中小学教育资源及组卷应用平台
Unit 1 How can we become good learners 单元整体教学设计
单元主题意义 本单元的主题属于“人与自我 ”范畴，教材内容围绕学习本身，讲述了学习障碍及对应的解决方法，对学生有重要的意义。它贴近学生学习生活，所有学生有话可说，表达的欲望强烈，学习兴趣浓厚。本单元以 “学会如何学习”为话题，以谈论如何学习为功能，以紧扣话题的四个对话和两个篇章为载体，在具体情境中谈论学习方法并学会评价他人的学习方法。
单元教学目标 通过本单元的学习，学生能够： 目标a：理解重点句子，掌握学习英语的方法。介词by引导的方式状语的合理运用。 目标b：正确运用动名词谈论学习中的问题。 目标c：通过开展角色表演等活动，培养学生阅读兴趣。 目标d：通过本单元的阅读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 与核心素养的关系： 学完本单元后，学生能够运用读懂并讨论学习方法的对话，培养学生语言知识的掌握能力和思考能力，还对学生学习兴趣的激发和学习方法的改进进行引导，学习能力作为核心素养，不仅要求学生具备良好的自主学习能力，同时也需要学生有正确的学习态度。 通过分享活动，解决自身存在的学习问题，提高学习的自信心，形成良好的学习态度。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !九年级上册的第一单元。本单元主要通过介绍不同的英语学习方法引出 “学会怎样去学习”这一话题，围绕“如何进行学习”展开各种教学活动，谈论学生对不同学习方法的感受及其带来的效果。然后通过列举一些英语学习中存在的问题，有针对性地提出解决问题的办法。本单元教学内容由浅入深，逐步引导学生用英语表述学习英语的方法和学习中存在的问题以及应对方法，正确理解学习目的，了解不同的学习方法，学会借鉴他人的长处以提高自己的学习效率和解决问题的能力。 2.纵向知识关联： 功能： 谈论如何学习。 话题： 学会如何学习 语言知识： 正确运用how引导的方式状语从句。如：How do you study/learn How can I .. 正确运用于学习主题相关的单词和各种表达学习方法，如learn/study...by.. You can ...by... 学会用 “by+v.-ing”结构来表达方式方法。 3.横向知识关联： （1 ）复习七年级上册Unit 9学科学习及学习方法； （2 ）本单元出现的一般现在时，现在完成及过去时多次，巩固已学时态。 （3 ）本单元也反复强调了by+v.ing结构用法。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 对单元的话题、词汇、结构进行讲解。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 结合“怎样可以更好地学习英语”，进行短篇阅读，让听障学生在短篇阅读的过程中，对文章的表意进行了解。 通过读课文找出描述学习方法的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 围绕by doing sth这一语法进行学习。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 讨论在所学语法过程中出现的问题，并将听障学生所掌握到的理论知识于自身的实际生活相结合，让听障学生通过结合自身，对学习英语时自身存在的问题与解决方法有清晰的认识。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 带领听障学生对学习优秀学习者的学习习惯进行了解。巩固听障学生所学习到的知识，丰富学听障生的词汇量积累，对听障学生的看、听、读、写能力进行练习。 通过书面表达的形式介绍如何学习，，评价学生写作的能力。
第1课时 教学设计
课题 Unit 1 How can we become good learners Section A 1a-2d
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。首先通过图文将学生带入“谈论英语学习方法”的情景中，并在语境中输入核心句型“How do you study for a test ”及应答 “I study by working with a group.”和重点词汇如：textbook, conversation , aloud , pronunciation, sentence , patient等，并在此基础上引导学生对他人的学习方法作出评价。 【why】 本节课听说课。旨在培养学生听说能力，除了学习新的知识点外，还能培养学生的听力能力，训练朗读技巧。从内容上来说，可以拓宽学生的知识面，提升学生的英语交流的自信心。 【how】 因为这是本单元的第一课时，在整个单元中起着话题导入，帮助学生热身的作用，内容贴近学生生活，课堂任务应侧重于培养学生的语言实践能力。
学情分析： 自然情况 学生进入九年级，已经经过了六年的英语学习，有了一定的英语基础和英语学习能力，有了适合自己的学习方法。 （二）已有基础 语言感知能力比较强，学生学习英语的积极性比较高。
（三）存在问题
有一部分学生英语学习基础薄弱，在英语学习中出现这样或那样的困难，对英语学习失去信心和兴趣，其原因就是没有掌握合适的学习方法。 （四）解决措施 作为老师在课堂设计时应该通过设计活动和任务，激起学生的学习兴趣，引导学生热情参与，鼓励学生参与语言实践，渗透学法指导并巩固或改善自己的学习方法，形成良好的学习习惯。
教学目标： 通过本课学习，学生能够： 学生能听懂同学之间谈论学习方法的对话及作出适当反应，并模仿语言 语调。 （学习理解） 重点单词及短语：textbook , conversation, aloud , pronunciation, sentence , work with friends , ask the teacher for help , read aloud , practice pronunciation . 目标语言：-How do you study for a test /I study by working with a group . 谈论自己的学习方法和策略并作出恰当的评价。 （应用实践） 在听的过程中体验并感知目标语言的内容，学会提取所需要的关键信息。 （迁移创新）
