资源简介

Book 1 Unit 1 Relationships教案设计
单元主题 本单元主题为“人际关系”( relationship),该主题与学生生活息息相关,极具教育意义和探讨价值。本单元主题语境是“人与社会”, 探讨了学生与教师、朋友如何相处, 以及学生与自我的关系等。针对“人际关系”的主题, Topic Talk从探讨“一个最重要的人”, 引导学生回顾自己的人际圈,为整个单元的学习奠定了语言和内容的基础。 Lesson1和 Lesson2则聚焦“师生关系”, 前者讲述了一位教师如何影响学生人生轨迹的故事, 后者探讨了学生对不同教师反馈的感受和评价。这两个子话题的学习有助于师生相互理解, 以建立更和谐的师生关系。Lesson3是一篇博客,描述了主人公被社交媒体“绑架”的生活现状。该文旨在引导学生深度思考身处网络时代我们应该如何在真实世界和虚拟世界中找到平衡。总而言之, 本单元主题下的各子话题既相互关联,又层层递进, 既与学生生活密切相关, 又极具教育启迪作用, 有助于学生认识自我,建立良好的人际关系与社会交往。
单元目标 二、学科核心素养与单元学习内容的关联分析 【语言能力】在本单元的学习过程中, 学生要梳理和“人际关系”主题相关的词语,并用于理解和表达:要理解特色用语的意义, 如 Lesson3中博客里的特色用语;要根据表达的需要选择正式用语或非正式用语, 要求学生鉴别正式邀请信中的用词特点; 要在语篇中理解和使用过去完成时。 【文化意识】“关系”这一话题包含很多方面, 本单元探讨了学生各种各样的人如何相处。通过本单元的学习, 学生应该了解多方面的关系, 从多个角度感知和理解人际关系, 并在此过程中比较、思考, 帮助学生在实际生活中建立良好的人际关系。 【思维品质】本单元主题下的语篇学习要求学生具备以下能力: 能梳理归纳信息, 分析信息的逻辑关系, 正确评价各种思想观念, 创造性地表达自己的观点。譬如, Lesson 1要求学生梳理 Graham遇见Mr. Jenkins前后的变化,并在此基础上分析 Graham变化的原因和 Mr Jenkins的个人品质特点。 Lesson3则要求学生梳理Mark沉迷手机的日常生活现状,在此基础上进一步分析其影响,进而探讨为何不改变这种生活状态的原因,最终引导学生深度思考如何在网络社会中更好地学习、生活。
Starting out板块教学设计 Topic Talk
课型 Listening+viewing
主题语境 人与自然——保护地球
内容分析 本课是北师大版高中英语选择性必修第一册第一单元 Relationships的 Topic Talk.包含两段听力语篇,分别谈论生命中最重要的人物以及关于人物最美好的回忆, 属于“人与社会”主题,涉及“良好的人际关系与社会交往”的内容。其主题意义在于通过这两篇听力让学生回忆自己生命中最重要的人物,感受人与人之间的温暖,并心怀感恩。 两则听力语篇内容都与人际关系有关。其中第一篇以一对一访谈的形式,由 Stephanie分享她最亲密的人及理由。Stephanie提到与她最亲密的是妈妈;妈妈善良, 充满爱意, 富有激情, 之后她谈及了她与妈妈最美好的回忆—为她补过圣诞节。第二篇采用小组访谈的形式, 三位学生分别分享其他人为自己做过的最美好的事情。内容包括人物以及所做的事情, 以及“我”对此事的感受。 作者希望学生通过听力材料, 激活关于relationships的主题知识, 学会运用相关语言描述生命中最重要的人, 包括重要性、个性品质、重要事件; 学会有条理地讲述自己和他人之间的珍贵回忆。此外, 作者希望通过这两篇听力语篇,让学生回忆自己生命中最重要的人以及人与人之间最美好、珍贵的回忆,感受到人与人之间正向的互动所带来的温暖。
教学目标 学生能够谈论自己生命中的重要人物并说出理由； 听取有关人物描述的事实性信息(人物、原因、个性品质、珍贵回忆)； 从Who，Why.，Personal trait，Memories几个方面械理描述生命中重要人物； 运用所学语言与框架, 写一段话描述生命中最重要的人。
教学重点 激活关于 relationships的主题知识, 学会运用相关语言描述生命中最重要的人,包括重要性、个性品质、重要事件; 学会有条理地讲述自己和他人之间的珍贵回忆。
教学难点 从Who，Why.，Personal trait，Memories几个方面械理描述生命中重要人物； 运用所学语言与框架, 写一段话描述生命中最重要的人。
教学策略 Task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to answer the question. Work in pairs to answer the question:what comes to your mind when you see the word “relationship” To enlarge students’ vocabulary.
