Unit 9 Learning Viewing Workshop教学设计（表格式） --2025-2026学年高中《英语 必修3》（北师大版2019）

The Dynamic Brain（Viewing & Speaking）教学设计
文本分析
主题语境：人与自我——生活与学习 语篇类型：包含解说，专家解读和情景案例的视频材料 ★What 本课视频材料的主题属于“人与自我”主题语境下的”生活与学习”主题群。主要内容为”大脑发展的不同阶段如何影响我们的学习能力”。视频中一位女士用背景音的方式引出话题，在中间部分强调了学习的敏感期并引用了教育学家的两个论点，结尾处该女士给出结论—— 人类大脑具有可塑性，大脑的功能在我们人的一生中不断发挥作用，直到我们生命的结束。因此无论我们处于什么年龄，我们的大脑都会因经验的作用改变和发展。视频中间包含人类大脑专家Dr. Fredric Dick的关于大脑在人发展不同阶段是如何影响学习的科学专业的解读。他将学习与发展分成了两类：Experience Expectant Learning 和Experience Dependent Development并从发生的阶段，决定因素和生活中的具体案例三个角度给出了系统的生动的解释，在专家解释的过程中穿插了生动形象的具体情景案例。 How 本段视听材料包含背景音解说，专家解读和情景案例三个部分。语言较为正式，包括三段背景音解释和三段专家从科学角度的解读，具体案例贯穿在前两部分的内容中。三部分内容环环相扣地结合在一起，相辅相成。 背景音出现的位置及作用：开头中间结尾。引入话题；介绍脑专家；联系实际给出进一步的解读，得出结论。 专家出现的位置及作用：中间部分。联系脑科学知识给出专业的分类解读；强调重点给出结论。 动态情景案例出现的位置及作用：贯穿在整个视频材料中，与所说内容相匹配，使得解说者和专家讲解的内容更易理解，联系生活实际和具体的生活情境。 视频材料中论述问题所用的方法： 引用权威：文中引用了脑学专家的现场采访片段和教育家的两个论点。 举例子：文中在讲述什么是Experience Expectant Learning和什么是Experience Dependent Development 的过程中用了如下语言呈现的例子：学习第二语言，学习开机动车的技能和学习杂耍。同时视频中还包含画面呈现的例子如小学课堂教学，小孩练习芭蕾舞。 下定义： Experience Expectant Learning Experience Dependent Development 本视频中的词汇有一定难度，含有大量有关大脑的科学术语如Experience Expectant Learning，Experience Dependent Development，auditory frequency, visual input, perceptual input等。 ★Why 学习是人的一生不可或缺的部分。人类无时无刻不处在学习的过程中，大脑在人的早期发展的敏感期发展迅速，能使学习者快速获取知识与技能。因此我们要抓住学习的黄金期，提高学习要趁早的意识。同时大脑有很强的可塑性。人们的经验和行动可以作用于大脑，让大脑不断适应于发展。人应该树立终身学习的目标，在训练大脑的过程中不断进步。这与我国古谚语是相吻合的。
学情分析
本班学生来自北京市高中示范校，学段为高一，学生对有关学习的词汇、表达和句式掌握的较扎实，但对和大脑相关的生物学专业词汇不了解，因此该视频材料对学生来说难度比较大，看和听的过程可能会造成障碍。本班学生学习态度认真，课上表达比较积极，但个别同学自信心不足，英语基础薄弱，本课的视频材料对于他们来说可能生词过多，语速过快，他们可以获取听力材料中的主要信息，但用准确的句子总结概括和表达自己观点会有一定的困难。
教学目标
At the end of the class, students can 1. summarize the definitions presented in different aspects and different arguments; 2. distinguish, internalize and apply methods used to make the statement convincing; 3. give some reasonable advice and persuasion using the relevant information learnt in the viewing process; 4. draw some lessons to help form positive learning attitude.
教学重点难点
The main point: Master the main point and summarize definitions presented in different aspects. The difficult point: Apply proper information into the dialogue of advice and persuasion.
