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/ 教学评一体化 高效备课 | 英语学科
Unit 3 Smarter Learning 第1课时 听说课教学设计
教材分析
【What】本课时属于人与自我主题群下的“学习与生活”子主题。主题为How do we learn （我们如何学习），是一节听说课。1a：罗列各类学习策略短语（take notes、review key ideas、use flashcards、create mind maps等），让学生勾选自己使用的学习方法，激活已有经验。1b、1c：三段听力对话，围绕数学、物理等学科，学生交流不同学科的学习方式，提取听力信息补全句子。1d：结对口语活动，运用句型谈论各科学习方法。2a：聚焦英语学习，列举英语学习的途径。2b、2c：英语俱乐部听力对话，学习英语单词、表达、课外阅读的学习技巧。2d：小组讨论，说出英语学习中的困难并探讨解决办法。核心语言：句型 How do you study for… I study by doing…，描述学习策略的动词短语。 【Why】本课时语篇旨在引导学生认识每个人拥有不同的学习风格，适合自己的学习方法才是最好的；学会反思自身学习习惯，主动发现学习困难，积极寻找科学有效的学习策略，树立自主学习、终身学习意识；懂得可以借助工具、小组合作、线上资源等多种方式提升学习效率，学会向他人借鉴学习经验。 【How】本课时以对话类听说语篇为主。任务由浅入深：词汇激活→听力获取信息→句型模仿→口语输出→反思迁移，遵循“学习理解—应用实践—迁移创新”。先通用学科学习方法，再聚焦英语学科学习策略，层层递进。语篇语言主要是口语化的简短对话；核心语法结构 by + doing，用来表达方式手段；大量动名词短语描述学习行为；句子简短，贴近校园真实交际场景。语篇旨在询问和介绍学习方式；交流学习困难，提出学习建议；分享学习经验。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已经掌握一般现在时基础句型；具备简单的听说交际能力；熟悉校园学习生活，在日常学习中已经在使用记笔记、看书等学习方法，有真实的生活经验；能够听懂简单的校园对话。 学生不熟悉描述学习策略的英文短语；不会熟练使用 by + doing 结构来表达学习方式；在听力中抓取关键学习方法信息的能力不足；难以用英语完整表达自己的学习难点和解决办法。 能够在教师支架引导下，掌握新的学习类短语；听懂听力对话，提取关键信息；运用目标句型问答，口头描述自己的学习方式；反思自身学习困难，简单交流英语学习策略。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能正确识读并运用take notes, review key ideas, use flashcards等描述学习策略的短语；听懂对话，获取不同学科、英语学科的学习方法信息；熟练运用句型 How do you study for… I study by doing…，口头询问并介绍学习方式，交流学习困难与对策； 2.学习能力：学会运用听前预测、听中抓取关键信息的听力策略；学会小组合作、结对交流；能够主动反思个人学习习惯，借鉴他人有效的学习方法，形成自主学习意识； 3.思维品质：能够对比不同学习方法的优劣；辩证理解“没有万能学习法，适合自己才最好”；发现自身学习问题，独立思考解决学习困难的方案，提升批判性思维； 4.文化意识：了解中外学生多样的学习策略，尊重人与人之间不同的学习风格；树立科学学习、终身学习的观念，培养积极的学习心态，不怕犯错。 完成课时目标所需的核心语言如下： 【核心词汇】 use flashcards, do research projects, learning apps or websites, mind maps, set learning goals, the best way to, weak points, help with, hands-on experiments, connect...with..., look up, practice doing, outside class, in general, suit, reading speed, be afraid of, grammar rules 【核心句型】 ...the best way to study maths is to do math problems. By doing hands-on experiments, Peter finds that he can connect physics with something in real life. Flashcards are easy to carry around for reviewing words. Reading is important for learning in general. You should read books that suit your English level.
