Unit 9 Learning-Lesson 1 Active Learning 教案-2025-2026学年高中英语北师大版必修第三册

Unit 9 Learning-Lesson 1 Active Learning 教学目标和重难点 1. 教学目标 Language Ability: Master core words and phrases about active learning, understand the expository text’s structure and logical connection, and express views on active learning in simple English. Cultural Awareness: Understand the importance of active learning in global education and form a positive learning attitude. Thinking Quality: Cultivate critical thinking by analyzing the author’s suggestions and applying them to personal learning. Learning Ability: Master basic active learning strategies and develop the habit of self-reflection and cooperative learning. 2. 教学重难点 Key Points: Grasp the core vocabulary (e.g., inner voice, outer voice, reflect on, argue with) and key sentences of the text; understand the author’s five suggestions on active learning and the overall structure of the expository text. Difficult Points: Apply the active learning strategies to practical learning scenarios; use the target language to express personal views on active learning fluently and logically. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a free discussion: “Do you think your brain learns automatically? What do you usually do when you learn a new subject? Do you just listen to the teacher or try to think actively?” Then, the teacher shows two pictures on the screen: one picture shows a student sitting passively, taking notes mechanically without thinking; the other picture shows a student raising hands, asking questions and discussing with classmates. The teacher asks students to compare the two pictures and talk about which one is a better learning way, and why. After 3 minutes of group discussion (4 students in a group), invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “The second student is practicing active learning, which is the key to effective learning. Today, we will learn Lesson 1 Active Learning to find out how to become active learners.” Design Intention: The lead-in activity is closely connected with students’ daily learning experience, which can quickly arouse students’ interest and enthusiasm in learning. By asking questions and showing pictures, students can initially understand the difference between active learning and passive learning, lay a foundation for the study of the text. At the same time, group discussion can cultivate students’ cooperative learning ability and oral expression ability, which is in line with the requirements of learning ability and language ability in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) Vocabulary Preview: The teacher presents the core vocabulary of the text on the screen, including nouns (inner voice, outer voice, impression, context), verbs (reflect, argue, ignore, attempt), adjectives (unlikely, flexible, sufficient) and phrases (reflect on, argue with, end up doing, at the heart of). For each word and phrase, the teacher gives simple English explanations and example sentences related to learning, and invites students to read after the teacher to grasp the correct pronunciation and usage. For example, for “reflect on”, the teacher explains: “When you reflect on your learning, you think carefully about what you have learned and what you need to improve.” Then, the teacher asks students to make simple sentences with the words and phrases in pairs, such as “I often reflect on my English learning at the end of the week.” After that, the teacher checks the students’ mastery by asking random questions. Background Preview: The teacher briefly introduces the author Kevin Daum and the theme of the text: “Kevin Daum is an American writer who focuses on personal growth and learning strategies. This text is an expository article that puts forward five practical suggestions for us to become active learners. Expository articles usually have a clear structure, and we can find the main idea of each paragraph through key sentences.” Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabulary can help students remove language obstacles in reading, improve reading efficiency, and lay a foundation for understanding the text. The example sentences related to learning can help students connect vocabulary with practical learning, which is conducive to the application of vocabulary. The brief introduction of the author and the text type can help students understand the background of the text and master the reading method of expository articles, which is in line with the requirements of language ability and learning ability. Step 3: While-reading (Text Reading and Comprehension) This step is divided into three parts: skimming, scanning and careful reading, to help students understand the text step by step from the overall to the details. Skimming: The teacher asks students to read the text quickly (within 5 minutes) and answer two questions: (1) What is active learning? (2) How many suggestions does the author give to be active learners? After reading, invite students to answer the questions. The teacher summarizes and supplements: “Active learning refers to actively participating in the learning process and reflecting on what we have learned. The author gives five suggestions: focus on the outer voice, argue with your inner voice, ask questions, get to the truth and focus on the message.” At the same time, the teacher helps students sort out the overall structure of the text: the first paragraph defines active learning, and the following paragraphs put forward five suggestions respectively. Design Intention: Skimming is a basic