Unit 1 B(2a-2e)教案.doc

Unit 1 How can we become good learners?
Section B (2a-2e)
Learning goals:
【知识与能力目标】
1.熟练掌握以下词汇和短语 : ability, brain, active, pay attention to, connect…with…, overnight, review, knowledge, wisely
2.熟练掌握以下句型：
(1) Everyone is born with the ability to learn.
(2) Whether or not you can do this well depends on your learning habits.
(3) It’s also easier for you to pay attention to it for a long time.
(4) Good learners often connect what they need to learn with something interesting.
3. Talk about the habits to be a successful learner.
【学习策略】:阅读策略
1.依据文章题目和所给图片，预测(predicting)文章内容。
2.通过速读的方式，捕捉文章大意。
3.通过细读的方式，找寻细节内容。
4.运用字典帮助找出与文中单词的语境配对的定义。
【情感价值目标】
在学习过程中，要明确学习目标、善于观察和思考，在实践中总结有效的学习方法，才能做到事半功倍。
Teaching and learning steps：
StepⅠ Pre-reading activities
1. Review: Make a survey
T: We have learned how to study English, Do you have any problems in learning English? Now let’s work in groups to discuss what your difficulties are in learning English, then report your results. The pictures can help you.

I can’t pronounce some words.

I don’t get much writing practice.
I can’t always make complete sentences.
I read very slowly.
I don’t know how to speak English well.

You can report like this: In my group, xxx can’t pronounce some words and can’t always make complete sentences. xxx…
（设计意图： 通过对学习英语中的困难的讨论和调查，既复习了旧的内容又激起了学生的好奇心，也为下面的阅读学习做好了铺垫。）
2. Preview
1.Look at P6, put them into English orally, then write them down without looking at the textbook.
（教师寄语：从自主中培养能力，在学习中获得乐趣）
1).。。。的能力 　　　　　　 ２). 依据；依赖　　　　　　　　　　　
３).与某人、某物有相同之处 　 4).对。。。感兴趣
5).注意；专心 6). 把...和...连接或联系起来
7).感到厌倦 8).做笔记
2. Translate the following sentences.
1).每个人生来就有学习的能力。
.
2）但是你是否能够很好地学习取决于你的学习习惯。
______________________________________________________________.
3).好的学习者常常将他们需要学习的内容与某些有趣的东西联系在一些。
______________________________________________________________.
4).即使你很好地掌握了某种知识，如果你不用它你将忘记它。
______________________________________________________________?
5).只刻苦学习是不够的。
_______________________________________________________________.
6).知识来自提问。
_______________________________________________________________.
(设计意图：通过课前预习作业，可以帮助学生更有针对性的预习，并对文本中的重点短语和句型有所了解；通过检测预习效果，教师可以有针对性的教，学生可以有针对性的学，并且能够培养学生发现问题的能力。此部分，老师设立最佳表现奖，采用激励机制对有所表现的学生加以鼓励，目的是让不同层次的学生在学习过程中体验成功和快乐，培养学生的兴趣和自信，教师应始终遵循一个原则，那就是让学生乐学，因为兴趣才是最好的老师。）
3.Warming up and leading in
Show some pictures

T: Boys and girls, do you know who he is?
Ss: He is Li Yang.
T: Yes, he is the founder of Crazy English. He is a successful learner, he has many good learning English habits. Do you have any good learning habits or what good learning habits can you think of? Ok, let’s come to 2a.
Ask Ss to make a list about good learning habits and discuss them with their partner.

(设计意图：通过谈论图片来导入2a 引出本课所学习的话题,不仅能巩固和复习本单元的重点句型，达到热身的目的。同时也可以复习本单元的核心句型和前几课所涉及到的词组，也为下面的语篇阅读做好了语言铺垫。)
Step II While –reading
Fast-reading
T: Boys and girls, we discussed the good learning habits just now. You are great! Do you want to know some other good learning habits? Do you want to become a successful learner? Ok, let’s come to 2b to learn more.
Task 1: Read the passage fast and silently to find the general idea.
What does the passage talk about?_______
A: It talks about how to be a successful learner.
B: It talks about developing their study skills
C: It talks about asking questions
Task 2: Read the passage fast and answer the question.
Which four habits of successful learners are mentioned?
（设计意图：训练学生快速阅读文章的能力，并从中获取有效信息，实现对课文的整体感知。）
Careful-reading
Read the text carefully and silently to find the specific ideas. (读取细节)
Task1: Read subtitles, the first sentence and the last sentence of each paragraph carefully, then complete the table.
habits
proofs
Creating an interesting in what they learn

