Unit 3 Smart Learmg单元整体教学设计 2026-2027学年人教版英语九年级上册

该初中英语教学设计围绕九年级Unit 3“Smart Learning”主题，聚焦学习方法词汇、that/if/whether引导的宾语从句及听说读写技能。课堂导入通过学习工具图片、复习旧知等真实情境衔接前后知识，搭建“输入—练习—输出”的学习支架。 此资料以大单元三主线（话题、语言、素养）融合为特色，采用任务型教学与分层作业。如阅读课用思维导图梳理成功学习者方法培养思维品质，写作课通过模型分析与同伴互评提升语言能力。助力学生提升自主学习与逻辑表达，为教师提供系统教学路径和可操作活动设计。

Unit 3 Smart Learning 大单元整体设计 科目 英语 年级 九年级 班级 总课时 6 单元名称 Unit 3 Smart Learning 单元主题 科学有效的学习方法、学习策略、积极学习习惯、如何成为优秀学习者，围绕 “学会学习、善于学习、高效学习” 展开语言实践与思维训练 教材分析 本单元主题为 Smart Learning（智慧学习），属于 “人与自我” 范畴。Section A 围绕学习方法、复习技巧、学习工具展开听说；Section B 聚焦如何成为成功学习者，阅读讲解成长型思维、刻意练习、合作学习、有效利用资源；语法重点是 that /if/whether 引导的宾语从句；写作任务为介绍自己的阅读习惯与学习方式。教材包含对话、播客、说明文、学习建议类语篇，全面培养学生掌握学习策略、优化学习方法、提升自主学习能力。 学情分析 1. 知识基础：学生已掌握基础时态、简单从句，能谈论日常学习生活。 2. 认知特点：九年级面临学业压力，对高效学习、提分方法有强烈需求，参与度高。 3. 薄弱点：宾语从句语序与引导词易混淆；不能有条理地表达学习方法；长阅读信息提取不完整。 单元整体框架 话题主线：认识学习方法 → 讨论学习策略 → 掌握宾语从句 → 阅读高效学习方法 → 写作介绍学习习惯 → 成果展示 语言主线：学习策略词汇 → 宾语从句（that/if/whether）→ 建议类句型 → 阅读技巧 → 习作输出 素养主线：语言能力 → 逻辑思维 → 元认知意识 → 自主学习能力 单元内容分析 （一）主题大观念 1. 高效学习来自科学方法：做笔记、复习、主动练习、合理规划、善用工具。 2. 成长型心态、坚持练习、合作学习、积极反思是成为优秀学习者的关键。 3. 学会学习比单纯学知识更重要，每个人都能通过正确方法提升自己。 （二）语言大观念 1. 词汇：review, note, mind map, textbook, online, habit, skills, active, growth mindset 等。 2. 语法：宾语从句（that /if/whether 引导，陈述语序）。 3. 句型：I think that…; I wonder if/whether…; The best way to… is to… 4. 技能：听懂学习建议；讨论学习方法；阅读提取学习策略；写作介绍学习习惯。 核心素养 （一）语言能力 1. 掌握学习方法、习惯、策略类核心词汇与短语，准确运用于听说读写。 2. 掌握宾语从句（that/if/whether）的结构、语序与用法，正确使用。 3. 能听懂学习建议、读懂说明文、口头与书面表达学习方法。 （二）思维品质 1. 对比不同学习方法，培养比较、归纳、批判性思维。 2. 梳理文章结构，提升逻辑思维与信息筛选能力。 3. 反思自身学习，培养元认知与反思能力。 （三）文化意识 1. 了解中外学生常见学习策略，尊重科学高效的学习方式。 2. 树立终身学习、积极学习的态度。 3. 形成自律、坚持、主动的学习品格。 （四）学习能力 1. 学会做笔记、画思维导图、制定计划，提升自主学习能力。 2. 在合作讨论中交流方法，提升沟通与互助学习能力。 3. 学用结合，将课堂方法用于真实学习，提升学习效率。 教学重难点 教学重点 1. 学习方法、工具、习惯类核心词汇与短语。 2. 宾语从句：that /if/whether 引导，陈述语序。 3. 谈论学习方法、理解并表达高效学习策略。 教学难点 1. 宾语从句的语序、引导词选择与时态对应。 2. 有条理、准确地介绍学习方法与习惯。 3. 理解成长型心态等抽象概念并进行表达。 单元课时规划 Period 1：Section A 1a–1c 听说课 —— 谈论学习方法 Period 2：Section A 2a–2d 听说课 —— 英语学习建议与宾语从句感知 Period 3：Section A 3a–Grammar Focus 读写语法课 —— 宾语从句系统学习 Period 4：Section B 1a–1e 阅读课 —— 如何成为成功学习者 Period 5：Section B 2a–3d 写作课 —— 写我的阅读习惯 / 学习方法 Period 6：Review & Project 复习展示课 —— 学习方法调查与展示 Unit 3 Smart Learning 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 1: Talk About Learning Methods (Section A 1a–1c) 课型 Listening & Speaking Lesson 教材分析 This is the opening lesson of Unit 3 Smart Learning. It includes Section A 1a–1c. Students learn to tick learning ways, listen and match conversations, and complete sentences about how to study well. It focuses on vocabulary and basic sentences about learning methods. It lays the foundation for the whole unit’s topic, words and grammar. 学情分析 Students in Grade 9 have their own learning habits and can talk about simple study ways. But they lack rich and standard expressions. They are very interested in learning skills and willing to share and practice. 教学设计思路 Lead-in with learning tools → Learn words about learning methods → Do 1a ticking task → Listen and match conversations → Listen and complete sentences → Pair work to talk about your ways → Summary and homework. Follow “input—practice—output—use”. 核心素养目标 Language Ability 1. Master words and phrases: take notes, review key ideas, mind maps, test myself, use apps, read aloud. 2. Catch key information about learning methods in listening materials. 3. Use basic sentences to talk about how to study different subjects. Thinking Quality 1. Compare different learning methods to improve reflective thinking. 2. Summarize useful learning skills to enhance logical thinking. Cultural Awareness 1. Know scientific learning methods and form good study habits. 2. Realize the importance of smart learning and active study. Learning Ability 1. Take notes while listening to improve listening skills. 2. Practice in pairs to improve cooperative Learning Ability. 教学重难点 Key Points 1. Words and phrases about learning methods. 2. Sentences: I study by…; The best way is to… Difficult Points 1. Catch detailed information about learning strategies in listening. 2. Talk about personal learning methods clearly and correctly. 