初中三年级Unit 1 第一课时教学设计英语版

How Can We Become Good Learners?

Teaching Designs（Period I Section A 1a-2d）

三台县教育研究室苏仁智

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I. Content analysis

This is an oral class for ninth-grade students. According to the fifth goal of "curriculum standard (2011)", we can lead to the topic “How can we become good learners?”. Students in groups play the role of teacher and student, and learn to put forward their own proposals to learn English. Teachers encourage them to develop a good habit of learning English, and improve the ability to learn English.

This topic is selected from the ninth-grade textbooks (People's Education Press, 2014) —Section A. The core language project in this lesson is “Ask and answer about how to learn”. Learn to use “How do you study? I st udy by…How can I…?You can…by…”Ask someone else some advice how to learn English. By the teachers’and students’ asking and answering, let students understand and consolidate the teaching focus of this lesson. Arouse students curiosity and thirst for knowledge from the visual and hearing.

Highlights and reflections:

From the characteristics of students, we design a task close to students’ lives according to the teaching contents, let students complete the performance task of exchanging roles with each other in communication. We use the experience way to attract students to the language learning activities, attract their attention and interest in learning, so that students participate more actively .They will acquire new knowledge in the interaction of new experience, and understand language knowledge from their own experience. And the classroom teaching is sure to succeed.

II. Learner analysis

Most of the students are interested in English. T eachers’ repeating texts simply can’t meet their curiosity and thirst for new knowledge. Their self-awareness is growing, but has no stability characteristics. The more knowledge stimulates their memory, the more exactly students memorize it. They focus on the image of thinking, and can’t thoroughly express one-sided, fragmentary materials. Therefore, we should pay more attention to students’ existing knowledge in the teaching design, help students understand and practice the new language knowledge. In the teaching process, we should pay attention to inspiring, and cultivating students to form abilities to analyze problems, and comprehensive expression abilities. We should use the flexible teaching methods to stimulate students to learn English. Let students accept new knowledge willingly and form certain learning strategies.

Reflection：Teachers’ respecting the students is of great importance. Teachers must regard each student as a unique experienced-and-emotional person. Think highly of the students'

autonomy and creativity. Encourage the students to perform in class.

III. The design of teaching goals

1. Knowledge Objectives:

●Be able to master the pronunciation, meaning and spelling of the words related to the learning theme: textbook, conversation, aloud, pronunciation, sentence, patient.

●Be able to learn the phrases of learning methods: by working with friends, by making word cards, by reading the textbook, by working with a group, by listening to tapes, by asking the teacher for help, by doing exercises and reading a lot, by watching English programs, by writing e-mails to pen pals.

●Be able to talk about how to learn by using “How do you study…? I study by… How can I…? You can…by…”

●Be able to use the pattern structures freely: It’s too hard to understand spoken English. The more you read，the faster you’ll be.

2. Ability Objectives:

●Be able to talk about English learning methods with sentence patterns.

●Be able to play the different roles.

3. Moral Objectives:

●Help the students to reflect and sum up their English learning methods, and encourage them to become active learners.

IV. The key and difficult design

1. Because the topic of this class is about how to learn, according to the requirements of the curriculum standard (2011), students need to master English words and phrases related to English learning methods, and be able to use the sentences to talk about English learning methods. Therefore the teaching focus of this class is set as follows:

●Talk about how to learn by using “How do you study…? I study by… How can I…? You can…by…”

●Master and use the following sentence structures: How do you study English? I study by working with a group. It’s too hard to understand spoken English. The more yo u read，the faster you’ll be.

2. Students have learnt words and phrases related to the contents of the class before. They have certain knowledge basis. Therefore, we should lead them to review words and phrases learned in grade seven or eight while they are learning new words and new phrases. When they talk about the advice on how to learn English, they will meet with some difficulties. So the teaching difficulty of this class is set as follows:

●Students may find it difficult to improve their language ability.

●Students may find it difficult to create new dialogues according to their own.

V. Teaching methods and means

Preparations of students’ learning and teacher’s teaching.

Design and arrangement of teaching environment.

Design and preparation of teaching materials.

VI. The teaching process

This is the main part of the teaching design, including the learning activities of students, the directing activities of teachers, the teacher-student interaction activities.

Step 1 Lead-in

Greet students by asking them: How are you today? Through the video and brainstorming activities, lead to the topic of "learning how to learn", and let students use “by + doing” to express learning style and answer freely. Then ask students “How can we become good learners?”

