Unit 1 Relationships Lesson 1 Teachers教学设计-2025-2026学年高二上学期英语北师大版（2019）选择性必修第一册

该高中英语教学设计聚焦师生关系主题，通过Graham与教师相互影响的故事，以“重要他人”“好老师品质”问题导入激活背景，搭建预读预测、细节探究、深层分析的学习支架，梳理从信息获取到意义建构的脉络。 特色在于任务链融合语言能力与思维品质培养，如分析Graham前后变化（获取信息）、探讨教师教育理念（深层思考），采用合作讨论与展示活动提升学习能力。实例“描述影响自己的老师”任务，助学生提升语言表达与逻辑思维，为教师提供清晰教学路径，高效落实核心素养。

Teaching Design: BSD(2019)Module 1 Relationships BSD(2019)Module 1 Unit1 lesson1 Relationships Contents I. Analysis of teaching material II. Analysis of the students III. Teaching thoughts IV. Teaching objectives V. Teaching focus and difficulties VI. Teaching methods VII. Teaching resources VIII. Teaching procedures I. Analysis of teaching material 【What】The text of this lesson is two narratives. The first narrator is student Graham, which is mainly composed of three parts: 1. Recall his state before meeting his teacher, Mr Jenkins; 2. Recall Mr Jenkins' teaching methods and trust and help in himself; 3. Show that you love science and succeed with the help of teachers. The second narrator is Mr Jenkins, a teacher, and consists of two parts: 1. recall his impression of student Graham; 2. explain his own educational philosophy. 【Why】This lesson is the first lesson of this unit, Teachers, which belongs to the theme of "interpersonal relationships" and contains two articles: the first is the story of student Graham looking back on his tiredness and lack of confidence, and changing himself with the help of teacher Mr Jenkins; The second is teacher Mr Jenkins reminiscing about his relationship with Graham. The significance of its theme is to understand the story between teachers and students, experience the influence of teachers on students and students' emotions towards teachers, and feel the friendship between teachers and students. 【How】This lesson consists of two articles. The first article recalls his lazy, tired of learning, and unconfident state before meeting his teacher Mr Jenkins, and how Mr Jenkins inspired his love for science with a lively and interesting classroom and a trusting and encouraging teaching method, expressing Graham's gratitude to his teacher. The second article recalls his impression of student Graham and his relationship with him from the perspective of teacher Mr Jenkins, and clarifies his educational philosophy, that is, teachers should understand each student and teach them according to their aptitude, because "education is not about preparing for life, education is life". II. Analysis of the students Vocabulary: Students have mastered basic vocabulary such as "practical", "rocket", "behaviour", etc. These words will help them to understand the subject matter of the text. Grammatical aspects: Students have learned basic sentence structures such as subject-verb-object, subject-system table, etc. Able to understand simple declarative, interrogative, and imperative sentences. Have a certain foundation for reading sentences in texts. For example, they can understand sentence structures like "There is no such thing as a good or a bad student." They also have some knowledge of clauses, such as object clauses, definite clauses, etc., which helps them to analyze the structure of complex sentences, such as sentences containing clauses that appear in the text "The thing about being a teacher is that you have access to children's minds when they are open and eager to learn." Background:The students of grade 2 have a certain understanding of interpersonal relationships in their daily lives. III. Teaching thoughts As the English Curriculum Standards for General High School points out, the English curriculum of senior high school should focus on improving students' ability to obtain information, process information, analyze and solve problems in English according to the cognitive characteristics and learning development needs. The core competencies of English subject emphasizes that English learning is an active process involving learners' active and personal meaning construction based on their past knowledge. The students’ability to understand and express the meanings in the text in English should be improved. They should have the correct cultural values and achieve the coordinated development of language ability, cultural awareness, thinking quality and learning ability. Students may want to know more specific details about relationships. Students may want to learn more advanced vocabulary and phrases related to relationships to enrich their expressions. They may want to understand the use of some of the complex sentence structures that appear in the text, and how to use these structures in their own writing and speaking to accurately express their ideas. IV. Teaching objectives At the end of the class, students will be able to: Acquire the specific information about the changes of Graham before and after he met his teacher. Acquire the information about the teacher's different impressions of the student and understand the teacher’s belief in teaching. Talk about the qualities of a teacher who helped in your life. V. Teaching focus and difficulties Teaching focus Language dimension: Students need to master vocabulary, phrases, sentence structures and complex sentence structures related to healthy living in order to understand and express relevant content. Reading and the Cultural Dimension: Master reading skills to acquire information and analyze text structures, and to improve cultural awareness. Teaching difficulties In-depth use of language: Accurately identify and analyze easily mixed words, analyze long and difficult sentences, and deal with the understanding and translation of words with cultural connotations. VI. Teaching methods Based on the core literacy goals under the new curriculum standards, this lesson continues to be designed according to the idea of "learning understanding, application practice, and transfer innovation". Emphasize students' dominant position in language learning, guide students to actively participate in classroom activities that are in line with their cognition, progressive, interrelated, and have real situations, practice the concept of English learning activities, cultivate students' awareness of cross-cultural communication, critical thinking, independent learning ability and sense of cooperation, and emphasize the pragmatic function of vocabulary and grammar through exercises and homework. VII. Teaching resources 课件PPT，黑板、白板。 VIII. Teaching procedures Procedures Activities Intentions Step 1 Lead in Activity 1 以Besides your parents, who is the most important person accompanying you? 以What do you think makes a good teacher?为题导入本单元的话题relationships。 Suggested answers： being patient and caring having passion for teaching and students being knowledgeable being considerate and humorous making friends with students being equal to every student and have no prejudice Through questions, students are stimulated to learn about interpersonal relationships, and at the same time, students' background knowledge is activated, so as to pave the way for the next learning. Step 2 Pre-reading Activity 2 Read for main ideas. Grasp the general idea of the paragraph and clarify the structure of the article by quickly skimming through the two articles. Who wrote the texts? Graham Lawrence&Brian Jenkins What are they mainly about? They are mainly about the memories they have of each other. Why were they written? The texts were written because the student and the teacher remembered how they influenced each other; Predict the main idea and purpose of the article by looking at the title and image of the article. Step 3 Read and explore Activity 3&4 Read my teacther for detailed information. Read “My Student”. Answer the questions. Using a top-down teaching method, students can further read the text and look for details on the basis of the student's grasp of the structure and main idea of the text. Step 4 Reading for feature Why were these mentioned in the text? Examples to support certain ideas Such as: 1.“The only thing I can remember from school math is that the angles of a triangle add up to 180 degrees!” 2.“I had no idea what hydrogen was …” 3.“One day, he took us outside, and we built a rocket! ” 4.“I was interested in the study of stars and planets and he asked me to give a presentation …” 5.“Once I caught him and his friends seeing who could jump…” Refine the language points of the article to help students understand the writing technique. Step 5 Read and think “Sometimes I think, if only I could call him and ask for his opinion!”? Imagine you are the head teacher of Overton School. Prepare a presentation to tell Graham's and Mr Jenkins' stories.(opening task) some open-ended questions are set up to apply what you have learned and improve your English expression skills through group activities, discussion and sharing. Step 6 Homework Think of a teacher in your life who, like Mr Jenkins, helped his / her students to learn. What qualities does he / she have? Tell his / her story to your partner. Through writing exercises, students can apply what they have learned in real contexts, and improve their comprehensive language skills, logical thinking and expression skills. 板书设计 Unit1 Relationships Teachers 学科网（北京）股份有限公司 $