Unit3 Smart Learning 单元教学设计（6课时） 人教版英语九年级上册

Unit3SmartLearning

单元主题分析

本单元以“智慧学习”为核心主题,聚焦于“人与自我”的发展领域，探讨“如何成为一

名高效的学习者”这一根本性问题。单元围绕“学习方法”、“学习态度”与“学习策略”三

个维度展开，旨在引导学生反思自身学习行为，认识并实践主动学习、元认知策略以及成长

型思维等关键概念。从探讨具体学科的学习技巧，到理解成功学习者的共通特质，再到运用语

言结构表达学习观点，本亘元将语言技能的学习与关于“学习”本身的元认知探究紧密结合,

培养学生成为自主、高效、终身的学习者。

SectionA从学生最熟悉的学习场景入手，通过听力对话、访谈和小组讨论，探讨数学、历

史、物理等不同学科的有效学习方法,并引入“主动学习”的核心概念。学生将学习描述个

人学习习惯，并就学习策略交换意见。

SectionB深化主题，通过阅读一篇说明文《如何成为一名成功的学习者》，系统性地分析

与归纳成功学习者的关键特质（如成长型思维、刻意练习、善用资源等）。学生将学习梳理文

本结构、获取主旨与细节信息，并将文中的原则与自身实际相联系，进行反思与讨论。

GrammarFocus部分围绕宾语从句展开，这一语法结构是学生表达关于学习的观点、疑

问与发现的关键语言工具，使语言学习直接服务于单元主题的表达需求。

Writing部分引导学生借鉴阅读范文的结构，撰写一篇关于个人阅读习惯的短文，将本单

元关于学习策略的思考应用于具体的读写实践,完成从输入到输出的完整学习循环。总之，本

单元超越了单一的语言技能训练，旨在赋能学生,使其掌握关于“学习”的语言，同时更深刻地

理解“学习”本身，从而更智慧地规划自己的学习旅程。

单元学习目标

通过本单元的学习，学生能够：

1.使用目标语言描述不同学科的学习方法，并就学习策略的有效性进行简单讨论。

2.听懂关于学习建议和经验的对话或访谈，获取特定学习技巧和观点等关键信息。

3.阅读关于学习策略和成功学习者特质的说明性文章，理解主旨大意，提取并整合关键信息。

4.运用宾语从句（thatjf/whcthcr引导）来表达关于学习的个人观点、疑问和发现。

5.借鉴范文结构，撰写一篇短文描述个人的学习习惯或阅读经历，并进行分享。

单元学习重难点

重点：

1.掌握并运用描述学习方法的固定表达。

2.理解并识别关于主动学习和成功学习者特质的核心观点。

3.在口头和书面表达中正确使用宾语从句来陈述观点或提出疑问。

难点：

1.在真实语境中准确区分并恰当运用宾语从句的连接词that,if和whether.

2.将阅读中获得的抽象学习原则(如“成长型思维”)与个人的具体学习实践相联

系并进行反思性表达。

3.在书面表达中，有条理地组织关于个人学习习惯的多个方面，并做到内容具体、

连贯.

单元课时划分

第一课时SectionA(la-1d)

第二课时SectionA(2a-2d)

第三课时SectionA(3a-3e)

第四课时GrammarFocus(4a4d)

第五课时SectionB(la-le)&VocabularyinUse

第六课时SectionB(3a-3d)

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill：

1.talkabouthowtolearnschoolsubjectsbydiscussingandcomparingdifferentstudymethods.

2.listenandidentifyspecificstudymethodsfbrsubjectslikemaths,historyandphysics.

3.discusshowthesestudymethodshelpthembecomemoreactiveandeffectivelearners.

二、TeachingAdvice

Lead-in

LookandShare

1.HavestudentslookatthethemepictureandanswertheguidingquestionsonPage21.

2.Invitesomestudentstosharetheiranswerstoconnectthethemetotheirpersonalexperiences.

3.Letstudentsreadtheunittitleandthe“BigQuestion“andpredictwhattheywilllearninthis

unit.

Pre-listening

la

1.Presentthelistoflearningtipstostudents.Havestudentsreadthem.

