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教学设计
课题 How I learned to learn English
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本单元话题围绕学习本身，讲述了学习的障碍以及对应的解决办法，对学生有重要意义。本课3a-3b是本单元的第一个阅读板块。阅读语篇以第一人称讲述了因为对英语电影的喜爱，一名英语学习被动、困难的学生转变为一名主动学习英语、热爱英语的学生的故事。阅读语篇在训练、发展学生阅读能力的同时，也在帮助他们意识到提高学习兴趣和改进学习方法的重要性。本课的语言结构仅要求掌握“by+动词-ing形式”，但滚动复现七年级、八年级学过的相关短语和搭配。在这过程中能有效掌握有关学习方式的语言表达为后续的学习奠定了良好的基础。
学情分析 本节课所面对的是九年级的学生，他们已经具有一定的知识储备，大部分学生都具有能够独立分析问题，清晰表达观点的能力。而本文主要描述的是作者学习英语的经历，这样的话题能让所有学生产生共鸣，因为他们自己正是一个个英语学习的亲历者，他们中的绝大多数人可能也会有像魏芬一样的学习经历。因此，学生们对此课表现出了极大的兴趣，能够积极主动地参与到课堂活动中来。虽然他们对英语普遍感兴趣，但有很大的不稳定性，偏重于形象思维，对片面、零碎的材料缺乏一定的概括分析能力。因此在本课教学中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法、情景交际法等激发学生学习兴趣，让学生乐于接受， 易于接受。
学习目标 (1)运用skimming和scanning阅读策略，归纳文章主旨大意，梳理文章结构，提取细节信息。 (2)运用思维导图，口述魏芬学习英语的经历。 (3)通过Group work谈论学习的经历，学会调整学习方法，找到适合自己的学习方法。
重难点 (1)运用阅读策略，获取文章大意，梳理文章结构，感知主人公的情感变化， 检测目标一的达成。 (2)利用思维导图，复述文章，检测目标二的达成。 (3)小组合作谈论自己的学习经历，检测目标三的达成。
教学评活动过程 教师活动学生活动Step1 Greetings and Leading in Greet the students. Present the learning aims 3. Ask students some questions. 1). How long have you learned English 2). Do you know the meanings of these sentences It’s a piece of cake. It serves you right. 4.Tell the students the meanings and tell me I got the meanings by watching movies.Ask the students how they study English What problems did they have How did you solve the them Our school radio station invited some students to share their experience of learning English. Would you like to join us Wen Fen shared her experience of learning English. Let’s read it. Open your book and turn to page 3. Greet the teacher. Read the learning aims by themselves. Listen to the teacher carefully and answer the questions. Students1:I study English by listening to music. Students 2:I study English by making word cards. Students3: I study English by..... 设计意图：1.通过free talk的形式，让学生翻译俚语，发现俚语不能就词论词，从而激发学生的求知欲。简单介绍俚语的定义。教师从自身出发，说自己是通过看电视知道这些俚语的意思的。反问学生，你是怎么学习英语的。2.创设情景，学校广播电视台邀请一些学生分享学习英语的经历，从而引出魏芬学习英语的经历。Step2 Prediction教师活动 Look at the title and the picture of the article and answer two questions. What does the passage talk about How did Wei Fen study English Tip: the topic sentences can help you find the main idea.学生活动 Look at the title and picture carefully. It talks about English learning. Perhaps she learned English by watching something. 设计意图： 课前预测，提高学生观察图片信息和关键信息的能力，启发学生的想象力。 激发学生阅读的兴趣，提高学习的专心度。
Step3 Skimming1.Read quickly and match the main idea of each paragraph. 2. Analyze the text and circle the words of time. 3. what kind of text is it 1.paragraph1. Problems with English Paragraph2. Ways to learn English Paragraph3. Enjoy the English class 2.What: How I learned to learn English How: paragraph 2 tells us how to learn English Time order：last year,one day, now Narrative. 设计意图: 在对文本进行解读后，我提炼了三个句子作为文章段落大意，让学生通过快速阅读，选择合适的段落大意，提高学生归纳大意的能力。 分析文章的结构，让学生找出文章的话题，以及作者是怎样解决遇到的问题的。 让学生圈出文章中的时间，从而引出文章是按照时间发展顺序讲述故事，体会记叙文的文本特征。Step4 ScanningRead the passage and fill in the chart. ProblemsinfluenceResult:
Read again and finish the mind map. Ways to learn English: The challenge: The results: Her discover: Read again and fill in the chart. questionsanswersWhat’s the way of Wei Fen’s English learning How to get the meaning What were her gains
