Unit 3 Smart Learning Section B Project & Reflecting 教学设计2026-2027学年人教版英语九年级上册

Unit 3 Smart Learning Section B Project & Reflecting 教案 教材：人教版 Go for it! 九年级上册 课时：1 课时（40 分钟） 课型：项目实践课 一、基本信息 项目 内容 课题 Unit 3 Smart Learning — Section B: Project(4a‑4c) & Reflecting 课型 项目实践课 课时 Unit3 第 5 课时，40 分钟 授课对象 九年级学生 教学素材 教材 Unit3 Section B 4a‑4c 及 Reflecting 板块 教具 PPT、短语清单、样例柱状图、句型支架、A4 纸、铅笔、彩笔 二、教材与学情 本课为本单元收尾课，完成完整项目任务：4a 学生对 10 种学习方式打分；4b 小组对比打分，计算平均分；4c 绘制柱状图并做班级汇报；最后完成 Reflecting 反思问题。 九年级学生已掌握部分描述学习习惯词汇，学过宾语从句，可以简单表达观点。本课新任务：给学习方式打分计算平均分、结合图表数据用完整句子口头汇报。 三、教学目标 1. 语言能力：认读运用 focus well、take notes 等学习相关短语；会使用宾语从句表达个人观点。 2. 学习能力：独立完成打分、小组协作计算平均分、绘制柱状图，借助句型支架完成口头汇报。 3. 思维品质：对比个人与小组打分，找出分歧最大的项目并简单说明理由。 4. 文化意识：明白学习既要关注学什么，更要关注怎样学，学会反思自身学习方式。 四、教学重难点及处理策略 类别 内容 教学重点 1. 掌握任务流程：打分→计算平均分→绘图 + 汇报 2. 掌握描述学习方法的重点短语及含义 教学难点 1. 用英语完整清晰表述图表中的数据 2. 借助宾语从句完成反思板块的个人作答 处理策略 1. 教师先示范平均分计算例题，学生再小组实操； 2. 黑板给出汇报句型支架，一组示范后其余小组再展示； 3. 反思环节先复习宾语从句 I think /believe (that)…，给出口语支架再开展结对活动。 本课核心是完成项目任务，难点在于学生开口输出。打分、计算要留足时间，汇报前必须提供句型支架。 五、语言知识点 知识点 释义及例句 focus well 集中注意力。例：I focus well when the class is quiet. be well‑organised 有条理。例：A well‑organised desk helps me study faster. believe in yourself 相信自己。例：If you believe in yourself, the test is not so frightening. deep motivation 内在动力。例：Deep motivation is stronger than a teacher's reminder. not give up 不放弃。例：Not giving up is how I remember long words. review lessons 复习功课。例：I always review lessons on the same day. take notes 记笔记。例：Taking notes makes my revision much easier. reflect on learning 反思学习。例：At the end of the week I reflect on what worked. 宾语从句 think /believe/find 后接完整句子作宾语，that 可省略。 例：I think (that) a quiet place helps me focus. 六、教学准备 1. 教师准备：PPT（短语、样例柱状图、汇报支架）、带中文释义的短语单、4a 打分表、A4 纸、彩笔；准备黑板书写计算范例与句型。 2. 学生准备：课本、笔记本、铅笔、尺子、红笔；提前复习本单元学习类词汇与宾语从句。 3. 课堂安排：4 人小组就座，留出前方空间便于小组上台展示图表。 七、教学过程（总时长 40 分钟，环节、师生活动完全保留原文） 阶段 教师活动 学生活动 教学目标 Step 1 Lead‑in & vocabulary review (5 min) 1. The teacher opens the lesson: In this unit we have talked a lot about good learning habits. Today we are going to find out how we learn, and at the end we will make a chart. 2. The whole class reads the ten phrases in 4a aloud, and the teacher explains each one. 3. Three pairs that are often confused are compared on the board: focus well / be well‑organised; not give up / deep motivation; review lessons / reflect on learning. 4. The rating rule is made clear: 1 means not important at all, 10 means the most important. Students decide on their own first and must not ask a neighbour. 1. Read the ten phrases aloud and write the Chinese meaning next to each one in the textbook. 2. Copy any phrase that still feels difficult into the notebook. 3. Make sure they understand what 1 and 10 stand for. Learning and understanding: perceiving and noticing. The lesson starts with what the class already knows. The ten phrases are the word bank for the whole period, so they must be read and explained before the rating begins. Step 2 Activity 4a: Rate the methods (8 min) 1. Task given: finish 4a on your own and give a score from 1 to 10 to each of the ten methods. 2. The teacher walks around to see whether students are really comparing, not just writing numbers quickly. 3. Two students are invited to tell the class two or three of their scores and the reasons. 4. The teacher writes a model sentence on the board: I give "review lessons" 9 points because I always remember more when I go over them the same day. 1. Read the ten items one by one and give a score to each, without discussion. 2. Tell a neighbour the item they scored highest and the reason. 3. Say the score and the reason aloud when asked. Learning and understanding: acquiring and sorting out. Students think alone before they talk; only then does a personal opinion stand up. Giving the reason aloud looks simple, but it prepares them for the report in 4c and cannot be skipped. Step 3 Activity 4b: Group work & calculating averages (10 min) 1. Task given: in groups of four, exchange rating sheets and check where the four scores differ. 2. Roles are fixed: one reads out the numbers, one writes them down, one does the calculation, one checks the result. 3. Worked example 1 (a whole‑number answer): the four scores for not give up are 9, 10, 8 and 9, average = (9 + 10 + 8 + 9) ÷ 4 = 9. 4. Worked example 2 (answer with one decimal): the four scores for take notes are 7, 6, 8 and 5, average = (7 + 6 + 8 + 5) ÷ 4 = 6.5. 5. Each group works out the averages for all ten items and writes them on the sheet. 6. The teacher checks the results of two groups and goes through any wrong calculation on the spot. 1. Exchange rating sheets in fours and compare item by item. 2. Read, record, calculate and check by role; find the averages for all ten items. 