Unit 9 Human Biology-Lesson 2 Brain Power 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Lesson 2 Brain Power 教学目标和重难点 1. 教学目标 Language Competence: Understand and use core vocabulary and sentences about brain structure and functions, and improve abilities in listening, speaking, reading and writing related to popular science topics. Cultural Awareness: Compare Chinese and Western views on brain functions and respect the diversity of scientific culture. Thinking Quality: Analyze the principles of memory formation and conduct critical thinking on brain-enhancing technologies. Learning Ability: Master scientific learning strategies and develop autonomous learning habits. 2. 教学重难点 Key Points: Master core vocabulary such as neuron, synaptic plasticity and hippocampus; understand the main content of popular science texts and conversations about brain power; learn to express views on brain-related topics in English. Difficult Points: Grasp the logical relationship in scientific texts; conduct in-depth discussions on the ethical issues of brain-enhancing technologies; use professional vocabulary accurately in communication. 教学过程 Lead-in: Arouse Interest and Activate Prior Knowledge The teacher walks into the classroom holding a crumpled piece of word paper, sighs deliberately and says, “I memorized 50 words yesterday, but only 3 were correct in today’s dictation — is my brain playing a joke on me?” This humorous opening will quickly attract students’ attention and arouse their resonance. Then, the teacher invites students to share their own experiences of forgetting things, such as “I memorized the whole text but forgot it completely in the exam” or “I just put down my pen and couldn’t remember where I put it”. After a short free sharing, the teacher plays a 10-second short video: a person looks painful while reciting, but turns around and asks, “What did I just recite?” After the video, the teacher writes “Brain Power” on the blackboard and says, “Today, we will unlock the ‘code of brain forgetting’ and explore the amazing power of our brain. Open your textbooks to Page 16, and The Amazing Brain will tell us that it’s not that you are stupid, but that your brain is ‘sorting things out secretly’.” This lead-in links students’ real-life experiences with the teaching content, reduces their sense of distance from scientific knowledge, and lays a good foundation for the subsequent teaching. Next, the teacher conducts a quick vocabulary preview. Show flashcards with core words such as neuron, synaptic plasticity, hippocampus, cognitive load and memory consolidation on the screen, and read the words aloud, asking students to follow along. For difficult words like synaptic plasticity, the teacher uses simple analogies: “Synapse is like a post station, and synaptic plasticity is the ability to make the post station open and close flexibly.” This helps students initially understand the meaning of the words and lays a foundation for listening and reading. Pre-listening: Vocabulary Consolidation and Background Introduction Before formal listening, the teacher further consolidates the core vocabulary through interactive activities. Divide students into groups of 4, and distribute “vocabulary cards” to each group. Each card has a core word and its explanation, but the explanation is incomplete. Students need to work together to complete the explanation according to their prior preview and the teacher’s hints. For example, the card for “neuron” has the explanation “It is like a courier in the brain, responsible for transmitting information”, and students need to fill in the word “neuron” and add one more sentence to describe its function. After the group activity, the teacher invites representatives of each group to share their results and corrects mistakes in pronunciation and expression. Then, the teacher briefly introduces the background of the listening material: “The listening material includes a lecture about the structure and functions of the brain and a conversation about memory improvement methods. When listening, we need to focus on grasping the key information, such as the weight of the brain, the number of cells and the ways to enhance memory.” In addition, the teacher guides students to predict the content of the listening material. Ask questions like “What do you think the lecture will talk about?”, “What methods do you think can improve memory?” and encourage students to express their opinions freely. This not only activates students’ prior knowledge but also helps them form a listening expectation, improving their listening efficiency. While-listening: Grasp Key Information and Train Listening Skills The listening part is divided into two parts: lecture and conversation, and adopts the “step-by-step” listening method to help students gradually improve their listening ability. First, play the lecture recording for the first time. Ask students to listen carefully and get the main idea: “What is the main content of this lecture?” After listening, invite several students to share their answers, and the teacher summarizes: “This lecture mainly introduces the structure of the brain, such as grey matter and white matter, the number of brain cells, and the function of different brain areas.” Then, play the lecture recording for the second time. Ask students to fill in the blanks in the worksheet. The blanks mainly involve key information such as “The brain weighs just over a kilo”, “It uses twenty percent of the body's energy” and “There are over one hundred billion cells in the brain”. During the listening process, the teacher can pause appropriately for difficult parts to help students catch the key information. After listening, check the answers with the whole class, explain the difficult sentences and key words in the listening material, such as “electrical impulses” and “brain functions”, and help students understand the listening content in depth. Next, move on to the conversation part. First, play the conversation recording for the first time, and ask students to answer two simple questions: “Who is the caller?” and “What is the caller’s question?” This helps students quickly grasp the context of the conversation. Then, play the recording for the second time, and ask students to complete the table in the worksheet, which includes the caller’s question, the expert’s advice and the specific methods mentioned. For example, the caller asks whether brain exercises like crossword puzzles work, and the expert suggests doing more brain exercises and paying attention to diet and sleep. After completing the table, the teacher invites students to role-play the conversation in groups. One student plays the presenter, one plays the expert, and one plays the caller. During the role-play, students need to use the expressions in the conversation, such as “I've noticed that my memory isn't as good as it used to be” and “What's your advice?” This not only consolidates the listening content but also improves students’ oral expression ability. While-reading: Analyze the Text and Improve Reading Ability After the listening part, the teacher guides students to read the text The Amazing Brain and Memory Hackers in the textbook. The reading activity is carried out in three steps: skimming, scanning and intensive reading. First, skimming. Ask students to read the text quickly within 3 minutes and get the main idea of each paragraph. After reading, invite students to share their understanding: “What is the main idea of Paragraph 1?” “What does Memory Hackers talk about?” The teacher summarizes: “The Amazing Brain mainly introduces the structure and