Unit 1 Period 1 Topic Talk & Teachers（表格式教学设计）英语北师大版选择性必修第一册

该高中英语教学设计聚焦“人际关系”主题，核心涵盖人物描述词块、句型及过去完成时语法，通过Topic Talk的Pair Work讨论“最重要的人”导入，从亲友自然过渡到师生，激活背景知识，搭建口语表达支架，衔接《My Teacher》《My Student》双文本阅读。 资料特色在于双视角文本对比阅读培养思维品质，语法练习结合语篇实例提升语言能力，分层作业设计兼顾学习能力差异。通过Group Work探究文本论据，思维导图梳理叙事逻辑，助力学生精准运用语言，教师可高效落实核心素养，提升教学效果。

Unit 1 Relationships Period 1 Topic Talk & Teachers教学设计 教学基本信息 单元名称 选择性必修第一册Unit Relationships 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：北京师范大学出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 读思课 教学设计理念 本节课立足新课标英语学习活动观，以“人际关系”主题语境为引领，融合词汇、句型与语法教学。遵循“学习理解—应用实践—迁移创新”的递进式教学逻辑，创设真实生活化交际情境。坚持学生主体地位，依托结对合作、小组探究等活动，落实语言能力、思维品质、文化意识与学习能力四大核心素养，渗透立德树人理念，引导学生珍视亲友、师生人际关系。 教材分析 【What】本节课包含两大核心板块：Topic Talk为口语交际板块，提供人物描述句型、词块及名人名言，搭建亲友、重要人物描述的口语框架，配套听力训练；Teachers板块包含《My Teacher》《My Student》两篇双向视角叙事文本，围绕师生成长故事展开，核心语法为过去完成时。 【Why】通过语篇学习，学生能够掌握人物描述的语言知识，理解良师对个人成长的重要意义，明晰过去完成时的用法，树立正向的师生观、人际观。 【How】教材以口语支架、听力输入、双文本对照阅读、语法归纳、话题输出的逻辑编排内容，词块丰富、层级清晰，兼顾语言输入与输出，贴合高中生语言认知规律。 学情分析 1. 已知基础：学生掌握基础人物形容词、一般过去时，具备简单的人物描述能力，拥有丰富的师生、亲友相处生活经验，具备基础语篇阅读能力。 2. 认知缺口：缺乏地道、系统的人物描述表达，难以区分一般过去时与过去完成时，无法结合文本论据完整、有条理地阐述观点。 3. 习得目标：掌握标准化口语表达框架，熟练提取双视角文本信息，精准运用过去完成时，实现人物话题的听说读写综合输出。 教学目标 语言能力：掌握人物性格、相处场景核心词块与固定句型，熟练运用过去完成时，可完成人物话题的听说、书面表达。 学习能力：掌握预测、扫读、对比阅读策略，通过合作探究提升自主学习、协作交流与互评分享能力。 文化意识：品读中西方人际名言，感知多元人际文化，传承尊师重道、珍视真情的优良品质。 思维品质：梳理文本叙事逻辑与人物成长变化，辩证看待学生个体差异，培养逻辑思维与批判性思维。 教学重难点 教学重点 掌握人物话题核心词块与句型；精准提取双篇文本关键信息；掌握过去完成时“过去的过去”核心用法。 教学难点 精准区分一般过去时与过去完成时并灵活运用；结合文本论据支撑个人观点；实现人物话题的综合性、逻辑性语言输出。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 以Topic Talk导入，开展Pair Work讨论： Who is the most important person in your life? Talk about him/her with your partner. 引导学生从家人朋友过渡到老师，引出本课主题Teachers。 追问：What qualities do you think a good teacher needs? ● 通过结对讨论，激活学生背景知识，激发对人际关系主题的学习兴趣。 ● 从"最重要的人"自然过渡到"老师"，为新课学习做好铺垫。 5min Activity 2 Read for main idea and structure 快速浏览两篇课文标题和首尾段，把握文章主旨： ① Read the titles and the first and last paragraphs to answer: 1. Who wrote the two texts? A. Graham Lawrence & Brian Jenkins B. A science writer & a science teacher C. Both A and B 2. What are the two texts mainly about? A. How to be a good teacher B. The story between a teacher and his student C. The importance of science education 3. Why were the texts written? A. To express thanks and share teaching thoughts B. To introduce a famous scientist C. To explain how to teach science 答案：CBA ② 对比两篇文章的写作视角： My Teacher → ______ perspective (student/teacher) My Student → ______ perspective (student/teacher) 答案：student, teacher 归纳：What kind of text is it? 答案：narrative essays / personal stories ● 通过快速阅读，培养学生把握文章主旨和写作目的的能力。 ● 对比双视角结构，帮助学生理解文章的叙事特点。 10min Activity 3 Read for details 1. Read "My Teacher" and complete the information: Before Graham went to Mr Jenkins's class: · Graham was not very good at most school subjects. · _________________________ · _________________________ 答案：He was a bit lazy, especially in maths. / Science was full of strange words and boring to him. How Mr Jenkins taught: · Mr Jenkins made everything interesting. · _________________________ · _________________________ 答案：He explained difficult things with practical examples and simple language. / He took students outside to do experiments (built a rocket). After Graham became Mr Jenkins' student: · Mr Jenkins made Graham feel that he had his own strengths. · _________________________ · _________________________ 答案：He gave a presentation to the class about stars and planets. / He became interested in science and now he's a science writer. 2. Read "My Student" and answer the questions: ① What was Mr Jenkins' impression of Graham before they met? 答案：He heard stories about Graham's bad behaviour and thought Graham was very difficult. ② What is Mr Jenkins' attitude towards students? 答案：He believes there's no such thing as a good or a bad student. Everyone is good at something. ③ What are Mr Jenkins' beliefs in teaching? 答案：Teachers should have more time to make friends with students and understand them. Education is life itself. ● 采用自上而下的教学方式，在掌握主旨基础上进一步精读，寻找细节信息。 ● 通过信息梳理和问题回答，深入理解两篇文章的内容和人物特点。 ● 引导学生关注人物情感变化和教育理念，深化主题理解。 20min Activity 4 Summary 以思维导图形式，分别整理两篇文章的人物关系、关键事件和核心观点。 Graham Lawrence → before / after / changes Mr Jenkins → teaching style / beliefs / influence ● 使用思维导图帮助学生系统化掌握文章结构和核心内容。 ● 梳理人物关系和变化，为后续输出活动做准备。 