Unit 1 Relationships Lesson 2 How Do We Like Teachers' Feed back 教学设计 -2026-2027学年高中英语北师大版（2019）选择性必修第一册

该高中英语教学设计聚焦北师大版选择性必修第一册Unit 1 Lesson 2的听力与口语，围绕教师反馈主题，通过“过多正面反馈是否有害”的反直觉问题导入，打破学生固有认知，以听力任务和分类活动构建反馈类型（正/负、直接/间接、笼统/具体）与情感反应的知识支架。 此资料亮点在于融合语言能力与思维品质培养，多层听力活动（表格填空、摘要完形）提升信息捕捉与表达能力，分类反馈类型训练分析归纳思维，Talk Builder与角色扮演促进语言迁移。对学生提升听说与批判性思维，为教师提供情境化、可操作的教学策略，助力核心素养落地。

Unit 1 Lesson 2 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语选择性必修第一册 Unit 1 Relationships Lesson 2（Listening and Speaking） 课时 1课时 授课年级 高二年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students can apply functional expressions and core vocabulary (ashamed, preference, upset, intention) to describe feelings and exchange opinions on teacher feedback in authentic communicative contexts. 2. Thinking Quality Students can categorize feedback types (positive/negative, direct/indirect, general/specific) and critically infer the speaker's underlying attitude and intention beyond literal words through tone and contextual clues. 3. Learning Ability Students can use targeted note-taking to capture key cues during listening tasks, collaborate effectively in group interview role-plays, and apply Talk Builder expressions to structure oral arguments. 4. Cultural Awareness Students can recognize diverse feedback styles across educational contexts and cultivate empathy for respectful teacher-student communication, appreciating how cultural norms shape feedback preferences. （二）Teaching points 1. Teaching key points Students are expected to master functional language for expressing preferences and emotions (ashamed, preference, upset, intention), accurately classify feedback types through listening comprehension, and complete the information table about three students' experiences with teacher feedback. 2. Teaching difficult points Students may find it challenging to infer implicit attitudes from tone and context during listening, to transfer feedback knowledge into authentic and empathetic oral communication, and to use Talk Builder expressions naturally in group discussions about sensitive topics. 三、教学准备 Multimedia classroom equipment with audio playback capability, audio recordings for the listening exercises, printed handouts of the feedback table, vocabulary cards for key words (ashamed, preference, upset, intention), and role-play prompt cards for group interview activities. 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Lead-in The teacher introduces the topic by asking students to observe different teacher feedback approaches and poses thought-provoking questions: "Can too much positive feedback be harmful?" and "Then what makes feedback truly helpful?" The teacher explains that positive does not always equal good and negative does not always equal bad, guiding students to discover what effective feedback really looks like through others' stories. Students observe the teacher feedback scenarios, reflect on the guiding questions, and share their initial thoughts about positive and negative feedback. Students connect the topic to their own experiences of receiving teacher feedback. 通过反直觉的问题导入（过多正面反馈是否有害？），打破学生对反馈的固有认知，激发探究欲望，为听力活动创设真实的情境支架，引导学生关注反馈的有效性而非简单的正负面。 Step 2 Pre-listening The teacher asks students how they feel when receiving teachers' feedback and provides helpful phrases: "to go bright red," "to feel hurt / ashamed / discouraged," "to depend on personal preference," "to feel encouraged / more confident," "to be handled carefully," "positive / negative feedback," "to get upset," "direct / indirect feedback." The teacher models with a personal example about receiving positive feedback from a PE teacher. Students discuss their experiences and opinions about teacher feedback using the provided phrases. Students share personal stories of receiving feedback and describe their emotional responses, building vocabulary readiness for the listening tasks. 通过提供功能性表达短语和个人示范，激活学生与反馈相关的词汇储备和情感体验，为听力理解做语言和内容双重铺垫，降低后续听力任务的认知负荷。 Step 3 While-listening (First Listening) The teacher plays the audio of three students being interviewed about their English teachers' feedback for a campus radio programme. The teacher presents the Skill Builder on understanding the speaker's attitude, advising students to pay attention to attitude words (don't like, hate, don't mind, like, it depends on) and to listen to the tone of voice. The teacher asks three multiple-choice questions about the topic, the face-to-face feedback student, and the interview location. Students listen to the interview and choose the best answers: (1) B (Teachers' feedback and students' feelings), (2) B (Student 2), (3) C (In the studio). Students apply the Skill Builder strategies to identify attitude words and tone cues during listening. 通过Skill Builder策略指导和选择题听力任务，训练学生捕捉主旨大意和关键细节的听力技能，培养学生的态度推断能力，为后续细听活动奠定基础。 