Unit 1 How Can We Become Good Learners Period Ⅲ Section B (1a-2b)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 Ⅲ Section B (1a-2b)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Learn new vocabulary related to study challenges and solutions (e.g., "pronounce," "increase," "memorize," "specific suggestions"); use them to talk about learning difficulties. - Master sentence patterns for describing difficulties ("I can’t... / I don’t know how to...") and giving suggestions ("You can/should..."); use them in conversations. - Improve listening skills: Record key information about study difficulties (Paul’s problems) from audio materials. 2. Cultural Awareness - Understand that it’s normal to face study challenges (e.g., difficulty with pronunciation, memorizing words) and that asking for help or trying new methods is a positive way to overcome them. - Learn to give constructive suggestions (e.g., "You should practice by reading aloud")—focus on helpful, not critical, language. 3. Thinking Quality - Develop problem-solving thinking: Link specific study difficulties (e.g., "I can’t memorize words") to corresponding solutions (e.g., "You can memorize by making flashcards"). - Cultivate categorizing thinking: Group similar study difficulties (e.g., grammar, vocabulary) and solutions to organize ideas clearly. 4. Learning Ability - Actively participate in discussions about study difficulties; share personal experiences and listen to peers’ ideas. - Use skimming to get the main idea of the 2b passage (successful learners’ habits) and prepare for deeper reading in the next period. Ⅱ. Key & Difficult Points - Key Point: Extract key information about study difficulties from listening materials and use it to have conversations. - Difficult Point: Flexibly use target language (describing difficulties, giving suggestions) to talk about personal or others’ study experiences. Ⅲ. Teaching Preparation - Teacher: PPT (with study difficulty examples, 2b passage outline), tape recorder. - Students: List 2-3 English study difficulties they or their friends have. Ⅳ. Teaching Procedures Step Ⅰ: Leading in (5 mins) 1. Homework Check: "Share your group’s ‘do sth. by doing’ phrases and sentences with the class. Let’s pick the best 3 sentences!" (Praise groups with creative examples.) 2. Review: "Last class, we talked about good study methods. Today, let’s talk about something different—study difficulties. What’s one thing you find hard in English class?" (Ask 2-3 students to share, e.g., "I find grammar hard.") Design Intention: Checking homework reinforces prior learning and celebrates group work. Shifting to "study difficulties" connects to students’ real experiences—they have personal stories to share, which increases engagement. Step Ⅱ: Practice (1a-1b) (8 mins) 1. Task 1 (1a): "Look at the 1a list. Tick (√) the difficulties you have. For example, if you can’t pronounce some words, tick ‘I can’t pronounce some words.’" Give 2 minutes. Then discuss in pairs: "Share one difficulty you ticked—‘I have trouble with...’" 2. Task 2 (1b): "Think of other English study difficulties not in 1a. Write them down in 1b—e.g., ‘I can’t understand English songs.’" Invite 3 students to share their ideas (add good ones to the board). Design Intention: 1a lets students reflect on their own difficulties, while 1b encourages them to think beyond the textbook. Pair discussions create a safe space for students to share struggles—they realize they’re not alone in facing challenges. Step Ⅲ: Listening (1c-1d) (10 mins) 1. Task 1 (1c): "We’ll listen to Paul talk about his English difficulties. First, read the 1c list—these are possible problems. Listen and tick the ones Paul mentions." Play the audio once. Check answers as a class (e.g., "Paul can’t get the pronunciation right"). 2. Task 2 (1d): "Before we listen again, guess what solutions Paul gets—what do you think someone would suggest for ‘bad pronunciation’?" (Ask students to share, e.g., "Practice by listening to tapes.") Then play the audio and have students fill in the solutions in 1d. Check answers with a partner. Design Intention: Guessing solutions before listening activates students’ problem-solving thinking and makes the listening task more engaging. Focusing on Paul’s difficulties (not their own) reduces anxiety—students can focus on the language, not personal struggles. Step Ⅳ: Role-play (1e) (7 mins) 1. Model the 1e role-play with a student: "A: What’s your problem, Paul? B: I can’t get the pronunciation right. A: You should practice by listening to tapes. B: That’s a good idea!" 2. "Work with your partner! Use Paul’s difficulties and solutions from 1c-1d to role-play. Try to make the conversation natural—add ‘Really?’ or ‘Thanks!’" Give 5 minutes. Invite 1 pair to perform. Design Intention: The teacher’s model shows students how to combine difficulty and suggestion sentences. Adding casual phrases ("That’s a good idea!") helps students practice real-life communication, not just scripted dialogues. Step Ⅴ: Reading (2a-2b) (5 mins) 1. Task 1 (2a): "Think about successful learners—what habits do they have? Discuss with your group and list 2 habits (e.g., ‘They practice every day’)." 2. Task 2 (2b): "Read the 2b passage quickly (skimming) and find the four habits of successful learners. Underline them—don’t worry about new words yet." Give 3 minutes. Ask students to share the habits (e.g., "They set goals"). Design Intention: 2a activates students’ prior knowledge about successful learners, making 2b easier to understand. Skimming teaches them to focus on the main idea (the four habits) without getting stuck on vocabulary—this prepares them for detailed reading in the next period. Step Ⅵ: Homework (5 mins) - Must-do: Interview 1 classmate or friend. Ask about their English study difficulties and write down 2-3 (use "I can’t... / I don’t know how to..."). Then write 1 suggestion for each difficulty (use "You can... by doing"). - Optional: Write a short paragraph (3-4 sentences) about Paul’s study difficulties and solutions (use 1c-1d information). Design Intention: The must-do homework lets students practice the target language in a real interview—they apply what they learned to talk to others. The optional homework caters to students who want more writing practice. Ⅴ. Blackboard Design Unit 1 How Can We Become Good Learners? Period Ⅲ Section B (1a-2b) Describing Study Difficulties I don't know how to...! 1. I don't know how to use commas. 2. I don't know how to make vocabulary lists. 3. I don't know how to watch English videos. 4. I don't know how to get more specific suggestions. 5. I don't know how to memorize the words. Giving Suggestions: You can/should... by doing. Ⅵ. Teaching Reflection This lesson focused on study difficulties and suggestions, and students were very engaged—sharing their own struggles made the topic personal. The 1a pair discussions were lively; many students said, "Me too!" when their partner shared a difficulty, which helped build a supportive classroom atmosphere. The listening tasks (1c-1d) went well—most students could tick Paul’s difficulties and fill in the solutions. However, a few students struggled with fast speech in the audio (e.g., "get the pronunciation right" was hard to catch). Next time, I’ll play the tricky part twice and pause to repeat the phrase. The 1e role-play was fun, but some students used the same suggestions (e.g., "You should practice by listening to tapes") for every difficulty. I should have given more example suggestions (e.g., "For memorizing words, you can make flashcards") before the role-play to expand their ideas. The 2b skimming task helped students grasp the four habits quickly, but a few got stuck on new words like "wisely." I should have told them to "skip hard words and focus on the main idea" before reading—this would have reduced frustration. Overall, students made progress in talking about study difficulties. For the next lesson, I’ll focus on expanding suggestion vocabulary and helping students use the 2b passage details to discuss successful habits. 学科网（北京）股份有限公司 $