Unit 1 How can we become good learners第5课时教学设计公开课优质课人教版精品推荐.docx

1、Unit 1 How can we become good learners第5课时教学设计公开课优质课人教版精品推荐英语 九年级全册Unit 1How can we become good learners?Period 5Content Section B 2a, 2b, 2c, 2d, 2e教学目标要求1能根据课文建议的学习方法，思考如何成为一名成功的学习者。如：Creating an interest in what they learn等。2能阅读短文，并完成回答问题、查词意、造句等任务，掌握技巧与方法。如：2c, 2d, 2e。3能正确使用下列常用表达，如：pay attentio

2、n to, connect with等。4能正确使用下列词汇，如：increase, ability, brain, active, attention, connect, review, knowledge, wisely等。5能够认读下列词汇，如：overnight等。6能够根据上下文判断、选择恰当的词义，如：2d。7了解亚历山大格雷厄姆贝尔的经历，并学习他成功的经验，如：2b。教学过程活动步骤教与学活动目的及其操作教学资源运用复习时间5 m1复习已学目标语和谈论如何学好英语的话题。Look at the picture and answer my questions:What can h

3、e do if he doesnt have much writing practice?Good. Now lets watch and listen.2仿照上述对话，组织Pairwork复习活动。OK. Lets make up conversations with your partner. Ask and answer in pairs.学生双人活动，教师抽查几对学生学生观看图片边观看边跟读(反馈评价和强化)。Well, lets watch, listen and repeat. 导入时间2 m3导入新课话题教师问，学生答。T: Everyone has good habits to

4、 learn English. Please tell us yours. What good habits can you think of?S1: Listen and read every day.T: Thats true. What else?S2: I often write to an English pen pal.4引入单元标题。教师板书或课件显示：Unit 1 How can we become good learners? Period 52a时间5 m5读前准备及生词解读，开展1a活动，教师注意收集学生的观点。有选择地适当板书若干良好学习方式。在此基础上教师继续利用PP

5、T显示以下学习方法(囊括了课文中的大部分生词)，引导学生解读它们的意思，讨论哪些学习方式值得倡导、哪些值得改进，通过这样的过程学习生词及表述：be active in thinkingpay too much attention to the knowledge of grammarconnect something new with your old knowledge andexperience等等6小组活动，一人采访，其他人选择自己的方法进行回答。教师与学生示范后，组内练习。T: what good learning habits can you think of?S1: I alway

6、s read English aloud, both in and out of school.展示23组，评价2b时间8 m7读前活动，呈现一副图片，减少障碍。T: Please look at the picture. What good learning habit doesthe girl have?S: Asking questions.T: Yes, what else can you read?学生带词典进课堂，为查阅生词做好准备。8导入2b活动，初读理解整体轮廓，训练阅读策略，Please read the article. 学生限时阅读(5060秒为佳)，按照书本要求完成2b

7、活动。对于学习能力薄弱的群体，教师可适当延长时限。要求学生在笔记本中摘录出课文所列优秀学生采用的四种学习方式。此后师生核对答案，讨论所采用的阅读策略教师应让学生意识到利用字体的视觉差异(粗体加黑)及跳跃寻读是阅读中经常使用的一种策略方法。Check their answers.1020秒是教参的原稿，应该1分钟之内即可。 9集体朗读、纠正发音、讲解难点T: Now, read the article together loudly. Correct and imitate the pronunciation and intonation. Pay attention to thephrases

8、; get to know their usages and meanings in thispassage.T: Do you have any problems? If you dont understand, let me help you.也可以让学生借助词典来解决问题，小组交流。了解亚历山大格雷厄姆贝尔的经历并学习他成功的经验。2c时间6m10细读短文，完成任务。学生细读课文，按照书本要求完成2c活动。教师应注意巡视指导，发现学生的阅读障碍及理解误区所在，思索并确定相应对策。对于学习基础薄弱、水平有限的学生，教师可将问题聚焦于课文理解，适当修正问题的问法，以便学生操作。OK, now

9、 read carefully again and answer the questions.According the writer, what kind of ability is everyone born with?Why is it a good idea to connect something you need to learn with something youre interested in?Whats the Chinese for “use it or lose it” and “practice makes perfect”?Are good learners afr

10、aid of making mistakes? What do they do with the mistakes?What study skills does the writer talk about? List them out.Why do many people say learning is a life-long journey?Then answer my other questions. You can discuss withothers. 2d时间5 m11读后学习能力训练：词典运用。1事先通知学生带词典进课堂(注意不要对词典的载体形式进行限制，欢迎学生带纸质、电子、手机

11、、移动网上词典，这样亦可对比不同词典载体的优势与不足，更便于表明教师倡导学生使用某类词典的观点)。学生课堂按照书本要求完成2d活动的前半部分，学生独立查词典确定词义后，师生商讨核实。2在此基础上再要求学生完成2d活动后半部分的造句任务。Show your sentences. (PPT显示学生的句子)(若教学时间有限，教师还可考虑将此活动整个或部分(如造句)布置成作业，由学生课后完成。2e时间5 m12读后交流活动.在学生熟读及透彻理解课文的基础上，完成2e。Now lets work in groups. 保证每一小组中均有语言能力较强及乐于交流者，按照2e活动要求展开小组讨论，并要求形成小组观点及记录。期间教师巡视指导，听取不同小组的讨论。最后由小组推举的小组“发言人”结合讨论结果，向班级做汇报。教师及时给予评价。小结时间3 m13检查评价。归纳反馈强化本节课学习目标。1总结本节课的重点词汇。Please show your words and phrases.让23名学生展示并补充。Can you make new sentences using these words?让学生造句，可以作为课后作业。2如何成为一名好的学习者？让学生回忆课文中的内容，进行复述。(也可以在此基础上扩充)作业1 m14Homework(布置作业)