Activity 2 Activate and ask students to answer the questions. Students answer the questions. Who are “you”in the poem Arouse students interest.
Activity 3 Listening 1 Ask students to Listen to the radio interview and fill in the blanks. Try to take notes while listening. Fill in the blanks. Try to take notes while listening. Teach students some skills of listening.
Activity 4 Use the the Text Builder to talk about the most important person in your life. e.g a family member, a friend or a teacher. Students talk about talk about the most important person in your life. To cultivate their thinking ability.
Activity 5 Listening 2 Ask students to listen to three people’s stories about their closest relationships, and complete the information. Listen to three people's stories about their closest plete the information. Train their listening ability.
Activity 6 Explore further. Ask students to watch the video and answer the questions. Work in Groups to answer the following questions. 1. If you were a little fox, would you play with the little hedgehog 2. If you want to make friends with the little hedgehog, what will you do 3. What have you got from this video Think about what should we do to keep friendship.
Activity 7 Review Fill in the blanks with appropriate forms of the words. Consolidate what they have learned today.
Writing板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Writing
主题语境 人与社会—如何写邀请信
内容分析 学生能够完善邀请信的写作提纲。根据表达意图和受众特点，用英语得体地传递信息，完成邀请信的写作任务。
教学目标 1完善邀请信。 2.根据表达意意图，在规定时间内，用英语得已有备定成写同内完成请信 3.模仿教师的评改方式，用写作批改符号，进行评价，同伴互相明确请信的格式。通过同伴批改，巩学生能使用批改符。学会欣赏同伴的作文。
教学重点 学生能够完善邀请信的写作提纲。
教学难点 根据表达意图和受众特点，用英语得体地传递信息，完成邀请信的写作任务。
教学策略 Task-based teaching method.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students the following questions: 1.when do we need to write an invitation 2.What type of information will you include in your invitation email 3.What language style will you use in your email, formal or informal Why Work in pairs to think about it. Lead in and arouse students’ learning interest.
Activity 2 Read the email to Mr Jenson from Zhao Zheng, President of the Student Union. Try to summarize the main idea of each paragraph. Ask students to divide the passage into three parts. Try to summarize the main idea of each paragraph. Students divide the passage into three parts. Cultivate students’ reading ability and master details.
Activity 3 Ask students the following questions: 1. Whom Zhao Zheng writes this letter to 2. What is the purpose of this letter 3. What should the people who are invited do Work out in groups and find out the answers. To cultivate their reading ability.
Activity 4 Ask students the following questions: 1. Whom Li Hua writes this letter to 2. What is the purpose of this letter 3. What kinds of activities will be held Work individually. Apply what they have learned into practice.
Activity 5 Ask students to summarize the structures of an invitation letter. Retell and summarize what they have learned today. Consolidate the key points.
Grammar板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Grammar
教学目标 通过学习使学生了解有关过去完成时有关知识并能够运用所学知识解决时态的题目。提高学生综合运用所学知识解决问题的能力。
教学重点 1、正确使用过去完成时解决时态问题。 2、过去完成时和一般过去时的区别。
教学难点
教学策略 Theory and practice.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students whether students still remember that story. Retell the story. Arouse students’ learning interest.
Activity 2 Ask students to read the sentences and underline the verbs. Find out the verbs in the sentences. Introduce the grammar.
Activity 3 Analyze which action happened before the other in the sentence. And ask students to summarize the structure of the past perfect tense. Summarize the structure of the past perfect tense. Perceive the structure of the past perfect tense.
Activity 4 Ask students to finish the exercise. Do the exercise with the theory. Consolidate what they have learned.
Activity 5 Review and ask students to finish the quiz. Finish the quiz by themselves. Consolidate what they have learned.
