还剩2页未读，
继续阅读
所属成套资源：新北师大版英语必修第三册整册教课PPT+教案
成套系列资料，整套一键下载
高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教学设计
展开
这是一份高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教学设计，共4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. read a text abut memry
2. read fr detail and crrect false statements
3. understand the main theme f each paragraph in an extended text
4. crrect mistakes in a summary f the reading text
5. study and understand the subject–verb agreement rules in sentences
6. discuss tips n memry imprvement
【教学重难点】
1. reading fr detail and understanding the main themes
2. Talking abut ways t imprve memry
【教学过程】
1. Talk abut memry by identifying things that are easy t remember.
1) In small grups, vlunteer students discuss their first memry.
2) Vlunteers can share their answers with the class.
3) Explain t students that the human brain remembers infrmatin rughly categrised int brader grups.
4) Read the bulleted list.
5) Cnduct a survey t find ut which things are the easiest and the hardest t remember. Each student shares the categry they remember best and the ne they struggle t remember.
2. What d yu want t knw abut memry?
1) Give an example f ne r tw questins yu wuld like t ask a memry expert, e.g., Des age play a rle in the human’s brain ability t stre and recall infrmatin? Is there any special fd that helps memry?
2) In pairs, students nte dwn 4–5 questins that they wuld like t ask a memry expert.
3) If pssible, students can find the answers nline.
4) Each student shares at least ne questin they wuld like t ask.
3. Read the text and find ut.
1) Ask students t quickly skim thrugh the text and find ut if any f the questins they nted dwn in Activity 2 are answered by the memry expert.
2) Students share the questins and answers that were addressed.
4. Read again, write T r F, and crrect false statements.
1) Read the statements. Ask vlunteer students t read the text. Explain any difficult wrds.
2) Read each statement again. Students answer if they are true r false frm memry. D nt cnfirm their answers at this pint.
3) Independently, students read thrugh the text t check their answers and crrect the false statements.
4) T help struggling students, give them the paragraph number where the infrmatin fr each statement is included.
5) Read ut lud each statement and pause after each ne fr students t call ut “true” r “false” in chrus. If the answer is “false”, invite a vlunteer t cme t the bard and write the crrected statement.
5. Pair Wrk: Offer suggestins.
1) In pairs, students read each paragraph in the text and discuss further advice that they wuld suggest. Revise empathy with the students. What d yu d when yu can’t remember smething? What memry tricks d yu suggest?
2) If pssible, students can research nline sme advice fr each questin.
3) Review the answers as a class. Write the useful advice n the bard.
6. Match suggestins and questins.
1) Read thrugh each suggestin. Explain any difficult wrds.
2) Students need t cnnect each cmment t ne f the fur paragraphs in the reading text n pages 58 and 59. Then, students write the suggestins n the lines prvided in the text.
3) Review the answers as a class.
4) Cmpare the suggestins students gave in Activity 5 with the suggestins in Activity 6.Which suggestins are mre helpful? Which suggestin wrks best fr yu? Why? Which suggestin was surprising?
7. Find ut truths and advice.
1) Pint ut t students that each f Jemima Gryaznv’s answers can be divided int tw sectins: the truth and the advice sectin. G thrugh the first answer with the class and have vlunteers identify the tw parts t illustrate what students need t d.
2) Students nte the fur truths and advice that Jemima Gryaznv gives in the text.
3) Review the answers as a class. Which truth is the mst significant t yu? Why?
8. Grup Wrk: Think and share.
1) Students underline the mst and least cnvincing wrds in the text that Jemima Gryaznv puts frward using tw different clurs.
2) Students discuss what methds she uses t cnvince thers and share their answers in small grups.
3) Challenge students in each grup t cnvince ne anther f each answer that is being questined.
Cnduct a class survey t find the mst and least cnvincing answer shared by the majrity f students.
4) Assign grups f students t search nline fr additinal infrmatin that culd beer supprt r deny this answer.
9. Find wrds and phrases t replace underlined wrds.
1) Revise synnyms with students. In pairs, students replace the underlined wrds and phrase with the wrds frm the text. Remind students that the meaning must be similar.
2) Help students wh are struggling by giving the first letter f the wrd r the paragraph number where the wrd can be fund.
3) Read alud the sentences and pause befre each item fr students t call ut the answer in chrus.
4) Encurage students t prvide their wn wrds r expressins fr the underlined part in the sentences.
10. Find subjects and use the crrect verbs t cmplete sentences.
1) Write this example n the bard: “We remembers things that have strng cnnectins in ur mind.” Ask students t think whether there’s anything wrng with the sentence (the verb “remembers” shuld be plural t match the subject “we”.) Ask students t crrect the mistake, i.e., change the verb t “remember”.
2) Explain t students that in English the verb always needs t match the subject in terms f singular/plural frm and that this is called “subject–verb agreement”. Find ut whether this is the case in the students’ first language.
3) Pint ut that the -ing frm f verbs, when used as a subject, is cnsidered as singular.
4) Revise subjects f the sentence with students; the subject f a sentence is the persn, place, thing, r idea that is ding r being smething.
5) Read the sentence frames in the Sentence Builder. Independently, students cmplete the task. Remind students t first circle the subject in each sentence.
6) In pairs, students read their answers and listen if they sund crrect.
7) Review the answers as a class.
11. Grup Wrk: Read the tips and discuss the mst/least useful nes.
1) In small grups, students read and discuss the tips.
2) Each student explains, with reasning, which is the mst and least useful tips fr learning English.
3) Cnduct a class survey t find ut the mst and least ppular tips f all.
