09月22日, 2014 169次
Unit 1 Life Choices
Lesson 2 Understanding and Coping with Stress
[textbook analysis]
This lesson is the second lesson of unit 1 life choices in Volume 1 of high school English. The type of lesson is listening. The main content is to list the stress and relaxation in life, and guide students to reduce stress in a series of ways. Through the study of this class, students will learn how to describe the stress and relaxation in life, how to express their personal feelings and how to express their expectations and goals for the future in English.
[teaching objectives and core qualities]
1. Learning ability objectives
(1) When listening, students can understand the main idea of the article with the help of key words, try to find out the paragraph topic sentence and complete the pre listening questions;
(2) Retell the listening content with the vocabulary and language learned.
2. Language proficiency objectives
(1) Be able to use the following words and phrases correctly: stressful, downtown, interview, include, reduce, organize, tension, prediction, be similar to, defer from
(2) Can master how to describe likes and dislikes.
3. Cultural awareness objectives
(1) Understand how to express life attitude and emotion in English;
(2) Understand the general situation of middle school education in English-speaking countries and think about China's middle school education through comparison.
4. Thinking quality objectives
Actively face the setbacks in life and study, overcome the difficulties with a positive attitude, and further establish an accurate view of language learning in the new environment.
[key and difficult points of teaching]
1. Focus
(1) How to use authentic English to express life attitude (like or dislike);
(2) Conduct daily conversation politely.
2. Difficulties
(1) Be able to express your life attitude, personal feelings and future expectations in proper English;
(2) Can correctly express like or dislike.
[teaching process]
Teaching steps
teaching activities
Design intent
time
Step 1 Warming Up
Talk about students’ new school life with the following cues on P6 and use the language students have learnt on P7 to talk about their new life.
Task based activities: the introduction of topics adopts the form of group discussion, and representatives are selected to speak. Exercise students' ability to collect and sort out materials, but also stimulate students' enthusiasm and enthusiasm to participate in the classroom.
5 minutes
Step 2 Lead-in
This step is to lead the students to the topic.
(1) Listen to Dialogue 1 and complete the information in the Text Builder on Page 6.
(2) Listen to Dialogue 2. Read and complete the notes on Page 7, and then take turns to talk about the three people’s life choices.
Close to the discussion in the previous link, the teacher guides the students to express the results of the discussion, stimulate the students' interest and introduce the topic of the article.
5 minutes
Step 3 Pre-listening
Brainstorm. Look at the diagram on Page 12.
Q1: Are these situations stressful or relaxing to you?
Q2: Can you think of other similar situations?
Talk about how you feel in the situations.
Through brainstorming before reading and observing pictures to think about problems, it is helpful for students to master the main idea of the listening content, and then help students better understand the listening content and enter the extensive listening and intensive listening links.
5 minutes
Step 4 Fast-listening
1. Dr. King is talking about stress in a radio interview. Tick (√) the information you think will be included in the interview on Page 12.
2. Listen to the interview and check your predictions.
By guessing before listening, students can have a preliminary understanding of listening content, develop good listening comprehension habits and improve listening skills. Then listen extensively to get a general understanding of the listening content, and let the students check whether their guess is accurate, which also lays the foundation for the following intensive listening.
10 minutes
Step 5 Careful-listening
1. Listen again. Complete the table on Page 12 with information you hear. Then talk about it with your partner.
2. Listen once more. Answer the following questions:
When do students suffer from stress?
(1) What situations can be difficult for shy people?
(2) What is a good way to organize your work or study?
1. The purpose of this process is to enable students to have a deep understanding of the listening content. By listening according to the contents of the table, it is helpful to help students grasp the key words in listening and sort out the information.
2. Let students have a deeper understanding of the listening content. By asking detailed questions, students will pay more attention to the listening content, and then help students grasp the whole and details of the article.
15 minutes
Step 6 Post-listening and Homework
1. Recall and Practice. Recall what you have learnt about stress. Complete the summary with the words from the listening on Page 13.
2. Expressing likes and dislikes: What activities do you find stressful/relaxing? Listen to a student talking about stress and finish the table on Page 13.
3. Listen and imitate. Use the given words to complete the Talk Builder.
Homework: Talk about activities you like or dislike. Give your reasons. Use the expressions in the Talk Builder and write them down.
Give full play to students' subjective initiative, mobilize students' creative thinking, develop students' potential, and enable students to actively participate in and expand listening practice, so as to test whether students master listening skills and can express their likes or dislikes in an authentic way.
