Unit 1 Life Choices
Lesson 1 Lifestyles
【教学目标与核心素养】
1．语言能力
（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）能掌握动词不定式在句中能作的成分，如主语、宾语、表语、定语、状语和补语。
2．文化意识
了解英语交际中如何根据对方的话语作出恰当的反应；
了解英语国家中教育的大致情况，通过对比思考我国中学教育。
3．思维品质
比较评价两者的生活方式，并给出合理性的建议。
4．学习能力
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言对课文进行复述。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍自己高中新生活方式；
（2）正确理解并运用动词不定式在句中的成分；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语表达自己的生活方式、个人情感和未来期望；
（2）能正确识别动词不定式在句中的成分并准确使用。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Talk about students' new school life with the following cues on P6 and use the language students have learnt in P7 to talk about their new life． 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时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 Lead-in This step is to lead the students to the topic—Life Choices． Work in groups and have a discussion． 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。 5分钟
Step 3 Pre-reading Brainstorm and look at pictures (a, b) on the PPT slides and try to answer the question: What kind of lifestyle do you think these students have? 通过读前头脑风暴和观察图片思考问题，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而进入泛读和精读环节。 5分钟
Step 4 Fast-reading Read the two texts quickly and underline Joe’s online activities and Li Ying’s study habits． Answer the following questions after fast-reading． 1．Who is a digital native? 2．Are Joe's parents worried about him? 3．Is Li Ying a good student? 4．Does Li Ying like to set goals? 通过泛读，能够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。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。 10分钟
Step 5 Careful-reading Activity 1: Read the texts again and try to answer the questions as following: 1．Why does Joy like to shop online? 2．How dose Joy stay connected with his friends? 3．What are Joy’s parents worried about? 4．What does Joy think about his mother’s advice? 5．What does Li Ying do at the beginning of the term? 6．What does Li Ying do besides studying? 7．How does she use her time well? Activity 2: After reading the texts, encourage students to find the positive and negative aspects of Joe and Li Ying’s lifestyles and discuss how to give them suggestions to improve． Activity 3: Recall the passage and use some words and phrases given to explain “digital native” and “go-getter”． 活动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，因此通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的语法知识（动词不定式），有助于学生在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。 活动2：有助于学生深层次把握文章细节内容，建立起上下文关联的能力。 活动3：有助于学生理解文章主旨，以及对熟词生义的把握。 15分钟
Step 6 Post-reading and Homework 1．Fill the blanks on Page 10． 2．Underline the structure of infinitives and find out their functions in a sentence． 3．Do exercises on Page 11 and use proper forms of infinitives． 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握动词不定式的用法。 5分钟
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Unit 1 Life Choices
Lesson 2 Understanding and Coping with Stress
【教材分析】
本节课是高中英语第一册Unit 1 Life Choices的第二课，课型是听力课，主要内容是列举生活中的压力和放松，并指导学生通过一系列方式减少压力。通过本节课的学习，让学生学会如何描述生活中的压力和放松，如何表达个人感受以及如何用英语表达对未来的期望和目标。
【教学目标与核心素养】
1．学习能力目标
（1）听力时，学生能够借助关键词理解文章大意，并试图找出段落主题句，完成听前问题；
（2）用所学的词汇和语言对听力内容进行复述。
2．语言能力目标
（1）能够正确运用以下单词和短语: stressful, downtown, interview, include, reduce, organize, tension, prediction, be similar to, suffer from.
