高中英语北师大版 (2019)必修 第三册Lesson 1 Active Learning表格教学设计

这是一份高中英语北师大版 (2019)必修 第三册Lesson 1 Active Learning表格教学设计，共10页。
The Dynamic Brain（Viewing & Speaking）教学设计
文本分析
主题语境：人与自我——生活与学习
语篇类型：包含解说，专家解读和情景案例的视频材料
★What
本课视频材料的主题属于“人与自我”主题语境下的”生活与学习”主题群。主要内容为”大脑发展的不同阶段如何影响我们的学习能力”。视频中一位女士用背景音的方式引出话题，在中间部分强调了学习的敏感期并引用了教育学家的两个论点，结尾处该女士给出结论—— 人类大脑具有可塑性，大脑的功能在我们人的一生中不断发挥作用，直到我们生命的结束。因此无论我们处于什么年龄，我们的大脑都会因经验的作用改变和发展。视频中间包含人类大脑专家Dr. Fredric Dick的关于大脑在人发展不同阶段是如何影响学习的科学专业的解读。他将学习与发展分成了两类：Experience Expectant Learning 和Experience Dependent Develpment并从发生的阶段，决定因素和生活中的具体案例三个角度给出了系统的生动的解释，在专家解释的过程中穿插了生动形象的具体情景案例。
Hw
本段视听材料包含背景音解说，专家解读和情景案例三个部分。语言较为正式，包括三段背景音解释和三段专家从科学角度的解读，具体案例贯穿在前两部分的内容中。三部分内容环环相扣地结合在一起，相辅相成。
背景音出现的位置及作用：开头中间结尾。引入话题；介绍脑专家；联系实际给出进一步的解读，得出结论。
专家出现的位置及作用：中间部分。联系脑科学知识给出专业的分类解读；强调重点给出结论。
动态情景案例出现的位置及作用：贯穿在整个视频材料中，与所说内容相匹配，使得解说者和专家讲解的内容更易理解，联系生活实际和具体的生活情境。
视频材料中论述问题所用的方法：
引用权威：文中引用了脑学专家的现场采访片段和教育家的两个论点。
举例子：文中在讲述什么是Experience Expectant Learning和什么是Experience Dependent Develpment 的过程中用了如下语言呈现的例子：学习第二语言，学习开机动车的技能和学习杂耍。同时视频中还包含画面呈现的例子如小学课堂教学，小孩练习芭蕾舞。
下定义：
Experience Expectant Learning
Experience Dependent Develpment
本视频中的词汇有一定难度，含有大量有关大脑的科学术语如Experience Expectant Learning，Experience Dependent Develpment，auditry frequency, visual input, perceptual input等。
★Why
学习是人的一生不可或缺的部分。人类无时无刻不处在学习的过程中，大脑在人的早期发展的敏感期发展迅速，能使学习者快速获取知识与技能。因此我们要抓住学习的黄金期，提高学习要趁早的意识。同时大脑有很强的可塑性。人们的经验和行动可以作用于大脑，让大脑不断适应于发展。人应该树立终身学习的目标，在训练大脑的过程中不断进步。这与我国古谚语是相吻合的。
学情分析
本班学生来自北京市高中示范校，学段为高一，学生对有关学习的词汇、表达和句式掌握的较扎实，但对和大脑相关的生物学专业词汇不了解，因此该视频材料对学生来说难度比较大，看和听的过程可能会造成障碍。本班学生学习态度认真，课上表达比较积极，但个别同学自信心不足，英语基础薄弱，本课的视频材料对于他们来说可能生词过多，语速过快，他们可以获取听力材料中的主要信息，但用准确的句子总结概括和表达自己观点会有一定的困难。
教学目标
At the end f the class, students can
1. summarize the definitins presented in different aspects and different arguments;
2. distinguish, internalize and apply methds used t make the statement cnvincing;
3. give sme reasnable advice and persuasin using the relevant infrmatin learnt in the viewing prcess;
4. draw sme lessns t help frm psitive learning attitude.
教学重点难点
The main pint: Master the main pint and summarize definitins presented in different aspects.
The difficult pint: Apply prper infrmatin int the dialgue f advice and persuasin.
教学过程
教学目标
ADDIN CNKISM.UserStyle教学活动 (含时间分配)
学习目标评价
活动层次
设计意图
T speak ut and remember sme new wrds，predict what will be talked abut and learn abut the tpic and be aware f the practical tasks t be slved
I. Lead-in (5mins.)
1. Students explain the meaning f the title, especially the meaning f “dynamic” in this cntext, analyze the relatinship between learning and brain, and predict the cntent f the viewing material.
● What’s the meaning f the title “The Dynamic Brain”?
