Unit1 Relationships Viewing Workshop 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-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master vocabulary and expressions related to interpersonal relationships, understand the main content and details of viewing materials, and express personal views on relationships in simple English. Cultural Awareness: Guide students to understand the similarities and differences of interpersonal communication in different cultural backgrounds, respect diverse communication styles, and cultivate cross-cultural communication awareness. Thinking Quality: Help students analyze the characters, plots and emotional connotations in viewing materials, develop critical thinking and logical reasoning ability, and form a rational understanding of interpersonal relationships. Learning Ability: Cultivate students’ ability to observe, listen and cooperate in groups, guide them to master effective viewing strategies, and lay a foundation for independent English learning. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns related to interpersonal relationships (such as gratitude, understanding, support, etc.); understand the main idea, character relationships and emotional changes of the viewing materials; be able to express personal feelings and views on relationships simply and accurately. Difficult Points: Grasp the implied emotional connotations and cultural connotations in the viewing materials; use the learned language knowledge to describe interpersonal relationships and express complex emotions appropriately; apply viewing strategies to analyze and evaluate the content of the materials. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a free talk: “Good morning, everyone. In our daily life, we have different kinds of relationships — with our family, friends, teachers and even strangers. Today, we will watch some video clips about relationships and explore how people communicate and care for each other in these relationships. First, let’s have a short discussion: Who is the most important person in your life? What makes your relationship with him or her special?” After asking the question, the teacher gives students 3 minutes to discuss in pairs. Then, invite 2-3 groups to share their ideas with the whole class. When students share, the teacher writes down key words and expressions they use on the blackboard, such as “close”, “understanding”, “supportive”, “grateful”, “care for”, “help each other” and so on. After the sharing, the teacher summarizes: “You all have warm and precious relationships. Today’s viewing materials will show us different kinds of relationships and how people maintain them. Let’s get started.” Design Intention: The lead-in links the teaching content with students’ real life, which can quickly arouse students’ interest and enthusiasm for learning. The pair discussion provides students with an opportunity to express their own views in English, activates their existing vocabulary and knowledge related to relationships, and lays a foundation for the subsequent viewing activities. Writing down key words on the blackboard helps students consolidate and review relevant expressions, and guides them to focus on the core theme of the lesson. Step 2: Pre-viewing (Vocabulary and Strategy Guidance) First, the teacher introduces the core vocabulary and sentence patterns needed for viewing. The teacher presents the words and expressions on the screen, explains their meanings and usages with simple English and examples, and guides students to read them aloud twice to ensure they can pronounce them correctly and understand their basic meanings. The core vocabulary includes: gratitude (n. 感激), sincere (adj. 真诚的), accompany (v. 陪伴), comfort (v. 安慰), misunderstanding (n. 误解), resolve (v. 解决), precious (adj. 珍贵的), mutual (adj. 相互的). The core sentence patterns include: 1. I feel grateful to... because... 2. The relationship between... and... is based on... 3. They resolve their misunderstanding by... 4. It is important for us to cherish... 5. We should communicate with each other sincerely to maintain our relationship. After explaining the vocabulary and sentence patterns, the teacher guides students to master basic viewing strategies: “When watching video clips, we should pay attention to three points: first, the main characters and their relationships; second, the key plots and the changes of characters’ emotions; third, the key words and sentences that express emotions and attitudes. At the same time, we can take simple notes to record important information, such as the names of characters, key actions and emotional words.” Then, the teacher shows a short sample video (1 minute) to demonstrate how to apply these strategies, and asks students to practice taking notes briefly. Design Intention: Pre-viewing vocabulary teaching helps students eliminate language barriers in the viewing process, so that they can focus more on the content of the materials instead of being distracted by unknown words. The guidance of viewing strategies helps students master scientific viewing methods, improve their viewing efficiency and ability to obtain key information. The sample video demonstration makes abstract viewing strategies concrete and operable, which is conducive to students’ understanding and application. Step 3: While-viewing (Comprehension and Practice) In this step, the teacher plays the viewing material (a 5-6 minute video clip about family or friendship relationships, in line with the theme of Unit 1) twice. The first viewing focuses on the overall understanding, and the second viewing focuses on details and emotional analysis. First Viewing: After playing the video, the teacher asks students to answer the following questions individually: 1. Who are the main characters in the video? 2. What kind of relationship do they have? 3. What is the main plot of the video? After students finish answering individually, the teacher invites several students to share their answers, and corrects and supplements them in time to ensure that all students can grasp the main idea of the video. At the same time, the teacher writes down the main characters and plot on the blackboard to help students sort out the context. Second Viewing: The teacher plays the video again, and asks students to complete a worksheet while watching. The worksheet includes three parts: Part 1: Fill in the blanks with the core vocabulary learned (such as “grateful”, “accompany”, “resolve”); Part 2: Judge whether the following statements are true (T) or false (F) according to the video content; Part 3: Fill in the table about the changes of characters’ emotions (e.g., at the beginning: sad; in the middle: confused; at the end: happy). After the video is played, students exchange their worksheets in groups of four, check and correct each other’s answers. Then, the teacher explains the key and difficult points in the worksheet, focuses on the