Unit 1 Relationships Viewing Workshop & Reading Club & Check Your Progress 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 Relationships，整合Viewing Workshop、Reading Club与Check Your Progress，围绕感恩表达、同辈压力、性格类型等主题，通过日常感恩反思导入，以视频分段任务、阅读隐喻引导和综合检测搭建学习支架，衔接核心词汇与过去完成时应用。 其亮点在于以视频“Remember to Say Thank You”引发情感共鸣，训练视听理解与表达的语言能力，通过同辈压力应对策略的批判性讨论和性格类型文化差异分析，培养逻辑推理与跨文化理解的思维品质和文化意识，助力学生提升综合语言运用能力，为教师提供多模块整合的高效复习路径。

Unit 1 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 Viewing Workshop & Reading Club & Check Your Progress 课时 2课时 授课年级 高二年级 课型 综合复习课 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 comprehend the video "Remember to Say Thank You" and Reading Club texts about peer pressure and personality types, master key vocabulary (approve, defend, contrast), and apply the past perfect tense accurately in context. 2. Thinking Quality Students can analyze psychological barriers to expressing gratitude, compare personality traits (introverts vs. extroverts) critically, and evaluate peer pressure scenarios with logical reasoning and evidence-based argumentation. 3. Learning Ability Students can employ viewing strategies (predicting, note-taking) and reading skills (skimming, scanning, careful reading) to complete Check Your Progress tasks independently, demonstrating integrated language competence. 4. Cultural Awareness Students can appreciate cultural differences in personality preferences (e.g., island vs. continental cultures) and recognize the universal value of sincere gratitude in maintaining healthy relationships across cultures. （二）Teaching points 1. Teaching key points Students are expected to grasp core messages of the viewing and reading materials (gratitude expression, peer pressure avoidance, personality type understanding), and accurately apply target vocabulary and past perfect tense in gap-filling and speaking tasks during Check Your Progress. 2. Teaching difficult points Students may find it challenging to articulate personal reflections on gratitude and personality in English, and to transfer language knowledge to real-life interpersonal communication during speech preparation and discussion activities. 三、教学准备 Multimedia classroom equipment with video and audio playback, video clip "Remember to Say Thank You," printed handouts of Reading Club 1 (Peer Pressure) and Reading Club 2 (Personality Types) texts, Check Your Progress exercise sheets, and vocabulary cards for key words (approve, defend, contrast). 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 Viewing Workshop (Lead-in) The teacher introduces the viewing topic by asking three questions: (1) How many times do you say "thank you" per day? (2) In which situations do you often say "thank you"? (3) Do you agree that the words "thank you" are magic? The teacher then asks students how they feel when praised or when someone says "thank you" to them, and whether they have done such things for people around them. Students reflect on their daily use of "thank you," count approximate daily occurrences, and share situations where they express gratitude. Students discuss their emotional responses to receiving praise and thanks, connecting the topic to personal experience. 通过日常感恩表达频率的反思导入，激活学生对感恩话题的已有经验和情感联结，为视频观看创设真实的情境支架，引导学生关注感恩在人际关系中的重要性。 Step 2 Viewing Workshop (Video Watching) The teacher plays Part 1 of the video and asks students to answer: (1) Why did Laura become interested in this topic? (2) What question did she ask? (3) What did she decide to do? The teacher then plays Part 2 and asks students to number four examples (a man wanting his wife's thanks, someone in rehab whose father never expressed pride, a woman meeting with her husband for thanks, a friend thanking her children). The teacher plays the rest and asks students to note Laura's questions and reasons why people block gratitude. Students watch the video in segments, answer comprehension questions, and number the examples in order (2, 1, 3, 4). Students identify Laura's questions (Why was I blocking it? Why were others blocking it? Why can I say what I need in restaurants but not in relationships?) and tick the reasons people give for not expressing gratitude (insecurity, not wanting to need help, fear of neglect, shyness). 通过分段观看视频并完成理解任务，训练学生的视听理解能力和笔记记录能力；视频内容引发学生对感恩表达心理障碍的深层思考，培养情感认知和同理心。 Step 3 Viewing Workshop (Reflection) The teacher asks students to reflect on what they have learned from the talk and facilitates two tasks: (1) Think about a person you want to give your praise to and say "Thank you" — think of a way to express it genuinely; (2) Think about what you want other people to thank you for and how you would ask for it. The teacher provides model responses. Students reflect on personal gratitude experiences, identify a person they want to thank, and plan a genuine expression. Students also consider what they want to be thanked for and practice making requests. Students share their reflections in pairs. 通过个人反思和分享活动，将视频内容内化为个人行动，培养感恩意识和表达能力；要求设计真实的感恩表达方式，促进情感教育和人际沟通能力的发展。 