Unit 1 Life Choices Lesson 2 Understanding and Coping with Stress 教学设计（表格式）

TeachingPlan

Topic:

北师大版必修一Unit1LifeChoicesLesson2:UnderstandingandCopingwithStress

Grade:

Senior1

Analysesofteachingmaterials

What:ThethemeofthisclasscontextisManandHimself.Throughinterviewinganexpert,thediscourseexploresthetypesofpeoplewho

experiencestress,thesourcesofstress,andmethodstoreducestress.

Why:Byconductinginterviewwiththeexpert,studentscangainabetter

understandingofthesourcesofstress,graduallyformingapositiveattitudeandeffectivewayandstrategytocopewithstress

How:Theinterviewformatisclearandstraightforward,progressingina

question-and-answerformattodiscussthreeaspectsofstress.Thedialogue

betweentheinterviewerandtheinterviewee(expert)isconciseand

straightforward,providingscientificadviceonhowtocopewithstressfromtheperspectiveoftheinterviewee.

Analysisof

Students

CulturalAwareness:Studentsofgrade1insenorhighschoolarequitefamiliarwiththetopicoflifechoicesbecausetheyhavepreviouslylearnedmuchaboutstressindailylifeandmedias.However,theirunderstandingaboutstressandthewaytocopewithstressisnotscientificenough.Studentsarefamiliarwiththetopicofstressfrommedias,buttheylackin-depthunderstandingofthespecificcontentsuchasthecausesofstress,thewaystoreducestress,especiallythe

influencewhichstressledto,andtheymaythinkmoreabouttheirownstress,buthavenosympathywithpeoplearoundthem.Inthissense,thelessonwill

helpstudenttothinkmoreanddeeperaboutstress,findproperwaystocopewithstress,andlearntocareabouttheirfamiliesandfriends.

LinguisticCompetence:Studentsofgrade1insenorhighschoolaremore

skilledindoingexercisestocopewiththeexams,buttheirpragmaticknowledgeandtheirabilitytouseEnglishtoexpressideasarenotsatisfying.Especiallytheyarenotgoodatanalyzing,evaluating,andcriticizinginlistening.Inthisclass,theteacherintegrateslistening,speaking,reading,andwritingtoexercisestudents'multipleabilities.Theteachersetvarioussituationsforstudentstolexpresstheirideasbravely.

LearningandThinkingAbilities:Studentsofgrade1insenorhighschoolare

usuallyenthusiasticinparticipatinginclassroomactivitiesonlywhenthe

learningtaskisreallymotivating,andtheyarewillingtolearnbycooperationforitshighefficiency.Theyarerathergoodatfindingthekeyinformation

quicklyandcanquicklyactivateacquiredknowledgetolearnnewknowledge,

buttheirlogicalthinkingabilityandtheircreativeabilityneedtobedeveloped.Thus,inthislesson,communicativelearningmethodandtask-basedlearning

methodwillbeappliedtohelpstudentdevelopcooperativelearningabilityandthinkmoresophisticatedlyabouttherelationshipbetweenstressandsuccess

whileinthelearningactivities

Teaching

Objectives

Afterlearningthislesson,studentsareexpectedto:

(1)Tocorrectlyusewordsandphrasessuchasrelaxed,stressed,stressful,moreoftenthannot,military,professional,sufferfrom,pressure,etc.todescribeone's

stress;correctlyuse"youcan/should.."sentencepatternstoprovidesuggestionsaboutthewaystoreducestress.

(2)Toappreciatetheexpert'sadvice,therebyestablishingapositivelifevalue.

(3)Toanalyzethestructureoftheinterview,correctlyevaluatethedegreeofstress,andcreativelyprovidetheirviewsonhowtoreducestress.

(4)Totalkaboutdifferentkindsofstressandgivesuggestionstocopewithstressforpeople.

(5)Tohelppartnerstofindanappropriatewaytoreducestressandtoguide

studentstocareaboutpeoplearoundthemsothatdevelopthecorrectoutlookonlife.

Important

&DifficultPoints:

(1)Importantpoints

a.Structureofinterview.

b.Sentencepattern“Youcan/should...”

(2)Difficultpoints

Tounderstandthemeaningofstressandexpressusefulwaystoreducestress.

