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Unit 3 Smart Learning 第2课时 阅读课教学设计
教材分析
【What】本课时语篇是一段播客访谈对话，主题围绕主动学习英语的方法展开。主持人Ella邀请嘉宾Binbin做客播客，Binbin分享自己学习英语的经验：提出要做主动学习者；解释主动学习不是一直死读书，而是花时间运用语言，并举例和朋友说英语、复述电影对白、读英文书、写英文日记；同时提到学习要循序渐进，从简单内容开始，遇到问题一步步克服。配套练习3b、3c进一步巩固主动学习的概念，区分主动学习者的行为。 【Why】本课时语篇旨在传递主动学习（active learning） 的理念：学习语言不是被动地长时间埋头苦读，而是主动运用所学知识；遇到困难不要畏惧，要循序渐进、持之以恒；引导学生树立正确的学习观，学会主动思考、实践输出，将学到的知识在真实场景中使用，并把主动学习策略迁移到其他学科的学习中。 【How】本课时语篇属于访谈对话（podcast interview）。开篇主持人引出话题与嘉宾；主体一问一答，由概念解释→举例支撑→经验感悟；结尾认同总结。结构清晰，口语化问答推进话题。配套练习由判断学习策略、辨析主动学习者到口语角色扮演、讨论迁移，层层递进。3a语篇为口语化对话文本，句式以简单句、并列句为主；出现核心短语 active learner, practise English, take things step by step ；使用 What do you mean by that 等访谈交际句型，适合学生模仿口语表达。语篇具有交际功能（访谈交流、信息分享）；认知功能（介绍主动学习的内涵与学习策略），为学生提供口语示范和学习方法参考。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已经掌握基础的英语交际用语，能够读懂简单对话；有英语学习的个人经验，知道读、背、记单词等基础学习方式；能基本理解“学习”的含义，但对主动学习active learning没有清晰概念。 学生不清楚主动学习和被动学习的区别；不知道如何在英语学习中主动运用语言；不会把主动学习策略迁移到其他学科；对访谈类语篇的阅读方法、访谈交际用语不够熟悉。 学生能通过阅读对话和完成练习，学生可以理解主动学习的内涵；能够归纳文中Binbin的英语学习策略；能够辨别哪些行为属于主动学习；可以用简单英语交流自己的学习方法。
核心素养教学目标
通过本课学习，学生能够：
语言能力：正确识读并运用factive learner, practise, step by step等重点词汇；理解访谈对话；能使用简单句型谈论英语学习方法，口头介绍自己的学习策略，完成角色扮演对话； 学习能力：读懂播客访谈，获取信息；学会归纳主动学习的方法；掌握“在使用中学语言”的学习策略，并尝试将主动学习方法迁移到其他学科； 思维品质： 对比区分主动学习与被动学习行为；辨析判断谁是主动学习者；辩证思考：长时间学习≠有效学习，学会理性总结适合自己的学习方法； 文化意识：理解中外通用的有效学习理念，明白语言学习重在实践运用；树立不怕困难、循序渐进、持续实践的学习态度，形成积极的学习观。 完成课时目标所需的核心语言如下： 【核心词汇】 podcast, active learner, repeat the language, write diary, start at zero, come across, step by step, build up, enjoyable, develop one’s own strategy, be positive, prepare for, based on, put off 【核心句型】 He’s going to give us some ideas for learning English. I think first you need to become an active learner. You need to spend time using the language. I started out at zero and came across problems. You just have to take things step by step. Start simple and build up.
教学重难点
教学重点：读懂播客访谈对话，获取Binbin的英语主动学习方法；理解 active learning 主动学习的含义，掌握相关词汇与交际句型；归纳主动学习的策略，辨别主动学习行为。 教学难点：理解“主动学习不是长时间苦读，而是使用语言”这一理念；将主动学习策略迁移到英语以及其他学科，能用英语口头表达自己的学习方法；在真实口语交流场景中运用访谈类交际句型进行对话。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Play an AI video about Ella’s podcast and ask the students Watch an AI video about Ella’s podcast and answer 借助播客 AI 视频创设真实播客访谈
Lead in 情境导入 some questions. Let them have a free talk. T:What is the topic of Ella’s podcast(播客) What English problems does Ella mention Which is your biggest problem in English study some questions. Then have a free talk. Sa:It’s about middle school students’ problems in learning English. Sb:Students can’t speak English well. They know few words and easily forget new words. Sc:Students can’t speak English well. They know few words and easily forget new words. 情境，快速把学生带入本课主题；通过 3 个递进式问题开展 freetalk，激活学生已有的英语学习生活经验，让学生说出真实困惑，唤醒学习共情；自然引出播客嘉宾 Binbin，为本课阅读文本做好话题铺垫，激发学生阅读好奇心，同时锻炼学生简单口头表达能力，实现从生活情境向语篇学习的过渡。
Presentation 学习理解 Pre-reading: Show some pictures and guide the students to know more difficulties in English learning. T:What other problems do you have in learning English T:Do you have useful ways to deal with your problems in learning English I’ve invited a special guest to my podcast, and maybe he can help us. While-reading: (1)Play the recording and ask the students to listen to the conversation in 3a and choose the right answer. Then check the answers. T:Why did Ella invite Binbin to her podcast What does Binbin think is the first thing to learn English well Provide the students with a reading tip. Let the students read 3a and answer the questions. Then ask several of them to check the answers. T:Why does Binbin practise English all the time Does Binbin think we need to study English all the time What advice does Binbin give us when we meet problems in English learning (3)Ask the students to have a deep thinking about the question and let them share their ideas. T: Binbin says we should spend time using the language rather than study all the time. What does “using English” mean to you Why does Binbin think we need to be an active learner What will you do in your English study after listening to Binbin’s advice (4)Ask the students to read 3a and ask the students to tick out the active learning tips Binbin follows. Then guide them to show their own tips. Provide help for them if they need any. 1.Learn to express more difficulties in English learning with the teacher’s guidance. Sa:It’s hard for me to understand long sentences. Sb:I can’t understand fast-spoken English. Sc:I’m weak in English writing. Sd:I am afraid of speaking English. 2.(1)Listen to the recording and choose the right answer. Sa:To give us some ideas for learning English. Sb:To become an active learner. Read 3a and answer the questions. Sa:Because he wants to speak English well. Sb:No, he doesn’t. He thinks we should spend time using the language. Sc:We should take things step by step. Start simple and build up. (3)Read the questions and have a deep thinking to express the ideas. Sa:It means using English in real life, not just memorizing words and grammar. We can speak with friends, repeat movie lines, read books and keep English diaries./... Sb:Because active learners keep using English by talking with friends, repeating film lines, reading English books or writing English diaries, not just studying passively. More practice helps us speak English well./... Sc:I’ll be an active learner and use English more. When facing difficulties, I’ll learn step by step from simple things and never give up./... (4)Read the conversation and try to finish 3b. Ss:I also try to spend time using English and keep positive when I meet problems./... 读前：借助图片呈现更多英语学习困难，拓展描述学习难题的英语表达，进一步激活背景知识；抛出解决难题的设问，引出文本主人公，设置阅读悬念，调动学生阅读欲望。 读中：1. 听录音做选择题，训练学生听力获取主旨信息的能力，初步把握访谈核心：Binbin 分享英语学习建议。 给出阅读策略提示，指导学生带着问题细读语篇，圈画关键词定位信息，培养访谈类对话文本的阅读技巧；通过事实类问题梳理文本基础信息，厘清 Binbin 对于主动学习的观点，完成对语篇表层信息的提取。 设置深度思考问题，由文本信息走向思辨解读，引导学生理解 “使用语言≠死记硬背” 的核心概念，辨析主动学习者的内涵，联系自身思考学习行为，落实思维品质培养。 4. 完成 3b 勾选任务，梳理文本中的主动学习策略，对接学生自身学习实际，实现文本信息向个人经验转化，夯实本课核心概念。整个读中环节遵循由浅入深：听→获取事实信息→深度思辨→归纳策略，落实语言能力与学习能力目标。
Practice and Production 探究应用及 迁移创新 Post-reading: Provide the students with a tip. Ask them to read the descriptions and judge who are active learners. Play the recording and ask the students to role-play Ella and Binbin. Then ask several pairs to show their work. Provide some useful expressions. Ask the students to work in groups to talk about the ways for them to learn other school subjects actively.Then let several of them share what they know about it. 1.Review the characteristics of active learners. Read the descriptions and find out who are active learners. Ss:Jenny practices what she learnt in maths class when going shopping. Frank takes evening classes to prepare for his HSK examination. Tony wrote a play based on his favourite history lesson. 2.Listen to the conversation. Pay attention to how the speaker explains his ideas. Then role-play the conversation. 3.Work in groups to talk about the ways for them to learn other school subjects actively with the help of the useful expressions the teacher gave. Then share what they know about it. 完成 3c 判断任务，跳出英语学科，让学生辨析不同人物行为，巩固主动学习者的判断标准，检验学生是否真正理解主动学习的本质特征。 角色扮演，模仿播客访谈对话，体会访谈交际句型 “What do you mean by that ” 等的使用场景，内化文本语言，训练学生朗读、语音语调以及口语交际能力。 小组讨论 3e，将主动学习策略从英语学科迁移到其他学科，实现知识迁移创新，落实思维品质和文化意识目标，达成深度学习。
Language points Thanks for having me! 谢谢你邀请我/谢谢大家请我来！ Thanks for + doing sth 因做某事而感谢 have sb = invite sb（邀请某人、接纳某人到场） What do you mean by that 你那样说是什么意思？ by that 那样（说/做） 3....,I practise English all the time. All the time “一直” 4.Oh, you must spend a lot of time studying! sb spend time (in) doing sth 某人花......(时间)做某事 5.But you see, I started out at zero and came across problems. start out at zero 从零开始 come across 偶然遇见 I mean you just have to take things step by step. step by step 逐步地
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主梳理对话重点内容和句型构建系统的知识框架；通过师生共同总结，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 朗读 3a 播客对话 2 遍，牢记本课重点短语。
B层： 能力运用 用 3-5 句话写短文：How can I be an active learner
C层： 拓展挑战 设计一张 “主动学习者” 英文小贴士海报并在班级展示。
板书设计
Unit3 Smart Learning Section A(3a--3d)
教学反思
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