2021-2022学年高中英语新北师大版必修第三Unit9 Review 教案（1）

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这是一份2021-2022学年高中英语新北师大版必修第三Unit9 Review 教案（1），共5页。

UNIT-9 Learning

Lesson-4 Review教学设计

教材分析

本节课是高中英语第三册Unit 9 Learning的第四课，课型是复习课，包括了写作、阅读和口语表达，写作课主要任务是写一篇读后反思。阅读课有两篇文章，一篇主要向学生们介绍了留学生的留学生活，包括中国学生在国外以及国外学生在中国的不同经历；另一篇主要向学生介绍了不同国家男女学生的阅读习惯。口语表达在主要是运用本单元所学词汇、语法表达出对语言学习、提高记忆力等理解。通过本节课的学习，学生将在英语听、说、读、写综合方面的能力得到提高。

教学目标与核心素养

语言技能目标

（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；

（2）用所学的词汇和语言的对课文进行复述；

（3）学生能够借助已知的关键信息，适当补充辅助信息，写出内容整的调查报告。

语言知识目标

（1）能够正确收集完成摘要的内容提纲；

（2）能正确认知并且运用以下词汇和短语：fit in, cornflakes, debate, struggle with, be used to doing sth, split, insist on, scholastic, be associated with, impact on, identical, pattern, fiction, be exposed to, have effects on, proficiency等。

文化意识目标

（1）了解如何正确认识和理解语言学习和记忆力的秘密；

（2）正确认知和对待不同语言的学习。

情感态度目标

意识到不同的语言都有其不同的特点，如何利用记忆的秘密来学习这些语言，也要学会如何充分利用记忆力学习其他学科。与此同时还要积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

教学重难点

重点

（1）如何使用地道、恰当的语言书写读后反思；

（2）正确理解并运用动词短语、主谓一致进行恰当表达；

（3）礼貌进行日常对话。

2. 难点

（1）能用得体的英语书写读后反思；

（2）能正确、恰当地使用动词短语、主谓一致、非谓语动词等。

教学过程

写作课：

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up for Writing	The teacher will give a situation, saying that students will write a learning reflection. You are going to write a reflective journal on what you have learnt from this unit. Discuss with your group members.  What have you learnt from this unit?  Did you learn anything useful or interesting? Give an example.	任务型活动：课题引入采取代入情景的方式，使学生能更好地融入到写作情景中。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。	3分钟
Step-2 Lead-in	This step is to lead the students to learn how to write a learning reflection. Read the learning reflection on Page 62 in your textbook and list the things the writer has reflected on.	紧扣上一环节的讨论，通过阅读一篇摘要范文，通过回答几个问题以引导学生模仿文章书写结构、语言和上下文间的逻辑衔接，以激发学生的兴趣，导入写作课意图。	5分钟
Step-3 Pre-writing	This step is to focus on text structure and language that will be used in the learning reflection. What does each paragraph talk about? Mark the paragraphs. What I can do to improve my memory Reflections on what I’ve learnt from the lesson Reflections on my past knowledge about memory	该教学过程主要是帮助学生梳理需要表达的要点，再根据要点进行写作。	7分钟
Step-4 While-writing	This step is to instruct students to compose their writing. Write three important things that you have learnt in this unit. Use the Sentence Builder to help you. Complete the outline of your reflection based on Activities 3 and 4. Use your outline and the Writing Help to write your first draft. Make sure that the sentences and paragraphs are properly linked.	该教学过程主要帮助学生构思写作大纲，以完成写作目的。	20分钟
Step-5 Post-writing	When the students finish the email, edit the learning reflection in pairs. Then share what you have written in class.	完成后的草稿，同桌间进行交换批改，主要看摘要描述结构，句式结构以及是否信息是全面的。	10分钟

教学过程

阅读和口语课（复习）：

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up	Teacher shows the titles of the two passages on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading.	任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。	3分钟
Step-2 Lead-in	(1) If the topic is Studying Abroad: Teacher will let students say something about what the students would do if they had the chance to study abroad. (2) If the topic is Do Boys and Girls Have Different Reading Habits?: Teacher will ask students if they know something about the different reading habits between boys and girls.	紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。	5分钟
Step-3 Pre-reading	(1) If the topic is Studying Abroad: Teacher will show pictures about some students who study abroad, introducing their life and studying. (2) If the topic is Do Boys and Girls Have Different Reading Habits?: Teacher will show some pictures and let students guess what they will learn this lesson.	该教学过程主要是帮助学生更好地了解文章内容。通过文章相关配图，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。	7分钟
Step-4 While-reading	(1) If the topic is Studying Abroad: Read the text and answer the following questions: ① What cultural difficulties did the students experience when studying abroad? (2) If the topic is Do Boys and Girls Have Different Reading Habits?: ① What is the interesting fact found from the PISA reading test in this article? What is the reason? ② Find the correct figure for the percentage of boys who read for enjoyment. ③ What kinds of reading do boys and girls prefer according to the findings from PISA?	该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。	20分钟
Step-5 Post-reading	(1) If the topic Studying Abroad: ① Find and share more stories about exchange students’ culture shock. Then give advice to them. (2) If the topic is Do Boys and Girls Have Different Reading Habits?: ① Do you think the evidence in the article is strong enough to explain the findings that girls outperform boys in reading? If not, what are other possible reasons?	该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。	5分钟
Step-6 Homework	Read the other passage left and do the exercise in the textbook. Use what you have learnt in Unit-9 and talk about learning, memory with proper phrases and description, and then write down them.	该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。	5分钟