（2）能掌握如何描述喜欢和不喜欢。
3．文化意识目标
（1）了解如何用英语表达生活态度和情感；
（2）了解英语国家中教育的大致情况，通过对比思考我国中学教育。
4．思维品质目标
积极面对生活中、学业中出现的挫折，用积极的心态克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语表达生活态度（喜欢或不喜欢）；
（2）礼貌进行日常对话。
2．难点
（1）能用得体的英语表达自己的生活态度、个人情感和未来期望；
（2）能正确地道表达喜欢或不喜欢。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Talk about students’ new school life with the following cues on P6 and use the language students have learnt on P7 to talk about their new life. 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to the topic. (1) Listen to Dialogue 1 and complete the information in the Text Builder on Page 6. (2) Listen to Dialogue 2. Read and complete the notes on Page 7, and then take turns to talk about the three people’s life choices. 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。 5分钟
Step 3 Pre-listening Brainstorm. Look at the diagram on Page 12. Q1: Are these situations stressful or relaxing to you? Q2: Can you think of other similar situations? Talk about how you feel in the situations. 通过读前头脑风暴和观察图片思考问题，有助于学生对听力内容主旨大意的掌握，进而帮助学生更好理解听力内容而进入泛听和精听环节。 5分钟
Step 4 Fast-listening 1. Dr. King is talking about stress in a radio interview. Tick (√) the information you think will be included in the interview on Page 12. 2. Listen to the interview and check your predictions. 通过听力之前的猜测，能够让学生对听力内容有了初步了解，养成良好的听力理解习惯，提高听力技能。然后进行泛听，大致了解听力内容，让学生检查自己的猜测是否准确，也为下面精听打下基础。 10分钟
Step 5 Careful-listening 1. Listen again. Complete the table on Page 12 with information you hear. Then talk about it with your partner. 2. Listen once more. Answer the following questions: When do students suffer from stress? (1) What situations can be difficult for shy people? (2) What is a good way to organize your work or study? 1．该过程目的在于让学生对听力内容有深层次的理解。通过按照表格内容进行有针对性听力，有助于帮助学生抓住听力中的关键词，进而进行信息整理。 2．让学生更深层理解听力内容。通过提问细节问题，会让学生更有针对性关注听力内容，进而帮助学生把握文章整体和细节。 15分钟
Step 6 Post-listening and Homework 1. Recall and Practice. Recall what you have learnt about stress. Complete the summary with the words from the listening on Page 13. 2. Expressing likes and dislikes: What activities do you find stressful/relaxing? Listen to a student talking about stress and finish the table on Page 13. 3. Listen and imitate. Use the given words to complete the Talk Builder. Homework: Talk about activities you like or dislike. Give your reasons. Use the expressions in the Talk Builder and write them down. 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与、拓展听力练习，以检测学生是否掌握听力技巧和是否能够地道表达喜欢或不喜欢。 5分钟
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Unit 1 Life Choices
Lesson 3 Your Life Is What You Make It
【教学目标与核心素养】
1．学习能力目标
学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
用所学的词汇和语言的对课文进行复述。
2．语言知识目标
能够正确运用以下单词和短语：inspire, independently, apply for, imagine, live up to, flash, deal with, be responsible for, attractive, as well as, satisfied, treat sb as；
能掌握-ed/-ing形容词表达对物或人的修饰。
3．文化意识目标
了解英语交际中如何根据对方的话语作出恰当的反应；
了解志愿者工作的辛苦以及学生对志愿者事业的思考。
4．思维品质目标
热爱志愿者活动，积极参与不同的志愿者活动，从中学会如何克服困难，如何与人际交往，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍志愿者活动；
（2）正确理解并运用-ed/-ing形容词的修饰对象。
2．难点
（1）能用得体的英语表达自己从事志愿者活动的细节、个人情感；
（2）能正确识别-ed/-ing形容词的修饰对象并准确使用。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Brainstorm: Let students look at the pictures shown on the screen and guide students to describe what life will be for a volunteer teacher in a village school． 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to the topic． Work in groups and discuss． 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。 5分钟
Step 3 Pre-reading Show pictures on the screen and some information about the pictures． Let students skim the whole passage and predict what they will read about． Skim skills: Look at the title, subheadings, photos and drawings; Look at the first and last paragraphs, but do not read every word． Pick out key words． Read the first sentence of each paragraph very quickly． 通过读前头脑风暴和观察图片思考问题，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而进入泛读和精读环节。 5分钟
Step 4 Fast-reading Read the whole passage． Answer the following questions after fast-reading． 1．Where is Zhang Tian from? 2．Where did he go as a volunteer teacher? 3．What did he decide to do after a year? 通过泛读，能够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。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。 10分钟
Step 5 Careful-reading Activity 1: Read the passage again and try to complete the chart （on page 16） about Zhang Tian's experience as a volunteer teacher． Talk about his volunteer work based on the information． 1．What are the reasons to be a volunteer teacher? 2．What was the situation like when Zhang Tian arrived? 3．What ways did he use to deal with the difficulties for the students and the villagers? Activity 2: After reading the passage, encourage students to find the answers to the following question． How did Zhang Tian's feeling and attitude change as a volunteer teacher? Please find some evidence． Activity 3: Recall the passage and review the text by answering the following questions． 1．What happened to Zhang Tian a year ago? 2．What was the school like and what were the living conditions like in the village? 3．What did Zhang Tian do during that year? 4．What is the situation like now? 活动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，因此通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的语法知识（ing和ed形容词），有助于学生在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。 活动2：有助于学生深层次把握文章细节内容，帮助学生建立起上下文关联的能力。 活动3：有助于学生理解文章主旨和细节，以提高学生深度阅读理解能力。 15分钟
