UnitHowcanwebecomegoodlearners？SectionA（a—c）教学设计

蔡慧霞

一、教学目标

1.学生能掌握重点词汇及目标语言。

2.掌握“by+动词-ing形式”的用法。

二、教学重难点

（一）重点

1.重点词汇：repeat，take notes，pen pal，physics，chemistry，memorize the sentence patterns。

2.目标语言：

（1）I can understand the meaning by watching their body language and the expressions on their faces.

（2）My pronunciation improved as well by listening to the conversations in English movies.

（二）难点

1.熟练运用目标语言谈论自己在英语学习中存在的困难和有效的学习方法。

2.在说的过程中体验、感知目标语言等内容，并学会运用所学进行简单的写作。

三、课前准备

1.了解学生学习英语中存在的困难；让学生在小组内汇总学习英语有效的学习方法。

2.课前扫描课本截图。

3.学生提前带好词典。

4.准备好录音机、制作多媒体课件及学案。

四、教学过程设计

（一）创设情境，切入主题

Step 1：Lead-in

Ask students if they have any difficulties in learning English，and then ask others to give some advice.

设计意图：通过让学生呈现英语学习中的困难并分享学习经验导入话题，也为下一步的语言素材的导入和扩展作铺垫。

（二）展开过程，探究新知

Step 2：Presentation

1.While sharing how to learn English，present the new words.

2.Ask students to talk about how to learn English and try to use the new words and expressions.

設计意图：给予学生必要的辅助信息，谈论英语学习中的困难和方法，让学生有表达的欲望并能诉诸表达的实际行动，从而快乐高效地学习英语。

Step 3：Reading

Before reading

Ask students to predict what they will read in this passage with the help of the title and the picture. Make sure not to read the words in the passage. Show some questions to let the students to answer.

设计意图：通过指导学生捕捉视觉信息中有助于阅读预测的“线索”如：标题、插图等，传授一系列阅读预测的方法和技巧，循序渐进地培养学生的预测技能。

While reading：

1.Let students scan the passage and check their predictions.

设计意图：向学生讲清楚阅读预测的重要性，树立学生掌握预测技能的决心和信心，激发他们的动机和兴趣。

2.Get students to read the passage and try to find out the answers to the questions in 3a，and encourage students to ask their partners for help if needed.

Then check the answers.

设计意图：让学生初次阅读文本，按照3a要求完成活动，可以鼓励学生在形成自己理解判断的前提下，与周边同学讨论协商，修正、完善自己的作答，培养学生自主学习和合作学习的能力。

3.Ask students to read the passage more carefully again，and focus on the details about“...learn English by watching movies”.Complete 3b.

设计意图：要求学生再次阅读文本，训练学生关注细节的能力。

After reading：

Get students to make sentences with the language points：an English movie called Toy Story，fall in love with...，the secret to...，a piece of cake，It serves someone right and so on.

设计意图：读后进行语言学习及操练，鼓励学生运用所学语言遣词造句，在阅读的基础上训练写作的能力。

Step 4：Grammar Focus

1.Ask students to read the sentences in this part and conclude the characteristics about verbs.

2.Read again and find out the ways of learning English.

设计意图：通过自我探究，自我发现，自我总结知识的特征和规律，在感知体验中提升英语学习水平。

Step 5：Work on 4a&4b

1.Ask students to read the sentences，and then match the questions with answers in 4a.

2.Ask students to make sentences using the structure“do sth. by doing”. Use information that is true for you and fill in the blanks in 4b.

设计意图：通过连线和造句，让学生巩固目标语言，并分享学习方法和经验。

Step 6：Work on 4c

Work in pairs and encourage students to summarize the useful ways of learning English and then make their own learning plan.At last，ask students to report.

设计意图：通过说的方式输出功能句型，并指导如何将所学运用到实际交际中，说后进行笔头小结，练习写的能力。

五、布置作业

1.背诵Grammar Focus部分。

2.复习介词加动词-ing形式的用法。endprint