Unit3 Smart Learning SectionA(3a-3d) period2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主动学习（active learning）核心知识点，通过对比卡片（“每天苦学两小时但从不开口”与“每天用英语聊天、跟读电影”）导入，衔接前两课时学习方式讨论，借助表格支架提取Binbin的主动学习做法，构建从文本理解到实际应用的学习脉络。 该资料亮点在于融合语言能力与思维品质培养，如3c环节师生共建“主动学习者需运用所学”判断标准，引导学生用“I think...because...”句型分析人物行为。3d通过角色扮演和句型支架“We can learn...actively by...”迁移讨论其他学科，任务链从阅读输入到听说输出，分层作业兼顾差异，助力学生提升语言运用与思维迁移能力，为教师提供清晰可操作的教学路径。

课题 Unit 3 Smart Learning Section A (3a-3d) 学段 初中 课型 阅读&听说课 课时 2 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”主题范畴中“学习策略与学习方法”话题，单元大问题为 What makes a good learner?Section A（1a-2d）谈论各科学习方式与英语学习中的困难；3a-3d 通过播客访谈探讨主动学习（active learning）；Grammar Focus（4a-4d）系统学习由 that、if/whether 引导的宾语从句；Section B 1a-1e 阅读说明文 How to Become a Successful Learner，2a-2c 学习与“学习”话题相关的词汇与词块，3a-3d 以 Chen Lei 的网络帖子为范文学写“我的阅读习惯”；Project（4a-4c）开展学习方法调查并制表展示。单元学习旨在引导学生用英语讨论学习方法、运用宾语从句表达学习观点，并反思、改进自身学习策略，树立主动学习、终身学习的意识。 文本解读 What 本课时围绕 Section A 3a-3d 的播客访谈展开。3a 为 Ella 主持的播客对嘉宾 Binbin 的访谈文字稿：Binbin 认为学好英语首先要成为 active learner——与朋友说英语、跟读喜欢的电影对白、读英文书、有时用英语写日记；他强调这不是“一直学习”，而是“花时间使用语言”（spend time using the language）；他从零基础起步、遇到过问题，主张 take things step by step, start simple and build up。3b 呈现“主动学习五贴士”图表（Spend time using the language / Read a lot / Make learning enjoyable / Develop your own learning strategies / Be positive when you have difficulties），要求判断 Binbin 遵循了哪些并反思自己；3c 给出四个人物描述（Jenny 购物时运用数学、Frank 上夜校备考 HSK、Tony 根据历史课自编剧本、Cathy 总把项目拖到最后一天），判断谁是主动学习者；3d 听对话并角色扮演，再讨论如何主动学习其他学科。 Why 3a 的访谈贴近学生生活，Binbin“从零开始、循序渐进”的经历对九年级学生有直接的激励作用。本课帮助学生辨析“学习（study）”与“使用（use）”的区别，理解主动学习的核心是运用所学；再通过 3c 的判断任务和 3d 的迁移讨论，把文本观点转化为对自身学习行为的反思，为 Section B 阅读 How to Become a Successful Learner 作话题铺垫。 How 按“读前预测—读中理解—读后迁移”设计：3a 先预测 Ella 邀请 Binbin 的原因，再通过三轮阅读（整体理解→做法提取→观点辨析）完成访谈理解；3b 借助五贴士图表核对并自我勾选；3c 先师生共建判断标准（“运用所学＝主动”），再独立判断四个人物并说明理由；3d 通过听、角色扮演和小组讨论，将主动学习迁移到其他学科。 学情分析 已有知识 经验 学生经过前两课时学习，已能用 How do you study for… / I study by reviewing my notes. 讨论各种学习方式，掌握了 take notes, review, flashcards, mind maps 等学习策略词汇，并在 1b 听力中接触过 Adam wonders if Fu Xing could help him… 等宾语从句的口头实例（尚未系统学习）。对“主动学习与被动学习”的区别，学生在班会、心理健康课上有中文概念基础。 潜在学习 难点 1. 播客访谈口语化强、话轮转换快，It doesn't mean you have to study all the time. 等双重否定句学生易理解偏差；2. 区分 study 与 use 是理解 Binbin 观点的关键，也是难点；3. 3c 判断需要将“主动学习”标准迁移到新情境（如 Frank 上夜校属“只上课、不运用”），学生易凭感觉判断而说不出理由；4. 3d 讨论其他学科如何主动学习时，学生可能只会罗列做法，缺乏用 because 说明理由的意识。 教学支持 建议 1. 读前用两张对比卡片（“每天苦学两小时但从不开口” vs “每天用英语聊天、跟读电影”）激活“主动/被动”概念；2. 为 3a 提供“Binbin 的做法”提取表格（说/跟读/读/写四栏）作支架；3. 3c 先共同归纳判断标准再独立判断，要求用 I think … is (not) an active learner because… 句式说理；4. 3d 提供句型支架 We can learn … actively by … 并示范一个学科例子。 教学目标 语言能力 1. Students can read the podcast interview in 3a and find out why Ella invited Binbin and what an active learner does (speaks English with friends, repeats dialogues from films, reads English books, writes a diary in English). 2. Students can understand and use key expressions from the interview: an active learner, spend time using the language, start simple and build up, take things step by step, come across problems. 3. Students can judge who is an active learner in 3c and give reasons, and talk about ways to learn other school subjects actively in 3d with the frame We can learn … actively by … 文化意识 1. Students can see from Binbin's story that starting from zero is normal and that learning step by step is valued by learners everywhere. 2. Students can sense the importance of staying positive when meeting difficulties in learning. 思维品质 1. Students can compare active and passive learning behaviours and classify them with criteria. 2. Students can apply the criteria to new situations (3c) and justify their judgements with reasons. 学习能力 1. Students can use the "Top Tips" chart in 3b as a self-check tool for their own learning. 2. Students can cooperate in role-play and group discussion, and learn from peers' learning methods. 教学重难点 教学重点 1. Students can understand the podcast interview and state Binbin's ways of learning English actively. 2. Students can tell active learning from passive learning with the criteria built in class (use what you learn vs. just receive). 