Step 6 Post-reading and Homework Fill the blanks on Page 16． Underline the -ed/-ing adjectives and complete Word Builder on Page 17． 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握-ed/-ing形容词的用法。 5分钟
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Unit 1 Life Choices
Writing Workshop & Reading Club
【教学目标与核心素养】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述；
（3）学生能够借助已知的关键信息，适当补充辅助信息，写出完整的电子邮件。
2．语言能力目标
（1）能够正确运用以下简单句句式结构进行邮件写作：Subject +Verb +Object; Subject +Verb +Predicative; There +Be +Real Subject; Subject +Verb +Indirect Object +Direct Object；
（2）能正确认知并且运用以下词汇和短语：include, occasion, trend, increasingly, inspire, provide, come up with, weary, digestion, opportunity, entertainment, community, stressful, miss doing sth, be busy doing sth, cut off等。
3．文化意识目标
（1）了解如何正确、恰当进行邮件书写以及邮件格式；
（2）了解英语国家城市和乡村文化的不同之处，并从中得到感兴趣的信息。
4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言进行邮件书写；
（2）正确理解并运用简单句结构以及-ed和-ing形容词的表达；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写邮件；
（2）能正确识别-ed形容词和-ing形容词的使用语境。
【教学过程】
写作课：
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up for Writing The teacher will give a topic and some information about the topic, which requires students to write an email about the new school life. Share your ideas with your partner on how to write the email. 任务型活动：课题引入采取讨论方式，分享写作思路。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to learn how to write an email. Give students an example and let students read it and then answer some questions. 1. Who is Fang Lan? Why is Wang Ying writing to her? 2. Is the email formal or informal? Why is it written this way? 3. Find and circle examples of Contractions (e.g., don’t) Informal words and phrases (e.g., well) Dashes (—) and exclamation marks (!) 紧扣上一环节的讨论，教师引导学生模仿电子邮件范文书写格式、语言，激发学生的兴趣，导入写作课意图。 5分钟
Step 3 Pre-writing This step is to focus on textual structure and language that will be used in the email. 1. Use the elements in Activity 3 on Page 19 to label the email on Page 18. 2. Look at the Sentence Builder and make 2–3 sentences about the school life. Pay attention to the sentence structure. 该教学过程主要是帮助学生熟悉范文的语言和结构，让学生了解如何写电子邮件。 活动1：分析范文结构，了解电子邮件结构； 活动2：利用简单句结构试着说说学校生活并注意使用19页的句式结构。 5分钟
Step 4 While-writing This step is to instruct students to compose their writing. 1. Complete the outline of the email based on the writing sample and Activity 3 on Page 19. The structure is like the following: (1) Subject line:_________ (2) Greeting:________ (3) Question to ask: ________ (4) Information about you:_________ (5) Reasons to finish writing:_______ (6) Ending:_________ 2. Use the outline and the Writing Help to write the first draft. 该教学过程主要帮助学生构思写作大纲，以完成写作目的。 活动1：构建写作大纲，主要参考范文结构，按照(1)-(6)的结构进行书写； 活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。 10分钟
Step 5 Post-writing When the students finish the email, edit the email in pairs. Pay attention to the elements, sentence structures and some other things. 完成后的草稿，同桌间进行交换批改，主要看邮件结构，句式结构以及其他用词方面的问题。 15分钟
阅读课：
教学步骤 教学活动 设计意图 时间
Step-1 Warming Up Teacher shows some pictures based on the passages in the textbook and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading. 任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。 5分钟
Step-2 Lead-in (1) If the topic is Teatime: Teacher lets students to talk about something that they know about the tea culture in groups and selects one student to share with the whole class. (2) If the topic is City or Country? Teacher can let students to talk about the differences between the city and the country and which one they like better and tell the reasons. 紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。 5分钟
Step-3 Pre-reading (1) If the topic is Teatime Try to predict the passage that will be talked about based on the titles and the first sentence or the first paragraph. (2) If the topic is City or Country? Guess the differences living in London and the Isle of Wight and let students raise some question about the titles and then predict what the passage will talk about. 该教学过程主要是帮助学生更好地了解文章内容。通过对文章标题、第一句话或第一自然段的猜测，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。 5分钟
Step-4 While-reading (1) If the topic is Teatime Read the text and answer the following questions: Why did the Duchess of Bedford invite friends to come for tea in the afternoon? What does yum cha mean? (2) If the topic is City or Country? List the advantages and disadvantages of city life and country life by completing the mind map on Page 23. 该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题和思维导图，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。 10分钟
Step-5 Post-writing (1) If the topic the Teatime Work in groups and talk about the similarities and differences between English and Southern Chinese tea culture. Make a list and discuss. (2) If the topic is City or Country? Think what the writer means by saying "I think it isn’t about where you live – it’s about how you live" in the last paragraph. How does she come to such a conclusion? Do you agree with the writer’s conclusion? Why or why not? 该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。 15分钟
Step-6 Homework 1. Read the other passage left and do the exercise in the textbook. 2. Use what you have learnt in Unit 1 and talk about the new school life with infinitives, -ed or -ing adjectives to describe it and then write them down. 该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。 5分钟
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