working principle of the brain, especially the role of neurons and synapses in information transmission. Memory Hackers discusses memory methods and the law of forgetting.” Then, scanning. Ask students to read the text again and find specific information according to the questions raised by the teacher, such as “How do neurons transmit information?” “What is the difference between short-term memory and long-term memory?” “What methods can help improve memory?” Students need to find the key sentences in the text and underline them. After scanning, the teacher organizes students to discuss the answers in groups, and then invites representatives to share their opinions. For example, for the question “How do neurons transmit information?”, students can find the sentence “Information is like a courier, neurons are couriers, and synapses are post stations. Neurons transmit information through synapses.” Finally, intensive reading. The teacher guides students to analyze the difficult sentences and logical relationships in the text. For example, the sentence “When you practice, the synaptic pathways become smoother, just like walking through a field of tall grass — the first time is hard, but if you keep walking the same path, the grass stays down and a trail forms.” The teacher explains the metaphor in this sentence, helps students understand the principle of synaptic plasticity, and guides students to analyze the causal relationship in the sentence. In addition, the teacher asks students to pay attention to the connection words in the text, such as “however”, “therefore” and “for example”, which help to clarify the logical structure of the text. During the intensive reading process, the teacher also guides students to accumulate useful expressions, such as “be responsible for”, “consist of”, “make up” and “be connected by”. Ask students to write these expressions in their notebooks and make sentences with them. This not only improves students’ reading ability but also enriches their vocabulary and sentence patterns. Post-reading: Expand and Apply, Improve Comprehensive Language Ability After reading, the teacher designs a series of activities to help students apply the knowledge they have learned and improve their comprehensive language ability. First, group discussion. Divide students into groups of 4 and put forward the discussion topic: “If technology can help us download memory, would you choose to do it? Why or why not?” Before the discussion, the teacher gives some hints, such as “the advantages of downloading memory: saving time in memorizing knowledge; the disadvantages: losing the fun of learning, possible errors in memory download, and ethical issues.” During the discussion, students need to express their views in English, use the vocabulary and sentence patterns they have learned, and listen to the opinions of their group members. The teacher walks around the classroom, guides students who have difficulty expressing themselves, and corrects their mistakes in expression. After the discussion, invite representatives of each group to share their group’s views. For example, one group may say: “We think we should not download memory, because memorizing knowledge through our own efforts can help us understand and master it better, and downloading memory may make us lazy. In addition, there may be ethical issues, such as who controls the memory download.” Another group may say: “We think it is acceptable to download memory appropriately, such as downloading some professional knowledge that is difficult to memorize, which can save time and improve learning efficiency. But we need to formulate relevant rules to avoid abuse.” After each group shares, the teacher makes comments, affirms the reasonable views of the students, and guides them to conduct more in-depth thinking on the ethical issues of science and technology. Second, writing practice. Ask students to write a short passage of 100-120 words about “How to Improve Our Brain Power”. The teacher gives some key points for reference: do more brain exercises (crossword puzzles, quizzes), keep a balanced diet, get enough sleep, and practice regularly. Students need to use the vocabulary and sentence patterns they have learned in this lesson, such as synaptic plasticity, interval repetition, and memory consolidation. During the writing process, the teacher walks around the classroom, provides help for students who have difficulty writing, and reminds them to pay attention to the logic and coherence of the passage. After writing, invite several students to read their passages aloud, and the teacher makes comments, pointing out the advantages and shortcomings of the passages, such as vocabulary use, sentence structure and logical coherence. Then, ask students to revise their passages according to the teacher’s comments and exchange them with their deskmates for mutual correction. This helps students improve their writing ability and develop the habit of revising their works. Third, vocabulary and sentence pattern consolidation. The teacher designs a “term detective” game. Show the core vocabulary of the lesson on the screen, and randomly select students to come to the stage to make sentences with the words. For example, a student may make a sentence with “neuron”: “Neurons are the basic units of the brain that transmit information.” The teacher encourages students to make creative sentences and praises those who use the words accurately and flexibly. In addition, the teacher asks students to complete the sentence patterns exercise, such as “The brain is responsible for...”, “We can improve our memory by...”, which helps students consolidate the sentence patterns they have learned. Summary and Homework: Consolidate Knowledge and Extend Learning First, summary. The teacher invites students to summarize the key points of this lesson. Students can take turns to speak, and the teacher supplements and sorts out: “In this lesson, we have learned the core vocabulary about the brain, understood the structure and functions of the brain through listening and reading, discussed the ethical issues of brain-enhancing technologies, and practiced our listening, speaking, reading and writing abilities. We also mastered some methods to improve our brain power, which can help us study better.” Then, the teacher and students jointly improve the mind map on the blackboard, adding branches such as “brain structure”, “memory methods”, “ethical issues” and “vocabulary and sentence patterns”, which helps students sort out the knowledge system of this lesson and deepen their understanding of the teaching content. Next, assign homework. The homework is divided into three levels to meet the needs of different students: Basic homework: Review the core vocabulary and sentence patterns of this lesson, copy them twice and make 5 sentences with different words. Intermediate homework: Revise the short passage written in class and submit it; listen to the listening material again and write a short summary of 50-60 words. Advanced homework: Search for more information about brain power online, such as the latest research on the brain, and write a short report of 150 words; prepare a 2-minute oral report to introduce one method to improve brain power, which will be shared in the next class. Finally, the teacher says goodbye to the students and encourages them: “Our brain is like a muscle. The more we use it, the stronger it becomes. I hope you can apply the knowledge and methods learned in this lesson to your daily study and life, and make your brain more powerful.” 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 $