2.Askstudentstoindividuallytickthetipstheyuseandencouragethemtoaddtheirown

methods.

3.ConductaquickclasspoIoraskvolunteerstoshareonetiptheyuse.

While-listening

Tb-

1.Askstudentstolookatthepicturesfirst.Havethempredictwhatlearningactivityeach

picturemightrepresent.

2.Askstudentstolistentotheaudioandmatcheachconversationwiththecorrectpicture.

3.Checktheanswerswiththeclass.

1c

1.Playtheaudioagain.Askstudentstolistenandcompletethesentences.

2.Checktheanswerswiththeclass.

Post-listening

Id

l.Inpairs,havestudentsusethesentencepatternsprovided,aswellasideasfromlaand

thelistening,todiscusstheirownstudymethodsfbrthesubjectsmentioned(maths,

history,physics)orothersubjects.

2.Toprovidesupportfbrthediscussion,theteachercanmodelashortdialoguefirst.Forexample,

A:HowdoyoustudyforEnglish?

B:1studybywatchingEnglishvideosandrepeatingthesentences.Ithinkithelps

withmypronunciation,llovfaboutyou?

A:/liketoreadEnglishstcriesaloud.Italsohelpsmewithmypronunciationand

readingspeed.

B:That'sagoodidea!Howdoyoumemorizenewwords?

A:Iuseflashcardstomemorizethem.

3.Invitesomepairstoperfc-rmtheirshortdialoguesfbrtheclass.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethesentencepatternsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentsinexploringlearningstrategiesthroughdiscussionand

structuredlistening.Studentsactivelysharedpersonalstudymethodsandidentifiedspecific

techniquesfromthedialogues.Forfuturelessons,addingaquickvocabularypreviewcould

fiirthersupportlisteningcomprehension.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifyanddiscusstheirpersonalwaysoflearningEnglishfromagivenlist.

2.listenandextractspecificinformationabouteffectiveEnglishlearningstrategicsdiscussedina

clubconversation.

3.talkaboutdifficultiesinlearningEnglishandsuggestpossiblesolutionstoovercomethem.

二、TeachingAdvice

Lead-in

Askstudentstothinkaboutthequestion:WhatisonethingyoudowellinEnglish

learning?Inviteafewvolunteerstobrieflysharetheirpersonalstrengthsorfavourite

waystolearn.

Pre-listening

2a

1.Havestudentslookatthelistoflearningwaysinactivity2a.

2.Askthemtoindividuallytickthemethodsthataretruefbrthem.Encouragethemto

thinkaboutwhytheyusethesemethods.

3.Inpairs,havestudentsbrieflysharetwomethodstheyhavetickedandexplainwhythey

findthemhelpful.

While-listening

2b-

1.Directstudentstotheincompletechartin2b.Askthemtoreaditandpredictwhatkind

ofinformationmightbemissing(e.g.aquestion,specificactivities).

2.PlaytheaudiooftheEnglishclubconversation.Askstudentstolistenandcompletethe

chartwiththekeyinformationtheyhear.

3.Checktheanswerswiththeclass.

2c

1.Playtheaudioasecondtime.Havestudentslistenandchoosethetipsmentionedinthe

conversation.

2.Checktheanswers.

Post-listening

2d

1.HavestudentslookatthelistofcommondifficultiesinlearningEnglishinactivity2d.

2.Inpairs,havestudentschooseoneortwodifficultiestheyrelateto.Theyshouldthen

discussandsuggestwaystoovercometheseproblems,usingideasfromthelisteningor

theirownexperiences.

3.Tomodeltheactivity,presentashortsampledialogue:

A:IfinditdifficulttofallowconversationsinEnglish.

B:Metoo,MaybewecanwatchshortEnglishcartoonswithsubtitlesfirst.

A:That'sa^oodidea.Listeningalittleeverydaycouldhelp.

4.Inviteafewpairstosharetheirconversationswiththeclass.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefillexpressionsandimportantlanguagepointsontheblackboard.

