Unit 1 How Can We Become Good Learners Period Ⅳ Section B 2c ～Self Check教学设计 2025-2026学年人教版（2012）九年级英语全册

Unit 1 How Can We Become Good Learners? Period Ⅳ Section B 2c—Self Check教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Master new vocabulary from the 2b passage (e.g., "brain," "connect," "overnight," "attention," "review"); use a dictionary to look up meanings and make sentences. - Improve reading skills: Use scanning to answer detailed questions about the 2b passage (2c) and analyze the author’s ideas (2e). - Write a letter giving English study suggestions using target language (e.g., "You can improve by..."). - Review unit key points (vocabulary, "by + doing" structure, difficulty/suggestion sentences) through Self Check. 2. Cultural Awareness - Understand that successful learning habits (e.g., reviewing, staying active) are universal and can be applied to any subject, not just English. - Learn to write polite, helpful letters when giving suggestions—focus on encouraging language (e.g., "I believe you can improve if you try..."). 3. Thinking Quality - Develop critical thinking: Analyze the four successful learner habits in 2b and decide which ones are most useful for personal learning. - Cultivate structured thinking: Organize writing (3b letter) with a clear structure (greeting, suggestions, closing) and logical ideas. 4. Learning Ability - Use a dictionary independently to solve vocabulary problems (2d); collaborate with peers to discuss 2e questions and check writing. - Reflect on unit learning: Identify strengths (e.g., "I can use ‘by + doing’ well") and weaknesses (e.g., "I need to practice writing suggestions") through Self Check. Ⅱ. Key & Difficult Points - Key Point: Use reading strategies to complete 2c-2e tasks; write a suggestion letter (3b); review unit key points with Self Check. - Difficult Point: Flexibly use unit language to discuss successful learner habits and write a coherent, helpful suggestion letter. Ⅲ. Teaching Preparation - Teacher: PPT (with 2b passage details, Self Check answers), tape recorder, sample 3b letter. - Students: English-Chinese/English-English dictionaries. Ⅳ. Teaching Procedures Step Ⅰ: Review (5 mins) 1. Homework Check: "Share your interview results with your group—tell us one classmate’s difficulty and your suggestion. Let’s pick the most helpful suggestion!" 2. Quick Quiz: "Let’s review ‘by + doing’! Say a sentence: ‘I improve English by...’" (Ask 3 students to share.) Design Intention: Checking homework lets students practice peer learning, and the quick quiz activates unit key language—students are ready to apply it to reading and writing tasks. Step Ⅱ: Reading (2c-2e) (15 mins) 1. Task 1 (2c Scanning): "Read the 2c questions carefully. Then read the 2b passage again and find answers—underline where you find each answer." Give 5 minutes. Check answers as a class (e.g., "Why is reviewing important? Because it helps you remember what you learned"). 2. Task 2 (2d Dictionary Skill): "Look at the 2d words (brain, connect...). Use your dictionary to find their meanings. Then make one sentence for each word—e.g., ‘Reviewing helps your brain remember information.’" Give 5 minutes. Share 2-3 good sentences. 3. Task 3 (2e Discussion): "Discuss the 2e questions in groups: ‘Which of the four habits do you think is the most important? Why?’" Give 5 minutes. Invite 1 student per group to share. Design Intention: 2c trains scanning for details, 2d teaches dictionary skills (a key learning ability), and 2e encourages critical thinking—students don’t just read the passage; they analyze and evaluate the ideas. Step Ⅲ: Writing (3a-3b) (12 mins) 1. Task 1 (3a Planning): "Complete the 3a table—write 3 good English study methods and why they work. For example, ‘Method: Read aloud; Reason: It improves pronunciation.’" Give 4 minutes. Discuss with a partner to refine ideas. 2. Task 2 (3b Letter Writing): "Use the 3a table to write a letter to a friend giving English study suggestions. Look at the sample letter on PPT for structure (greeting: ‘Dear...,’ suggestions: ‘You can... by...,’ closing: ‘Yours,...’)." Give 6 minutes. 3. Peer Check: "Swap letters with your partner. Check for two things: 1) Are the suggestions clear? 2) Is the ‘by + doing’ structure used correctly?" Design Intention: 3a helps students plan their writing (no more "blank page" anxiety), and the sample letter provides a clear structure. Peer checking encourages students to help each other and learn from mistakes. Step Ⅳ: Self Check (8 mins) 1. Task 1 (Part 1): "Complete the short passage in Part 1 using unit vocabulary. Think about words like ‘review’ or ‘attention.’" Students work independently, then check answers with the class. 2. Task 2 (Part 2): "Complete the dialogue in Part 2 using difficulty/suggestion sentences. E.g., ‘A: I can’t... B: You should...’" Check answers, then have pairs read the dialogue aloud. 3. Task 3 (Part 3): "Do Part 3 alone—write 2 suggestions for each problem. Then share with a partner." Design Intention: Self Check reviews all unit key points (vocabulary, dialogue, suggestions) in one activity. Independent work lets students test their own mastery, and peer sharing reinforces learning. Step Ⅴ: Homework (5 mins) Write a short passage (at least 60 words) about your English study: - 1-2 study difficulties you have. - 2-3 solutions (use "I can... by doing"). - 1 goal for next month (e.g., "I want to improve listening by listening to English songs every day"). Design Intention: This homework asks students to reflect on their own learning—they apply unit language to personal experiences, which makes learning meaningful. Setting a goal encourages a growth mindset. Ⅴ. Blackboard Design Unit 1 How Can We Become Good Learners? Period Ⅳ Section B 2c—Self Check New Vocabulary & Sentences brain: A good way to train the brain is to do math exercises daily. connect: You can connect new words to stories to remember them. overnight: Learning takes time—you can’t improve overnight. attention: Pay attention to pronunciation when reading aloud. review: Review your notes every weekend to remember key points. 3b Letter Structure: 1. Greeting: Dear [Name], 2. Suggestions: You can improve by... 3. Closing: Yours, [Your Name] Ⅵ. Teaching Reflection This lesson wrapped up the unit, and students did well with the reading tasks—most could use scanning to find 2c answers and discuss 2e questions thoughtfully. The 2d dictionary activity was a success; many students found creative ways to use new words (e.g., "I connect English words to pictures"). The 3b letter writing had mixed results: Students who used the 3a table wrote clear suggestions, but a few struggled with letter structure (e.g., forgetting the closing). Next time, I’ll hand out a simple structure checklist (e.g., "Did you write a greeting? Do you have 2 suggestions?") to help them stay on track. Self Check helped students see their progress—when I asked, "What do you do well now?" many said, "I can use ‘by + doing’ to talk about my study methods." However, some students struggled with Part 1’s passage (confusing "review" and "reviewing"). I should have done a quick review of verb forms before Self Check. Overall, the unit was successful—students can now talk about study methods, difficulties, and suggestions using the target language. For future units, I’ll focus on integrating writing earlier (not just in the last lesson) to build confidence gradually. 学科网（北京）股份有限公司 $