《Lesson 1 Lifestyles》课堂教学教学设计（统编北师大版）

Unitl LifechoicesLessonl Lifestyles教材分析主题语境人与自我——生活与学习语篇类型记叙文——自我介绍语篇研读本课是两篇高中生自我介绍的文章第一篇文章介绍了来自伦敦的高中生Joe,一个数字原住民的日常生活及父母对他整日上网玩游戏和朋友网上聊天的担心文章重点词汇主要涉及网上行为如chat withfriendsonline,shop online,play computergames,internet addict,digital natives.文章恰当地运用话语标记语如b函des,also,even,actually和段落主题句来组织语篇结构第二篇文章介绍了Li Ying,一个积极能干女孩的学习习惯及巧妙管理时间的能力语法主要是在语篇中理解和使用动词不定式两篇文章通过对Joe和Li Ying日常生活的描述及对比，探讨了生活方式的多样性及不同生活方式积极和消极的两面性，并引导学生养成健康的生活习惯，树立积极的生活学习态度并为之竭尽全力教学目标与核心素养本课结束时，学生能够

1.语言能力1获取梳理文中描述Joe和Li Ying日常生活的事实性信息2概括整合Joe和Li Ying各自生活方式的积极和消极的方面

2.文化意识从跨文化视角观察和认识世界，对事物做出正确的判断，学会分析Joe和Li Ying生活方式各自的利弊比较评价两者的生活方式，并给出合理性的建议

3.思维品质通过小组合作，同伴讨论，个人思考，分享自己现在的和理想的生活方式，养成好的生活习惯，培养积极的生活态度和乐于学习善于学习的品质

4.学习能力保持对英语学习的兴趣，监控、调整自己的学习内容和进程，逐步提高使用英语学习其它学科知识的意识和能力教学重难点学生通过阅读获取Joe和Li Ying各自生活方式的积极和消极的事实性信息，整合推断出高中生应有的健康生活方式和学习态度课前准备学生自学单词和预习课文教学过程学生学习活动

1、创设情境，熟悉主题，铺垫语言教师展示高中生各种生活方式的照片；教师提出问题What activitiesarea big part of your family来激活与Lifestyle相关的词汇；根据两张照片和两个简短的自我介绍来预测课文内容，激活与digital natives和go-getter相关的词汇；

2、概括梳理整合信息，内化语言，获得结构化知识学生第一遍阅读课文，快速浏览语篇中的段首句、主题句、话语标记语迅速把握文章的脉络学生第二遍阅读课文，找到Joe和Li Ying各自生活方式的事实性信息教师提问检查学生提取课文中事实信息的情况学生第三遍阅读课文，关注话语标记语，分组梳理整合出Joe和Li Ying各自生活方式积极和消极的方面通过对细节信息的梳理，熟悉并学习一些固定搭配及本课特有的语言表达方式之后，教师和学生在黑板上共同完成信息结构图和结构化知识图学生第四遍阅读课文，分组完成关于Joe和Li Ying各自生活方式的结构化知识图，重组课文中的固定搭配或语言表达方式采用两人问答或对话的形式，描述并阐释Joe和LiYing各自生活方式积极和消极的方面，内化所学语言知识与相关信息

3、根据已知，推理判断学生讨论并交流Li Ying全力以赴积极努力学习的原因，并初步讨论高中生如何乐于学习善于学习；学生预测Joe是否会接受父母的建议远离网络融于现实生活

4、表达感受，分享自己观点学生分组评论Joe和Li Ying各自生活方式，并提出合理化建议

5、互动交流，迁移创新学生分组创编人物访谈类节目，从主人公及其亲人朋友的角度，深度剖析Joe和LiYing各自生活方式积极和消极的两面性学生分组，讨论自己现实和理想的生活方式，并互相给出评论，找出其中积极和消极的方面教学过程Step1Leading in

1.T showssome picturesof juniorsecondary studentsand asks Ss:what activitiesare abigpartofyourlife

2.T invitesSs tocollect asmany phrasesabout lifestyleas possible.

3.Ss work in groupsand talkabout their own activities.

4.Ss sharetheir ideas.T writethem downon theblackboard.Step2Predicting

1.Ss look at thephotos andthe shortself-introduction andpredict:What kindof lifestylesdo Joeand LiYinghave

2.T invitesSs to read thetitle andasks Ss to thinkabout:What digitalnative andgo-getter mean

3.T asksSs whattype oftext itis.Step31st reading

1.T invitesSs tolookat the firstparagraph andthe firstsentence ofevery paragraphquickly toget ageneral ideaandthe structureof the texts.

2.Ss workin pairsto illustratethe structureof the texts.

3.Ss sharetheir structuremaps.T invites2groups todraw themon theboard.Step42nd readingT asksSs toread the textsquickly andanswer the following questionsabout Joesonline activitiesand LiYingsstudy habitsbased onthetext.1What doeshe doonline2Why doeshe liketo shoponlineJoe3How doeshe contactfriends4What arehis parentsworried about5What doeshe thinkabout hismothers adviceFLi Ying1What doesshe doatthebeginning ofeach term2What isher biggesttarget3What areher readinghabits4What doesshe dobesides studying5How doesshe useher timewellT asksSs toshare andcheck theanswers to the question.Step53rd reading

1.T asksSs toreadthetexts carefullyand payattention tosome discourse makers,for example:besides,also,even,actually,according tothem.

2.Ss listthe positiveand aspectsof theirlifestyle.And summarizethe advicemom givesto Joe.

3.T asksSs toexplain howthey canget theanswer andwhat thediscoursemakersare inthetexts.

4.TasksSstofind out the usefulexpressions.T andSs writedown theStructure InformationDiagram ontheblackboard

5.Ss voicetheir opinionsabout Joeand Li Yings lifestylesand givethem somesuggestions toimprove theirlifestylesStep64th reading

1.T invitesSstoworkinpairs andmake adialogue whichcan containthe followingquestions.1What doyou doonline2What areyour parentsworried about3What areyour studyhabits4How doyou useyour timesmartly52Ss present their dialogueswithin thewhole class.Step7DiscussionSs workin groups to discussthefollowingquestions:1Why doesLiYingwork sohard2How canwe becomego-getters andachieve allthat wewant to3Will Joetake hismoms adviceand draghimself awayfrom theonline worldWhy orwhy notStep8Interview1Ss workin groupsto preparean interviewwhere aninterviewer asksJoe orLiYing,their parentsand theirfriendssome questionsabout theirlifestyles.The interviewermay preparethe questionslike this:theirlifestyles,parents worriesor advice,friends opinionsand advice.Ss actoutthe interview2Ss workin groupsto discusstheirownpresent andideal lifestylesand givecomments toeach other.T invites2groupstopresenttheirgroup worktotheclass.Step9summary andhomeworkSs andT togetherreflect andsummarize what has beenlearned.Step10HomeworkWrite downwhathasbeen talkedabout intheinterview.。