Unit3 Smart Learning Section B (1a-1e) period4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说明文阅读策略与成功学习建议，通过复习主动学习导入，提问“Is being active enough?”衔接前后知识，用预测标题、匹配段落大意、思维导图等支架帮助学生梳理文本“总起—分述”结构。 资料特色在于融合思维品质（分析语篇组织）、语言能力（复现宾语从句）和文化意识（中外学习格言互证），采用三读法与思维导图梳理五条建议，助力学生提升阅读策略与自我反思能力，为教师提供清晰教学流程与分层作业设计。

课题 Unit 3 Smart Learning Section B (1a-1e) 学段 初中 课型 阅读课 课时 4 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 本课时核心文本为说明文 How to Become a Successful Learner，共六段：①人人都有学习能力（Everyone has the ability to learn），但许多学生没有意识到这一点；②成功的第一关键是成长型思维（growth mindset）——相信自己、设定目标、采取行动、迎接挑战，把错误当作学习的机会；③练习（practice）——练得越多学得越好，最好练习新的、难的内容，并需要老师或教练的指导与反馈（guidance, feedback）；④和认真学习的同学相处（hang out with students who are serious about study）——互相学习、互相促进；⑤明智使用学习材料（use learning materials wisely）——利用新科技和资源，网上材料众多，要认真思考、明智选择；⑥把学习变成终身习惯（make learning a lifetime habit）——按自己的节奏走、享受旅程、永不灰心（Never lose heart）。配套活动：1a 看标题预测文章建议；1b 快速阅读匹配段落大意；1c 细读回答五个问题；1d 根据文本线索完成思维导图；1e 对照文中特征讨论自己是怎样的学习者。 Why 本课训练“识别语篇组织（identifying text organization）”的阅读策略——通过找各段主旨理解说明文“总起—分述”的结构（第 2-6 段分别对应五条建议）；内容上回答单元大问题 What makes a good learner?，其中 growth mindset、把错误当朋友等观念能直接引导九年级学生反思备考心态；文中 I think that… / Studies show that… 等宾语从句自然复现上一课时语法。 How 采用三读法：1a 标题预测并板书学生猜想，读后回扣；1b 略读匹配段落大意，指导学生抓各段主题句（多在段首）；1c 细读回答五个问题（定位—理解—概括）；1d 借助思维导图梳理五条建议及支撑细节，形成结构化笔记；1e 对照文中特征自查，用宾语从句说出改进方向，实现从读懂到反思的迁移。 学情分析 已有知识 经验 学生在 3a-3d 已理解“主动学习”（使用语言、循序渐进），在 Grammar Focus 掌握了宾语从句，阅读中 I think that… / Studies show that… 等句式可自然复现；对 mind map、matching 等阅读任务形式熟悉；对“失败是成功之母”“贵在坚持”等中文学习格言有认知基础，可与文本观点互证。 潜在学习 难点 1. 说明文段落大意的概括：学生易把细节（如具体做法）当成主旨，1b 匹配需要抓主题句的能力；2. 长难句理解，如 People with a growth mindset see mistakes as chances for learning, as they teach us how to improve.；3. growth mindset、lifetime habit 等抽象概念需要结合实例理解；4. 1e 自我反思时组织连贯的英语表达。 教学支持 建议 1. 读前用中文格言“失败是成功之母”引出 mistakes as chances for learning，降低抽象概念理解难度；2. 1b 先示范第 1 段的匹配（段首句即主旨），再放手让学生完成其余五段；3. 1d 思维导图提供半成品（留关键词空格）；4. 1e 提供自查清单句式（I believe in myself. / I set learning goals. …）和句型 I think (that) I should…。 教学目标 语言能力 1. Students can predict the content from the title (1a) and match each paragraph with its main idea by skimming (1b). 2. Students can answer the five questions in 1c and complete the mind map with clues from the text (1d). 3. Students can understand and use key words and expressions: ability, growth mindset, take action, guidance, feedback, be serious about, take advantage of, lose heart. 文化意识 1. Students can appreciate the value of a growth mindset and lifelong learning shown in the text. 2. Students can relate the ideas to Chinese sayings such as 失败乃成功之母 and see the shared wisdom across cultures. 思维品质 1. Students can identify the text organization: an opening claim plus five suggestions supported by reasons and examples. 2. Students can evaluate their own learning habits against the five qualities and plan improvements. 学习能力 1. Students can use finding main ideas and mind maps as reading strategies. 2. Students can cooperate in pair and group discussion to share and polish ideas. 教学重难点 教学重点 1. Students can match the six paragraphs with their main ideas (1b) and answer the questions with details from the text (1c). 2. Students can retell the five suggestions with the help of the mind map (1d). 教学难点 1. Distinguishing main ideas from supporting details while skimming. 2. Understanding abstract concepts such as growth mindset and lifetime habit, and reflecting on their own learning with object clauses in 1e. 