Unit 9 Learning-Lesson 2 Language Learning Tips 教案-2025-2026学年高中英语北师大版必修第三册

Unit 9 Learning-Lesson 2 Language Learning Tips 教学目标和重难点 教学目标 Language Competence: Master key expressions for language learning tips. Learning Ability: Develop autonomous learning skills. Thinking Quality: Cultivate critical thinking in choosing tips. Cultural Awareness: Understand cross-cultural language learning differences. 教学重难点 Key Points: Grasp key vocabulary and sentences about language learning tips; learn to express and share tips. Difficult Points: Apply tips to practical learning; analyze and choose suitable tips independently. 教学过程 Lead-in The teacher starts the class with an open question: “Do you often feel confused when learning English? What difficulties do you usually meet? For example, remembering new words, understanding listening materials or speaking fluently?” Then, invite 3-4 students to share their own learning difficulties in English. After that, the teacher summarizes: “Many of us have similar problems in English learning. Today, we will learn some practical language learning tips in Lesson 2, which can help us solve these difficulties effectively.” Then, write the lesson title “Language Learning Tips” on the blackboard and guide students to read it together. Design Intention: The lead-in links the lesson content with students’ real learning situations, which can quickly arouse students’ interest and resonance. By asking students to share their own difficulties, the teacher can understand students’ actual needs in language learning, lay a foundation for the subsequent teaching of learning tips, and also help students establish a sense of participation, making them more active in the following teaching activities. At the same time, the simple summary of the teacher can naturally introduce the core content of the lesson, letting students know the learning purpose of this class clearly. Pre-reading: Vocabulary and Background Preview First, the teacher presents the key vocabulary of this lesson on the PPT, including “memorize, preview, review, concentrate, cooperate, fluent, accumulate, regularly” and some key phrases such as “take notes, pay attention to, focus on, make progress, in addition”. For each word and phrase, the teacher gives simple English explanations and example sentences related to language learning, such as “Memorize means to keep something in your mind. For example, we need to memorize new words every day to improve our vocabulary.” Then, the teacher asks students to read the words and phrases aloud twice, corrects their pronunciation and intonation in time, and guides them to master the basic usage of these words and phrases. Next, the teacher leads students to have a short discussion: “What do you think are good language learning habits? Can you list some simple tips you have used before?” Students can discuss freely in pairs for a while, and then the teacher invites several pairs to share their ideas. Some students may say “read English every morning”, “watch English movies” or “ask teachers for help when meeting problems”. The teacher affirms their ideas and says: “These are all good tips. Today, we will learn more professional and systematic language learning tips from the text, which will help us learn English more efficiently.” Design Intention: Vocabulary is the foundation of understanding the text. Previewing key vocabulary before reading can help students reduce difficulties in reading and improve reading efficiency. By giving English explanations and example sentences related to language learning, the teacher can help students connect vocabulary with the lesson theme, deepen their understanding and memory of vocabulary. The short discussion before reading can activate students’ existing knowledge reserve about language learning tips, let them have a preliminary understanding of the lesson content, and also cultivate their ability of oral expression and cooperation in pairs. In addition, affirming students’ ideas can enhance their confidence and enthusiasm for learning. While-reading: Text Analysis and Comprehension This part is divided into three steps: fast reading, careful reading and deep reading, to help students understand the text comprehensively and deeply. Step 1: Fast Reading. The teacher asks students to read the text quickly and answer two questions: ① How many language learning tips are mentioned in the text? ② What is the main idea of the text? After students finish reading, the teacher invites students to answer the questions. The correct answers are: ① Five tips. ② The text introduces five practical language learning tips to help students learn English better and more efficiently. Then, the teacher guides students to divide the text into parts according to the tips: the first paragraph is the introduction, introducing the importance of language learning tips; paragraphs 2 to 6 are the main body, introducing five specific tips respectively; the last paragraph is the conclusion, encouraging students to apply these tips in their daily learning. Design Intention: Fast reading aims to train students’ ability of skimming and grasping the main idea of the text quickly. By setting simple and clear questions, the teacher can guide students to focus on the key information of the text, avoid blind reading, and help students establish the overall framework of the text, laying a foundation for careful reading. Dividing the text into parts can help students understand the structure of the text better, cultivate their ability of text analysis. Step 2: Careful Reading. The teacher asks students to read the text carefully and fill in the table about the five language learning tips. The table includes three columns: “Tips”, “Specific Requirements” and “Reasons”. The teacher first gives an example in the table, then asks students to complete the rest of the table in pairs. During the process, the teacher walks around the classroom, provides help for students who have difficulties, and checks their completion. After students finish, the teacher invites a group to present their table, corrects the mistakes and supplements the key points. The five tips in the text are: ① Preview and review regularly; ② Take notes carefully; ③ Concentrate on listening and speaking; ④ Cooperate with partners; ⑤ Accumulate language materials every day. For each tip, the teacher guides students to find the specific requirements and reasons in the text, and explains the difficult sentences in the text, such as “Previewing helps you get familiar with new knowledge and prepare for class, while reviewing helps you consolidate what you have learned and avoid forgetting it.” Design Intention: Careful reading is to help students grasp the details of the text, understand the specific content of each language learning tip. Filling in the table in pairs can cultivate students’ ability of cooperation and communication, and also make students more active in participating in the learning activity. The teacher’s guidance and correction can help students solve the difficulties in understanding the text, ensure that students can master the key content of the text, and lay a foundation for the application of the tips later. Explaining difficult sentences can help students improve their ability of understanding complex sentences, which is conducive to improving their overall language competence. Step 3: Deep Reading. The teacher asks students to read the text again and think about the following questions: ① Which tip do you think is the most useful for you? Why? ② Do you think these tips are suitable for all language learners? Why or why not? ③ Can