Unit 1 How Can We Become Good LearnersPeriod Ⅰ Section A (1a～2d)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 Ⅰ Section A (1a-2d)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Master vocabulary and phrases related to "talking about study methods" (e.g., "work with friends," "make word cards," "listen to tapes") and read, pronounce, and use them correctly. - Understand and flexibly apply the "by + doing" structure to describe study ways; use "How do you...?" to ask about study methods and respond appropriately. - Improve listening skills: Extract key information about study methods from audio materials (1b, 2a-2b) and use it to complete tasks and create short dialogues. 2. Cultural Awareness - Recognize that "finding effective study methods" is a common need across cultures; understand that collaborative learning (e.g., working with friends) and independent practice (e.g., making word cards) are valued in global learning contexts. - Develop a positive attitude toward sharing study tips—learn to communicate politely when asking for or giving suggestions. 3. Thinking Quality - Cultivate logical thinking: Link study methods (e.g., "listening to tapes") to their purposes (e.g., improving listening) and organize ideas clearly when talking about how to study. - Develop flexible thinking: Adjust the "by + doing" structure to different study scenarios (e.g., "by reading textbooks" for grammar, "by asking the teacher for help" for difficult questions). 4. Learning Ability - Actively participate in pair work, role-plays, and group discussions; gradually build confidence in using English to talk about academic topics. - Reflect on mistakes (e.g., forgetting "-ing" after "by," mispronouncing phrases) and correct them through peer feedback or teacher guidance. Ⅱ. Key & Difficult Points - Key Point: Master the "by + doing" structure to describe study methods. - Difficult Point: Use the "by + doing" structure to talk about personal study methods and give appropriate suggestions to others in real-life contexts. Ⅲ. Teaching Preparation - Teacher: PPT (with pictures of study activities), tape recorder, multimedia. - Students: Think about their own English study methods and note them down. Ⅳ. Teaching Procedures Step Ⅰ: Leading in (5 mins) 1. Greet students: "Good morning! How was your English test last week? Do you have any good ways to prepare for tests?" 2. Show PPT pictures of study activities (e.g., students working in groups, making word cards). Point to each picture and say: "This is ‘by working with friends’—repeat after me!" Introduce 3-4 "by + doing" phrases this way. Design Intention: Starting with students’ recent English tests connects the lesson to their real academic lives, making the topic relevant. Visual pictures help students link "by + doing" phrases to concrete actions, so they don’t just memorize abstract structures. Step Ⅱ: Practice (1a-1c) (10 mins) 1. Task 1 (1a): "Open your textbook to 1a. Look at the list of study ways. First, circle the ones you use. Then share with your group—‘I study English by making word cards.’" Give 3 minutes for group sharing. 2. Task 2 (1b): "Listen to the audio and check (√) the study ways you hear in 1b." Play the audio once. Afterward, check answers as a class (ask students to raise hands if they heard "by listening to tapes"). 3. Task 3 (1c): "Read the 1c dialogue with your partner. Then make a new dialogue using the study ways in 1a—e.g., ‘A: How do you study English? B: I study by reading textbooks.’" Invite 2 pairs to present their dialogues. Design Intention: Completing 1a independently lets students reflect on their own methods, while group sharing encourages peer learning. Listening to 1b trains focused listening, and dialogue creation helps students apply the "by + doing" structure in simple conversations. Step Ⅲ: Listening (2a-2b) (8 mins) 1. Task 1 (2a): "Read the 2a questions first—they’re about how people study English. Now listen to the audio and check your answers." Play the audio once, then confirm answers with the class. 2. Task 2 (2b): "Read the 2b sentences carefully. Listen again and match each question in 2a to its answer in 2b." Play the audio a second time. Walk around to help students who struggle with matching. Design Intention: Asking students to read questions/sentences before listening gives them a "target"—they know what information to focus on, which reduces listening anxiety. Playing the audio twice helps students catch details they might miss the first time. Step Ⅳ: Pair Work (2c) (7 mins) 1. Model the 2c dialogue with a student: "A: How does Lisa study for a test? B: She studies by working with a group." Do 1 round to show the structure. 2. "Work with your partner! Use the information from 2a-2b to make new dialogues. Try to use different study ways." Give 5 minutes. Invite 1-2 pairs to share. Design Intention: The teacher’s model breaks down the dialogue into simple steps, so students feel confident to practice. Using 2a-2b information ensures students have clear content to talk about—they don’t have to invent ideas from scratch. Step Ⅴ: Role-play the Conversation (2d) (10 mins) 1. Pre-reading: "Read the 2d conversation and find two things: What’s Jack’s problem? What suggestions does Annie give?" Ask students to share (e.g., "Jack can’t read fast; Annie suggests reading word groups"). 2. Listening & Pronunciation: Play the audio of 2d. "Repeat after the recording—pay attention to intonation, like Annie’s friendly tone when giving suggestions." 3. Language Points: "Work with your partner to find useful expressions (e.g., ‘Be patient’) and language points—what’s the difference between ‘sound,’ ‘voice,’ and ‘noise’?" The teacher clarifies tricky points (e.g., "‘Sound’ is any noise; ‘voice’ is a person’s speaking voice"). 4. Role-play: "Practice the conversation in pairs. Then, we’ll invite 2 groups to act it out in front of the class—try to use natural expressions!" Design Intention: Pre-reading helps students grasp the conversation’s main idea. Repeating after the audio improves pronunciation and intonation. Discussing language points encourages collaborative problem-solving, and role-play lets students practice real-life communication (giving suggestions). Step Ⅵ: Homework (5 mins) Choose 1 task: 1. Listen to the 2d audio and repeat 5 times; memorize 3 "by + doing" phrases. 2. Write a short dialogue (3-4 lines) using 2d as a model—talk about your classmate’s study problem and give suggestions. Design Intention: Giving a choice in homework caters to different learning styles—some students prefer listening, while others like writing. Both tasks reinforce the unit’s key language points. Ⅴ. Blackboard Design Unit 1 How Can We Become Good Learners? Period Ⅰ Section A (1a-2d) The Ways to Study English (by + doing) by working with friends by making word cards by reading the textbook by listening to tapes by asking the teacher for help Key Sentence: How do you study English? I study by + doing. Ⅵ. Teaching Reflection This lesson focused on the "by + doing" structure, and most students picked it up quickly—especially during the 1a group sharing, where many could talk about their own study methods confidently. The PPT pictures were a big help; students could easily link phrases like "by making word cards" to the image of a student writing cards. The 2d role-play was a highlight—some groups added small actions (like pretending to read slowly for Jack) to make the conversation more realistic. However, a few students struggled with the "-ing" form after "by" (e.g., saying "by work with friends" instead of "working"). Next time, I’ll add a quick "fill-in-the-blank" drill (e.g., "I study by ______ (listen) to tapes") before pair work to reinforce this. Another issue: When discussing "sound/voice/noise," some students got confused because I used too many examples. I should simplify—use one clear example for each (e.g., "The bird’s sound is nice," "Her voice is soft," "The traffic noise is loud") to avoid overwhelming them. Overall, the lesson hit the core literacy goals—students could use the "by + doing" structure to talk about study methods, and they participated actively. With small adjustments to grammar drills and language point explanations, the next lesson will run even more smoothly. 学科网（北京）股份有限公司 $