2023-2024学年北师大版（2019）高中英语必修第三册 Unit9 Learning Lesson 1 Active Learning名师教学设计

Unit9Lesson1名师教学设计课时内容Activelearning主题语境：人与自我主题群：生活与学习子主题：乐于学习，善于学习，终身学习语篇类型：说明文文本分析：[What]本节课是阅读课，主要介绍了“主动学习”的五条建议：倾听外界的声音；与内心的声音辩论；善于提出问题；获得真相；不带有感情色彩或个人偏见地关注信息。[Why]通过阅读，使学生了解如何进行“主动学习”，进而愿意学习、乐于学习、善于学习，从而学会求知、生活和生存，具备与现代社会需求相适应的学习、生活能力以及不断促进自身发展的基本素质。[How]本文是一篇说明文，用“总分”的结构，从五个方面介绍“主动学习”的五条建议。学生将学习有关“主动学习”的相关词汇、句型和接动词-ing形式或不定式的动词的用法。课时目标：1.学会用思维导图梳理“主动学习”五条建议的行为方式、效果和原因。2.概括、整合有关“主动学习”的五条建议，加深对主题意义的理解。3.正确理解并掌握接动词-ing形式或不定式的动词的用法，并能在情境中运用。4.总结和分享自己的学习方法，获取他人“主动学习”的方法；学会主动学习，并将其运用到之后的学习中去。5.掌握多样化的学习技能和方法，改变盲目学习的状况，实现自主学习、自主发展。重点难点：重点：通过阅读获取“主动学习”五条建议的细节信息。难点：1.谈论和分享“主动学习”的方法。2.提升学习兴趣，掌握学习方法，实现自主学习、乐于学习、善于学习教学准备：教师准备：“自主学习”的相关信息。学生准备：1.预习本课词汇。2.总结自己的学习方法。教学过程：StepI学习理解活动一：感知与注意1.Talkabouttypesoflearning.(1)Showpicturesandwritethephrases“activelearning”and“passivelearning”ontheblackboard.Askstudentstotalkaboutthem.(2)Learnsomethingaboutactivelearning.DefinitionofactivelearningActivelearningisaninstructionalapproachthatengagesstudentsinthematerialtheyarelearningthroughproblem-solvingactivities,writingassignments,groupdiscussion,reflectionactivities,andanyothertaskthatpromotescriticalthinkingaboutthesubject.RequirementofactivelearningActivelearningrequiresthatstudentsdosomethingthatdevelopstheirskills,asopposedtopassivelearningwhereinformationismerelytransmittedtostudents.BenefitsofactivelearningInstructionisessentialtolearnanewconceptorskill,butpracticemakesperfect.Traditionally,lecturesteachstudentsnewconceptsandactivelearninghelpsstudentsmasterthem.ReasonswhyitworksActivelearningworksbecauseitengagesstudentsinthelearningprocess.Morespecifically,activelearningintheclassroomhasdistinctadvantages:Teachersandstudentsgetmoreone-on-oneinteractions—studentsreceivefrequentandimmediatefeedbackfrominstructorsduringactivelearningactivities.Studentslearnthroughcollaborationandinteractionwithotherstudents,engagingmoredeeplyinthecoursecontentandbuildinginvaluablesocialskills.Teachingismoreinclusive—studentswithdifferentlearningstylesgetpersonalisedexperiences.2.Askstudentstoreadthefollowingphrases.Thenhavethemdiscussthequestionsbelowandinvitevolunteerstoshareinterestinganswerswiththeclass.totakenotestofocusontoaskquestionstoreflectontopayattentiontotobecurioustobeopen-mindedtolistentoadifferentpointofviewWhatdoactivelearnersdo?Whomaybeanactivelearnerinyourclass?3.Expectation.(1)Tellstudentsthattheywillreadatextaboutactiveearning.(2)Askstudentswhattheyexpecttolearnfromthetext.4.Prediction.Inspirestudentstopredictwhatwillbementionedinthetextandwritedowntheirprediction.Afterreading,checkit.【设计意图】在阅读之前，呈现图片，谈论“主动学习和“被动学习”的异同，了解“主动学习”的定义、要求、益处、可行原因等相关信息，引导学生学习新的短语，并鼓励谈论“主动学习者”的行为。随后鼓励学生大胆预测文本内容，激活学生背景知识，形成阅读期待，为提高阅读效率奠定基础。活动二：获取与梳理1.Askstudentstoreadthefirstparagraphandanswerthequestions.Whatdomostpeoplebelieveaboutthehumanbrain?Isittrue?Whatisactivelearning?WhatisKevinDaumgoingtotalkaboutinthearticle?Suggestedanswers:Mostpeoplebelievethatthehumanbrainlearnsautomatically.But,it’snottrue.Activelearningistrainingourselvestobebetterlearners,toactivelytakepartinthelearningprocessandtoreflectonwhatwehavelearnt.KevinDaumisgoingtotalkabouthowtotakeantactiveroleinyourlearning.2.Skimming.(1)Askthewholeclasstoreadthesubheadingsbelow.AskquestionsGettothetruthListentotheoutervoiceFocusonthemessageArguewithyourinnervoice(2)Letstudentsreadthetextquicklytocatchthemainideaofeachparagraph,anditisnotnecessarytoreadforanyspecificanddetailedinformation.