北师大版(2019)英语必修 第三册 Unit 9 Learning-Lesson 1 Active Learning 课件(共19张PPT)
Activity 9
Verbs followed by verb-ing form Verbs followed by infinitive
suggest keep risk end up stop try cannot help
doing
need attempt try refuse
to do
—Have you spoken to Rachel? —No. I tried to call her but the line was busy.
2. Argue with your inner voice
Learning actions: ________________________________
Reasons: ________________________________
Learning effects: ________________________________
3. What is Kevin Daum going to talk about in the article? Kevin Daum is going to talk about how to take an active role in your learning.
Activity 4
Find the subheading for the corresponding paragraphs.
Unit 9 Learning Lesson 1 Active Learning
Activity 1
An Active Learner
What do active learners do?
Active learners
Are you an active learner?
Do/Are you …? • take notes • focus on … • ask questions • reflect on … • pay attention to … • listen to a different point of view • curious • open-minded •…
3. Ask questions
Learning actions: ________________________________
Reasons: ________________________________
Learning effects: ________________________________
Thank You
4. Get to the truth
Learning actions: ________________________________
Reasons: ________________________________
Learning effects: ________________________________
5. Focus on the message
Learning actions: ________________________________
Reasons: ________________________________
Learning effects: ________________________________
1 block us from learning 2 disagree with 3 gain more knowledge 4 In a word 5 try to 6 deep within 7 on the basis of
___g_e_t_i_n_t_h_e_w__ay__o_f_l_e_ar_n_i_n_g___ _________a_r_g_u_e_w__it_h_________ _a_c_h_i_e_v_e_a_h_i_g_h_e_r_le_v_e_l_o_f_u_n_d_e_r_standing __________I_n_s_h_o_r_t__________ _________a_t_te_m__p_t _to__________ ________a_t _th_e__h_e_a_rt_o_f________ __________b_a_s_ed__o_n__________
agree start help like manage regret seem remember
Activity 10
Group Work: Express yourself
1) What other ways of active learning do you know? 2) How will you learn actively in the future?
1. What do most people believe about the human brain? Is it true? Most people believe that our brain learns automatically. But, it’s not true.
2. What is active learning? Active learning is training ourselves to be better learners, to actively take part in the learning process.
Activity 6
What is the most useful suggestion? Introduce it to others.
1. Listen to the outer voice
2. Argue with
3. Ask
your inner voice questions
4. Get to the truth
Activity 2
Before you read, discuss the following questions.
1. Do our brains learn by themselves?
2. How can we become active learners?
Activity 3
Read the first paragraph and answer questions.
teach suggestion.
Learning actions: ________________________________
1. Listen to the outer voice
Reasons: ________________________________
Learning effects: ________________________________
/No. I tried calling her but the line was busy.
Activity 9
Add the following verbs to the table.
advise enjoy practise
agree start regret
avoid help seem
can’t stand like remember
Use the phrases below to replace the underlined parts.
In short argue with
based on
at the heart of
achieve a higher level of understanding
attempt to get in the way of learning
5. Focus on the message
Activity 7
Write T or F. If it’s false, what should we do? Why?
1) When in class, focus on the voice expressing your own opinion. ( F ) 2) If you think a speaker is wrong, argue with him/her. ( F ) 3) Be curious to find more information about the topic. ( T ) 4) Believe what is said in books. ( F ) 5) Only engage in classes of your favourite teachers. ( F )
don’t mind manage
Verbs followed by verb-ing form
Verbs followed by infinitive
advise don’t mind practise
avoid enjoy regret
can’t stand start like remember
Activity 8
Read the summary. Pay attention to the underlined parts.
There are many things we can do to become better learners. We all have two voices. Our inner voice tells us personal opinions and our outer voice deals with others’ opinions and things we have heard. If we listen to our inner voice too much, it can 1 block us from learning. If your inner voice is difficult to control, you can 2 disagree with it. One of the best ways to promote active learning is to ask questions. This helps you 3 gain more knowledge about a topic. 4 In a word, we should never stop being curious. Active learners also 5 try to question the world around them and understand the truth 6 deep within every idea. Finally, as active learners, we should never form opinions about people 7 on the basis of first impressions.