5min 应用实践 Activity 5 Post reading Group Work: Think and share 1. Mr Jenkins said, "...it's important to understand that there's no such thing as a good or a bad student." How did he prove this? Find evidence from the texts. 2. What made Graham a successful person? Find evidence from the texts. 3. What made Mr Jenkins a good teacher? Write down one or two of his qualities and give your reasons. Pair Work: Think of a teacher in your life who helped you learn. What qualities does he/she have? Tell his/her story to your partner. ● 通过小组讨论，深化对文章主题和教育理念的理解。 ● 结合自身经历讲述老师故事，达到学以致用，提高口语表达能力。 10min Activity 6 Grammar Exercise - Past Perfect 1. Choose the sentence that best describes each picture: ① a. The film began when they arrived.    b. The film had begun when they arrived. 答案：b（电影在到达之前已经开始） ② a. The police arrested the man who was breaking into a shop.    b. The police arrested the man who had broken into a shop. 答案：b（闯入发生在逮捕之前） 2. Provide explanations using the past perfect tense: ① My car broke down on the way to the beach. (it / run out of petrol) 答案：My car broke down because it had run out of petrol. ② The dog hid under the sofa. (it / eat the family's dinner) 答案：The dog hid under the sofa because it had eaten the family's dinner. ③ A car crashed into a tree. (driver / fall asleep) 答案：A car crashed into a tree because the driver had fallen asleep. 3. Fill in the blanks with the correct form: ① Before Mr Jenkins ______ (teach) me, science ______ simply ______ (be) a subject full of strange words. 答案：taught, had, been ② I ______ (hear) stories about his bad behaviour before he ______ (come) into my class. 答案：had heard, came ③ I knew I ______ (choose) a job with a lot of stress. 答案：had chosen ● 通过语法讲解和练习，让学生掌握过去完成时的用法。 ● 结合课文原句进行语法分析，实现语块的二次输入。 ● 通过情景造句，巩固语法知识的实际运用。 15min Activity 7 Language points 重点单词短语： 1. be good at → be poor / weak at 2. add up to / add to / add...to... 3. be full of = be filled with 4. have no idea = don't know 5. used to do / be used to doing / be used to do 6. lack confidence in oneself 7. have access to 8. turn...into... 重点句型： 1. If only I could call him and ask for his opinion! 2. I think it's important to understand that there's no such thing as a good or a bad student. 3. Education is not preparation for life; education is life itself. ● 教考衔接——通过提炼重点单词、短语和句型，让学生掌握本篇文章的重要语言知识点。 ● 结合例句讲解，帮助学生理解和运用。 8min Activity 8 Self-evaluation 展示评价表，学生对本节课表现及所学情况进行自我评价： □ I can understand the two texts about teachers and students. □ I can talk about a teacher who has influenced me. □ I can use the past perfect tense correctly. □ I have learned some useful words and expressions. ● 通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 ● 培养学生的自主学习和反思能力。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 作业一（基础层） 用 5-6 句话介绍 Graham Lawrence 和 Mr Jenkins 的故事。 要求：至少用上本课所学的 5 个单词或短语。 参考词汇：be good at, make...interesting, lack confidence, used to, have access to, turn...into..., be full of 参考范文： Graham was not good at most subjects before he met Mr Jenkins. He lacked confidence in himself and found science boring and full of strange words. But Mr Jenkins made everything interesting with practical examples. He used to take students outside to do experiments. Mr Jenkins helped Graham find his strengths and turned him into a successful science writer. 作业二（提高层） 以 "A Teacher I Will Never Forget" 为题，写一篇短文（80-100 词）。 内容要求： ① 这位老师是谁，他 / 她有什么特点 ② 遇到这位老师之前你的状态（用过去完成时描述） ③ 这位老师如何帮助 / 影响了你 ④ 你的变化和感受 参考范文： A Teacher I Will Never Forget The teacher I will never forget is my English teacher in junior high school. Before I met her, I had always been shy and had no confidence in speaking English. I was afraid of making mistakes in front of others. She was patient and encouraging. She often praised me for small progress and gave me many chances to speak in class. With her help, I became more outgoing and fell in love with English. I am so grateful to her. ● 通过复述课文故事，巩固对文章内容的理解。 ● 要求使用指定词汇，强化重点单词短语的记忆和运用。 ● 适合基础一般的学生，降低写作难度，建立写作信心。 ● 通过写作练习，让学生在真实语境中运用所学知识，提高语言综合运用能力。 ● 要求使用过去完成时，巩固本课语法重点。 ● 结合个人经历写作，激发情感共鸣，培养感恩意识。 ● 适合基础较好的学生，提升写作能力和思维深度。 板书设计 Unit 1 Relationships Period 1 Topic Talk & Teachers 教学反思 优点： 教学设计紧密结合新课标的相关要求，注重学生的实际应用能力和思维能力的培养。通过多样化的教学活动，激发学生的学习兴趣并提高学生的参与度。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来，提升学生英语学习的信心和兴趣。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $