Unit 1 Life Choices Lesson 2 Understanding and Coping with Stress 教学设计-2024-2025学年高一上学期英语北师大版（2019）必修第一册

Teaching Plan Topic: 北师大版必修一Unit 1 Life Choices: Lesson 2: Understanding and Coping with Stress Grade: Senior 1 Analyses of teaching materials What: The theme of this class context is Man and Himself. Through interviewing an expert, the discourse explores the types of people who experience stress, the sources of stress, and methods to reduce stress. Why: By conducting interview with the expert, students can gain a better understanding of the sources of stress, gradually forming a positive attitude and effective way and strategy to cope with stress. How: The interview format is clear and straightforward, progressing in a question-and-answer format to discuss three aspects of stress. The dialogue between the interviewer and the interviewee (expert) is concise and straightforward, providing scientific advice on how to cope with stress from the perspective of the interviewee. Analysis of Students Cultural Awareness: Students of grade 1 in senor high school are quite familiar with the topic of life choices because they have previously learned much about stress in daily life and medias. However, their understanding about stress and the way to cope with stress is not scientific enough. Students are familiar with the topic of stress from medias, but they lack in-depth understanding of the specific content such as the causes of stress, the ways to reduce stress, especially the influence which stress led to, and they may think more about their own stress, but have no sympathy with people around them. In this sense, the lesson will help student to think more and deeper about stress, find proper ways to cope with stress, and learn to care about their families and friends. Linguistic Competence: Students of grade 1 in senor high school are more skilled in doing exercises to cope with the exams, but their pragmatic knowledge and their ability to use English to express ideas are not satisfying. Especially they are not good at analyzing, evaluating, and criticizing in listening. In this class, the teacher integrates listening, speaking, reading, and writing to exercise students’ multiple abilities. The teacher set various situations for students to express their ideas bravely. Learning and Thinking Abilities: Students of grade 1 in senor high school are usually enthusiastic in participating in classroom activities only when the learning task is really motivating, and they are willing to learn by cooperation for its high efficiency. They are rather good at finding the key information quickly and can quickly activate acquired knowledge to learn new knowledge, but their logical thinking ability and their creative ability need to be developed. Thus, in this lesson, communicative learning method and task-based learning method will be applied to help student develop cooperative learning ability and think more sophisticatedly about the relationship between stress and success while in the learning activities Teaching Objectives After learning this lesson, students are expected to: (1) To correctly use words and phrases such as relaxed, stressed, stressful, more often than not, military, professional, suffer from, pressure, etc. to describe one’s stress; correctly use “you can/ should…” sentence patterns to provide suggestions about the ways to reduce stress. (2) To appreciate the expert’s advice, thereby establishing a positive life value. (3) To analyze the structure of the interview, correctly evaluate the degree of stress, and creatively provide their views on how to reduce stress. (4) To talk about different kinds of stress and give suggestions to cope with stress for people. (5) To help partners to find an appropriate way to reduce stress and to guide students to care about people around them so that develop the correct outlook on life. Important ＆Difficult Points: (1) Important points a. Structure of interview. b. Sentence pattern “You can/ should…”. (2) Difficult points To understand the meaning of stress and express useful ways to reduce stress. Teaching Method The activity-based English learning will be used in the whole class to develop Students’ listening and speaking ability Teaching aids: Multi-media, blackboard Type listening and speaking Period: 40mins Teaching Procedures Steps Activities Justification Lead in Activity: Survey Students will look at some pictures and do a survey together to check if they’re stressed or not. The rule of the survey is: if you have the same problem with people in the picture, you score 1 point; if you don’t, score zero. After completing the survey, students will count their points and be informed about their current psychological state. This activity is designed to create a situation around stress theme to activate students’ existing knowledge and experience and help students reflect on their personal experiences with stress, which leads them to the problem to be solved. Pre- Listening Activity1: Free Talk Students will have a free talk about where their stress comes from. After that, students will learn the causes of stress, such as stress from academic work, family, and peer competition and so on. Students will know and talk about different kinds of stress and reasons of stress from their daily life. Activity 2: Think and Write (3mins) Students will reflect on the biggest stress they are suffering, and write down their current biggest stress on the card that the teacher prepared for them in advance. This activity by incorporating real-life scenarios, can train students in their divergent thinking ability and encourage them to engage in the class and express their opinion. This activity is designed to guide students to reflect on and discover their biggest stress. While listening Activity 1: Extensive listening For the first listening, students need to answer the following 2 questions: Question1. Who is the man and who is the woman? Question2. What are they talking about? After listening, students will be invited to share their answers about “Who” and “What”. Activity 2: Extensive listening In the second listening, students are to note down the questions asked by the interviewer. Then share the answer with the class. This activity can improve their listening skills, and help them to focus more effectively on the listening material, improving both efficiency and accuracy. Through the second listening, students can have a better understanding of the content of the interviewers’ questions, which will improve their understanding of the meaning of the stress. Post- listening Activity 4: Brainstorming Through learning the passage, students are guided to think about their feelings during Li Daiyu and Liu Qian's trip to Canada, and some possible feelings are completed in the form of a mind map. Activity 5: Evaluating Students are asked to evaluate the knowledge and abilities learned in this lesson according to the content of the checklist. Activity 3: Intensive Listening (13mins) Students will listen for the third time. This time, they will try to catch some of the specific information in the interview to fill in the blanks about what the man said. After listening, students will share and correct their answers together and be guided to focus on some key vocabulary and sentence structures that are important in this lesson. Finally, students will have a look at the title of the lesson and think if the interviewer’s questions fully reflect the content implied in the title. Activity 4： Through brainstorming, students are asked to think about their feelings during the trip and guided to think about the meaning of the trip. Activity 5: This activity is designed to allow students to evaluate what they have learned in this lesson, so that students can check for gaps themselves. This task helps students transfer their listening and speaking skills to reading and writing, enables them to correctly understand the source of ways to reduce stress. Post- Listening Activity 1: Pair Work Write and Share: Students will take out their cards again, exchange them with their partners, and then use “you can…” “you should…” to give their advice to reduce stress. Activity 2: Group Work Think and Discuss: students will be divided into groups of 4 to think and discuss two questions and share their ideas about them in the class. Question 1: Is it a good thing if people have no stress? Question 2: What do you think is the best way to reduce stress? this activity enables students to use the sentence structure “you can/ should...” to provide stress-relieving advice to their peers through oral sharing, consolidating their understanding and usage of the structures. To help the Students to engage in deeper thinking, sublimates their emotions, and cultivates a positive attitude toward managing stress in life. Summary The teacher will guide students to summarize the content of this listening, integrating, and summarizing them with students together. This activity will help students construct structured knowledge, enrich their thinking levels, and cultivate students’ habits of summarizing and synthesizing information. Assignment Students will complete an interview with any one of their family members and record his/ her answers. Recording in a video which no more than 2mins. The activity moves from acquiring knowledge to inspiring emotions, and gradually increases in complexity, which is hierarchical. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$