Step 4 While-listening (Detailed Listening) The teacher plays the audio again and asks students to complete the information table about how each student's teacher gives feedback, the types of feedback, and students' reactions/feelings. The teacher guides students to fill in details: Student 1 (points out mistakes in front of the whole class, negative, feels hurt and loses confidence), Student 2 (talks face to face, tells exactly where problems are, direct and positive, helpful), Student 3 (gives general comments like "good, excellent," doesn't point out mistakes, indirect, not enough). Students listen carefully and complete the four-column table with specific information about each student's feedback experience. Students categorize feedback types (negative, direct/positive, indirect) and record students' emotional responses (hurt, helpful, not enough). 通过表格填空的细听任务，训练学生精确捕捉细节信息的听力能力，引导学生系统梳理三种反馈类型及其情感影响，培养信息组织和分类归纳能力。 Step 5 Post-listening (Group Work) The teacher organizes group work: (1) Act out the interview in groups of four using the notes from the listening activity; (2) Sort feedback into categories (positive/negative, general/specific, direct/indirect) and think of more types. The teacher provides suggested answers and facilitates the group performances. Students work in groups of four to role-play the interview, taking turns as the interviewer and the three students. Students categorize feedback types, brainstorm additional examples, and present their classifications to the class. 通过角色扮演和反馈分类的小组活动，将听力输入转化为口语输出，促进语言知识的内化和迁移；分类活动培养学生的分析归纳能力，角色扮演增强交际真实感和参与度。 Step 6 Summary & Talk Builder The teacher asks students to complete a summary passage with words from the listening (feedback, confidence, intention, effective, demanding, further, comments, strengths, specific, highlight, tenses). The teacher then presents the Talk Builder with expressions for exchanging opinions (I believe, I think, I can agree with, I see your point) and plays a second audio about two professors discussing feedback approaches. Students complete the summary cloze with target vocabulary. Students listen to the professor discussion and complete the Talk Builder expressions. Students practice using opinion-exchange phrases in structured dialogues about feedback preferences. 通过完形填空巩固听力核心词汇，通过Talk Builder学习观点表达的功能性语言，将听力输入与口语输出有机结合，培养学生综合运用语言进行观点交流的能力。 Step 7 Language Points The teacher presents four core vocabulary items: (1) ashamed adj. (be ashamed of, be ashamed to do, be ashamed that; distinguish from shameful); (2) preference n. (have a preference for, show a preference for); (3) upset adj. (be upset about/at sth., be upset with sb., get upset); (4) intention n. (have no intention of, with the intention of; extend to intend to do, intend sb to do, be intended for). The teacher provides contextual examples related to the feedback theme. Students take notes on the four core words, their collocations, and usage patterns. Students analyze example sentences, distinguish between easily confused words (ashamed vs. shameful), and create their own sentences using the target vocabulary in feedback-related contexts. 通过系统讲解核心词汇的搭配用法和易混辨析，结合反馈主题创设语境例句，帮助学生建立精准的词汇网络，促进词汇的深度理解和准确运用。 Step 8 Exercise The teacher distributes a gap-filling exercise with five sentences about feedback scenarios, requiring students to fill in appropriate forms of the target words (ashamed, preference, upset, intention). The teacher reviews answers and addresses common errors. Students complete the five gap-filling items: (1) ashamed; (2) preference; (3) upset...intention; (4) ashamed; (5) intention. Students check answers, identify mistakes, and ask questions about uncertain items. 通过语境化填空练习，检测学生对核心词汇形式和用法的掌握情况，促进词汇知识的内化和迁移，教师及时反馈确保语言学习的有效性。 Step 9 Homework The teacher assigns homework: (1) Prepare for the next lesson; (2) Write down the feedback you have received from teachers and discuss them with your partners. Students note down the homework requirements and ask clarifying questions if needed. 通过记录和讨论教师反馈的作业，将课堂所学迁移到个人真实体验中，巩固功能性表达和核心词汇，培养反思性学习习惯。 五、板书设计 Unit 1 Relationships — Lesson 2 (Listening and Speaking) Key Words: ashamed, preference, upset, intention Feedback Types: Positive / Negative Direct / Indirect General / Specific Talk Builder: I believe... / I think... I can agree with... / I see your point Three Students: S1: negative → hurt, lost confidence S2: direct, positive → helpful S3: indirect → not enough 六、教学评价与反思 （一）教学评价 本节课通过多层听力活动（选择主旨、表格填空、摘要完形）有效训练了学生的听力理解能力，大部分学生能够准确捕捉三位学生的反馈经历和情感反应。角色扮演环节参与度高，学生较好地运用了功能性表达进行访谈表演。Talk Builder的操练帮助学生在观点交流中使用了规范的句式结构。词汇练习正确率约85%，ashamed与shameful的辨析仍需加强。建议在后续课程中增加更多自由口语输出活动。 （二）教学反思 本节课以"有效反馈"为核心议题，通过反直觉的导入问题成功激发了学生的批判性思考。听力表格设计合理，有效引导学生关注反馈类型与情感反应的关联。在角色扮演环节，部分小组表演略显生硬，需要教师在课前准备更充分的情境提示卡。Language Points环节时间适中，但upset的介词搭配讲解可以更加简化。整体教学目标达成度较高，学生的听说能力和批判性思维均有提升。 学科网（北京）股份有限公司 $