9教学重难点 重点：句型结构：How do you study... /I study by ... 难点：学会用目标语言谈论学习方法。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 work on 1a Ask students if they like learning English and what they usually do when they study English . 学生活动1 T: Do you like learning English Ss; Yes. T:What do you usually do when you study English , ... Ss: i often read English books. T: (To class) Good , ...studies English by reading English books . That’s a good way to learn English . What about you , .. S2: .. 活动意图说明： 通过问答，导入话题，激起学生已有的学习经验，为下一步谈论英语学习方法和策略做铺垫。 环节二：Activity 2 教师活动2 Presentation Continue the conversation above . Present the topic sentences . Ask students how they study English . Make them focus on the structure “I study English by v.-ing..”,especially , the form of verbs , and write them on the blackboard . Ask students to look at the picture on the screen . Make students focus on the picture and encourage them to talk about it . 学生活动2 Work in pair T:How do you study English S3: I listen to English songs T:You study English by listening to English songs . And you S4:.... Write down the sentences on the blackboard . 观察与思考活动意图说明： 利用图片学习更多的学习方法，这样学生在进行口语活动时的事业就能更开阔，同样也就更有话可说，这将有利于促成口语小对话的自然开展。 环节三：Activity 3 教的活动3 （work on 1b ） Before Listening Ask students to read the three names first , and then look at the picture above to get some information . Ask students to guess how the people in the picture above study . 学的活动3 Students read names aloud . Answer the questions : How many people do you think there are in the conversation What are their names How many boys and girls are there How do you know this What do you think they will talk about in the conversation above study . 活动意图说明： 通过浏览信息，观察图片获取信息，为获取准确的听力信息做好准备，猜测可降低听力的难度。 环节四：Activity 4 教的活动4 While Listening Play the record for the first time , and ask students to write letters for 1. Play the recording for the second time , and ask students to listen and repeat , paying attention to their pronunciation and intonation. Check the answers :b(Meiping) e(Peter) d(Tony) 学的活动4 Students listen and check the answers read aloud 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过听的方式输入本课功能句型，达成知识目标，在听的过程中先听后读，培养学生学习英语的良好习惯，同时引导学生注意语音语调，争取能说标准流利的英语。 环节五：Activity 5 教的活动5 Work on 1c Ask students to talk about the people in 1b. Get students to make up their own conversations in pairs , talking about their own ways to learn English . Ask several pairs to act out their conversations . 学的活动5 Ask and answer : Student A: How does Meiping study for a test Student B: She studies by .... Ask students to use completed sentences . Act out 活动意图说明： 引导学生运用合作学习法进行初步的用语言实践，鼓励学生大胆开口，学了就说，培养学生运用目标语言进行交际的能力。 环节六：Activity 6 Work on 2a&2b教的活动6 Before listening Ask students to read the questions in 2a . Let students find out the new words :conversation, pronunciation ; try reading them and ask partners for help. Read the answers in 2b , and guess the answers to the questions in 2a . 学的活动6 Have a discussion Answer the questions 活动意图说明： 通过阅读2a中的问题和2b中的回答，获取信息铺垫，通过预测问题的答案达成对获取听力信息的期待。 环节七：Activity 7 教的活动7 While listening Play the recording for the first time , get students to listen to 2a and check the questions they hear . Play the recording for the second time , get students to listen to 2b and match each answer below with a question above . Check the answers Play the recording for the third time , get students to listen and repeat , and make students focus on the pronunciation and intonation . 