高中英语必修第三册课件Unit 9 Learning—Writing Workshop-北师大版(2019)
A Learning Reflection
1. What is a reflection paper? A reflection paper is an essay that lets you share your thoughts on an experience, such as a reading assignment or a class, and apply what you’ve learned to your life and education.
• What he’s learnt • The difference between what he knew before and what he knows now • What he found interesting in what he has learnt • Questions about what could happen in the future as a result of what he’s
2. What information should a learning reflection include?
Activity 2
Read the learning reflection on age 62. List the things the writer has reflected on.
Activity 6
Compose your writing: Drafting.
Writing Writing a LeHarenlipng Reflection
It’s important to: • understand why you should reflect on
what you have learnt; • choose one topic that you want to reflect
北师大版(2019)英语必修 第三册 Unit 9 Learning Lesson 1 Active Learning 教案
Unit 9 LearningLesson 1 Active Learning【教学目标】Students will be able to1. read and talk about active learning2. read for general understanding3. identify the main theme of each paragraph and label them with subheadings4. present a suggestion about active learning5. practise verb+verb-ing/infinitive structures6. complete a summary of the text【教学重难点】Identifying main themes and summarising the text【教学过程】1. What do active learners do?1) Discuss the title of the lesson and gather ideas on its possible meanings, i.e., a method of learning that is not only about listening to lectures and trying to remember what the teacher has said. Point out that the opposite method is “passive learning” and invite learners to think of contrasting details about each method.2) Read the list of active learning methods aloud and invite students to raise their hand for the ones they practise by themselves.3) Students work in small groups and discuss which students they think best represent the principle of active learning.4) Ask students to think about which areas they could improve on and whether they think that is something they can achieve or not.2. Read the first paragraph and answer questions.1) Read the three questions out loud and invite students to give their opinion.a. What do most people believe about the human brain? Is it true?b. What is active learning?c. What is Kevin Daum going to talk about in the article?2) In small groups, students read the questions and then the first paragraph of the text.3) Students discuss their answers.4) Each group presents their answers to the class.3. Read and write subheadings.1) Ask learners to silently read through the subheadings on page 52 and point out that subheadings in longer texts are very helpful with coherence and the flow of the information.2) Independently, students write the subheadings before the corresponding paragraphs. Students do not need to read for any specific details. They should focus on the gist of each paragraph.3) Students check their answers in pairs and then review as a class.4) Ask students to identify the part in each paragraph that helped them to find the correct subheading.4. Identify learning actions, reasons and learning effects.1) Explain to students that each paragraph of the text focuses on one active learning suggestion.2) Students read about the first active learning suggestion in the second paragraph and complete the diagram on page 54.3) Copy the diagram on the board and invite students to volunteer the answers.4) In pairs, students do the same for the other active learning suggestions.5) Complete the diagram on the board for the other suggestions by asking students to volunteer the answers.5. Group Work: Introduce suggestions.1) In small groups of five, students each pick one of the suggestions so that each student has a different suggestion.2) Independently, students write a short paragraph on their suggestion using the information in the diagram. Help low level students by providing sentence frames.3) Encourage students to think of additional information that would make their presentation more interesting and personalised.4) Each group presents the active learning suggestions to the class.6. Write T (true) or F (false) for ways of learning.1) Explain to students that for this activity they will need to focus on detail and read for specific information.2) Read the statements as a class and explain any unknown words.3) Independently, students identify whether the ways of learning are correct or not and note down reasons to support their answers. Students can extract information from the text.4) Make sure students suggest an alternative way of learning for the statements that are incorrect.5) Review answers as a class.7. Talk about the suggestions.1) Students read the text again and decide on which suggestion would be most useful for their own learning.2) Draw their attention to the example answer and demonstrate to provide one, ideally one that focuses on a different suggestion.3) In small groups, students discuss their opinions and provide reasons for their answers.4) V olunteers can share their answers with the class. Find out which suggestion is the most popular in the class.8. Read the summary and paraphrase.1) Revise synonyms with students. Explain that students