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

Unit 9 Lesson 1 名师教学设计
课时内容
Active learning
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：
Step I学习理解
活动一：感知与注意
1. Talk about types of learning.
(1) Show pictures and write the phrases “active learning” and “passive learning” on the blackboard. Ask students to talk about them.
(2) Learn something about active learning.
Definition of active learning Active learning is an instructional approach that engages students in the material they are learning through problem-solving activities, writing assignments, group discussion, reflection activities, and any other task that promotes critical thinking about the subject. Requirement of active learning Active learning requires that students do something that develops their skills, as opposed to passive learning where information is merely transmitted to students. Benefits of active learning Instruction is essential to learn a new concept or skill, but practice makes perfect. Traditionally, lectures teach students new concepts and active learning helps students master them. Reasons why it works Active learning works because it engages students in the learning process. More specifically, active learning in the classroom has distinct advantages: Teachers and students get more one-on-one interactions—students receive frequent and immediate feedback from instructors during active learning activities. Students learn through collaboration and interaction with other students, engaging more deeply in the course content and building invaluable social skills. Teaching is more inclusive—students with different learning styles get personalised experiences.
2. Ask students to read the following phrases. Then have them discuss the questions below and invite volunteers to share interesting answers with the class.
to take notes to focus on to ask questions to reflect on to pay attention to to be curious to be open-minded to listen to a different point of view
What do active learners do
Who may be an active learner in your class
3. Expectation.
(1) Tell students that they will read a text about active earning.
(2) Ask students what they expect to learn from the text.
4. Prediction.
Inspire students to predict what will be mentioned in the text and write down their prediction. After reading, check it.
【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. Ask students to read the first paragraph and answer the questions.
What do most people believe about the human brain Is it true
What is active learning
What is Kevin Daum going to talk about in the article
Suggested answers: Most people believe that the human brain learns automatically. But, it’s not true. Active learning is training ourselves to be better learners, to actively take part in the learning process and to reflect on what we have learnt. Kevin Daum is going to talk about how to take an t active role in your learning.
2. Skimming.
(1) Ask the whole class to read the subheadings below.
Ask questions Get to the truth Listen to the outer voice Focus on the message Argue with your inner voice
(2) Let students read the text quickly to catch the main idea of each paragraph, and it is not necessary to read for any specific and detailed information.
(3) Ask students to write the subheadings before the corresponding paragraphs. Students check their answers in pairs.
Suggested answers: 1 Listen to the outer voice 2 Argue with your inner voice 3 Ask questions 4 Get to the truth 5 Focus on the message
3. Read carefully.
(1) Let students read the first suggestion, identify the learning actions, reasons and learning effects in the diagram, and do the same for the other four suggestions.
(2) Let students discuss in small groups.
(3) Instruct students to complete the mind map.
【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. Focus on language: verbs followed by verb-ing form or infinitive.
【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
Ask students to share the feelings of reading by answering the following question:
Have you found anything you agree on, feel interested or puzzled
【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。
Step II应用实践
活动四：描述与阐释
Retell the text.
(1) Divide the whole class into five groups and each group chooses one suggestion.
(2) Each group writes a short paragraph on their hosen suggestion using the information in the mind map or from the text.
(3) Encourage students to add some information to make their presentation more detailed.
(4) Each group presents their paragraph to the class.
活动五：分析与判断
1. Write T (true) or F (false).
(1) Ask students to read the statements and explain any unknown words to them.
When in class, focus on the voice expressing your own opinion. ( ) If you think a speaker is wrong, argue with him/her. ( ) Be curious to find more information about the topic. ( ) Believe what is said in books. ( ) Only engage in classes of your favourite teacher’s. ( )
(2) Let students identify whether the ways of learning are correct or not and write down reasons to support their answers.
(3) Check answers with the whole class.
Suggested answers: ~ FFTFF
2. Read the summary. Use the phrases below to replace the underlined parts.
In short based on at the heart of attempt to argue with achieve a higher level of understanding get in the way of learning There are many things we can do to become better learners. We all have two voices, Our inner voice tells us personal opinions and our outer voice deals with others’ opinions and things we have heard. If we listen to our inner voice too much, it can block us from learning. If your inner voice is difficult to control, you can disagree with it. One of the best ways to promote active learning is to ask questions. This helps you gain more knowledge about a topic. In a word, we should never stop being curious. Active learners also try to question the world around them and understand the truth deep within every idea. Finally, as active learners, we should never form opinions about people on the basis of first impressions.
Suggested answers: get in the way of learning argue with achieve a higher level of understanding In short attempt to at the heart of based on
3. Discuss.
(1) Ask students to read the text again, and discuss the following questions:
Which of the suggestions in the text do you think is the most useful for you Why
Do you have any questions about those suggestions
(2) Instruct them to discuss with the help of the example.
Example I think “arguing with your inner voice” is the most useful, because it makes me consider the other side of an argument.
(3) Encourage students to voice their opinions in class.
【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。
Step Ⅲ 迁移创新
活动六：推理与论证
Ask students to discuss in pairs and answer the questions:
What is the purpose of the text
What is the style of the text
What can you learn from these suggestions
Suggested answers: To introduce five suggestions to the readers. 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. Group work.
(1) Divide students into small groups and ask them to discuss the following questions:
What other ways of active learning do you know
How will you learn actively in the future
(2) Make a list and explain them.
(3) Compare and discuss the list with group members.
2. Prepare an interview.
(1) Encourage students to work in pairs and prepare an interview. One is the interviewer，while the other is Kevin Daum, who will suggest doing some things to take an active role in learning.
(2) Volunteers show their performance.
【设计意图】设置开放型的任务，让学生通过自主、合作探究的学习方式，运用本节课所学的有关“主动学习”的单词和短语，谈论自己未来的学习计划并阐述更多的学习建议；要求学生展开想象，设计一次采访，创造性地解决现实生活中可能会遇到的问题，做到举一反三，学以致用，实现深度学习，促进能力向素养的转化，促进英语学科核心素养的形成和发展。
板书设计：
Unit 9 Learning Period Ⅱ Lesson 1 I.学习理解 活动一：感知与注意 1. Talk about types of learning. 2. Read the phrases. 3. Expectation. 4. Prediction. 活动二：获取与梳理 活动三：概括与整合 Ⅱ.应用实践 活动四：描述与阐释 Retell the text 活动五：分析与判断 Ⅲ.迁移创新 活动六：推理与论证 活动七：想象与创造 1. Group work. 2. Prepare an interview.
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