教学方法 Task-based Language Teaching; Situational Teaching; Cooperative Learning; Listening Training 教学工具 Textbook; Projector; Pictures of learning tools; Word cards; Audio; Worksheets 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Greet students and show pictures: notebook, mind map, phone app, textbook. 2. Ask: How do you study English/maths? 3. Lead to the topic: Today we learn Unit 3 Smart Learning. 1. Greet the teacher. 2. Answer questions about their own ways. 3. Know the unit topic clearly. 设计意图 Arouse interest; connect to real study life; lead in naturally. 2. New Learning (15 mins) 1. Teach new phrases: take notes, review key ideas, mind maps, test myself, use learning apps, read aloud. Explain and practice reading. 2. Activity 1a: Ask students to tick the ways they use and add more. 3. Listening 1b: Play audio; ask students to match conversations with pictures. 4. Listening 1c: Play audio again; guide students to complete sentences; check answers. 1. Learn phrases; read and remember. 2. Finish 1a ticking task. 3. Listen and match 1b. 4. Listen and fill in 1c; check answers. 设计意图 Learn key vocabulary; train listening for general and detailed information. 3. Practice (12 mins) 1. Present useful sentences:A: How do you study…?B: I study by… / The best way is to… 2. Organize pair work to practice according to 1a–1c. 3. Walk around to encourage and correct mistakes. 4. Invite volunteers to show dialogues. 1. Learn and read sentence patterns. 2. Practice in pairs. 3. Speak actively and ask for help. 4. Volunteer to show dialogues. 设计意图 Train oral English; consolidate words and sentences; improve confidence. 4. Consolidation & Extension (5 mins) 1. Ask: What’s your best way to learn English? 2. Give hints: take notes, read aloud, review, use apps. 3. Ask some students to share in class. 1. Think about their own methods. 2. Use learnt words to talk. 3. Share with classmates. 设计意图 Connect to real life; improve practical expression ability. 5. Classroom Summary (2 mins) Lead students to summarize:1. Phrases of learning methods 2. Sentences for talking about study ways 3. Listening skills Follow the teacher to review key points. 设计意图 Help students form a clear knowledge structure. 6. Homework (1 min) Basic 1. Copy new words 5 times and recite. 2. Read and recite key sentences. Improving 1. Write 3 sentences about your learning methods. 2. Listen to 1b & 1c and read aloud. Advanced 1. Interview two classmates about their learning ways. 2. Take notes and prepare to share next class. Write down homework clearly; finish by levels. 设计意图 Consolidate learning; meet different students’ needs. 板书 设计 Unit 3 Smart Learning Period 1 Phrases: take notes, review key ideas, mind maps, test myself, use apps Useful Sentences: — How do you study English? — I study by reading aloud / taking notes. The best way to learn is to review. 教学 反思 Successes 1. The topic is close to students’ real life; they take part in class very actively. 2. Listening tasks are step-by-step; most students can finish them well. Problems 1. Some students mix up “by doing” and “to do” structures. 2. Some students only use simple words and lack complete sentences. Improvements 1. Add more drills of “by doing” next time. 2. Provide more sentence frames for free speaking. Unit 3 Smart Learning 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 2: English Learning Tips & Object Clauses (Section A 2a–2d) 课型 Listening & Speaking Lesson 教材分析 This Period includes Section A 2a–2d. It centers on English learning strategies in an English club. Students listen for learning tips such as flashcards, word groups, reading, and speaking. Students preliminarily perceive object clauses introduced by that / if / whether. It builds listening, speaking, and vocabulary skills and prepares for grammar study in Period 3. 学情分析 Students have learned phrases about learning methods in Period 1. They can talk about their study habits in simple sentences. They have basic listening skills but may struggle with detailed note-taking. They are eager to learn useful English learning skills. 教学设计思路 Lead-in by reviewing learning methods → Learn new phrases for English learning → Do prediction in 2a → Listen for main tips and complete the chart → Listen and choose mentioned advice → Practice dialogue patterns about English learning → Summary and homework. Follow “review—input—listen—practice—output”. 