还剩4页未读，
继续阅读
Unit 9 Learning 大单元说课教案-2022-2023学年高中英语北师大版（2019）必修第三册
展开
这是一份Unit 9 Learning 大单元说课教案-2022-2023学年高中英语北师大版（2019）必修第三册，共7页。
Teaching presentation Module 3 Unit 9 Learning Good morning, my respected judges and teachers. My name is Zhi Yin, coming from He Fei Art Senior high School. It’s my great honor to be here presenting my lesson with you. My lesson is taken from Beijing Normal University Press Module 3 Unit 9 Learning. Today I will interpret my lesson in the following four aspects: general analysis, the teaching methodology & learning strategies, teaching procedure, and teaching reflection. General Analysis ◎Guiding Theories According to the new General Senior High School Curriculum Standards our classroom should be aimed at to help students cultivate their English subject core competences which include language ability, learning ability, thinking capability and cultural awareness. How can we achieve the goal? We need to integrate 6 components of the curriculum into the class by adopting the activity-based approach to English learning which advocate students learn English through a series of theme-based activities where they go through the learning processes of perceiving and understanding, applying and practicing, transferring and creating. Only we teachers own the Big Idea can we achieve an effective class which foster students’ core competences. Now we look at the discourse analysis under the Big Idea. ◎Discourse Analysis Now look at the structure of this unit first. I try to answer 3 questions: what, why and how. As for what, the theme of this unit is Human and self. The topic of this unit is learning. As for why, the aim of this unit is to help students form correct outlook on learning and strive to be an active lifelong learner. And the value orientation of this unit is “Willing to Learn, Good at Learning and Lifelong Learning”. The last point is how, this unit focuses on the topic of learning through listening, speaking, reading, writing, viewing and other different classes and activities, guides students to explore the meaning of the theme from various points, guides students to think about their own learning strategies, learning methods, attempts to regulate and manage the learning process, and strives to become active lifelong learners. ◎Learners Analysis To make my teaching practical and effective, the analysis of the target students is also necessary. The teaching object of this class is grade two of senior high school. I want to present with the KWL chart. As for the analysis of students I want to present with the KWL chart. Firstly, my students are active, enthusiastic and have a good sense of teamwork. They have known some effective ways of learning and preview some key words and expressions in the text. But they don’t have a clear and deep understanding about how to be an active learner. Even they have no idea about lifelong learning and unable to use some learning strategies. ◎Learning Objectives&Focal and Difficult Points Based on the above analysis, I have set the following learning objectives in three parts. First, by the end of the class, the students will be able to know learning manners and differences, acquire and tease the concept of active learning, as well as summarize the specific measures of learning methods. It also is the focal point of this unit. Second, students are required to use skimming and scanning to match some basic information to each paragraph. And use The Forgetting Curve into daily study. Thirdly, explore what attitude should be adopted to deal with learning and life under different cultural backgrounds so as to improve students' logical and critical thinking As it is the learning difficult point of this class, students will form an attitude of lifelong learning by team work. ◎Teaching Aids Multimedia, textbook and blackboard will be used. Teaching Methodology and Learning Strategy Teaching Methodologies include Activity-based Teaching Method, Audio-visual Teaching Method and Communicative Teaching Method. And the learning strategies include Activity-based English Learning, individual study and cooperative study. Teaching procedure The following is the whole teaching sequence of this unit under the Big Idea Theory. Now I will take L1 as an example. The following is teaching procedure. ◎Step 1 Lead in Activity1: Do you like learning? Activity2: What do active learners do in class? Purpose: To arouse students’ interest and get prepared for reading ◎Step 2 Pre-reading Activity3：Predict and guess: What is active learning？ Purpose: To use some knowledge to guess the definition of active learning make preparation for reading ◎Step 3 While-reading Teacher guide students to read the passage quickly and complete the following activities. Activity 4:Check the prediction. Activity5:Skin the text and write the subheadings before corresponding paragraph.(Extensive reading) Activity 6: Read for the first suggestion and identify the learning actions, reasons, and effects. Activity 7:The same for other paragraphs. Purpose: To obtain the main idea of the passage as well as headings of each paragraph and understand learning actions, reasons, learning effects and get for ready for further reading. ◎Step 4 Post-reading Activity 8：Which of these suggestions do you think is the most useful for you? Purpose: To practice critical thinking and further explore active learning actions and attitudes. ◎Step 5 Summary Invite students to share what they have learnt in the class.And teacher use two quotes to conclude this lesson. Purpose: This step can help students further internalize active learning and establish a structured understanding of this lesson. Blackboard and homework design Homework: Task1:Make a mind-map according to passage. Task2:Kelly is having trouble in learning Chinese. He find it so hard to learn. Write an email to him with some suggestions. Blackboard: Teaching Reflection To sum up, Students internalize the theme-related words and expressions used in class and apply them. With the aim of cultivating students’ attitude of lifelong learning, the education value is realized through this unit.That’s all for my presentation. Thanks for listening.