(3)Askstudentstowritethesubheadingsbeforethecorrespondingparagraphs.Studentschecktheiranswersinpairs.Suggestedanswers:1Listentotheoutervoice2Arguewithyourinnervoice3Askquestions4Gettothetruth5Focusonthemessage3.Readcarefully.(1)Letstudentsreadthefirstsuggestion,identifythelearningactions,reasonsandlearningeffectsinthediagram,anddothesamefortheotherfoursuggestions.(2)Letstudentsdiscussinsmallgroups.(3)Instructstudentstocompletethemindmap.【设计意图】在阅读过程中，要求学生回答相关问题、给每条建议找标题、完成思维导图。鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义。4.Focusonlanguage:verbsfollowedbyverb-ingformorinfinitive.【备注】语法知识点讲解详见第二教案“重点语法精讲”。活动三：概括与整合Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion:Haveyoufoundanythingyouagreeon,feelinterestedorpuzzled?【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会揣摩文本，体会“五条主动学习建议”的内涵，能从独特的视角和立意去表达自已对于这些建议的真实看法。StepII应用实践活动四：描述与阐释Retellthetext.(1)Dividethewholeclassintofivegroupsandeachgroupchoosesonesuggestion.(2)Eachgroupwritesashortparagraphontheirhosensuggestionusingtheinformationinthemindmaporfromthetext.(3)Encouragestudentstoaddsomeinformationtomaketheirpresentationmoredetailed.(4)Eachgrouppresentstheirparagraphtotheclass.活动五：分析与判断1.WriteT(true)orF(false).(1)Askstudentstoreadthestatementsandexplainanyunknownwordstothem.eq\o\ac(○,1)Wheninclass,focusonthevoiceexpressingyourownopinion.()eq\o\ac(○,2)Ifyouthinkaspeakeriswrong,arguewithhim/her.()eq\o\ac(○,3)Becurioustofindmoreinformationaboutthetopic.()eq\o\ac(○,4)Believewhatissaidinbooks.()eq\o\ac(○,5)Onlyengageinclassesofyourfavouriteteacher’s.()(2)Letstudentsidentifywhetherthewaysoflearningarecorrectornotandwritedownreasonstosupporttheiranswers.(3)Checkanswerswiththewholeclass.Suggestedanswers:eq\o\ac(○,1)~eq\o\ac(○,5)FFTFF2.Readthesummary.Usethephrasesbelowtoreplacetheunderlinedparts.InshortbasedonattheheartofattempttoarguewithachieveahigherlevelofunderstandinggetinthewayoflearningTherearemanythingswecandotobecomebetterlearners.Weallhavetwovoices,Ourinnervoicetellsuspersonalopinionsandouroutervoicedealswithothers’opinionsandthingswehaveheard.Ifwelistentoourinnervoicetoomuch,itcaneq\o\ac(○,1)blockusfromlearning.Ifyourinnervoiceisdifficulttocontrol,youcaneq\o\ac(○,2)disagreewithit.Oneofthebestwaystopromoteactivelearningistoaskquestions.Thishelpsyoueq\o\ac(○,3)gainmoreknowledgeaboutatopic.eq\o\ac(○,4)Inaword,weshouldneverstopbeingcurious.Activelearnersalsoeq\o\ac(○,5)trytoquestiontheworldaroundthemandunderstandthetrutheq\o\ac(○,6)deepwithineveryidea.Finally,asactivelearners,weshouldneverformopinionsaboutpeopleeq\o\ac(○,7)onthebasisoffirstimpressions.Suggestedanswers:eq\o\ac(○,1)getinthewayoflearningeq\o\ac(○,2)arguewitheq\o\ac(○,3)achieveahigherlevelofunderstandingeq\o\ac(○,4)Inshorteq\o\ac(○,5)attempttoeq\o\ac(○,6)attheheartofeq\o\ac(○,7)basedon3.Discuss.(1)Askstudentstoreadthetextagain,anddiscussthefollowingquestions:Whichofthesuggestionsinthetextdoyouthinkisthemostusefulforyou?Why?Doyouhaveanyquestionsaboutthosesuggestions?(2)Instructthemtodiscusswiththehelpoftheexample.ExampleIthink“arguingwithyourinnervoice”isthemostuseful,becauseitmakesmeconsidertheothersideofanargument.(3)Encouragestudentstovoicetheiropinionsinclass.【设计意图】在学习理解类活动的基础上，教师指导学生围绕主题和所形成的新的知识结构展开描述、阐释、分析和判断等交流活动，如：“判断以下陈述是否正确”“短语替换”“五条建议中，哪一条最有用”等。通过这些活动逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。StepⅢ迁移创新活动六：推理与论证Askstudentstodiscussinpairsandanswerthequestions:Whatisthepurposeofthetext?Whatisthestyleofthetext?Whatcanyoulearnfromthesesuggestions?Suggestedanswers:Tointroducefivesuggestionstothereaders.Exposition.…【设计意图】引导学生针对作者的写作目的、文章体裁进行推理论证，探讨其与主题意义的关联，深思五条建议，加深对主题意义的理解。活动七：想象与创造1.Groupwork.(1)Dividestudents