学的活动7 Listen to the recording three times. Check the answers Read aloud 活动意图说明： 通过听的方式输入本课功能句型。在听的过程中先听后读，指导学生快速捕捉并记录有用的信息，同时引导学生注意语音语调。 环节八：activity 8 教的活动8 Ask students to make conversations in pairs , using the information in 2a and 2b . 学的活动7 Work in pairs 活动意图说明： 进行初步的语言实践，鼓励学生大胆开口巩固所学的功能句型。 环节九：activity 9 教的活动8 Ask students some questions about 2d Play the recording and get students to listen and repeat , and then role-play the conversation. Ask several pairs to act it out . Let students make up their own conversation in pairs and act it out . 教的活动8 Ask and answer: What are the names of the girl and the boy in the conversation Who has the problem And who’s going to help How does Jack feel at the very start What makes him have this kind of feeling What’s Jack’s problem when he reads And what does Annie suggest What’s Jack’s problem with words And what’s Annie advice 引导学生运用所学的功能句型，在尽量真实的语境中进行语言实践，培养学生运用目标语言进行交际的能力。
板书设计 Unit 1 How can we become good learners Period 1 Section A 1a-2d work with friends , ask the teacher for help . read aloud , practice pronunciation -How do you study for a test -I study by working with friends.
分层作业设计 基础巩固： 单词拼写 Do you have any _______(课本）？ I learn English by reciting _______(句子） 设计意图：熟记本课重点单词和短语。 能力提升： 单项选择 -How do you study Chinese so well -_____ reading plenty of books . In B. By C. On D. With -How about seeing the film with me -Sorry . I _____ it twice am seeing B. will see C. see D.l have seen 设计意图：复习巩固时态用法及by-ving用法。 拓展延伸： 她通过读课本学习英语。 She studies English _______ _____ the textbook . 她通过加入英语俱乐部来提高自己的英语。 She ______ her English _______ ______ the English club . 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本节课的设计体现了任务型教学的设计理念，同时整个任务链的设计均围绕学生学习方法，由易至难，逐层递进，逐步完成各项任务，使学生在每一个愉快的学习任务中体验英语的乐趣，最大限度地使每一位学生都参与进来，对于听力部分，在听之前都做了相关的渗透与铺垫，有利于培养学生学习英语的良好习惯。 本节课中也存在以下几个有待改进的地方： 学生参与度不够广。 小组合作学习实效性欠佳，经过一个假期，学生间的配合默契程度不够高。
21世纪教育网(www.21cnjy.com)(共29张PPT)
Unit1
How can we become good
learners
人教版九年级上册Section A 1a -2d
Learning objectives
To be a good learner , you should __________
improve learning skills
speaking
listening
reading
writing
The ways to study English
listening
By listening to tapes
By listinging to English songs
By watching English videos or movies
The ways to study English
speaking
By asking the teacher for help
By working with a group
By having conversations with friends.
The ways to study English
reading
By reading the textbook
By reading aloud to practice pronunication .
The ways to study English
writing
By making word cards
By wrting to your pen pals .
By keeping a diary every day .
Presentation
Check ( √ ) the ways you study for an English test. Then add other ways you sometimes study.
1a
____a. by working with friends
____b. by making word cards
____c. by reading the textbook
____d. by listening to tapes
____e. by asking the teacher for help ______________________
_______________________
How do you learn English
I learn by
working with friends .
How do you learn English
I learn by
making work cards .
How do you learn English
I learn by
reading the textbook .