TeachingReflection

Thislessoneffectivelyconnectedstudents'personalexperienceswithpracticallisteninginputon

Englishlearningstrategics.Thepairdiscussionswereactiveandcngaging.Forfuturelessons,

providingabriefmodeldialoguebeforetheactivity2dcoulcfurtherprovide

supportforstudents'speakingoutput.

第三课时SectionA(3a-3e)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandsummarizetheconceptof“activelearningMinEnglishbyreadinganinleniew

andidentifyingkeytips.

2.discussandapplytheconceptofactivelearningbyidentifyingwhoisanactivelearnerin

givendescriptionsandreflectingontheirownhabits.

3.extendtheconceptbydiscussinghowtoleaniotherschoolsubjectsactivelyinconversation.

二、TeachingAdvice

Lead-in

1.Askstudentstothinkaboutthequestion:

♦WhenyoulearnEnglish,areyoumorelikea“receiver”(justlisteningandreading)

oran“actor”(usingandpractisingitactively)?

2.Letafewvolunteerssharetheirthoughts.

Pre-reading

3a

1.Directstudentstothetitleandquestionin3a.Askthemtoreadtheinterviewquicklyto

findtheanswer.

2.Afterconfirmingtheanswer,askthemtoreadtheinteniev/againmorecarefully.This

time,havethemunderlinesentenceswhereBinbingivesspecificexamplesofwhathe

doestolearnEnglishactively.

While-reading

3b-

1.Askstudentstolookatthe“TopTipsfbrLearningEnglishActively,,in3b.Havethem

workindividuallytocheckwhichtipsBinbinfollows.

2.Goovertheanswersasaclass.Thenaskstudentswhichofthesetipstheyfollowwhen

learningEnglish.

3c

1.Presenttheactivity.Askthemtoworkinpairstodiscusstheirchoicesandexplaintheir

reasoningusingideasfromtheinteniewandthetips.

2.Checktheanswersandbrieflydiscusswhyeachpersonisorisn'tconsideredasanactive

learner,focusingontheactionsdescribed.

3.Guidetheclasstosummarizethekeytraitsofan"activelearner”basedontheconversation

andtheexamples.Writestudents'ideasontheblackboard.Theymayconcludethatactive

learners:

Useknowledgeinreal-lifeornewsituations.

Connectlearningwiththeirpersonalinterests.

Takeinitiativetogobeyondbasicassignments.

Createthingsbasedonwhaitheyhavelearned.

Post-reading

3d

1.Playtheaudiofbractivity3dandhavestudentslisten.

2.Dividestudentsintopairstorole-playtheconversation.Encouragethemtouseappropriate

intonation.

3e

1.Inpairs,havestudentschooseoneortwootherschoolsubjects.Theyshoulddiscussand

suggestatleastthreespecific"active”waystolearneachsubject,usingtheideasand

languageprovided.

2.Inviteseveralpairstosharetheirbestideaswiththewholeclass.Aftereachshare.brieflyask

theclass:Which"activelearner''traitdoesthisideashow?toreinforcethecoreconcept.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyguidedstudentsfromunderstandingakeyconcept(activelearning)to

applyingitinanalysisandpersonalreflection.Tostrengthenoutput,providingmorestructured

sentencestartersduringthefinaldiscussion(3c)couldhelpstudentsgenerateideasmorequickly

andconfidently.

第四课时SectionA(4a-4d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifyandunderstandobjectclausesandtheconnectingwords(that,if,whether)through

readingandanalysis.

2.usethecorrectconnectingwordstocompleteobjectclausesinsentencesandapassage.

3.discussandexpressopinionsusingobjectclausescorrectly.

二、TeachingAdvice

Lead-in

1.Writethefollowingpairsofsentencesontheblackboard,clearlygroupingthemfor

comparison:

♦Ibelieveyouridea.—Ibelievethatyourideaisgreat.

♦Idoubttheresult.-Idoubtwhethertheresultiscorrect.

♦I'mnotsureaboutthetime.-I'mnotsureifthemeetingstartsat3:00pm.

2.Directstudentstopayattentiontothesentencesontheright.Ask:What'sspecialabout

thepartthatcomesafterverbslikebelieve,doubtandhesure?Guidethemtonoticeit

isacompletesmallsentenceintroducedbythat,iforwhether.