教学过程
教学目标教学活动 (含时间分配)学习目标评价活动层次设计意图To speak out and remember some new words，predict what will be talked about and learn about the topic and be aware of the practical tasks to be solved I. Lead-in (5mins.) 1. Students explain the meaning of the title, especially the meaning of “dynamic” in this context, analyze the relationship between learning and brain, and predict the content of the viewing material. ● What’s the meaning of the title “The Dynamic Brain” ● What’s the relationship between learning and brain 2. Students observe the picture of brain that they may discover in biology textbook and answer the questions: ●What do you expect to know from the video ●What do you learn about brain in biography ●What can influence the development of brain 3. Students give their answers and learn some relevant new words presented by the teacher according to their answers. 4. Students learn the problems to be solved in real life that is related to brain and learning. Situation1: Your uncle is considering when to teach his newly-born daughter to learn English as a foreign language, at the age of 3, 7 or 13. You are eager to give some reasonable advice for him. Situation2: Your brother is a middle school students. He always put off the study tasks and have no motivation to learn, thinking that there will be a lot of time for him to study later. You want to encourage your brother to seize the valuable sensitive period to study now. Situation3: Your grandfather is 62 years old but he is eager to gain a driving license. He lacks confidence and ask you whether he should have a try. You are eager to give some reasonable advice for him.Students speak out words or sentences related to brain and learning, remember the new relevant words and speak relevant information感知与注意 To lead in the topic, teach the students unfamiliar words about brain and learning that may be obstacles in viewing and guide the students to speak out their former knowledge. To check the prediction, summarize the topic and main content of the videoII. Viewing for the topic and main content (5mins.) Students view the whole video and write down the main idea and content of it. ● Check our prediction (on the blackboard). ● What does the woman speaker and her team explore Students speak out their answers.Students view, check the prediction orally and speak out the purpose and the topic and main content感知与注意 概括与整合To guide the students to grasp the purpose of the exploration and improve the students’ ability of summarizing.To summarize different definitions presented in different aspectsIII. Viewing for classification and understanding (8mins.) Students view the middle part of the video and summarize a definition of “Experience Expectant Learning” and “Experience Dependent Development” by noticing their 3 aspects: stages, decisive factors and examples in real life. Students discuss with group members and improve their notes. Students check the answers and read out the key words in the definition. Students observe the table, compare and summarize the differences between the two kinds of learning. Ss speak out the 3 aspects of differences. Ss classify different examples and consolidate their knowledge of the definitions and their differences. Students take down the key words, fill the table, compare and summarize the differences 概括与整合 获取与梳理To improve the students’ ability of taking down key information in viewing, summarizing definitions using key words, finding principles and discovering differences.To make some inference according to the context IV. Viewing for inferred meanings of certain words (3mins.) Students what “this” refers to. Students observe and compare the pictures indicating scaffolding’s abstract meaning and concrete meaning and make the inference in the context. “And this is where we start to build the scaffolding of knowledge that allows us to do many complex skills.” ● What does “this” refer to ● Can you infer the meaning of scaffolding in this context Students infer by themselves and then discuss to further understand the meaning of the words. 