Unit 1 Relationships Lesson 2 How Do We Like Teachers' Feed back 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 2 How Do We Like Teachers' Feed back 教学目标和重难点 教学目标 Language Ability: Master feedback-related words and expressions. Thinking Quality: Develop critical thinking about teachers’ feedback. Cultural Awareness: Understand feedback culture in teacher-student relationships. Learning Ability: Learn to reflect on and use feedback effectively. 教学重难点 Key Points: Master core vocabulary (feedback, constructive, critical, reflect) and expressions for evaluating feedback. Difficult Points: Use English to express views on feedback and put feedback into practice. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a warm-up activity: “Quick Sharing”. Ask students to think about a recent feedback they received from their teachers, whether it was praise, suggestions or criticism. Then, invite 3-4 students to share briefly in English: “What feedback did you get? How did you feel about it?” After the sharing, the teacher summarizes: “Teachers’ feedback is an important part of our study and teacher-student relationships. Today, we will explore the topic — How Do We Like Teachers' Feedback?” Design Intention: This lead-in activity is closely connected to students’ real study life, which can quickly activate their prior experience and emotional resonance. By asking students to share their own experiences, it not only creates a relaxed and interactive classroom atmosphere but also naturally leads to the core topic of the lesson. Meanwhile, it provides an opportunity for students to practice simple oral expression, laying a foundation for the subsequent in-depth discussion. Pre-reading: Build Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of the lesson through context and pictures, including feedback, constructive, critical, reflect, improve, specific, vague, encourage, correct, etc. For each word, the teacher provides simple and easy-to-understand example sentences combined with teacher-student feedback scenarios, such as “Constructive feedback helps us find our mistakes and improve ourselves.” “Critical feedback is not meant to blame us but to help us do better.” Then, ask students to match the words with their definitions, and check the answers together to ensure that students master the basic meaning and usage of the words. Next, show the title of the text “How Do We Like Teachers' Feedback?” and the pictures in the textbook (if any). Ask students to predict: “What do you think the text will talk about? What kinds of teachers’ feedback are mentioned? How do students usually feel about different feedback?” Guide students to express their predictions freely in groups of 2, and then invite several groups to report their ideas. Design Intention: Vocabulary is the foundation of language learning. By presenting vocabulary in specific contexts related to the lesson topic, students can better understand and remember the words, avoiding mechanical memorization. Predicting the text content before reading can stimulate students’ reading interest and initiative, help them establish a preliminary framework of the text, and improve their reading efficiency. Group discussion also cultivates students’ cooperative learning ability and oral expression ability. While-reading: Comprehend the Text and Develop Reading Skills This part is divided into two steps: fast reading and careful reading, to help students understand the text from the overall to the details. First, fast reading: Ask students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. How many types of teachers’ feedback are mentioned in the text? After students finish reading, invite them to answer the questions. The teacher summarizes: The text mainly discusses different types of teachers’ feedback and students’ different attitudes towards them, and puts forward suggestions on how to correctly treat teachers’ feedback. The mentioned feedback types include constructive feedback, critical feedback, vague feedback and encouraging feedback. Then, careful reading: Divide the text into several parts and guide students to read carefully, completing the following tasks: Task 1: Read Paragraph 1-2 and fill in the blanks. The blanks include the importance of teachers’ feedback and students’ common attitudes towards feedback. For example, “Teachers’ feedback is crucial for students’ ______ (growth/development) because it helps students know their strengths and weaknesses.” Task 2: Read Paragraph 3-6 and match each type of feedback with its characteristics and students’ attitudes. The teacher prepares a table on the blackboard or PPT, with columns of “Feedback Type”, “Characteristics” and “Students’ Attitudes”. Students work in groups of 4 to complete the table, and then the teacher checks and explains the key points. Task 3: Read Paragraph 7-8 and find out the author’s suggestions on how to treat teachers’ feedback. Ask students to underline the key sentences and paraphrase them in their own words, such as “We should keep an open mind and listen to teachers’ feedback carefully.” During the careful reading process, the teacher walks around the classroom, provides guidance for students who have difficulties in reading, and reminds students to pay attention to the connection between sentences and the logical structure of the text. 