Unit1 Life Choices Understanding and Coping with Stress 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Lesson 2 Understanding and Coping with Stress 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master stress-related vocabulary and sentence patterns, and improve their ability to listen to, speak, read and write about stress and coping strategies. Thinking Quality: Guide students to analyze the causes and influences of stress from multiple perspectives and develop critical and logical thinking. Cultural Awareness: Help students understand the similarities and differences in stress perception and coping methods across different cultures, and cultivate cross-cultural communication awareness. Learning Ability: Cultivate students’ abilities of autonomous learning, cooperative inquiry and information processing, enabling them to master effective learning strategies to cope with learning pressure. 2. 教学重难点 Key Points: Master core vocabulary such as stress, pressure, cope, manage, relax and related phrases like put pressure on, recover from, cheer on; understand the main content of listening materials about stress sources and coping methods; be able to express personal views on stress in simple English. Difficult Points: Flexibly use stress-related sentence patterns in oral and written expression; correctly understand and distinguish positive and negative effects of stress; apply coping strategies to practical life in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a free talk: “Dear students, as senior one students, you are facing a new learning environment, heavier academic tasks and more interpersonal relationships. Do you sometimes feel worried, tired or anxious? Have you ever felt that you are under great pressure?” The teacher invites 2-3 students to share their own experiences of feeling stressed in simple English, and then writes the key words they mention (such as homework, exams, relationships) on the blackboard. After that, the teacher shows a set of pictures on the screen, including students studying late, athletes training hard, doctors working overtime, etc., and asks: “What do these people have in common? What kind of pressure are they facing?” Then the teacher leads out the topic of the lesson—Understanding and Coping with Stress, and writes the lesson title on the blackboard. Design Intent: The lead-in links the lesson content with students’ real life, which can quickly arouse students’ emotional resonance and activate their prior knowledge about stress. By inviting students to share their own experiences, it not only creates a relaxed and interactive classroom atmosphere, but also lays a foundation for the subsequent learning of stress-related expressions. The pictures shown can help students intuitively understand the universality of stress in different groups, enabling them to realize that stress is a common phenomenon in life, thus reducing their anxiety about stress and improving their enthusiasm for learning the lesson. Pre-listening: Preview Vocabulary and Lay a Foundation Vocabulary Teaching: The teacher focuses on teaching core vocabulary and phrases related to the lesson. First, the teacher presents the words “stress” and “pressure” on the screen, explains their differences and similarities (both refer to the mental or physical tension caused by difficulties, and “stress” is more commonly used in daily life while “pressure” is often used in formal occasions or with the preposition “on”), and gives example sentences: “Too much study stress makes me tired.” “The boss puts a lot of pressure on his employees.” Then, the teacher teaches other key words and phrases one by one: “cope with” (deal with), “manage” (control, handle), “relax” (make oneself less tense), “put pressure on sb.” (make sb. feel stressed), “recover from stress” (get rid of the influence of stress), “cheer on” (encourage), etc. For each word and phrase, the teacher explains the meaning, pronunciation and usage, and invites students to make sentences in combination with their own life experiences. For example, for “cope with”, a student may say: “I cope with exam stress by listening to music.” Prediction: The teacher tells students that they will listen to an interview between a host and an expert on stress, and asks them to predict the possible content of the interview according to the lesson title and the vocabulary they just learned. The teacher guides students to put forward questions such as “What are the main sources of stress?”, “Who is more likely to feel stressed?”, “What are the ways to cope with stress?” and writes these questions on the blackboard, so that students can listen with clear goals. Design Intent: Vocabulary is the foundation of language learning. By focusing on teaching core vocabulary and phrases related to stress, it helps students remove language barriers in listening and subsequent learning. Asking students to make sentences in combination with their own life experiences can deepen their understanding and memory of vocabulary and improve their ability to use vocabulary flexibly. Prediction activities can cultivate students’ ability of logical reasoning and preview, enable them to form a preliminary understanding of the listening content, and improve their listening efficiency and concentration. While-listening: Comprehend the Content and Improve Listening Ability First Listening: The teacher plays the listening material for the first time, and asks students to listen carefully and answer the following two questions: ① What is the main topic of the interview? ② Who is the interviewee? After listening, the teacher invites students to answer the questions. The correct answers are: ① The main topic is the sources of stress and ways to cope with it. ② The interviewee is an expert on stress. Then the teacher checks the answers and briefly comments, affirming the students who answer correctly and encouraging those who have difficulties. Second Listening: The teacher plays the listening material again, and asks students to listen carefully and fill in the blanks in the listening task sheet. The blanks mainly involve the sources of stress (such as work, study, family, relationships) and the initial coping methods mentioned by the expert (such as doing exercise, talking with friends, listening to music). During the listening process, the