感知与注意 描述与阐释To improve the students’ ability of inference.To reflect on the question and understand the speaker’s conclusionV. Reflection on the question and understanding the speaker’s conclusion (6mins.) Students reflect on the question: “But is learning limited to the sensitive periods or can the brain continually change and adapt ” Students view, check their prediction and write down the conclusion. Students discuss and two representatives present their answers.Students speak out their prediction and write down the conclusion of the speaker概括与整合 获取与梳理 To make the students be aware of something about brain and learning which may help them improve their learning method and form positive learning attitude.To master the special methods used for proving one’s statementsVI. Summarizing methods used in the video (5mins.) 1. Ss recall what they have heard and answer the question ● Who speak in the video ● What is the order of the speaking 2.Ss recall what they have viewed and answer the question ● What have you seen in the video ● Do you think certain parts where there are only motion pictures without sounds useful or not Why 3.Ss recall what they have viewed and summarize the methods used for making the statements convincing How did the speaker prove her statements about brain and learning vividly and convincingly ● listing examples ↓ What are the examples listed in the video ● Quoting Authority ↓ When the authority Dr. Dick appear in the video ● Giving definitions ↓ What definitions are given in the video Students speak out the methods used in the video感知与注意 获取与梳理 To make the students realize how to make a statement and make it more convincing.To express meanings and lessons VII. Reflection on the meaning and the lesson(3mins.) Ss recall, understand the meaning and draw lessons from what they view. What lesson have you learned from the clip Is there something related with our Chinese old saying 活到老，学到老 It’s never too old to learn. 人生小幼，精神专利… 固须早教，勿失机也。 2. Ss reflect on the content and comment on the viewpoints. ● Which part in the video left you a deep impression Why ● Do you think the viewpoints in the video convincing or not Comment on them according your own experience and knowledge. Students speak out sentences to express the meaning and lesson内化与应用 想象与创造To make the students reflect, imagine and relate what they have learned to ancient wisdom.To give proper advice or persuasion using the method and science knowledge they learned in the video Students summarize what they learnt and apply what they learnt into present life and study. IX. Making up dialogue and Act(10mins.) Students choose one situation, discuss in groups and make dialogues Situation1: Your uncle is considering when to teach his newly-born daughter to learn English as a foreign language, at the age of 3, 7 or 13. Give your reasonable advice according to what you just learned in the video. Situation2: Your brother is a middle school students. He always put off the study tasks and have no motivation to learn, thinking that there will be a lot of time for him to study later. Encourage your brother to seize the valuable sensitive period to study now according to what you just learned in the video. Situation3: Your grandfather is 62 years old but he is eager to gain a driving license. He lacks confidence and ask you whether he should have a try. Give your reasonable advice according to what you just learned in the video. Students present their dialogues. Students summarize the lesson they can draw from this viewing lesson and get the conclusion of seizing the golden ages of high school periods to strive for a bright future.Students make up the dialogues and present them. Students draw some inspiration for life and study in high school period. 内化与应用 想象与创造To make the students apply what they have learned to express their own advice and persuasion using critical thinking. To help students form the idea of learning for a whole life and seize the golden period to study hard.
板书设计
作业设计
作业内容设计意图 （表明与课上教学的关联及活动观层次）针对性作业预计用时作业评价方法细则作业设计亮点自评1前置作业 回忆并了解和大脑与学习相关的知识 预习相关词汇 1. 整合各科相关知识，为课上学习做好知识和思维方面的准备。 2.巩固语言知识。为本课学习做好语言方面的铺垫。针对本课话题和词汇进行专项复习25mins课上头脑风暴，口头展示讨论，教师即时评价学生词汇量较低，知识面不广，前置作业可以有针对性地帮学生做好课前准备。2课后作业 完善补充对话内容，课后进行口语练习 合理运用Viewing 课后所学内容完成一篇文章“Start Early; Learn Forever”应用实践：理解、运用、整合本课所学语言知识，完成相关练习；以口语和笔头形式练习如何有理有据地给出建议和劝告并使其具有说服力。针对本课内容、语言知识点进行巩固。35mins学生能按时完成作业；不仅巩固了语言知识，还能有逻辑性地应用文章内容。巩固语言、梳理文章。
评价设计
Evaluation Standard Form for an Impressive Speech
教学反思
单元整体教学注重对主题意义的深度挖掘 设置引发学生思考的开放性有深度的问题，使得学生可以从不同的角度思考问题来改善思维水平。留给学生更多的思考讨论表达的时间，强化学生对主题意义的认识。 2． 在真实语境中提高学生思维水平 教师重视设计有实践意义的任务，融入相关的情境，学生发散思维，设计实施有现实意义的实践，训练学生的思维能力。但在教学实践中部分学生未真正融入情境，在给人提建议的展示中未表现出共情和关怀的语调，过于关注语言本身，没有关注语言所传达的含义和其社会意义。 3． 落实英语学习活动观和教学评一体化 学习活动基于学情设计，使任务难度符合学生的认知水平，生生互评与教师评价的结合提高了学生的学习热情与积极性。作业的评价体系较细致，可以在每节课后检查作业时有据可依，时时检测，使评价反作用于教与学，做到以评促教，以评促学，推动学习过程动态螺旋上升。但学生评价中多说彼此好的方面，对同学的问题避而不谈，在以后的教学与评价中应引导学生客观评价，说真问题，互助提高。 4．注重梳理语篇结构，帮助学生有条理有逻辑地表达观点 语言特点和语用功能被教师深入彻底地挖掘分析，这使得教学环节更加连贯，有逻辑性，输入与输出关联性强，所学知识可以有效应用到实践。
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