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 helps students understand the details of the text, master the key information and the logical structure of the text. The designed tasks are gradual, from filling in the blanks to matching and finding key sentences, which conforms to students’ cognitive law. Group cooperation in the task completion process can promote students’ mutual learning and improve their learning efficiency. At the same time, guiding students to paraphrase key sentences helps them deepen their understanding of the text and improve their language expression ability. Post-reading: Deepen Understanding and Practice Language Application This part includes three activities: discussion, role-play and writing, to help students apply the knowledge learned in the text to practical communication and deepen their understanding of the topic. Activity 1: Group Discussion. Divide students into groups of 5, and assign the following discussion topics: 1. What kind of feedback do you prefer from teachers? Why? 2. Have you ever received critical feedback? How did you deal with it? What would you do differently now after reading the text? 3. As students, how can we make better use of teachers’ feedback to improve our study? The teacher gives students 10 minutes to discuss, and reminds them to use the vocabulary and expressions learned in the lesson, such as constructive, reflect, improve, specific, etc. During the discussion, the teacher participates in each group’s discussion appropriately, provides guidance and inspiration, and encourages students to express their views boldly. After the discussion, invite 2-3 groups to report their discussion results. The teacher comments on their performance, affirms their good points, and corrects their inappropriate expressions, focusing on guiding students to use the language correctly and express their views clearly and logically. Activity 2: Role-play. Design two scenarios for students to role-play: Scenario 1: A student receives vague feedback from the English teacher (e.g., “Your composition is not good enough. You need to improve it.”) and communicates with the teacher to get more specific feedback. Scenario 2: A student receives critical feedback from the math teacher (e.g., “You made many careless mistakes in the exam. You are not careful enough.”) and talks to the teacher about his feelings and improvement plans. Each group chooses one scenario, assigns roles (student and teacher), and prepares for 5 minutes. Then, invite 2 groups to perform their role-play in front of the class. After the performance, the teacher and other students comment on their performance, focusing on whether their language is appropriate, whether the communication is natural, and whether they use the knowledge learned in the lesson. Activity 3: Writing. Ask students to write a short passage (80-100 words) titled “My Views on Teachers’ Feedback”. The requirements are: 1. Express your favorite type of teachers’ feedback and the reason. 2. Share your experience of using teachers’ feedback to improve your study. 3. Use at least 3 new words or expressions learned in the lesson. The teacher provides a sample passage for students to refer to, such as “I prefer constructive feedback from teachers because it is specific and helpful. Last term, my English teacher gave me constructive feedback on my speaking: ‘You speak fluently, but you need to pay attention to your pronunciation of some words.’ I followed her advice and practiced every day. Now my pronunciation has improved a lot. I think we should listen to teachers’ feedback carefully and use it to become better.” After students finish writing, collect some students’ works, read them aloud in class, and comment on them, focusing on the content, language use and structure of the passage. Encourage students to learn from each other and improve their writing ability. Design Intention: Group discussion helps students deepen their understanding of the topic, express their own views and experiences, and improve their oral expression ability and critical thinking ability. Role-play creates a real communication scenario, allowing students to apply the learned vocabulary and expressions to practical communication, improving their language application ability and communication skills. Writing is a comprehensive application of language knowledge, which can help students consolidate the vocabulary and expressions learned in the lesson, improve their writing ability, and at the same time, help the teacher understand students’ mastery of the knowledge and their views on the topic. Summary and Homework: Consolidate Knowledge and Extend Learning First, summary: The teacher leads students to review the key content of the lesson, including the core vocabulary, the main idea of the text, the types of teachers’ feedback and the suggestions on how to treat feedback. Ask students to summarize the lesson in their own words, and the teacher supplements and improves it, emphasizing that teachers’ feedback is an important way to help students grow, and we should treat it with an open mind and use it effectively to improve ourselves. Then, assign homework: 1. Review the new words and expressions learned in the lesson, and make 5 sentences with them. 2. Finish the writing task if it is not completed in class, and revise it according to the teacher’s comments. 3. Interview 2-3 classmates about their views on teachers’ feedback, and take notes. Next class, share the interview results. 4. Think about how you will respond to teachers’ feedback in the future, and write a short plan (50-60 words). Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their memory and understanding. The assigned homework is hierarchical: reviewing words and completing sentences helps consolidate the basic knowledge; revising the writing helps improve students’ writing ability; interviewing classmates extends the learning content to after-class, broadens students’ horizons, and cultivates their communication ability and research ability; writing a plan helps students apply the knowledge learned in the lesson to their daily study, realizing the integration of learning and application. 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 $