Unit 1 Life Choices-Topic Talk 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Topic Talk 教学目标和重难点 1. 教学目标 Language Competence: Master topic-related words and sentence patterns to express opinions on school life and career choices. Cultural Awareness: Understand the similarities and differences of life choices between Chinese and Western teenagers and respect diverse cultures. Quality: Develop critical thinking by analyzing and evaluating different life choices. Learning Ability: Cultivate autonomous learning and cooperative communication skills in listening and speaking activities. 2. 教学重难点 Key Points: Master vocabulary like challenging, stressful, put pressure on and sentence patterns such as What is also very different is that...; understand the main information of the listening materials about school life and career choices. Difficult Points: Using the learned language to express personal views on life choices fluently and logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing some pictures of senior high school life (e.g., group discussions, different class schedules, after-school activities) and career scenes (e.g., doctors, football players, teachers) on the screen. Then the teacher asks open-ended questions to arouse students’ interest and activate their prior knowledge: “Dear students, welcome to our English class. Look at these pictures. What do you see? How do you feel about your new senior high school life? Is it different from your junior high school life? And what kind of career do you dream of in the future?” After asking the questions, the teacher invites 3-4 students to share their answers freely. For example, if a student says, “My senior high school life is very challenging because there are more subjects,” the teacher responds positively: “Great! You use the word ‘challenging’ correctly. It’s a very good description of senior high school life.” Then the teacher writes down key words mentioned by students (e.g., exciting, busy, challenging, doctor, teacher) on the blackboard to lay a foundation for the following teaching. Design Intention: The lead-in links the teaching content with students’ real life. By showing familiar pictures and asking close-to-life questions, it can quickly attract students’ attention, reduce their tension in English class, and activate their existing vocabulary and life experience related to “life choices”. Meanwhile, writing down key words helps students sort out their ideas and paves the way for the subsequent listening and speaking activities. Step 2: Presentation (Vocabulary and Sentence Patterns) Based on the key words collected in the lead-in, the teacher formally presents the core vocabulary and sentence patterns of this Topic Talk. First, the teacher introduces the new vocabulary with pictures, examples and simple explanations to help students understand and remember them. For vocabulary: The teacher shows a picture of a doctor working busily and says, “This is a doctor. Being a doctor keeps him very busy, and it puts a lot of pressure on him.” Then the teacher writes “put pressure on sb.” on the blackboard and explains its meaning: “It means to make someone feel stressed.” Then the teacher gives another example: “My parents often put pressure on me to study hard.” Then the teacher introduces other words and phrases one by one, such as “differ from”, “a variety of”, “on the plus side”, “cheer sb. on”, “recover from”, and combines them with simple sentences and real-life scenarios to help students master their usage. For example, when teaching “on the plus side”, the teacher says, “Senior high school life is busy, but on the plus side, we can make more new friends.” For sentence patterns: The teacher focuses on the key sentence pattern “What is also very different is that...” which is frequently used in the listening materials. The teacher first gives a model sentence: “My new school differs from my previous one. What is also very different is that students in the same class can have different class schedules.” Then the teacher explains the structure of the sentence: “‘What is also very different is that...’ is used to emphasize the difference between two things, and the clause after ‘that’ is a table clause.” Then the teacher invites students to make sentences with this pattern according to their own school life. For example, a student may say, “What is also very different is that we have more after-school activities now.” The teacher corrects and praises students’ sentences in time to enhance their confidence. In addition, the teacher briefly introduces the verb infinitive and the difference between -ed and -ing adjectives (e.g., exciting/excited, challenging/challenged) which are related to the topic, helping students lay a foundation for understanding the listening materials. Design Intention: Vocabulary and sentence patterns are the basis of language communication. By combining pictures, examples and real-life scenarios, students can understand the meaning and usage of new words and sentence patterns more intuitively, avoiding mechanical memorization. Inviting students to make sentences by themselves can help them apply the learned knowledge in practice, deepen their memory and improve their language expression ability. Step 3: Listening (Comprehension and Practice) This step is divided into three parts: pre-listening, while-listening and post-listening, to help students improve their listening comprehension ability step by step. Pre-listening: The teacher tells students that they will listen to two materials. The first one is a monologue about a student’s new senior high school life, and the second one is an interview with three people about their careers. Then the teacher asks students to look at the listening tasks (e.g., multiple-choice questions, sentence completion) in the textbook and guides them to predict the content of the listening materials according to the tasks and the vocabulary they have just learned. For example, for the sentence completion task “Previously, we had fixed classrooms where students all sat in rows.”, the teacher guides students to predict: “According to the task, we can guess that the speaker will talk about the difference between the previous school and the new school, and ‘sat in rows’ may be related to the seating arrangement in the classroom.” Design Intention: Pre-listening preparation helps students clarify the listening objectives, activate the learned vocabulary and sentence patterns, and use the clues in the tasks to predict the listening content, which can effectively improve their listening efficiency and reduce the difficulty of listening comprehension. While-listening: The teacher plays the listening materials twice. For the first time, students are asked to listen carefully and get the main idea of each material. After listening, the teacher invites students to share their understanding: “What is the first material mainly about? And what about the second one?” Then the teacher plays the listening materials for the second time, and students are asked to finish the listening tasks in the textbook (multiple-choice questions and sentence completion). During the listening process, the teacher reminds students to pay attention to the key information (e.g., time, place, people, opinions) and the key words and sentence patterns they have learned. If some students have difficulty in finishing the tasks, the teacher can play the relevant part of the listening materials again appropriately. Design