Lesson 1 Teachers板块教学设计 （建议时长40–50分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自然
内容分析 本课是本单元第一课 Teachers, 属于“人际关系”主题 ,包含两篇文章:第一篇是学生Graham回顾自己厌学、不自信, 在老师 Mr Jenkins的帮助下改变自己的故事;第二篇是教师Mr Jenkins回忆与 Graham的点滴、其主题意义在于通过了解这对师生之间的故事, 体会教师对学生的影响和学生对教师的情感。阐明了自己的教育理念, 即教师要理解每一位学生并因材施教, 因为“教育不是为人生做准备,教育就是人生”。 作者在行文上采用了对比的手法,展现 Graham在遇见 Mr Jenkins前后的巨大变化, 例如:遇见 Mr Jenkins之前, Graham对各科不擅长且毫无兴趣,懒散调皮, 缺乏自信; 在 Mr Jenkins的教育和帮助下, Graham 不仅对学习产生了兴趣, 开始取得了良好的成绩, 并最终走向了与科学相关的工作岗位。在对比过程中恰当地运用了过去式和过去完成时, 例如 Before Mr Jenkins, science had simply been a subject与But Mr Jenkins made…通过对比, 体现了 Mr Jenkins对其的巨大影响, 表明教育方法对学生的重要性。
教学目标 1. read and talk about stories between teachers and students. 2. read for general understanding. 3. read for specific information and understand words in context. 4. learn about and practise past perfect tense.
教学重点 1. read for specific information. 2. know what qualities a good teacher should have.
教学难点 Try to use some reading skills to finish the exercise.
教学策略 Task-based teaching method.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students who their favorite teacher is. And use some adjectives to describe him or her. Work in pairs to come up with as many as adjectives. Lead to the topic, activate students’ background knowledge.
Activity 2 Ask students look the pictures and then predict what might be talked about. Students predict what might be talked about in pairs. Predict the topic of the through tips and pictures.
Activity 3 Ask students to read the story and answer the following questions. 1. Who wrote the texts 2. What are the texts mainly about 3. Why were the texts written Work out the answers individually. Train students to get the general information.
Activity 4 Ask students to read “My Teacher” and complete the chart. Read“My Teacher”and complete the chart. Train students to get the detailed information.
Activity 5 Ask students to read “My Student” and answer the questions. Read“My Teacher”and answer the questions. Train students to get the detailed information.
Activity 6 Ask students to prepare a presentation to tell Graham’s and Mr Jenkins’ stories. Use the diagram to help you. Work in pairs to prepare a presentation to tell Graham’s and Mr Jenkins’ stories. Consolidate and integrate the language and content learnt.
Activity 6 Ask students what made Mr Jenkins a good teacher Write down one or two of his qualities and give your reasons. Students discuss in groups to share their opinions. Cultivate their critical thinking abilities.
Activity 7 Ask students to fill in the blanks and translate the sentences. Students complete the exercise individually. Later, share the answers with their partner. Consolidate what they have learned.
Lesson 2 How do we like teacher’s feedback 板块教学设计 （建议总时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening
主题语境 人与社会
内容分析 本课是本单元第二课听力课, 包含两个听力语篇, 分别呈现学生和教师两个不同群体对教师反馈的讨论,也属于对“师生关系”主题的进一步探讨。本课的主题意义在于通过学生访谈和教师对话展现学生和教卿两个不同群体对不同教师反馈类型的观点和态度。 第一个语篇是校园采访。学生记者采访了三名同学。主持人先向听众解释教师反馈的定义后询问了被采访者都收到过何种类型的教师反馈,并追问对该类教师反馈的态度。第一名学生表达了不喜欢英语教师的直接和负面反馈，因为太直接和负面的反馈会打击自信心, 让自己备受伤害;第二名学生谈到自己很喜欢教师面对面的反馈, 因为面对面反馈比其他反馈方式更有效率, 能够帮助学生明确了解学生的问题并给出解决方案,也能够给学生提供提问的机会;第三名学生提到老师经常给“Good. excellent.well done”之类泛泛的反馈( general feedback),但该学生不满足于简单的好与坏, 而是希望老师提供更加详细的反馈( specific feedback),让学生能够清楚地知道问题在哪,也能够知道如何提升和进步。 第二个语篇是两位教师讨论如何更有效地提供直接反馈, 呈现了如何交换观点的主要表达方式。Smith教授认为教师在给学生反馈时应该考虑学生的性格和接受程度, Jones教投一开始坚持认为教师应该从更有效的角度出发, 给学生直接和具体详细的反馈。但是在交换意见的过程中Jones教授认可了 Smith教授的方法, 同意应该采用学生能够接受的方式给学生反馈。 本文通过对教师反馈的探讨, 一方面让学生正确地认识教师反馈,理解教师给学生反馈的初表是为了帮助学生进步。另一方面, 教师可通过课堂中的学生活动, 倾听、理解学生的诉求, 为以后的教学和评价打好基础,促进师生互相理解。
教学目标 Know how to make predictions before listening; take notes about specific details; summarize my notes; know different types of feedback.