will use the synonyms to replace the underlined parts.2) Encourage students to work independently.3) Review the answers as a class.9. Complete the table on page 55.1) Draw students’ attention to the coloured verbs in the reading text on pages 52 and 53. Explain that they are either followed by a verb-ing form or an infinitive. Revise these concepts by reading the Grammar Summary on pages 96 and 97.2) Students independently complete the task.3) Review the answers as a class.10. Complete the text on page 55.1) Ask students to focus on the verb preceding each space and to choose either the correct -ing or infinitive form.2) Read aloud the text and pause before each space for students to call out the answer in chorus.11. Express yourself.1) Questions for discussion:a. What other ways of active learning do you know?b. How will you learn actively in the future?2) In groups, students discuss ways they can become more active learners.3) If possible, students can research active learning online.4) Write interesting ideas on the board and encourage students to apply these ideas in their school life.。
北师大版(2019)英语必修 第三册 Unit 9 Learning—Writing Workshop 教案
Unit 9 LearningWriting Workshop【教学目标】Students will be able to1. read and understand a learning reflection2. identify the main idea of each paragraph and label it correctly3. use addition linkers4. prepare an outline of and write their reflective journal5. conduct peer assessment【教学重难点】1. understanding how to write a reflective journal2. 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 two questions on page 62. Encourage students to support their answers with reasoning and examples.3) Each student notes down their answers.2. Read and make a list.1) Invite students to read silently through the learning reflection. Students underline any words that they are unsure of. Explain any difficult words.2) Students underline (in a different colour) the things the writer has reflected on.3) Review the answers as a class.3. What does each paragraph talk about?1) Read the list of headings on page 63.2) Independently, students complete the task, by marking the paragraphs.3) Call out the headings for students to point at the corresponding paragraph.4. Write three things you have learnt.1) Tell students: I learnt that some people have amazing memories. It’s amazing to know how a person’s memory changes with age. I was surprised to learn that 25 is the age the human memory works best. Discuss with students on how these three sentences could be better linked.2) Read the Sentence Builder. Point out that using addition linkers makes both speech and writing easier and more interesting to follow.3) Students work through the learning reflection text on page 62 and underline any examples of addition linkers they can find.4) Students write down the three things they have learnt in this unit. Check students are using addition linkers correctly.5. Compose your writing: Outlining.1) Ask students to use their notes in Activity 4 and the structure of the learning reflection on page 62 in order to complete the outline of their own reflection.2) Remind them to only fill it in with notes at this point. Ask stronger students to help any struggling students with the preparation of their reflection.6. Compose your writing: Drafting.1) Read through the Writing Help. Point out that students need to organise the information they have into clearly structured paragraphs.2) Students should also pay attention to how they link sentences and paragraphs so that their work is cohesive.3) Students complete their learning reflection.7. Compose your writing: Editing.1) Tell students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.2) Have students exchange their writing with a partner and offer each other suggestions to improve their drafts.3) After editing, writers will make changes to their drafts and either rewrite or print a clean copy of the work.4) Ask students to prepare a final draft of their work to submit for your review and then place ina writer’s portfolio.。
北师大版(2019)英语必修 第三册 Unit 9 Learning—Topic Talk 学案
There is no end to education. It is not that you read a book, pass an examination and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.
4. discuss famous quotes about learning
【学习重难点】
Talking about education and learning based on personal experience
【学习过程】
1.What subjects do you learn at school? What subject do you enjoy most? Why?
Being ignorant is not so much a shame, as being unwilling to learn.
(3) What is your favourite quote?
2.Write down words you don’t know from the Text Builder. Try to look them up in the dictionary.
3.What are your learning approaches?
4.What are your learning goals?
高中英语必修第三册课件Unit 9 Learning Lesson 1 Active Learning-北师大版(2019)
2. What is active learning? Active learning is training ourselves to be better learners, to actively take part in the learning process.
and learning effects for teach
s u g g e s t i o nL.earning actions:
_______________________________ _
1. Listen to the outer voice
Reasons: ___________________________ Nhomakorabea___ _
● keep
● risk
● end up ● stop
doing
● try
● cannot help
Verbs followed by infinitive
need attempt try refuse
to do
—Have you spoken to Rachel?
