高中北師大版 (2019)Lesson 1 Active Learning教學(xué)設(shè)計(jì)

這是一份高中北師大版 (2019)Lesson 1 Active Learning教學(xué)設(shè)計(jì)，共4頁。
UNIT-9 LearningLesson-1 Active Learning教學(xué)設(shè)計(jì)教材分析 本節(jié)課是高中英語第三冊(cè)Unit 9 Learning的第一課Active Learning，課型是閱讀課。本節(jié)課主要話題是如何更好地做到主動(dòng)學(xué)習(xí)，文章給出了5方面建議，即（1）關(guān)注重點(diǎn)信息；（2）靈活處理大腦反饋的信息；（3）善于提出疑惑；（4）試圖找到支持某論點(diǎn)的證據(jù)；（5）不帶有感情色彩或個(gè)人偏見。通過學(xué)習(xí)本課，使學(xué)生們了解如何高效地進(jìn)行自主學(xué)習(xí)。此外，本單元中學(xué)生還將學(xué)到非謂語動(dòng)詞-ing和-ed做賓語情況，需要同學(xué)們記住常見的后接ing作賓語的動(dòng)詞以及后接不定式作賓語的動(dòng)詞。教學(xué)目標(biāo)與核心素養(yǎng) 語言技能目標(biāo)（1）學(xué)生能夠借助關(guān)鍵詞，在理解文章大意的基礎(chǔ)上，找出段落主題句，完成讀前問題；（2）用所學(xué)的詞匯和語言的對(duì)課文進(jìn)行復(fù)述；（3）能夠讀懂細(xì)節(jié)信息并能理解閱讀中生詞含義。語言知識(shí)目標(biāo)（1）能夠正確運(yùn)用一下單詞和短語: assume, automatic, by oneself, reflect, take an active role, end up等以及如下后接-ing作賓語的動(dòng)詞：suggest, keep, risk, end up, cannot help; 和后接不定式作賓語的動(dòng)詞：need, attempt, try, refuse等。（2）能掌握常見的后接ing和不定式作賓語的動(dòng)詞;（3）能夠識(shí)別出非謂語動(dòng)詞的不同成分并能準(zhǔn)確使用其適當(dāng)形式。文化意識(shí)目標(biāo)（1）了解自主學(xué)習(xí)的相關(guān)話題；（2）了解人們對(duì)自主學(xué)習(xí)的理解和態(tài)度。情感態(tài)度目標(biāo)正確認(rèn)識(shí)自主學(xué)習(xí)的的重要性，以及如何在日常學(xué)習(xí)中提高自主能動(dòng)性。教學(xué)重難點(diǎn)重點(diǎn)（1）如何理解本課中出現(xiàn)的相關(guān)術(shù)語表達(dá)；（2）正確理解并運(yùn)后接ing和不定式作賓語的動(dòng)詞；（3）能夠運(yùn)用所學(xué)對(duì)自主學(xué)習(xí)達(dá)自己的看法。2. 難點(diǎn)（1）能用得體的用英語解釋本課中出現(xiàn)的相關(guān)名詞并闡述自己的看法；（2）能正確掌握和使用后接ing和不定式作賓語的不同動(dòng)詞；教學(xué)過程教學(xué)步驟教學(xué)活動(dòng)設(shè)計(jì)意圖時(shí)間Step-1 Warming UpTeachers will write the heading “Active Learning” on the board and show some pictures, instructing students to predict what will be learnt in this lesson.任務(wù)型活動(dòng)：采用引導(dǎo)的方式引入本單元話題，拓寬學(xué)生眼界的同時(shí)也鍛煉學(xué)生整合能力，并激發(fā)同學(xué)們熱情和參與課堂的積極性。5分鐘Step-2 Lead-inThis step is to lead the students to the topic--Active Learning. Look at the pictures shown in the last step and discuss the following questions.?         What do active learners do? Think about who may be an active learner in your class. Use the phrases below to help you.緊扣上一環(huán)節(jié)的討論，教師引導(dǎo)學(xué)生在閱讀課文前進(jìn)行一些與本課相關(guān)背景知識(shí)的表達(dá)，并鼓勵(lì)學(xué)生與同學(xué)分享觀點(diǎn)，激發(fā)學(xué)生的興趣。此外，通過表達(dá)訓(xùn)練，可以鍛煉學(xué)生口語能力和思維靈活性，更好地導(dǎo)入課題。5分鐘Step-3 Pre-readingREAD AND EXPLORE1. Do our brains learn by themselves? How can we become active learners? Read the first paragraph and answer the questions.1)  What do most people believe about the human brain? Is it true?2)  What is active learning?3)  What is Kevin Daum going to talk about in the article? 通過讀前頭腦風(fēng)暴，有助于學(xué)生對(duì)文章主旨大意的掌握，讓學(xué)生帶著問題進(jìn)行閱讀，進(jìn)而幫助學(xué)生更好理解文章而進(jìn)入泛讀和精讀環(huán)節(jié)。5分鐘Step-4 Fast-reading1. Read the text quickly. Write the subheadings before the corresponding paragraphs.- Ask questions- Get to the truth- Listen to the outer voice- Focus on the message- Argue with your inner voice 通過泛讀，能夠讓學(xué)生對(duì)文章每個(gè)部分有初步了解，鍛煉學(xué)生對(duì)文章表層含義理解，養(yǎng)成良好的閱讀習(xí)慣，提高閱讀技能。并且?guī)椭鷮W(xué)生組織語言回答讀前問題。10分鐘Step-5 Careful-readingRead the first suggestion. Identify the learning actions, reasons and learning effects in the diagram. Then, do the same for the other four suggestions. Each student chooses one suggestion and introduces it to others.Are the following ways of learning correct according to Kevin Daum? Write T (true) or F (false). If not, what should we do? Why?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?有助于學(xué)生深層次把握文章細(xì)節(jié)內(nèi)容，似學(xué)生建立起上下文關(guān)聯(lián)的能力。并且通過小組合作的方式，有助于提高學(xué)生團(tuán)隊(duì)合作和交流能力。15分鐘Step-6 Post-reading and Homework1. Read the summary. Use the phrases below to replace the underlined parts.FOCUS ON LANGUAGE: VERBS FOLLOWED BY VERB-ING FORM OR INFINITIVELook at the coloured verbs in the article. Complete the table.Complete the text with the correct form of the verbs in brackets.HOMEWORKWhat other ways of active learning do you know? How will you learn actively in the future? Make a list and explain them. Compare and discuss your list with your group members.充分發(fā)揮學(xué)生主觀能動(dòng)性，調(diào)動(dòng)學(xué)生創(chuàng)造性思維，開發(fā)學(xué)生潛能，使學(xué)生主動(dòng)參與深層次閱讀，以檢測(cè)學(xué)生是否對(duì)文章掌握透徹。此外，通過課后練習(xí)更進(jìn)一步掌握過去將來時(shí)的使用。5分鐘