3. Mark the two items with the biggest disagreement in red, ready to mention in the report. 4. Look at other groups' results and explain any big difference. Applying and practising: observing and discovering. Group work here is really data handling. Averages must be modelled first — one example with a whole‑number answer, one with one decimal — so that students know the method before working alone. Fixed roles keep everyone busy instead of four people watching one person calculate. Step 4 Activity 4c: Make the chart & present (12 min) 1. Task given: using the group averages, draw a bar chart like the one in the textbook: the ten methods along the horizontal axis, the scores 1–10 up the vertical axis. 2. A finished chart is shown on the PPT and the horizontal axis, vertical axis and bars are pointed out. 3. The reporting frames are written on the board and read aloud: Our group's average score for … is … … gets the highest score. … gets the lowest score, because … We think / believe (that) … is the most important method. 4. The first group demonstrates a full report once, with the teacher correcting on the spot. 5. The other groups prepare for two minutes; then 2–3 groups present, no more than two minutes each. 6. Students listening must ask one question or say which method they agree with and why. 1. Decide on the axes in the group and divide the drawing among the four members. 2. Use the frames to write one opening sentence, one sentence about the highest score and one about the lowest score. 3. Come to the front, show the chart and give the result with reasons. 4. While listening, ask one question or say which method they agree with. Applying and practising: observing and discovering. This is the output stage. Frames plus one model group lower the difficulty for everyone else; asking questions from the floor turns "listening to a report" into real communication instead of a formality. Step 5 Reflecting & summary (3 min) 1. Task given: answer the four Reflecting questions, first on their own and then with a partner. 2. The object clause pattern is revised: I think / believe (that) + a full sentence. 3. Oral frames are given: I think (that) … helps me a lot. / I believe (that) we should … 4. Two students each say one sentence; the teacher writes the good ones on the board and corrects any mistake. 5. Lesson summary on the board: It is not just about what we need to learn, but how we learn. 1. Read the four questions and write one or two short answers in the book. 2. Ask and answer with a partner using the object clause pattern, two sentences each. 3. Say their answer when asked. 4. Copy the summary sentence and understand its meaning. Transferring and creating: imagining and creating. The whole unit is brought back to the four Reflecting questions; here the object clause is a real tool for communication, not a grammar drill. The summary sentence closes the lesson on its main idea. Step 6 Homework (2 min) 1. Homework is given in two levels and the checking method for each is explained. 2. Students are reminded to keep their group chart and the sentence frames for the next lesson. 3. The 4a rating sheets and the 4b average sheets are collected. 1. Note the two levels of homework and which is required and which is optional. 2. Hand in the two sheets. 3. In the group, decide who will show the chart next lesson. The project work is fixed: homework matches what was done in class, so the task does not end when the bell rings. 八、分层作业 层级 任务 基础（必做） 1. 抄写 4a 十个短语，写中文释义； 2. 围绕小组图表写 3 句话，包含最高分、最低分各一句。 拓展（选做） 用 5 个句子完成 Reflecting 板块 4 道问题，至少使用 2 次宾语从句。 作业检查：基础作业下节课课堂核对；拓展作业教师批改，重点关注宾语从句引导词与语序。 九、参考示例 1. 4a 打分：开放作答，理由比分数更重要。 2. 4b 平均分：小组自主计算，课上示范例题：not give up 平均分 9；take notes 平均分 6.5。 3. 4c 汇报范例：In our group, "believe in yourself" gets the highest score. "Studying with no plan" gets the lowest score. We think (that) being confident helps us learn better. 4. Reflecting 参考句： ① I have learnt to focus well, take notes and reflect on my learning. ② I think (that) taking notes is good for me. 十、板书设计 内容 Unit3 SectionB‑Project(4a‑4c) & Reflecting focus well / be well‑organised / believe in yourself / deep motivation / not give up / review lessons / take notes / reflect on learning average = (9 + 10 + 8 + 9) ÷ 4 = 9 average = (7 + 6 + 8 + 5) ÷ 4 = 6.5 Our group's average score for … is … … gets the highest / lowest score, because … We think / believe (that) … is the most important method. It is not just about what we need to learn, but how we learn. 十一、教学评价与课后反思 教学评价（教‑学‑评一体化） 维度 评价内容 语言能力 能否正确认读、使用短语；汇报能否结合句型准确读出数据。 学习能力 独立打分、小组算平均分、绘制柱状图、口头汇报完成情况。 思维品质 能否找出分歧最大项目并给出理由。 文化意识 能否用宾语从句表达学习反思，理解 “学什么” 和 “怎么学” 的区别。 课后反思要点 1. 十个短语讲解是否到位？学生打分环节哪里犹豫卡顿？ 2. 平均分计算是否先示范？小组内每位同学分工是否明确？ 3. 汇报句型支架是否够用？展示小组是否实际使用支架？ 4. 反思板块宾语从句是真实表达，还是学生单纯朗读例句？ 5. 课堂时间是否优先留给打分、计算、汇报，而不是导入？ 学科网（北京）股份有限公司 $