Practicing and learning from mistakes

Developing their study skills

Asking questions

Task 2: 1. Match the detailed information with their subtitles. Write correct numbers in the blanks.
(1) Creating an interest in what they learn
(2) Practicing and learning from mistakes
(3) Developing their study skills
(4) Asking questions
A. Good learners often connect what they need to learn with something interesting. _______
B. Good learners know the best way they can study. _______
C. Good learners often ask questions during or after class. _______
D. Good learners will keep practicing what they have learned, and they are not afraid of making mistakes. _______
2. Here are some successful learners’ behaviors. Which habits do they have? Write correct numbers in the blanks.
Alexander Graham Bell did not invent the telephone over night. He succeeded by trying many times and learning from his mistakes. _______
If they need to learn English and they like music or sports, they can listen to English songs or watch sports programs in English. _______
They may take notes by writing down key words or by drawing mind maps. *They also look for ways to review what they have learned. They may do this by reading their notes every day or by explaining the information to another student. _______
They even ask each other and try to find out the answers. _______
Task 3: Read the passage again and answer the questions.
T: Boys and girls, let’s read the passage again and answer the questions as soon as possible.
（学生活动：集中精力，快速抢答）
1. Does the writer think that everyone is born with the ability to learn well? Do you agree? Why or why not?
_____________________________________________________________________________.
2. Why is it a good idea to connect something you need to learn with something you are interested in?
____________________________________________________________________________.
3. What do the sayings “Use it or lose it” and “Practice makes perfect” mean? Do you agree with them?
___________________________________________________________________________.
4. Do good learners learn from mistakes, or are they afraid of making mistakes?
____________________________________________________________________________.
5. What study skills does the writer talk about? Do you have those study skills?
____________________________________________________________________________.
6. Do you agree that learning is a lifelong journey? Why or why not?
____________________________________________________________________________.
（设计意图：读取细节，任务设置由易到难，学生可以更好的理解与掌握文本，设置不同的阅读任务,学生独立完成阅读理解，回答相应的问题，并能提出问题, 完成表格并理解文章中一些重要短语的用法,掌握阅读技巧，培养学生自主探究的精神。采用快速抢答的方式激励学生积极参与课堂教学，大胆发言，流利地用英语表达自己的意思，争做课堂的小主人.）
Step III Post—reading activities
Task1：Listen to the tape and read after the tape one sentence after another.
Task 2: Retell the postcards according to the mind map.

Task 3: Writing: Fill in the blanks without looking at 2b. Write down the answers and then check each other.
Creating an interest in what they learn
Studies show that if you ____ ____ _____something, your brain _____ _____ _____ and
it is also easier ____ ____ ____ ___ ___ it for a long time. Good learners often _______what they need to learn ____something they are interested in. For example, if they____ ___ ____English and they like music or sports, they___ ____ ____ ___ ____ or watch sports programs____ ___. This way they will not ____ ____.
Developing their study skills
It is not _____ _____ just study hard. You have to know_____ ____ _____. Good learners find out____ ____ _____ _____ ____ well. For example, they may take notes by____ ____ key words or by drawing mind maps. Good learners also ____ ____ways to review what they____ ___. They may do this by ____ ____ ____every day or by explaining the information to______ _____.
（设计意图：这是继listen and repeat 和retell 之后的填空写作，主要训练学生的拼写能力，强化单词的书写正确性。此部分，老师设立最佳表现奖，采用激励机制对有所表现的学生加以鼓励，目的是让不同层次的学生在学习过程中体验成功和快乐，培养学生的兴趣和自信，教师应始终遵循一个原则，那就是让学生乐学，因为兴趣才是最好的老师。）
Task 4: 2d Look up the following words from the passage in the dictionary. Then write a sentence for each word.
brain n. connect v. overnight adv.
attention n. review v. knowledge n.
ability n. active adj. wisely adv.
Eg: brain: A good way to train the brain is to do some math exercises every day.
Task 5:
Groupwork: Role Playing Game
T: Boys and girls, let’s play a game: If I am a reporter. You can interview your group members about “Do you think you are a good learner? What learning habits do you think are useful? Can you think of other ways to become a successful learner?” You can interview like this:
(R=reporter S=student)
R: May I ask your some questions?
Ss: Sure.
R: Do you think you are a good learner?
S1: Yes.
R: Can you think of other ways to become a successful learner?
S1: I think another way to become a successful learner is by trying to think about the same thing in different ways.
R: ….

