人教版高中英语新教材Unit 1 The Freshman Challenge教学设计

Unit 1: The Freshman Challenge文本简析

本单元阅读文本的话题是美国学生亚当刚入高中所面临的挑战，旨在让同龄读者了解国外学生的校

园生活和学习状况，探究和比较中外学生的校园生活，以积极乐观、阳光豁达的心态去迎接新生活的挑

战。

文本采用了叙事性文体，主人公亚当以第一人称口吻描述了自己刚进入高中所面临的挑战，内容贴

近学生生活，很能产生共鸣。标题“The Freshman Challenge”是整个文本的浓缩提炼。正文内容按“总

—分”建构，第一段为总起段，说明亚当进入高中第一周时所产生的困惑，其余三段分别描述了亚当在

选课、课外活动和学习三方面碰到的挑战以及应对挑战的心态和策略。

在进行文本教学设计时，要帮助学生梳理关于高中生活的话题类语言，其中包括有关选课以及与课

外活动相关的表达。此外，功能类语言，如：obviously, instead, still, but等，也是值得梳理的。

本文的主题段、主题句与支撑性内容的关联，是很好的逻辑思维训练载体。此外，本课需首要关注的文

化要素是中外高中新生校园生活的对比。学生可将亚当面临的挑战与自己可能遇到的挑战作对比，在比

较中感受文化异同。

Unit 1: The Freshman Challenge第1课时教学设计

一、教学内容

理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。

二、课时目标

1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，激活背景知

识和相关话题语言。

2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，梳理文本的段

落关系，理清语篇opinion-fact的宏观总分结构，发展逻辑思维能力。

3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“solution”的outline

内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。

三、教学过程

Activity 1: Talking about nior high school life.

本活动旨在落实课时目标1。

Students work in groups of four and discuss the following questions.

Q1: What do you think of your first week at nior high school? Why? List out some facts

to support your opinion.

Q2: What do you think of foreign students’ first week at nior high school? Why? List

out some facts to support your opinion.

【设计意图】此活动是导入环节。学生就上述两个问题进行小组讨论，在真实的情境下，用已有的

主题语言，描述校园生活。第一个问题有助于引出部分话题语言，如school life/study

hard/friends/homework等。第二个问题激发学生谈谈他们心目中外国学生的校园生活，表达对中外文化

的理解，引出choosing class/extra-curricular activities…等话题语言，为预测课文内容以及第

二课时对比中外校园生活作好铺垫。同时这两个问题后面都会追问“fact”，引导学生关注“opinion-

fact”的辩证关系，为文本的结构分析做好铺垫。

Activity 2: Predicting the content of the passage.

本活动旨在落实课时目标1。

Students look at the title of the passage and the picture, and then answer the questions.

Q1: What does “freshman” mean?

Q2: What does “challenge” mean?

Q3: What do you want to learn from the passage? Write down your questions.

【设计意图】引导学生带着预测进行阅读，使他们更加积极主动且聚焦主题语境。在这个活动中，

学生对两个关键词“freshman”和“challenge”进行初步的了解，同时基于对标题和图片的理解，借鉴

阅读教学中常用的K(know)—W(want to know)—L(more to learn)的模式，提出自己想要从文中获取的

信息，预测文本内容，带着问题进行阅读培养推断能力，促进其主动学习。

Activity3: Dealing with the main idea of each paragraph and the questions.

本活动旨在落实课时目标2。

Students skim the text to find the topic ntences and get the main idea of each

paragraph. In the meanwhile, students find answers for the questions they raid in activity

2 and check whether they share the same opinion on foreign students’ nior high school

life with the writer.

Q1: Who is the writer of the passage?

Q2: What does “freshman” mean in the text? How do you know?

Q3: Can you find answers in the passage for your questions? Find out the evidence.

Q4: What does Adam think of his nior high school life? (opinion)

(So according to what you said before, some of you share the same opinion while others

not.)

【设计意图】引导学生通过运用略读阅读策略，寻找主题句并根据主题句对段落大意进行概括，整

体把握文本内容，提升概括能力。同时，寻找自己提出的问题的答案，并且明确亚当对于高中新生生活

的观点，验证自己在活动2中对于外国学生的高中生活的观点是否与亚当的观点一致，自然过渡到活动4，

确立文本的结构。

Activity 4: Identifying the structure of the passage.