—No. I tried to call her but the line was
Learning effects: _______________________________ _
2. Argue with your inner voice
北师大版(2019)英语必修 第三册 Unit 9 Learning-Topic Talk 课件(共12张PPT)
Activity 5
Quote … Unquote
2. What is your favourite quote? Why? 1) He who learns but does not think is lost. He who thinks but does not learn is in great danger. 2) I believe that the most beautiful meaning of life, and the happiest result of our experiences, is learning. 3) There is no end to education. It is not that you read a book, pass an examination and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning. 4) Being ignorant is not so much a shame, as being unwilling to learn.
Activity 3
Use the Text Builder to talk about the way you learn.
Things to Do/Learn • work with a partner • do group work • go online/to the library • learn new skills/about new ideas • take part in problem-solving activities/musical activities/ sports • write for the school magazine/blogs •…
北师大版(2019)高中英语必修第三册Unit 9 Learning单元达标测试卷(含答案解析)
北师大版（2019）高中英语必修第三册Unit 9Learning单元达标测试卷第一部分阅读理解（共两节，满分50分）第一节（共15小题；每小题2.5分，满分37.5分）阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。
AA popular TV host has reportedly invested about $740,000 in a project to research, preserve and promote the Hunan provincial dialect(方言). Chinese TV presenters are required to speak Mandarin, or Putonghua, as part of their work, but should dialects be allowed on air?Bcnu(China): TV and radio stations have the right to decide whether dialects or Mandarin will be used in their programmes. The popularity of some dialects in some areas will not challenge the leading role of Mandarin in the whole country.Rick N(US):TV and radio broadcasters should take the lead in popularizing Mandarin. To require hosts to speak standard Mandarin is not to oppress(压制) dialects, but it only aims to restrict irresponsible use of language. I think it is unprofessional for some hosts particularly to imitate the pronunciation of dialects.Cooper(UK):Dialects are an important part of local culture and now many kids even don't know how to speak their dialects because of the main use of Mandarin around them. It would be a pity if future generations were unable to understand the local dialects. It would be a terrible loss in cultural traditions.Steve (France):To attract viewers or make more money, some hosts casually use dialects. Demanding TV and radio programmes use Mandarin is a move to limit strange and irresponsible use of language, whether it is Mandarin or other dialects. In this way, the decision is also a form of protection for dialects. Hearing standard Mandarin on TV and radio programmes is also a basic right of audiences around the country.1.Why does the author mention a popular TV host?A.To make clear the author's viewpoint.B.To introduce the topic to be discussed.C.To set an example for people to follow.D.To show dialects are likely to disappear.2.What affects dialects negatively according to Steve?A.Mass media's using dialects casually.B.Improper pronunciation of dialects.C.Restrictions on speaking dialects publicly.D.Children's losing interest in dialects.3.Who favours dialects on air?A.Bcnu and Steve.B.Bcnu and Cooper.C.Rick N and Steve.D.Rick N and Cooper.BI must have always known reading was very important because the first memories I have as a child deal with books. There was not one night that I don't remember Mom reading me a storybook by my bedside. I was extremely inspired by the elegant way the words sounded.I always wanted to know what my mom was reading. Hearing Mom say "I can't believe what's printed in the newspaper this morning." made me want to grab it out of her hands and read it myself. I wanted to be like my mom and know all of the things she knew. So I carried around a book, and each night, just to be like her, I would pretend to be reading.This is how everyone learned to read. We would start off with sentences, then paragraphs, and then stories. It seemed an unending journey, but even as a six-year-old girl I realized that knowing how to read could open many doors. When Mom said, "The C-A-N-D-Y is hidden on the top shelf," I knew where the candy was. My progress in reading raised my curiosity, and I wanted to know everything. I often found myself telling my mom to drive more slowly so that I could read all of the road signs we passed.Most of my reading through primary, middle and high school was factual reading. I read for knowledge, and to make A's on my tests. Occasionally, I would read a novel that was assigned, but I didn't enjoy this type of reading. I liked facts, things that are concrete. I thought anything abstract left too much room for argument.Yet, now that I'm growing and the world I once knew as being so simple is becoming more complex, I find myself needing a way to escape. By opening a novel, I can leave behind my burdens and enter into a wonderful and mysterious world where I am now a new character. In these worlds I can become anyone. I don't have to write down what happened or what technique the author was using when he or she wrote this. I just read to relax.We're taught to read because it's necessary for much of human understanding. Reading is a vital part of my life. Reading satisfies my desire to keep learning. And I've found that the possibilities that lie within books are limitless.1.According to Paragraph 3, the author's reading of road signs indicates __________.A.her unique way to locate herselfB.her eagerness to develop her reading abilityC.her effort to remind Mom to obey traffic rulesD.her growing desire to know the world around her2.What was the author's view on factual reading?A.It would help her update test-taking skills.B.It