S: I can become a good learner by ______.

working with friends.

making word cards.

reading the textbook.

working with a group.

listening to tapes.

by asking the teacher for help.

Design Notes:The greeting between the teacher and the students narrows the distance between each other, and enables students to concentrate themselves in the English classroom quickly. Ask the students to answer questions to let the students output their own language in thinking, and use it in the dialogue. Let the students to speak as much as possible, and prepare the dialogue for the next step.

Step 2 Learn 1a. Check the ways you study English. Ask students to finish the task, then read together after checking.

___ a. by working with friends.

___ b. by making word card.

___ c. by reading the textbook.

___ d. by listening to tapes

___ e. by asking the teacher for help.

Design Notes: Through studying this part, we present "by + doing" and lead students to understand the structures, and grasp the phrases of the learning styles and methods.

Step 3 Listening (1b, 2a and 2b)

Instruct the students to complete the textbook on the 1b, 2a and 2b of listening practice.

Activity 1: Listen to material 1b, recorded in the courseware and finish the task. Write letters from 1a above. And check the answers: b (Meiping); e (Peter); d (Tony).

Activity 2: Listen to material 2a and check the questions you hear.

1. ____ Does anyone learn English by watching videos?

2. ____ Do you have conversations with friends in English?

3. ____ What about listening to tapes?

4. ____What about reading aloud to practice pronunciation?

5. ____ Have you ever studied with a group?

Answers: 1, 2, 4, 5

Activity 3: Listen again and match each answer below with a question above

a. Yes, I have. I’ve learned a lot that way.

b. Oh, yes. It really improves my speaking skills.

c. I do that sometimes. I think it helps.

d. No. It’s too hard to understand spoken English.

Answers: d, b, c, a

Design Notes:The listening materials present the structure “by + doing”entirely for the students. Through the input materials, students can obtain knowledge of the key phrases of this unit, and imitate the pronunciation and intonation of the dialogue clearly. Before listening, we tell students new words in the materials to help them get rid of difficulties. And lead students to read the given materials ahead. In the course of listening, lead students to listen to the difference of the given materials. After listening, we give students several minutes to let them complete the tasks. Then check answers, and read the listening materials together.

Step 4 Pair work (1c 2c and 2d)

Activity 1: Learn 1c. Make conversations about how you study for a test. Ask students to write down other ways they study for an English test and discuss in groups . Then ask some from each group to play in class.

A: How do you study for a test?

B: I study by working with a group.

A: How do you study for a test?

B: I study by…

Activity 2: Learn 2c. Make the dialogues with the 2a and 2b information. Let the students write their own dialogues, and discuss in groups .Then choose some from each group to play in class.

Activity 3: Learn 2d. Role-play the conversation. Divide students into two parts to play the conversation of exchanging roles with each other. Then let students to play in groups of two by two. Finally, choose some from each group to play in class.

Jack: Annie, I’m a little nervous. I have t o finish reading a book and give a report next Monday.

Annie: That doesn’t sound too bad.

Jack: But I’m a very slow reader.

Anni e: Just read quickly to get the main ideas at first. Don’t read word by word.Read word groups.

Jack: But I don’t understand many of the words. I have to use a dictionary.

Annie: Try to guess a word’s meaning by reading the sentences before and after it. Y ou

probably understand more than you think.

Jack: That sounds difficult!

Annie: Well, be patient. It takes time. You can become better by reading something you enjoy every day. The more you read，the faster you’ll be.

Design Notes:Let the students write a dialogue by listening materials in the book, help students to consolidate the sentence structure “by + doing”. Let the students discuss various methods of listening, speaking, reading and writing in English learning in groups. Ask some to play in class. By performing the role of 2d, consolidate the language knowledge of this class further.

Step 5：Sum up

The students under the leadership of the teachers summarize difficulties in learning English and sum up all kinds of methods to deal with them.

—How do you study English?

—I(We) study English______.

1. by working with friends

2. by watching English movies

3. by making word cards

4. by reading the textbook

5. by listening to tapes

6. by asking the teacher for help

7. by reading aloud

Design Notes:Understand and collect the students' difficulties of learning English, and discuss the methods to solve the problems, improve the students' abilities of learning English.

Step 6 Homework

Make three sentences imitating“How do you study English? I study English by working with a group. It’s too hard to understand spoken English. The more you read，the faster you’ll be.”

Make a list of five-to-eight kinds of English learning methods.

Design Notes:Through stud ents’brains and hands, let students consolidate language knowledge learned in this class further.

Step 7 Blackboard Design