Step 4 Reading Club 1 (Peer Pressure) The teacher introduces Reading Club 1 with a visual metaphor of a fish swimming against the current, asking students if they have ever changed their opinion because everyone else agreed. The teacher guides careful reading with two questions: (1) What is peer pressure and how does it affect people? (2) What suggestions does the writer give to avoid peer pressure? The teacher then facilitates a critical thinking discussion about the writer's suggestions and potential challenges. Students read the text about peer pressure, identify its definition and effects (influencing dress, talk, music, attitudes, behavior), and extract the writer's suggestions (build self-confidence, choose friends wisely, surround with positive role models). Students evaluate the suggestions critically, discussing challenges like fear of losing group belonging. 通过隐喻导入和问题驱动的阅读，引导学生理解同辈压力的本质和应对策略；批判性讨论培养学生的独立思考能力，帮助学生建立抵御同辈压力的心理防线。 Step 5 Reading Club 2 (Personality Types) The teacher introduces Reading Club 2 with a quiz/battery picture showing introvert and extrovert types, asking students which type they think they are. The teacher guides students to read the text and judge true/false statements: (1) Extroverts prefer to be surrounded by people (T); (2) Introverts don't think carefully before acting (F); (3) Scientists agree extroverts are born with this trait (F); (4) Introverts tend to be happier than extroverts (F). The teacher facilitates a discussion about cultural differences in personality preferences. Students read the text, complete the T/F exercise, and discuss the characteristics of introverts and extroverts. Students analyze why people on islands might be more introverted (isolation, self-reliance) and evaluate the writer's opinion about cultural variation in personality attitudes. 通过性格类型测验和判断正误活动，引导学生了解内向与外向性格的特征差异；文化差异讨论培养学生的跨文化理解能力，帮助学生尊重和接纳不同性格类型。 Step 6 Check Your Progress The teacher facilitates three Check Your Progress tasks: (1) Complete Li Zhen's Teacher's Day speech about Ms Zhang using target words (engaging, practical, experiment, acid, handled, constantly, worthwhile, on behalf of); (2) Complete Ms Zhang's story about student Tina using past perfect tense verbs; (3) Complete Chen Yang's speech about Mr Wu by choosing correct word options. The teacher also facilitates a discussion activity about the most important people using target expressions. Students complete the three Check Your Progress tasks independently, demonstrating mastery of target vocabulary, past perfect tense, and discussion expressions. Students check answers, identify areas for improvement, and participate in the discussion about important people using expressions like "In my opinion," "I'm not sure," "I agree with that," "socialise," "dominate," and "associate with." 通过综合性检测任务，全面评估学生对本单元核心词汇、语法（过去完成时）和功能表达的掌握情况，查漏补缺；讨论活动促进语言知识的综合运用和口语表达能力的提升。 Step 7 Language Points The teacher presents three core vocabulary items: (1) approve v. (approve of, approval n., without approval, in approval, give one's approval to); (2) defend vt. (defend sb./sth. from/against, defend oneself against, in defence of, in sb.'s defence); (3) contrast n. (in contrast to/with, by contrast, make a contrast with). The teacher provides contextual examples and notes common usage errors. Students take notes on the three core words, their collocations, and usage patterns. Students analyze example sentences, distinguish between verb and noun forms, and create their own sentences using the target vocabulary in relationship-related contexts. 通过系统讲解核心词汇的搭配用法和易错提醒，结合人际关系主题创设语境例句，帮助学生建立精准的词汇网络，促进词汇的深度学习和准确运用。 Step 8 Exercise The teacher distributes a gap-filling exercise with five sentences about relationships and personality, requiring students to fill in appropriate forms of the target words (approve, defend, contrast). The teacher reviews answers and addresses common errors. Students complete the five gap-filling items: (1) is approved; (2) defended; (3) Contrasted; (4) disapproval; (5) defend. 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) Review and memorize the key words from this lesson. Students note down the homework requirements and ask clarifying questions if needed. 通过复习记忆核心词汇的作业，巩固本节课所学语言知识，为后续学习奠定词汇基础，培养自主学习习惯。 五、板书设计 Unit 1 Relationships — Viewing Workshop & Reading Club & Check Your Progress Key Words: approve, defend, contrast Viewing: "Remember to Say Thank You" → Why do we block gratitude? Reading Club 1: Peer Pressure → Build self-confidence, choose friends wisely Reading Club 2: Personality Types → Introverts vs. Extroverts → Cultural differences Check Your Progress: Vocabulary + Past Perfect Tense + Discussion 六、教学评价与反思 （一）教学评价 本节课作为综合复习课，通过视频观看、阅读理解和综合检测三个模块有效整合了本单元的语言知识和技能。视频环节激发了学生对感恩表达的深层思考，参与度较高。Reading Club两个文本的阅读讨论效果良好，学生能够批判性地分析同辈压力和性格类型。Check Your Progress的完成情况反映了学生对核心词汇和过去完成时的掌握程度，词汇填空正确率约83%，过去完成时有个别错误需要关注。整体教学目标达成度较高。 （二）教学反思 本节课内容丰富、环节紧凑，将视听、阅读和检测有机融合，有效实现了单元复习目标。视频"Remember to Say Thank You"引发了强烈的情感共鸣，是本节课的亮点。Reading Club的讨论环节中，部分学生在用英语表达抽象观点时存在困难，需要教师在教学中提供更多语言支架。Check Your Progress环节的时间略显紧张，建议考虑分为两个课时或精简部分内容。整体而言，教学设计合理，学生的综合语言运用能力得到了有效提升。 学科网（北京）股份有限公司 $