Unit 1 How can we become good learners? Section A (1a-2d,GF) 表格式教学设计（听说+语法）

课 时 教 学 设 计 首 页
授课时间：2022年 月 日
课题 Unit 1 How can we become good learners Section A (1a-2d,GF) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕学习本身，讲述了学习的障碍及应对的解决方法，在此语境下学习“by+动词-ing形式”结构表方式、方法的用法。通过谈论英语学习中的主要方法、具体问题及各种应对的建议，帮助学生有效掌握有关学习方式方法的语言表达。借助本部分的学习，也可帮助学生反思并梳理他们自己的英语学习方法，鼓励他们成为积极主动的学习者。通过本节课的学习，夯实学生的有关语言知识，发展学生的语言运用能力以及思维能力，培养学生积极的情感态度，能够运用有效的学习策略来完成学习任务。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能积累常用的词语搭配；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；对英语学习有持续的兴趣和较为明确的学习需求与目标；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流，遇到问题主动请教，勇于克服困难；能找到适合自己的英语学习方法。
教学目标 语言能力 能够在谈论如何学习的情境中，正确使用与英语学习方法相关的词汇和“by+动词-ing形式”结构，以听说等方式谈论英语学习中遇到的问题和应对的方法；能够获取和梳理语篇的主旨要义和关键细节；
文化品格 能够反思并梳理他们自己的英语学习方法，努力成为积极主动的学习者；
思维品质 能够在听说活动中准确获取并表达有关英语学习方法的信息，学会与人探讨、交流和分享自我观点和建议，提高思维的逻辑性、批判性和创新性；
学习能力 通过谈论如何学习英语的话题，激发对英语学习的兴趣，明确自己的学习需求和目标；能与人积极交流并主动反思自己英语学习中的进步与不足，努力查找原因并加以解决。
教材内容分析 本课时为本单元第一课时，融听说与语法为一体。1a-1c通过对学习方法的呈现及表达，引导学生认识“by+动词-ing形式”结构，并进行相应的听力联系及口语交流活动；2a-2c围绕教师和几名学生的对话，讨论了学习英语中的具体问题以及各种应对的方法；2d则围绕英语学习中的阅读问题，以对话形式提出了提高阅读能力的几项建议。在语法部分，呈现了含有大量“by+动词-ing形式”结构的关于学习方法的表达。
重点 与英语学习方法相关的词汇；“by+动词-ing形式”结构表方式、方法的用法；
难点 有效掌握丰富的有关英语学习的短语和搭配；理解和正确使用“by+动词-ing形式”结构表方式、方法。
学情分析 经过多年的英语学习，刚入九年级学生已经熟知多种英语学习策略，并具备了一定量的英语语言知识和一定的英语听说读看写的能力。本课时语言结构相对单一，仅要求掌握“by+动词-ing形式”表达学习方式，但具体的短语内容却非常丰富，应注意利用时机引导学生学习新词，同时滚动复现七、八年级学过的相关短语和搭配，帮助学生反思并梳理他们自己的英语学习方法，促进其学习策略的继续形成。
第 页
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Have a free talk with T. Have a brainstorming about the question. Ss: Learning attitude, learning ability, learning habits, learning methods. Step 2. Pre-listeningⅠ. Look at the pictures and learn some phrases about English learning methods, such as “by reading books”, “by listening to tapes”, “by working with a group” and so on. Ask and answer about their own English learning methods in line. Sa: How do you learn English Sb: I learn English by ... . Check the ways they study English. Then add other ways they sometimes study. Step 3. While-listeningⅠ. Try to answer the questions. Sa: Three. Sb: Meiping, Peter and Tony. Listen to the conversation and write letters in front of the names. Then report their answers to have a check. Sc: Meiping studies by making word cards. Step 4. Post-listeningⅠ. Play a game and make conversations with partners. Sa: How do you study for a test？ Sb: I study by ... Step 5. ListeningⅡ. Observe the picture. Ss: He’s asking questions. Read the try to catch some key words from the questions, like “by watching videos”, “practice conversations with friends”, etc. Sa: The ways to learn English. After listening, read the questions they’ve checked. Report their answers pair by pair. Sb: Do you learn English by watching videos Sc: No. It’s too hard to understand spoken English. Step 6. Role-play. Ss: Find the way! Listen the conversation, and try to answer questions. Sa: Annie. Sb: He has to finish reading a book and give a report next Monday. Sc: Two. Read the conversation, try to finish the mind-map and report their answers. Role-play the conversation. Step 7. Conclusion. Step 8. Grammar. Sum up the usages of “by” based on some examples with the T’s help. Sa: I practice speaking by having conversations with friends. Sb: I learn Chinese by reading books. Have a group work. Then some Ss report their interview results. Sc: In my group, I learn English by doing grammar exercises. Lisa learns ... Step 9. Summary. Have a summary of the ways to learn English with the T’s help. T: You are in Grade 9 this year. You have been a student for many years. So what is important for learning T: In my opinion, learning attitude is like the fish bone. With learning ability and good habits, we can get a fish. How about learning methods T: Today, let’s talk about learning methods of being a good English learner. How can we become good English learners T: How do you learn English Present some pictures of English learning methods and teach Ss to read them. Then let Ss have a chain work to share their learning methods. Ask Ss to finish 1a. Let Ss look at the picture in 1a and the instruction in 1b. T: How many people do you think there are in the conversation T: What are their names T: These students are studying for a test. How Play the recording twice and call Ss to report his or her answers. Ask Ss to work in pairs and practice the conversations. Then invite some pairs to show themselves. T: Look at the picture in 2a. What is the teacher doing in the class T: Read the questions in 2a. What are they about Play the recording twice to let Ss check the questions they hear. For the third and fourth time, let Ss match the answers with the questions they’ve checked. T: Everyone has different ways to learn English. What if we have problems in learning English T: The boy is Jack. He looks nervous. What happened T: Who is Jack talking to T: Why is Jack nervous T: How many problems does Jack have Explain language points. Ask Ss to read the sentences in the grammar box and find out the common features. In 4a, ask Ss to match the questions with answers. In 4b, let Ss make sentences using the structure “do sth. by doing” with the subjects in the box. In 4c, encourage Ss to check what they do to learn English and interview their group members. 从学生刚刚升入九年级的实际情况出发，利用问题引导学生反思在自己的学习道路上，什么是很重要的。通过直观形象的“鱼骨与鱼”的图片，进一步引出学习方法的话题，激发兴趣，创设情境，为接下来的语言准备做好铺垫。 围绕英语学习中的听、说、读、写技能展开讨论， 运用多媒体教学创设情境，在语境中直观生动形象地展示新词汇，熟悉并尝试使用by doing短语，借助问答接龙的形式帮助学生在趣味竞赛中感知、体验和熟悉目标语言，为后续在听力活动中抓住关键信息做铺垫。 通过听力任务的完成，引导学生听前审题看图、听中勾画获取关键信息，听后以完整句的形式口头输出，渗透听力和口语技能教学，提升语言能力和学习能力。 利用转盘游戏，增加机械练习的趣味性，也避免了学生选择短语的局限性。帮助学生有效巩固了利用by doing结构讨论学习方法的目标语言。 通过本环节的听力活动，使学生进一步感知目标语言在实际对话中的使用，让学生体验利用动词短语和特殊疑问句帮助自己完成听力任务的方法，帮助学生提高听力效率。 利用2d对话再次设计听力练习，帮助学生巩固听力策略的运用，供学有余力的学生提升听力理解能力，体现分层教学理念。 借助思维导图，帮助学生对对话内容从整体感知过渡到细节理解，并增强结构意识和逻辑思维能力。 通过角色扮演，帮助学生进一步巩固新学词汇及目标语言。在展示环节，要注意对表演者语音语调及情感的点评。 通过语法知识的探究与归纳、问答匹配、造句、小组采访等真实情境下循序渐进、形式多样的练习，帮助学生关注短语的整体学习，并有效地在语句中正确套用。在内容上从单一的英语学科拓展到对其他学科学习方法的思考与探讨，并鼓励学生相互交流、借鉴彼此。 以学英语的方法的主题形式总结本课语言知识，并鼓励学生做一个积极主动的学习者，落实情感态度价值观的教育。
第 页
课 时 达 标 检 测
Ⅰ. 词组汉译英。 1.寻求老师帮助 2.听磁带 3.做单词卡 4.小组学习 5.与……交谈 6.大声读 7.提高口语技巧 8.英语口语 9.写英语日记 10.做完某事 11.有耐心的 12.慢慢来 13.放松点 14.逐字地 15.第一次 16.有点紧张 Ⅱ. 用所给词的适当形式填空。 1.(2020湖南常德中考) The more you read, the 　　 (fast) you will be. 2.His mother allowed him to go out to play soccer after he finished 　　 (write) his book report. 3.(2021山西太原志达中学第一次月考)Your _______(pronounce) is quite good. You must be from an English-speaking country. 4.If you want to be a good teacher, you need to have enough 　　 (patient). 5.(2020贵州贵阳中考)Guiyang is developing so 　___　 (quick)that more and more graduates choose to work here. Ⅲ. 单项选择。 ( )1.—How do you study for a test, Annie —I study 　　 working with a group. A.by　 B.with　　 　C.in ( )2.—What's your 　　 to English learning, Li Lei —I think listening to something interesting is helpful. A.age　　 B.speed　 　C.secret ( )3.Our Chinese teacher is so 　　 that each student likes her. patient　　 B.lucky　　 C.shy　　 ( )4.—What's the meaning of “One Belt and One Road” —Let me 　　 the words in the new dictionary. A.look up　 　B.look for C.look after　
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 1 How can we become good learners (Section A 1a-2d, GF) （一） （二）
作 业 设 计
Level A Do a survey among 5 of your classmates who are good at learning about their ways to learn different subjects. Make a record about your survey and report your results next class.
Level B Write a report according to the chart in activity 4c introduce your group members’ English learning methods.
教 学 反 思
第 页