Unit9 Learning Lesson 1 Reading 教案（表格式）-2024-2025学年高中英语北师大版（2019）必修第三册

Lesson 9 Reading Class Unit 9, Lesson 1
Subject English Grade Level High School Grade 1 Total 4 periods
Textbook New Beijing Normal University Edition, Senior High School English, Book 3 Class Type Reading Class Period 1
Textbook Analysis
Textbook Analysis
This lesson is from Unit 9 of the New Beijing Normal University Edition, Senior High School English, Book 3. The main focus is on active learning and how students can improve their learning by engaging more actively in the classroom. The text by Kevin Daum provides insights into the importance of listening to the outer voice, arguing with the inner voice, asking questions, getting to the truth, and separating the message from the messenger. These strategies are crucial for developing critical thinking and effective learning habits.
Student Analysis
Students have a basic understanding of English reading and comprehension skills. They are familiar with the concept of active learning but may need guidance on how to apply these strategies effectively. Some students may struggle with staying focused and maintaining curiosity, while others may benefit from structured activities to enhance their questioning and critical thinking skills.
Teaching Objectives
By the end of this lesson, students will be able to:
1. Understand the concept of active learning and its importance.
2. Identify and describe the five key strategies for active learning.
3. Apply active learning strategies in a real world context through group activities.
4. Reflect on their own learning behaviors and identify areas for improvement.
Key Points and Difficulties
Key Points
1. Understanding the concept of active learning.
2. Identifying the five key strategies for active learning.
3. Applying active learning strategies in practical scenarios.
Difficulties
1. Staying focused and avoiding distractions from the inner voice.
2. Formulating and asking effective questions.
3. Separating the message from the messenger and maintaining an open mind.
Teaching Methods and Preparation
Teaching Methods
Lecture, Group Discussion, Questioning, Reflection
Materials Preparation
Textbook, Whiteboard, Markers, Handouts
Teaching Procedures Teacher Activities Student Activities
Introduction (10 minutes) Activate Prior Knowledge
(1) Greet the students and introduce the topic of active learning.
(2) Ask students to brainstorm what they think active learners do. Write their responses on the board.
(3) Show the phrases from the textbook and ask students to match them with the actions of an active learner.
(4) Discuss the importance of active learning in academic and personal contexts.
(5) Introduce the article by Kevin Daum and explain that they will read and explore the strategies for active learning.
(6) Set the purpose of the lesson: to understand and apply active learning strategies.
Read and Explore (20 minutes)
(1) Distribute the handouts with the article and ask students to read the first paragraph.
(2) Pose the following 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
(3) Have students write the subheadings before the corresponding paragraphs.
(4) Read the article aloud, pausing to explain difficult vocabulary and concepts.
(5) Ask students to identify the five key strategies for active learning and write them down.
(6) Discuss the reasons and effects of each strategy as outlined in the diagram. 1. Brainstorm and share ideas about active learners.
2. Match phrases with actions of an active learner.
3. Participate in the discussion on the importance of active learning.
4. Read the first paragraph and answer the questions.
5. Write subheadings for the paragraphs.
Group Work (15 minutes) Group Discussion
(1) Divide the class into small groups of 4 5 students.
(2) Assign each group one of the five strategies for active learning.
(3) Instruct groups to discuss the strategy, its reasons, and its effects.
(4) Provide a worksheet for students to record their findings.
Application Activity (15 minutes)
(1) Provide a scenario where students need to apply the active learning strategies.
(2) Ask students to work in pairs to discuss and apply the strategies to the scenario.
(3) Have pairs share their solutions with the class.
(4) Provide feedback and clarify any misunderstandings. 1. Participate in group discussions on assigned strategies.
2. Record findings on the worksheet.
3. Present the strategy to the class.
4. Work in pairs to apply the strategies to a given scenario.
5. Share solutions with the class.
Evaluation Tasks 1. Accurate identification of strategies: ☆☆☆
2. Effective group presentation: ☆☆☆
3. Application of strategies in scenarios: ☆☆☆
Design Intentions The introduction aims to activate prior knowledge and engage students in the topic. The read and explore section helps students understand the key concepts and strategies for active learning. Group work and application activities allow students to apply the strategies in a practical context, promoting deeper understanding and reflection.
Homework Assignment
Homework
1. Read the summary at the end of the article and rewrite it using the provided phrases.
2. Complete the table on verbs followed by verb ing form or infinitive.
3. Write a short reflection on how you can apply the active learning strategies in your daily life.
4. Prepare a list of questions you would like to ask your teacher or peers to promote active learning.
Board Design
Active Learning Strategies 1. Listen to the outer voice
Focus on what the speaker/writer is saying
Avoid distractions from the inner voice
2. Argue with your inner voice
Challenge your own opinions
Be open to different viewpoints
3. Ask questions
Promote curiosity and deeper understanding
Formulate effective questions
4. Get to the truth
Question the validity of ideas
Seek evidence and sources
5. Separate the message from the messenger
Judge the message, not the person
Maintain an open mind
Teaching Reflection
Strengths
1. The lesson successfully activated students' prior knowledge and engaged them in the topic.
2. The group work and application activities were effective in promoting deeper understanding and reflection.
3. Students were able to identify and apply the active learning strategies effectively.
4. The homework assignments reinforced the key concepts and encouraged further practice.
5. The board design clearly outlined the strategies and supported student learning.
Areas for Improvement
1. A few students had difficulty formulating effective questions. Additional practice and examples could be included.
2. Some students were hesitant to participate in group presentations. Encouragement and positive reinforcement could be used to boost confidence.
3. The reflection activity could be more structured to guide students in identifying specific areas for improvement.