北师大版高一英语必修第三册版Unit9Lesson3名师教学设计.docx
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北师大版高一英语必修第三册版Unit9Lesson3名师教学设计.docx
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北师大版高一英语必修第三册版Unit9Lesson3名师教学设计
Unit9Lesson3名师教学设计
课时内容:
TheSecretsofYourMemory
主题语境:
人与自我
主题群:
生活与学习
子主题:
乐于学习,善于学习,终身学习
语篇类型:
说明文
文本分析:
[What]本文介绍了记忆专家JemimaGryaznov针对四个问题作出解答。
四个问题分别是:
为什么我能记住童年发生的事情却记不住上周发生的事情?
真的有人有摄影般精准的记忆能力吗?
为什么我会忘记昨天学的新单词呢?
我16岁,但有时候会忘记事情。
我的记忆力是在变差吗?
[Why]通过学习,学生能更好地了解到人类大脑是如何工作的,并充分利用记忆专家JemimaGryaznov提出的建议,促进自己的学习,探索更多改善记忆的方法。
[How]本文简明扼要,逻辑清晰,列举了生活中常见的关于记忆的问题,能使读者产生共鸣。
大量例子的运用,使建议更具说服力和真实感。
课时目标:
1.获取、梳理四个问题和对应的建议,并用思维导图绘制内容。
2.能用恰当的语言介绍人类记忆的一些事实。
3.探索更多改善记忆的方法,并运用到学习中。
4.掌握语法知识—主谓一致。
重点难点:
重点:
学生通过阅读,获取、梳理四个问题和对应的建议。
难点:
探索和讨论更多改善记忆的方法,并运用到学习中。
教学准备:
教师准备:
关于人类大脑和记忆力的相关资料。
学生准备:
1.预习本课词汇。
2.了解改善记忆力的方法。
教学过程:
StepI学习理解
活动一:
感知与注意
1.Humanmemory.
(1)Askstudentstolookatthediagramaboutmemoryanddiscussingroups.
(2)Talkaboutsomecommonquestionsandfactsabouthumanmemory.
Relatedinformation:
Studentsoftenthinktheyhaveamemoryproblem.Theyworrybecausetheycan’tremembervocabulary.Theythinksomethingiswrongwiththeirbrain.Infact,theproblemisnottheirbrainortheirmemory.Theproblemisthewaytheystudy.Ifyouwanttoimproveyourmemory,it’simportanttounderstandhowitworks.
Therearetwokindsofmemory:
short-termandlong-term.Allinformationgoesintoyourshort-termmemoryfirst.Butitcanstaythereforjustafewminutes.Inordertoremembersomethingformorethanafewminutes,itmustmoveintoyourlong-termmemory.Onlysomethingsmoveintoyourlong-termmemory.Whichthings?
Thisisanimportantquestionforastudent.Infact,yourlong-termmemorykeepsthingsthatareinterestingorimportanttoyou.That’swhyyourememberbigeventsinyourfavouritesportsevents.Yourlong-termmemorykeepsotherthings,too.Itholdsontothingsthatyouhavethoughtaboutandworkedwith.Soifyouwanttorememberwords,youhavetoworkwiththeminsomeway.Manystudentsstudyvocabularybyrepeatingthewords.Thismaybeenoughtorememberthemforawhile.Butafteradayoraweek,youmayhavelostthem.Thereasonforthisisverysimple.Long-termmemoryislikeaverybiglibrarywithmany,manybooks.Andlikealibrary,itisorganised.Whenyouputawayabook—oramemory—youcan’tjustleaveiteverywhere.Ifyouwanttofinditagain,youhavetoputitinacertainplace.Repeatinganewworddoesn’thelpyourememberitforlong,becauseitdoesn'tgiveyouanywaytofinditagain.Youneedtomakeaplaceforthewordinyourlong-termmemory.
Therearemanywaysyoucandothis.Youcanwritesentenceswiththeword.Oryoucanmakeaveryshortstoryaboutit.Youcanalsomakeapictureinyourmindwiththeword.Forexample,ifthewordisheight,youcanthinkofthetallestpersonyouknowandtrytoguesshisheight.Alloftheseactivitiesarewaystoworkwithwords.Theymakethemeaningofwordsstrongerinyourlong-termmemory.Andtheygiveyouawaytofindawordwhenyoureadit.
2.Doasurvey.
(1)Askstudentswhichofthefollowingthingstheyfindeasytorememberandletthemexplainwhy.
●namesandfaces
●numbers:
telephonenumbers,passwords,etc.
●stories
●factsandarrangements
●thingsthathappenedlongago
●thingsthathappenedrecently
(2)Askstudentstodoasurveytofindouttheeasiestandthehardestthingstoremember.
3.Imagination.
(1)Askstudentstoimagineiftheyweregoingtomeetamemoryexpert,whatquestionstheywouldaskhim/her.
(2)Encouragestudentstowritedownatleastfourquestionsthattheywouldliketoaskamemoryexpertingroupoffour.
●DoesbadmemorymeanlowIQ?
●Doesageplayaroleinthehumanbrain’sabilitytostoreandrecallinformation?
●Whydosomememorycanlastforalongtime,evenlifetime,whileotherscan’t?
●Isthereanyspecialfoodthathelpsmemory?
(3)Letvolunteersshowquestions.Eachstudentofeverygroupsharesatleastonequestiontheywouldliketoask.
【设计意图】通过了解“人类记忆力”“长期记忆”“人类记忆力的常见问题”等相关信息,奠定了讨论的语言基础;做关于“记忆力”的调查,了解学生的记忆强项和劣势;分组讨论,提出自己在关于记忆力方面感到困惑的问题,为下一环节的阅读铺垫。
这些活动可以激发每一个学生积极地参与到课堂活动中来,激发学生对主题的思考,激活学生的背景知识和相关经验,调动身体多种器官,大大提高学习效率。
活动二:
获取与梳理
1.Read.
(1)Askstudentstomatchthefollowingsuggestionswiththefourquestionsandputthembackinthetext.Letthemcomparetheirsuggestionswiththeexpert’ssuggestions.
Whatcanwelearnfromallthis?
Whenrememberingsomethingnew,trytoconnectittoouremotions.Itisimportanttoconnectitwithwhatwealreadyknow.Also,wecantrytoretellwhatwehavelearnttoafewothers.
Therefore,oneofthegoldenrulestoincreasehowmuchwerememberistoreviewthematerialperiodically,especiallyduringthefirstdayafterlearning.This“spacedreview”soonafterlearninghelpsbuildstrongermemoriesanditismoreeffectivethanwaitingtorevieweverythingbeforeexams.
Sotakeiteasy.Youareatagoodageintermsofyourmemory.Makegooduseofit!
Asmostofusdonothaveamazingmemorieslikethem,whenmemorisingdetailedlearningmaterials,wesimplyneedtofocusontheimportantideasandbecuriousaboutwhatwelearn.Askingquestionsaboutwhatwelearnalsohelpswithmemorisation.Anothereffectivetechniquetorememberthingsistogroupsimilarideasorinformationtogethersothattheycanbeeasilyconnectedtothingsthatarealreadyknown.
Suggestedanswers:
—Question1
—Question3
—Question4
—Question2
(2)Askstudentstodiscussthetwoquestionsbelowandfillintheblanks.
●WhattruthsaboutmemorydoesJemimaGryaznovdiscussinthetext?
●Whatadvicedoesshegivetoimproveone’smemory?
Truthandadvice1:
_____________________________
Truthandadvice2:
_____________________________
Truthandadvice3:
_____________________________
Truthandadvice4:
_____________________________
Suggestedanswers:
Truth:
Werememberthingsthathavestrongconnectionsinourmind,especiallyemotionalconnections.
Advice:
Weneedtomakestrongconnectionswiththingswewanttorememberinourmind,especiallyemotionalconnections.
Truth:
Nobodyhasaphotographicmemory.
Advice:
Weneedtofocusontheimportantideasandbecuriousaboutwhatwelearnwhenmemorisingcomplexlearningmaterials.
Truth:
Thesharpestlossofmemoryoccursduringtheveryearlyperiodafterlearning.
Advice,Weneedtoreviewtheinformationatregularintervals,especiallyduringthefirstdayafterlearningit.
Truth:
Ourmemoryreachesitsfullpowerattheageof25.
Advice:
Weneedtotrainourmemorytoremembermorewhenwe’reolder.
2.Askstudentstoreadthetextagain,writeT(true)orF(false)andcorrectthefalsestatements.
()
Weremembercertaineventsinourchildhood,becauseweexperiencedmanyofthemforthefirsttime,andwefeltstronglyaboutthematthetime.
()
Whenwetellastorymanytimes,weforgetimportantdetails.
()
StephenWiltshirehasaphotographicmemorybecausehecandrawadetailedpictureofacityfrommemoryafterflyingoverit.
()
Ithasbeenprovedthatsomepeoplehaveaphotographicmemory.
()
Thesharpestlossofmemoryoccursduringthefirstfivedays.
()
Ourmemorystartstogetworseinmiddleage.
Yourcorrections:
__________________________________________________________________________________________________________________________________________
Suggestedanswers:
(T)
(F)Wecanrememberthemclearly.
(F)Heisgoodatrememberingparticularthingsbutdoesnothaveaphotographicmemory.
(F)Noonehasbeenprovedtohaveaphotographicmemory.
(F)Thesharpestlossofmemoryoccursduringtheveryearlyperiodafterlearning.
(F)Ourmemorystartstogetworseaftertheageof25.
【设计意图】以任务为目的,阅读后,鼓励学生补全语篇残缺部分,获取和梳理四个事实与四条建议,判断观点的正误并给予纠正,使学生内化已掌握的信息,强化学习内容,通过对文本的碎片整理,使学生对信息的瞬间记忆转为长期记忆。
3.Focusonlanguagesubject-verbagreement.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动三:
概括与整合
Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion:
Haveyoufoundanythingyoufeelexcited,encouragedinspiredorstillpuzzled?
【设计意图】在获取一定信息后,整合已获取的信息形成新的知识结构,分享读后感受,感知并理解语言所表达的意义。
StepⅡ应用实践
活动四:
描述与阐释
Retellthetext.
(1)Askstudentstoworkingroupsof4.Everyonechoosesatruthandanadvice.
(2)Letstudentsdrawamindmapconcludingthetruthsandadvice.
(3)Askstudentswhatsuggestionstheywouldprovideforeachofthefourquestionsdiscussed.Discussandaddinformationtothemindmap.
(4)Encouragestudentstoretellthetextwiththehelpofthemindmap.
活动五:
内化与应用
1.Replacetheunderlinedwordsandphrasewiththewordsfromthetext.
JemimaGryaznovthinkspeoplerememberthathavestrongsentimentalattachment.
Whenwedothingswithenthusiasm,wetendtorememberthemwell.
Whenwetrytorememberdetailedmaterials,weshouldfocusontheimportantideas.
JemimaGryaznovsuggestedanothereffectivemethodtorememberthings:
groupingsinformationtogether.
Agoodstrategytoincreasememoryistoreviewthematerialyouaretryingtorememberoften.
Suggestedanswers:
①emotional
②excitement
③memorise
④technique
⑤periodically
2.CirclethesubjectsofthesentencesintheSentenceBuilder.Thenusethecorrectformoftheverbstocompletethesentences.
Suggestedanswers:
subjects(略)
helps;are;are;is
3.Choosethecorrectoptions.
Ifanybodyhas/haveanytipsformemorisinginformation,Iwouldliketohearthem.
Manyexpertssays/saythatyoushouldreviewinformationperiodicallyafteryoulearnit.
Eachofthestudentsis/aretryingoneofthesememorisingtechniquesthisweek.
BothofmyEnglishteacherstells/tellmetoaskquestionstoidentifythemostimportantinformationIneedtoremember.
Writinginformationdownclearlymakes/makeiteasierforyoutoreviewitlater.
Suggestedanswers:
1h
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