9.1 Active Learning 教学设计（1）-北师大版高中英语必修第三册

skybamboo · 发表于 2025-9-20 04:34:48

UNIT-9 Learning
Lesson-1 Active Learning教学设计

本节课是高中英语第三册Unit 9 Learning的第一课Active Learning，课型是阅读课。本节课主要话题是如何更好地做到主动学习，文章给出了5方面建议，即（1）关注重点信息；（2）灵活处理大脑反馈的信息；（3）善于提出疑惑；（4）试图找到支持某论点的证据；（5）不带有感情色彩或个人偏见。通过学习本课，使学生们了解如何高效地进行自主学习。此外，本单元中学生还将学到非谓语动词-ing和-ed做宾语情况，需要同学们记住常见的后接ing作宾语的动词以及后接不定式作宾语的动词。

语言技能目标

学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；

用所学的词汇和语言的对课文进行复述；

能够读懂细节信息并能理解阅读中生词含义。

语言知识目标

能够正确运用一下单词和短语: assume, automatic, by oneself, reflect, take an active role, end up等以及如下后接-ing作宾语的动词：suggest, keep, risk, end up, cannot help; 和后接不定式作宾语的动词：need, attempt, try, refuse等。

能掌握常见的后接ing和不定式作宾语的动词;

能够识别出非谓语动词的不同成分并能准确使用其适当形式。

文化意识目标

了解自主学习的相关话题；

了解人们对自主学习的理解和态度。

情感态度目标

正确认识自主学习的的重要性，以及如何在日常学习中提高自主能动性。

重点

（1）如何理解本课中出现的相关术语表达；
（2）正确理解并运后接ing和不定式作宾语的动词；
（3）能够运用所学对自主学习达自己的看法。
2. 难点
（1）能用得体的用英语解释本课中出现的相关名词并阐述自己的看法；
（2）能正确掌握和使用后接ing和不定式作宾语的不同动词；

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up	Teachers will write the heading “Active Learning” on the board and show some pictures, instructing students to predict what will be learnt in this lesson.	任务型活动：采用引导的方式引入本单元话题，拓宽学生眼界的同时也锻炼学生整合能力，并激发同学们热情和参与课堂的积极性。	5分钟
Step-2 Lead-in	This 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.	紧扣上一环节的讨论，教师引导学生在阅读课文前进行一些与本课相关背景知识的表达，并鼓励学生与同学分享观点，激发学生的兴趣。此外，通过表达训练，可以锻炼学生口语能力和思维灵活性，更好地导入课题。	5分钟
Step-3 Pre-reading	READ AND EXPLORE 1. Do our brains learn by themselves? How can we become active learners? Read the first paragraph and answer the 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?	通过读前头脑风暴，有助于学生对文章主旨大意的掌握，让学生带着问题进行阅读，进而帮助学生更好理解文章而进入泛读和精读环节。	5分钟
Step-4 Fast-reading	1. 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	通过泛读，能够让学生对文章每个部分有初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。并且帮助学生组织语言回答读前问题。	10分钟
Step-5 Careful-reading	Read 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?	有助于学生深层次把握文章细节内容，似学生建立起上下文关联的能力。并且通过小组合作的方式，有助于提高学生团队合作和交流能力。	15分钟
Step-6 Post-reading and Homework	1. Read the summary. Use the phrases below to replace the underlined parts. *FOCUS ON LANGUAGE: VERBS FOLLOWED BY VERB-ING FORM OR INFINITIVE* Look at the coloured verbs in the article. Complete the table. Complete the text with the correct form of the verbs in brackets. HOMEWORK What 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.	充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握过去将来时的使用。	5分钟

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[必修3] 9.1 Active Learning 教学设计（1）-北师大版高中英语必修第三册