北师大版高中英语必修模块三 Unit9 Lesson 3教案-新版

北师大必修三Unit 9 lesson 3教学设计aims:1. 强调句的用法2. Learn some new wordsdifficulties:1. 强调句与it作形式主语的复合句的区别2. addicted admit compared relateIII. Teaching procedures:Step1 RevisionStep2. Important words1. addicted adj. 沉溺于----的常见搭配be addicted toHer son is addicted to computer games.2.admit v. 承认He admitted his mistakesTom admitted having stolen the car.You have to admitted that she is good at her job.About 1,000 new boys and girls are admitted to this s chool every year.3. compared to/with 与----相比Compared to/with him, I’m just a beginner.和他相比，我就是个新手Compare A with B 把A与B相比较Compare your handwriting with hers and you will see whose is better.把你的书法和她的相比，你就会看出谁的更好Compare A to B 把A比作BLife is often compared to a stage.We can compare the heart to a pump.我们可以把心脏比作一个泵4.be related to 与----相关The accident was not related to him5.How often do we arrive at work or school stressed out, tired and angry?Stressed out, tired and angry 在此处时形容词作状语，表伴随情况He returned home , tired and hungry.Step3. Grammarit引导的强调句是用来对句子中的某一部分加以强调，其结构为“It+is/was+强调部分+that/who-----”不能强调谓语部分例如下句：I met lucy in the street yesterday.It was I who met lucy in the street yesterday.It was lucy that I met in the street yerterday.It was in the street that I met lucy I met lucyIt was yesterday that I met lucy in the street.Step4 Exercise1.He compares books_______ friends.A.with B to C. at D upon2.The boy is standing there, _______ .A.surprised and tremblingB. surprised and trembledC. surprising and tremblingD. surprising and trembled教学反思：本节课主要的语法是强调句和it作形式主语的复合句的区别，强调句比较简单，学生们基本能够掌握，但当被强调的是一些特殊结构时，比如doing时，有部分同学就出现了错误，还有部分同学出现给一个单句会变化，但当做单选题时就做不成了。

Unit 9 LearningLesson 3 The Secrets of Your MemoryPeriod 1教材分析本课为第九单元的阅读课，介绍的是关于人类记忆的秘密。

文章由问题展开，共分四部分，每部分均采用“问题—分析—建议”这一模式。

首先探讨了人们为何拥有儿时记忆，强调了“触发情绪变化”和“复述事件”的重要性；紧接着指出所谓“过目不忘”并无科学依据，但确实存在记忆力超群的人；作者随后介绍了记忆曲线，强调了及时复习的重要性；最后指出人的记忆力会随着年龄增长而逐渐衰退，25岁为记忆鼎盛期。

本文属于“人与自我”主题，旨在帮助学生正确认识关于记忆的那些“奥秘”，破除原有的误解，准确锁定加深记忆的关键因素，鼓励学生运用科学方法，强化记忆，提升学习效率。

教学目标在本课学习结束时，学生能够：1. 提取关于记忆的细节信息；2. 识别并准确订正所给阅读信息中的错误；3. 识别连续文本中每段的主旨大意。

教学重难点【教学重点】1. 准确提取细节信息，能从所提供的摘要里，及时发现问题并准确订正；2. 通过锁定关键词，厘清段落内部逻辑，总结常见的逻辑论证模型。

【教学难点】辩证思考问题，有理有据地评判他人的观点。

教学过程Step 1 Warming-up1. Which of the following things do you find easy to remember? Can you explain why?2. If you were going to meet a memory expert, what questions would you ask him/her?设计意图：创设情景，用问题激活学生背景知识，预测内容。

Step 2 Reading1. True or False? Correct the false statements.设计意图：通过判断正误，培养学生获取细节信息的语言能力。