5 minutes
Unit 1 Life Choices
Lesson 3 Your Life Is What You Make It
【教学目标与核心素养】
1,学习能力目标
(1)学生能够借助关键词, 在理解文章大意的基础上, 找出段落主题句,完成读前问题;
(2)用所学的词汇和语言的对课文进行复述。
2,语言知识目标
(1)能够正确运用以下单词和短语: inspire, independently, apply for, imagine, live up to
flash, deal with, be responsible for, attractive, as well as, satisfied, treat sb as
(2)能掌握-ed/-ing形容词表达对物或人的修饰。
3,文化意识目标
(1)了解英语交际中如何根据对方的话语作出恰当的反应;
(2)了解志愿者工作的辛苦以及学生对志愿者事业的思考。
4,思维品质目标
热爱志愿者活动,积极参与不同的志愿者活动, 从中学会如何克服困难,如何与人际交往,在新环境中进一步树立准确的语言学习观。
【教学重难点】
1,重点
(1)如何使用地道的英语介绍志愿者活动
(2)正确理解并运用-ed/-ing形容词的修饰对象。
2,难点
(1)能用得体的英语表达自己从事志愿者活动的细节、个人情感:(2)能正确识别-ed/-ing形容词的修饰对象并准确使用。
【教学过程)
数学步骤
教学活动
设计意图
时间
Step1 Warming Up
Brainstorm: Let students look at the pictures shown on the screen and guide students to describe what life will be for a volunteer teacher in a village school.
任务型活动:课题引入采取小组讨论方式,选出代表进行发言，锻炼学生材料收集、整
理能力,同时也激发同学们热情和参与课堂的积极性。
5分钟
Step 2 Lead-in
This step is to lead the students to the topic.
Work in groups and discuss
紫扣上一环节的讨
论,教师引导学生将谈论后的结果表达出来,
激发学生的兴趣,导入文章主题
5分钟
Step 3
Pre-reading
Show pictures on the screen and some information about the pictures.
Let students skim the whole passage and predict what they will read about.
Skim skills:
Look at the title,subheadings, photos and drawings:
Look at the first and last paragraphs, but do not read every
word. Pick out key words,
Read the first sentence ofeach paragraph very quickly
通过读前头脑风暴
和观察图片思考问题,
有助于学生对文章主旨大意的掌握,进而帮助学生更好坦解文章而进入泛读和精读环节。
5分钟
Step4 Fast-reading
Read the whole passage
Answer the following questions after fast-reading
1. Where is Zhang Tian from2
2. Where did he go as a volunteer teacher?
3. What did he decide to do after a year?
通过泛读,能够让学生对文章每段段意有个初步了解,锻炼学生对文章表层含义理解养成良好的阅读习惯,提高阅读技能。在此过程中设置一些题目,会让学生更有针对性地阅读。
降低阅读难度,给学生成功感，增加学生学习兴趣
10分钟
Step 5
Careful
Activity 1:
Read the passage again and tryto complete the chart (on page 16
about Zhang Tian's experience as avolunteer teacher. Talk about his volunteer work based on the
information
1. What are the reasons to be a volunteer teacher?
2. What was the situation like
when Zhang Tian arrived?
3. What ways did he use to deal with the difficulties for the sudents,
and the villagers?
Activity 2:
Atter reading the passage, encourage students to find theanswers to the following question：
How did Zhang Tian's feeling
and atitude change as a volunteer teacher? Please find some evidence
Activity 3:
Recall the passage and review the text by answering the following questions：
1. What happened to Zhang
Tian a year ago?
2. What was the school like andwhat wera the living conditions like in the village?
3. What did Zhang Tian doduring that year?
4. What is the situation like now?
活动1:阅读理解能力是高考中的关键,在上大意、细节题、猜词义和推断题中,细节理
解题占据的比例较大,因此通过对文本细节进行提问有助于学生阅读时更投入,带着问题读文章,对提高阅读理解能力有若重要意义。此读催的的提下, 引导学生找到语篇中出现
的语法知识(ing和ed形容词),有助于学生在具体的语境中学习语法结从而更好地应用在实际交流、写作中。
活动2:有助于学生深层次把握文章细节内容,帮助学生建立起上下文联的能力。活动3:有助于学生解文章主旨和细节以提高学生深度阅读理解能力。
15分钟
Step 6
Post-reading and Homework
1. Fill the blanks on Page 16.
2. Underline the ed/-ing adjectives and complete Word Builder on Page 17
充分发挥学生主观能动性,调动学生创造性思维,开发学生潜能使学生主动参与深层次阅读,以检测学生是否对文章掌握透彻。此外,通过课后练习更进一步掌握-ed/ing形容词的用法
5分钟
