北师大版高一英语教学设计unit1

教学设计Unit 1     Lifestyles  　　

泉州七中 陈巧桂　　

　 　

Ｉ． 单元教学目标　　

技能目标Skill goals　　 ◆ Talk about your own lifestyle and find out about other people’s.　　 ◆ Listen to some interviews, radio programs and a survey.　　 ◆ Read articles about lifestyles and a personal letter. 　　 ◆ Write a personal letter.　　 ◆ Review the Present tenses.

　 　

Ⅱ. 目标语言　　

功   能   句   式	Preferences　　 I like/prefer/enjoy…　　 I quite like…　　 I hate/don’t like…　　 I can’t stand…
词   汇	1．四会词汇　　 questionnaire, matter, partner, lifestyle, peaceful, relaxing, stressful, suppose, cartoon, complain, switch, play, portable, remote, paperwork, alarm, urgent, personal, document, midnight, bored, stress, studio, expert, suffer, pressure, social, reduce, organize, diet, stand, prefer, volunteer, graduate, minus, basin, challenge, support, dial, design, advertisement, presentation, solve, accountant, crowded, nearby, otherwise, forecast, crowd, lung, distance, sickness, cigar, classical, formal, mini-skirt, cycle, style
词   汇	2．认读词汇　　 shepherd, series, couch, workaholic, tube, survey, kung fu, TV series, couch potato, remote control, alarm clock, distance learning, at the moment, over the years　　 3．重点词汇和词组　　 lifestyle adjectives: peaceful, relaxing, stressful, bored, social　　 matter, suppose, complain, remote, urgent, personal, stress, expert, suffer, pressure, reduce, switch on, switch off, switch over, go off, take up, be filled with, suffer from
语法	Present tenses: Present Simple and Present Continuous　　 Future Arrangements and Intentions
重  点  句  子	1.      Then I get up, go downstairs and switch on the TV in the living room.　　 2.      Meetings and phone calls take up a large part of the day.　　 3.      Every minute of the day is filled with urgent matters.　　 4.      When I get home at about ten, I look at some documents that I bring back from the office so that I can be ready for the next day’s work.　　 5.      Besides, I get bored if there’s nothing to do. I like being busy.　　 6.      I spend all morning checking numbers.　　 7.      We do jobs when they need to be done and that could be early in the morning or late at night.　　 8.      To solve this problem, the Duchess came up with the clever idea of inviting some friends to join her for an afternoon meal between four and five o’clock.　　 9.  However, you will not normally be offered wine at a “coffee” party.

　 　

III. 教材分析与教材重组　　

1. 教材分析　　

本单元的中心话题是“生活方式”，通过阅读和听力训练，学生了解人们各种不同的生活方式，以及环境或工作等因素对其影响。同时客观地分析什么样的生活方式是有利于人身心健康的，这是本单元话题的主要目的。　　

1．1     Warm-up 以引出本单元话题和热身为目的，设计了4个活动：1学生就不同职业人群的生活方式表达个人的想法，同时掌握一些描述生活方式的形容词；2听力活动通过听取信息的方式了解不同职业人群的生活特点；3以对话形式交流看法；4发挥想象力，勾画一个自己理想生活方式的草图。　　

1．2     Language Focus的Reading 题目为A Perfect Day?，文中一个终日懒散在家的人和一个工作狂分别自述了各自的日常生活方式和感觉。学生阅读这两段对比明显的文字后，就其是否为健康的生活方式发表看法，同时就如何提高生活质量提出好的建议。一般现在时态和现在进行时态是语法复习的重点。　　

1．3     Skills Focus中的Listening和Speaking话题主要围绕生活中的放松与紧张状态展开，着重训练听力prediction的能力，和preferences的口头表达。　　

1．4     Language Focus以一位志愿教师的故事为主线展开，听力部分是对志愿者教师的采访，包含她选择到内蒙古作教师的初衷，目前的状况及感受，还有她未来的打算等。其中体现的语法知识主要涉及 Future Arrangements and Intentions, 最后通过学生为自己做短期或长期的计划，来巩固语法。　　

