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人教版九年级英语Unit 1 How can we become good learners
Section B (1a - 1e)教学设计
Teaching Objectives:
1. In listening and speaking activities, continue to further learn some vocabulary and phrases describing English learning difficulties and solution strategies.
2. By using listening strategies, understand the content about English learning difficulties and effective suggestions in the listening material, and retell the listening content combined with key sentences.
3. Through self-reflection and group discussion, list the difficulties and challenges in English learning and provide corresponding solutions, improving expressive ability.
4. Through group activities, understand the progress and deficiencies in their own English learning, and actively explore English learning methods suitable for themselves.
Teaching Key Points:
1. Master the vocabulary and phrases describing English learning difficulties and solution strategies, and be able to understand the listening content.
Teaching Difficult Points:
Use relevant sentence patterns to discuss English learning difficulties and provide solution strategies, and reflect on their own learning strategies.
【 Teaching Procedures:】
Step 1. Free talk.
Let Ss have a free talk about these questions:
①Do you think English is a difficult subject
②What makes it difficult for you to learn English
③Which gives you a headache
Design Intention:
Through free discussion, activate students' prior knowledge, stimulate their thinking about English learning difficulties, create a relaxed classroom atmosphere, and introduce topics for subsequent learning.
Step 2. Pre - listening.
1. Check the statements about things that are difficult for them in 1a.
2. Make a list in 1b about other things that are difficult for them. Then, ask Ss to share their answers.
3. Pair work: Ask Ss to work in pairs to talk about their difficulties and give their advice.
4. Ask Ss to look at the information from the table of 1c. Then tell what challenges the man may talk about.
Design Intention:
Through various activities in the pre-listening stage, help students familiarize themselves with topic-related content in advance, activate vocabulary, conduct preliminary oral communication, predict listening content, and make full preparations for listening activities.
Step 3. While - listening.
1. Work on 1a: Listen and complete the learning challenges he talks about.
2. Work on 1d: Listen again and complete the solutions.
3. Listen for more details and answer the questions:
①What's the relationship between the two persons
②Can Paul study the words on the subway
③What does Ms. Manson suggest in listening
④When does the English club begin
Design Intention:
During the listening process, through tasks at different levels (capturing main ideas, obtaining solutions, detail comprehension), gradually improve students' listening skills and enable them to fully understand the listening material.
Step 4. Post - listening
1. Read the listening material and then role - play it.
2. Group Work: Ask Ss to work in groups to discuss their difficulties in study and give their advice.
Design Intention:
Through reading aloud, role-playing, and group discussion, consolidate listening content, promote students' language use and communication, and enhance oral expression and cooperative learning abilities.
Step 5. Summary
1. Ask Ss to sum up the sentence patterns that can be used to talk about their difficulties and advice.
Design Intention:
Guide students to summarize relevant sentence patterns, organize knowledge, strengthen the mastery of language structures, and improve the ability of induction and summary.
Board Design
Unit 1 How can we become good learners
Section B (1a - 1e)
1. Vocabulary & Phrases (Learning Difficulties & Solutions)
- Difficulties: pronunciation, vocabulary, listening, grammar...
- Solutions: listen to tapes, make word cards, join an English club, take notes...
2. Sentence Patterns
- Talking about difficulties:
- I find... difficult.
- It's hard for me to...
- Giving advice:
- You should...
- Why not...
- How about...
3. Listening Tasks
- 1a: Learning challenges
- 1d: Solutions
4. Group Discussion
Share your difficulties and advice.
Teaching Reflection
In today's class, the free talk session successfully sparked students' enthusiasm, and they actively shared their thoughts on English learning difficulties. During pre-listening activities, students participated in discussions and predictions actively, which effectively prepared them for listening tasks. In the while-listening stage, most students could complete basic tasks like capturing main ideas and solutions. However, when handling detailed questions, some students still struggled to catch specific information, especially for time-related questions such as "When does the English club begin", as they might not focus on such details.
For post-listening activities, role-play was popular among students, and they showed creativity in performing dialogues. Group discussions also encouraged students to share their learning experiences. Yet, a few groups lacked in-depth discussions, merely staying on simple descriptions.
To sum up, the overall teaching process went smoothly, but more guidance is needed for students who have difficulties with detailed listening and in-depth group discussions. In future classes, I will design more targeted exercises for detail listening and provide clearer scaffolds for group activities to ensure all students can benefit more.

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