How do you learn English
I learn by
listening to tapes
How do you learn English
I learn by
asking the teacher for help.
Listen and choose the right answers .
1. There is a big test _____
A. Friday B. Sunday C. Tuesday
2. Meiping studied for the last English to by ______ word cards .
A. making B. asking C. listening
3. _______studied for the English test by asking the teacher for help .
A. Meiping B. Peter C. Tony
4. ______ likes to study English by litening to tapes .
A. Meiping B. Petr C. Tony
5. Tony’s mother thinks he’s _____ to music .
A. listening B. looking C. keeping
C
A
C
B
A
Language points
Listening
1b
Listen and check your answers in 1a.
1b Listen. How do these students study for a test Write letters from the pictures below.
________ 1. Meiping
________ 2. Peter
________ 3. Tony
b
e
d
Exercise
Pair work
How do you study for a test
I study by working with a group.
How do you study ....
I study by ....
Summary
2a
Listening
Listen and check (√) the questions you hear.
Questions Answers
1. Does anyone learn English by watching
videos ______
2. Do you have conversations
with friends in English ________
3. What about listening to tapes ______
4. What about reading aloud to practice
pronunciation ______
5. Have you ever studied with a group ______
现在完成时： have /has +v-过去分词
Homework
Listen again. Match each answer
below with a question above.
Questions Answers
1. Does anyone learn English by watching
videos ______
2. Do you have conversations
with friends in English ________
3. What about listening to tapes ______
4. What about reading aloud to practice
pronunciation ______
5. Have you ever studied with a group ______
2b
d
b
c
a
a. Yes, I have. I’ve learned a lot that way.
b. Oh, yes. It really improves my speaking skills.
c. I do that sometimes. I think it helps.
d. No. It’s too hard to understand spoken English .
too...to.. 太...而不能.....
She is too young to go to school
It’s adj(for sb) to do sth (对某人来说）做某事..的
Tapescripts
T:Welcome to the English club . Today we are going to talk about the best way to learn English . Does anyone learn English by watching videos
S:No , it’s too hard to understand spoken English .
T: What about keeping a diary in English Do you learn English that way
S: Yes, I do . It helps to write English every day .
T: Have you ever studied with a group
S:Yes, I have . I have learned a lot that way .
T: Do you have conversations with friends in English
S: Oh, yes . It really improves my speaking skills.
T: What about reading aloud to practice pronunciation
S: I do that sometimes . I think it helps .
S1: I do , too. And I often look up new words in a dictionary .
T: That’s a good idea .
Reflection
2c
Make conversations using the information in 2a and 2b.
Have you ever studied with a group
Yes, I have. I’ve learned a lot that day.
2d
Role-play the conversation.
Read 2d and answer:
1. What’s Jack’s problem when he reads
And what does Annie suggest
2. What’s Jack’s problem with words
And what’s Annie’s advice
2d
Role-play the conversation.
Fill in Jack’s problems .
a very slow reader
doesn’t understand many of the words
Annie’s Adice
quickly
the main ideas
word by word
word groups
reading the sentences before and after it
2d
Role-play the conversation.
Jack : Annie , I’m a little nervous . I have to finish reading a book and give a report next Monday .
Annie : But I’m a very slow reader .
Jack: But I’m a very slow reader .
Annie : Just read quickly to get the main ideas . Don’t read word by word , read word groups .
Jack: But I don’t understand many of the words . I have to use a dictionary .
Annie : Try to guess a word’s meaning by reading the sentences before and after it . You probably understand more than you think .
Jack : That sounds difficult .
Annie : Well , be patient . It takes time . You can become better by reading something you enjoy every day . The more you read , the faster you’ll be .
finish doing sth 做完某事
逐字
be patient with sb 对某人有耐心
patient adj. 有耐心的；可数n病人
patiently adv. 有耐心地（修饰动词）
patience n. 耐心
the +比较级，the+比较级 越..就越...
How does Annie cheer Jack up
1. Be patient !
2. You can become better by reading something you enjoy every day .
3. The more you read , the faster you’ll be.
Homework
Ask one of your friends how he studies English and write down the conversation.
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin
