北师大英语必修三第九单元第一课lesson1 说课教案
北师大版高中英语必修第三册Lesson 1 Active Learning
UNIT-9 LearningLesson-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。
1.语言技能目标（1）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；（2）用所学的词汇和语言的对课文进行复述；（3）能够读懂细节信息并能理解阅读中生词含义。
2.语言知识目标（1）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。
（2）能掌握常见的后接ing和不定式作宾语的动词;（3）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。
3.文化意识目标（1）了解自主学习的相关话题；（2）了解人们对自主学习的理解和态度。
4.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。
1.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；。
【新教材】9.1 Active Learning 教学设计-北师大版高中英语必修第三册
Unit9.LearningLesson 1Active Learning教学设计本节课是高中英语第三册unit9 Learning的第一课Active Learning, 课型为阅读课，文章主要介绍了如何积极学习，积极学习的途径有哪些。
通过阅读使学生学会积极学习并将其应用到之后的学习中。
教学目标：（1）学生能够正确使用本节课的重点词汇如：suggest, need, outer, risk …（2）学生能够通过阅读制作思维导图。
（3）学生能够将本节课学到的积极学习的方法运用到之后的学习中。
1.重点：（1）重点词汇的学习及使用（2）能够学会积极学习，学会使用积极学习的方法。
2.难点：（1）了解并将积极学习的方法应用到之后的学习中。
（2）学会制作思维导图。
Step 1 Pre-readingActivity 1.1.T asks students to think what active learners do.2 T asks students to think about who would be an active learner in their class. At the same time, T shows some useful phrases to help Ss organize their language.Step 2 While-readingActivity 2.1.T asks Ss to read Para1 and answer 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?Activity3T asks Ss to read the passage again and write the subheading before the corresponding paragraphs..Ask questions. Get to the truth. Listen to the outer voice. Focus on the message. Argue with your inner voiceActivity 4T asks the students to read the first suggestion. Identify the learning actions, reasons and learning effects onActivity 5T asks Ss to work in groups and one student choose one suggestion and introduces it to others.Activity 6T asks Ss to read the passage again then judge whether the following ways of learning are correct or not according to Kevin Daum ? Write T(true) or F(false) .1. When in class, focus on the voice expressing your own opinion.( )2. If you think a speaker is wrong, argue with him/her.( )3. Be curious to find more information about the topic.( )4. Believe what is said in books.( )5. Only engage in classes of your favorite teacher's.( )Activity 7T asks Ss which of the suggestion in the text is the most useful for him/her. Then asks students to share their opinion.Example:I think “arguing with your inner voice ” is the most useful, b ecause it makes me consider the other side of an argumentActivity 8T asks Ss to complete the summary. Use the phrase in the chart to replace the underlined part.In short based on at the heart of attempt to argue withachieve a higher level of understanding get in the way of learningThere 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 thebest 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 