Unit3 Smart Learning SectionA(1a-2d) period1教学设计2026-2027学年人教版英语九年级上册

该初中英语教学设计聚焦“by+V-ing”表方式结构及学习方法词汇，通过图片匹配激活背景知识，听力活动从整体理解到细节捕捉层层递进，提供句型操练与对话支架，衔接七八年级基础，为后续深入学习奠定语言基础。 此资料以任务型教学法为主导，听力任务培养语言能力，角色扮演与结对讨论提升思维品质和学习能力，如2c-2d对话实践。分层作业满足差异需求，助力学生内化语言并反思学习策略，为教师提供结构化教学流程，提升课堂效率。

课题 Unit 3 Smart Learning Section A (1a-2d) 学段 初中 课型 听说课 课时 1 学科 English 年级 九 单元主题分析 单元主题 分析 本单元属于“人与自我”范畴，涉及“学习策略、终身学习”子主题内容，以“Smart Learning（智慧学习）”为核心主题，内容涵盖不同学习方式、高效记忆方法、时间管理策略、学习困难及解决方案等话题。单元目标不仅聚焦语言知识（如“by+doing”表方式方法、由that/if/whether引导的宾语从句），更强调通过真实语境中的听说读写活动，引导学生反思自身学习方法，培养主动学习和终身学习的意识。 文本解读 What 本课时是Unit 3 Smart Learning的第一课时，通过图片匹配和听力活动引入“学习方式”话题。1a-1d为图片与学习方式匹配及听力理解，涉及 flashcards、reading groups、hands-on experiments 等学习策略。2a-2d为关于英语学习方法的对话听力。 本课时是Unit 3 Smart Learning的第一课时，通过图片匹配和听力活动引入“学习方式”话题。1a-1d为图片与学习方式匹配及听力理解，涉及 flashcards、reading groups、hands-on experiments 等学习策略。2a-2d为关于英语学习方法的对话听力。 Why 本课时旨在帮助学生认识多种学习方式，激发反思自身学习习惯的内在动力。通过听力活动，学生能感知“by+doing”表方式的结构，为后续深入学习奠定语言基础。 本课时旨在帮助学生认识多种学习方式，激发反思自身学习习惯的内在动力。通过听力活动，学生能感知“by+doing”表方式的结构，为后续深入学习奠定语言基础。 How 教学采用任务型教学法，通过图片匹配激活背景知识；听力活动从整体理解到细节捕捉层层递进；通过角色扮演和结对讨论，帮助学生内化目标语言，实现从输入到输出的转化。 教学采用任务型教学法，通过图片匹配激活背景知识；听力活动从整体理解到细节捕捉层层递进；通过角色扮演和结对讨论，帮助学生内化目标语言，实现从输入到输出的转化。 学情分析 已有知识 经验 学生已具备基本的英语日常交际能力，在七八年级已接触过“by+doing”表达法（如I study by reading），并能用英语简单描述学习习惯。学生对“学习方法”话题有生活经验，能够用英语表达自己喜欢的学习方式。 潜在学习 难点 学生初次接触“by+V-ing”表方式的结构，可能在口语表达中遗漏介词by或忘记使用动词-ing形式。在听力活动中，从多人对话（如2a英语俱乐部对话）中同时捕捉多条学习方法信息存在一定难度。 教学支持 建议 利用教材1a图片直观呈现不同学习方式（抽认卡、阅读小组、动手实验等），激活学生已有经验；通过反复听力和句型操练（I study by...），强化“by+V-ing”结构的内化；提供对话支架降低2c-2d口语输出难度。 教学目标 语言能力 1. Students will be able to understand and use vocabulary related to learning methods (e.g., flashcards, taking notes, hands-on, practice, review, reading groups). 2. Students will extract specific information about different learning methods from listening passages (1b, 1c, 2a, 2b) and complete related tasks. 3. Students will be able to talk about how they study using "by + V-ing" structures (e.g., I study by making flashcards). 文化意识 1. Students will understand that different people have different learning styles and that finding the right method matters. 2. Students will develop an appreciation for the diversity of learning strategies across cultures. 思维品质 1. Students will categorize different learning methods and identify which ones work best for different purposes. 2. Students will analyze the effectiveness of different study strategies and explain their choices. 学习能力 1. Students will enhance their ability to obtain and organize information through listening tasks. 2. Students will collaborate in pairs or groups to complete dialogues and discussions. 教学重难点 教学重点 Students will be able to use "by + V-ing" to talk about how they study. Students will be able to understand and talk about different learning methods. 教学难点 Students will correctly use "by + V-ing" to express learning methods in spontaneous oral production (e.g., answering "How do you study?"). Students will accurately catch multi-speaker listening details in 2a-2b. 教学过程设计 教学环节 教师活动 学生活动 二次备课 Step 1 Warming-up 1. The teacher shows pictures of different study methods (flashcards, group study, experiments). Asks: "How do you study English?" 2. Teacher introduces the unit topic: "Smart Learning". 1. Students observe and name methods. 2. Students share their own study habits. Step 2 Lead-in Teacher shows "Look and share" pictures. Asks: "What do you see? How do you think they study?" Students observe and discuss in pairs. Volunteers share. Step 3 Pre-listening (1a) 1. Teacher presents vocabulary: flashcards, take notes, hands-on, practise. 2. Teacher models: "I study by making flashcards." 3. Teacher has students match pictures (1a). 1. Students learn vocabulary. 2. Students practise sentence frames. 3. Students complete 1a. Step 4 While-listening (1b-1c) Work on 1b: Teacher plays audio. Students match conversations with pictures. Work on 1c: Teacher plays again. Students complete sentences. 1. Students listen and complete 1b. 2. Students check answers. 3. Students listen again for 1c. Step 5 Post-listening (2a-2b) Work on 2a: Teacher introduces the English club conversation. Students complete the chart. Work on 2b: Teacher plays it again. Students choose tips mentioned. 1. Students listen and complete 2a. 2. Students check in pairs. 3. Students listen again for 2b. Step 6 Pair work (2c-2d) 1. Teacher models dialogue about study methods. 2. The teacher has students work in pairs to discuss their own methods. 3. Teacher monitors. 1. Students practice dialogue in pairs. 2. Some pairs volunteer to perform. Step 7 Summary Teacher summarizes: "We learned to talk about study methods using 'by + doing'." Students reflect. Volunteers share their best study method. Step 8Homework Level A: Write 5 sentences about how you study different subjects using "by + doing". Level B: Write a paragraph (6-8 sentences) about your best study method. Explain why it works. Level C: Interview a classmate about their study methods. Write 4-5 sentences. 板书设计 Unit 3 Smart Learning Section A (1a-2d) Key Words: flashcards, take notes, hands-on, practice, review Sentence Frames: - I study by making flashcards. - She learns by doing experiments. - They improve by reading a lot. 教学反思 学科网（北京）股份有限公司 $