核心素养目标 Language Ability 1. Master phrases: flashcards, word groups, read widely, speak outside class, improve reading speed. 2. Catch detailed learning tips from listening and complete the chart. 3. Talk about English learning methods with longer and clearer sentences. Thinking Quality 1. Summarize effective learning methods to improve reflective thinking. 2. Organize listening information to enhance logical thinking. Cultural Awareness 1. Learn scientific English learning strategies and form good habits. 2. Understand active learning is helpful for language study. Learning Ability 1. Take notes while listening to improve listening skills. 2. Communicate in groups to improve cooperative learning. 教学重难点 Key Points 1. Vocabulary about English learning: flashcards, word groups, read widely, speak outside class. 2. Listening for specific learning tips and completing the chart. Difficult Points 1. Quickly catch and write down detailed advice in listening. 2. Use complete and coherent sentences to share learning tips. 教学方法 Task-based Language Teaching; Listening & Speaking; Cooperative Learning; Step-by-step Training 教学工具 Textbook; Projector; Learning tool pictures; Audio; Word cards; Worksheets 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask pairs to use “How do you study English? I study by…” to practice. 2. Show pictures: flashcards, mind maps, English books. 3. Ask: What other tips help you learn English? 4. Lead to today’s topic: more English learning tips. 1. Review the dialogue quickly. 2. Look at pictures and think of tips. 3. Know the learning goal clearly. 设计意图 Review old knowledge; activate ideas; arouse listening interest. 2. New Learning & Vocabulary (15 mins) 1. Teach new phrases: flashcards, word groups, read widely, speak outside class, improve reading speed. Explain and practice with examples. 2. Activity 2a: Ask students to tick the ways they use for learning English. 3. Listening 2b: Play audio; ask students to complete the chart about today’s question and tips. 4. Listening 2c: Play audio again; ask students to choose the mentioned tips. Check answers and explain key information. 1. Learn phrases; read and memorize. 2. Finish 2a ticking task. 3. Listen and complete 2b chart. 4. Listen and choose 2c answers. 设计意图 Learn key vocabulary; train detailed listening and information sorting. 3. Practice (12 mins) 1. Present 2d dialogue patterns:A: What’s your secret to learning English?B: I think it’s good to…A: Do you think… helps?B: Yes, I believe that… 2. Organize pair work to practice based on 2a–2c. 3. Walk around to help and encourage students. 4. Invite 2–3 pairs to act out dialogues. 1. Learn and repeat sentence patterns. 2. Practice dialogues in pairs. 3. Ask for help if necessary. 4. Volunteer to show dialogues. 设计意图 Consolidate listening information; train oral expression and preliminary output. 4. Consolidation & Extension (5 mins) 1. Ask: What’s the most useful tip for you? Why? 2. Give hints: flashcards, reading, speaking, reviewing. 3. Encourage students to share their ideas freely. 1. Think and choose useful tips. 2. Speak out simple English sentences. 3. Listen to others carefully. 设计意图 Help students choose suitable methods; improve thinking and expression. 5. Classroom Summary (2 mins) 1. Summarize English learning phrases and tips. 2. Review listening skills: note down key words and phrases. 3. Encourage students to use these tips in daily study. Follow the teacher to review and take notes. 设计意图 Help students form a complete knowledge framework. 6. Homework (1 min) Basic 1. Copy new phrases 3 times and recite. 2. Read listening scripts loudly. Improving 1. Write 3 sentences about your English learning ways. 2. Practice 2d dialogue with partners. Advanced 1. Write a short note: My English learning plan. 2. Prepare to share next class. Finish homework by levels. 设计意图 Consolidate listening and speaking; expand thinking. 