2022年高中英語(yǔ) Unit1 Lifestyles Lesson4教案 北師大版必修1 I. Objectives The students will be able to 1. Use reading strategies to do prediction and get the main idea of the two texts. 2. Find the meanings of new words from the contexts and explain them in simple English. 3. Sort the specific information about Debbie’s and Paul’s lives. 4. Talk about differences and similarities between Debbie and Paul’s lifestyles. 5. Express opinions toward different lifestyles. II. Procedures and purposes Procedures Activities Purposes Pre-reading ( 5 minutes ) Step 1 Explain learning objectives To make clear learning tasks and teacher’s expectations. Step 2 Ss look at the pictures first and tell what they are about. To lead the students into the topic and arouse their interest. Step3 Ask the students to describe city life and country life with words they can think of. E.g. City life can be busy… Country life can be boring… To pool together the existing knowledge about the topic. Step 4 Ask the students to do prediction according to the pictures, the title and two or three lines of the texts. To create reading expectations to be active readers. While-reading (about 20 minutes ) Step 5 Read the texts fast and find out sub-topics of the two texts. To skim the texts for main idea. Step 6 Deal with new words and expressions. l Individual work l Check with the whole class 1. To find the new words according to the contexts given and guess the meanings of them. 2. To try to explain the words in easy English to form the habit of thinking in English. 3. To prepare for further reading. Step 7 Read the texts carefully and fill in a table with specific information. l Individual work l Check with partners l Check with the whole class 1. To scan the texts for certain information. 2. To sort up the information and present it in a table. Step 8 Listen to the tape. The students can choose either to read after in a low voice or just listen. 1. To check the pronunciation and intonation. 2. To allow the acquired information to sink in. Post-reading ( 15 minutes ) Step 9 Use the table as clues to l Practice retelling Debbie’s and Paul’s lifestyles l Tell how Debbie’s and Paul’s lives are different. 1. To practice expressing the sorted up information orally and get familiar with the content of the texts. 2. To help train the ability of basic thinking by talking about the differences between lifestyles. Step 10 Ask the students to work in groups and find out the similarities between Debbie’s and Paul’s lives. To get the students to reread the texts with a different perspective and train their ability of deep thinking. Voice your opinion ( 5 minutes ) Step 11 Offer a question for argument Which lifestyle do you prefer? Why? To offer a chance for the students to express their opinions based on what they have learned. Conclusion ( option) Step 12 Two questions for consideration 1． Do you have any new understandings toward life? 2． Have you learned anything in this class that can help you improve your English? To train the students’ ability of reflection on both knowledge and skills. Worksheet I. Fill in the blanks with proper words. 1. Debbie is an ____________ who works in a large pany. She checks numbers every day. 2. She goes to work on ______________, or what people call the underground. 3. The underground in London is so ________ that Debbie can’t find anywhere to sit. 4. Debbie goes to the gym after work, __________ she doesn’t get enough exercise. 5. Debbie loves driving to the countryside with her friends, for the fresh air there is good for her __________. 6. Paul is interested in China and it’s his dream to see the Great Wall, so he is studying Chinese by ________________. 7. Paul likes to buy some _______ in London, although his wife doesn’t like them. III. Fill in the table with information about Debbie and Paul. Debbie Paul Lives in Wake-up time How to go to work Job Evening activities Weekend activities