人教版九年级全册Unit 1 How can we become good learners Section A (1a-2d)教案（表格式）

Unit1Howcanwebecomegoodlearners?教学课题第一课时SectionA(1a-2d)核心素养目标语言力量(LinguisticCompetence)理解与表达能听懂关于基础学习方法（byreadingtextbooks,byaskingtheteacher,bystudyingwithfriends）的简短对话（1b,2a,2b），提取关键信息（如学习方式、具体行为）。能在情境中运用核心句型"HowdoyoulearnEnglish?Ilearnby..."和"Whatabout...?"进行简洁问答，初步描述个人学习策略。能认读并理解目标词汇：textbook,conversation,aloud,pronunciation,sentence等。语言应用在语境中初步把握"by+V-ing"结构的表意功能，区分其与"how"疑问句的搭配规律（如：How→bydoing）。通过2d角色扮演对话，仿照语音语调，传递询问建议的语气（如升调表建议：Whataboutreadingaloud?）。文化意识(CulturalAwareness)初步认知感知英语学习中常见策略（如跟读、对话练习）的普遍性，理解语言学习需主动实践（activepractice）的共识。通过2d对话中"MaybeIshouldjoinanEnglishclub"的提议，初步接触协作学习（collaborativelearning）在西方教育中的常见性。思维品质(CognitiveCompetence)分类与关联依据听力材料（1b,2a）将学习活动（readtextbooks,makewordcards）与对应目标（studyforatest,learnnewwords）进行匹配，建立方法-目的的规律关联。通过1a图片争辩，归类不同学习行为（听/说/读/写），初步分析其适用场景（如：makingflashcards→记忆单词）。简洁推理基于2d对话中"I'malittlenervous"的逆境，推断使用英语俱乐部解决焦虑的合理性。学习力量(LearningCapacity)策略迁移联系个人阅历，在1c/2c口语活动中尝试用目标句型表达已把握的学习策略（如：Ilearnmathbydoingexercises）。通过听力任务（2a,2b），实践关键词捕获（如动词短语：watchvideos,practicespeaking）的信息筛选技巧。合作意识在同伴对话（1c,2c）中练习轮番提问与应答，初步体验学习策略共享的协作价值。教学重难点1.学会运用how来询问做事的方式。2.学会正确运用介词by表达做事的方式。3.能够联系实际,运用“by+v.-ing”结构谈论自己的学习方法,并能为别人供应合理的学习建议。教学过程◆Step1Leadingin1.Greettheclassandbrieflytalkwiththestudentsabouttheirholidays.2.Discusswiththestudentslikethis:T:WhatdoyouusuallydowhenyoustudyEnglish?S1:IoftenreadEnglishbooks.T:(Toclass)Good.He∕ShestudiesEnglishbyreadingEnglishbooks.That’sagoodway.(Thentoanotherstudent)Now,whatdoyouusuallydowhenyoustudyEnglish?S2:I...设计意图通过师生问答互动环节引入新课话题。为1b的听力做铺垫。◆Step2Workon1aHelpthestudentstosayouttheirwaysoflearning.Teacher:Whatareyourotherlearningstyles?Students:IstudyEnglishby.

①readingEnglishnewspapers②goingoverexercisebooks◆Step3Workon1b1.Readtheinstruction.2.Playtherecordingforthefirsttime.Studentsonlylisten.3.Playtherecordingforasecondtime.Askthestudentstomatchthewayswiththenamesin1b.4.Checktheanswerswiththewholeclass.Keys:1—3bedListenagain.教学过程◆Step4Workon1c1.Ingroups,interviewtheirpartnersabouthowtheystudyforatest.(见课件)2.Chooseoneofthegroupstoreporttotheclass.◆Step5Workon2a-2b1.UsePPTtolearnthenewwords.Readthequestionsin2a.2.Getthestudentstoguesstheanswersin2b.3.Playtherecordingforthefirsttime.Studentslistenandcheckthequestions.4.Playtherecordingagain.Studentslistenandmatchtheanswersin2bwiththequestionsin2a.5.Checktheanswerswiththewholeclass.6.Readthetapescriptsaloud.◆Step6Workon2c1.Showthepicturesoftheconversations.2.Askthestudentstoworkinpairs.3.Askfourpairstosayouttheirconversationstotheclass.ShowthePPTtohelp.设计意图将听、说、读的任务结合起来,既熬炼了同学对语言的综合运用力量,也巩固了同学对目标语言的学习、识记和运用的力量。◆Step7Workon2d1.Askthestudentstotalkaboutthepictureandscantheconversation.2.Askthestudentstoreadaloudtheconversationin2d.Learnthenewwordsandphrases.3.Askthesequestions:(见课件)What’sJackgoingtodonextweek?Howdoeshefeelaboutit?What’sJack’sproblemwhenhereads?AndWhat’sAnnie’ssuggestion?4.Checktheanswerswithindividualstudentstoseehowwelltheyunderstand.5.Playtherecordingoftheconversationin2d,andgetthestudentstoreadaftertherecording.Thenaskseveralpairstoactouttheconversation.设计意图通过听、说训练,同学对这节课的目标语言有了肯定的了解与生疏,并且在肯定程度上有创新的力量,通过此环节让同学达到学以致用的目的。◆Step8Languagepoints1.how引导的疑问句how引导的特殊疑问句可用来询问做事的方式或手段,意为“怎样”。—Howdoyoustudyforatest?——你是怎样学习来预备考试的?—Istudybyworkingwithagroup.——我是通过小组合作来学习的。“by+v.-ing”经常表示手段、方式或方法,可以用来回答“how”引导的特殊疑问句。2.wordbyword逐字地don'ttranslatethesentencesintoChinesewordbyword.不要把句子逐字翻译成汉语。类似的短语还有:daybyday一每天地onebyone逐个Heisgettingolderdaybyday.他一每天长大。3.“The+比较级....,the+比较级...”表示“越……,就越……”。例如:Themorecarefulyouare,thefewermistakesyouwillmake.你越细心,出错就越少。Thehigherthemountainis,thethinnertheairwillbe.山越高,空气就越淡薄。教学过程◆Step9SummaryHaveasummaryaboutwhatwehavelearned.(见课件)◆板书设计ThewaystostudyEnglish:byworkingwithfriendsbymakingwordcardsbyreadingthetextbook bylisteningtotapesbyaskingtheteacherforhelp◆课堂练习◆Step10Homework1.Rememberthenewwordsandexpressions.