would allow much room for free thinking.C.It would provide true and objective information.D.It would help shape a realistic and serious attitude to life.3.The author takes novel reading as a way to _________.A.explore a fantasy landB.develop a passion for learningC.learn about the adult communityD.get away from a confusing world4.What could be the best title for the passage?A.The Magic of ReadingB.The Pleasure of ReadingC.Growing Up with ReadingD.Reading Makes a Full ManCMy challenge for you is this: to read a book for 15 minutes every single day for a month.Let me explain a bit by telling you where the challenge comes from. I have many things in common with my dad like music taste and sense of humour, but sadly reading isn't one of them. I can happily spend a whole day with a book, but my dad can't read a book for longer than about 5 minutes. He reads emails, websites and papers for work, but not books. He's busy, so I think sitting down to read for just 15 minutes a day is a good way to relax and to introduce him to reading.My dad is by no means the only person who avoids books. I know lots of people would rather relax on their computers or in front of the TV. Everyone is different and has their own interests, but I think there are lots of benefits of reading, which screen-based activities don't have.Firstly, it's better for your eyes. Looking at screens can be very stressful for your eye muscles, and clearly you should avoid looking at screens for an hour before bed, to get a good night's sleep.One thing that I personally love reading is being transported to another world—I would often forget the time or things around me! Reading is a great way to switch off before you go to bed, because you think more about the world of the book, rather than the real world, so you can truly relax. I know you can be transported to a different world in a film or a TV show, but I think books do it better.I also enjoy hearing what people are doing and finding out what they think. Reading gives me the chance to get to know hundreds of new people! It also teaches you to see things from other people's point of view, and understand other people's decisions or opinions. With a book, you can hear everything a character is thinking or feeling—you can really be inside someone else's head!So give it a go! Take 15 minutes when you are waking up, going to bed, eating lunch, or having a coffee. If you read a lot, why not try 15 minutes of an English book, or pass the challenge on to someone else? Good luck and happy reading!1.The author mentions his father in the text to show __________.A.his father is busyB.reading is importantC.his father likes readingD.many people have no habit of reading2.The author writes the text mainly basing on __________.A.his personal experienceB.some scientific experimentsC.his father's personal adviceD.knowledge from books3.The underlined word "it" in Paragraph 5 refers to _________.A.helping readers sleep wellB.making readers feel relaxedC.transporting readers to a different worldD.reminding readers of the real world4.What is the author's attitude to reading?A.Negative.B.Uncertain.C.Supportive.D.Doubtful.DDo you want to learn English better? If you do, the following classes might be suitable for you.Junior CoursesOur English courses for juniors are good for all the young people who want to develop their English language skills by taking part in exciting cultural and social activities. We offer this course to groups at every LSI school year-round. We accept individual young learners in our schools in the UK, the USA and Canada in our summer and winter camps.Teaching methods and social activities in the junior course are specially designed to suit kids and teenagers. Our junior courses are a great way for learners to make friends with other teenagers from all over the world. LSI offers English language courses to suit all abilities and levels.Evening ClassesLSI offers general language classes and exam classes in the evening. Students can take evening classes at a number of different LSI schools around the world. LSI London Central has a special foreign language department which offers classes in over 40 languages. Evening language classes are taught in open groups at LSI school buildings. We also organise language training that can be arranged either inside or outside the school at any time for individuals and closed groups.Our evening language courses are for everyone. We train business people who require language skills for specific purposes and those who expect to gain some basic survival skills for their holidays. We provide quality training for all students at all levels, whatever their purposes are.1.The English courses for junior would attract those who want to __________.A.travel to foreign countriesB.improve English through activitiesC.attend exam classes in the eveningD.learn some difficult grammar2.What do we know about evening classes of LSI schools around the world?A.They're taught in open groups at LSI school buildings.nguage training only takes place in the school.nguage training doesn't accept individual learners.D.Each school offers classes in over 40 languages.3.Evening language courses are open to __________.A.business people onlyB.just kids and teenagersC.people of all age groupsD.English beginners only4.The text is meant to ___________.A.advertise some cultural and social activitiesB.tell how to choose English classesC.encourage readers to learn English wellD.advertise some English classes第二节（共5小题；每小题2.5分，满分12.5分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。
Unit 9 Lesson3 课件-高中英语北师大版(2019)必修第三册
Truth and Truth 4: Our memory reaches its full power at the age of 25.