【教学目标】
Students will be able t
1. read a text abut memry
2. read fr detail and crrect false statements
3. understand the main theme f each paragraph in an extended text
4. crrect mistakes in a summary f the reading text
5. study and understand the subject–verb agreement rules in sentences
6. discuss tips n memry imprvement
【教学重难点】
1. reading fr detail and understanding the main themes
2. Talking abut ways t imprve memry
【教学过程】
1. Talk abut memry by identifying things that are easy t remember.
1) In small grups, vlunteer students discuss their first memry.
2) Vlunteers can share their answers with the class.
3) Explain t students that the human brain remembers infrmatin rughly categrised int brader grups.
4) Read the bulleted list.
5) Cnduct a survey t find ut which things are the easiest and the hardest t remember. Each student shares the categry they remember best and the ne they struggle t remember.
2. What d yu want t knw abut memry?
1) Give an example f ne r tw questins yu wuld like t ask a memry expert, e.g., Des age play a rle in the human’s brain ability t stre and recall infrmatin? Is there any special fd that helps memry?
2) In pairs, students nte dwn 4–5 questins that they wuld like t ask a memry expert.
3) If pssible, students can find the answers nline.
4) Each student shares at least ne questin they wuld like t ask.
3. Read the text and find ut.
1) Ask students t quickly skim thrugh the text and find ut if any f the questins they nted dwn in Activity 2 are answered by the memry expert.
2) Students share the questins and answers that were addressed.
4. Read again, write T r F, and crrect false statements.
1) Read the statements. Ask vlunteer students t read the text. Explain any difficult wrds.
2) Read each statement again. Students answer if they are true r false frm memry. D nt cnfirm their answers at this pint.
3) Independently, students read thrugh the text t check their answers and crrect the false statements.
4) T help struggling students, give them the paragraph number where the infrmatin fr each statement is included.
5) Read ut lud each statement and pause after each ne fr students t call ut “true” r “false” in chrus. If the answer is “false”, invite a vlunteer t cme t the bard and write the crrected statement.
5. Pair Wrk: Offer suggestins.
1) In pairs, students read each paragraph in the text and discuss further advice that they wuld suggest. Revise empathy with the students. What d yu d when yu can’t remember smething? What memry tricks d yu suggest?
2) If pssible, students can research nline sme advice fr each questin.
3) Review the answers as a class. Write the useful advice n the bard.
6. Match suggestins and questins.
1) Read thrugh each suggestin. Explain any difficult wrds.
2) Students need t cnnect each cmment t ne f the fur paragraphs in the reading text n pages 58 and 59. Then, students write the suggestins n the lines prvided in the text.
3) Review the answers as a class.
4) Cmpare the suggestins students gave in Activity 5 with the suggestins in Activity 6.Which suggestins are mre helpful? Which suggestin wrks best fr yu? Why? Which suggestin was surprising?
7. Find ut truths and advice.
1) Pint ut t students that each f Jemima Gryaznv’s answers can be divided int tw sectins: the truth and the advice sectin. G thrugh the first answer with the class and have vlunteers identify the tw parts t illustrate what students need t d.
2) Students nte the fur truths and advice that Jemima Gryaznv gives in the text.
3) Review the answers as a class. Which truth is the mst significant t yu? Why?
8. Grup Wrk: Think and share.
1) Students underline the mst and least cnvincing wrds in the text that Jemima Gryaznv puts frward using tw different clurs.
2) Students discuss what methds she uses t cnvince thers and share their answers in small grups.
3) Challenge students in each grup t cnvince ne anther f each answer that is being questined.
Cnduct a class survey t find the mst and least cnvincing answer shared by the majrity f students.
4) Assign grups f students t search nline fr additinal infrmatin that culd beer supprt r deny this answer.
9. Find wrds and phrases t replace underlined wrds.
1) Revise synnyms with students. In pairs, students replace the underlined wrds and phrase with the wrds frm the text. Remind students that the meaning must be similar.
2) Help students wh are struggling by giving the first letter f the wrd r the paragraph number where the wrd can be fund.
3) Read alud the sentences and pause befre each item fr students t call ut the answer in chrus.
4) Encurage students t prvide their wn wrds r expressins fr the underlined part in the sentences.
10. Find subjects and use the crrect verbs t cmplete sentences.
1) Write this example n the bard: “We remembers things that have strng cnnectins in ur mind.” Ask students t think whether there’s anything wrng with the sentence (the verb “remembers” shuld be plural t match the subject “we”.) Ask students t crrect the mistake, i.e., change the verb t “remember”.
2) Explain t students that in English the verb always needs t match the subject in terms f singular/plural frm and that this is called “subject–verb agreement”. Find ut whether this is the case in the students’ first language.
3) Pint ut that the -ing frm f verbs, when used as a subject, is cnsidered as singular.
4) Revise subjects f the sentence with students; the subject f a sentence is the persn, place, thing, r idea that is ding r being smething.
5) Read the sentence frames in the Sentence Builder. Independently, students cmplete the task. Remind students t first circle the subject in each sentence.
6) In pairs, students read their answers and listen if they sund crrect.
7) Review the answers as a class.
11. Grup Wrk: Read the tips and discuss the mst/least useful nes.
1) In small grups, students read and discuss the tips.
2) Each student explains, with reasning, which is the mst and least useful tips fr learning English.
3) Cnduct a class survey t find ut the mst and least ppular tips f all.
相关教案
英语北师大版 (2019)Lesson 3 The Secrets of Your Memory教案及反思： 这是一份英语北师大版 (2019)Lesson 3 The Secrets of Your Memory教案及反思，共5页。
高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教案及反思： 这是一份高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教案及反思，共4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。
高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教案及反思： 这是一份高中英语北师大版 (2019)必修 第三册Lesson 3 The Secrets of Your Memory教案及反思，共4页。