Read and answer the questions. (1).What’s the result of Wei Fen’s English learning (2).What’s her English learning plan 5.Complete the sentences with what Wei Fen learned from watching movies. Use words and phrases from the passage. (1).I can understand the meaning by watching their _____________ and the ___________ on their faces. (2).I can get the meaning by listening for just the ___________. (3). My pronunciation improved by listening to the ___________ in English movies. (4).I learned __________ sentences like"It's a piece of cake" by watching the movies. (5).I can find the meaning of new words by looking them up in a ____________. Ways to learn English:she watched an English movie.She fell in love with it and began to watch other movies. The challenge: She couldn’t understand everything the characters said. The results: pronunciation improved. Learned useful sentences Her discover: listening to something interesting is the secret to language learning. 3.Answers (1). She really enjoys the English class. (2) She plan to learn new words and more grammar to have a better understanding of English movies. 5. . I can understand the meaning by watching their _body language__and the _expressions_ on their faces. (2). I can get the meaning by listening for just the _key words_. (3). My pronunciation improved by listening to the _conversations. in English movies. (4). I learned __useful__ sentences like"It's a piece of cake" by watching the movies. (5). I can find the meaning of new words by looking them up in a dictionary. 设计意图： 1.通过scanning，锻炼学生读取信息和语言表达的能力，让学生用英文解释句子锻炼其推理判断句意能力及语言表达的综合能力。 2.利用思维导图整理文章内容，让学生通过一个逻辑顺序了解文本结构，挖空的位置为文中的重点短语和词汇，提醒学生注意。Step6. Retell and Rethink 1.According to the mind map and retell the passage. 2.What can we learn from the story 2.Students1:Interest is the best teacher. Students2:Find our way to learn and keep running. Students3:There is no royal road to learning. Students4:...设计意图：1.通过绘制思维导图，让学生更好地理解文本的写作框架。 2.学过文本后，进一步思考我们从故事中学到了什么？发散学生的思维，让学生更好的理解文本的用意，兴趣是最好的老师，适合自己的学习方法才是最好的。Step7:Group workTalk about our learning experience and make a report There are three questions to help you. (1).what 's your problem (2).How did you solve it (3). What's your feelings now Don’t forget the time order. Talk about their learning experience in group and make a report. Show their reports and get stars according to the evaluation standards. 设计意图： 1.小组讨论，口语练习面广，还可以为基础薄弱的学生提供帮助。 2.通过写作，为学生提供展现自我的平台，培养学生的自信心和综合语言运用能力。 3.展示环节，检查本课的学习效果，为本节课的作业作好铺垫。 Step8:SummaryMake a summary by using the mind map. 设计意图：通过思维导图的梳理，让学生更清楚的明白文章的结构和条理。
板书设计 Unit1 How can we become good learners Section A 3a How I learned to learn English: feelings Paragraph1:problem sad Paragraph2:ways excited Paragraph3: result happy
作业与拓展学习设计 Level A: Share your experience of learning English with me by e-mail. (807779180@)（20mins） Level B: Retell the story of How I Learned to Learn English to your partner. (15mins)
特色学习资源分析、技术手段应用说明 思维导图的运用，让文章结构更清晰明了。学生根据关键词和图片绘制思维导图，让他们的思维可视化，老师更清晰了解他们的学习状态。
教学反思与改进 本课时以任务型教学模式为原则，以学生为主体，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生运用语言的能力，使语言学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和养成自主学习能力的过程。所设计的一切课堂活动都围绕着话题展开。从个人发表意见到小组讨论，学生的语言实践活动始终围着话题由易到难、由浅入深地逐步展开。这些活动的设计紧贴学生的生活。即让基础不好的学生有话可说，又能让能力强的有所提高和发挥。让学生们在无形中操练了句型，现固了语法，并且在此基础上进行了综合运用，创造性地使用了要求掌握的内容。语言教学放在实际情景中，教学内容贴近生活，学生们学得兴致勃勃教学设计遵从以学生为本的原则，把学生的主动权交给学生，学生们情绪高涨，主动参与的积极性非常高。“ Learning by doing”，动手动口，每个人都有事。在轻松、活泼、融的气氛中掌握了所学的语言知识。学生们在使用英语中感受英语，在实践中运用英语，在运用中轻松松地掌言知识、发展了能力。
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