Unit1 Life Choices Lifestyles 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Lesson 1 Lifestyles 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to lifestyles, and use them to describe daily activities, preferences and choices in English. Cultural Awareness: Guide students to understand the diversity of lifestyles in different cultural backgrounds, respect cultural differences and enhance cross-cultural communication ability. Thinking Quality: Cultivate students’ critical thinking by analyzing and evaluating different lifestyles, and help them form the ability to think from multiple perspectives. Learning Ability: Encourage students to learn independently, cooperate with others and explore actively, master effective learning strategies and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary such as addict, drag oneself away, definitely, target and phrases like a wide range of, it’s so convenient to do sth; be able to use simple present tense to describe lifestyles accurately; understand the main idea and details of the text. Difficult Points: Flexibly use new words and sentence patterns in real contexts; convert Chinese thinking to English expression when describing lifestyles; analyze the advantages and disadvantages of different lifestyles critically. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a set of pictures and a short English video. The pictures include different lifestyles: a student who likes reading and doing sports in his spare time, a student who is addicted to online games and rarely goes out, a person who prefers a simple and low-carbon life, and a busy office worker who balances work and rest. The video is a 2-minute English short film introducing the daily lives of two senior high school students from different countries. After playing the video and displaying the pictures, the teacher asks the following questions in English: “What lifestyles do you see in the pictures and video? How do they differ from each other? What kind of lifestyle do you have? Do you like it?” Then, the teacher organizes students to discuss these questions in groups of 4. Each group selects a representative to share their opinions with the whole class. During the sharing process, the teacher gives positive feedback and guides students to use simple English expressions to describe lifestyles, such as “I usually get up early and do exercise every morning” or “She spends most of her free time playing online games”. At the same time, the teacher writes some key words mentioned by students on the blackboard, such as “exercise”, “reading”, “online games”, “daily routine”. Design Intention: The lead-in link uses pictures and videos to create a vivid and intuitive teaching situation, which can quickly attract students’ attention and arouse their interest in learning the theme of “lifestyles”. By asking questions and organizing group discussions, students’ existing knowledge and life experience are activated, and they are guided to connect the theme with their own lives, laying a good foundation for the subsequent text learning. In addition, through the initial expression of students, the teacher can understand their current English level and the mastery of relevant vocabulary, so as to adjust the teaching progress and content in a targeted manner. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher focuses on teaching the core vocabulary and phrases of this lesson. The teacher presents the words and phrases on the PPT with pictures and example sentences to help students understand and remember. For example, when teaching “addict”, the teacher shows a picture of a student playing mobile phones all the time and gives the example sentence: “He is an addict of mobile phones and can’t drag himself away from it.” When teaching “it’s so convenient to do sth”, the teacher uses the example sentence: “It’s so convenient to buy things online because we don’t need to go out.” After explaining the vocabulary and phrases, the teacher asks students to read the words and example sentences aloud twice, and then organizes a quick memory game: the teacher says the Chinese meaning, and students respond with the corresponding English words or phrases quickly; or the teacher shows the pictures, and students use the learned words and phrases to describe them. This link helps students consolidate the newly learned vocabulary and phrases in a relaxed and interesting way. Next, the teacher guides students to predict the content of the text. The teacher shows the title of the text “Lifestyles” and the photos of the two main characters in the text (Joe and Joy) on the PPT. Then, the teacher asks: “Look at the title and the photos. What do you think the text will talk about? What kind of lifestyles do you think Joe and Joy have?” Students are encouraged to express their predictions freely. Some students may guess that the text will introduce the daily lives of Joe and Joy, while others may think that it will compare their different lifestyles. The teacher writes down students’ predictions on the blackboard and tells them to verify their predictions in the subsequent reading. Design Intention: Vocabulary is the foundation of English learning. By teaching core vocabulary and phrases with pictures and example sentences, students can understand the meaning and usage of words in specific contexts, which is conducive to their subsequent text reading and language output. The quick memory game can increase the fun of vocabulary learning, arouse students’ learning enthusiasm and help them memorize words more firmly. Predicting the text content before reading can cultivate students’ predictive ability, make them read with questions and purposes, and improve their reading efficiency. Step 3: While-reading (Intensive Reading and Information Extraction) This step is divided into two parts: fast reading and careful reading. First, fast reading. The teacher asks students to read the text quickly and complete two tasks: 1. Match the main idea of each paragraph with the corresponding paragraph number; 2. Verify the predictions made before reading and correct the wrong ones. After students finish reading, the teacher checks the answers with the whole class. For the main idea matching task, the teacher guides students to find the topic sentence of each paragraph, so as to help them grasp the core content of each paragraph quickly. For the prediction verification task, the teacher affirms the correct predictions of students and corrects the wrong ones, so that students can have a preliminary understanding of the text content. Then, careful reading. The teacher asks students to read the text carefully and complete the following detailed tasks: For Joe’s part: (1) Why does Joe say he is a digital native? (2) What online activities does Joe usually do? (3) What is Joe’s parents’ attitude towards his lifestyle? What are they worried about? (4) How does Joe think about his mother’s advice? For Joy’s part: (1) What kind of lifestyle does Joy have? (2) What does Joy usually do in his spare time? (3) What is Joy’s goal? How does he achieve it? Find out the key sentences that describe Joe’s and Joy’s lifestyles, and underline them in the text. After students finish the tasks independently, the teacher organizes students to discuss their answers in groups. During the discussion, students can help each other solve the problems they encounter. Then, the teacher invites students from different groups to share their answers with the whole class. For the key sentences, the teacher asks students to read them aloud and analyze the sentence structure and the usage of key words and phrases, such as the use of simple present tense and the application of phrases like “drag oneself away from”, “a wide range of”. In addition, the teacher guides students to pay attention to the differences between Joe’s and Joy’s lifestyles: Joe is a digital native who likes online activities, while Joy is a hard-working student who focuses on study and physical exercise. The teacher asks students to list the differences in a table form, which helps them have a clearer understanding of the two lifestyles. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea of the text quickly, which is an important reading skill for senior high school students. Careful reading focuses on guiding students to extract detailed information from the text, helping them understand the text more deeply. By setting specific tasks, students can read with clear goals, improve their reading accuracy and efficiency. Group discussion can cultivate students’ cooperative learning ability and communication ability, and help them solve problems together. Analyzing key sentences can help students consolidate the learned vocabulary and grammar knowledge, and improve their ability to understand and use English sentences. Step 4: Post-reading (Deep Understanding and Language Application) This step includes three activities: analysis and evaluation, role-play and writing practice. Activity 1: Analysis and Evaluation. The teacher asks students to discuss the following questions in groups: “What are the advantages and disadvantages of Joe’s lifestyle? What about Joy’s? Which lifestyle do you prefer? Why? What suggestions would you give to Joe and Joy to improve their lifestyles?” After the discussion, each group selects a representative to make a report to the whole class. The teacher gives comments and guidance, emphasizing that every lifestyle has its advantages and disadvantages, and we should view different lifestyles objectively and rationally. At the same time, the teacher guides students to realize that a healthy and positive lifestyle is very important for their growth and development. Design Intention: This activity aims to cultivate students’ critical thinking ability. By analyzing and evaluating the advantages and disadvantages of different lifestyles, students can learn to think from multiple perspectives and form their own views. At the same time, it can guide students to reflect on their own lifestyles and establish a correct concept of lifestyle. Activity 2: Role-play. The teacher divides students into pairs. One student acts as Joe and the other acts as Joy. They need to have a dialogue according to the text content and their own understanding. The dialogue should include the introduction of their own lifestyles, their views on each other’s lifestyles and their suggestions. Before the role-play, the teacher gives some tips, such as using the learned words and phrases, speaking clearly and fluently, and showing the characteristics of the characters. After the role-play, the teacher invites several pairs to perform in front of the class and gives positive feedback and guidance, pointing out their advantages and areas for improvement. Design Intention: Role-play is an effective way to improve students’ oral expression ability. By simulating real communication situations, students can flexibly use the learned vocabulary and sentence patterns to express their ideas, which helps to improve their oral fluency and accuracy. At the same time, it can also enhance students’ sense of participation and interest in learning English. Activity 3: Writing Practice. The teacher asks students to write a short passage about their own lifestyle. The requirements are as follows: 1. Use at least 5 core words and phrases learned in this lesson; 2. Describe their daily routine, preferences and choices in detail; 3. Express their views on their own lifestyle and put forward suggestions for improvement. Before writing, the teacher gives a sample passage on the PPT to help students understand the writing requirements and ideas. After students finish writing, they exchange their passages with their deskmates and give comments and suggestions to each other. Then, the teacher collects some typical passages, reads them aloud to the whole class and gives comments, pointing out the advantages and problems in the passages and guiding students to improve their writing ability. Design Intention: Writing practice is an important link to consolidate students’ language knowledge and improve their language output ability. By asking students to write about their own lifestyles, the text content is closely connected with their own lives, which makes it easier for students to express their ideas. Exchanging and commenting on passages can help students learn from each other and improve their writing level. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson. The teacher asks students to recall what they have learned in this lesson, including core vocabulary and phrases, the main content of the text, the differences between Joe’s and Joy’s lifestyles, and the methods of describing lifestyles. The teacher supplements and sorts out students’ answers, and emphasizes the key and difficult points of this lesson again. Then, the teacher guides students to reflect on their own learning process. The teacher asks: “What have you learned in this lesson? What do you do well in? What are the problems you encounter? How can you improve them in the future?” Students are encouraged to express their reflections freely. The teacher listens carefully to students’ reflections and gives targeted guidance and suggestions, helping students find their own problems and put forward improvement measures. Finally, the teacher assigns after-class homework: 1. Recite the core vocabulary and phrases of this lesson; 2. Read the text aloud for 15 minutes every day; 3. Revise the short passage written in class and hand it in the next day; 4. Observe the lifestyles of their family members or friends, and try to describe them in English. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, form a systematic knowledge framework and consolidate the learning results. Reflecting on the learning process can help students improve their learning ability, find their own problems and make targeted improvements. The after-class homework is designed to consolidate the knowledge and skills learned in class, extend the learning content to daily life, and help students achieve the transfer and application of knowledge. 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 $