人教版九年級英語Unit1Howcanwebeegoodlearners?SectionB(1a1e)教學設計TeachingObjectives:1.Inlisteningandspeakingactivities,continuetofurtherlearnsomevocabularyandphrasesdescribingEnglishlearningdifficultiesandsolutionstrategies.2.Byusinglisteningstrategies,understandthecontentaboutEnglishlearningdifficultiesandeffectivesuggestionsinthelisteningmaterial,andretellthelisteningcontentbinedwithkeysentences.3.Throughselfreflectionandgroupdiscussion,listthedifficultiesandchallengesinEnglishlearningandprovidecorrespondingsolutions,improvingexpressiveability.4.Throughgroupactivities,understandtheprogressanddeficienciesintheirownEnglishlearning,andactivelyexploreEnglishlearningmethodssuitableforthemselves.TeachingKeyPoints:1.MasterthevocabularyandphrasesdescribingEnglishlearningdifficultiesandsolutionstrategies,andbeabletounderstandthelisteningcontent.TeachingDifficultPoints:UserelevantsentencepatternstodiscussEnglishlearningdifficultiesandprovidesolutionstrategies,andreflectontheirownlearningstrategies.【TeachingProcedures:】Step1.Freetalk.LetSshaveafreetalkaboutthesequestions:①DoyouthinkEnglishisadifficultsubject?②WhatmakesitdifficultforyoutolearnEnglish?③Whichgivesyouaheadache?DesignIntention:Throughfreediscussion,activatestudents'priorknowledge,stimulatetheirthinkingaboutEnglishlearningdifficulties,createarelaxedclassroomatmosphere,andintroducetopicsforsubsequentlearning.Step2.Prelistening.1.Checkthestatementsaboutthingsthataredifficultforthemin1a.2.Makealistin1baboutotherthingsthataredifficultforthem.Then,askSstosharetheiranswers.3.Pairwork:AskSstoworkinpairstotalkabouttheirdifficultiesandgivetheiradvice.4.AskSstolookattheinformationfromthetableof1c.Thentellwhatchallengesthemanmaytalkabout.DesignIntention:Throughvariousactivitiesintheprelisteningstage,helpstudentsfamiliarizethemselveswithtopicrelatedcontentinadvance,activatevocabulary,conductpreliminaryoralmunication,predictlisteningcontent,andmakefullpreparationsforlisteningactivities.Step3.Whilelistening.1.Workon1a:Listenandpletethelearningchallengeshetalksabout.2.Workon1d:Listenagainandpletethesolutions.3.Listenformoredetailsandanswerthequestions:①What'stherelationshipbetweenthetwopersons?②CanPaulstudythewordsonthesubway?③WhatdoesMs.Mansonsuggestinlistening?④WhendoestheEnglishclubbegin?DesignIntention:Duringthelisteningprocess,throughtasksatdifferentlevels(capturingmainideas,obtainingsolutions,detailprehension),graduallyimprovestudents'listeningskillsandenablethemtofullyunderstandthelisteningmaterial.Step4.Postlistening1.Readthelisteningmaterialandthenroleplayit.2.GroupWork:AskSstoworkingroupstodiscusstheirdifficultiesinstudyandgivetheiradvice.DesignIntention:Throughreadingaloud,roleplaying,andgroupdiscussion,consolidatelisteningcontent,promotestudents'languageuseandmunication,andenhanceoralexpressionandcooperativelearningabilities.Step5.Summary1.AskSstosumupthesentencepatternsthatcanbeusedtotalkabouttheirdifficultiesandadvice.DesignIntention:Guidestudentstosummarizerelevantsentencepatterns,organizeknowledge,strengthenthemasteryoflanguagestructures,andimprovetheabilityofinductionandsummary.BoardDesignUnit1Howcanwebeegoodlearners?SectionB(1a1e)1.Vocabulary&Phrases(LearningDifficulties&Solutions)grammar...ties:pronunciation,vocabulary,listening,grammar...Solutions:listentotapes,makewordcards,joinanEnglishclub,takenotes...2.SentencePatternsTalkingaboutdifficulties:Ifind...difficult.It'shardformeto...Givingadvice:Youshould...Whynot...?Howabout...?3.ListeningTasks1a:Learningchallenges1d:Solutions4.GroupDiscussionShareyourdifficultiesandadvice.TeachingReflectionIntoday'sclass,thefreetalksessionsuccessfullysparkedstudents'enthusiasm,andtheyactivelysharedtheirthoughtsonEnglishlearningdifficulties.Duringprelisteningactivities,studentsparticipatedindiscussionsandpredictionsactively,whicheffectivelypreparedthemforlisteningtasks.Inthewhilelisteningstage,moststudentscouldpletebasictaskslikecapturingmainideasandsolutions.However,whenhandlingdetailedquestions,somestudentsstillstruggledtocatchspecificinformation,especiallyfortimerelatedquestionssuchas"WhendoestheEnglishclubbegin",astheymightnotfocusonsuchdetails.Forpostlisteningactivities,roleplaywaspopularamongstudents,andtheyshowedcreativityinperformingdialogues.Groupdiscussionsalsoencouragedstudentstosharetheirlearningexperiences.Yet,afewgroupslackedindepthdiscussions,merelystayingonsimpledescriptions.Tosumup,theoverallteachingprocesswentsmoothly,butmoreguidance