learnersalso 5 try to question the world around them and understand the truth 6 deep within every ideaFinally, as active learners, we should never form opinions about people 7 on the basis of first impressions Activity 9T asks Ss to look at the colored words in the article then add the rest verbs to the table belowAdvise agree avoid can’t stand don’t mind enjoy startHelp like manage practice regret seem remember Activity 10T asks Ss to complete the text with the correct form of the verbs on the brackets.Recently, I've managed 1_______(become)a more active learner. When I'm reading a book or listening to my teacher, I try 2 _____(forget)what I've learnt before or what think about the book or the person giving me the information and practise 3________(concentrate)on the information itself. At the beginning, I found it difficult to do this and I couldn' t help 4________(question)the ideas I was reading or hearing. But now I've learnt to avoid 5 ________ (listen)to my inner voice all the time and sometimes I even argue with it. On the other hand, I also attempt 6________(ask)as many questions as I can. I ask my teachers a lot of questions and I've noticed that the answers to the questions have really helped me understand the topic a lot better.Activity 11T asks Ss to think the following questions.What other ways of active learning do you know?How will you learn actively in the future? Make a list and explain them. Then asks students to compare and discuss their list with their group members.。
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.。
Unit 9 Learning Lesson 1 教案-高中英语北师大版(2019)必修第三册
Unit 9 LearningLesson 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-reading1. Greeting2. Leading-inACTIVA TE 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 questionsto reflect on to pay attention to to be curiousto be open-minded to listen to a different point of viewAsk students to think and share their answers.二、While- readingREAD AND EXPLORE1. 学生活动：阅读文章，回答问题。
北师大版高中英语必修3 Unit9_Lesson1_名师教学设计(二)
北师大版英语必修三Unit9 Lesson1 名师教学设计（二）Unit 9 Lesson 1 On Your BikeTeaching Design 教学设计Teaching Aims教学目标:To listen to get the main idea.To read to guess meanings of new words.练习在文章中理解猜测词义。
To talk , discuss and write a passage with what you have learnt .运用所学语言知识进行由浅入深的谈话、讨论和写作。
To realise the serious traffic situation in Pingdingshan and China, then take action to protect our environment.认识到平顶山乃至中国严峻的交通问题，从而尽快采取行动，保护我们的环境。
Teaching difficulties教学重难点:Master and use the new words and phrases in this lesson.创造语言环境，由浅入深的掌握运用所学单词及词组。
