人教版(新目标)九年级英语单元教学设计(Unit 1)

人教版（新目标）九年级英语单元教学设计（Unit 1）

一、学情分析

进入初三，学生学习一般比较紧张，他们的学习直指第二年的中考，他们没有多少空余的时间，要想提高英语成绩，他们必须找到适合自己的学习方法。农村中学的学生英语水平普遍较低，成为很多学生的滞后学科，提高英语成绩成为他们的当务之急，他们必须学会如何学习英语，如何提高英语成绩，本单元正好是这一主题。因此，这一单元大多学生会感兴趣、有话可说。学生学习了两年的英语，具备一定的英语听、说、读、写基础，学习了近2000个词汇、w/h特殊问句和基本的时态。本单元主要是运用一般现在时和现在完成时，这些学生较熟悉。因此，本单元的话题难度不大，学生敢说。学生有话可说而且敢说，对这一单元的教学非常有利。

在刚入初三的学生中也存在一些问题值得注意：一是经过近两个月暑假的休息，相当一部分的学生英语知识忘得差不多，尤其是单词，因此在上新课之前要强化学生对以前学过的单词的记忆的恢复；二是学生水平参差不齐，落差较大，在教学时要充分发挥学生的主体性，让优生充分表现，让基础不扎实的学生也有练习的机会，并注意对他们的适时表扬和鼓励；三是有一部分学生不敢开口，不愿开口，因此培养学生学习英语的兴趣相当重要；四是学生的学习紧张，初三的学生利用课余时间很少，应教学生学会如何利用零碎时间（可参阅后面的附录）。

二、教材分析

1、教学内容、教学活动分析及整合说明

本单元围绕“how do you study for a test?”这个话题，引导学生学习61个单词和短语，其中主题词汇有11个，即：

flashcard, take notes, menorize, frustrating, make mistakes, pronunciation, be afraid to , aloud, comma, what about ...? why don't you...? 同时学习how引导的特殊问句的用法，复习一般现在时和现在完成时的用法，学会谈论学习方法，评价学习方法的优劣，找出英语学习中碰到的困难,确定适合自己的学习方法,择“优”而学。教材通过图画情景和听说读写任务型活动，使学生学会有关词汇和句型，并通过话题短文的阅读提高学生话题语言的应用能力。

新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。就本单元教学活动而言，大多数学生对如何学习英语有自己的看法，而且对这个话题有兴趣。因此，这个单元的教学应该是很顺利的。section a 部分通过观察、听辨、学说的学习活动，让学生学习词汇和句型，通过目标语言的听、说及话题句型归纳的练习活动，让学生理解目标语言；通过小组合作活动，让学生初步运用目标语言。即谈论学习方法和评价学习方法。section b 部分通过听、辨、说的学习活动，让学生学习新词汇，进一步理解目标语言，学习运用目标语言。self check部分通过词汇填空、造句让学生巩固本单元的词汇和句型，通过提示词汇和短语写一篇介绍学习方法的短文来提高学生目标语言的运用能力。reading部分通过阅读活动，使学生学会猜测词义的阅读技巧，学习一些处理问题的方式，培养学生的语言能力，提高学生的整体素质。

总的来说，本单元提供的学习背景非常现实、非常有实际意义，既能激发学生的学习兴趣，同时又能培养学生的实际语言应用能力；本单元提供的听、说、读、写的内容和活动，有利于学生开展小组学习、合作学习和交流。但新课程要求我们不能教教材，而是用教材教。我根据自己学生的实际情况，整合和补充一些学习环节，并设法使每个教学活动相关、连贯，使单元教学成为一个整体。我把本单元的词汇通过情景整合让学生分三次来学，即section a，section b和self check、阅读部分，这样有利于培养学生自学生词的能力，把section a 中1a、1b、1c 和2a、2b、2c安排在第一节课中，设置任务一（谈论学习方法）；把section a中的3a、3b、4部分安排在第二节课中，设置任务二（评价学习方法）；把section b中的1a、1b、2a、2b、2c和self check 中的1、2部分安排在第三节课中，以弥补活动的不足，设置任务三（谈论学习中的困难以及给别人提建议）；把section b中的3a、3b、3c安排在第四节课中，设置任务四（确实适合自己的学习方法，择“优”而学）；把短文阅读安排在第五节课中，设置任务五（学会处理问题），使单元教学