ExploretheGrammar

4a

1.1lavestudentsreadthefiveexamplesentencesinthetablesilently.Askthemtocircle

theconnectingwords(that,if\whether)andunderlinetheentireobjectclauses(the

partstartingwiththeconnectingword).

2.Guidestudentstoobserveandsummarizetherules:

♦“That”isusedtointroduceastatementthatisconsideredtrueorfactual.Itcanoften

beomittedininfbnnalspeechwhenitintroducesastatement.

♦和"whethcr”areusedtointroduceanounclausethaicomesfromayes/no

question.Theymean"是彳、是"or"是否"andusuallycannotbeomitted."Whether”

ismoreformalandisoftenusedwith“ornot".

GrammarRules

1.什么是宾语从句?

当一个完整的句子(包含主语和谓语)充当另一个句子的宾语时，这个句子就叫作宾语从

句。它通常跟在及物动词［如think,believe,know,wonder.find)或介词后面。其作用是

使表达的内容更丰富、更完整。例如:Iknowthatyou'reright.

2.宾语从句的连接词:that,if,whether

引导宾语从句的that".whether都称为从属连伺。它们的功能是将后面的从句与主句

的动词联系起来。

连接词that

用于引导一个陈述句作为宾语从句，它只起纯粹的连接作用，没有实际词义。在口语和

非正式文体中，如果宾语从句是完整的陈述句,连接词that通常可以省略，句子意思不

变。例如：

Ibelieve(that)readingisimportantforlearning.

Peterfinds(that)hecanconnectphysicswithreallife.

连接词if/whether

用于引导•个由一般疑问句转化而来的宾语从句,意思是“是否它们将原来的疑问语

气转变为陈述性从句。if和whether都不可省略，因为它们是区分从句是陈述还是疑问

的关键标志。whether比if更正式，后面经常可以接“ornot'Xwhetherornot),而“if」

般不这样用。例如：

Iwonderi"whetheryoucouldhelpme.

Iwanttoknowif7whetheryoureadEnglishbooksafterclass.

I'mnotsurewhethertheplanwillworkornot.

3.宾语从句的时态

宾语从句如果主句是现在的时态（包括一般现在时、现在进行时、现在完成时），从句的时

态可根据实际情况而定。例如：

Iknowheliveshere.

Iknowhelivedheretenyearsago.

Ihaveheardthathewillcome.

如果主句是过去的时态（包括一般过去时、过去进行时），那么从句的时态一定要用过去

的时态（包括一般过去时、过去进行时、过去将来时、过去完成时）。例如：

Iknewwholivedhere.

Ourteacheraskedusifeverybodywashere.

Hesaidthathehadseenit.

4.宾语从句的语序

陈述句变为宾语从句时语序不变。例如：

Heisanhonestman.—Ithink（that）heisanhonestman.

We'llwin.-Webelievewellwin.

一般疑问句变为宾语从句时，语序要变为陈述句语序，用if/whether连接宾语从句。例如：

Docshestudyhard?-Iwonderif/whetherhestudieshard.

Willtheywin?一Iaskedif/whethertheywouldwin.

GrammarExercises

4b

1.Askstudentstoreadthefivesentencesanddecidewhichconnectingwordfitsbestin

eachblank.

2.Remindthemofthekeydifference/'that^fbrstatements,“if/whether”foryes/no

questions.Havethemcompletetheactivityindividually,andthencompareanswerswith

apartner.

3.Cheektheanswerswiththeclass.

4c

1.Directstudentstolookbackattheiranswersin4b.Askthemtocircleanyconnecting

wordsthatcanbeleftout.

2.Checktheanswerwiththeclass.

4d

1.Askstudentstoreadthepassagethroughfbrgeneralunderstanding.

2.Havethemcompletethepassagebychoosingthecorrectsentencepartsfbreachblank.