板书 设计 Unit 3 Smart Learning Period 2 Phrases: flashcards, word groups, read widely, speak outside class, improve reading speed Useful sentences: — How do you learn new words? — I learn by using flashcards. I believe that reading is helpful. 教学 反思 Successes 1. Learning tips are practical; students show strong interest and take active part. 2. Listening tasks are clear and step-by-step; most students finish well. Problems 1. Some students cannot write down key phrases quickly in listening. 2. Some students still use simple sentences without “that” clauses. Improvements 1. Provide blanks with the first letter to help note-taking. 2. Guide students to try simple object clauses in speaking. Unit 3 Smart Learning 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 3: Object Clauses with that / if / whether (Section A 3a–Grammar Focus) 课型 Reading & Grammar Lesson 教材分析 This Period includes 3a (podcast about active learning), 3b–3d (reading and speaking tasks), and Grammar Focus. It focuses on object clauses introduced by that, if, whether with correct statement word order. Students learn to use object clauses to express opinions and doubts about learning methods. It is the core grammar Period of Unit 3. 学情分析 Students have learned words and phrases about smart learning and touched simple object clauses in listening. They can understand simple clauses but cannot use correct word order. They often confuse the word order and choose the wrong connectives. Clear rules and step-by-step practice are needed. 教学设计思路 Lead-in by reviewing learning tips → Read 3a and find object clauses → Summarize rules (connectives + statement word order) → Do controlled practice → Do communicative practice → Summary and homework. Follow “discover—summarize —practice—use”. 核心素养目标 Language Ability 1. Master words: active, enjoyable, strategy, step by step, build up. 2. Master object clauses: that / if / whether + statement word order. 3. Use object clauses correctly to talk about learning ideas. Thinking Quality 1. Summarize grammar rules to improve inductive thinking. 2. Use correct clauses to express ideas logically. Cultural Awareness 1. Understand active learning and lifelong learning awareness. 2. Form positive and scientific learning attitudes. Learning Ability 1. Summarize rules independently to improve self-Learning Ability. 2. Practice in pairs to improve cooperative learning. 教学重难点 Key Points 1. Object clauses: that / if / whether; statement word order. 2. Reading for learning strategies in 3a. Difficult Points 1. Use correct statement word order in object clauses. 2. Choose proper connectives: that / if / whether. 教学方法 Inductive Method; Comparison; Task-based Teaching; Cooperative Learning 教学工具 Textbook; Projector; Grammar chart; Worksheets; Blackboard; Word cards 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say 2 English learning tips. 2. Show two sentences: I think. Reading is useful. Combine into: I think that reading is useful. 3. Lead in: Today we learn object clauses. 4. Show today’s goal clearly. 1. Review tips: read aloud, use flashcards… 2. Observe the combined sentence. 3. Understand the grammar task. 设计意图 Review knowledge; lead to grammar naturally; arouse curiosity. 2. New Learning: Reading 3a (15 mins) 1. Pre-reading: Teach new words: active, enjoyable, strategy, step by step, build up. 2. While-reading: Ask students to read 3a quickly and answer: What is active learning? 3. Careful reading: Find sentences with object clauses. 4. Check answers and explain key clauses. 1. Learn new words; read and remember. 2. Read 3a and get the main idea. 3. Find and underline object clauses. 4. Understand the structure. 设计意图 Train reading skills; help students discover object clauses in context. 3. Grammar Study & Practice (12 mins) 1. Present Grammar Focus sentences. 2. Summarize rules clearly:① Connectives: that (statement); if/whether (question)② Word order: Statement order (subject + verb) 3. Exercise 1: Choose that / if / whether. 4. Exercise 2: Change into object clauses. 5. Walk around to help and correct mistakes. 1. Observe and compare sentences. 2. Take notes of rules. 3. Finish written exercises. 4. Check answers and correct mistakes. 设计意图 Help students master rules; solve word order Problems; strengthen application. 4. Consolidation & Extension (5 mins) 1. Task: Use object clauses to talk about learning. 2. Give frames:I think that… I wonder if/whether… 3. Ask students to share in class. 4. Give feedback. 1. Make correct sentences. 2. Share with classmates. 3. Listen and learn. 设计意图 Use grammar in real context; improve output ability. 5. Classroom Summary (2 mins) 1. Summarize object clauses rules. 2. Review key words. 3. Encourage smart learning. Follow the teacher to review and take notes. 设计意图 Help students form a complete knowledge system. 6. Homework (1 min) Basic 1. Copy grammar rules and example sentences. 2. Recite Grammar Focus. Improving 1. Finish all grammar exercises in Section A. 2. Write 4 sentences with object clauses. Advanced 1. Summarize the usage of that, if, whether. 2. Write a short paragraph about learning ideas. Finish homework by levels. 设计意图 Consolidate grammar; improve comprehensive application. 板书 设计 Unit 3 Period 3 Object Clauses Structure: Connective + Statement Word Order 1. that → for statements I think (that) I learn English well. 2. if / whether → for questions I wonder if you can help me. ⚠️ Word order: Subject before Verb! 教学 反思 Successes 1. Clear rules and examples help students master word order quickly. 2. Reading and grammar combine naturally; students learn in context. Problems 1. Some students still use question word order mistakenly. 2. Some students mix up if and whether. Improvements 1. Give a “word order tip card” for quick review. 2. Add more contrast exercises between if/whether. Unit 3 Smart Learning 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 4: How to Become a Successful Learner (Section B 1a–1e) 课型 Reading Lesson 教材分析 This Period covers Section B 1a–1e, centered on the text How to Become a Successful Learner. It includes predicting, paragraph matching, detail reading, mind-map filling, and discussion. Students learn key qualities: growth mindset, practice, group study, using resources, and lifelong learning. It helps students improve reading strategies and form positive learning attitudes. 学情分析 Students have mastered vocabulary about learning and object clauses. They can understand simple expository texts but need training in paragraph matching and mind-map organizing. They are eager to improve learning skills and highly interested in the topic. 教学设计思路 Lead-in with discussion → Learn new words → Predict the text → Fast reading (match paragraphs) → Careful reading (fill the mind map) → Discuss learning methods → Summary and homework. Follow “predict—scan—analyze—express —think”. 核心素养目标 Language Ability 1. Master new words: growth mindset, practice, resource, material, efficient, lifelong learning. 2. Use skimming and matching skills to get main ideas of each paragraph. 3. Complete the mind map and express ways to be a good learner. Thinking Quality 1. Match paragraphs with main ideas to improve logical thinking. 2. Organize information with a mind map to enhance structured thinking. Cultural Awareness 1. Understand scientific learning methods and form positive study habits. 2. Build lifelong learning awareness and a growth mindset. Learning Ability 1. Use reading strategies like predicting and summarizing to improve comprehension. 2. Discuss in groups to improve cooperative learning and expression. 教学重难点 Key Points 1. Vocabulary: growth mindset, practice, resource, efficient, material. 2. Reading skills: paragraph matching, detail finding, mind-map organizing. Difficult Points 1. Understanding abstract ideas like growth mindset. 2. Expressing personal learning methods clearly and fluently. 教学方法 Task-based Teaching; Predicting & Skimming; Mind-map Guide; Cooperative Learning 教学工具 Textbook; Projector; Mind-map worksheet; Pictures; Audio; Blackboard 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to make 2 sentences with object clauses. 2. Ask: What makes a smart learner? 3. Lead to today’s reading: How to Become a Successful Learner. 1. Review and make sentences actively. 2. Discuss and share ideas. 3. Know the reading topic clearly. 设计意图 Review grammar; activate thinking; lead to the topic naturally. 