Unit1 Relationships Lesson1 Teachers 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-Lesson 1 Teachers 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 teachers and teacher-student relationships, and improve their abilities in listening, speaking, reading and writing to express views on teachers fluently. Cultural Awareness: Help students understand the characteristics of teacher-student relationships in different cultural backgrounds, cultivate cultural sensitivity and inclusiveness, and respect educational concepts in diverse cultures. Thinking Quality: Guide students to analyze the text from multiple perspectives, develop logical thinking, critical thinking and innovative thinking through discussion and exploration. Learning Ability: Cultivate students’ abilities of independent learning, cooperative inquiry and autonomous summary, and help them master effective English learning strategies. 2. 教学重难点 Key Points: Master core vocabulary such as patience, kindness, empathy, discipline and respect; understand the main content and emotional connotation of the two texts with different perspectives; be able to use the learned vocabulary and sentence patterns to discuss teacher-student relationships. Difficult Points: Understand the implied educational philosophy in the text; accurately express personal views on good teachers and teacher-student relationships in fluent English; grasp the emotional changes and perspective differences in the narrative text. 教学过程 Lead-in (Warm-up) The teacher starts the class by showing pictures of different types of teachers (such as Chinese teachers, math teachers, and PE teachers) with PPT, and asks students to look at the pictures and answer two simple questions in English: “Who is your favorite teacher? What qualities does he or she have?” After students give their answers freely, the teacher summarizes the common qualities of good teachers mentioned by students, such as patience, kindness and responsibility, and writes these words on the blackboard. Then, the teacher introduces the topic of this lesson: “Today we will learn two texts about the relationship between a student and a teacher, and explore what a good teacher is like and how teachers influence students.” Design Intent: The warm-up activity takes students’ real life experience as the starting point, which can quickly arouse students’ interest in the lesson and activate their existing knowledge and vocabulary related to teachers. Showing pictures can help students have a more intuitive understanding of the teacher’s role, and free answering can create a relaxed classroom atmosphere, laying a foundation for the subsequent text learning and discussion. At the same time, it can naturally lead to the core topic of the lesson, connecting students’ real experience with the teaching content. Pre-reading First, the teacher presents the core vocabulary and phrases of this lesson, including patience, kindness, empathy, fair, consistent, teaching methods, classroom management, discipline, respect, communication, etc. For each word, the teacher explains its meaning in simple English, gives example sentences related to teacher-student relationships, and asks students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “empathy”, the teacher says: “Empathy means putting yourself in others’ shoes and understanding their feelings. A good teacher should have empathy to understand students’ difficulties.” Then, the teacher asks students to work in pairs to make simple sentences with these words, and invites several groups to share their sentences with the whole class, correcting their mistakes in usage and pronunciation in time. Next, the teacher briefly introduces the background of the text: “There are two texts in this lesson. The first text is narrated by a student named Graham, and the second is narrated by his teacher Mr. Jenkins. We will read the two texts from different perspectives to understand their feelings and the influence between them.” Then, the teacher asks students to predict: “What do you think will happen between Graham and Mr. Jenkins? What kind of changes will Graham have under the influence of Mr. Jenkins?” Design Intent: Pre-reading vocabulary teaching helps students remove language obstacles in text reading, laying a solid foundation for smooth reading. Explaining vocabulary in English and combining with example sentences related to the text theme can help students understand the usage of vocabulary in specific contexts, rather than mechanical memory. Pair work can improve students’ participation and oral expression ability. Predicting the text content can stimulate students’ curiosity and reading motivation, and help them form a preliminary cognitive framework for the text, which is conducive to improving reading efficiency. While-reading Fast Reading The teacher asks students to read the two texts quickly and complete two tasks: First, find out the main idea of each text; second, answer the following questions: What was Graham like before he met Mr. Jenkins? What did Mr. Jenkins do to help Graham? What is Mr. Jenkins’ educational philosophy? After students finish reading, the teacher invites students to answer the questions one by one, and summarizes the main ideas of the two texts: The first text tells about Graham’s changes from being lazy, unconfident and tired of learning to being interested in science