3.Checktheanswerstogether.Discussthefinalquestions:Wouldyouliketotiythelearning

methodsuggestedbyHuaLuogeng?Whyorwhynot?Encouragestudentstouseobject

clausesintheirresponses.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thislessonprovidedclear,rule-basedinstructiononobjectclauses,supportedbywell-structured

exercises.Studentssucccssliillyidentifiedandusedtheconnectingwordsincontrolledpracticc.To

buildfluency,incorporatingmorequick,oralsentence-creationdrillsinfuturelessonswouldhelp

studentsusetheseclausesmorespontaneouslyinconversations.

第五课时SectionB(la-le)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

I.understandandanalyzethecharacteristicsofasuccessfullearnerbyidentifyingmainideas

andreadingfbrdetails.

2.discussandevaluatetheirownlearninghabitsbyreferringtothestrategiesmentionedin

thetext.

3.expandandconsolidatekeyvocabularyrelatedtolearningmethodsandpersonaldevelopment.

二、TeachingAdvice

Lead-in

7a

l.Havcstudentslookatthetitleofthetext.Askthemtoworkinpairsandpredictwhat

advicethewriterwillgive.

2.Inviteafewpairstosharetheirpredictions.Brieflylisttheirideasontheboardto

activatepriorknowledgeandsetapurposeforreading.

Pre-reading

SkimReading

lb

1.Introducetostudentsthereadingskillofidentifyingmainideastounderstandtextorganization.

2.Instructstudentstoskimthetextquicklyfbrthefirsttimetomatcheachparagraph

withitscorrespondingmainidea.

3.Checktheanswerswiththeclass,andaskstudentstoidentifythekeysentenceorphrasethat

supportstheirchoicefbreachparagraph.

While-reading

CarefulReading&Analysis

1c

1.Havestudentsreadthetextagainmorecarefully.Askthemtoanswerthefivecomprehension

questionsin1c.

2.Checktheanswerswiththeclass.

Id

1.Directstudentstothemindmap.Askthemtoreviewthetextandfindtheexactwords

orphrasesfromthetexttocompletethemap.

2.Checktheanswerswiththeclass.

Post-reading

le

1.Havestudentslookatthelistofstatements.Askthemtoreflect:Whichofthesearetruefbr

youasalearner?

2.Inpairsorsmallgroups,havestudentsdiscuss:Chooseoneortwostatementsthatare

notverytruefbryou.Howcanyoudobetterinthoseareas?Whatspecificactionscan

youtake?Encouragethemtouseideasfromthetextintheirdiscussion.

3.Inviteafewstudentstosharetheirreflectionsorplanswiththeclass.

VocabularyinUse

2a

I.Letstudentsworkindividuallyorinpairstofindthehiddenwordsinthepuzzleanduse

themtocompletethelearning-relatedexpressions.

2.Checktheanswersandensurestudentsunderstandthemeaningofeachcompletedexpression.

2b

1.Askstudentstoreadeachsentenceandcirclethecorrectwordtocompleteit.

2.Reviewanswerstogether.

2c

1.Havestudentscompletetheshortpassageusingthephrasesinthebox.

2.Aftercheckingtheanswers,brieflydiscussthemethoddescribed.Ask:Wouldyoulike

totrythis“teachingtolcam,,method?Whyorwhynot?

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thisreadinglessoneffectivelyguidedstudentsfromunderstandingamodeltexttopersonal

application.Thecomprehensionandmindmapactivitieshelpedstudentsgraspthestructureand

detailsofthetext.Thepersonaldiscussion(Ie)wasengagingbutcouldbedeepenedbyproviding

morespecificsentenceframesfbrself^reflection.

第六课时SectionB(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandhowsomeonedevelopedareadinghabitbyreadingapersonalpostandextracting

specificinformation.

2.discussandreflectontheirownreadinghabitsbyinterxiewingapartnerusingastructured

sun'cy.

3.writeashortpersonalpostabouttheirownreadinghabitsandshareitwithclassmates.

二、TeachingAdvice

Lead-in

Askstudentstothinkaboutwhatorwhofirstsparkedtheirinterestinreading.Inviteafew

volunteerstosharetheirthoughtsbriefly.

Pre-writing

3a

1.Directstudentstotheonlinepost.Askthemtoreaditcarefullytoanswertheguiding

questionin3a.

2.Havestudentsunderlinethekeysentencesthatexpla