Intention: Playing the listening materials twice conforms to the law of listening teaching. The first listening focuses on the main idea, helping students establish an overall understanding of the materials; the second listening focuses on details, guiding students to capture specific information and finish the tasks. Reminding students to pay attention to key information and learned language points can help them connect listening with the previous vocabulary and sentence pattern teaching, realizing the integration of knowledge. Post-listening: First, the teacher checks the answers with students, and explains the difficult points in the listening materials. For example, if students have difficulty in understanding the sentence “Although being a doctor keeps me very busy, with little time for leisure, I have no regrets as I love solving problems and I get to help people recover from illnesses and injuries.”, the teacher analyzes the sentence structure and explains the meaning of “as” (because) and “recover from” (recover health). Then the teacher plays the listening materials again, and asks students to follow the recording and read aloud, paying attention to the pronunciation, intonation and rhythm of the speaker. After that, the teacher invites students to role-play the listening materials: some students play the role of the speaker in the monologue, and some students play the roles of the interviewer and the three interviewees in the interview. During the role-play, the teacher guides students to use the correct pronunciation and intonation, and encourages them to imitate the speaker’s emotional expression. Design Intention: Checking answers helps students find their own listening deficiencies and consolidate the understanding of the listening materials. Reading aloud and role-play can not only improve students’ listening and speaking ability, but also help them deeply understand the emotional connotation of the materials, and lay a foundation for the subsequent speaking activities. Step 4: Speaking (Application and Communication) On the basis of listening, this step focuses on training students’ oral expression ability, guiding them to use the learned vocabulary and sentence patterns to talk about life choices (school life and career choices). First, the teacher organizes a pair work activity. Students work in pairs to discuss the following questions: 1. How is your senior high school life different from your junior high school life? 2. What do you think of your current school life? Is it challenging, exciting or stressful? 3. What kind of career do you want to choose in the future? Why? During the discussion, the teacher walks around the classroom, provides help for students who have difficulties in expression (e.g., reminding them of key words and sentence patterns), and corrects their wrong expressions in time. For example, if a student says “I want to be a doctor because it is helpful”, the teacher guides the student to use the learned sentence pattern: “I want to be a doctor because I love solving problems and I get to help people recover from illnesses and injuries.” After the pair work, the teacher invites 2-3 pairs of students to present their discussions in front of the class. After each presentation, the teacher makes positive comments and puts forward suggestions for improvement. For example, “You have a good discussion! You used many key words we learned today, such as ‘challenging’ and ‘put pressure on’. If you can use the sentence pattern ‘What is also very different is that...’ in your discussion, it will be better.” Then, the teacher organizes a group discussion activity. Students are divided into groups of 4-5, and the discussion topic is “What factors should we consider when making life choices (such as career choices)?” The teacher guides students to think from multiple perspectives, such as personal interest, family expectations, social needs and personal ability. During the discussion, the teacher encourages students to express their own opinions freely, listen to their group members’ views, and put forward their own suggestions. For example, a student may say, “We should consider our personal interest because if we choose a career we like, we will work harder.” Another student may say, “We should also consider social needs because some careers are more needed by society.” The teacher guides students to understand that life choices should be comprehensive and rational, and there is no absolute right or wrong choice. After the group discussion, each group sends a representative to report the group’s views to the whole class. The teacher summarizes the students’ views, affirms their positive thinking, and guides them to establish a correct view of life choices: “Life is full of choices. When we make choices, we should combine our own interests and abilities with social needs, and bravely take responsibility for our own choices.” Design Intention: Pair work and group discussion are important forms of cooperative learning. They can provide students with more opportunities to practice oral English, improve their cooperative communication ability and autonomous learning ability. By discussing real-life topics, students can apply the learned vocabulary and sentence patterns in practice, and deepen their understanding of “life choices”. The teacher’s guidance and comments can help students correct their mistakes and improve their oral expression ability, while guiding them to establish a correct view of life choices, realizing the integration of language teaching and value education. Step 5: Consolidation and Summary First, the teacher leads students to review the core vocabulary and sentence patterns learned in this class. The teacher says the Chinese meaning of the vocabulary or sentence patterns, and students say the English expression. For example, the teacher says “给某人施加压力”, and students say “put pressure on sb.”; the teacher says “另一个不同之处在于……”, and students say “What is also very different is that...”. This activity can help students consolidate the learned knowledge and check their mastery. Then, the teacher summarizes the whole class: “Today, we learned the vocabulary and sentence patterns related to ‘life choices’, listened to materials about school life and career choices, and discussed our own life choices. We know that senior high school life is full of new changes and challenges, and career choices need to be considered comprehensively. I hope you can use the learned English knowledge to express your views on life choices, and bravely pursue your dreams in the future.” After the summary, the teacher assigns a small homework: 1. Recite the core vocabulary and sentence patterns learned today. 2. Write a short passage (80-100 words) about your senior high school life or your dream career, using the learned vocabulary and sentence patterns. 3. Discuss your homework with your partner after class and put forward suggestions for improvement. Design Intention: Reviewing the knowledge can help students consolidate what they have learned in class and form a systematic knowledge structure. The summary not only combs the teaching content, but also guides students to connect the knowledge with their own life, realizing the extension of the teaching content. The homework is designed to consolidate the learned knowledge, train students’ writing ability and cooperative learning ability, and lay a foundation for the subsequent teaching. 1 / 1 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 $