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. Review: Binbin learns English by using it—he is an active learner. Ask: Is being active enough? What else makes a successful learner? 2. Collect 2-3 ideas on the board. 1. Recall what they learned in 3a-3d. 2. Brainstorm and share ideas. Step 2 Pre-reading (1a) 1. 1. Present the title How to Become a Successful Learner. 2. 2. Ask: What advice do you think the writer will give? Collect predictions on the board to check later. 1. Read the title. 2. Predict and share, e.g. work hard, have good habits, ask questions. Step 3 Reading for main ideas (1b) 1. Demonstrate with Paragraph 1: read the first sentence—Everyone has the ability to learn—and match it with F. 2. Ask students to skim and match Paragraphs 2-6 with the main ideas A-E. 3. Check and compare with their predictions in 1a. 1. Skim and match (P1-F, P2-C growth mindset, P3-D practice, P4-A learn from other students, P5-E use learning materials wisely, P6-B lifetime habit). 2. Check answers and tell which predictions were right. Step 4 Reading for details (1c) Ask students to read again and answer: 1. What do many students not realize about learning? 2. Why are mistakes good for learning? 3. What kind of practice is the most useful? 4. What is important to encourage learner growth? 5. Why do we need to think carefully about what and how we study? Guide them to locate the key sentences. 1. Read and underline the key sentences. 2. Answer: (1) Everyone can become a successful learner. (2) Mistakes teach us how to improve. (3) Practising new and difficult things. (4) Students learn from and challenge each other. (5) There are so many learning materials on the internet that we must choose wisely. 3. Check in pairs. Step 5 Mind map (1d) 1. Present the half-finished mind map “How to become a successful learner”. 2. Ask students to find clues from the text to complete it. 3. Invite students to retell the text with the map. 1. Complete the map: have a growth mindset (believe in yourself, set goals, see mistakes as chances); practise (the more…, the better…; get guidance and feedback); study with others (learn from each other); use the best materials (technology and resources); see learning as part of daily life (walk at your own speed, never lose heart). 2. Retell in pairs. Step 6 Reflection (1e) 1. Present the self-check list from the text: I believe in myself. / I set learning goals. / I see mistakes as friends. / I practise new and difficult things. / I get help from a teacher or coach. / I think carefully about what and how to study. / I see learning as a part of daily life. 2. Ask: What do you think of yourself as a learner? How can you do better? 1. Tick the statements true for themselves. 2. Discuss in pairs with object clauses: I think (that) I should…; I believe (that)… 3. Share with the class. Step 7 Homework Level A: Write five sentences to sum up the five suggestions in the text. Level B: Write a paragraph “How I can become a better learner” (8-10 sentences) with at least three object clauses. Level C: Copy the sentence you like best in the text, translate it, and write 4-5 sentences to explain why you like it. 板书设计 Unit 3 Smart Learning Section B (1a-1e) How to Become a Successful Learner Everyone has the ability to learn 五条建议: growth mindset | practice | learn from other students | use learning materials wisely | lifetime habit 金句: The more we practise, the better we learn. / Never lose heart. 1e: I think (that) I should …（宾语从句自我反思） 教学反思 学科网（北京）股份有限公司 $