2023-2024學(xué)年北師大版（2019）高中英語(yǔ)必修第三冊(cè) Unit9 Learning Lesson 1 Active Learning名師教學(xué)設(shè)計(jì)

Unit9Lesson1名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容Activelearning主題語(yǔ)境：人與自我主題群：生活與學(xué)習(xí)子主題：樂(lè)于學(xué)習(xí)，善于學(xué)習(xí)，終身學(xué)習(xí)語(yǔ)篇類型：說(shuō)明文文本分析：[What]本節(jié)課是閱讀課，主要介紹了“主動(dòng)學(xué)習(xí)”的五條建議：傾聽(tīng)外界的聲音；與內(nèi)心的聲音辯論；善于提出問(wèn)題；獲得真相；不帶有感情色彩或個(gè)人偏見(jiàn)地關(guān)注信息。[Why]通過(guò)閱讀，使學(xué)生了解如何進(jìn)行“主動(dòng)學(xué)習(xí)”，進(jìn)而愿意學(xué)習(xí)、樂(lè)于學(xué)習(xí)、善于學(xué)習(xí)，從而學(xué)會(huì)求知、生活和生存，具備與現(xiàn)代社會(huì)需求相適應(yīng)的學(xué)習(xí)、生活能力以及不斷促進(jìn)自身發(fā)展的基本素質(zhì)。[How]本文是一篇說(shuō)明文，用“總分”的結(jié)構(gòu)，從五個(gè)方面介紹“主動(dòng)學(xué)習(xí)”的五條建議。學(xué)生將學(xué)習(xí)有關(guān)“主動(dòng)學(xué)習(xí)”的相關(guān)詞匯、句型和接動(dòng)詞-ing形式或不定式的動(dòng)詞的用法。課時(shí)目標(biāo)：1.學(xué)會(huì)用思維導(dǎo)圖梳理“主動(dòng)學(xué)習(xí)”五條建議的行為方式、效果和原因。2.概括、整合有關(guān)“主動(dòng)學(xué)習(xí)”的五條建議，加深對(duì)主題意義的理解。3.正確理解并掌握接動(dòng)詞-ing形式或不定式的動(dòng)詞的用法，并能在情境中運(yùn)用。4.總結(jié)和分享自己的學(xué)習(xí)方法，獲取他人“主動(dòng)學(xué)習(xí)”的方法；學(xué)會(huì)主動(dòng)學(xué)習(xí)，并將其運(yùn)用到之后的學(xué)習(xí)中去。5.掌握多樣化的學(xué)習(xí)技能和方法，改變盲目學(xué)習(xí)的狀況，實(shí)現(xiàn)自主學(xué)習(xí)、自主發(fā)展。重點(diǎn)難點(diǎn)：重點(diǎn)：通過(guò)閱讀獲取“主動(dòng)學(xué)習(xí)”五條建議的細(xì)節(jié)信息。難點(diǎn)：1.談?wù)摵头窒怼爸鲃?dòng)學(xué)習(xí)”的方法。2.提升學(xué)習(xí)興趣，掌握學(xué)習(xí)方法，實(shí)現(xiàn)自主學(xué)習(xí)、樂(lè)于學(xué)習(xí)、善于學(xué)習(xí)教學(xué)準(zhǔn)備：教師準(zhǔn)備：“自主學(xué)習(xí)”的相關(guān)信息。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課詞匯。2.總結(jié)自己的學(xué)習(xí)方法。教學(xué)過(guò)程：StepI學(xué)習(xí)理解活動(dòng)一：感知與注意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.【設(shè)計(jì)意圖】在閱讀之前，呈現(xiàn)圖片，談?wù)摗爸鲃?dòng)學(xué)習(xí)和“被動(dòng)學(xué)習(xí)”的異同，了解“主動(dòng)學(xué)習(xí)”的定義、要求、益處、可行原因等相關(guān)信息，引導(dǎo)學(xué)生學(xué)習(xí)新的短語(yǔ)，并鼓勵(lì)談?wù)摗爸鲃?dòng)學(xué)習(xí)者”的行為。隨后鼓勵(lì)學(xué)生大膽預(yù)測(cè)文本內(nèi)容，激活學(xué)生背景知識(shí)，形成閱讀期待，為提高閱讀效率奠定基礎(chǔ)?；顒?dòng)二：獲取與梳理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.【設(shè)計(jì)意圖】在閱讀過(guò)程中，要求學(xué)生回答相關(guān)問(wèn)題、給每條建議找標(biāo)題、完成思維導(dǎo)圖。鼓勵(lì)學(xué)生從語(yǔ)篇中獲得新知，建立信息間的關(guān)聯(lián)，形成新的認(rèn)知結(jié)構(gòu)，理解語(yǔ)言所表達(dá)的意義。4.Focusonlanguage:verbsfollowedbyverb-ingformorinfinitive.【備注】語(yǔ)法知識(shí)點(diǎn)講解詳見(jiàn)第二教案“重點(diǎn)語(yǔ)法精講”?；顒?dòng)三：概括與整合Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion:Haveyoufoundanythingyouagreeon,feelinterestedorpuzzled?【設(shè)計(jì)意圖】以分享閱讀感受為任務(wù)，驅(qū)動(dòng)學(xué)生獨(dú)立思考，使學(xué)生學(xué)會(huì)揣摩文本，體會(huì)“五條主動(dòng)學(xué)習(xí)建議”的內(nèi)涵，能從獨(dú)特的視角和立意去表達(dá)自已對(duì)于這些建議的真實(shí)看法。StepII應(yīng)用實(shí)踐活動(dòng)四：描述與闡釋Retellthetext.(1)Dividethewholeclassintofivegroupsandeachgroupchoosesonesuggestion.(2)Eachgroupwritesashortparagraphontheirhosensuggestionusingtheinformationinthemindmaporfromthetext.(3)Encouragestudentstoaddsomeinformationtomaketheirpresentationmoredetailed.(4)Eachgrouppresentstheirparagraphtotheclass.活動(dòng)五：分析與判斷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.【設(shè)計(jì)意圖】在學(xué)習(xí)理解類活動(dòng)的基礎(chǔ)上，教師指導(dǎo)學(xué)生圍繞主題和所形成的新的知識(shí)結(jié)構(gòu)展開(kāi)描述、闡釋、分析和判斷等交流活動(dòng)，如：“判斷以下陳述是否正確”“短語(yǔ)替換”“五條建議中，哪一條最有用”等。通過(guò)這些活動(dòng)逐步實(shí)現(xiàn)對(duì)語(yǔ)言知識(shí)和文化知識(shí)的內(nèi)化，鞏固新的知識(shí)結(jié)構(gòu)，促進(jìn)語(yǔ)言運(yùn)用的自動(dòng)化，助力學(xué)生將知識(shí)轉(zhuǎn)化為能力。StepⅢ遷移創(chuàng)新活動(dòng)六：推理與論證Askstudentstodiscussinpairsandanswerthequestions:Whatisthepurposeofthetext?Whatisthestyleofthetext?Whatcanyoulearnfromthesesuggestions?Suggestedanswers:Tointroducefivesuggestionstothereaders.Exposition.…【設(shè)計(jì)意圖】引導(dǎo)學(xué)生針對(duì)作者的寫作目的、文章體裁進(jìn)行推理論證，探討其與主題意義的關(guān)聯(lián)，深思五條建議，加深對(duì)主題意義的理解?；顒?dòng)七：想象與創(chuàng)造1.Groupwork.(1)Dividestudents