教学难点 1. Understanding the key idea "You need to spend time using the language" instead of studying all the time. 2. Applying the criteria to the four descriptions in 3c and justifying judgements in English. 教学过程设计 教学环节 教师活动 学生活动 二次备课 Step 1 Lead-in 1. Show two learner cards: “Li Hua studies English for two hours every day but never opens his mouth.” “Binbin chats in English with friends and repeats film dialogues every day.” 2. Ask: Who do you think will learn English better? Why? Lead in the phrase active learner. 1. Read the two cards and compare. 2. Vote and give simple reasons; get the idea of "active learner". Step 2 Pre-reading (3a) 1. Introduce the podcast: Ella's guest today is Binbin. 2. Ask students to predict: Why did Ella invite Binbin to her podcast? 1. Look at the picture and title. 2. Predict the reason and share ideas (He is going to give us some ideas for learning English). Step 3 While-reading (3a) 1. First reading: answer the question in the book—Why did Ella invite Binbin to her podcast? 2. Second reading: ask students to complete a table of Binbin's ways: speak English with friends / repeat the dialogues from the films he likes / read English books / sometimes write his diary in English. 3. Third reading: two key questions—Does Binbin study all the time? How did he start? Guide students to find “You need to spend time using the language.” and “take things step by step, start simple and build up.” 1. Read for the reason. 2. Read and complete the table of Binbin's ways. 3. Read, underline the key sentences, and answer: No—he spends time using the language; he started out at zero and took things step by step. Step 4 Post-reading (3b) 1. Show the "Top Tips for Learning English Actively" chart: spend time using the language / read a lot / make learning enjoyable / develop your own learning strategies / be positive when you have difficulties. 2. Ask: Which of these tips does Binbin follow? What about you? 1. Check the tips Binbin follows and explain why. 2. Tick their own tips and compare with a partner. Step 5 Application (3c) 1. Build the criteria together: An active learner uses what he/she learns. 2. Present the four descriptions: A. Jenny practices what she learned in math class when going shopping. B. Frank takes evening classes to prepare for his HSK examination. C. Tony wrote a play based on his favourite history lesson. D. Cathy often puts off working on her project until the last day. 3. Ask students to judge and give reasons with “I think … is (not) an active learner because …” 1. Discuss the criteria. 2. Judge the four people: Jenny (active—uses math when shopping), Frank (not—only takes classes), Tony (active—wrote a play based on his lesson), Cathy (not—always puts off her project). 3. Share and compare answers. Step 6 Role-play & discussion (3d) 1. Play the conversation; draw attention to pronunciation and intonation. 2. Organize role-play in pairs. 3. Ask groups to discuss: How can you learn other school subjects actively? Provide the frame: We can learn … actively by … 1. Listen and practice. 2. Role-play the conversation in pairs. 3. Discuss in groups, e.g., We can learn historyy actively by visiting museums and telling the stories to friends. Step 7 Homework Level A: Write five sentences about what Binbin does to learn English actively. Level B: Write a short paragraph (6-8 sentences) “How I can learn … (a subject) actively”. Use at least three expressions from the lesson (e.g. spend time doing, step by step, start simple and build up). Level C: Interview a family member: “Were you an active learner at school? Why?” Write 4-5 sentences to report their ideas. 板书设计 Unit 3 Smart Learning Section A (3a-3d) Active Learning (Ella's podcast → Binbin) Binbin's ways: speak English with friends | repeat film dialogues | read English books | write diary in English Key idea: spend time USING the language, not just studying Take things step by step — start simple and build up 3c: active = use what you learn (Jenny √ Frank × Tony √ Cathy ×) 教学反思 学科网（北京）股份有限公司 $