Unit3 Smart Learning Section B (2a-3c) period5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学习主题词块（如provide guidance on）与“阅读习惯”写作，通过2a字谜游戏激活词汇，衔接已学学习策略知识，以“词—句—篇”递进练习和范文结构梳理、时态提示卡为学习支架。 特色在于词汇与写作深度融合，通过2b语境辨析形近词（如prove/provide）培养思维品质，以3a真实网络帖子构建“起源—成长—收获”写作结构提升语言能力，助力学生形成终身阅读意识，为教师提供分层作业与互评工具，提升教学实效。

课题 Unit 3 Smart Learning Section B (2a-3d) 学段 初中 课型 词汇&写作课 课时 5 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 本课时包含词汇运用与写作两个板块。Vocabulary in Use（2a-2c）：2a 在字谜（wordsearch）图中找出隐藏单词并用其完成右侧关于学习的表达；2b 从括号中选词完成句子（provide guidance on pronunciation / use talent to your advantage / learning methods / take the examination / practise the dialogue），训练形近词与语境辨析；2c 用方框词组（as well as, work on, in part, step by step, in addition, connect…with）补全关于“教别人也是一种主动学习”的语篇。写作板块（3a-3d）：3a 阅读 15 岁学生 Chen Lei 的网络帖子——他对阅读的热爱来自母亲，家中满是藏书，从儿童读物读到科普书和名人传记，饭后从书架挑书阅读，阅读打开新世界、帮助学业、让他对未来更自信；3b 从帖子中找信息为 Chen Lei 完成阅读习惯调查表（喜爱程度、阅读地点、阅读材料、书籍种类、阅读原因）；3c 用调查表问题结对互问互答（可增加“每周阅读时长”“最近读的书”等问题）；3d 仿写一篇介绍自己阅读习惯的帖子并在班上分享。 Why 词汇板块聚焦学习话题的词块与搭配，帮助学生在语境中巩固本单元词汇；写作板块以真实的网络帖子为范文，其“兴趣起源—成长经历—收获感悟”三段式结构清晰、便于模仿；写作话题“阅读习惯”与单元“终身学习”主题呼应，也链接 1e 中 see learning as part of daily life 的观念。 How 按“词—句—篇”推进：2a 以字谜游戏激活词汇；2b 语境辨析；2c 词组运用于语篇；然后进入写作循环：3a 范文阅读并梳理结构，3b 信息转填调查表，3c 口头互问内化句型，3d 借助提纲与句型支架仿写，同伴用 checklist 互评后修改分享。 学情分析 已有知识 经验 学生已学完本单元听说、语法与阅读板块，掌握了宾语从句与学习策略类词汇（take notes, review, practise, guidance 等），并刚在 1a-1e 讨论过 successful learner 的五个特征；多数学生有阅读网络帖子的经验，对“帖子”文体（先讲缘起、再讲经历、末尾署名）不陌生；学生在小学英语中已对 wordsearch 字谜游戏形式熟悉。 潜在学习 难点 1. 2b 形近词语境辨析（prove/provide、method/medicine、examination/experiment、advantage/advice）易受中文直觉干扰；2. 2c 词组的准确选用需要理解句间逻辑（如 as well as 与 in addition 的差异）；3. 写作中学生易罗列事实（I read books. I like reading.）而缺少“起源—成长—收获”的叙事层次和感受表达（Reading opened up new worlds…）；4. 一般过去时（童年经历）与一般现在时（当前习惯）的时态切换。 教学支持 建议 1. 2b 每题让学生先说选择依据（词义、搭配）再核对；2. 写作前用表格梳理范文结构（Paragraph 1 起源 / Paragraph 2 成长与日常 / Paragraph 3 收获）；3. 提供时态提示卡（When I was young… 过去时；Now… 现在时）；4. 用 checklist 支持同伴互评（结构完整/至少两个宾语从句/时态正确/书写规范）。 教学目标 语言能力 1. Students can recognize and use the collocations in 2a-2b: provide guidance on, use talent to one's advantage, learning methods, take the examination, practice the dialogue. 2. Students can complete the passage in 2c with as well as, in part, in addition, step by step, work on, connect…with and explain the logic. 3. Students can find information in Chen Lei's post to complete the survey (3b) and write a post about their own reading habits (3d) with a clear three-part structure. 文化意识 1. Students can see how a family reading atmosphere shapes a lifelong reader from Chen Lei's story. 2. Students can strengthen the awareness of reading as a lifelong habit. 思维品质 1. Students can judge word choice by meaning and collocation in context (2b). 2. Students can turn the information in a narrative post into a chart (3b) and then back into their own organized writing (3d). 学习能力 1. Students can learn words in chunks (collocations) instead of isolated words. 2. Students can use a model text and an outline to support writing and peer review. 教学重难点 教学重点 1. Students can use the learning-related collocations and phrases in 2a-2c accurately. 2. Students can write a well-organized post about their reading habits modeled on 3a. 教学难点 1. Telling similar words apart by context in 2b and choosing phrases by logic in 2c. 2. Organizing the writing with the “origin—growth—benefit” structure and shifting tenses correctly. 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. Play a quick wordsearch game with the class (project 2a): find the hidden words in 60 seconds. 2. Ask: What do these words have in common? (They are all about learning.) 1. Find the hidden words in groups. 2. Report the words and find the topic. Step 2 Vocabulary (2a-2b) 1. Ask students to use the words found in the wordsearch to complete the expressions on the right (2a). 2. Guide 2b: choose the correct word in each sentence and explain why (e.g. This app provides guidance on pronunciation—prove 与 provide 形近但意义不同). 3. Check answers together (provides / advantage / methods / examination / dialogue). 