北师大版（2019）必修第一册 Unit1 Life Choices单元活动设计参考

Unit1 单元活动设计参考
活动方式：Pair Work（P11）
活动内容：What is your ideal lifestyle？
学情分析：
学生刚刚从初中毕业进入高中阶段学习，学习英语的兴趣大，课堂较为积极、活跃，课堂气氛较好。学生们在新入学之后对新的环境和生活有着美好的憧憬，因此本单元导入环节，可采用自由讨论“你所喜欢的理想的生活方式”进行导入，既可以切入单元主题，也跟学生的心境和状态息息相关。
教学目标：
了解不同的个人生活方式，引导学生树立良好的学习和生活习惯。
学习活动：
Step I Warm-up
Look at the photos. What kind of life do you think the people live
a business executive
a shepherd
a football player
a student
Use the following key words to help you.
boring, busy, dangerous, active, easy, lazy, exciting, free, interesting, peaceful, relaxing, stressful
E.g. I think a shepherd’s life is peaceful and relaxing, but maybe it’s boring sometimes.
Step II Free talk
1. What is your ideal lifestyle Talk about it freely with your partner（write down the key words and phrases）.
2. Imagine your dream life. Write five sentences about it.
3. Compare your ideal lifestyle with other’s
Suggested answers: 1. get up at 6：30 am，do exercise for 20 minutes，go to school，travel to different places every year，raise a t pet，stay with good friend… 2. I am a professional tennis player. I live in Beijing. I travel a lot every year. … 3.（略）
T：Think about your own life. You are very busy. In other countries, students’ life isn’t like ours. What’s your opinion about it Please write it down.
Step Ⅲ Discussion
Do you agree with the idea“ ‘I don’t have time’, often means ‘It is not a priority’.”？Why or why not？
案例说明:
本案例是针对本单元话题“Life Choices”的延伸。Warm-up部分通过提供的四幅图片，让学生讨论各个行业生活的现状，引导学生运用所学语言知识主动表达自己的观点。然后让学生对自己理想的生活方式进行探讨。最后的讨论为开放性环节，学生可能会对理想的生活方式有着不同的理解和描述：有的学生可能会向往奢靡或钱权生活；有的学生喜欢自由自在的生活；有的学生喜欢平淡简单的生活等等。此环节需要老师对其进行正确的引导，引导学生树立正确的人生观和价值观，为实现自己的人生目标和人生理想不断努力，不断奋进。
案例二
活动方式：Pair Work（P13）
活动内容：Tell each other the kinds of stress you often suffer from.
学情分析:
本单元话题是“Life Choices”，主题与生活紧密贴切，是课标功能项目中的生活方式、生活态度。本单元讲述了不同人的不同生活方式与生活态度。高一学生刚从初中学校进入到新的学校，他们会面临着适应新的老师、新的同学、新的教学方式、新的生活方式的改变，因此本单元话题内容与他们现阶段所面临的问题息息相关。我们可以具体到特定话题：你所面对的压力。
教学目标:
1.阐述自己在生活和学习上面对的压力和困惑。
2.学会使用相关的词汇对自己的现状（心情和身体）进行描述。
3.树立正确的面对生活和学习压力的价值观，培养坚韧的品格和不怕困难的精神。
学习活动
Step I Lead-in
Look at the photos. Do you think they have stress in their life Try to use adjectives to describe their life.
a shepherd
a football player
a business manager
a student
Suggested answers: 1. A shepherd’s life：lazy/free/dangerous. 2. A football player’s life：interesting/exciting/stressful. 3. A business manager’s life：busy/exciting/boring. 4. A student’s life interesting/active/stressful.
Step Ⅱ Work in pairs
1. Ask students to work in pairs and let them tell each other the kinds of stress they often suffer from.
2. Ask students to share their experiences and the activities they like or dislike in coping with those stresses.
Suggested answers： 1. I think there are so many subjects in high school and they look difficult, so I have no idea how to face them. I am a new student here. Everything looks strange for me and I have no close friends here 2. I think I should study harder than before, and if I meet some difficulties I will ask my teacher for some help. Since I am new here, everyone is facing the same problem as me. So I think I can take part in some school activities and clubs to make friends with them.
注意：此环节为开放性环节，答案不唯一，要求学生可以根据自身实际情况进行阐述和说明。
Step Ⅲ Writing
Imagine the future life in your high school. It may be full of stress. Please make some plans to deal with it.
Suggested answer: Since there is stress ahead of us in our high school, we should exercise regularly to keep fit and have a good mood. That is to say, we should keep healthy physically and mentally and study harder than before.
案例说明:
本案例是一份详案。本活动安排从知识目标、能力目标、情感态度等分析了切合本话题的目标要求。活动安排了导入、讨论、写作等环节。结合新生入学面临的新鲜感和茫然感，设计该课题，让学生畅所欲言，说出自己内心的真实感受，为未来三年的高中学习设置好目标，制订好计划。从而可以使抽象的知识具体化，枯燥的知识生动化，乏味的知识兴趣化。
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