1．5     Skills Focus侧重读和说的技巧。阅读文章中两位分别生活在城市和乡村的人各自讲述了自己的生活方式，学生可以感知到环境对人们生活方式的影响，并对自己的生活环境及生活状况有更加客观的认识；说的部分要求学生先谈论Debbie和Paul的生活方式的异同，然后在此基础上进行拓展口头练习。　　

1．6     Communication Workshop以说和写为主要形式，训练学生的交流能力，话题也紧扣本单元的lifestyle。其中口语的内容是A Class Survey (about lifestyles)；写作训练是A Personal Letter，给一个朋友写信描述自己近来生活中的变化。　　

1．7     Culture Corner 是泛读材料，同时也提供背景信息，介绍英国的下午茶和咖啡文化。　　

1．8     Bulletin Board是一项引导学生学习兴趣并锻炼语言应用能力的活动，真实感很强，学生有可能将本单元学习的精华在此表现出来。　　

1．9     Language Power是本单元教材内容的延伸和补充，其内容将主要通过与前面内容的整合及布置作业的形式来辅助教学。　　

2. 教材重组　　

2.1 热身和听力：Warm-up部分，以lifestyle adjectives为核心引导学生了解本单元话题内容；Listening听力部分的两个关键词是stressful和relaxing, 进一步促使学生理性地思考生活，能力方面主要侧重听前的prediction, 并掌握表达preferences的功能句型。　　

2.2 精读及语法：Reading部分A Perfect Day，帮助学生了解人们不同的生活方式，并有针对性地表达个人见解。语言知识的重点是动词和动词短语；语法重点是复习一般现在时态和现在进行时态；Language Power部分 54-55页的练习可巩固训练语言知识。　　

2.3语言学习：A Volunteer Teacher 学习的重点是Future Arrangements and Intentions。　　

2.4 泛读：City and Country 这篇文章对比了典型的英国城市生活和农村生活，学生感受生活环境对生活方式的影响。然后阅读Language Power部分 61页的Too far away from it all?。　　

2.5 写作和口语：Communication Workshop此部分是学生完成上面的积累之后，进行输出的过程, 包括Writing: A Personal Letter 和Speaking: A Class Survey。Language Power部分的62页第3题可作为辅助练习。　　

2.6 文化知识：通过Culture Corner了解英国的茶文化和咖啡文化，同时对比中国的茶文化，培养跨文化意识。　　

3. 课型设计与课时分配 ( 共7课时)　　

       1^st Period       Warming up and Listening　　

       2^nd &3^rd Periods  Intensive 　　Reading　　 and Grammar　　

       4^th Period       Language study　　

       5^th Period       Extensive 　　Reading　　　　

6^th & 7^th Periods  Speaking and Writing　　

8th Period      Culture Corner and Bulletin Board 　　

Ⅳ. 分课时教案　　

　 　

The First Period    Warming up and Listening　　

Teaching goals 教学目标　　

1. Target language目标语言　　

a. 词汇和短语　　

boring, busy, dangerous, active, easy, lazy, exciting, free, interesting, peaceful, relaxing, stressful　　

b. 重点句子　　

I think a shepherd’s life is peaceful and relaxing – but maybe it’s boring sometimes.　　

I am shy and find social situations stressful.　　

The pressure of being a doctor causes me stress.　　

When do students suffer from stress?　　

I can’t stand talking in front of the class.　　

I prefer talking to my friends.　　

2. Ability goals能力目标　　

Describe relaxing or stressful situations in one’s life　　

Predict the answers to the listening questions.　　

Express preferences.　　

3. Learning ability goals学能目标　　

To let the Ss get trained on how to make prediction while doing listening exercises.　　

Teaching important and difficult point 教学重点难点　　

Help Ss learn how to predict before they listen. 　　

Teaching methods 教学方法　　

Presentation, discussion and cooperative learning.　　

