Unit 1 How can we become good learners?Section B (2a-2e) 教案 人教版英语九年级全册

Unit 1 How can we become good learners (Period 5)
Section B (2a-2e)
本单元话题是“学会学习”（Learning how to learn）。本节课是本单元的第五节课，是一节阅读课。主要包括读前总结讨论、寻读、细读、读后词典运用和交流活动，是一系列与阅读相关的任务链，旨在引导学生运用多种阅读方法掌握话题内容，形成良好的学习习惯。
学完这一课，学生能够掌握：
1．词汇及短语：born、be born with、ability、create、brain、active、attention、
pay attention to、connect、connect ... with、overnight、review、knowledge、lifelong、wisely
2．句型：
Everyone is born with the ability to learn.
But whether or not you can do this well depends on your learning habits.
Even if you learn something well, you will forget it unless you use it.
Good learners will keep practicing what they have learned ...
For example, they may take notes by writing down key words or by drawing mind maps.
They also look for ways to review what they have learned.
Knowledge comes from questioning.
3．能力：通过寻读迅速查找对应信息的方法和科学有效的学习方法。
1．话题词汇、短语和句型；
2．通过寻读迅速查找对应信息的方法和掌握科学有效的学习方法。
通过寻读迅速查找对应信息的方法和掌握科学有效的学习方法。
新课导入
1．师生用英语打招呼。
T: Good ..., boys and girls.
Ss: Good ..., Mr./Mrs./Miss ...
2．通过师生问答和学生自我谈论的形式，引导学生思考总结自己学习英语的方法，为接下来的阅读任务做准备。
T: Do you learn English by watching movies
What about writing letters to a pen pal in America
Do you have conversations with friends in English
新知探究
Step 1: New words and expressions
教师引导学生学习本课时新词汇和短语，解释新词词形及释义，之后领读，学生齐读。
Step 2: Finish 2a
【教师活动】在学习能力较强、性格外向且乐于相互交流的学生群体中，可直接要求学生按照书本活动开展2a活动。教师注意收集学生的观点，有选择地适当板书若干良好学习方式。在此基础上，教师继续板书以下学习方法，引导学生解读它们的意思，讨论哪些学习方式值得倡导、哪些值得改进：
●be active in thinking
●pay too much attention to the knowledge of grammar
●connect something new with knowledge and experience you already have
●review well what you have learned
●lack concentration in class or when doing homework
●feel nervous about making mistakes
对于英语水平有限和沉默内向的学生群体，建议教师将2a活动调整为教师提供部分学习方式，学生从中摘出值得倡导的好方法。以下内容供参考：
●always read English aloud, both in and out of school
●do a bit of reading in English every day
●study with a group sometimes instead of working on your own
●memorize words letter by letter
●memorize new words and review them as often as possible
【学生活动】积极思考、总结自己的学习方法，和同伴讨论，听取、借鉴其他同学良好的学习方式，完成学习任务单中的课堂学习任务一。
Step 3: Pre-reading
【教师活动】集中呈现五种与本课时相关的阅读技巧和方法，并据此展开阅读活动。
T: Now let’s learn these reading skills. When you read,
●guess what it is about by the title or the picture(s).
●move your eyes quickly to find specific information.
●answer questions while you read.
●summarize the text by making a mind map.
●use dictionaries to find the definition that matches the context of the word in the text.
【学生活动】阅读并理解这五个句子，初步感知本课时着重训练的这几项阅读方法。
【教师活动】呈现阅读材料标题和配图，提出问题，要求学生观察并猜测。
T: Observe the title and picture of 2b quickly. Try to answer:
What is the passage about
【学生活动】快速观察标题和图片，猜测阅读文章的主要内容。完成学习任务单中的课堂学习任务二。
Step 4: While-reading
【教师活动】要求学生限时阅读（10-20秒为佳），按照书本要求完成2b活动。
对于学习能力薄弱的群体，教师可适当延长时限，要求他们在笔记本中摘录课文所列优秀学生采用的四种学习方式，加深印象。此后教师核对答案，讨论所采用的阅读策略——让学生利用字体的视觉差异（粗体加黑）及跳跃寻读是阅读中经常使用的策略方法。
T: Read the passage quickly and check if any of the habits you listed in 2a are mentioned. Which four habits of successful learners can you find from the passage
【学生活动】迅速阅读2b文章，了解整体语篇轮廓，运用寻读策略，摘录课文所列优秀学生采用的学习方式。完成学习任务单中的课堂学习任务三。
【教师活动】要求学生逐段细读课文，按照书本要求完成2c活动。教师应注意巡视指导，发现学生的阅读障碍及理解误区所在，思索并确定相应对策。
对于学习基础薄弱、水平有限的学生，教师可将问题聚焦于课文理解，甚至适当修正问题的问法，以便学生更好地理解问题。以下问题可供参考：
●According to the writer, what kind of ability is everyone born with
●Why is it a good idea to connect something you need to learn with something you’re interested in
●What’s the Chinese translation for “Use it or lose it” and “Practice makes perfect”
●Are good learners afraid of making mistakes What do they do with the mistakes
●What study skills does the writer talk about List them.
●Why do many people say learning is a lifelong journey
对于语言基础好、学习优秀的群体，教师可将问题视角侧重于学生自身观点的表述，甚至可以结合不同的问题做些引申，如针对第一个问题可讨论“Besides the ability to learn, what other abilities do you think everyone is born with ”，而针对最后一个问题则可讨论“When people say ‘You’re never too old to learn’, what do they mean ”等。
【学生活动】再次阅读文章，理解细节信息。完成学习任务单中的课堂学习任务四。
Step 5: Post-reading
【教师活动】要求学生根据阅读内容梳理、总结2b文章的框架结构。
T: Please make a mind map according to 2b.
【学生活动】根据阅读内容构建相关思维导图。完成学习任务单中的课堂学习任务五。
【教师活动】事先通知学生带词典进课堂，学生课堂按照书本要求完成2d活动的前半部分，学生独立查词典确定词义后，师生商讨核实。
T: Look up the following words from the passage in the dictionary.
注意：教师不要对词典的载体形式进行限制，欢迎学生带纸质、电子、手机、移动网上词典，这样亦可对比不同词典载体的优势及不足，教师顺势引导学生应该使用某类词典。
【学生活动】运用所准备的词典查词，确定符合文章语境的词义。
【教师活动】在查阅词典的基础上要求学生完成2d活动后半部分的造句任务。若教学时间有限，教师还可考虑将此活动整个或部分（如造句）布置为课外作业，由学生课后完成。
T: Now write a sentence for each word.
【学生活动】根据确定的词义造句，完成学习任务单中的课堂学习任务六。
【教师活动】在学生熟读及透彻理解课文的基础上，教师将学生分组，保证每一小组中均有语言能力较强及乐于交流者，按照2e活动要求展开小组讨论，形成小组观点并记录下来。期间教师巡视指导，听取不同小组的讨论。最后由小组推选的小组“发言人”结合讨论记录向班级汇报。
T: Do you think you are a good learner What learning habits do you think are useful Discuss with you group and share your ideas with the class.
【学生活动】小组讨论有效的学习方法，形成小组观点并记录下来。小组“发言人”最后结合讨论记录向班级汇报。完成学习任务单中的课堂学习任务七。
Step 6: Language points in 2b
【教师活动】让学生分组进行探究，由学生列出他们认为本节课的重点知识。教师最后进行整体讲解。
【学生活动】列出他们认为本节课的重点知识，小组讨论，总结归纳，完成学习任务单中的课堂学习任务八。在教师讲解后，学生根据自己的实际掌握情况进行查漏补缺。
课堂小结
1．词汇及短语：born、be born with、ability、create、brain、active、attention、
pay attention to、connect、connect ... with、overnight、review、knowledge、lifelong、wisely
2．句型：
Everyone is born with the ability to learn.
But whether or not you can do this well depends on your learning habits.
Even if you learn something well, you will forget it unless you use it.
Good learners will keep practicing what they have learned ...
For example, they may take notes by writing down key words or by drawing mind maps.
They also look for ways to review what they have learned.
Knowledge comes from questioning.
课后作业
布置学生课下完成：
Write a short passage (80-100 words) about how to become a good learner.
Part 1 show us the opinion Part 2 show us the specific ways Part 3 draw a conclusion
板书设计
Unit 7 How can we become good learners (Period 5)
Section B (2a-2e)
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