Unit 1 Relationships-Reading Club 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-Reading Club 教学目标和重难点 教学目标 Language Competence: Enable students to master key words (e.g., contribute, faith, collapse) and phrases (e.g., do one’s part, sum up) in Reading Club, understand the main ideas and logical structure of the two texts, and express views on peer pressure and personality types in simple English. Cultural Awareness: Guide students to understand the impact of different cultures on personality cognition and interpersonal communication, respect individual differences, and form a positive attitude towards diverse relationships. Thinking Quality: Cultivate students’ abilities of logical analysis, critical thinking and inductive summary through text reading, question discussion and group cooperation, helping them dialectically view peer pressure and different personality characteristics. Learning Ability: Help students master effective reading strategies (skimming, scanning, intensive reading), develop autonomous learning and cooperative inquiry abilities, and lay a foundation for lifelong English learning. 教学重难点 Key Points: Master the core vocabulary, phrases and sentence patterns in the two texts of Reading Club; understand the main content, logical structure and author’s views of Peer Pressure and Extroverts and Introverts; grasp basic reading strategies to quickly obtain and sort out key information. Difficult Points: Infer the author’s implicit attitudes and views from the text; accurately use the learned language knowledge to discuss peer pressure and personality types in real contexts; understand the cultural differences in interpersonal communication and personality cognition. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with two interactive questions: “Have you ever felt pressured to do something you don’t want to do because of your friends? How would you deal with it?” Then, the teacher shows two simple pictures on the screen: one shows a student being persuaded by friends to skip class, and the other shows a student choosing to refuse firmly. After that, the teacher invites 2-3 students to share their own experiences or views briefly in English. Next, the teacher naturally leads to the first text of Reading Club — Peer Pressure, and briefly introduces that the text will explore the definition, influence and solution of peer pressure. Then, the teacher shows another question: “Do you think you are a person who likes to communicate with others or prefers to stay alone?” and guides students to talk about their own personality characteristics, then leads to the second text — Extroverts and Introverts, explaining that the text will introduce the characteristics of the two personality types and cultural differences in their cognition. Design Intention: The lead-in links the text content with students’ real life, which can quickly arouse students’ learning interest and emotional resonance, and help students establish a connection between prior experience and new knowledge. Through interactive questions and picture display, students are guided to initially think about the topics of peer pressure and personality types, laying a good foundation for the subsequent text reading. At the same time, the simple oral expression in the lead-in can also help students activate their existing English vocabulary and language expression ability, reducing the difficulty of subsequent text learning. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to sort out the key vocabulary and phrases in Reading Club according to the textbook and vocabulary list, including dominate, desperate, contribute, faith, collapse, do one’s part, sum up, for instance, etc. Each group is responsible for explaining 3-4 words or phrases, including pronunciation, part of speech, Chinese meaning and simple example sentences. During the group discussion, the teacher walks around the classroom to provide guidance, helping students solve problems such as incorrect pronunciation and improper use of words. After the group discussion, each group sends a representative to present their learning results, and the teacher makes supplements and corrections, focusing on the usage of difficult words and phrases (e.g., the difference between contribute to and lead to, the collocation of faith with in, etc.). Then, the teacher briefly introduces the background knowledge related to the two texts: Peer pressure is a common phenomenon among teenagers, which is closely related to their desire to be accepted by peers; the classification of introverts and extroverts is a classic personality theory, and different cultures have different attitudes towards these two personality types — Western cultures tend to praise extroversion, while Eastern cultures pay more attention to introverted modesty. The teacher uses simple English to explain the background, avoiding too many complex expressions to ensure that students can understand. Design Intention: Vocabulary is the foundation of text reading. Through group cooperation to learn vocabulary, students can not only deepen their memory of words and phrases, but also cultivate their cooperative learning ability. The teacher’s supplement and correction can help students grasp the key and difficult points of vocabulary, avoiding misunderstandings in subsequent reading. The brief introduction of background knowledge helps students understand the social and cultural context of the text, narrow the distance between students and the text, and lay a foundation for accurately understanding the author’s views and the cultural connotation of the text. Step 3: While-reading (Text Reading and Comprehension) This link is divided into two parts, corresponding to the two texts of Reading Club, and adopts the progressive reading mode of skimming, scanning and intensive reading to help students gradually deepen their understanding of the text. Part 1: Reading Text 1 — Peer Pressure Skimming: The teacher asks students to read the text quickly within a certain range, and then answer two questions: “What is peer pressure?” and “What is the main idea of the text?” After students finish reading, the teacher invites several students to answer, and then summarizes: Peer pressure refers to the influence that makes us do something we would not usually do because we want to be accepted by our peers; the text mainly introduces the definition, influence and solutions of peer pressure. Design