教学重难点
教学重点：掌握描述学习方法的动词短语；掌握核心句型 How do you study for… I study by + doing；听懂听力对话，获取关于学习方法的关键信息，运用句型进行口语交流。 教学难点：正确理解并灵活运用 by + doing 表达方式；结合自身真实学习困境，用英语有条理地表达学习困难，提出可行的学习对策；在真实交际情境中自然运用目标语言，完成对话交流。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Create the situation of “Learning Tips Sharing Meeting”. Show pictures about studying online, doing experiments, mind maps and word flashcards. 3.Raise questions: How do you usually learn What are your learning tips Encourage students to share their usual learning ways with simple words or mixed ChineseEnglish expressions. Write related phrases on the blackboard. T:Today we will talk about different ways of learning. 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3.Observe the pictures, think about the questions and speak freely to share daily learning habits. 创设“学习方法分享会”真实课堂情境，利用图片可视化素材激活学生已有的校园学习生活经验，实现旧知铺垫；通过开放性问题调动学生表达欲望，降低开口门槛，允许中英混合表达保护学生课堂参与自信心；顺势引出本课时主题，让学生快速明确本节课学习任务，为本课词汇、句型输入做好情感与认知铺垫。
Presentation 学习理解 1.Present learningstrategy phrases from 1a: take notes, use flashcards, review key ideas, do research projects, watch learning videos, use learning apps or websites, create mind maps, work in groups or teams. Read aloud the phrases with students and explain their phonetic symbols and Chinese meanings. 2.Explain the grammar by + doing: it means “by means of doing something”. Give model dialogues. Then Guide students to practice the sentence pattern with different subjects, such as Chinese, English, biology and math. 3.Deal with prelistening prediction in Activity 1b. Ask students to look at the three pictures in the textbook, guess subjects and corresponding learning ways to make preparations for listening. 1.Read new phrases, finish tickthebox task in 1a and mark learning ways they have used. 2.Learn the grammar from the teacher’s explanation. Imitate sample sentences and make oral sentences with the structure by + doing. 3.Look at pictures and predict listening content. Sa:Maybe Student A is learning physics. Student B is learning math. Student C is learning ... Sb:Student A learns physics by ... Student B learns math by ... Student C learns by ... 落实词汇教学，通过带读、释义帮助学生掌握描述学习策略的核心短语；拆解by+doing语法难点，结合多学科例句，由示范到模仿操练，帮助学生理解 “by + 动名词表达行为方式” 的语义和句法规则； 开展听前预测策略训练，引导学生依托图片观察预判听力文本信息，培养听前预判的听力学习策略，降低后续听力理解难度，完成从词汇语法输入向听力活动的平稳过渡，落实英语学习活动观 “学习理解” 层级。
Practice 探究应用 1.ListeningⅠ (1)Provide a listening tip for the students.Play the audio of 1b. Ask students to listen and finish the matching task.Then Share their answers. (2)Play the audio again for 1c. Ask students to complete the sentences. Check answers together. (3)Ask the students to read the conversations from the listening script together and have a think to sum up how to talk about learning methods/tips. 2.Pair work Show a sample conversation with a student and provide some useful expressions. Let the students talk about learning methods of subjects like math, history and physics.Then ask several pairs to show their work. 3.ListeningⅡ T:So far, we’ve studied English for over six years. What good English learning methods can you share with us Work on 2a: Guide the students to Think about how you learn English. Tick the ways that are true for you. Provide a listening tip for the students.Play the recording and ask the students to Listen to the conversation in a school English club and complete the chart. Play the recording again and ask them to choose the tips mentioned in the listening. 1.ListeningⅠ (1)Listen to the conversations and match them with the pictures. (2) work on 1c: Get known the listening tip given by the teacher. Listen again to complete the sentences. Ss: do maths problems; gives exercises;history study;the key points of historical events;learning physics well;in real life. Read the conversations from the listening script together and have a think to sum up how to talk about learning methods/tips. 2.Pair work Read the sample conversation given by the teacher. Work in pairs to talk about learning methods of subjects like math, history and physics. 3.ListeningⅡ (1)Think about how you learn English. Tick the ways that are true for you. (2)Listen to the conversation in a school English plete the chart. (3) Listen again and Choose the tips mentioned in the listening. 遵循分层听力原则：第一遍完成简单匹配抓取整体大意，第二遍填空捕捉细节关键信息； 听完跟读原文，既巩固语音语调，又引导学生自主归纳谈论学习方法的表达框架，实现听力输入向口语输出转化。 结对练习提供对话支架，降低输出难度，让全体学生都能参与，巩固How do you study… I study by doing…核心句型。话题由通用学科过渡到学生最熟悉的英语学科，实现话题聚焦； 2a 激活学生自身英语学习经验，2b2c 完成第二轮听力输入，训练学生抓取建议类信息的能力，完成 “学习理解” 到 “应用实践” 的进阶。
Production 迁移创新 Present common Englishlearning difficulties from the courseware: remembering new words slowly, slow reading speed, fear of making mistakes, difficulty in following conversations, trouble using grammar rules. Organize 4member groups to have a discussion. Then invite groups to share ideas in public. T:What do you find difficult about learning English What are some ways to overcome these problems Get to know common Englishlearning difficulties and collect their difficult points in English learning. Discuss in groups, talk about reallife learning difficulties and practical solutions, and present group opinions. Sa:Read more and don’t stop to look up new words. Sb:Practise with someone you are not afraid. Sc:Write words in notebooks and review them often./... 本环节指向迁移创新层级，立足学生真实英语学习痛点，把课堂语言知识迁移到真实问题情境。小组讨论给更多学生开口表达机会，学生不再机械套用课本对话，而是结合自己真实学习困境输出观点；引导学生正视学习中遇到的各类难题，主动思考可行解决对策，既锻炼综合听说表达能力，同时落实本课情感价值目标：每个人都会遇到学习困难，要主动寻找适合自己的解决方法，树立积极的学习心态。小组展示锻炼学生公开表达、倾听他人观点的能力
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 50词小短文：My ways to learn English，写出 1个你的英语困难以及对应的解决办法。
C层： 拓展挑战 制作一份英文学习小贴士海报，采访 1 位同学，记录他的学习方法，下节课在分享会上展示。
板书设计
Unit3 Smart Learning Section A (1a-2d)
教学反思
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