Teaching aids 教具准备　　

Tape recorder and Projector　　

Teaching procedures & ways 教学过程与方式　　

Step I  Preparation and lead-in　　

Lead in the topic with a “Roommate Finding form” as follows: 　　

                 To find an ideal roommate 　　

Choose Personal Info	Sex:                 Age:
	Occupation:           Program:
Choose Preferences( Y )	Share type – Apartment (  )　　            House (  )　　            Other (  )
	Rent:                 Distance:
	Dietary preferences – Vegan (  )   Kosher (  )　　                   Vegetarian (  ) 　　                   Food Allergies (  )
	Smoking –  Non-smoking (  )　　            Occasional smoker (   )　　            Smoker (  )
	Pets –      No pets (  )　　            Negotiable (  )　　            Cats (  )　　            Small dog (  )　　            Other (  )
Choose 　　 Personal habits ( Y )	Socially –   Friendly and Outgoing (  )　　            Moderately social (  )　　            Quiet and reserved (  )
	Hours –     Early to Bed, Early to Rise (  )　　           Flexible (  )　　            Night Owl (  )
	Cleanliness – Chaotic (  )　　            Casual (  )　　            Neat (  )
	Activity –   High Energy (  )　　            Flexible (  )　　            Quiet (  )

　 　

T: After read this form, how do you think people can find a perfect match? 　　

Ss: They are supposed to take a look at each other’s basic information, as well as the preferences and habits. Do they match in some way? In other words, are they lifestyles similar? For example, late nights and early morning don’t mix.　　

T: It seems that lifestyle plays an important part in one’s life, which has an effect on how you get along in the society and also has much to do with the quality of the life. During this week, we will focus on this topic — LIFESTYLES. Now can anyone tell me how you understand this word? 　　

Ss: Maybe it is about how people live their life.　　

T: It quite makes a sense. Actually, lifestyle is a way of life or style of living that reflects the attitudes and values of a person or group (生活方式反映了某人或某个团体的态度与价值观的一种生活方式或风格). When we talk about people’s lifestyle, what adjectives are most likely to be used?　　

Ss: (Ss may give different adjectives)　　

T: Now check yours with the Key Words on page 7. 　　

Make sure students know the meanings of these words. They can check the meanings in the dictionary. 　　

T: Very nice! The words “relaxing” and “stressful” are the two most frequently used adjectives, while talking about LIFESTYLE. Are you clear about their usages? In what situation or sentences do we use them? 　　

Paraphrase for “stressful”: a stressful job, experience or situation makes you feel worried or tired all the time, for example because you have too many problems or too much work to do　　

e.g.　　

Moving to a new house is a very stressful experience.　　

Keeping the whole thing a secret is obviously very stressful for her.　　

Looking after small children can be very stressful.　　

What's the most stressful aspect of your job?　　

Hotel managers must be able to get along with all kinds of people, even in stressful situations.　　

Paraphrase for “relaxing”:　　

1)      making you feel calm, comfortable, not worried 　　

2)      relaxing activities or places help you to rest because they make you feel more comfortable and less worried about your work, study etc.　　

e.g.　　

At the club you can choose between a relaxing bath and a massage.　　

Do something relaxing before going to bed -- read a book, or take a hot bath.　　

I go to my brother's house in the country at weekends. It's so calm and relaxing there.　　

Close your eyes and allow your mind to create a relaxing scene.　　

It's a friendly relaxing place, with a good sun terrace and pool, and only 200 metres from the beach.　　

　 　

Step II  Presentation　　

T: Now that you’ve learned some adjectives about LIFESTYLES, we are going to start this unit with your presentation. Please turn to page 7 and focus on Pictures A to D, and what kind of lifestyle do you think these people have? Let’s take the shepherd’s as an example: A shepherd’s life is peaceful and relaxing – but maybe it’s boring sometimes. 　　

Step III Listening 　　

Deal with activities 2 and 3 on page 7. 　　

T: These four people are taking about their life. Listen and judge which of the people in the photos is speaking. Pay attention to the key words they use. 　　

Play the tape and students write down their answers. 　　

Play the tape again and check the answers. 　　

Then let students speak out the adjectives the people use to describe their life. 　　

T: Now read the two paragraphs in activity 3. Then work in pairs to talk about the lifestyles. .  　　

Step IV  Writing　　

Ss are supposed to write at least five sentences about the lifestyle of their dreams.　　

T: Are you satisfied with your own lifestyle? If not, what is the lifestyle of your dreams? Now please imagine that, and write it down. You’d better write at least five sentences. 　　