and successful under the help and guidance of Mr. Jenkins; the second text expresses Mr. Jenkins’ impression of Graham and his educational philosophy that “education is not about preparing for life, education is life”. Design Intent: Fast reading aims to train students’ ability to grasp the main idea of the text quickly. Through simple questions, students can focus on the key information in the reading process, avoid blind reading, and improve reading speed and efficiency. At the same time, it can help students form a general understanding of the text content and the relationship between the two characters, laying a foundation for intensive reading. Intensive Reading The teacher guides students to read the two texts intensively paragraph by paragraph, focusing on analyzing the key sentences, emotional changes and perspective differences, and designing hierarchical question chains to help students dig deep into the text connotation. For the first text (Graham’s perspective), the teacher designs the following questions: How does Graham describe himself before meeting Mr. Jenkins? Find the relevant sentences in the text and analyze the emotional tone. What specific things did Mr. Jenkins do to help Graham? (For example, using lively teaching methods, trusting Graham, encouraging him to explore science, etc.) What changes did Graham have after being taught by Mr. Jenkins? How does the author show these changes? What does Graham want to express through this text? The teacher asks students to read the text carefully, find the relevant sentences, discuss in groups, and then share their views with the whole class. When analyzing the key sentences, such as “Mr. Jenkins didn’t treat me as a problem student, but as a person with potential”, the teacher guides students to understand the emotional connotation of the sentence, and feel Graham’s gratitude to Mr. Jenkins. For the second text (Mr. Jenkins’ perspective), the teacher designs the following questions: What was Mr. Jenkins’ first impression of Graham? Why did Mr. Jenkins choose to help Graham? What is Mr. Jenkins’ educational philosophy? How does he explain it? What can we learn about Mr. Jenkins from this text? Similarly, the teacher guides students to analyze the text in groups, pay attention to Mr. Jenkins’ emotional changes and the expression of his educational philosophy, and understand the teacher’s care and responsibility for students. In the process of intensive reading, the teacher also focuses on guiding students to pay attention to the tense and functional words in the text. For example, the past tense used in the text is to express past events, and the use of conjunctions such as “but” and “however” reflects the contrast of characters’ states or ideas. The teacher explains these language points in combination with the text context, helping students understand the connection between language form and meaning. Design Intent: Intensive reading is the key link of text learning. Hierarchical question chains can guide students to analyze the text from the surface to the deep, from the content to the connotation, and develop their logical thinking ability. Group discussion can stimulate students’ thinking, let them exchange views with each other, and deepen their understanding of the text. Focusing on language points in the text can help students master the usage of language in specific contexts, improve their language application ability, and realize the organic combination of text reading and language learning. Post-reading Text Retelling The teacher asks students to work in groups of four, and retell the two texts from Graham’s and Mr. Jenkins’ perspectives respectively. Each group assigns two students to retell one text, and the other two students listen and supplement. The teacher puts forward specific requirements: retell the main content completely, use the core vocabulary and sentence patterns learned in this lesson, and express the emotions of the characters accurately. After each group finishes retelling, the teacher invites one group to perform in front of the whole class, and comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as adding more details or improving the fluency of expression. Design Intent: Text retelling can help students consolidate the content of the text, deepen their understanding of the characters’ emotions and the theme of the text. At the same time, it can train students’ oral expression ability, enable them to flexibly use the core vocabulary and sentence patterns learned, and improve their language organization and expression ability. Group cooperation can cultivate students’ cooperative learning ability and sense of teamwork. Discussion and Exploration The teacher puts forward two discussion topics for students to discuss in groups: What qualities do you think a good teacher should have? Combine the text content and your own experience to explain. How can we establish a good teacher-student relationship? What should students and teachers do respectively? Before the discussion, the teacher gives students a few minutes to think independently and organize their language; during the discussion, the teacher walks around the classroom, guides students to discuss positively, helps them solve the problems encountered in expression, and reminds them to use the learned vocabulary and sentence patterns. After the discussion, each