Unit 1 How can we become good learners 第4课时公开课教学设计【人教版九年级英语】.docVIP

PAGE PAGE 5 Unit 1 How can we become good learners? Section B 2a-2e 教学设计 一、教学目标 1. 掌握下列重点词汇及短语：born, ability, create, brain, active, review, knowledge, wisely, be born with, pay attention to, connect … with… 2. 掌握重点句型： (1) How can you become a successful learner? (2) Whether or not you can do this well depend on your learning habits. (3) Good learners often connect what they need to learn with something interesting. (4) Even if you learn something well, you will forget it unless you use it. (5) Learning is a lifelong journey because every day brings something new. 3. 能够根据寻读策略进行阅读并完成阅读任务，同时能利用词典进行阅读。 4. 通过对本篇短文的学习，培养学生正确而科学的学习方法。给学生树立自信，让他们勇于开口说英语，找到适合他们自己的学习方法。 二、教学重点及难点 重点：1. 掌握本课时重点词汇、短语和句型表达。 2. 能阅读有关怎样成为一名合格的学习者的语篇材料。 难点：1. 能够运用寻读和词典进行阅读。 2. 能够阅读有关如何能为一名优秀的学习者的文章，并完成相关任务。 三、教学准备 教师：教学课件；多媒体设备 学生：课前预习 四、教学过程 Step 1 Warming-up Free talk T: Do you think English is difficult or easy? Why? S1: … T: How do you learn English well? S2: … T: Do you have any good learning habits? S3: … T: Is the habit good or bad? Why? S4: … 【设计意图】旨在激活学生对阅读话题的兴趣，为2a环节的展开作铺垫。 Step 2 Pre-reading Work on 2a Make a list of good learning habits and discuss. 【设计意图】通过讨论的方式，引导学生思考有哪些好的学习习惯，旨在导入2b的话题， 为阅读做好准备。 Step 3 While-reading Work on 2b2c 1. Listen and read the passage. Then check. 2. Fill in the blanks according to the passage. 3. Read the passage again and answer the questions. 【设计意图】引导学生运用scanning和skimming的阅读策略完成2b、2c的阅读任务，了解文本信息，初步理解文章大意，并通过问题的讨论使学生对短文有更深的理解。 Step 4 Post-reading Work on 2d2e 1. Look up the words in the dictionary and write a sentence for each word. 2. Discuss in group and share the ideas with the class. 【设计意图】培养学生运用词典、自主学习的能力，并引导学生在熟读及透彻理解课文的基 础上，进行小组讨论，锻炼他们的表达能力 Language points 1. Everyone is born with the ability to learn.每个人天生具有学习的能力。 (1) be born with 意为“生而具有；生就” e.g. He was born with a good memory. (2) ability 意为“能力；才能”。 常用短语: the ability to do sth. 意为“做某事的能力”；have ability in doing sth. 意为“有能 力做某事”。 e.g. He has the ability to speak Chinese fluently. 2. But wheth