usage of core vocabulary and the judgment of details, and answers students’ questions. In addition, during the second viewing, the teacher pauses at key plots (such as the part where characters resolve misunderstandings, express gratitude, etc.), and asks students to think: “Why does the character feel this way? What did he/she do to change the situation? What can we learn from it?” Guide students to think deeply about the emotional connotations and the significance of interpersonal communication in the video. Design Intention: Watching the video twice, with different focuses each time, follows the law of students’ understanding from overall to local, which is conducive to students’ in-depth understanding of the viewing materials. The worksheet design combines vocabulary practice, detail judgment and emotional analysis, which not only helps students consolidate the learned vocabulary and sentence patterns, but also trains their ability to obtain detailed information and analyze emotions. Group exchange and mutual correction can enhance students’ sense of participation and cooperation, and help them find and correct their own mistakes in time. Pausing at key plots and asking guiding questions can stimulate students’ thinking, guide them to go beyond the surface of the plot, and understand the deep meaning of the video. Step 4: Post-viewing (Discussion and Application) This step is divided into three parts: group discussion, individual expression and language application, to help students apply the learned knowledge and improve their language expression ability and thinking quality. Part 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the following discussion topics: 1. What do you think of the relationship between the main characters in the video? Do you think it is a good relationship? Why or why not? 2. What problems did the characters encounter in their relationship? How did they solve these problems? 3. Combine your own experience, talk about how we can maintain a good relationship with our family or friends in daily life. The teacher gives students 8 minutes to discuss, and walks around the classroom to guide students, remind them to use the core vocabulary and sentence patterns learned in the lesson, and encourage shy students to participate in the discussion. Part 2: Class Sharing. After the group discussion, each group selects a representative to share the group’s views with the whole class. When representatives share, the teacher listens carefully, records the key points and excellent expressions, and gives positive comments and guidance. For example, if a student uses the sentence “We should communicate sincerely to resolve misunderstandings”, the teacher can praise: “Very good! You used the core sentence pattern correctly, and your view is very reasonable.” For students who have difficulties in expression, the teacher can give appropriate prompts, such as reminding them to use the words “grateful”, “accompany” and so on. After all groups finish sharing, the teacher summarizes: “All groups have put forward very good views. We can see that a good relationship needs mutual understanding, sincere communication, care and companionship. When we encounter misunderstandings, we should face them bravely and resolve them actively.” Part 3: Language Application. The teacher asks students to write a short paragraph (80-100 words) about “How to Maintain a Good Relationship with My Best Friend/Family Member”. The teacher reminds students to use at least 3 core vocabulary and 2 core sentence patterns learned in the lesson. Students write independently, and the teacher walks around to provide help for students who have difficulties in writing, such as guiding them to sort out their ideas, correcting grammatical mistakes, etc. After students finish writing, invite 2-3 students to read their paragraphs aloud, and the teacher comments on them, focusing on the use of vocabulary and sentence patterns, the clarity of ideas and the authenticity of emotions, and puts forward suggestions for improvement. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of the lesson: “Today, we watched a wonderful video clip about relationships, mastered some core vocabulary and sentence patterns related to interpersonal relationships, learned basic viewing strategies, and discussed how to maintain good relationships. We know that a good relationship is based on mutual understanding, sincere communication and mutual care. I hope you can apply what you have learned today to your daily life and cherish the people around you.” Then, the teacher guides students to reflect on their learning: “Please think about two questions: 1. What have you learned in today’s class? 2. What difficulties did you encounter in the viewing, discussion or writing process? How can you solve these difficulties in the future?” Students think quietly for 2 minutes, then share their reflections with their deskmates. Finally, the teacher invites 1-2 students to share their reflections with the whole class, and gives encouragement and guidance: “It’s normal to encounter difficulties in learning. As long as we keep practicing and summing up experience, we will make progress gradually.” Design Intention: The summary helps students sort out the knowledge system of the lesson, consolidate the key and difficult points, and deepen their understanding of the theme of the lesson. Reflection links students’ learning process with their own experience, which is conducive to students’ understanding of their own learning situation, finding their own shortcomings, and improving their learning ability. Deskmate sharing and class sharing can promote students’ mutual learning and common progress. Step 6: Homework Arrangement 1. Review the core vocabulary and sentence patterns learned in today’s class, and write 5 sentences with the core vocabulary and 3 sentences with the core sentence patterns. 2. Watch the video clip again after class, and write a viewing report (120-150 words), including the main content of the video, your feelings and your views on the relationship in the video. 3. Talk with your family or friend about the importance of maintaining a good relationship, and try to use the English expressions learned today. 4. Preview the next part of the unit, and collect 3-5 English expressions about interpersonal relationships by yourself. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content to after class, and realize the connection between classroom learning and daily life. Writing sentences and viewing reports can help students consolidate vocabulary and sentence patterns, and improve their writing ability. Talking with family or friends in English can provide students with more opportunities to practice oral English and apply the learned knowledge. Previewing and collecting expressions can cultivate students’ independent learning ability and 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 $