2. New Learning: Pre-reading & Vocabulary (15 mins) 1. Teach new words: growth mindset, practice, resource, material, efficient, lifelong learning. Explain with examples and read aloud. 2. Activity 1a: Ask students to rate learning methods from 1–10. 3. Prediction: Ask students to guess what the text will talk about according to the title. 1. Learn new words; read and memorize. 2. Finish 1a rating task. 3. Predict the content of the text. 设计意图 Build vocabulary; activate background; practice predicting strategy. 3. While-Reading: Fast & Careful Reading (12 mins) 1. Fast reading: Ask students to read quickly and match paragraphs with main ideas (1b). 2. Careful reading: Ask students to read again and complete the mind-map (1c). 3. Play the audio; help students check answers and explain difficult sentences. 4. Guide students to find key sentences in each paragraph. 1. Read fast; finish matching task. 2. Read carefully; complete the mind map. 3. Listen and check answers. 4. Find and mark key sentences. 设计意图 Train skimming and detailed reading; help students grasp structure and key information. 4. Post-Reading: Discussion & Extension (5 mins) 1. Organize group discussion: 1e- Which methods work best for you?- How can you improve your learning? 2. Give sentence frames:I think I can… by…I believe that… 3. Ask groups to share ideas. 1. Discuss in groups. 2. Use sentence frames to express. 3. Share with the class. 设计意图 Deepen understanding; connect to real life; improve expression and reflection. 5. Classroom Summary (2 mins) 1. Summarize five ways to be a successful learner. 2. Review reading skills: predict, match, mind map. 3. Encourage students to use these methods. Follow the teacher to summarize key points. 设计意图 form a clear knowledge and method framework. 6. Homework (1 min) Basic 1. Copy new words and phrases. 2. Read the text 3 times loudly. Improving 1. Retell the passage: How to be a good learner. 2. Finish reading exercises. Advanced 1. Write a short plan: My plan to be a successful learner. 2. Develop good learning habits. Finish homework by levels. 设计意图 Consolidate reading; improve learning awareness. 板书 设计 Unit 3 Period 4 How to Be a Successful Learner Words: growth mindset, practice, resource, material, efficient Five ways: 1. have a growth mindset 2. keep practicing 3. study with serious partners 4. use good learning materials 5. make learning a lifetime habit 教学 反思 Successes 1. Mind-map and matching tasks help students read efficiently. 2. Students actively reflect on their own learning habits. Problems 1. Some students find “growth mindset” abstract to understand. 2. Some cannot express their ideas smoothly. Improvements 1. Provide simple explanations and examples for key phrases. 2. Give more sentence frames before discussion. Unit 3 Smart Learning 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 5: Write About My Reading Habits (Section B 2a–3d) 课型 Writing Lesson 教材分析 This Period is the writing lesson of Unit 3. It includes vocabulary practice, a reading survey, model passage analysis, outline guidance, and a short composition. Students learn to write about their own reading habits, methods, and feelings. It integrates vocabulary, object clauses, and learning strategy expressions to complete a coherent and structured paragraph. 学情分析 Students have mastered vocabulary about learning and the object clause structure. They can talk about reading habits orally but lack organized writing skills. They often lack clear structure, proper conjunctions, and accurate clause usage. They need a clear model, outline, and step-by-step guidance. 教学设计思路 Lead-in by talking about reading → Learn useful expressions → Read and analyze the model passage → Complete a survey sheet → Learn writing structure → Draft and revise → Share and evaluate → Summary and homework. Follow “input— imitation—output—improvement”. 核心素养目标 Language Ability 1. Master expressions about reading: read aloud, look up words, take notes, read widely, spare time. 2. Understand the model passage and master the structure of writing about reading habits. 