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Teaching Plan for Unit1 Life Choices
Lesson 2 Understanding and coping with stress
Topic Unit1 Lesson 2 Understanding ans coping with stress Teacher Liu Lin Period One （40mins）
Analysis on the Teaching Material 1. 单元整体分析 本单元围绕 life choices 话题展开，以多种形式的语篇呈现了各种不同的人生选择，并引导学生思考自身生活方式和未来人生发展的选择，属于人与自我主题。本单元的大观念可归结为：选择决定人生—反思人生选择，实现人生价值。大观念统领三个小观念（见下图）。本课与本单元 Topic Talk 和 lesson1 一起基于小观念 Knowing and planning your daily life 之下，帮助学生认知自我，为下一阶段的学习打下基础和铺垫。
(
Tasting the life
) (
Knowing
and planning
your daily
life
) Big Concept : Your life is what you make it——reflect on life choices and achieve your life goals in a positive way
Achieving your life goals
2. 教学内容分析 主题意义：该课属于“人与自我”主题，旨在通过对压力的介绍，分析与经历分享，帮助学生更好地认识压力，并学会积极应对的方法， What (主要内容）：本课的听力文本是一篇专家访谈，主持人通过采访 Dr.
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King，明确压力的对象人群、职业， 并以学生为例分析了压力的来源和常见的缓解方式。 How（文体结构）：本篇听力属于说明文文体，属于口语非正式语义，通篇以问答形式推进，由宽泛走向具体，逻辑结构清晰，语速适中偏慢，对话双方采用英式英语，有助于学生把握语篇内容与大意。 Why(作者意图): 压力过大是学生群体常见的心理健康问题，文本从科学的角度让学生了解到压力的普遍性、导致压力的原因和不同的应对方法并共同探讨如何更好的地面对和缓和压力，有利于学生正确看待、分析和处理常见压力，树立并保持积极健康的人生观。
Analysis on the Students 1. 话题背景知识：学生对本课话题——压力较为熟悉。学生刚步入高中，对压力这个话题既熟悉又感兴趣。 2. 知识技能储备：高一的学生已经有比较长的英语学习时间，学生掌握了一定的听力技巧，如听取关键词、记笔记等，能够一定程度上概括听力文本大意。此外， 为了上课的时候学生听的更加顺畅，课前教师为学生的听力作了词汇准备。 预测困难和解决措施：学生在预测听力内容后，对如何在听的过程中准确、省时地记笔记，还需要教师的引导和适量的训练。此外， 学生对信息的归纳、梳理和阐述方面比较薄弱， 因此教师需要适时引导。授课班级在获取听力文本基本信息方面较有优势，且具备一定的词汇和语法基础，但对细节信息获取的能力不足，能简单的表达个人观点态度，但学生的思维的深度和逻辑性需要进一步提高，需要教师的引导和启发。
Teaching Objectives 语言能力目标: 1.预测听力文本内容，从对话中获取关键信息并梳理结构框架。 2.学习与压力相关的知识，包括压力的普遍性，压力的主要原因及应对方法等。 情感态度目标： 共同探讨如何更好的地面对和缓和压力，树立应对压力的正确态度。 思维品质目标： 批判性的思考对话内容，并发表自己的见解。 学习能力目标： 对本节课的学习可以进行有效总结、评价和反思。
Teaching Important Points 1. 预测听力文本内容，理解听力篇章基本信息并对关键信息进行提炼与归纳。 2. 学习与压力相关的知识，树立应对压力的正确态度。
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Teaching Difficult Points 批判性的思考对话内容，自由流畅地表达自己的观点。
Teaching Methods Communicative Approach, Total Situational Action
Teaching Aids Multimedia equipment
Teaching Procedures Teaching Steps Teaching Intentions & methods
Pre-listening Step 1 Warm-up（3mins） Students enjoy a short relaxing piece of music “ You are my Sunshine ”and share their feelings after listening. The teacher tells students that they ’ll have an English exam tommorrow and asks them to talk about their feelings after hearing the news. Encourage students to talk about the situations they find stressful or relaxing. Some pictures will be presented to help them. To attract students’ attention, stimulate their interest and activate relevant expressions.
Step 2 Lead-in (Brianstorm & Prediction) （3mins） Students are encouraged to raise questions about stress as many as possible, and make a simple question list. Ask them to make predictions about the interview they’ll listen to. They can tick the information in exercise 2 or tick the questions in their list. When students present their answers, ask them how they make predictions and to compare their prediction skills with those in skill builder. To lead in the topic, prepare themselves for listening activities and cultivate their independent thinking.
While-listening Step3 Listening for topic information（4mins） Students listen to the interview related to stress and check their predictions. Ask them write the aspects mentioned in the left column in exercise 4. To practice their skills in listening for topic information.
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Step 4 Listening for detailed information （10mins） Students listen to the interview again to get specific information to fill in the table. Some listening strategies will be shared and provided to help them. Afterwards, students are going to listen a third time and answer three questions. This time, encourage students to use complete sentences. To develop the ability of note taking and obtain more detailed information to know better about stress and the ways to cope with it.
Post- listening Step 5 Discussion （4mins） In pairs, students discuss whether the ways to cope with stress offered by Dr King is useful or not and whether there are some questions that they are interested but can not find answers in the interview. To practice students’ communicative skills and cultivate their critical thinking ability.
Step 6 Viewing （4mins） Students watch a video clip about how to make stress your friend. They need to take notes and share their opinion about which information is most useful for themselves. To help students learn more ,talk more and think deeper.
Step 7 Group Work（8mins） Work in group four, two students play experts and the other two students talk about the situations they find stressful ask the experts for advice. To develop students’ speaking and problem- solving ability.
Summary Step 8 Summary（3mins） Students summarize what they have learnt this class. The teacher also make a summary and share her understanding of stress.
Homework Step9 Homework （1mins） Compulsory homework 1. Finish exercise 6 of page13. 2.Write a 100-word article about how to cope with stress. Optional homework As for the questions in your list that you are still feel puzzled with, please find more information after class. To consolidate and apply what they’ve learnt. To encourage students to reflect on what they have learnt to be a better learner.
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Blackboard Design Lesson 2 Understanding and coping with stress
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