　　

   I am a 　SOHO　, that is to say, I usually work at home, dealing with my business through Internet or telephone. So it is possible for me to enjoy much more spare time. I read a lot of books, listen to my favorite music, watch good films and have fun with my children. On the weekend, I drive the family to the countryside or seaside towns to relax. I am really living my lifestyle now!　　

Step V  Listening　　

☆    Language Preparation for the listening.　　

First let students talk about some situations in life with the key words “quite relaxing, very relaxing, a little stressful, very stressful” following the example. 　　

Then get familiar with some words that will appear in an interview. 　　

T: You will hear the following words in the interview. Use them to complete the sentences.　　

Students can check the meanings by themselves before complete the sentences. Then 　　

complete the sentences and check the answers. 　　

☆ Listening strategies: Prediction　　

T: Prediction is an important listening strategy. Predict what you will hear before you listen, and it can help you understand what you hear better. Usually you should read the questions carefully before you listen and try to think of possible answers. Now look at the questions in activity 3 on page 11. Try to answer them using your general knowledge. 　　

Then play the tape. Students listen and check their predictions. 　　

T: Are your predictions correct? What have you learned from the interview that is different from your general knowledge?　　

Ss: … 　　

Then let students listen and again and answer the questions in activity 5. 　　

☆ Function item — Expressing Preferences　　

T: Look at the verbs in activity 7. When do you use them? 　　

Ss: We use them to express likes and dislikes. 　　

T: Right! In another word, we use them to express preferences. Can you divide them into two groups?　　

Ss: Group 1: can’t stand  don’t like  hate　　

   Group 2: love  like  quite like  prefer  enjoy 　　

T: Please listen to the tape again and use verbs to complete the sentences in the Function File. 　　

Play the tape. Then check the answers. 　　

T: Study these sentences carefully and tell me what form is used after these verbs?　　

Ss: V-ing form.　　

T: Next write eight sentences about yourself using the verbs above.　　

知识点：　　

1. 表示preferences的 like 和 love 是表示“喜欢……”最常用的两个动词，其中love的程度更强些，表达类似含义的动词或短语还有：
1）enjoy (喜欢；享受)  例如：
Luis enjoys listening to folk music. 路易斯喜欢听民间音乐。
2）be fond of (喜欢) 例如：
Martin is fond of rock music. 马丁喜欢摇滚乐。
3）be crazy about (着迷；迷恋) 例如：
That young man is crazy about the girl in red.年青人为那穿红衣服的女孩着迷。　　

4）be wild about (对……狂热) 例如：
My brother is wild about country music.我的弟弟对乡村音乐非常痴迷。　　

2. prefer常用于表示 “宁愿；较喜欢”的，其用法如下： 　　

1）( would) prefer后接名词或代词，意为“喜欢某人或某物”。例如： 　　

I'd prefer short stories．我比较喜欢短故事。 　　

2）prefer doing sth．或prefer to do sth．，意为“宁愿做某事”。例如： 　　

I prefer going（to go）there alone．我宁愿一个人去那里。 　　

Mr. Brown preferred spending his spare time doing some reading. 布朗先生比较喜欢把业余时间用来读点书。　　

3）prefer sb．to do sth．，意为“宁愿某人做某事”。例如： 　　

I preferred him to do it in a different way．我更希望他用不同的方法去做。 　　

4）prefer sth．to sth．，意为“喜欢……胜过……”。例如： 　　

I prefer tea to coffee．同咖啡相比，我更喜欢茶。 　　

5）prefer doing sth．to doing sth．，意为“宁愿做……而不愿做……”。例如： 　　

I prefer walking to cycling．同骑车相比，我更喜欢步行。 　　

6）prefer to do sth．rather than（to）do sth．，意为“宁愿做……而不愿做……”。　　

He prefers to die rather than become traitor. 她宁死也不做叛徒。　　

7) prefer + that 从句  例如：　　

I prefer that someone else should do this. 我觉得还是让别人来做这件事比较好。　　

3. 表示“不喜欢”的表达中，程度由轻至重，依次是don’t like, dislike, hate, can’t stand.　　

Step VI  Homework　　

Exercise 4 on Page 57