北师大版 (2019)Unit 1 Life ChoicesLesson 2 Understanding and Coping with Stress教学设计及反思

这是一份北师大版 (2019)Unit 1 Life ChoicesLesson 2 Understanding and Coping with Stress教学设计及反思，共4页。
Lessn 2 Understanding and cping with stress
Tpic
Unit1 Lessn 2
Understanding ans cping with stress
Teacher
Liu Lin
Perid
One
（40mins）
Analysis n the Teaching
Material
1. 单元整体分析
本单元围绕 life chices 话题展开，以多种形式的语篇呈现了各种不同的人生选择，并引导学生思考自身生活方式和未来人生发展的选择，属于人与自我主题。本单元的大观念可归结为：选择决定人生—反思人生选择，实现人生价值。大观念统领三个小观念（见下图）。本课与本单元 Tpic Talk 和 lessn1 一起基于小观念 Knwing and planning yur daily life 之下，帮助学生认知自我，为下一阶段的学习打下基础和铺垫。
Tasting the life
Knwing and planning yur daily life
Big Cncept : Yur life is what yu make it——reflect n life chices and achieve yur life gals in a psitive way
Achieving yur life gals
2. 教学内容分析
主题意义：该课属于“人与自我”主题，旨在通过对压力的介绍，分析与经历分享，帮助学生更好地认识压力，并学会积极应对的方法，
What (主要内容）：本课的听力文本是一篇专家访谈，主持人通过采访 Dr.
King，明确压力的对象人群、职业， 并以学生为例分析了压力的来源和常见的缓解方式。
Hw（文体结构）：本篇听力属于说明文文体，属于口语非正式语义，通篇以问答形式推进，由宽泛走向具体，逻辑结构清晰，语速适中偏慢，对话双方采用英式英语，有助于学生把握语篇内容与大意。
Why(作者意图): 压力过大是学生群体常见的心理健康问题，文本从科学的角度让学生了解到压力的普遍性、导致压力的原因和不同的应对方法并共同探讨如何更好的地面对和缓和压力，有利于学生正确看待、分析和处理常见压力，树立并保持积极健康的人生观。
Analysis n the Students
1. 话题背景知识：学生对本课话题——压力较为熟悉。学生刚步入高中，对压力这个话题既熟悉又感兴趣。
2. 知识技能储备：高一的学生已经有比较长的英语学习时间，学生掌握了一定的听力技巧，如听取关键词、记笔记等，能够一定程度上概括听力文本大意。此外， 为了上课的时候学生听的更加顺畅，课前教师为学生的听力作了词汇准备。
预测困难和解决措施：学生在预测听力内容后，对如何在听的过程中准确、省时地记笔记，还需要教师的引导和适量的训练。此外， 学生对信息的归纳、梳理和阐述方面比较薄弱， 因此教师需要适时引导。授课班级在获取听力文本基本信息方面较有优势，且具备一定的词汇和语法基础，但对细节信息获取的能力不足，能简单的表达个人观点态度，但学生的思维的深度和逻辑性需要进一步提高，需要教师的引导和启发。
Teaching
Objectives
语言能力目标:
1.预测听力文本内容，从对话中获取关键信息并梳理结构框架。
2.学习与压力相关的知识，包括压力的普遍性，压力的主要原因及应对方法等。
情感态度目标：
共同探讨如何更好的地面对和缓和压力，树立应对压力的正确态度。
思维品质目标：
批判性的思考对话内容，并发表自己的见解。
学习能力目标：
对本节课的学习可以进行有效总结、评价和反思。
Teaching
Imprtant Pints
1. 预测听力文本内容，理解听力篇章基本信息并对关键信息进行提炼与归纳。
2. 学习与压力相关的知识，树立应对压力的正确态度。
Teaching
Difficult Pints
批判性的思考对话内容，自由流畅地表达自己的观点。
Teaching
Methds
Cmmunicative Apprach, Ttal Situatinal Actin
Teaching Aids
Multimedia equipment
Teaching
Prcedures
Teaching Steps
Teaching Intentins & methds
Pre-listening
Step 1 Warm-up（3mins）
Students enjy a shrt relaxing piece f music “ Yu are my Sunshine ”and share their feelings after listening.
The teacher tells students that they ’ll have an English exam tmmrrw and asks them t talk abut their feelings after hearing the news. Encurage students t talk abut the situatins they
find stressful r relaxing. Sme pictures will be presented t help them.
T attract students’
attentin, stimulate their interest and
activate relevant
expressins.
Step 2 Lead-in (Brianstrm & Predictin)
（3mins）
Students are encuraged t raise questins abut stress as many as pssible, and make a simple questin list.
Ask them t make predictins abut the interview they’ll listen t. They can tick the
infrmatin in exercise 2 r tick the questins in their list. When students present their answers, ask them hw they make predictins and t cmpare their
predictin skills with thse in skill builder.
T lead in the tpic, prepare themselves
fr listening activities and cultivate their
independent thinking.
While-listening
Step3 Listening fr tpic infrmatin（4mins） Students listen t the interview related t stress
and check their predictins.
Ask them write the aspects mentined in the left clumn in exercise 4.
T practice their skills in listening fr tpic infrmatin.
Step 4 Listening fr detailed infrmatin （10mins）
Students listen t the interview again t get specific infrmatin t fill in the table. Sme listening strategies will be shared and prvided t help them.
Afterwards, students are ging t listen a third time and answer three questins. This time, encurage students t use cmplete sentences.
T develp the ability f nte taking and btain mre detailed infrmatin t knw better abut stress and the ways t cpe with it.
Pst- listening
Step 5 Discussin （4mins）
In pairs, students discuss whether the ways t cpe with stress ffered by Dr King is useful r nt and whether there are sme questins that they are interested but can nt find answers in the interview.
T practice students’ cmmunicative skills
and cultivate their
critical thinking ability.
Step 6 Viewing （4mins）
Students watch a vide clip abut hw t make stress yur friend. They need t take ntes and share their pinin abut which infrmatin is mst useful fr themselves.
T help students learn mre ,talk mre and think deeper.
Step 7 Grup Wrk（8mins）
Wrk in grup fur, tw students play experts and the ther tw students talk abut the situatins they find stressful ask the experts fr advice.
T develp students’ speaking and prblem- slving ability.
Summary
Step 8 Summary（3mins）
Students summarize what they have
learnt this class.
The teacher als make a summary and share her understanding f stress.
Hmewrk
Step9 Hmewrk （1mins） Cmpulsry hmewrk
1. Finish exercise 6 f page13.
2.Write a 100-wrd article abut hw t cpe with stress.
Optinal hmewrk
As fr the questins in yur list that yu are still feel puzzled with, please find mre infrmatin after class.
T cnslidate and apply what they’ve learnt.
T encurage students t reflect n what they have learnt t be a better learner.
Blackbard Design
Lessn 2 Understanding and cping with stress