1. Complete the expressions and read them aloud as chunks. 2. Circle the correct words and explain the reasons. 3. Check and correct. Step 3 Phrases in discourse (2c) 1. Present the phrase box: as well as, in part, step by step, in addition, connect…with, work on. 2. Ask students to complete the passage about teaching others as a way of learning. 3. Check and ask: What are the three tips in the passage? Would you like to try this method? 1. Read the passage and fill in the phrases. 2. Answer: First teach the simple points clearly and step by step; second, connect your teaching with the learner's experience; third, ask the learner to explain what they have learned. 3. Say whether they would like to try it and why. Step 4 Reading the model (3a) 1. Ask: How did Chen Lei develop his love of reading? Play or read the post. 2. Guide students to find the three parts: origin (his mother—books were her classroom and teacher), growth (from children's books to popular science books and books about the lives of famous people; reading after dinner), benefit (opened up new worlds, helped with schoolwork, made him more confident). 3. Draw attention to the object clauses: I think that reading is great fun. / I believe that reading has helped me a lot… 1. Read the post and answer the question. 2. Complete the structure table (origin—growth—benefit). 3. Underline the object clauses and useful sentences. Step 5 Survey work (3b-3c) 1. Present the survey for Chen Lei and ask students to fill it in with clues from the post (3b). Check: How much does he enjoy reading? (A lot.) Where does he read? (At home; at the school library.) What does he read? (Print books; magazines.) What kinds? (Popular science; lives of famous people.) Why does he read? (Great fun; helped with schoolwork; confidence about the future.) 2. Ask students to answer the survey questions with their own information in pairs (3c). 3. Remind them to add more questions: How many hours do you spend reading each week? What was the most recent book you read? Did you enjoy it? 1. Fill in the survey for Chen Lei and check in pairs. 2. Ask and answer the survey questions in pairs and take notes of your partner's answers. 3. Report briefly: My partner reads about two hours a week; the most recent book he read was… Step 6 Writing & sharing (3d) 1. Guide the outline: Para 1 how my love of reading began (who influenced me); Para 2 what / where / when I read (use answers from 3c); Para 3 how reading helps me. 2. Provide sentence starters: My love of reading comes from… / Now I usually read… / I believe that reading has… 3. After drafting, introduce the peer-review checklist: 三段结构完整？至少两个宾语从句？时态正确？词块使用准确？ 4. Invite 2-3 students to share their posts. 1. Complete the outline with your own information. 2. Write the first draft (8-10 sentences). 3. Exchange drafts and check with the list. 4. Revise and share. Step 7 Summary 1. Sum up: learn words in chunks (provide guidance on, take the examination…); write about habits with the structure origin—growth—benefit. 2. Ask students to say one thing they will do to improve their reading habits. 1. Review the chunks and structure. 2. Share one plan, e.g. I think (that) I will read for thirty minutes every day. Step 8 Homework Level A: Copy and memorize the collocations and phrases in 2a-2c; make one sentence for each. Level B: Polish your post "My reading habits" (10-12 sentences) with at least two object clauses; share it in class next period. Level C: Interview a family member about their reading habits and write 5-6 sentences reporting them (My mother believes that…). 板书设计 Unit 3 Smart Learning Section B (2a-3d) Collocations: provide guidance on | use talent to your advantage | learning methods | take the examination | practice the dialogue Phrases: as well as | in part | in addition | step by step | work on | connect…with Writing (3d) My reading habits: Para 1 origin — My love of reading comes from… Para 2 what / where / when — Now I usually read… Para 3 benefits — I believe that reading has helped me… 教学反思 学科网（北京）股份有限公司 $