Teaching Aids 教学手段:computer blackboardTeaching Methods 教学方法:The communicative approach 交际法Task-based language teaching 任务型教学法Evaluation and incentive method 评价激励法Learning Methods 学法指导:Skimming略读Scanning精读pair work结对法group work小组讨论法Blackboard-writing 板书设计The title and important words and phrases本课标题及逐步完善的重点单词及短语Teaching procedures:Step1 Lead-in 新课导入Watch and listen to a short conversation between two students carefully, pleasetry to find what’s the problem Lisa had.观看两位同学的对话展示，找出Lisa有什么烦恼。
北师大版(2019)英语必修 第三册 Unit 9 Learning Lesson 1 Active Learning 学案
____________________
5. __________________
____________________
4.Group Work: Choose one suggestion and introduce it to others.
5. Which of the suggestions do you think is the most useful for you? Why?
6.What other ways of active learning do you know?
7. How will you learn actively in the future?
没有你找不到的只有你想不到的全网最强资源库道客巴巴与你一路同行
Unit 9 Learning
Lesson 1Active Learning
【学习目标】
You will be able to
1. read and talk about active learning
2. read for general understanding
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?
3.Identify learning actions, reasons and learning effects for each suggestion.
Suggestions
北师大版高一英语必修模块3说课稿
高一英语必修模块3-Unit 9-Lesson1 On Your Bike 说课稿怀柔区职业学校王建英一、说教材本套教材使用的是《北京市普通高中新课程标准英语实验教科书》必修模块3第九单元第一课，本套教材的教学基本理念是：在义务教育初中英语教学的基础上，使学生巩固、扩大基础知识，发展听、说、读、写的基本技能，培养综合语言运用的能力；使他们在学习英语的过程中，促进心智、情感态度、学习策略、文化意识的发展，形成正确的人生观、世界观和价值观，整体提高人文素养。
本单元的中心话题是谈论自行车的益处及骑自行车对保护环境的作用。
本课是阅读课，阅读训练在教学中占有重要地位，通过阅读训练能培养学生的许多阅读技巧（如快速阅读、略读、跳读、精读等）以及一些阅读的细微技能（如识别关键词、确定主题句、预测课文内容等），从而使学生逐步掌握阅读策略。
本篇课文主要介绍了阿姆斯特丹白色自行车的发展过程。
要求学生对课文完全理解，引导学生理出事件的发展脉络，提取文章的主要信息和细节信息，并在整理信息的过程中，引导学生发现分析问题和解决问题的思维过程，最后结合课文的信息和语言进行输出性活动。
二、说教学目标：1、情感目标：（1）了解本篇课文所讲述的阿姆斯特丹倡导骑自行车以解决交通拥堵及环境污染问题的情况，树立节约能源及环境保护意识。
（2）了解西方的汽车文化，在英语交流中能理解并尊重他人的情感。
2、知识目标：（1）学习并掌握本课所出现的词汇及短语，理解整篇文章，完成与本课相对应的学案练习。
（2）学会用英语恰当、得体地提建议，有条理地表达解决交通拥堵及环境保护问题的个人观点及建议。
3、能力目标：（1）能学习运用Skimming & Scanning阅读策略，抓住关键连接词，理解段落大意，把握故事发展顺序。
通过速读、精读，培养学生快速阅读把握文章结构，善于寻找细节的阅读能力。
（2）通过判断正误、回答问题及课文填空等练习，培养学生的语言组织能力和口语表达能力。
Unit 9 Lesson 1第2课时示范教案【高中英语北师大版必修第三册】
Unit 9LearningLesson 1 Active LearningPeriod 2教材分析本课为第九单元的阅读课，话题为“主动学习”。
文章首段先破除了大多数人对学习的偏见，指出大脑并非总能自动学习，人们需要训练自己成为更好的学习者，需要积极参与学习过程并且反思学到的东西。
正文由五个小标题引导，介绍了作者针对主动学习的五则建议：1、倾听外部声音；2、和内部声音辩论；3、提问；4、追求真相；5、关注信息。
本课话题“主动学习”属于“人与自我”这一主题语境，旨在引导学生正视学习这一过程，认识到主动学习的重要性，了解主动学习的科学方法。
所选文章有助于学生摆正心态，有利于培养学生求真务实、谦虚向学的主动学习观。
教学目标在本课学习结束时，学生能够：1. 识别常跟不定式（to do）或动名词（doing）的动词；2. 归纳总结v. + to do和v. + doing时意义的区别；3. 准确运用v. + doing/to do结构。
教学重难点【教学重点】1. 归纳总结v. + to do和v. + doing时意义的区别；2. 准确运用v. + doing/to do结构。
【教学难点】理解动词加不定式和动名词时在词义上的细微差别，并能根据语境准确应用。
教学过程Step 1 Recalling1) What is active learning?2) How to play an active role in learning?设计意图：激活学生已学内容，为后续产出做铺垫。
Step 2 Observing1. Look at the following pictures. What often follows a verb?设计意图：通过图片创设情景，引入主题，激发思考。
2. Sort it out: verb + verb-ing form or infinitive? (P55, Ex. 9)设计意图：以课本句子为依托，创设语境，引导学生归纳总结常跟不定式和动名词的动词。
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课题：Return of the White Bikes!
