北师大版（2019）必修 第一册Unit 1 Life Choices Lesson 1 Lifestyles教学设计（表格式）

Unit 1 Life Choices
Lesson 1 Lifestyles 教学设计
教材分析
本节课是高中英语必修1第一单元Life Choices的第一课Lifestyles，是阅读课，介绍了来自不同国家、地区的两名新高中生日常生活方面的内容。通过本节课的学习，首先激发学生对高中生活的兴趣，然后让学生学会如何描述高中新生活，如何表达个人感受以及如何用英语表达对未来的期望。
教学目标
（1）能够正确运用以下单词和短语addict, drag oneself away, definitely, target, attentive, achieve, revise, a wide range of, it’s so convenient to do sth....
（2）能够准确用英语描述高中生活
教学重难点
（1）如何使用地道的英语介绍自己高中新生活方式；
（2）如何用得体的英语表达自己的生活方式、个人情感和未来期望；
教学过程
教学步骤 教学活动 设计意图 时间
Step-1 Lead-in Do a brainstorm about the word “lifestyle” to stimulate students’ interest in this lesson. Then, show them a short video to ask them to answer questions about the heroine so that students can talk about her lifestyle easily. Furthermore, use some network pictures to talk about different activities and use these activities on the pictures to describe the activities they enjoy in their free time . 任务型活动：利用头脑风暴让学生说出一些关于生活方式的词语，为下一步描述视频中主人公的生活方式做铺垫。然后借助网上下载的关于活动的图片启发学生去描述他们空闲时间最爱的活动。采取小组讨论方式，选不同学生进行发言。锻炼学生运用能力，也激发同学们的学习热情和参与课堂的积极性。 5分钟
Step-2 Before reading After talking about the students’ lifestyles in our school,use their curiosity to move to the new lesson. Make some predictions about the two students on photos a and b to lay big foundation for the following questions, then predict the answers to some questions: ①What kind of lifestyles do you think the two students have ②What kind of lifestyle do you think these students have 紧扣上一环节的讨论，通过询问我校学生生活方式，然后利用学生的好奇心引出本文的两个学生，小组讨论后让学生将谈论后的结果表达出来，激发学生的兴趣。通过观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章。 8分钟
Step-3 While Reading Read the two passages quickly and underline Joe’s online activities and Li Ying’s study habits. Then do a game about their activities to check their answers. Next,answer the following questions : Is Joe addicted to the computer How does Joe feel about shopping online What do Joe’s parents worry about him What does Li Ying do at the beginning of each term What’s Li Ying’s aim for the new term How does Li Ying use her time well 让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。此过程中设置一些题目，让学生更有针对性地阅读，题目比较容易，降低阅读难度，通过游戏来完成练习既给学生带来成功感，又增强学生学习兴趣。 11分钟
Step-4 After Reading Task 1: Read the passages again and try to compare the two students’ lifestyles,and encourage students to find the positive aspects and negative aspects of Joe’s and Li Ying’s lifestyles and express their opinions later. Task 2: After students make clear the positive aspects and negative aspects of Joe’s and Li Ying’s lifestyles,ask them to make some suggestions to improve Joe’s and Li Ying’s lifestyles in groups,meanwhile ask them to write down. Task3: Ask students to voice their own understanding of “digital native”and“go-getter” in their own words. 任务1：阅读理解能力是高考中的关键，在主旨大意、细节题、猜词义和推断题中，细节理解题占据的比例较大，因此通过对文本进行深度挖掘有助于培养学深层次思考能力，对提高阅读理解能力有着重要意义。 任务2：有助于学生理解文章主旨，以及对文章方向的把握。这也是平常阅读理解考试中的一个考查点。 任务3：对文章中重点生单词的考查，是平常阅读理解题的一个考查点。此练习大大锻炼了学生提取文章主要信息的能力和对生单词词义的判断能力。 15分钟
Step-5 Homework &Suggestions for students Write a short passage about your own school life. 充分发挥学生主观能动性，调动学生创造性思维，开发学生的潜能，使学生主动参与深层次阅读，以检测学生是否能够正确使用本节课的重点单词及短语。以及对学生学习方式的一个建议。 1分钟