Intention: Skimming training helps students quickly grasp the main idea of the text, cultivate their ability to obtain key information in a short time, and lay a foundation for in-depth reading. The simple questions can guide students to focus on the core content of the text and avoid blind reading. Scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following form: Aspects of Peer Pressure Specific Content Definition The influence to do something unusual to be accepted by peers. Influence Affects people’s dressing, talking, music preference, attitudes and behaviors; may lead to bullying. Solutions Build self-confidence, choose friends wisely, and surround oneself with positive role models. After students finish filling in the form, the teacher checks the answers with the whole class, and explains the key sentences related to the information points, such as “Peer pressure can happen when we are influenced to do something we would not usually do because we want to be accepted by our peers.” and “The most important thing is to build up self-confidence, so that it is easier to say ‘No’ to the peer group.” Design Intention: Scanning training helps students master the method of quickly finding specific information in the text, improving their reading efficiency. The form can help students sort out the key information of the text systematically, making the logical structure of the text clearer. Explaining key sentences can help students understand the expression of the text and accumulate useful sentence patterns for subsequent language application. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the difficult sentences and the author’s attitude. For example, in the third paragraph, the sentence “It can influence how people dress, how they talk, what music they listen to, what attitudes they adopt and how they behave.” The teacher analyzes the sentence structure (it as formal subject, and five how/what clauses as real subject), and asks students to imitate the sentence structure to make sentences with the words they have learned. Then, the teacher asks students: “What is the author’s attitude towards peer pressure? How do you know?” Guide students to find clues from the text, such as the author’s use of objective language to introduce the influence of peer pressure, and put forward practical solutions, which shows that the author holds an objective and positive attitude, emphasizing that peer pressure is not entirely negative, and we can deal with it effectively. Design Intention: Intensive reading helps students deeply understand the details, difficult points and author’s views of the text. The analysis of sentence structure helps students master the complex sentence patterns in the text, improve their language analysis ability, and lay a foundation for language application. The discussion on the author’s attitude cultivates students’ ability of text analysis and critical thinking, guiding them to read the text from a deeper level. Part 2: Reading Text 2 — Extroverts and Introverts Skimming: The teacher asks students to read the text quickly, and then answer: “What are the two personality types mentioned in the text?” and “What is the main difference between them?” After students answer, the teacher summarizes: The two personality types are extroverts and introverts; the main difference is their way of gaining energy — extroverts gain energy from social interaction, while introverts gain energy from being alone. Design Intention: Consistent with the skimming link of the first text, it helps students quickly grasp the core content of the second text, maintain the consistency of reading training, and improve students’ skimming ability. Scanning: The teacher asks students to read the text again, scan for specific information, and complete the following list: Characteristics of Extroverts: Outgoing, like social interaction, talkative, gain energy from communicating with others, suitable for jobs that require frequent interaction (e.g., teachers, salesmen). Characteristics of Introverts: Quiet, prefer being alone, think deeply, gain energy from inner thinking, suitable for jobs that require concentration (e.g., writers, scientists). Cultural Differences: Western cultures tend to value extroversion, while Eastern cultures have a more positive attitude towards introversion. After students finish, the teacher invites students to share their answers, and supplements and corrects them, focusing on the key words and phrases used to describe personality characteristics, such as outgoing, quiet, talkative, think deeply, etc. Design Intention: Through scanning and listing, students can systematically sort out the characteristics of the two personality types and cultural differences, deepen their understanding of the text content, and accumulate vocabulary related to personality description, which lays a foundation for subsequent oral discussion and writing. 3. Intensive Reading: The teacher guides students to read the text carefully, focusing on analyzing the author’s view and the logical connection between paragraphs. The teacher asks students: “Does the author think one personality type is better than the other?” Guide students to find the sentence “Neither type is better than the other; both have their own strengths and weaknesses.” in the text, and then discuss: “What are the strengths and weaknesses of extroverts and introverts respectively?” Through group discussion, students summarize the strengths and weaknesses of the two personality types, and the teacher makes comments and supplements. Then, the teacher analyzes the logical structure of the text: the first paragraph puts forward the topic of personality types, the middle paragraphs introduce the characteristics and suitable jobs of the two types, and the last paragraph points out that both types have their own advantages and disadvantages, and different cultures have different attitudes towards them. Design Intention: Intensive reading helps students deeply understand the author’s view of “respecting personality differences”, which is consistent with the cultural awareness in core literacy. Group discussion cultivates students’ cooperative learning ability and oral expression ability. Analyzing the logical structure of the text helps students master the writing method of expository text, improve their text analysis ability and logical thinking ability. Step 4: Post-reading (Consolidation and Application) This link is divided into three activities to help students consolidate the learned knowledge, apply it flexibly, and improve their language ability and thinking quality. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher designs two exercises: 1. Fill in the blanks with the correct form of the key words and phrases learned (e.g., contribute, faith, do one’s part, sum up). 2. Imitate the difficult sentence patterns in the text to make sentences (e.g., imitate the sentence structure of “It can influence how people dress, how they talk...” to make sentences about the influence of reading). Students complete the exercises independently first, then check the answers in groups, and the teacher explains the common mistakes and key points. For example, the correct use of the tense of contribute, the collocation of faith in, and the correct use of the sentence structure with how/what clauses. Design Intention: This activity helps students consolidate the key vocabulary and sentence patterns learned, and improve their ability to use language knowledge flexibly. Independent completion and group check can not only cultivate students’ autonomous learning ability, but also help students find their own mistakes and learn from each other, improving the efficiency of knowledge consolidation. Activity 2: Group Discussion. The teacher divides students into groups of 5, and designs two discussion topics: 1. “Is peer pressure always negative? What positive effects can it bring? How should we deal with negative peer pressure in our daily life?” 2. “Which personality type do you think you belong to? What are your strengths and weaknesses? How can you make full use of your strengths and improve your weaknesses in interpersonal communication?” Each group chooses one topic to discuss, and appoints a recorder to record the key points of the discussion and a representative to present the group’s views. During the discussion, the teacher walks around the classroom to provide guidance, helping students use the learned vocabulary and sentence patterns to express their views, and guiding students to think dialectically. After the discussion, each group’s representative presents their views, and the teacher makes comments and summaries, affirming the reasonable views of each group, and guiding students to form a positive attitude: peer pressure is not entirely negative, it can promote us to make progress; both introverts and extroverts have their own advantages, and we should respect ourselves and others’ personality differences. Design Intention: Group discussion combines the text content with students’ real life, which can not only help students deepen their understanding of the text theme, but also improve their oral expression ability and cooperative learning ability. The discussion topics guide students to think dialectically, cultivate their critical thinking ability, and at the same time, help students establish a positive attitude towards peer pressure and personality differences, which is consistent with the requirements of core literacy. Activity 3: Writing Practice. The teacher asks students to write a short passage (80-100 words) with the title “My View on Peer Pressure” or “My Personality Type and Interpersonal Communication”. Students need to use the key vocabulary and sentence patterns learned in Reading Club, and express their own views. Before writing, the teacher gives a simple outline: 1. Introduce the topic (peer pressure or your own personality type). 2. Express your own views and reasons. 3. Put forward suggestions or expectations. Students write independently, and the teacher walks around to provide guidance, helping students solve problems such as improper word use and unclear logical structure. After writing, students exchange their works in pairs, put forward revision suggestions, and then the teacher selects several typical works to comment on, affirming the advantages and pointing out the areas that need improvement. Design Intention: Writing practice is an important way to test students’ language application ability. Combining the text theme with writing, students can flexibly apply the learned vocabulary and sentence patterns, improving their writing ability. Peer revision and teacher’s comment can help students find their own problems, learn from each other, and improve their writing level. At the same time, writing can also help students sort out their own views, deepen their understanding of the text theme, and promote the development of thinking quality. Step 5: Summary and Homework Summary: The teacher invites students to summarize the key content of this lesson, including the core vocabulary, phrases and sentence patterns, the main ideas of the two texts, and the views on peer pressure and personality types. Then, the teacher makes a final summary, emphasizing that this lesson not only helps us master English knowledge, but also guides us to correctly view peer pressure, respect personality differences, and establish good interpersonal relationships, which is of great significance to our growth. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in this lesson, strengthen memory, and improve their ability of induction and summary. The teacher’s final summary can help students grasp the key points of the lesson, and link the language learning with the cultivation of emotional attitude and values, realizing the integration of core literacy. Homework: 1. Recite the key vocabulary and phrases of Reading Club, and write 5 sentences with the difficult sentence patterns learned. 2. Revise the short passage written in class, and improve it according to the teacher’s and peers’ suggestions. 3. Interview your classmates or family members, ask them about their views on peer pressure or their own personality types, and take notes (in English). 4. Preview the next lesson and sort out the new words and phrases in advance. Design Intention: The homework is designed hierarchically, including knowledge consolidation (reciting words and writing sentences), ability improvement (revising the passage), practical application (interview) and preview, which can help students consolidate the knowledge learned in class, improve their language application ability, and lay a foundation for the next lesson. The interview task links English learning with real life, improving students’ practical application ability and learning interest. 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 $