本活动旨在落实教学目标2。

Students read the title of the text again, go over the main idea of each paragraph and

identify the structure. Students think about the following questions.

Q1: Why does Adam think his nior high school life a challenge? (facts 1-3)

(Paragraphs 2-4 had to, had to, have to→repetition)

Q2: Why is “too” put at the end of the topic ntence of Paragraph 3?

Q3: How many parts will you divide the passage into? How and why?

Q4: What is the main idea of each part?

(Leading part—Paragraph 1 (opinion): Senior high school is really a challenge.

Supporting part—Paragraphs 2-4 (facts): Adam had to face challenges in choosing cours,

choosing extra-curricular activities and studying.)

【设计意图】关注标题中关键词“challenge”，通过四个问题的设置，首先关注三个“have to”，

初步了解repetition的功能，提示总分结构，然后关注到一个“too”，提示分段的并列关系，为学生理

清文本段落间的关系提供思维支架。在此基础上引导学生分段，明确 “opinion-fact”的总起结构，并

对两个部分进行概括，推进学生思维层次。

Activity 5: Focusing on Adam’s challenges.

本活动旨在落实教学目标3。

Students read the passage again and finish the outline in Task 4 on page 15.

While checking the answers, students answer the following questions:

Q1: Why did Adam feel confud?

Q2: What challenges did he meet when choosing cours/ choosing extra-curricular

activities / studying as a freshman at nior high school? Why?

(challenge: have to, is a very difficult …, tried to … but didn’t … well enough, a

bit worried about, keeping up with, it’ll be quite difficult …, ...)

Q3: How did he feel? How do you know?

[1] The first week was a little confusing. (confud)

[2] I’m a bit worried about keeping up with the other students in my advanced cour,

and it’ll be quite difficult to get ud to all the homework. (worried)

[3] I like English and I’m good at it. (confident)

[4] I tried to join the school football team, but the coach told me that I didn’t play

well enough. (disappointed/sad)

[5] I know that Chine is a very difficult language, but I hope to be fluent when I

graduate. (difficult but hopeful)

[6] Obviously, I was unhappy, but I won’t quit. (unhappy but determined)

[7] Still, I’m happy to be here. (stresd but happy)

[8] Studying hard isn’t always fun, but I’ll be well prepared for university or whatever

el comes in the future. (stresd but hopeful and confident)

[9] ...

...

Q4: What were his solutions to the challenges?

(solution: help, recommend that I should, find a way to, improve on my own, join …

instead, study harder, get ud to, be , ...)

Meanwhile, students learn about the words “confusing” , “suitable”, “make the team”,

“soup kitchen”, “fluent”, “instead”, “still”,etc. according to the context and accumulate

the words and expressions on “challenge”, “feeling” and “solution” .

【设计意图】明晰结构后，学生再次阅读文本，完成课后练习4中的表格。学生需要梳理内容并进行

提炼和概括，根据上下文理解词义，归纳面对的挑战、感受以及措施。在校对时，教师通过问题链进行

提问，深入理解内容，在内容理解中品读语言，可以是让学生用不同记号在文中标记，也可以是教师在

PPT上根据学生的产出灵活地标记，提炼出有关“challenge”、“feeling”以及“solution”的表达，

为最后的作业——复述做好语言和内容准备。

Assignment: Retelling Adam’s challenge by using the structure and the language.

本活动旨在落实课时教学目标3。

Retell the passage about Adam’s first week at nior high school.

Students are suppod to pay attention to the “opinion and fact(1,2,3)” structure and

u the words and expressions in the passage.

【设计意图】学生运用所学语言内容，结合文本结构和outline，整合结构、内容和语言，对文本进

行复述，一方面巩固文章内容，强化主题语言，另一方面本作业也将成为第二课时的导入。

Unit 1: The Freshman Challenge第2课时教学设计

一、教学内容

品读语言，加深理解，学习亚当积极乐观的态度和品质，对比中外校园生活，迁移所学，完成仿写

任务。

二、课时目标

1. 通过品读语言，深入理解文本，概括亚当的生活态度和品质，培养面对挫折积极向上自信的人生

态度。

2. 结合所学，对比中外高一新生的校园生活，培养文化意识，巩固所学内容并迁移至自身，培养文

化意识。

3. 结合文本中得到的启示，谈论自身的挑战，最后通过撰写自己作为高一新生所遇到的挑战的文

章，提高思维品质和语言能力。

三、教学过程

Activity 1: Retelling Adam’s first week as a freshman at nior high school.

