Unit3 Smart Learning Section B (Project) period6教学设计2026-2027学年人教版英语九年级上册

课题

Unit 3 Smart Learning Section B (Project)

学段

初中

课型

项目活动课

课时

6

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

本课时为单元项目课 Carry out a survey on learning。4a 列出十种学习方法（being able to focus well / believing in yourself / having deep motivation / not giving up / reviewing lessons / being well-organized / taking notes / studying with others / reflecting on learning / studying all the time），学生逐一按重要程度打 1-10 分，并补充自己认为重要的其他方法；4b 小组内比较各自的评分、计算出每种方法的平均分，并讨论分歧；4c 根据小组平均分制作条形统计图（如教材示例的横向条形图，0-10 刻度），张贴展示并向全班解释结果；最后完成 Reflecting 五问（学到了哪些学习方法？哪些方法适合你？能否用宾语从句表达学习观点？是否找到成为更好学习者的途径？学习是否更自信？），呼应单元主题句 It is not just about what we need to learn, but how we learn.

Why

项目以“评分—统计—制图—展示”的完整链条综合运用本单元语言：说明评分理由、讨论分歧、展示结论都需要宾语从句（I think that… We believe that… I wonder if…），图表制作与数据表达培养用英语做事情的能力；“studying all the time”这一干扰项引导学生辨析“学习时长≠学习效果”，深化对学习策略的理性认识。

How

按项目流程四步走：个人独立评分（保证数据真实）→ 小组汇总求平均分并讨论分歧（语言运用核心环节）→ 制图与展示（成果输出）→ Reflecting 自我反思（回扣单元目标）。教师提供评分表、平均分汇总表、图表模板和展示句型支架，全程以学生为主体。

学情分析

已有知识

学生经过前五课时已掌握学习策略词汇（take notes, review, reflect on,

经验

motivation…）和宾语从句，1a-1e 阅读中的五条建议（growth mindset 等）可直接作为评分依据；学生在数学课学过平均数与条形图，具备数据处理能力；多数学生有小组合作与上台展示的经验。

潜在学习

难点

1. 评分需要依据而不是直觉——要求学生用“课文观点＋自身经验”说明理由；2. 计算平均分环节易出现“只算不说”的情况，需用英语讨论分歧（Why does studying all the time get a low score?）；3. 用英语解释图表数据（The average score of … is 8.5, which shows that…）对表达准确性要求较高；4. 小组分工与时间控制。

教学支持

建议

1. 提供评分记录表（每人一行、十种方法一列）和平均分汇总表；2. 制图前示范教材中的条形图（横轴 0-10 分）；3. 提供展示句型支架：According to our survey, … / We found that… / We suggest (that) you…4. 用评价量表（数据准确/语言正确/合作有效/展示清晰）引导小组互评。

教学目标

语言能力

1. Students can rate ten learning methods from 1 to 10 and add their own methods with reasons (4a).

2. Students can compare ratings, work out average scores and discuss disagreements in English (4b).

3. Students can create a bar chart and explain the results to the class with sentences like According to our survey, the most important method is… (4c).

文化意识

1. Students can respect different learning preferences among classmates.

2. Students can understand the unit's message: it is not just about what we need to learn, but how we learn.

思维品质

1. Students can support their ratings with reasons from the text and their own experience.

2. Students can read the chart data, compare the results across groups and draw conclusions.

学习能力

1. Students can cooperate in groups to collect data, calculate averages and finish the chart.

2. Students can reflect on their own learning with the five Reflecting questions.

教学重难点

教学重点

1. Students can finish the whole survey project: rate—average—chart—present (4a-4c).

2. Students can use object clauses to express and explain opinions on learning methods during discussion and presentation.

教学难点

1. Explaining the chart results with accurate language (average scores, comparisons and suggestions).

2. Using the survey results to reflect on their own learning methods.