内容更连贯。每节课我都增加复习环节，做到温故而知新。通过这样的整合，学生的学习活动更连贯、更到位。

2、教学重点: 学会本单元新的词汇和重点句型，一般现在时和现在完成时

3、教学难点: 重点句型的掌握，学生的听、说、读、写技巧的训练

三、单元教学安排

共5课时，每课时45分钟。

本单元的教学共设置五个任务。任务一：谈论学习方法；任务二：评价学习方法；任务三：谈论学习中的困难以及给别人提建议；任务四确实适合自己的学习方法，择“优”而学；任务五学会处理问题。五个任务环环相扣，层层递进，构成一个任务链，具体安排如下：

第一节听说课（任务一） section a 1a — 2c，grammar focus

第二节读说课（任务二） section a 3a — 4

第三节听力课（任务三） section b 1a— 2c，self check 1—2

第四节读写课（任务四） section b 3a — 4

第五节能力训练课（任务五） how do we deal with our problems?

相关性分析：本单元采用听、说、读、写任务活动独立完成、与伙伴合作和小组活动相结合的活动方式进行教学。每节课的基本教学步骤是：

step 1 organization, step 2 revision and leading-in, step 3 pre-task, step 4 while-task, step 5 post-task, step 6 home work。第一节主要通过听说活动，让学生理解、初步体验目标语言，谈论学习方法，为下一任务（即评价学习方法）打下语言基础。第二节通过阅读短文理解目标语言的应用，让学生学会评价学习方法，进一步理解目标语言的应用。第三节先通过听说为主的训练，复习目标语言，然后通过说的练习和用词造句的训练，巩固目标语言的运用，学会谈论学习中的困难及提出建议。第四节通过对前面的复习引出学法的适当性，通过先阅读后写作的训练，培养学生的读写能力。第五节通过短文的阅读培养学生学会处理学习和生活中的困难，从而使学生的语言知识和综合能力都得到提高。

四、单元目标

1、语言知识目标

(1) 能理解并运用下列词汇（见课本）

(2) 能理解并运用下列语言结构

talk about how to study.现在完成时的用法

(3) 能理解并运用下列话题目标语言

how do you study for a test? i study by working a group.

have you ever studied with a group? yes i have. i've learned a lot that way.

i'm having trouble (in) learning english.

i can't get the pronunciation right.

maybe you should join an english club.

why don't yo u… /why not…?

the best way to learn english is by using it.

making flashcards helps a little.

having conversation with friends is not helpful at all.

2、语言技能目标

(1) 能运用所学词汇和目标语言进行造句和话题写作.

(2) 能运用通过上下猜测词义的阅读技巧

3、情感态度目标

(1) 通过话题学习新知识，提高对英语学习的兴趣。

(2) 通过循序渐进的学习，保持学好英语的信心和决心

(3) 通过独立完成，俩俩对话和小组合作的学习方式，养成自主、合作、

探究的学习习惯。

4、学习策略目标

(1) 通过生词的情景理解和拼读，不断提高拼读能力和自学能力。

(2) 通过话题学习活动，激发好奇心、培养探索精神。

(3) 通过循序渐进的学习，体会学习过程，养成良好的学习习惯。

(4) 通过阅读技巧的学习，体会学习有技巧，优化学习，提高学习效果。

5、文化意识目标

通过话题谈论国内外发生的大事，关心政治，拓宽国际视野，理解各国文化差异，逐步形成跨文化交际意识，提高基本的跨文化交际能力。

五、单元教学设计

第一节 section a 1a — grammar focus

本节课的目标是让学生学会section a部分的新词及短语，理解话题，让学生通过听说活动，初步体验目标语言，学习谈论学习方法。先通过一幅学生学习的大图画的展示引起学生的学习兴趣，通过学生暑假生活的介绍复习相关的语言知识，并导入新课；然后通过话题的听说活动，让学生理解并初步运用目标语言。这节课以听说练习为主，独立学习、结对练习和小组合作学习相结合。

1.课型：听说课 45分钟

2.教学要求：

（1）基础知识

? 熟记新词，理解并会应用下列主题词汇：

flaskcard, aloud, take notes, pronunciation, frustrating.

?理解现在完成时和how问句

?理解并口头应用话题重点句型：

how do you study for a test?

i study by working with a group.

have you ever studied with a group?

yes. i have. i've learned a lot that way.

（2）语言技能

? 能理解话题语言，学会谈论学习方法。

?能听懂话题谈话，获取相关的信息。

?运用目标语言听、说、读、写技巧训练。

（3）情感态度

? 对话题产生好奇心，提升英语学习兴趣。

?每人都有不同的学习方法，最重要的是要动手去做，不劳无获。

3、教学重点和难点

? 本节课生词的熟记。

?话题重点句型的初步体验。

?学生听、说、读、写技巧的训练。

④学生交际能力的训练。

4、教学过程

步骤目的教师活动/方法学生活动/学法条件/手

段

step 1 organization （3分钟）

使学生进入学习状态，引起学习

兴趣。

1. 与全班学生打招呼、问候。

2. 出示学生画的一幅学生一边看电视一边写作业的大图画。

3. 说明本单元学习内容unit 3 how do you study for a test? 与老师打招呼问候。

观察图画、回答问

题。

学生图画

step 2 revision and leading-in （5分钟） 复习相关知识，为本单元学习作

准备。

1. 邀请学生介绍暑假生活。

2. 复习几种基本时态。

3. 复习how 有关的问句。

4. 强调初三学习的紧张性。

俩俩表演对话。 观察、思考并回答。

现场情景

step 3 pre-task (10分钟)

通过思考、讨论，让学生探究、发现新知识。 初步体验目标语言的简单句型。 通过情景学习词

汇。

1. 启发学生思考： 引出how 问句。讨论

学生的学习方法。 2. 提出新知识：现在完成时，how do you study for a test ？ 3. 让学生观察section a 中的图画中的句子，该句是回答哪个句子的，板书这两个

句子，让学生朗读这两个句子。

4. 归纳句型。

5. 展示section a 的生词和短语，然后句型

操练。

思考 讨论学习方法 回答、观察、朗读 结对对话练习 拼读、造句

口头示范 多媒体 课本中图

画

step 4 while-task ( 20分钟)

熟悉话题语言。 模仿话题语言。

话题情景听力训练。 话题情景听力训练。 话题句型练习。 学会谈论学习方

法。

1. 让学生朗读1a 的句子，理解意思。

2. 让学生讨论自己的学习方法。

3. 说明1b 要求，让学生听情景对话，检查1b 答案，学生复听。

4. 让学生根据讨论做1c 句型对话练习。

5. 选两对学生表演对话。

6. 让学生了解2a 有关信息的句子，理解

意思，然后放录音二次，学生作答，检查

答案。

7. 让学生听2b 录音，检查答案。 8. 让学生跟读、朗读录音材料。 9. 让学生根据2c 提示，小组练习目标语

言句型，选一组表演。

朗读、理解句型 讨论学习方法

听录音，完成任务

学生俩俩对话练习 学生对话表演 跟读、朗读 小组对话练习并表

演

图画情景 录音机 语言提示

step 5

post-task (5分钟)

回顾所学话题语言。 加深对话题语言

的理解。 总结及评价。

1. 让学生归纳出本节课学过的重点词汇、

重点句型，然后板书。 2. 归纳总结：怎样谈论学习方法。 3. 归纳总结：现在完成时的用法。 4. 学生竞赛：回答练习重点句型，看谁又

快又准。

5. 课堂小结，总体评价。

6. 让学生填写课堂学习评价表。

小组讨论，代表发言

填写评价表

语言提示 概括 评价表

step 6 homework （2分钟）记忆所学词汇和

话题语言，学会

初步体验目标语

言。

布置课外作业：

1. 记熟本节课所学单词、短语。

2. 练习重点句型。

3. 与同桌一起准备一段对话。

4. 预习section a 3a—4。

按要求完成作业

小黑板

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