课型：阅读理解课
学段：高一下
一、教材分析
模块三第9单元以“交通”为贯穿主线，内容涵盖了各种主要的出行方式、汽车的简要发展历程、汽车的发展给现代人的生活带来的便利和问题、太阳能车的使用、以及其他解决交通问题及交通导致的环境问题的解决办法。
本课是模块三第9单元第一课，课题为Return of the White Bikes!。
本课时为本课教学的第一课时，是以课文理解为主要侧重点的阅读课。
文章主要介绍了阿姆斯特丹“白色”自行车产生、消失、回归的发展历程，文章结构清楚，事件发展脉络清晰，语言朴实自然且实用。
20世纪60年代，为了减少汽车对环境的污染、节约能源、提供更多免费的公共交通设施，阿姆斯特丹一些骑自行车爱好者发起倡议，推行并实施了“白色”自行车计划。
虽然自行车窃贼偷走了为大众免费提供的“白色”自行车，阿姆斯特丹人并没有因此气馁，他们借助高科技，想出了解决自行车偷窃问题的办法，并最终成为今天的“自行车之城”。
课文旨在通过阿姆斯特丹城市“白色”自行车的发展历程为例，引发学生思考：汽车的发展一方面给我们的生活带来了很多便利，另一方面也引发了交通拥堵、环境污染、能源短缺等问题，并鼓励学生思考解决这些问题的可行办法。
二、教学背景
1、学情分析
授课对象为高一理科实验班，学生英语水平相对较整齐，经过高一前期英语课堂及SLD （Skill-building for Learning and Development）课程的学习，大部分学生能在老师的鼓励下较自信地用英语表达自己的观点、完成课堂活动，并具有一定的批判性思维。
通过第9 单元前期课时的学习，学生对各种交通方式及现实生活中存在的交通问题有了初步的认识。
交通和学生生活紧密相关，因此，学习和讨论阿姆斯特丹“白色”自行车的发展历程，分析北京目前不是自行车之城的原因，一定会在学生中引起很大的共鸣。
2、教学方式、手段和技术准备的说明
本课时教学设计侧重对课文的理解和探讨。
教师由课文标题为切入点，激发学生有关阿姆斯特丹的背景知识，调动学生的阅读兴趣，由粗入细、由浅入深、层层推进学生的阅读任务。
教师首先引导学生从标题入手，预测文章主要内容，理出事件的发展脉络，并在提取文章主要信息和细节信息的同时学习语言。
在理解课文的同时，引导学生形成发现问题、分析问题、解决问题的思维过程，引导学生在立足文本阅读的同时，梳理事件之间的逻辑关系，思考和分析促使阿姆斯特丹成为自行车之城的主要因素，并联系实际反思北京不成为自行车之城的原因，最后结合课文的信息和语言进行输出性活动。
教学过程将结合使用板书和电脑幻灯片。
幻灯片不多，主要呈现相关图片和数据，旨在使学生对阿姆斯特丹自行车的使用背景、事件之间的逻辑关系有更加直观的理解。
学生活动主要有两人一组讨论、四人一组讨论和汇报，旨在给学生创造合作学习的机会。
三、教学目标
语言是人类最重要的思维和交流工具。
高中英语新课标中提到，“根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力”。
因此，结合本课以阅读理解为侧重点，且话题具有很强的现实性、时代性和普遍性，教师将本节课的教学目标设定为：
1、知识与技能
本课结束时，学生能够
1）提高借助标题预测文章内容和主线的意识和能力。
2）了解阿姆斯特丹“白色”自行车产生、消失、回归的发展历程，分析该过程中事件之间的逻辑关系。
3）立足文本阅读，归纳促使阿姆斯特丹成为自行车之城的要素。
4）联系实际，对比北京和阿姆斯特丹使用自行车的必要性和可能性，归纳分析北京目前不是自行车之城的原因。
5）加强批判性阅读的意识和能力
2、情感态度
本课结束时，学生能够
1）提高绿色出行、低碳出行的环保意识。
2）进一步形成发现问题、分析问题、解决问题的逻辑思维。
四、教学过程流程图
Lead-in
Talk about which transport is most convenivent in central Amsterdam and why (1')
Look at 5 pictures on P PT and get an idea of Amsterdam being a “City of Bicycles” (1')
Confirm the status of Amsterdam being a “City of Bicycles” by the population and the number of bicycles in Amsterdamy (1')
Pre-Reading
Prdict what the text is about from the title: Return of the White Bikes!
Class discussion: Get confirmed that Beijing is NOT a city of bicycles by the population and the number of bicycles in Beijing.
Post-reading
Group work: analyze the factors that prevent Beijing from becoming a city of bicycles.
Report: report the discussion results of group work
While-reading 3
Analyze the factors that help Amsterdam to become a “City of Bicycles”.
While-reading
While-reading 1
Check the prediction.
While-reading 2
Read for details and answer the questions, Task 1 on Ss' worksheet.。