借助订正错项这一任务，引导学生发现问题、解决问题，提升细节理解能力。

Model Three Unit Nine Lesson3 the Clean MachineAnalysis of lesson3: This lesson includes reading practice and grammar teaching. It is a dialogue about solar car racing. Present Perfect Continuous is naturally used through the dialogues; it is shown via the description of Marie Logan’s experiences.The sixth period: words studying and text readingTeaching aims:●To learn the new words of lesson3●To observe the use of Present Perfect Continuous●To learn to describe one’s experiences using Present Perfect Continuous Teaching difficulties:●To understand the core meaning of present perfect continuous● Teaching Aids:slides● Teaching procedures:Step I. Review: quickly review what were learnt in the former class.Step II. Words study:New words to study: solar, petrol, fuel, gas, impression, reliable, sun light,(The teacher shows students the pictures of solar car on slides. Meanwhile some of the new words are shown on the slide. These are written in blue below)（Pictures used in the lesson: ）T: Good morning, class. Do you know the name of the cars on the slides?S: solar cars. (“solar car” appears on the slide )T: Great. I am sure many of you have known solar cars before. So, what’s your impression of “solar car”? What’s the differences between solar cars and the ordinary cars? discuss with your partner for one minute. (“what’s your impression of solar car” appears on the slide )(after a minute)T: what’s your impression of “solar car”? What’re the differences between solar cars and the ordinary cars? For example, the fuel.S: well, solar cars use the energy of sunlight as the fuel while the ordinary cars use petrol /gas as the fuel.T: anything more? Which one is more reliable?S: I think the ordinary cars are more reliable because sun light can’t be got every time everywhere. T: yes. Solar cars are not so reliable as the ordinary cars. They are not widely used in the world now. But some people are in favor of solar cars. Do you know why? Read this text and do exercise 3. (The question is asked to raise Ss’ interests)Step III. ReadingSs read the text quickly and do exercise 3.T: OK. Now let’s check the answers of exercise 3 together. You tell me true or false and point out where the answers are shown. The first one XXXS: true. In the third question ”you’ve been designing solar racing cars for a long time”T: correct. What’s the sentence mean in Chinese?S:…T: yes. It means”我从以前到现在一直设计太阳能赛车” now, the second question XXXS: False. In Answer4 “we’ve won two of them”. In Chinese it means 我们只赢得两次T: correct. The third question XXXS: False. In Answer7 “I have been building a new car… but we haven’t finished yet”.T: correct. What’s the sentence mean in Chinese? XXXS: “我们最近一直在造一辆新车，但还没造好”T: correct. The fourth question XXXS: False. In question 8 “you’ve been writing a book about solar cars.” And “I’ve only written the first few chapters.”T: correct. What’s the sentence mean in Chinese? XXXS: 最近一直在写，但才写了头几章节T: correct. The last one. XXXS: true. “…even in cloudy weather”T: good. You have done a good job. Now read the text again and underline the language points that are important or difficult.Step IV language points studyingT: now let’s learn the language points together. Please write your puzzles and the importantlanguage points you picked on the blackboard..(Ss go to the blackboard and write down the important and puzzling points.)(of the time)（具体语言点讲解略）Step V Backup: finish the table according to what we learnt todayHomework: recite words for dictation; do exercise 5 on page 41.教学反思: 本课的优点有三点：1.将单词教学融入语境，在操练中学单词、用单词，展示图片时还将目标词汇放到屏幕上，进行视觉刺激，并在本课结束之际再次复习单词；2.通过开始的口语讨论，锻炼学生用英语表达对太阳能车的看法，并与普通车进行了比较，符合真实性对话；3.语言点讲解先调动学生积极性，让找出该讲的语言点，避免了教师单方面讲，学生被动吸收的低效教学。

Unit 9 LearningLesson 3 The Secrets of Your Memory 教学设计科目：英语课题：Lesson 3 The Secrets of Your Memory 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and expressions and subject-verb agreement.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：How to learn the new words and expressions and subject-verb agreement.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-inACTIVA TE AND SHARE1. 教师活动：教师提问Which of the following things do you find easy to remember? Can you explain why?·names and faces·numbers: telephone numbers, passwords, etc.·stories·facts and arrangements·things that happened long ago·things that happened recentlyAsk students to think and share their answers.2. 学生活动：回答问题。