教学重点 Know how to make predictions before listening; take notes about specific details;
教学难点 summarize my notes; know different types of feedback.
教学策略 Affective strategy, metacognative strategy.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students the following questions. What are teachers’ feedback 2. What kind of feedback do you usually receive from your teachers 3. How do you feel when you receive teachers’ feedback Students share their opinions with each other. Arouse students’ learning interest.
Activity 2 Ask students to talk about their experiences and opinions about teachers’ feedback. Work in pairs to talk about their experiences and opinions about teachers’ feedback. Use the phrases below to finish the task. to get upset to go bright red to be handled carefully direct / indirect feedback positive / negative feedback ... Make preparation for listening.
Activity 3 Ask students to listen to the first part of interview and answer the questions. Students fill in the blanks with exact words. To get the main idea of the listening part.
Activity 4 Complete the summary. Try to fill in the blanks and grasp the detailed information. Train their listening ability.
Activity 5 Listen to the conversation between two professors about giving teachers’ feedback to students. Find out their opinions and reasons. Listen and complete the table. Train their listening ability.
Activity 6 Work in pairs. Make a dialogue according to the conversation between two professors and act it out. Work in pairs. Make a dialogue according to the conversation. Try to imitate the tone of voice of the two professors. Train students to express the content structure and meaning.
Activity 7 Ask students how many types of feedback have you noted down Sort them into different categories. Think of more types of feedback if you can. Say it together. Consolidate what they have learnt.
Lesson 3板块教学设计 So close, so far （此部分教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会
内容分析 本课是本单元第三课阅读课, 讲述了Mark被社交媒体绑架下的生活现状,反映了网络和社交媒体过度影响生活的社会现象,属于“人与社会”主题。其主题意义在于通过Mark的故事让学生反思自己的生活现状,深度想考我们应该如何在真实世界和虚拟世界中找到平衡,在网络社会中更好地生活。 主要由三部分构成:第一部分讲述了Mark的日常网络社交活动。第二部分介绍了社交网络对Mark及其朋友的影响。第三部分介绍了Mark不能放弃使用社交网络的原因,并指出了社交网络的问题。全文清晰地展现了Mark使用社交网络的真实感受。作者通过生动形象的语言描绘了一系列生活中的例子, 例如, Some spent their dinner bent their phones, 同时使用了一些口语化的短语体现网络博客文本体裁的特点, 例如: go cold turkey，booze， be hard-wired in。 在行文上,作者运用对比手法展现社交网络对人们造成的影响:社交网络上的关系密切与现实生活中的关系疏远 (例如: my mind is always a million miles away; we end up having nothing to say when we meet.)形成对比。通过对比,文本更好地揭示了社交网络导致人们关系疏远这一社会问题。
教学目标 1. read and talk about what role the social networking play in your daily life; 2. read for deep understanding; 3. Summarize information; 4. Know why the title is named So Close, Yet So Far.
教学重点 Reading for specific information and deep understanding.
教学难点 Know why the title is named So Close, Yet So Far.
教学策略 Task based teaching method.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teach students some words and expressions. Learn some words and expressions Help students to know the text clearly.
Activity 2 Ask students what roles social networking and the Internet play in your daily life What do you use them for Students answer the questions in pairs. Arouse students’ reading interest.
Activity 3 Ask students to observe and predict what they will read. Predict what Mark will say about social networking and his relationships with others. Ask students predict what they will learn.
Activity 4 Read the plete the information about Mark. Then use examples to talk about how social networking has affected Mark’s life. Read the passage and fill in the blanks with appropriate information. Train students to get the detailed information.
Activity 5 Ask students to find the expressions or sentences in the text that tell you the information. 1. Mark is always close to his phone and laptop. 2. He receives news from his friends online throughout the day. 3. His phone is not helping his relationships with his friends. Work in groups and find out the sentences with same meanings. Try to train students’ reading ability.
Activity 6 Ask students to read the text again. Choose the correct meaning of the colloquial phrases. Read the text again. Choose the correct meaning of the colloquial phrases. Train students’ ability to substitute synonyms.
Activity 7 Ask students what impresses them the most about Mark’s use of language. Find examples from the text to support your idea. Consolidate what they have learned.
Activity 8 Ask students how they understand “We are hard-wired in, but we’re more disconnected than ever” Work in groups to come up with the ideas. Cultivate their critical thinking abilities.
Activity 9 Ask student to finish the quiz. Finish the quiz individually. Consolidate what they have learned.

展开更多......

收起↑