TeachingMethod

Theactivity-basedEnglishlearningwillbeusedinthewholeclasstodevelopStudents'listeningandspeakingability

Teachingaids:

Multi-media,blackboard

Type

listening

and

speaking

Period:

40mins

TeachingProcedures

Steps

Activities

Justification

Leadin

Activity:Survey

Studentswilllookatsomepicturesanddoasurveytogethertocheckifthey'restressedornot

Theruleofthesurveyis:ifyouhavethesameproblem

withpeopleinthepicture,youscore1point;ifyoudon'tscorezero.Aftercompletingthesurvey,studentswill

counttheirpointsandbeinformedabouttheircurrentpsychologicalstate.

Thisactivityisdesignedtocreatea

situationaround

stressthemeto

activatestudents'

existingknowledge

andexperienceand

helpstudentsreflectontheirpersonalexperienceswith

stress,whichleads

themtothe

problemtobesolved.

Pre-

Listening

Activityl:FreeTalk

Studentswillhaveafreetalkaboutwheretheirstresscomesfrom.Afterthat,studentswilllearnthecausesofstress,suchasstressfromacademicwork,family,and

peercompetitionandsoon.Studentswillknowandtalk

aboutdifferentkindsofstressandreasonsofstressfrom

Thisactivitybyincorporating

real-lifescenarios,

cantrainstudentsin

theirdivergentthinkingability

theirdailylife

Activity2:ThinkandWrite(3mins)

Studentswillreflectonthebiggeststresstheyaresuffering,andwritedowntheircurrentbiggeststressonthecardthattheteacherpreparedfortheminadvance

andencouragethemtoengageintheclassandexpresstheiropinion.

Thisactivityisdesignedtoguide

studentstoreflectonanddiscover

theirbiggeststress.

While

listening

Activity1:Extensivelistening

Forthefirstlistening,studentsneedtoanswerthefollowing2questions:

Question1.Whoisthemanandwhoisthewoman?Question2.Whataretheytalkingabout?

Afterlistening,studentswillbeinvitedtosharetheiranswersabout"Who"and"What".

Activity2:Extensivelistening

Inthesecondlistening,studentsaretonotedownthe

questionsaskedbytheinterviewer.Thensharetheanswerwiththeclass.

Thisactivitycan

improvetheir

listeningskills,andhelpthemtofocusmoreeffectivelyonthelistening

material,improving

bothefficiencyandaccuracy.

Throughthesecond

listening,studentscanhaveabetter

understandingofthecontentofthe

interviewers

questions,which

willimprovetheir

understandingofthemeaningofthe

stress.

Post-

listening

Activity4:Brainstorming

Throughlearningthepassage,studentsareguidedto

thinkabouttheirfeelingsduringLiDaiyuandLiuQian'striptoCanada,andsomepossiblefeelingsarecompletedintheformofamindmap.

Activity5:Evaluating

Studentsareaskedtoevaluatetheknowledgeand

abilitieslearnedinthislessonaccordingtothecontentofthechecklist.

Activity4:Through

brainstorming,

studentsareasked

tothinkabouttheirfeelingsduringthetripandguidedto

thinkaboutthe

meaningofthetrip.

Activity5:

Thisactivityisdesignedtoallow

studentstoevaluatewhattheyhave

learnedinthislesson,sothat

studentscancheck

forgapsthemselves.

2025年

Activity3:IntensiveListening(13mins)

Studentswilllistenforthethirdtime.Thistime,theywilltrytocatchsomeofthespecificinformationinthe

interviewtofillintheblanksaboutwhatthemansaidAfterlistening,studentswillshareandcorrecttheir

answerstogetherandbeguidedtofocusonsomekey

vocabularyandsentencestructuresthatareimportantinthislesson.Finally,studentswillhavealookatthetitleofthelessonandthinkiftheinterviewer'squestionsfullyreflectthecontentimpliedinthetitle

Thistaskhelps

studentstransfer

theirlisteningandspeakingskillsto

readingandwriting,

enablesthemto

correctlyunderstandthesourceofwaystoreducestress.

Post-

Listening

Activity1:PairWork

WriteandShare:Studentswilltakeouttheircardsagain,

exchangethemwiththeirpartners,andthenuse"youcan..”"youshould..."togivetheiradvicetoreducestress.

Activity2:GroupWork

ThinkandDiscuss:studentswillbedividedintogroups

of4tothinkanddiscusstwoquestionsandsharetheirideasaboutthemintheclass.

Question1:Isitagoodthingifpeoplehavenostress?

Question2:Whatdoyouthinkisthebestwaytoreducestress?

thisactivityenablesstudents