advice 4:
Advice 4: We need to train our memory to remember more when we’re older.
we can remember them clearly
( F ) 2. When we tell a story many times, we forget important details.
He’s good at remembering particular things but doesn’t have a photographic memory.
2. Are there any answers given by Jemima Gryaznov that are not convincing to you? What are your doubts?
( F ) 3. Stephen Wiltshire has a photographic memory because he can
draw a detailed picture of a city from memory after flying over it.
No one has been proved to have a photographic memory.
2. Is there any special food/medicine that helps memory? 3. Why can’t I remember the English words/texts? 4. Why do I forget the new words that I learnt yesterday? 5. Why can’t I remember the homework assigned by teachers? 6. …
Unit 9 核心讲解 【新教材】北师大版高中英语必修第三册
高中北师大2019版英语必修三Unit 9LEARNING核心知识点解析Topic TalkHe who learns but does not think is lost. He who thinks but does not learn is in great danger.学而不思则罔，思而不学则殆。
--------《论语·为政》Lesson l1.I suggest doing five things to take an active role in your learning.suggest doing sth. 建议做某事advise / suggest sb. to do sth. 建议某人做某事Eg：She is willing to do what you suggest doing. 她乐意做你提议的事。
2....you might end up agreeing with the speaker/writer after all.最终，也许你会同意说话者或者作者的观点。
end up doing 最后，最终；以......而告终end up 结束，死亡come to an end v. 结束Eg：Policy makers will probably end up doing this.If she carries on shoplifting, she’ll end up in jail.她如果还继续偷东西的话，最终会被抓进监狱。
The holiday was coming to an end. 假期要结束了。
3.They attempt to find the truth at the heart of each idea.他们努力从每个观点最核心的地方寻找真相。
attempt to do sth. 努力尝试做某事Eg：What would you attempt to do if you knew you might fail?假如你知道自己可能会失败，你会如何做？4.Even when an idea sounds entirely unlikely, there may be an aspect of it that is based on truth.Sound 连系动词（感官动词），smell，feel和taste 等这类感官动词是联系动词，后面跟形容词。
北师大版(2019)英语必修 第三册 Unit 9 Learning-Lesson 1 Active Learning 课件(共19张PPT)
5. Focus on the message
Learning actions: ________________________________
Reasons: ________________________________
Learning effects: ________________________________
Activity 9
Verbs followed by verb-ing form Verbs followed by infinitive
suggest keep risk end up stop try cannot help
doing
Hale Waihona Puke need attempt try refuse
to do
—Have you spoken to Rachel? —No. I tried to call her but the line was busy.
Ask questions
1
Get to the truth
2
Listen to the outer voice
3
Focus on the message
4
Argue with your inner voice
5
Activity 5
Identify the learning actions, reasons and learning effects for
1. What do most people believe about the human brain? Is it true? Most people believe that our brain learns automatically. But, it’s not true.