teacher can pause appropriately for students who have difficulties to record key information. After listening, the teacher organizes students to check the answers in pairs, and then explains the key points and difficult points in the blanks, such as the correct spelling of words and the usage of prepositions. Third Listening: The teacher plays the listening material for the third time, and asks students to listen and take notes on the details: ① What are the specific groups that are more likely to feel stressed? (Such as policemen, soldiers, students and doctors) ② What are the detailed coping strategies mentioned by the expert? (Such as doing regular exercise, maintaining a balanced diet, getting enough sleep, communicating with family and friends, and learning to relax). After listening, the teacher invites students to share their notes, and combs the detailed content of the listening material with the whole class, making sure that every student understands the main content and key details of the interview. Design Intent: The three listening activities are designed from shallow to deep, which conforms to the law of students’ listening comprehension. The first listening focuses on the main idea, helping students grasp the overall content of the listening material; the second listening focuses on key information, training students’ ability to capture specific details; the third listening focuses on detailed notes, improving students’ ability to process and record information. Pausing appropriately during listening and organizing students to check answers in pairs can take care of students with different listening levels, ensure that most students can keep up with the teaching progress, and improve their listening confidence and ability. Post-listening: Expand and Apply, Deepen Understanding Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion task: “According to the listening material and your own life experience, discuss the following questions: ① What are the main sources of stress for senior one students? ② What are the positive and negative effects of stress? ③ What effective ways can we use to cope with study and life stress?” The teacher walks around the classroom during the discussion, guides students to use the vocabulary and sentence patterns learned in the lesson to express their views, and helps students who have difficulties in expression. After the discussion, each group selects a representative to share the group’s views with the whole class. The teacher makes comments on the students’ sharing, affirms their positive views and correct expressions, and puts forward suggestions for improvement for inappropriate expressions. Language Points Explanation: On the basis of listening and discussion, the teacher focuses on explaining the key language points in the listening material. For example, the sentence “Being a doctor means I have to make correct decisions all the time, which puts a lot of pressure on me.” The teacher explains the usage of the gerund as the subject (“Being a doctor”), the relative clause (“which puts a lot of pressure on me”) and the phrase “put pressure on sb.”. Then the teacher gives similar example sentences and asks students to practice, such as “Being a student means we have to study hard, which sometimes puts pressure on us.” In addition, the teacher also explains the usage of the phrase “recover from”, such as “He is recovering from the stress of the exam.”, and guides students to make sentences in combination with their own experiences. Role-play: The teacher arranges a role-play activity. Students are divided into pairs, one plays the role of a student who is under great pressure (because of exams, homework or interpersonal relationships), and the other plays the role of a friend who gives advice. The two students make a dialogue according to the following requirements: the stressed student expresses his/her troubles, and the friend gives practical coping suggestions using the vocabulary and sentence patterns learned in the lesson. The teacher provides a sample dialogue for reference: “A: I’m so stressed because of the coming exam. I can’t sleep well at night. B: Don’t worry. You can cope with the exam stress by doing some exercise every day and reviewing your lessons regularly. You can also talk to me if you feel anxious.” After preparing for 5 minutes, the teacher invites 2-3 pairs of students to perform their dialogues in front of the class, and makes comments on their performance, focusing on their use of language and the rationality of the suggestions. Design Intent: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and enable students to combine the listening content with their own life experience, deepening their understanding of stress and coping strategies. Explaining key language points can help students consolidate the knowledge learned, master the usage of important sentence patterns, and lay a foundation for subsequent reading and writing. Role-play activities create a real communication situation, which can improve students’ ability to use language flexibly in practical situations, and at the same time let students learn to care about others and give help, which is conducive to the cultivation of their emotional attitude and values. Reading: Deepen Understanding and Expand Vision Pre-reading: The teacher presents a short passage about stress on the screen, and asks students to read the title “Stress: A Friend or an Enemy?” and predict the main content of the passage. Then the teacher introduces the background of the passage: Stress is not always a bad thing. Proper stress can motivate us to work hard, but too much stress can affect our physical and mental health. This passage will introduce the positive and negative effects of stress and more scientific coping methods. While-reading: ① Fast Reading: Students read the passage quickly and answer the following questions: What is the main idea of the passage? What are the positive and negative effects of stress mentioned in the passage? After reading, the teacher invites students to answer the questions, and combs the main idea of the passage with the whole class: The passage mainly discusses the positive and negative effects of stress and provides scientific ways to cope with stress. ② Careful Reading: Students read the passage carefully