you add some more tips based on the text and your own learning experience? Students can discuss these questions in groups of 4- After the discussion, each group selects a representative to share their ideas. The teacher listens carefully to their sharing, gives affirmation and comments, and guides students to think critically. For example, if a student says that “cooperating with partners” is the most useful for him, the teacher can ask other students to share their views on this tip; if a student thinks that some tips are not suitable for all learners, the teacher can guide him to explain the reasons and put forward his own suggestions. Design Intention: Deep reading aims to cultivate students’ critical thinking and innovative thinking. By asking open questions, the teacher can guide students to think beyond the text, combine the text content with their own learning experience, and express their own views and ideas. Group discussion can provide students with more opportunities to communicate and exchange, cultivate their ability of cooperation and critical thinking. The teacher’s affirmation and comments can help students improve their ability of expression and thinking, and also make students have a deeper understanding of the language learning tips, realizing that learning tips should be flexible and suitable for themselves. Post-reading: Practice and Application This part includes two activities to help students apply the language learning tips they have learned to practical learning, and consolidate the knowledge and skills they have mastered. Activity 1: Role-play. The teacher divides students into groups of One student acts as a student who has difficulties in English learning (such as forgetting new words easily, being afraid to speak English), one student acts as a teacher who gives advice, and the other student acts as an observer. The “teacher” needs to use the tips learned in the text to give specific advice to the “student” who has difficulties, and the “student” needs to ask questions and express their doubts. The “observer” needs to record the key points of their communication and put forward suggestions after the role-play. After each group finishes the role-play, the teacher invites 2-3 groups to perform in front of the class, and then comments on their performance, focusing on whether they can use the key vocabulary and sentences correctly, whether the advice is specific and practical, and whether the communication is smooth. The teacher also encourages other students to put forward their own suggestions. Design Intention: Role-play is a practical and interesting activity that can help students apply the language learning tips and key expressions they have learned to real communication scenarios. By acting different roles, students can better understand the application of the tips, improve their oral expression ability and communication ability. The observer’s role can help students pay more attention to the details of communication, and also cultivate their ability of observation and evaluation. The teacher’s comments and guidance can help students find their own shortcomings and improve their ability of language application. Activity 2: Write a Personal Language Learning Plan. The teacher asks students to write a short personal language learning plan based on the tips learned in the text and their own learning difficulties. The plan should include the following contents: ① Their own English learning difficulties; ② The tips they will use to solve these difficulties; ③ The specific measures and arrangements (such as when to preview and review, how to take notes, how to cooperate with partners); ④ The expected effect. Students can write the plan independently, and the teacher walks around the classroom to provide help for students who have difficulties. After students finish writing, the teacher collects some students’ plans, reads them aloud in class, and comments on them, affirming the advantages and putting forward suggestions for improvement. Then, ask students to exchange their plans with their deskmates and learn from each other. Design Intention: Writing a personal language learning plan can help students combine the tips learned in the text with their own actual situation, and apply the tips to their daily learning. This activity can not only consolidate the knowledge and skills students have learned, but also cultivate their ability of planning and autonomous learning. By exchanging plans with deskmates, students can learn from each other’s advantages, broaden their ideas, and make their learning plans more perfect. The teacher’s comments and guidance can help students improve their writing ability and make their learning plans more practical and operable. Summary and Extension First, the teacher leads students to summarize the key content of this lesson: “Today, we have learned five practical language learning tips: preview and review regularly, take notes carefully, concentrate on listening and speaking, cooperate with partners, and accumulate language materials every day. We have also mastered some key vocabulary and sentences related to these tips, and learned how to apply these tips to our practical learning.” Then, the teacher emphasizes: “Language learning is a long-term process. These tips are very useful, but the most important thing is to insist on applying them in daily learning. Only by keeping practicing can we make great progress in English learning.” Next, the teacher puts forward the extension task: ① After class, try to practice the tips learned in this lesson in your English learning, and record your feelings and progress; ② Find more language learning tips online or from books, and share them with your classmates in the next class; ③ Cooperate with your partner to complete a small survey about language learning tips, and write a short survey report. The teacher explains the requirements of the extension task clearly, and encourages students to complete it actively. Design Intention: The summary of the lesson can help students sort out the knowledge they have learned in this class, consolidate the key content, and form a systematic knowledge structure. Emphasizing the importance of persistence can help students establish a correct learning attitude, realize that language learning requires long-term efforts. The extension task can extend the teaching content from the classroom to the after-class, help students apply the knowledge and skills they have learned to a wider range, cultivate their ability of autonomous learning and exploration, and also lay a foundation for the next class. At the same time, the survey task can cultivate students’ ability of cooperation and investigation. Homework Arrangement Copy the key vocabulary and sentences of this lesson twice, and recite them; Finish the personal language learning plan and revise it according to the teacher’s and deskmate’s suggestions; Complete the extension task assigned by the teacher; Preview the next lesson. Design Intention: Copying and reciting key vocabulary and sentences can help students consolidate the basic knowledge of this lesson, lay a solid foundation for their future language learning. Revising the personal learning plan can help students improve their plan and make it more practical. Completing the extension task can help students extend their learning beyond the classroom and improve their comprehensive ability. Previewing the next lesson can help students get familiar with the content of the next lesson in advance, improve the learning efficiency of the next class. 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 $