高中英语北师大版 (2019)必修 第三册Lesson 1 Active Learning教案设计

这是一份高中英语北师大版 (2019)必修 第三册Lesson 1 Active Learning教案设计，共3页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。


【教学目标】
Students will be able t
1. talk abut schl subjects and ways f learning
2. use phrases abut educatin and learning
3. listen t tw dialgues abut schl subjects and learning
4. discuss famus qutes abut learning
【教学重难点】
Talking abut educatin and learning based n persnal experience
【教学过程】
1. Pair Wrk: Talk abut schl subjects.
1) Demnstrate the task by answering the questins, e.g., My favurite schl subject was gegraphy. We used t learn a lt abut varius cuntries, and what gegraphical features they have. The learning apprach I used was visual aids. Fr example, I used a wrld atlas t find each cuntry.
2) Explain that learning apprach is the way a schl subject is taught r the means/methd smebdy uses t learn abut a schl subject, e.g., nte-taking, lking up infrmatin, ding prjects.
3) In pairs, students ask and answer the questins. Encurage students t give as many examples as they can t supprt their answers.
4) Share interesting answers with the class.
5) Hld a class vte n hw many students selected the same schl subject and find ut which is the mst ppular.
2. Listen and cmplete the Text Builder.
1) Read ut lud the Text Builder. Explain any unknwn vcabulary.
2) Play the dialgue nce fr understanding and then play it again fr students t cmplete the sentence frames.
3) Students review their answers in pairs and then as a class.
3. Talk abut the way yu learn.
1) Students prepare independently t talk abut the way they learn. Encurage students t use the vcabulary frm the previus activities.
2) Lw level students can use the sentence frames in Activity 2. Help these students with vcabulary and sentence structure.
3) Students talk and share their idea in pairs. Encurage students t ask fllw-up questins while talking.
4. Listen and cmplete.
1) Read the sentence frames. Challenge students t wrk in pairs t think f pssible answers fr each space.
2) Explain the meaning f the phrasal verb “brush up n smething”. Suggest t students t make a literal picture f a persn brushing and keeping the dust f smething s that it stays fresh and vivid. Pint ut that mst phrasal verbs can be learnt this way, as they lend themselves well t visual interpretatin.
3) Play the dialgue nce fr general understanding and then play it again fr students t cmplete the missing infrmatin.
4) Read the text ut lud and pause befre each space fr students t call ut the right answer in chrus.
5. Talk abut learning gals.
1) Invite students t share any specific learning difficulties they may have with the English language, e.g., difficulty with prnunciatin, spelling, and grammar.
2) Students discuss five pssible ways t imprve their English learning. They culd list specific ways r methds fr each area f difficulty they nted dwn.
3) Students present their findings in small grups r with the class. Find ut whether there are any specific learning difficulties the majrity f students share and hw these can be tackled.
6. Talk abut the qutes.
1) Students discuss what they knw abut these famus peple and share interesting infrmatin. If pssible, allw students t research the qutes nline.
2) As vlunteers read each qute, analyse its meaning, i.e., it’s imprtant t think and learn as well. Dry knwledge desn’t lead t anywhere if ne desn’t think fr neself. Simply thinking withut seeking true knwledge will nt get anywhere.
3) Discuss whether students agree r disagree with each qute.
4) Encurage students t supprt their answers with reasning.