Teaching presentation Module 3 Unit 9 Learning Good morning, my respected judges and teachers. My name is Zhi Yin, coming from He Fei Art Senior high School. It’s my great honor to be here presenting my lesson with you. My lesson is taken from Beijing Normal University Press Module 3 Unit 9 Learning. Today I will interpret my lesson in the following four aspects: general analysis, the teaching methodology & learning strategies, teaching procedure, and teaching reflection. General Analysis ◎Guiding Theories According to the new General Senior High School Curriculum Standards our classroom should be aimed at to help students cultivate their English subject core competences which include language ability, learning ability, thinking capability and cultural awareness. How can we achieve the goal? We need to integrate 6 components of the curriculum into the class by adopting the activity-based approach to English learning which advocate students learn English through a series of theme-based activities where they go through the learning processes of perceiving and understanding, applying and practicing, transferring and creating. Only we teachers own the Big Idea can we achieve an effective class which foster students’ core competences. Now we look at the discourse analysis under the Big Idea. ◎Discourse Analysis Now look at the structure of this unit first. I try to answer 3 questions: what, why and how. As for what, the theme of this unit is Human and self. The topic of this unit is learning. As for why, the aim of this unit is to help students form correct outlook on learning and strive to be an active lifelong learner. And the value orientation of this unit is “Willing to Learn, Good at Learning and Lifelong Learning”. The last point is how, this unit focuses on the topic of learning through listening, speaking, reading, writing, viewing and other different classes and activities, guides students to explore the meaning of the theme from various points, guides students to think about their own learning strategies, learning methods, attempts to regulate and manage the learning process, and strives to become active lifelong learners. ◎Learners Analysis To make my teaching practical and effective, the analysis of the target students is also necessary. The teaching object of this class is grade two of senior high school. I want to present with the KWL chart. As for the analysis of students I want to present with the KWL chart. Firstly, my students are active, enthusiastic and have a good sense of teamwork. They have known some effective ways of learning and preview some key words and expressions in the text. But they don’t have a clear and deep understanding about how to be an active learner. Even they have no idea about lifelong learning and unable to use some learning strategies. ◎Learning Objectives&Focal and Difficult Points Based on the above analysis, I have set the following learning objectives in three parts. First, by the end of the class, the students will be able to know learning manners and differences, acquire and tease the concept of active learning, as well as summarize the specific measures of learning methods. It also is the focal point of this unit. Second, students are required to use skimming and scanning to match some basic information to each paragraph. And use The Forgetting Curve into daily study. Thirdly, explore what attitude should be adopted to deal with learning and life under different cultural backgrounds so as to improve students' logical and critical thinking As it is the learning difficult point of this class, students will form an attitude of lifelong learning by team work. ◎Teaching Aids Multimedia, textbook and blackboard will be used. Teaching Methodology and Learning Strategy Teaching Methodologies include Activity-based Teaching Method, Audio-visual Teaching Method and Communicative Teaching Method. And the learning strategies include Activity-based English Learning, individual study and cooperative study. Teaching procedure The following is the whole teaching sequence of this unit under the Big Idea Theory. Now I will take L1 as an example. The following is teaching procedure. ◎Step 1 Lead in Activity1: Do you like learning? Activity2: What do active learners do in class? Purpose: To arouse students’ interest and get prepared for reading ◎Step 2 Pre-reading Activity3：Predict and guess: What is active learning？ Purpose: To use some knowledge to guess the definition of active learning make preparation for reading ◎Step 3 While-reading Teacher guide students to read the passage quickly and complete the following activities. Activity 4:Check the prediction. Activity5:Skin the text and write the subheadings before corresponding paragraph.(Extensive reading) Activity 6: Read for the first suggestion and identify the learning actions, reasons, and effects. Activity 7:The same for other paragraphs. Purpose: To obtain the main idea of the passage as well as headings of each paragraph and understand learning actions, reasons, learning effects and get for ready for further reading. ◎Step 4 Post-reading Activity 8：Which of these suggestions do you think is the most useful for you? Purpose: To practice critical thinking and further explore active learning actions and attitudes. ◎Step 5 Summary Invite students to share what they have learnt in the class.And teacher use two quotes to conclude this lesson. Purpose: This step can help students further internalize active learning and establish a structured understanding of this lesson. Blackboard and homework design Homework: Task1:Make a mind-map according to passage. Task2:Kelly is having trouble in learning Chinese. He find it so hard to learn. Write an email to him with some suggestions. Blackboard: Teaching Reflection To sum up, Students internalize the theme-related words and expressions used in class and apply them. With the aim of cultivating students’ attitude of lifelong learning, the education value is realized through this unit.That’s all for my presentation. Thanks for listening.
相关资料
更多
