人教版九年级全册Unit 1 How can we become good learners? Section B (3a-Self check) 第五课时教学设计（写作）（表格式）

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授课时间：2022年 月 日
课题 Unit 1 How Can You Become a Successful Learner Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时的话题讨论的是学生的真实学习经历，在语言上巩固A部分所学语言结构，丰富与学习相关的话题词汇；在技能上，以读促写；在学习能力和策略上，引导学生关注优秀学生的学习方式，借鉴并用于自身；在情感上，借助身边实例，鼓励学生直面学习困难，积极探索解决方案，不断改进自己的学习方法、提高学习效率。
课标分析 课标要求九年级学生能围绕相关主题，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；能多角度、辩证地看待事物和分析问题；对英语学习有持续的兴趣、积极主动的学习态度，能主动参与课内外各种英语实践活动，注意倾听，积极使用英语交流；能主动反思自己英语学习中的进步与不足，根据问题查找原因并加以解决。
教学目标 语言能力 能够在“优秀学习经验”交流会的情境中，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用do sth. by + doing结构，结合自身和同学的学习经验，给出具体建议；
文化品格 能够学会自我反思，积极找出自己学习中遇到的问题，关注优秀学生的学习方式，借鉴并用于自身，直面学习困难，积极探索解决方案，不断改进自己的学习方法、提高学习效率；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“如何学习（英语）”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作，认识到写作的步骤有头脑风暴、提纲罗列、修改提升等。
教材内容分析 本课是一节以话题为核心的写作课，活动3a-3b是相互联系的一个整体任务，需要学生就如何学习英语写一篇短文。3a通过填表进行写作思路及内容上的准备，3b则旨在训练学生利用3a表格信息构建连贯语篇，达到训练、提升语言书写能力的目的。
重点 本单元所学关于“如何学习（英语）”话题下的词汇和表达的正确运用；学会写作，结合自身和同学的学习经验，给出具体建议；
难点 采取议论文的体裁，有逻辑、有条理、有感情地表达自己的学习经历及经验、建议等。
学情分析 本单元虽是九年级第一课，但关于“提建议”的句型在七、八年级已经学习过，如何能让学生回忆起这些句型及用法是关键。而关于“提高语言学习方法”的词组在本单元前几课也有学习，学生有一定的语料积累。因此可以采用在短语层面自由发言的形式，在句型层面小组讨论并竞赛的方式，希望能由学生自己回忆、思考，然后输出已学。
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Step 1. Lead-in. Enjoy a video and have a free talk with T. Sa: The reasons of learning English. Sb: The problems we meet when we learn English. Sc: The ways to learn English. Step 2. Pre-writingⅠ. Point 1. The reasons of learning English. Work in groups and have a discussion about the reasons why they learn English. Point 2. The problems we meet when we learn English. Think of some problems and try to use the phrases to describe them. Sa: I can’t understand spoken English. Sb: I don’t know how to increase my reading speed. Sc: I was afraid to ask questions because of my poor pronunciation. Point 3. The ways to learn English. Have a conclusion about the ways to learn English with their partners and then report their answers. Make sentences. Sa: I think you should learn English by asking the teacher for help. Sb: Why don’t you learn English by doing exercises and reading a lot Do a survey among their group members. Think of three best ways to learn English, the reasons and examples. Make some notes in the chart in 3a. Step 3. While-writingⅠ. Checking. Read the instruction and analyze it with the help of T. Making an outline. With T’s help, think about the beginning, body and ending part. Try to come up with some useful sentence structures. Writing. Write a passage based on their outline. 10 minutes will be given. Step 4. Post-writingⅠ. Then share their passage with partners and evaluate each other according to the evaluation sheet. Appreciate the sample writing and sum up what a good article needs. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. T: Is it painful for you to learn English T: What comes to your mind when we talk about English learning Play a video first. T: Why do you think we should learn English Invite some of Ss report their discussion results. Guide Ss to have a brainstorm about problems. Then provide some sentence structures and translation practice to help Ss make sentences. Play a video to help Ss get to know how people around the world learn English. Then summarize the other ways in Unit 1 and try to make sentences with the given structures. T: Your friend wants to improve his/ her English and asks you for help. What are the three best ways to learn and why Invite some Ss to talk about their charts using the structure in 3b. Guide Ss to analyze the tense, the person, and the information points they will write. Provide some sentence structures for Ss to use. While Ss are writing, walk around the classroom to offer help if they need. After Ss finish writing, let them have a self-check for 3 minutes. Pick out one or two examples to evaluate in class. Explain some language points if necessary and have a conclusion. 通过谈论英语学习的视频资料，引出“英语学习”的话题，激发学生学习兴趣，为接下来的分方面探讨做铺垫。 在学习经验交流会的情境下，通过视频引导、小组合作、头脑风暴等多种类型的活动形式，引导学生复习和口头输出学英语的原因、遇到的问题和解决措施等内容，帮助学生积累足够的语料，为之后的写作提供多种思路和内容。 通过分角色小组合作讨论，让同伴之间进行思维碰撞，培养学生的合作精神。 通过讨论成果的分享，帮助学生掌握更多描述性的词汇和句子，为写作搭建语言及句型支架。 视频资料的适当补充帮助学生了解外国人学习英语的方法，为学生提供更多的写作思路。 3a通过填表进行写作思路及内容上的准备，3b则旨在训练学生利用3a表格信息构建连贯语篇，达到训练、提升语言书写能力的目的。 帮助学生树立审题意识，包括对人称、时态、体裁的分析等。 培养学生列提纲的写前习惯，整体构建文章结构，提升思维的逻辑性和深刻性。 让学生在限定的时间内完成作文，教师提供文章结构及语言等方面的支持。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。 在自我修改和同伴修改的基础上，集思广益，取其精华，学会运用更多的方法把文章写好。
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Ⅰ. 根据短文内容及所给首字母提示，补全文中所缺单词，使短文完整、通顺． Lily is an Australian girl．Her father （1）c　 　to China to work，so her family moved （搬迁） here two months ago． Yesterday Lily went（2）s　 　alone．She came into a store．There were many kinds of books there．She wanted to buy some books（3）a　 　Chinese learning．She had a conversation with the shopkeeper there．She said she felt lonely and it was（4）d　 　for her to understand what Chinese people say．The shopkeeper said to her，"It takes time to get used to the life here，and the best way to learn a foreign language is to speak it．Don't be afraid of （5）m　 　errors （错误）．" At last，Lily bought two books．One was 16 yuan，and the other was 13 yuan． Ⅱ. 根据短文内容判断正误。 Mark wanted to learn painting. His grandfather told him to paint a foot at first． He wanted Mark to watch the model carefully and then paint it on the paper. When his grandfather left the room, Mark looked at the model for a while. Then he took off his shoes and looked at his own feet． Suddenly he found an easy way to paint．Mark made his feet black with the paint and walked on the paper. At once, his footprints（脚印） were left on the paper. Soon his grandfather came back and was angry with him, but Mark proudly said that painting the feet was the easiest thing in the world 6． Mark wanted to learn painting．　 　 7．Mark's grandfather wanted him to paint on the wall．　 　 8．Mark looked at his shoes for a while. 　 　 9．Mark made his feet black with the paint and walked on the paper. 　 　 10． What Mark had done made his grandfather angry．　 　
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板 书 设 计
Unit 1 How Can You Become a Successful Learner (Section B 3a-Self check)
作 业 设 计
Level A Write an article to introduce your good learning experience in one of the subjects you are good at. Share it with your classmates after class.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思
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