本活动为实现课时教学目标1作铺垫。

Retell the passage about Adam’s first week at nior high school.

Students are suppod to pay attention to the “opinion and fact” structure and u

the words and expressions in the passage.

【设计意图】此活动是热身环节，作为第一课时作业的展示，学生需要整合运用语言、内容与结构

进行简单复述，一方面可以回顾文章主要内容，复现目标词汇，巩固主线和结构意识，另一方面也自然

过渡到本节课的阅读重点——品读语言，判断并归纳亚当面对挑战时的态度以及所展现的品质。

Activity 2: Exploring Adam’s attitude towards the challenges.

本活动旨在落实课时目标1。

Q1:Do you think that he will get ud to nior high school life? Why?

[1] I like English and I’m good at it.

[2] I know that Chine is a very difficult language, but I hope to be fluent when I

graduate.

[3] Obviously, I was unhappy, but I won’t quit.

[4] Still, I’m happy to be here.

[5] Studying hard isn’t always fun, but I’ll be well prepared for university or whatever

el

comes in the future.

[6] ...

...

(Although it was really a big challenge which made him feel confud, worried,

disappointed and unhappy, he was still confident, hopeful , and determined to work hard. )

Q2: What kind of attitude did Adam take towards the challenges at nior high school?

(positive, optimistic, ...)

Attitude is everything!

【设计意图】紧接着复述任务后，教师引导学生重回课本，深入思考，探索亚当面对困难时的态度。

首先找出文中依据思考亚当是否能适应高中生活。然后过渡到对第二个问题的探索，分析概括所找出的

文本内容，总结出亚当在面对挑战时的积极乐观态度，学会做人做事，培养学生在面对困难时应有的正

确的价值观。此时教师再呈现课本的配图——充满笑意的亚当，首尾呼应。

Activity 3: Summarizing Adam’s good qualities.

本活动旨在落实课时目标1。

Students discuss in groups and summarize the good qualities of Adam and list their

evidence.

Q: What kind of person do you think Adam is? Why?

(determined, hardworking, kind, positive, confident,...)

【设计意图】学生再次回顾文本，重新梳理信息，通过讨论，分析论证、概括判断挖掘亚当身上值

得学习的品质，学会做人做事。

Activity 4: Comparing Adam’s school life with yours.

本活动旨在落实课时目标2。

Students compare Adam’s school life with theirs.

Q1: Do you have the same challenges?

Q2: Do you have other challenges?

Q3: Are there any similarities and differences between Adam’s school life and yours?

Q4: As for your nior high school life, what in the passage inspire(s) you most?

【设计意图】此活动为半开放性的活动，呼应第一课时导入的问题，学生对比自身的校园生活与亚

当的校园生活，学生提到自身与亚当类似的挑战以及不同于亚当的挑战，对比了解中外不同的校园文化，

培养跨文化意识。通过对比，学生根据课本所学以及自身实际，简单总结出中外校园生活的异同，如都

需要选课，都需要面临学业压力并努力学习等，不同的是美国学生有一个school advir给他们选课建

议，他们必须选课外活动等。最后一个问题，谈谈阅读文本后对于他们的高中生活的启发或鼓舞的点，

引导学生向亚当学习，如亚当面对挑战的处理方式，态度和体现出来的品质，以此激发学生树立正确的

价值观，学会为人处世，乐观应对高中乃至人生挑战既是总结，又是将所学迁移至真实情境中，为下面

的活动做好准备。

Activity 5: Talking about your own challenges.

本活动旨在落实课时目标3。

Assignment:

此任务旨在迁移一、二课时所学，解决实际问题。

1. Write about your own challenges as a freshman at nior high school as well as your

feelings and solutions. And add your attitude towards the challenges as a conclusion. You’

re expected to u the words and expressions in the passage.

Hi! My name is _______ and I’m a freshman at XXXX School. Going from junior high school

to nior high school is a really big challenge. The first week was _________________.

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