Unit 1 How can we become good learners Section A (3a-3b).教学设计2025-2026学年人教版（2012）九年级英语全册

人教版九年级英语Unit 1 How can we become good learners?Section A (3a-3b).教学设计 语篇研读 What: 本语篇讲述了女孩Wei Fen 在英语学习上的转变，从不喜欢英语课到受电影《玩具总动员》的影响爱上英语课，她找到了自己的英语学习方法。 Why: 本语篇通过向学生们讲述他们生活中很多人都会遇到的类似问题，来鼓励学生们在学习中遇到困难不要放弃，要相信自己，找到适合自己的学习方法来解决遇到的学习困境。 How: 本语篇是一篇记叙文，通过时间顺序last year—then one day—now 展开，也通过问题的呈现—解决过程—成果来展开叙述。 Teaching Objectives: 1. 通过上下文感知理解描述英语学习的短语和句式: expression, discover, secret, fall in love with... 2. 通过各种阅读任务，理解文章大意，抓取细节信息，读后能根据思维导图复述大致内容。 3. 通过Wei Fen的故事，意识到在学习中遇到困难很正常，要积极去寻求解决问题的方法，找到适合自己的学习方法。 Teaching Key Points: 掌握语篇中的关键词汇和句型，理解文章大意。 Teaching Difficult Points: 鼓励学生积极寻求适合自己的学习方法，解决自己在学习中遇到的困难。 Teaching Procedures: Step 1 Lead-in. 1. Free talk: How can we learn English? 2. Show a picture about watching English movies, then talk about the two questions: ①What's the method of learning English? ②What's the good tip about watching English movie? Design Purpose: To arouse students' interest in the topic of English learning methods and lead in the lesson naturally by connecting with their existing knowledge and daily experiences. Step 2. Pre-reading. 1. Read the title and ask Ss what they think the text is about? 2. Have a quick look of the passage and tell the type of it. Design Purpose: To activate students' prior knowledge and predictions about the text, and help them get prepared for the reading by identifying the text type and anticipating the content. Step 3. While-reading. 1. Read the passage quickly and match the main idea of each paragraph. Design Purpose: To train students' skimming skill to get the general idea of each paragraph efficiently. 2. Read the Para. 1 and answer the following questions: ①Why did Wei Fen find it difficult to learn English? ② What did she do in English class? · Read Para. 1 together, then fill in the blanks with proper words. Design Purpose: To help students grasp the specific details in the first paragraph through careful reading, and enhance their understanding of Wei Fen's initial difficulties in English learning. 3. Read the Para. 2 and answer the questions. ① What happened to Wei Fen one day? ② How did she learn English? ③ What's the secret to language learning? · Read Para.2 and complete the mind map. Design Purpose: To guide students to understand the key events and solutions in Wei Fen's English learning journey, and help them organize information logically via mind mapping. 4. Read Para.3 and complete the table about changes in Wei Fen's English learn. | Last year | Now | | --- | --- | Design Purpose: To enable students to compare and contrast Wei Fen's English learning status in different periods, thus deepening their comprehension of the text's development. Step 4. Post-reading 1. Ask Ss to use the key phrases of the passage to fill in blanks to retell the main idea of this passage. Design Purpose: To help students consolidate the key vocabulary and sentence structures, and improve their retelling ability based on the text content. 2. Finish 3b. Design Purpose: To reinforce students' understanding of the text through completing the exercise, and check their grasp of the details. 3. Discussion: What do you think of Wei Fen and her way of English learning? What can you learn from this passage? Design Purpose: To encourage students to think critically about the text, relate it to their own learning experiences, and cultivate their ability to express personal opinions. Step 5. Summary. Lead Ss to sum up the story according to the mind map. Design Purpose: To help students review and summarize the main content of the text systematically, enhancing their ability to organize and recall information. Teaching Reflection. In this lesson, the lead-in part successfully aroused students' interest in English learning methods through free talk and picture presentation, laying a good foundation for the lesson. The pre-reading activities guided students to predict the text content, helping them connect the text with their existing knowledge and enhancing their reading anticipation. During the while-reading stage, the layered reading tasks, from skimming to match the main ideas of paragraphs to answering detailed questions and completing mind maps, gradually trained students' skimming and intensive reading skills. Most students could better understand the text and grasp Wei Fen's transformation process in English learning. However, there were also some shortcomings. When matching the main ideas of paragraphs through fast reading, some students with weaker English foundations were slow and had difficulty matching accurately. In the post-reading discussion, although some active students could think deeply and express their views, a few students still had low participation and lacked the enthusiasm to share actively. For improvement in future teaching: For students with slow reading speed, key word prompts for paragraphs can be provided in advance to help them grasp the core more quickly. For discussion activities, group cooperation can be adopted. Students can communicate within the group first and then select representatives to share, so as to encourage more students to participate and improve the classroom interactivity of all students. 学科网（北京）股份有限公司 $$