Unit 1 How Can We Become Good Learners Period Ⅱ Section A (3a-4c)教学设计2025-2026学年人教版英语九年级全册

Unit 1 How Can We Become Good Learners? Period Ⅱ Section A (3a-4c)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Expand vocabulary related to study methods (e.g., "read aloud," "take notes," "watch English programs"); use them to talk about "How to learn English" with peers. - Master the "do sth. by doing" structure and apply it to reading, speaking, and writing tasks. - Improve reading skills: Use skimming and scanning to extract key information from the 3a passage (Wei Fen’s English learning story). 2. Cultural Awareness - Understand that everyone faces learning challenges (like Wei Fen’s difficulty with English reading) and that persistence and effective methods can help overcome them—develop a growth mindset. - Learn to respect others’ learning experiences when discussing study methods (e.g., "That’s a good idea! I’ll try it too"). 3. Thinking Quality - Develop analytical thinking: Analyze Wei Fen’s learning journey (her problems and solutions) and connect it to personal experiences. - Cultivate structured thinking: Organize study methods using the "do sth. by doing" structure (e.g., "Improve reading by reading word groups"). 4. Learning Ability - Complete reading and grammar tasks independently; collaborate with peers to check answers and discuss difficult points. - Reflect on personal use of the "do sth. by doing" structure and correct mistakes through practice. Ⅱ. Key & Difficult Points - Key Point: Use skimming/scanning to complete the 3a reading task; master the "do sth. by doing" structure. - Difficult Point: Apply the "do sth. by doing" structure to talk about personal study methods in real contexts. Ⅲ. Teaching Preparation - Teacher: PPT (with 3a passage highlights, grammar examples), tape recorder. - Students: Organize 2-3 effective English study methods they use. Ⅳ. Teaching Procedures Step Ⅰ: Leading in (5 mins) 1. Homework Check: "Share your homework with your group—if you chose Task 2, read your dialogue to your group. Help each other correct mistakes (e.g., ‘by work’ → ‘by working’)." 2. Dictation: Dictate 5 key phrases (e.g., "make word cards," "ask the teacher for help"). Students write them down, then check with a partner. 3. Quick Review: "What ‘by + doing’ phrases did we learn yesterday? Let’s list them on the board!" (Ask students to shout out phrases.) Design Intention: Checking homework lets students practice peer feedback. Dictation reinforces vocabulary, and the quick review activates prior knowledge—students are ready to build on what they learned in Period Ⅰ. Step Ⅱ: Reading (3a-3b) (12 mins) 1. Task 1 (3a Skimming): "Read Wei Fen’s story quickly (skimming) and answer: What was Wei Fen’s problem with English? How did she solve it?" Give 3 minutes. Ask 2 students to share answers (e.g., "She couldn’t understand English movies; she solved it by watching them and reading subtitles"). 2. Task 2 (3b Scanning): "Read 3b’s sentences first. Then read the 3a passage again (scanning) to find words/phrases to fill in the blanks." Give 5 minutes. Check answers as a class—ask students to point to where they found the answers in the passage. Design Intention: Skimming teaches students to find the main idea quickly, while scanning trains them to locate specific details. Asking students to point to answers helps them practice "finding evidence in the text," a key reading skill. Step Ⅲ: Grammar Focus (8 mins) 1. "Read the Grammar Focus box silently. Then, look at the PPT—we’ll circle ‘by’ and the -ing words together." (PPT highlights: "I study by making word cards.") 2. Teacher Explanation: "‘By + doing’ tells us how we do something. For example, ‘I improve listening by listening to tapes.’" Give 1 more example, then ask students to make their own. 3. Pair Practice: "Work with your partner—ask and answer using Grammar Focus sentences. E.g., ‘A: How do you improve speaking? B: I improve speaking by having conversations with friends.’" Design Intention: Highlighting "by" and -ing on PPT makes the grammar structure visual and easy to understand. Student-generated examples ensure they don’t just memorize—they apply the structure to their own lives. Step Ⅳ: Practice (4a-4c) (12 mins) 1. Task 1 (4a): "Match the questions and answers in 4a. Remember to use the ‘by + doing’ structure." Students work independently, then check with a partner. 2. Task 2 (4b): "Complete the sentences in 4b using ‘by + doing.’ Use your own ideas!" Give 3 minutes. Invite 3 students to read their sentences (e.g., "I learn new words by writing them in a notebook"). 3. Task 3 (4c): "Interview your partner! Ask: ‘How do you...?’ (use the questions in 4c) and write their answers in the table. Then share one answer with the class." Design Intention: 4a/4b reinforce the grammar structure through controlled practice, while 4c (interviews) makes it communicative—students use the structure to learn about their peers, which is more engaging than just filling in blanks. Step Ⅴ: Homework (2 mins) Group work: 1. With your group (3-4 people), list 8-10 "do sth. by doing" phrases (e.g., "improve writing by keeping a diary"). 2. Discuss how to use these phrases in conversations. 3. Choose 5 phrases and write one sentence for each. Design Intention: Group work encourages collaboration, and writing sentences ensures students can apply the phrases independently. Discussing usage helps them understand when to use each phrase. Ⅴ. Blackboard Design Unit 1 How Can We Become Good Learners? Period Ⅱ Section A (3a-4c) do sth. by doing by studying with a group by reading aloud by reading word groups by listening to tapes by watching English programs by having conversations with friends by taking notes, doing exercises and reading a lot by making word cards by writing e-mails to one's pen pals Ⅵ. Teaching Reflection The reading tasks (3a-3b) worked well—students could use skimming to find Wei Fen’s problem and scanning to fill in 3b blanks. I noticed that when I asked them to point to answers in the passage, even struggling students could locate the information, which boosted their confidence. The Grammar Focus section had mixed results: Most students understood "by + doing," but a few confused it with "to + do" (e.g., "I study by to make word cards"). Next time, I’ll add a quick comparison (e.g., "by + doing = how; to + do = why: I study to get good grades") to clarify. The 4c interview was a success—students enjoyed asking their peers about study methods, and many shared creative ideas (e.g., "I improve listening by watching cartoon clips"). However, some groups spent too much time on the table; I should set a timer (5 minutes max) to keep them on track. Overall, students made progress in applying the "do sth. by doing" structure. For the next lesson, I’ll focus on fixing the "by + to do" mistake and adding more speaking practice to ensure fluency. 学科网（北京）股份有限公司 $