reading strategy. Through skimming, students can quickly grasp the main idea and overall structure of the text, cultivate their ability to obtain key information quickly, which is in line with the requirements of learning ability. At the same time, it can help students form a overall understanding of the text and lay a foundation for further careful reading. Scanning: The teacher asks students to read the text again, scan for specific information, and complete the following table. The table is presented on the screen, including three columns: Suggestions, Specific Requirements and Reasons. Students need to fill in the table according to the text content. After 8 minutes of independent reading and filling, students check their answers in groups. Then, the teacher invites a student to present the table on the blackboard, and corrects and supplements it. For example, for the suggestion “Focus on the outer voice”, the specific requirement is “Be open-minded and focus on what the speaker/writer is saying, not on what their brain is saying in the background”, and the reason is “The inner voice may get in the way of learning and make us miss important information”. Suggestions Specific Requirements Reasons Focus on the outer voice Be open-minded and focus on what the speaker/writer is saying, not on the inner voice The inner voice may get in the way of learning and make us miss important information Argue with your inner voice Think about why the speaker/writer may be right; be flexible in opinions It helps us listen to another point of view and make better decisions Ask questions Ask 2-5 questions when getting information from others, books or the Internet It helps us achieve a higher level of understanding about the topic Get to the truth Attempt to find the truth at the heart of each idea; check the source of the idea Even unlikely ideas may have aspects based on truth; it helps us learn more Focus on the message Do not judge people based on first impressions or personal feelings; separate the message from the messenger It helps us not miss learning opportunities caused by personal feelings Design Intention: Scanning is a strategy to obtain specific information quickly. By completing the table, students can further understand the details of each suggestion, clarify the logical relationship between specific requirements and reasons, and improve their ability to extract specific information from the text. Group checking can help students find their own mistakes and learn from each other, which is conducive to improving their cooperative learning ability and language comprehension ability. Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on key sentences and difficult sentences, and analyzing the language points and logical connection. (1) The first paragraph: The teacher asks students to find the topic sentence: “We need to train ourselves to be better learners—to actively take part in the learning process and to reflect on what we have learnt.” Then, the teacher analyzes the structure of the sentence: “to actively take part in... and to reflect on...” is the infinitive phrase used as an appositive to explain “better learners”. The teacher asks students to imitate the sentence structure to make sentences, such as “We need to train ourselves to be better students—to study hard and to help others.” (2) The second paragraph: The teacher focuses on the sentence “Although your inner voice can be useful, it can also get in the way of learning.” The teacher explains the phrase “get in the way of” (meaning “hinder”) and the usage of the conjunction “although” (leading a concessive clause). Then, the teacher asks students to discuss: “What is the difference between the inner voice and the outer voice? Do you think your inner voice often gets in the way of your learning?” (3) The third to seventh paragraphs: The teacher guides students to find the topic sentence of each paragraph (usually the first sentence of the paragraph), and analyzes the logical connection between paragraphs. For example, the third paragraph starts with “If you find your inner voice difficult to control, you can argue with it as most active learners do.”, which is a transition from the previous paragraph’s discussion of the inner voice to the specific method of dealing with the inner voice. (4) Difficult Sentences: The teacher selects several difficult sentences in the text for explanation, such as “Even when an idea sounds entirely unlikely, there may be an aspect of it that is based on truth.” The teacher parses the sentence structure: “Even when...” is a time adverbial clause, “that is based on truth” is an attributive clause modifying “an aspect”. The teacher asks students to translate the sentence and explain its meaning in their own words. Design Intention: Careful reading is the key to understanding the text in depth. By analyzing key sentences and difficult sentences, students can master the usage of important language points, improve their language analysis ability and language application ability. Guiding students to find topic sentences and analyze the logical connection between paragraphs can help them grasp the writing characteristics of expository articles, cultivate their logical thinking ability, which is in line with the requirements of language ability and thinking quality. The discussion link can arouse students’ thinking and connect the text content with their own learning experience. Step 4: Post-reading (Consolidation and Application) This step includes three activities: text retelling, group discussion and language practice, to help students consolidate the text content and apply the learned knowledge to practice. Text Retelling: The teacher asks students to retell the text according to the overall structure and the table completed in the scanning link. Students can retell the text individually or in pairs. The teacher puts forward specific requirements: (1) Use the core vocabulary and phrases learned in the text; (2) Clarify the five suggestions of the author; (3) Keep the logical connection of the text. After 5 minutes of preparation, invite 2-3 students to retell the text in front of the class. The teacher comments on their retelling, affirming their advantages and pointing out the places that need improvement, such as the use of vocabulary and the fluency of expression. Design Intention: Text retelling can help students consolidate the text content, improve their ability to organize language and oral expression ability. It also can test students’ mastery of core vocabulary and text structure, which is conducive to the internalization of knowledge. The teacher’s comments can help students find their own shortcomings and improve their language expression ability. Group Discussion: The teacher puts forward the discussion topic: “Which of the author’s five suggestions do you think is the most useful for your English learning? Why? How will you apply this suggestion to your future English learning?” Students discuss in groups (4 students in a group) for 8 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps students solve the problems encountered in the discussion. After the discussion, each group selects a representative to share their group’s views. For example, some groups may think that “asking questions” is the most useful, because it can help them solve the problems in English learning and deepen their understanding of knowledge; some groups may think that “arguing with the inner voice” is useful, because it can help them overcome the fear of speaking English and improve their confidence. Design Intention: Group discussion combines the text content with students’ actual English learning, which can help students understand the practical significance of active learning strategies and apply them to their own learning. It can also cultivate students’ cooperative learning ability, critical thinking ability and oral expression ability. The teacher’s guidance can ensure the smooth progress of the discussion and help students express their views more clearly and logically. Language Practice: The teacher designs two exercises to help students consolidate the learned language points. (1) Fill in the blanks: The teacher presents sentences with blanks on the screen, and students need to fill in the blanks with the correct form of the core vocabulary and phrases learned in the text. For example: ① We should often ______ (reflect on) our learning to find out our shortcomings. ② Don’t let your personal feelings ______ (get in the way of) your learning. ③ When you have questions, you should ______ (attempt to) find the answers by yourself. (2) Sentence rewriting: The teacher presents simple sentences, and students need to rewrite them using the sentence structures learned in the text. For example: Rewrite “It is important to think carefully about what you have learned.” using the structure “We need to... to...”. (Answer: We need to train ourselves to be better learners to think carefully about what we have learned.) Students complete the exercises independently, then check the answers with their deskmates. The teacher explains the key and difficult points in the exercises. Design Intention: Language practice is an important link to consolidate the learned knowledge. Fill in the blanks and sentence rewriting can help students master the usage of core vocabulary and sentence structures, improve their language application ability. Independent completion and mutual checking can cultivate students’ independent learning ability and cooperative learning ability. Step 5: Summary and Extension Summary: The teacher invites students to summarize what they have learned in this class, including the definition of active learning, the author’s five suggestions, core vocabulary and phrases, and the writing characteristics of expository articles. Then, the teacher makes a final summary: “In this class, we have learned the definition of active learning and the five practical suggestions from the author. Active learning is very important for our study and growth. We should apply these suggestions to our daily learning, cultivate the habit of active learning, and become better learners.” Extension: The teacher assigns two after-class tasks: (1) Write a short passage (80-100 words) about your own active learning experience, using the core vocabulary and phrases learned in this class. (2) Observe the learning habits of your classmates, find out which active learning strategies they use, and share them in the next class. At the same time, the teacher recommends an English article about active learning to students, and asks them to read it after class to expand their horizons. Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge system, and deepen their understanding of the text. Extension tasks combine classroom learning with after-class learning, which can help students apply the learned knowledge to practice, improve their writing ability and autonomous learning ability. The recommended article can expand students’ reading scope and enhance their interest in learning English. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $