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學習 主題 Unit9 Learning The World’s Oldest First Grader
學科 英語 年級 一 時長 45 分鐘
背景 分析 一、指導思想及理論依據 ( 一) 指導思想 《普通高中英語課程標準 (2022年版) 》和《義務教育英語課程標準 (2022 版) 》共同強調要培養學生的核心素養，即語言能力、文化意識、思維品質和學習能力四位 一體的教學理念，使得英語教學不再局限于課本知識，而是更加注重學生的全面發展。通過 “以主題為引領選擇和組織課程內容”的課程理念， 以學科大概念為核心，推動實施單元整 體教學，促進學生核心素養綜合表現的達成。新版課程標準在評價方式上倡導多元評價、過 程評價和表現性評價等理念，推動“教- 學-評”一體化實施， 旨在更加全面、客觀地反映學 生的學習情況，激發學生的學習積極性和自信心。 因此，在兩版課標的共同指導下，本節課的教學設計基于單元整體大概念“Learning”， 深入挖掘“Lifelong Learning”的理念。并且通過任務引領學生的學，以表現性任務作為學生 的評價方式，落實“教學評一體化” ，全面提高學生的核心素養。 (二) 理論依據 1. 英語學習活動觀 英語學習活動觀是指學生在主題意義引領下，通過學習理解、應用實踐、遷移創新等一 些列體現綜合性、關聯性和實踐性等特點的英語學習活動。根據英語學習活動觀的指導，教 師要創設盡量真實的情境，注意與學生已有知識和經驗的緊密聯系；要利用思維導圖等多種 工具和手段，使學生的零散信息和新舊知識之間建立連結，歸納提煉基于主題的新知識結構； 要通過問題鏈設計，引導學生的思維由低階向高階穩步發展。 因此，本課學習活動設計以PWP 教學模式為基本框架，各學習階段通過問題鏈的設置層 層遞進，從基于文本的信息輸入，到深入挖掘文本的輸出應用，最后到超越文本的遷移創新， 引導學生開展主題意義探究和解決真實任務，從而落實英語核心素養目標。 2. UbD 逆向設計法 美國教育專家格蘭特 · 維金斯和杰伊 · 麥克泰格所著的《追求理解的教學設計》一書 中 指出，為了幫助學生真正“理解”，以學生的素養為導向，要從教師的“教”走向學生的“學”， 從而提出教學的 UbD (Understanding by Design) 逆向設計的教學設計方法，即先確定預期結
果，再確定合適的評估證據，最后設計學習體驗和教學。這種設計方法有助于教師更清晰地 明確教學目標，更有效地設計教學活動，更準確地評估學生學習成果，更好地落實“教- 學- 評一體化” 。 因此，本單元的整體教學設計思路遵循逆向設計的三階段理念。 3. 產出導向法 文秋芳教授提出的“產出導向法” (Production-Oriented Approach ，簡稱 POA) 理論強調 從學習者的實際需求出發， 以產出任務為導向，通過完成真實的語言交際任務來提高學習者 的語言運用能力，學用一體、學有所獲、學有所成。 本課以該理論為指導， 以本課時產出任務“Give an award presentation speech to introduce Kimani Maruge”為導向，發揮學生的主導作用，“從教走向學” ，讓學生在具體語境中學習 和運用英語，提高學生學習興趣，綜合發展核心素養。 二、教材分析 ( 一) 單元教學背景分析 1. 單元主題：Learning 本單元基于北師大版必修三教材 Unit9 Learning ，選取新課標“生活與學習”主題群中的 “樂于學習、善于學習、終身學習” 子主題。在該主題的基礎上整合了各版本教材及課外語 篇資源，構成了如下語篇結構：
在該主題語篇的基礎上構建了如下單元教學內容關聯圖及核心任務設計： (二) 課時文本分析 What：主題意義及主要內容分析 本模塊為第6 課時的讀寫課，屬于“人與自我”范疇主題群。子主題涉及“終身學習、 樂于學習”及“正確的人生態度” 、“生命的意義與價值”等。本課是一篇記敘文，講述了 肯尼亞一位名叫基馬尼 · 馬魯格的老人成為世界上最老的一年級學生的感人故事。文章主要 介紹了馬魯格老人盡管年事已高，但仍然堅持追求自己的夢想，克服了重重困難，最終成功 進入小學學習的事跡。他通過自己的努力和堅持， 向世界證明了年齡并不是學習的障礙，每 個人都有受教育和追求夢想的權利。 Why ：寫作意圖分析 文章通過講述肯尼亞老人基馬尼 ·馬魯格 (Kimani Maruge) 的真實故事，來傳達多重深 刻的教育意義和社會價值。具體來說，文章的寫作意圖可以分解為以下幾個方面：①激勵學 生珍惜教育機會：通過介紹馬魯格在晚年依然堅持追求知識的決心和行動，作者希望激勵廣 大學生珍惜年輕時的學習時光和現有的教育資源。②強調教育的力量：文章展示了知識如何 改變一個人的生活態度和精神面貌。馬魯格通過學習不僅提升了自 己，也影響了周圍的人， 這種正面的影響力是教育帶來的無形財富。③呼吁社會對教育的重視：通過馬魯格這一非凡 的案例，作者間接地向社會發出呼吁，提醒公眾關注教育問題，尤其是那些可能因種種原因 錯過教育機會的人群。④終身學習的價值觀：馬魯格的故事是對“活到老，學到老”這一積 極學習態度的生動詮釋。 綜上所述，該篇文章有利于培養學生的健全人格，具有較強的育人價值。 How：文體結構呈現 語篇文本條理清晰，結構明確，主要分為三大部分，第一 自然段通過對基馬尼 · 馬魯格 老人開學第一天的簡單描寫，引出文章的主題和主要人物；第二至五自然段詳細描述了馬魯
格作為最老小學生的求學經歷， 闡釋了時代背景、面臨的挑戰， 以及他是如何克服這些挑戰 的；第六、七 自然段總結了馬魯格故事的意義和影響，強調了教育的重要性和終身學習的理 念。 三、學情分析 1. 學生已有儲備： 本單元以“學習”為主題。對于該主題，學生在初中階段已有所接觸。本單元從“樂于 學習” 、“善于學習” 、“終身學習”三個方面進行了進一步探索。其中，“終身學習” 子 主題下有兩課時。本課時為“終身學習” 子主題的第二課時。前一課時的學習中，學生對文 章 The Importance ofLife-long Learning 進行了深入挖掘，對終身學習的重要性有了初步思考。 2. 學生學情特點： 授課學生為英語高階班學生，學生英語語言能力較好，在 4 月月考中，本班學生優秀率 (85 分以上) 達到了 56% ， 良好率 (70 分以上) 達到了 100% 。整體上看，該班級學生學 習英語積極性高，班級氣氛活躍。 但仍存在少部分同學在英語學習上有所懈怠，對英語的學習積極性不高；部分同學課堂 參與度不高，缺乏自信；部分同學語言能力強，但因口語訓練少， 口語表達能力弱； 同時， 部分學生閱讀文本不擅長深入思考，缺乏遷移創新等高階思維品質。 因此，本課教學設計中 重點關注了學生的高階思維品質，并提供了豐富的口語表達的機會。
學習 目標 按照布魯姆的教學目標分類法 (Bloom’s taxonomy) 和英語學習活動觀確定本節課的學習目 標：
問題 框架
方法 策略 學生存在問題 教學方法策略 具體實施內容
部分同學英語學習內動力 不足，學習積極性不高。 任務驅動式 學習法 創設單元真實情境任務，激發學生學習熱情。 在完成任務的同時掌握各項素養。 (幫助達 成目標 4 ，也是本課教學難點之一。)
部分同學思想深度有待加 強，缺乏遷移創新等高階 思維品質。 問題鏈引導法 通過貫穿課堂環環相扣的問題鏈設置，從獲 取信息到故事重述，再到人物品質分析，最 后到文化意義思考，一步一步為學生搭建臺 階，引導學生走向高階思維。 (幫助達成目 標 3 ，也是本課教學難點之一。)
部 分 同 學 課 堂 參 與 度 不 高，缺乏自信。 合作學習法 通過同學之間合作交流，緩解課堂壓力，在 思維碰撞中引發思考，遷移創新。
部 分 同 學 口 語 表 達 能 力 弱。 情境學習法 通過情境演繹 Roleplay 以及模擬頒獎詞的形 式，給學生提供口語表達的機會，激發學生 表達興趣。 (幫助達成目標 2 和 4 ，也是本 課教學重難點。)
教學活動設計
課前學 習活動 學習目標 I can memorize the new words in this lesson.
學習內容 1. 通過學習文章 The Importance ofLife-long Learning ，對終身學習的意義有 了初步思考。 2. 通過課前線上小測，熟悉本課單詞。
課堂教 學活動 活動 1 目標 I can clearly understand the task of this unit and this lesson.
環節步驟 Introduction to the task of this lesson [3mins]
教師活動 1 T guides the students to review the performance task of this unit in order to make them clear the function of the text in the whole unit. T presents the task of this lesson--make an award speech with the posters Ss are going to make. Examples of the poster are shown to the students as well as the steps included to finish the task. 學生活動 1 Ss listen to the teacher carefully to review the performance task of this unit and get to know the task they are going to finish in this lesson.
活動意圖說明： To get students prepared for the class and to help them have a clear understanding of the task they are going to perform. Through the sub-task of the unit, to awaken students’ metacognitive system and arouse students’ learning interest in this course. (樂學與善學)
支撐材料 An example of the poster they need to create at the end of this lesson：
活動 2 目標 I’m able to be familiar with the background knowledge of the topic. I can think proactively and ask questions before reading.
環節步驟 Leading in the topic [3mins]
教師活動 2 T shows some pictures of Kenya and plays a movie clip of Kimani Maruge to equip the students with the background information of the text. T asks the following question: What other information do you need to know about Kimani Maruge in order to make an award speech 學生活動 2 Ss look at the pictures of Kenya and watch a movie clip of Kimani Maruge to get to know the background information of the text. Ss think about the question “What other information do you need to know about Kimani Maruge in order to make an award speech ” and express their opinions.
活動意圖說明: To help students get to know the background knowledge of the topic and pave way for the following general comprehension of the text. Through students’ independent questions, to mobilize students’ thinking. (樂學與善學)
學習評價 教師提問+課堂觀察
支撐材料 A clip of the movie “The First Grader” 附件 1：Movie clip.mp4
活動 3 目標 I can scan the passage quickly and figure out the structure through the subtitles. I can predict the main content of each part of the passage.
環節步驟 General comprehension of the text [3mins]
教師活動 3 T let Ss scan the passage quickly and figure out the basic stucture of the passage and guide the students to pay attention to the subtitles. Then let the students predict the main content of each part. 學生活動 3 Ss scan the passage quickly and predict the main content of each part.
活動意圖說明： Ss will have a general comprehension of the text, which is vital for them to finish the following task. 【學習理解類活動】 (習得與建構)
學習評價 教師提問+課堂觀察
活動 4 目標 I can read for and list the main plot with the help of the timeline framework. (學習 目標 1)
環節步驟 Second-time reading of the text [8mins]
教師活動 4 T let Ss read each paragraph in detail and work in groups to draw a timeline on the poster with no more than 6 words to demonstrate what happened to Kimani Maruge. T invites the Ss to talk about the key words, and writes them on the white board. 學生活動 4 Ss read the passage carefully and work in groups to draw a timeline on the poster with no more than 6 words for each title. Ss share the key words concluded by their group.
活動意圖說明: By drawing the timeline and listing the key words, Ss will read the test in detail and get fully prepared for the next part: role play. 【學習理解類活動】 (習得與建構)
學習評價 課堂閱讀學案完成情況+教師提問+課堂觀察
支撐材料 時間軸模板： (學案上呈現)
活動 5 目標 I can put myself in the shoes of the main character and retell the story according to the timeline. (學習 目標 2)
環節步驟 Role play [5mins]
教師活動 5 T let Ss retell the life story of Kimani Maruge within the group based on the timeline they’ve just made (in the first-person perspective). Based on the key words listed on the time-line, T invites 3 students to the stage and play the role of Kimani in his adolescence, middle age, and his 80s, respectively. 學生活動 5 Ss retell the the life story of Kimani Maruge within the group based on the timeline they’ve just made (in the first-person perspective). Three students come to the stage and give a role-play.
活動意圖說明: Through role play, students can internalize the language and output it flexibly. 【應用實踐類活動】 (表達與交流) (感悟與內化)
學習評價 Roleplay 小組互評表：
Roleplay 成功標準
Content Does his/her performance show Kimani’s learning condition at different ages Yes/No
Is his/her performance based on the evidence that can be inferred from the text Yes/No
Language Does he/she state in the first person Yes/No
Does he/she speak fluently and accurately Yes/No
支撐材料 Setence patterns for the roleplay: (學案上呈現) e.g. “Good morning, everyone, I’m Kimani, I’m 15. I was born in ... ” “I’m 50 now, I... ” “Now I’m 80 years old, ... ”
活動 6 目標 I can analyze the character’s qualities based on the details of the article. (學習 目標 3)
環節步驟 Character Analysis [8mins]
教師活動 6 T guides the students to make an analysis of Kimani Maruge’s good qualities in the form of mini world coffee. Requirements: Use as many words or phrases as possible to summarize Maruge’s personal quality. Give your reasons and find evidence to support yourjudgement. T invites Ss to choose the role they are going to play in their group. 學生活動 6 Ss work in groups to make an analysis of Kimani Maruge’s good qualities and find the evidence to support their judgement. After the discussion, the representatives of each group share the ideas with other classmates.
活動意圖說明: To achieve the goal of analyzing and extracting the qualities of the character. 【應用實踐類活動】 (歸納與推斷)
學習評價 表現性任務：人物品質詞將呈現在海報上，通過組間巡展小組互評
支撐材料 Setence patterns for quality analysis: (學案上呈現) e.g. He is determined. Despite facing significant challenges and obstacles in his life, such as poverty and limited educational opportunities, he never gave up on his dreams. 人物品質范例： (學案上呈現) 小組角色分配表： (學案上呈現)
活動 7 目標 I can create a review of the biography by making an award speech introducing the main character. (學習 目標 4)
環節步驟 Making an award speech [15mins]
教師活動 7 T guides Ss to write an award speech based on the posters they have made. An example is provided by the teacher as a reference for the students. After Ss sharing their award speech in groups, T posts the posters of each group on the white board and invites 3 Ss to come up to the stage to make the award speech 學生活動 7 Ss write an award speech based on the posters they have made. Then, Ss share their award speech in groups. Three Ss come up to the stage to make an award speech
活動意圖說明: This part evaluates whether Ss have grabbed what they’ve learned in the text and offers them a chance to use the knowledge they learned. 【遷移創新類活動】 (感悟與內化、表達與交流)
學習評價 表現性任務：生生互評
支撐材料 頒獎詞模板： (學案上呈現) Title: The Light ofMy Heart: A Life-long Learner The Inspiration Awardfor Unwavering Commitment to Learning The Pioneer ofEducational Equality Award The Lifetime Achievement Awardfor __________ The Award
Example: Ladies and gentlemen, tonight we are gathered here to celebrate a truly exceptional individual whose life story has inspired us all. It is my great honor to introduce to you the recipient(領獎人) ofthis year's ____________(Name of the Award) - the remarkable Kimani Maruge. Tonight, we honor Kimani Marugefor his unwavering determination to personal growth. Despitefacing significant challenges and obstacles in his life, such as poverty and limited educational opportunities, he never gave up on his dreams. His example teaches us that age, background, or circumstances should never be barriers to learning and personal growth.
板書設計
課后 作業 學習目標 I can retell the story of Kimani Maruge, and summarize his good qualities. I can write an award speech with proper language and clear structure.
作業要求 Refine your poster and your award speech.
支撐材料 網頁資源：How to write an award speech https://uark.pressbooks.pub/speaking/chapter/award-speech/ https://www.judgify.me/l/blog/anchoring-script-for-an-award-ceremony/
技術 融合 數字技術融 合點 1. 視頻等多媒體配合教學。 2. 電子海報的制作與展示。 3. 課前線上詞匯學習與測試。
使用描述及 使用的意圖 1. 通過視頻吸引學生學習興趣，促進學生對文本的理解 2. 電子海報為學生提供子任務范例。 3. 通過線上詞匯學習與測試，學生能夠隨時隨地熟悉生詞，教師能夠及時掌 握學生的單詞識記情況。
課程 思政 課程思政元 素 健全人格： 本課講述了肯尼亞一位名叫基馬尼 · 馬魯格的老人成為世界上最老的一 年級學生的故事。該真實事例是“終身學習” 的生動體現，強調了教育帶來 的無形財富。 同時，也激勵學生珍惜年輕時的學習時光和現有的教育資源。 通過馬魯格這一非凡的案例，作者也間接地向社會發出呼吁，提醒公眾 關注教育問題，尤其是那些可能因種種原因錯過教育機會的人群。
融入過程 本課教學中，學生能夠通過閱讀文章， 了解基馬尼 · 馬魯格終身學習的 人生故事以及他給社會帶來的積極影響。結合感人至深的電影片段，學生能 夠獲得心靈的觸動。 同時，學生通過逐步分析，概括出基馬尼 · 馬魯格身上的優秀品質，通 過為其撰寫頒獎詞，深入體會這些優秀品質的體現及意義，并能夠將其作為 模范，引領學生的未來發展。
支撐材料 1：課文文本
The World’s Oldest First Grader
1. On January 12th, 2004, Kimani Maruge knocked on the door of the primary school in his village in
Kenya. It was the first day of school, and he was
ready to start learning. The teacher let him in and
gave him a desk. The new student sat down with the
rest of the first graders — six- and seven-year-old
boys and girls. However, Kimani Maruge was not an
ordinary first grader. He was 84 years old — the
world’s oldest first grader.
Fighting to Stay in School
2. Kimani Maruge was born in Kenya in 1920.
At that time, primary education in Kenya was not free
and Maruge’s family didn’t have enough money to pay for school. When Maruge grew up, he worked hard as a farmer. In the 1950s, he fought with other Kenyans against the British colonists. After years of fighting, Kenya became independent in 1963.
3. In 2003, the Kenya government began offering free primary education to everyone, and Maruge wanted an education, too. However, it wasn’t always easy for Maruge to attend school. Many of the first grader’s parents didn’t want an old man in their children’s class. School officials said that a primary education was only for children. But the school principal, Jane Obinchu, believed Maruge was right. With her help, he was able to stay in school.
4. Maruge was a motivated and successful student. In fact, he was one of the top five students in the first grade class. In second grade, Maruge became the school’s student leader. He went as far as seventh grade, the final year of primary school. Over the years, Maruge studied Swahili, English and math. He wanted to use his education to read the Bible and study veterinary(獸醫) medicine.
5. In 2008, there were problems in Kenya after an election. People were fighting and burning houses in Maruge’s village. Maruge moved to a refugee( 難 民 ， 避難人) camp for safety and lived in a tent. However, even during those difficult times, he continued to go to school. Later in that year, he moved to a home for the elderly. He continued to go to school, and even taught other residents of the home to read and write.
Inspired to Learn
6. In 2005, Maruge flew in plane for the first time in his life. He traveled to New York City, where he gave a speech at the United Nations. He spoke about the importance of education and asked for help to educate the people Kenya. Maruge also wanted to improve primary education for children in Africa.
7. Maruge died in 2009, at age 89. However, his story lives on. The 2010 movie The First Grader showed Maruge’s amazing fight to get an education. Many older Kenyans decided to start school after seeing The First Grader. One of those people was 19-year-old Thomas Litei. Litei said, “I knew it was not too late. I wanted to read, to know more language, so I came to school to learn. That is why it is important for his story to be known.”
支撐材料 2：課時學案
支撐材料 3：學生課上生成作品

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