● What’s the relatinship between learning and brain?
2. Students bserve the picture f brain that they may discver in bilgy textbk and answer the questins:
●What d yu expect t knw frm the vide?
●What d yu learn abut brain in bigraphy?
●What can influence the develpment f brain?
3. Students give their answers and learn sme relevant new wrds presented by the teacher accrding t their answers.
4. Students learn the prblems t be slved in real life that is related t brain and learning.
Situatin1: Yur uncle is cnsidering when t teach his newly-brn daughter t learn English as a freign language, at the age f 3, 7 r 13. Yu are eager t give sme reasnable advice fr him.
Situatin2: Yur brther is a middle schl students. He always put ff the study tasks and have n mtivatin t learn, thinking that there will be a lt f time fr him t study later. Yu want t encurage yur brther t seize the valuable sensitive perid t study nw.
Situatin3: Yur grandfather is 62 years ld but he is eager t gain a driving license. He lacks cnfidence and ask yu whether he shuld have a try. Yu are eager t give sme reasnable advice fr him.
Students speak ut wrds r sentences related t brain and learning, remember the new relevant wrds and speak relevant infrmatin
感知与注意
T lead in the tpic, teach the students unfamiliar wrds abut brain and learning that may be bstacles in viewing and guide the students t speak ut their frmer knwledge.
T check the predictin, summarize the tpic and main cntent f the vide
II. Viewing fr the tpic and main cntent (5mins.)
Students view the whle vide and write dwn the main idea and cntent f it.
● Check ur predictin (n the blackbard).
● What des the wman speaker and her team explre?
Students speak ut their answers.
Students view, check the predictin rally and speak ut the purpse and the tpic and main cntent
感知与注意
概括与整合
T guide the students t grasp the purpse f the explratin and imprve the students’ ability f summarizing.
T summarize different definitins presented in
different aspects
III. Viewing fr classificatin and understanding (8mins.)
Students view the middle part f the vide and summarize a definitin f “Experience Expectant Learning” and “Experience Dependent Develpment” by nticing their 3 aspects: stages, decisive factrs and examples in real life.
Students discuss with grup members and imprve their ntes.
Students check the answers and read ut the key wrds in the definitin.
Students bserve the table, cmpare and summarize the differences between the tw kinds f learning.
Ss speak ut the 3 aspects f differences.
Ss classify different examples and cnslidate their knwledge f the definitins and their differences.
Students take dwn the key wrds, fill the table, cmpare and summarize the differences
概括与整合
获取与梳理
T imprve the students’ ability f taking dwn key infrmatin in viewing, summarizing definitins using key wrds, finding principles and discvering differences.
T make sme inference accrding t the cntext
IV. Viewing fr inferred meanings f certain wrds (3mins.)
Students what “this” refers t.
Students bserve and cmpare the pictures indicating scafflding’s abstract meaning and cncrete meaning and make the inference in the cntext.
“And this is where we start t build the scafflding f knwledge that allws us t d many cmplex skills.”
● What des “this” refer t?
● Can yu infer the meaning f scafflding in this cntext?
Students infer by themselves and then discuss t further understand the meaning f the wrds.
感知与注意
描述与阐释
T imprve the students’ ability f inference.
T reflect n the questin and understand the speaker’s cnclusin
V. Reflectin n the questin and understanding the speaker’s cnclusin (6mins.)
Students reflect n the questin: “But is learning limited t the sensitive perids r can the brain cntinually change and adapt?”
Students view, check their predictin and write dwn the cnclusin.
Students discuss and tw representatives present their answers.
Students speak ut their predictin and write dwn the cnclusin f the speaker
概括与整合
获取与梳理
T make the students be aware f smething abut brain and learning which may help them imprve their learning methd and frm psitive learning attitude.
T master the special methds used fr prving ne’s statements
VI. Summarizing methds used in the vide (5mins.)
1. Ss recall what they have heard and answer the questin
● Wh speak in the vide?
● What is the rder f the speaking?
2.Ss recall what they have viewed and answer the questin
● What have yu seen in the vide?
● D yu think certain parts where there are nly
mtin pictures withut sunds useful r nt? Why ?
3.Ss recall what they have viewed and summarize the methds used fr making the statements cnvincing
Hw did the speaker prve her statements abut brain and learning vividly and cnvincingly?
● listing examples
↓
What are the examples listed in the vide?
● Quting Authrity
↓
When the authrity Dr. Dick appear in the vide?
● Giving definitins
↓
What definitins are given in the vide?
Students speak ut the methds used in the vide
感知与注意
获取与梳理
T make the students realize hw t make a statement and make it mre cnvincing.
T express
meanings and lessns
VII. Reflectin n the meaning and the lessn(3mins.)
Ss recall, understand the meaning and draw lessns frm what they view.
What lessn have yu learned frm the clip? Is there smething related with ur Chinese ld saying?
活到老，学到老 It’s never t ld t learn.
人生小幼，精神专利… 固须早教，勿失机也。
2. Ss reflect n the cntent and cmment n the viewpints.
● Which part in the vide left yu a deep impressin? Why?
● D yu think the viewpints in the vide cnvincing r nt? Cmment n them accrding yur wn experience and knwledge.
Students speak ut sentences t express the meaning and lessn
内化与应用
想象与创造
T make the students reflect, imagine and relate what they have learned t ancient wisdm.
T give prper advice r
persuasin using the methd and science knwledge they learned in the vide
Students summarize what they learnt and apply what they learnt int present life and study.
IX. Making up dialgue and Act(10mins.)
Students chse ne situatin, discuss in grups and make dialgues
Situatin1: Yur uncle is cnsidering when t teach his newly-brn daughter t learn English as a freign language, at the age f 3, 7 r 13. Give yur reasnable advice accrding t what yu just learned in the vide.
Situatin2: Yur brther is a middle schl students. He always put ff the study tasks and have n mtivatin t learn, thinking that there will be a lt f time fr him t study later. Encurage yur brther t seize the valuable sensitive perid t study nw accrding t what yu just learned in the vide.
Situatin3: Yur grandfather is 62 years ld but he is eager t gain a driving license. He lacks cnfidence and ask yu whether he shuld have a try. Give yur reasnable advice accrding t what yu just learned in the vide.
Students present their dialgues.
Students summarize the lessn they can draw frm this viewing lessn and get the cnclusin f seizing the glden ages f high schl perids t strive fr a bright future.
Students make up the dialgues and present them.
Students draw sme inspiratin fr life and study in high schl perid.
内化与应用
想象与创造
T make the students apply what they have learned t express their wn advice and persuasin using critical thinking.
T help students frm the idea f learning fr a whle life and seize the glden perid t study hard.
板书设计
作业设计
作业内容
设计意图
（表明与课上教学的关联及活动观层次）
针对性
作业预计用时
作业评价方法细则
作业设计亮点自评
1
前置作业
回忆并了解和大脑与学习相关的知识
预习相关词汇
1. 整合各科相关知识，为课上学习做好知识和思维方面的准备。
2.巩固语言知识。为本课学习做好语言方面的铺垫。
针对本课话题和词汇进行专项复习
25mins
课上头脑风暴，口头展示讨论，教师即时评价
学生词汇量较低，知识面不广，前置作业可以有针对性地帮学生做好课前准备。
2
课后作业
完善补充对话内容，课后进行口语练习
合理运用Viewing 课后所学内容完成一篇文章“Start Early; Learn Frever”
应用实践：理解、运用、整合本课所学语言知识，完成相关练习；以口语和笔头形式练习如何有理有据地给出建议和劝告并使其具有说服力。
针对本课内容、语言知识点进行巩固。
35mins
学生能按时完成作业；不仅巩固了语言知识，还能有逻辑性地应用文章内容。
巩固语言、梳理文章。
评价设计
Evaluatin Standard Frm fr an Impressive Speech
教学反思
单元整体教学注重对主题意义的深度挖掘
设置引发学生思考的开放性有深度的问题，使得学生可以从不同的角度思考问题来改善思维水平。留给学生更多的思考讨论表达的时间，强化学生对主题意义的认识。
2． 在真实语境中提高学生思维水平
教师重视设计有实践意义的任务，融入相关的情境，学生发散思维，设计实施有现实意义的实践，训练学生的思维能力。但在教学实践中部分学生未真正融入情境，在给人提建议的展示中未表现出共情和关怀的语调，过于关注语言本身，没有关注语言所传达的含义和其社会意义。
3．落实英语学习活动观和教学评一体化
学习活动基于学情设计，使任务难度符合学生的认知水平，生生互评与教师评价的结合提高了学生的学习热情与积极性。作业的评价体系较细致，可以在每节课后检查作业时有据可依，时时检测，使评价反作用于教与学，做到以评促教，以评促学，推动学习过程动态螺旋上升。但学生评价中多说彼此好的方面，对同学的问题避而不谈，在以后的教学与评价中应引导学生客观评价，说真问题，互助提高。
4．注重梳理语篇结构，帮助学生有条理有逻辑地表达观点
语言特点和语用功能被教师深入彻底地挖掘分析，这使得教学环节更加连贯，有逻辑性，输入与输出关联性强，所学知识可以有效应用到实践。