group sends a representative to share their views with the whole class, and the teacher summarizes and comments on the students’ views, guiding them to form a correct understanding of good teachers and teacher-student relationships. On the basis of group discussion, the teacher further guides students to think deeply: “In different cultural backgrounds, are there any differences in teacher-student relationships? For example, what are the differences between Chinese and Western teacher-student relationships?” The teacher briefly introduces the characteristics of teacher-student relationships in different cultures, such as the emphasis on respect for teachers in Chinese culture and the emphasis on equality and communication in Western culture, helping students broaden their horizons and cultivate cultural awareness. Design Intent: Discussion and exploration can stimulate students’ critical thinking and innovative thinking, enable them to combine the text content with their own real experience, and deepen their understanding of the theme of the lesson. The discussion topics are closely related to students’ life, which can arouse their enthusiasm for participation and improve their oral expression ability. Introducing cultural differences can help students understand the diversity of teacher-student relationships, cultivate their cultural sensitivity and inclusiveness, and realize the goal of cultural awareness in core literacy. Language Practice The teacher designs two language practice tasks for students to complete independently: Fill in the blanks with the core vocabulary learned in this lesson. The blanks are closely related to the text content and teacher-student relationships, such as “A good teacher should have ______ (patience) and ______ (empathy) to understand students.” Write a short paragraph (about 80-100 words) to describe your favorite teacher, including his or her qualities and the influence he or she has on you. After students finish the tasks, the teacher collects some students’ works, comments on them in class, corrects their mistakes in vocabulary usage and sentence structure, and affirms their advantages, such as accurate expression and rich content. Design Intent: Language practice is an important link to consolidate the learned knowledge. Filling in the blanks can help students consolidate the memory and usage of core vocabulary; writing a short paragraph can train students’ writing ability, enable them to flexibly use the learned vocabulary and sentence patterns to express their own views and experiences, and realize the comprehensive application of listening, speaking, reading and writing abilities. Commenting on students’ works can help them find their own shortcomings and improve their language application ability. Summary and Extension Summary The teacher invites students to summarize the content of this lesson independently: “What have we learned today? What important knowledge and skills have we mastered?” After students finish summarizing, the teacher makes a supplementary summary: In this lesson, we read two texts from different perspectives of students and teachers, understood the changes of Graham under the influence of Mr. Jenkins and Mr. Jenkins’ educational philosophy, mastered the core vocabulary and sentence patterns related to teachers and teacher-student relationships, and discussed the qualities of good teachers and the ways to establish good teacher-student relationships. The teacher emphasizes that a good teacher-student relationship is based on mutual respect, understanding and communication, and encourages students to cherish the teacher-student relationship around them. Design Intent: Letting students summarize independently can cultivate their ability of autonomous summary and help them sort out the knowledge system of this lesson, which is conducive to memory and mastery. The teacher’s supplementary summary can help students make up for their omissions, clarify the key points of the lesson, and deepen their understanding of the theme of the lesson. Extension The teacher introduces some extended resources to students: Recommended reading materials: “The Wisdom of Educators” and “Stories of Teachers”, which help students understand the educational concepts of famous educators and the stories of different teachers, and deepen their understanding of the teacher’s role. After-class activities: Interview your favorite teacher, understand his or her educational philosophy and daily work, and write an interview report; hold a speech contest “My Favorite Teacher” to express your respect and gratitude to teachers. Knowledge extension: Understand the professional ethics of teachers and the skills of teacher-student communication, and learn how to communicate effectively with teachers. Design Intent: The extension activity can extend the teaching content from the classroom to the after-class, help students consolidate and expand the knowledge learned, and cultivate their ability of independent learning and exploration. Interview activities and speech contests can stimulate students’ enthusiasm for participation, let them deeply feel the hard work and love of teachers, and realize the moral education function of the lesson. Knowledge extension can help students broaden their horizons and improve their comprehensive quality. 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 $