Unit1 Relationships Topic Talk 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 1 Relationships-Topic Talk 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, enabling students to master relationship-related expressions, understand cross-cultural communication differences, develop critical thinking and form autonomous learning habits. 教学重难点 Key points: Master vocabulary and sentences describing relationships and express personal views on interpersonal relationships. Difficult points: Flexibly use learned language to talk about relationship problems and understand cross-cultural differences in communication. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a group of pictures on the screen, including photos of family members, friends, classmates and teachers interacting harmoniously. Then the teacher asks the students two open-ended questions: “Who are the most important people in your life? What kind of relationship do you have with them?” The teacher invites 3-4 students to share their answers in simple English. After each student shares, the teacher gives positive feedback, such as “Your sharing is very touching.” or “I can feel the warm relationship between you and your friend.” Then the teacher summarizes: “Today, we will focus on different kinds of relationships around us and learn how to express our feelings and views on these relationships in English.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their emotional resonance, because the topic of relationships is closely related to students’ daily life. The open-ended questions help activate students’ prior knowledge—they have the experience of communicating with different people, so they can easily put forward their own views. The positive feedback from the teacher can enhance students’ confidence in speaking English and lay a good foundation for the smooth development of subsequent teaching activities. At the same time, the teacher’s summary clearly points out the teaching focus of the lesson, letting students know the learning goals in advance. Presentation: Learn New Vocabulary and Sentence Patterns First, the teacher presents new vocabulary related to relationships on the screen, including nouns (friendship, kinship, partnership, conflict), adjectives (harmonious, tense, intimate, distant) and verbs (communicate, support, understand, forgive). For each word, the teacher pronounces it clearly twice, and asks students to follow along. Then the teacher explains the meaning of the words with simple English and combines them with simple example sentences, such as “Kinship is the relationship between family members, like the relationship between you and your parents.” “If two people have an intimate relationship, they trust each other and share their feelings freely.” After explaining all the new words, the teacher organizes a quick memory game: the teacher says the Chinese meaning of a word, and students stand up and say the corresponding English word quickly; those who answer correctly get verbal praise. Next, the teacher presents key sentence patterns for talking about relationships, including: I have a(n) + adj. + relationship with + sb. The most important thing in a relationship is to + verb. When there is a conflict between us, we usually + verb phrase. I think a good relationship should be based on + noun. The teacher explains each sentence pattern in detail, gives example sentences combined with students’ daily life, and invites students to make their own sentences with the new vocabulary and sentence patterns. For example, the teacher says: “Please use ‘I have a(n) + adj. + relationship with + sb.’ to talk about your relationship with your best friend.” Students take turns to answer, and the teacher corrects their mistakes in pronunciation and grammar in time. Design Intention: Vocabulary and sentence patterns are the basis for students to carry out language communication. By pronouncing together, explaining with simple English and combining example sentences, students can better understand and remember new words and sentence patterns. The quick memory game increases the fun of learning, makes students actively participate in the class, and helps them consolidate the new vocabulary quickly. Letting students make their own sentences can test their mastery of new knowledge and lay a foundation for their subsequent oral expression and writing. Listening Practice: Improve Listening Comprehension and Perceive Language Context The teacher tells students that they will listen to two short conversations about relationships. Before listening, the teacher asks students to read the listening tasks carefully: Task 1 is to choose the main topic of each conversation (options include friendship problems, family communication, and partnership cooperation); Task 2 is to fill in the blanks with the words they hear, which are all the new words learned in the presentation part. Then the teacher plays the recording for the first time. After listening, students work in pairs to check their answers to Task 1. The teacher invites several pairs to share their answers and explains the key points in the listening material. Then the teacher plays the recording for the second time, and students complete Task 2. After that, the teacher checks the answers together with the whole class, and explains the difficult sentences and pronunciation points in the listening material, such as the weak reading of function words and the connection of sounds. For students who have difficulty in listening, the teacher plays the relevant part of the recording again and gives appropriate hints. Finally, the teacher asks students to listen to the recording again and repeat it sentence by sentence, imitating the intonation and rhythm of the speaker. Then the teacher invites several students to read the conversation aloud, and gives feedback on their pronunciation and intonation. Design Intention: Listening practice is an important part of improving students’ language competence. The design of listening tasks is gradual—from understanding the main idea to filling in the blanks, which conforms to the law of students’ listening comprehension. Playing the recording for many times gives students sufficient time to perceive the language context and master the new words and sentence patterns in practical use. Repeating the recording helps students improve their pronunciation and intonation, and lay a foundation for their oral expression. Pair work can promote students’ mutual learning and improve their cooperative learning ability. Speaking Practice: Apply Knowledge and Improve Oral Expression Ability This part is divided into two activities: group discussion and role-play. Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic on the screen: “What are the key factors to maintain a good friendship? How to solve conflicts between friends?” Before the discussion, the teacher reminds students to use the new vocabulary and sentence patterns learned in the lesson. During the discussion, the teacher walks around the classroom, observes the performance of each group, and gives timely guidance to students who have difficulty in expressing. For example, if a student does not know how to express “forgive others”, the teacher can prompt: “We can use the word ‘forgive’. You can say ‘When my friend makes a mistake, I will forgive him/her.’” After the discussion, each group sends a representative to share the group’s views. The teacher listens carefully, gives positive evaluation to the representative’s sharing, and supplements and improves the content. For example, if a group mentions “communication is important”, the teacher can add: “Yes, communication is very important. We should communicate our feelings frankly when we have problems with our friends.” Activity 2: Role-Play. The teacher presents two situational dialogues on the screen: Situation 1: You and your best friend have a conflict because he/she forgot your birthday. You want to solve the conflict and maintain your friendship. Situation 2: You are talking with your classmate about the relationship between you and your parents. You feel that your parents do not understand you, and you want to ask your classmate for advice. The teacher asks each group to choose one situation, design a dialogue according to the situation, and then perform it in front of the whole class. During the performance, other students listen carefully and evaluate the performance of the group from the aspects of language use, pronunciation and intonation, and emotional expression. Design Intention: Speaking practice is the key link to apply the learned knowledge to practical communication. Group discussion allows students to express their views freely in a relaxed atmosphere, improve their ability to use language flexibly, and cultivate their cooperative learning ability and critical thinking. Role-play lets students put themselves in the real language context, experience the use of language in specific situations, and improve their oral expression ability and communication ability. The evaluation from other students can help students find their own shortcomings and learn from each other. Reading and Writing: Deepen Understanding and Improve Comprehensive Language Ability First, the teacher presents a short passage on the screen. The passage is about the importance of family relationships and how to maintain good family relationships. The passage includes the new vocabulary and sentence patterns learned in the lesson. The teacher asks students to read the passage silently first, and then answer the following questions: What is the main idea of the passage? What are the suggestions given in the passage to maintain good family relationships? Do you agree with the suggestions in the passage? Why or why not? After students finish reading and answering the questions, the teacher checks the answers with the whole class, and explains the difficult sentences in the passage. Then the teacher asks students to read the passage aloud together, paying attention to the pronunciation, intonation and pause. After that, the teacher leads students to analyze the structure of the passage: the first paragraph introduces the importance of family relationships, the middle paragraphs put forward specific suggestions, and the last paragraph summarizes the importance of maintaining good family relationships. Next, the teacher arranges the writing task: Ask students to write a short passage (about 80-100 words) about one of the relationships around them (friendship, family relationship or classmate relationship). The requirements are: Use at least 5 new words and 3 key sentence patterns learned in the lesson; Clearly express their views on the relationship; The logic is clear and the language is correct. Before writing, the teacher gives a sample passage for students to refer to. During writing, the teacher walks around the classroom, provides guidance to students who have difficulty in writing, and corrects their mistakes in grammar, vocabulary and sentence structure in time. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them. The comments focus on the use of vocabulary and sentence patterns, the clarity of logic and the correctness of language. For excellent works, the teacher gives praise and encourages other students to learn from them; for works with deficiencies, the teacher gives gentle suggestions for improvement. Design Intention: Reading practice helps students deepen their understanding of the new vocabulary and sentence patterns, and improve their reading comprehension ability. Analyzing the structure of the passage helps students master the writing method of argumentative or expository passages. Writing practice is a comprehensive test of students’ language competence. It can help students consolidate the learned knowledge, improve their writing ability, and express their views on relationships in a more systematic way. The sample passage provides a reference for students, reducing their difficulty in writing. Commenting on students’ works can let students know their own advantages and shortcomings, and improve their writing level. Cultural Awareness Cultivation: Understand Cross-Cultural Differences in Relationships The teacher presents some pictures and short videos on the screen, introducing the differences in interpersonal communication between Chinese and Western cultures. For example, in Western cultures, people pay more attention to personal space and usually greet each other with a handshake or a hug; while in Chinese culture, people pay more attention to modesty and usually greet each other with a smile or a nod. In terms of family relationships, Western families pay more attention to the independence of their children, while Chinese families pay more attention to the care and support between family members. After showing the materials, the teacher asks students to discuss in groups: “What are the differences in interpersonal communication between Chinese and Western cultures? Why are there these differences? How should we communicate with people from different cultures?” After the discussion, the teacher invites several groups to share their views, and then summarizes: “Different cultures have different characteristics of interpersonal communication. We should respect the cultural differences of different countries, understand and accept these differences, and learn to communicate with people from different cultures politely and appropriately.” Design Intention: Cultivating students’ cultural awareness is an important part of the four-dimensional core literacy. By introducing cross-cultural differences in relationships, students can broaden their horizons, understand the diversity of cultures, and establish a correct cultural concept. Group discussion helps students think deeply about cultural differences and their causes, and improve their cross-cultural communication ability. The teacher’s summary guides students to respect cultural differences and lay a foundation for their future cross-cultural communication. Summary and Homework: Consolidate Knowledge and Extend Learning First, the teacher summarizes the key content of the lesson with the students: “In this lesson, we have learned some new vocabulary and sentence patterns related to relationships, improved our listening, speaking, reading and writing abilities through a series of activities, and understood the cross-cultural differences in interpersonal communication. We also discussed how to maintain good relationships and solve relationship conflicts.” Then the teacher arranges the homework: Review the new vocabulary and sentence patterns learned in this lesson, and make 10 sentences with the new words and sentence patterns; Finish the writing task carefully, and revise it according to the teacher’s comments; Interview your family members or friends about their views on good relationships, and take notes in English; Preview the next part of the unit. Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the key content. The homework is designed to consolidate the knowledge learned in class, extend the learning content to daily life, and promote students’ autonomous learning. Interviewing family members or friends can let students apply the learned language to real life, improve their communication ability and autonomous learning ability. Previewing the next part helps students lay a foundation for the next lesson. 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 $