be useful, but only talk about studies.Reason: It is more important to focus on studying as a teenager.Guide the students to draft their letters according to the outline on Page 19.After finishing the draft, request the students to exchange their draft and make any necessary improvement.1、通过本节内容学习，学生应该掌握建议信的基本框架和建议用的表达。

2019统编人教版高中英语必修第一册unit 1《Teenage life》全单元教案教学设计

【2019统编版】人教版高中英语必修第一册Unit 1全单元备课教案教学设计1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。