北师大版(2019)英语必修 第三册 Unit 9 Learning Lesson 1 Active Learning 学案

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Unit 9 Learning

Writing Workshop

【教学目标】

Students will be able to

1. read and understand a learning reflection

2. identify the main idea of each paragraph and label it correctly

3. use addition linkers

4. prepare an outline of and write their reflective journal

5. conduct peer assessment

【教学重难点】

1. understanding how to write a reflective journal

2. producing a cohesive reflective journal

【教学过程】

1. Group Work: Talk about what you have learnt.

1) Write the title of the lesson on the board and ask students to brainstorm ideas on learning

reflection. Explain that when they look at themselves in the mirror, they see a “reflection” of

themselves. A “learning reflection” is when someone stands back in order to “reflect” on what they

have learnt and assesses this information.

2) In groups, students discuss what they have learnt at school and generally in their life and the

Unit 9 Learning

Lesson 1 Active Learning 教学设计

科目：英语 课题：Lesson 1 Active Learning 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 verb-ing or infinitive.

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 verb-ing or infinitive.

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-reading

1. Greeting

2. Leading-in

ACTIVATE AND SHARE

教师活动：教师提问

What do active learners do? Think about who may be an active learner in your class.

Use the phrases below to help you.

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

第1页 共15页 Unit 9 Learning

SectionⅠ TopicTalk&Lesson1ActiveLearning

一、复习本部分的词汇,写出画线部分的汉语意思

1.—I’m afraid that the girl is unlikely to get the job.

—Why?

—She was too nervous and rude.In short,she has made a bad

impression on the interviewer.

2.—He made a plan that was based on the data.

—So he did.But he ignored some facts.

3.—There ee dinosaurs on the Earth long ago.However,they ended up

dying out.

—So we should take good care of the species on the Earth.

4.—Why was Lucy promoted last month?

—She could work out some hard problems.She could make some flexible

plans.In short,she was excellent and a good partner. 第2页 共15页

二、用适当的介/副词填空

1.Have you found an approach solving the problem yet?

2.Look!The couple are arguing their son’s education.

3.Basing some information,he found a good solution to

普通高中新课程新教材优质课评选暨优秀课例汇集活动

英语学科教学设计

单元基本信息

学科

英语

实施年级

高一

设计者

使用教材 北师大版必修三

单元名称 Unit 9 Learning

第 2 课时 Unit 9 learning Lesson 1 Active Learning (I)

1.教材分析 [What]

本课为北师大第九单元第一课阅读语篇， 本课属于“人与自我 ”主题语境中的子话题“学习与生活”，

本单元围绕 Learning 话题展开，以多种形式的语篇呈现了学习类型、学习方法、学习目标，并引导学

生思考自身学习方法的选择和进行学后反思。通过本课的学习使学生们了解如何高效地进行自主学习，

形成自觉主动学习的能力，为学生的终身学习奠定基础。

本节课是阅读课，文章主题是探究主动性学习的五条建议：①倾听外界的声音；②与内心的声音辩论；

③善于提出问题；④获得事实真相；⑤不带感情色彩或个人偏见地关注信息。主题意义在于通过本课

学习，了解主动学习的意义，并引导学生思考自身学习方法的选择和进行学后反思，引导学生进行主

题意义探究。鼓励学生独立思考形成自己的学习方法，提高学习效率、养成良好的学习习惯，成为积

极的学习者。

[How]

本文是一篇说明文，结构清晰，整体以总分形式呈现。首段介绍了积极学习的特点和意义，后面五

个段落通过正确对应缺失的五个主旨句，引出积极学习的五条建议，并对每个建议进行深度挖掘和阐

述，具体的学习行为、学习动机及学习效果等事实性信息，形成一个完整的思维导图。文中五个主旨

句的表述均使用祈使句，如： listen to the outer voice, get to the truth，表达精炼，内容高度涵盖。

[Why]

编者希望通过阅读本文， 使学生系统性地了解如何进行“主动学习”， 梳理出积极学习方式的行为，

动机和效果，从而学会掌握主动学习的有效方法，进而愿意学习、乐于学习、善于学习，具备与现代