Unit 9 LearningLesson 3 The Secrets of Your MemoryGrade Level: High schoolObjective:By the end of the lesson, students will be able to:Understand the different types of memory and their functions.Identify memory strategies that can improve memory retention and recall.Apply memory strategies to their own learning.Materials:Whiteboard and markers.Handout with memory strategies.Internet access for research.Presentation software, such as PowerPoint or Google Slides.Procedure:Introduction:Begin the lesson by asking students about their experiences with memory and recall.Discuss the importance of memory in learning and everyday life.Introduce the topic of memory strategies and the different types of memory.Activity 1: Memory Types and Functions:Use the whiteboard to illustrate the different types of memory (sensory, short-term, and long-term) and their functions.Discuss the capacity and duration of each type of memory.Ask students to share examples of when they have used each type of memory in their own lives.Activity 2: Memory Strategies:Distribute a handout with memory strategies to the class.Ask students to read through the strategies and select the ones that they find most helpful. Discuss the selected strategies as a class, asking students to explain why they find them effective and sharing their own experiences with using them.Instruct students to apply the strategies to a specific topic or piece of information that they are currently learning, such as a vocabulary list or historical event.Activity 3: Research and Presentation:Divide students into small groups.Assign each group a memory-related topic, such as mnemonic devices or memory exercises. Instruct students to research their assigned topic using the internet.Have each group create a presentation using software such as PowerPoint or Google Slides, highlighting their findings and demonstrating how the strategies can be applied to learning.Activity 4: Reflection and Discussion:Ask students to write a reflection paper on their own memory strengths and weaknesses and how they can use the memory strategies discussed in class to improve their learning.After students have finished writing, lead a class discussion on the most commonly cited memory strategies and how they can be applied to different types of learning and information.Conclusion:Summarize the key takeaways from the lesson.Emphasize the importance of understanding the different types of memory and using effective memory strategies to improve learning.Assessment:Students will be assessed based on their participation in class discussions, their presentation on memory strategies, and the effectiveness of their reflection paper on their own memory strengths and weaknesses.Notes:This lesson can be adapted for online teaching by using a video conference platform for group activities and presentations.Encourage students to use their own experiences with memory and learning throughout the lesson to make it more personalized and engaging.Provide support and guidance for the writing activities, such as a writing prompt or a checklist of key elements to include in their reflection papers.Use formative assessment techniques throughout the lesson, such as exit tickets or online quizzes, to gauge student understanding and adjust teaching accordingly.Homework:Encourage students to continue practicing the effective memory strategies discussed in class and to explore new strategies as they continue their learning journey.。

Unit 9 Lesson 3 Clean machinesTeaching aims:Get to know a solar car racer, the safe and clean solar cars, as well as their races. Review the Grammar: Present Perfect and Present Perfect Continuous.Teaching aids: CAITeaching procedures:Step1. warm up and lead inShare some information about Beijing Motor show with students and watch a video together. Ask students what is the video talking about.Step2. Discussion and pre-readingWhy do people invent solar cars?Read the text in 5 minutes and do the exercise3. ( True or False )instruction and keyStep3 Read to learnRead the text with your partner and find out all the questions about solar cars. What is a solar car?Solar cars are cars that use __________.They do not use ____, ___, ___________.Why are people interested in solar cars?People have been _____ about pollution caused by ________________ for a long time now. Solar cars are ____________, so there is a lot of interest in them.Step4 Review the Grammar Present Perfect and Present Perfect Continuous a. Examples: Scientists have been making solar cars for over twenty years.They have made solar cars that go up to 80 k. p. h. !b. The definitions of 2 tenses and the differences between them.We use the Present Perfect to talk about a finished activity (achievement) and t he Present Perfect Continuous to talk about an unfinished activity.We use the Present Perfect to focus on a result of an activity, especially whenwe give a number or quantity. We use the Present Perfect Continuous to focus onthe activity itself, especially to explain visible consequences of it.c. Grammar practices. (exercise 7)Homework。

年新北师大版必修3Unit9Le...Unit 9 LearningLesson 3 The Secrets of Your Memory【教学目标】Students will be able to1. read a text about memory2. read for detail and correct false statements3. understand the main theme of each paragraph in an extended text4. correct mistakes in a summary of the reading text5. study and understand the subject–verb agreement rules in sentences6. discuss tips on memory improvement【教学重难点】1. reading for detail and understanding the main themes2. Talking about ways to improve memory【教学过程】1. Talk about memory by identifying things that are easy to remember.1) In small groups, volunteer students discuss their first memory.2) V olunteers can share their answers with the class.3) Explain to students that the human brain remembers information roughly categorised into broader groups.4) Read the bulleted list.5) Conduct a survey to find out which things are the easiest and the hardest to remember. Each student shares the category they remember best and the one they struggle to remember.2. What do you want to know about memory?1) Give an example of one or two questions you would like to ask a memory expert, e.g., Does age play a role in the human’s brain abilit y to store and recall information? Is there any special food that helps memory?2) In pairs, students note down 4–5 questions that they would like to ask a memory expert.3) If possible, students can find the answers online.4) Each student shares at least one question they would like to ask.3. Read the text and find out.1) Ask students to quickly skim through the text and find out if any of the questions they noted down in Activity 2 are answered by the memory expert.2) Students share the questions and answers that were addressed.4. Read again, write T or F, and correct false statements.1) Read the statements. Ask volunteer students to read the text. Explain any difficult words.。