3. Write a complete, coherent paragraph using correct object clauses and conjunctions. Thinking Quality 1. Organize ideas with an outline to improve logical writing. 2. Summarize personal habits to enhance reflective thinking. Cultural Awareness 1. Develop good reading habits and a love for reading. 2. Understand the importance of lifelong reading and learning. Learning Ability 1. Learn from the model passage to improve reading-to-write ability. 2. Self-check and revise to improve independent Learning Ability. 教学重难点 Key Points 1. Words and sentences for describing reading habits and methods. 2. Writing structure: Introduction – Habits & Reasons – Feelings Difficult Points 1. Correctly use object clauses in writing. 2. Use conjunctions to make the passage smooth and coherent. 教学方法 Model-based Teaching; Outline Guided Method; Process Writing; Peer Revision 教学工具 Textbook; Projector; Model passage; Survey worksheet; Blackboard; Color pens 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say two ways of becoming a good learner. 2. Free talk: Do you like reading? What do you usually read? 3. Lead to today’s task: Write about your reading habits. 1. Review and speak actively. 2. Share their reading habits. 3. Know the writing task clearly. 设计意图 Review knowledge; activate ideas; lead to writing naturally. 2. Vocabulary & Useful Expressions (15 mins) 1. Activity 2a: Ask students to find and write out phrases about reading. 2. Activity 2b–2c: Fill in the blanks with correct words. Check answers. 3. Summarize and practice useful expressions: read widely, look up new words, take notes, spare time, learn a lot. 4. Review object clauses for writing. 1. Find and circle phrases. 2. Finish 2b–2c; check answers. 3. Read and memorize expressions. 4. Review object clauses. 设计意图 Build vocabulary; provide sufficient language input for writing. 3. Model Study & Outline (12 mins) 1. Pre-writing: Ask students to read the model passage in 3a quickly. Answer: What is the main idea? 2. Careful reading: Complete the survey table in 3b. 3. Analyze the structure clearly:① Introduction: I love reading…② Body: When/Where/What/How④ Ending: Feelings and gains 4. Teach conjunctions: and, but, so, because. 1. Read the model; get the main idea. 2. Complete the survey table. 3. Learn the writing structure. 4. Take notes of conjunctions. 设计意图 Learn from the model; provide clear structure and language support. 4. Writing & Revision (5 mins) 1. While-writing: Guide students to finish notes in 3c. Write a draft of 8–10 sentences. 2. Revision: Ask students to check in pairs: structure, conjunctions, grammar, object clauses. 3. Walk around to help and give suggestions. 1. Make notes; write the draft independently. 2. Check and revise with partners. 3. Ask for help when needed. 设计意图 Guide step-by-step writing; improve quality through revision. 5. Sharing & Summary (2 mins) 1. Invite 2–3 students to share their passages. 2. Give positive feedback and evaluation. 3. Summarize key points: structure, expressions, clauses. 1. Volunteer to share works. 2. Listen and learn from others. 3. Review writing key points. 设计意图 Build confidence; improve appreciation and assessment. 6. Homework (1 min) Basic 1. Copy the model passage. 2. Correct your first draft. Improving 1. Write a complete and tidy passage (8–12 sentences). 2. Polish your language. Advanced 1. Write a rich passage with proper conjunctions and grammar. 2. Prepare to show your work next class. Finish homework by levels. 设计意图 Improve writing quality; encourage creative expression. 板书 设计 Unit 3 Period 5 Writing: My Reading Habits Useful Phrases: read widely, look up words, take notes, spare time Structure: 1. Introduction: I like reading… 2. Body: when / where / what / how 3. Ending: I learn that… / I think that… Conjunctions: and, but, so, because 教学 反思 Successes 1. The model passage and outline help students write clearly and logically. 2. Most students can use object clauses and conjunctions correctly. Problems 1. Some students still make mistakes in word order of object clauses. 2. Some passages are short and lack details. Improvements 1. Provide a revision checklist before writing. 2. Give more useful expressions and sentence examples. 学科网（北京）股份有限公司 $