and complete the following tasks: a. Underline the key sentences about the positive effects of stress; b. Circle the key sentences about the negative effects of stress; c. List the coping methods mentioned in the passage. After completing the tasks, the teacher organizes students to check the answers in groups, and then explains the difficult sentences in the passage, such as “Proper stress can push us to challenge ourselves and achieve our goals.” and “Too much stress can lead to anxiety, depression and even physical illness.” The teacher also guides students to understand the logical relationship between paragraphs, helping them improve their reading comprehension ability. Post-reading: The teacher asks students to discuss the following questions in groups: ① Do you agree that stress can be a friend? Why or why not? ② What are the differences between the coping methods mentioned in the listening material and the reading passage? ③ Which coping method do you think is the most suitable for you? Why? After the discussion, the teacher invites students to share their views, and guides students to realize that stress is a double-edged sword. Proper stress can motivate us, while too much stress is harmful to us. We should learn to correctly recognize stress and use scientific methods to cope with it. Design Intent: Pre-reading prediction can arouse students’ interest in reading and help them form a preliminary understanding of the passage. Fast reading focuses on training students’ ability to grasp the main idea of the passage, while careful reading focuses on training students’ ability to capture key details and understand difficult sentences. Post-reading discussion can deepen students’ understanding of the theme of the passage, enable them to think about stress from a more comprehensive perspective, and at the same time improve their critical thinking ability and oral expression ability. The combination of listening and reading can help students consolidate the knowledge learned and expand their vision of stress-related content. Writing: Integrate Knowledge and Improve Writing Ability Writing Guidance: The teacher tells students that they will write a short passage about their own stress and coping strategies, with the title “My Ways to Cope with Stress”. The teacher guides students to sort out the writing ideas: first, introduce the main sources of their own stress (such as study, exams, relationships); second, describe the effects of stress on themselves (positive or negative); third, introduce the coping methods they usually use and their effects. Then the teacher provides some useful vocabulary and sentence patterns for students to refer to, such as “The main source of my stress is...”, “Stress makes me...”, “I usually cope with stress by...”, “This method helps me...”, etc. The teacher also gives a sample passage to show students the structure and language of the writing. Writing Practice: Students start to write their own short passages independently. The teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct inappropriate expressions, and remind them to use the vocabulary and sentence patterns learned in the lesson. During the writing process, the teacher encourages students to combine their own real experiences to make the passage more authentic and vivid. Writing Evaluation: After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems) and displays them on the screen. The teacher evaluates the works together with the whole class, focusing on the structure of the passage, the use of vocabulary and sentence patterns, and the authenticity of the content. For excellent works, the teacher affirms their advantages and asks other students to learn from them; for works with problems, the teacher points out the problems and gives suggestions for improvement. Then students exchange their works in pairs, read and revise each other’s works, and the teacher provides guidance when necessary. Design Intent: Writing is an important way to test students’ comprehensive language ability. Writing guidance helps students sort out their writing ideas and master the writing methods, reducing their difficulties in writing. Providing useful vocabulary and sentence patterns can help students integrate the knowledge learned in the lesson into writing, improving their writing ability and language application ability. Writing evaluation and mutual revision can help students find their own problems and learn from each other’s advantages, which is conducive to improving their writing level and critical thinking ability. Summary and Homework Summary: The teacher summarizes the content of the lesson with the whole class: In this lesson, we have learned some core vocabulary and sentence patterns related to stress, listened to an interview about stress sources and coping methods, read a passage about the positive and negative effects of stress, and practiced oral expression and writing through group discussion, role-play and writing activities. We have also learned that stress is a common phenomenon in life, and we should correctly recognize stress and use scientific methods to cope with it, so as to maintain a positive and healthy attitude towards life and study. Homework: ① Review the vocabulary and language points learned in this lesson, and make a vocabulary card for stress-related words and phrases. ② Revise the short passage written in class and hand it in the next class. ③ Interview your family members or friends about their stress and coping methods, and write a short interview report (about 80 words) in English. ④ Find an English article about stress management and read it, and take notes on the key points. Design Intent: The summary helps students sort out the knowledge learned in the lesson, consolidate the key points, and form a systematic understanding of the lesson content. The homework is designed to consolidate the knowledge learned in class, expand students’ learning scope, and combine classroom learning with real life. Making vocabulary cards helps students memorize vocabulary better; revising the passage helps students improve their writing level; the interview task and reading task can improve students’ information collection and processing ability, and cultivate their autonomous learning ability. 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 $