Unit 9 Learning Lesson 1 Active Learning 说课逐字稿-2025-2026学年高一英语北师大版必修第三册

Unit 9 Learning Lesson 1 Active Learning Good afternoon, dear judges. It’s my honor to stand here to share my teaching ideas with all of you. The content of my lesson is from Unit 9 Lesson 1 Active Learning. The following seven parts will be covered in my presentation: leading theories, teaching material analysis , students analysis, teaching objectives, teaching methods&aids, teaching procedures, and teaching reflection. Now, please allow me to analyse them one by one. The first part is leading theories. According to the new Standards of English Curriculum, based on the Big Ideas, the view of English learning Activities will be integrated into teaching process to achieve the Core Competence of English Subject. The second part is analysis of material. It includes two aspects. At first, let’s analyse the whole unit This Unit is selected from Compulsory Book 3. The theme of this unit is human and self. The whole unit focuses on learning. All of the lessons are different aspects about it. From lesson 1,we can learn how to be active learners . Lesson 2 tells us some language learning tips. And in lesson 3,we will learn the secrets of our memory. As for the text, it is analyzed from three dimensions: What, How and Why. What: The type of this text is an expository essay. It focuses on active learning and provides five suggestions given by Kevin Daum on how to take an active role in learning, which includes listening to the outer voice, arguing with your inner voice, asking questions, getting to the truth and focusing on the message. Why: As the second period of this unit, this lesson aims to help students realize the importance of active learning and ways to keep active learning. Meanwhile it encourages students to reflect on their own learning style through critical and independent thinking so as to prepare themselves to be an active learner in the future and promote the information of the first small thematic idea----to develop an active attitude towards learning. How: The writer presents his advice with a very clear structure, including five paragraphs five subheadings. Kevin starts the article by dispelling a myth and develops each paragraph by using expository writing techniques like making explanation, making comparison, giving assumptions. The author also uses many expressions and sentence patterns to specifically explain the suggestions on active learning. The third part is analysis of the students The target students are from Senior One. They have been equipped with some knowledge about active learning, some reading skills, as well as the knowledge of some features and methods adopted in an expository article. However, they may find it hard to illustrate the text structure by using a graphic organizer. In addition, considering students’ present cognitive level, some of them may have difficulty in reflecting on their own learning strategies and adjusting their learning accordingly. As for Teaching objectives They will highlight the core competence and reflect the cognitive levels. So considering my students, based on the core competence, my objectives include 4 parts · 1. Language competence (1) Acquire theme-related words and expressions. (2) Get the factual information in the text by skimming and scanning. 2. Cultural awareness Establish and develop an active attitude towards learning. 3. Thinking quality (1) Analyse and structure the information in the text. (2) Develop rational , logical, creative and critical thinking ability. 4. Learning ability (1) Realize the importance of active learning and take part in learning actively. (2) Reflect on and adjust learning behaviors. Teaching focal and difficult points. Focal points: Analyse the article and structure the information in each suggestion in terms of “what”, “why”, “how”. Difficult points: Employ the structured knowledge in the lesson to do self-reflection and give advice to himself / herself. Teaching Methods & Aids In this period, many different methods are adopted to achieve my teaching objectives, including PWP teaching method, Activity-based teaching method, and Communicative teaching method. I will also use the pictures, mind maps, multimedia and the blackboard to improve students learning efficiency. Now comes to the most important part, analysis of teaching procedures. As you can see, there are six steps, they are lead in, pre-reading, while-reading, post-reading, summary and homework. In the six steps, 8 activities are designed for students to achieve teaching objectives. More importantly, in order to explore the thematic meaning, the 8 activities are supported by the discourse and reflect cognitive levels. Now, I’d like to introduce these activities in details. Lead in (it will last 4 minutes) The first one: lead in .One activity is designed. I will ask student some questions about their learning and then do a self-assessment to let them think one question: are you an active learner? · This procedure will lead to the topic of this lesson and can warm up the students and arouse the students’ interest in the topic. And then Pre-reading (it will last 3 minutes) There is also one activity.: brainstorming. I will set a scene to ask students to predict the content of this passage. Q1. What is active learning? Q2. Why should we become active? Q3. How can we become active ? By designing it, the students will predict the learning content, form reading expectations, and lay the foundation for reading As for While-reading (the whole steps will use about 25 minutes) The first part is skimming. And in this part, 2 activities are designed. Activity1: Ask students to read the first paragraph quickly and answer the three questions. Q1. What do most people believe about the human brain? Q2. What is active learning? Q3. What is Kevin Daum going to talk about in the article? Activity 2: Ask students to read the text quickly and match the subheadings with para 2--6. The design intentions are to foster the students’ fast reading skills and get a general understanding about active learning. After skimming, I will ask students the literary form of this article and introduce the structure of an expository essay. The design intention is to pave the way for following carefully reading. So as for careful reading, two activities are designed. The first one ,students read the first suggestion carefully and answer the following questions. Q1. What does Kevin really want us to do? Q2. Why does he want us to do so ? Q3. How does he make his advice persuasive? Then ask students to employ the “what” “why” “how” pattern to analyse the other four suggestions and share the results with class. The design intentions of these two activities are to comb and integrate the detailed information, and to cultivate the students’ intensive reading skills. In the meanwhile, students can learn the structure of an expository essay and how to be an active learner. Post Reading (10 minutes) After reading the passage step by step, I think students will get a deeper understanding of it and they can say something about the topic. So the activity of self-reflection will be here. And then the students will voice their opinions about the the two questions with their partners. Q1. If you are, what learning suggestions will you take to improve your learning ? Q2. If you aren’t, what learning suggestions will you try to adjust your learning ? This design is aimed at developing the students’ language competence and help them reflect and adjust their learning behaviors. Meanwhile, develop students’ logical and critical thinking ability. Summary (1 min) After all of the reading activities, I will lead students to read the quote from Confucius together and to summarize the lesson. The quote is “He who learns but does not think is lost. He who thinks but does not learn is in great danger”. This part will instruct students to establish an active attitude towards learning and encourage students to adjust their own learning methods to be active learners. Ok, at last. Let’s come to my analysis of homework and blackboard design. The homework is to ask students to consolidate what they have learned in the class and to improve their writing ability. This is my blackboard design. The blackboard design can show the topic and the content of the passage, highlight the key information in this lesson. The last is my teaching reflection. As for teaching effectiveness, I think learning objectives in this class have been basically achieved. And there is a surprise, that is students’ curiosity has been awakened so that they are highly involved in the class activities. However , three points need to be improved. 1. Provide students with more hints to lower the rock to their level; 2. Give my students enough time to read and think; 3.Offer them more chances to use English. Therefore, I will adjust teaching process and give those students more support and care to encourage them to be engaged in class more actively. Ok , so much for my presentation. Thank you for your listening! 2 学科网（北京）股份有限公司 $