（设计意图：思维导图是将语篇梳理成段落，并呈现部分关键词、关键短语或句子，学生由思维导图可以产生联想、唤起记忆。鼓励学生根据思维导图提示复述课文，降低了难度，并且巩固了所学文本内容。后面的写作主要训练学生的拼写能力，这部分的采访游戏更注重学生的口语表达，引导学生注重知识落实的准确性，了解学生对本课知识的实践运用。）
Step IV Inquiry into knowledge by translation
1.观察并翻译下列句子
1). Everyone is born with the ability to learn.
_______________________________________________________.
2).Some people are born with a good sense of direction.
_______________________________________________________.
3). Tom was born in Zaozhuang on January 12, 2000.
_______________________________________________________.
由例句1). 2)可以看出：be born with, 意为_________.
由例句 3)可以看出: be born in/on+时间或地点，意为_______.
2. 观察并翻译下列句子
1). Studies show that if you are interested in something, your brain is more active and
it is also easier for you to pay attention to it for a long time.
____________________________________________________________________.
2).Please pay attention to listening to the teacher carefully.
_____________________________________________________________________.
3).You should pay attention to your pronunciation.
_____________________________________________________________________.
由例句可以看出 pay attention to 意为________, to为______词，后接_______、________或______词。
3. But whether or not you can do this well depends on your learning habits.
________________________________________________________________.
depend on 意为_____________. depend on sb./ sth. to do sth意为_____________.
Eg: 我指望着你把这件事给办了。
_________________________________________________________________.
（设计意图：新课程强调，课堂要以学生为主体，教师为主导。课文中的难点，让学生通过小组合作学习，观察、讨论并找到解决问题的方案，比老师直接讲解灌输效果要好的多。这样设计重在锻炼学生合作解决问题的能力，必要时教师可以给予一定的点拨,把课堂的主动权真正的交给学生。）
Step V Summary

Let students sum up what they have learnt this class, and ask some of them to say their opinions.
（设计意图：启发学生自己总结，以此培养学生的归纳能力，进一步巩固本课所学的重要内容。）

Step VI Homework:
You must:
1.Review the new words and expressions you’ve learned today.
2. Preview 3a-3b on page 7-8.
If you can:
Write a letter telling a friend how to become a
better language learner.
（设计意图：不同的学生的英语程度是不同的，学生可以根据自己的实际情况来做作业。对于英语程度好些的学生除了完成必做的作业之外，还可以对他们提出更高的要求，不断的提高他们的英语水平，让学生在学习英语的过程中体验到快乐，分层体验成功。）
Step VI I The end-of- class test
一、用所给单词的适当形式填空。
1. Whether or not you can do this well_________(depend) on your ________(learn) habits.
2. It is also easier for you ______(pay) attention to it for a long time.
3. Practice________(make) perfect.
4. Good learners will keep_________(practice) what they have learned.
5. He succeeded by ______(try) many times and________(learn) from his mistakes.
二、翻译下列句子。
1.令我吃惊的是，我发现自己和这个陌生人之间有很多共同之处。
___________________________________________________________.
2. 天气若不很冷，我总是开着窗户睡觉。
__________________________________________________________.
3. 你能依靠她来应付(deal with)这种局面。
_________________________________________________________.
4. 请注意你的字迹。
__________________________________________________________.
5. 他对小说(fiction)感兴趣。
_________________________________________________________.
（设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）
亮点：1. 本节课我采用以学生为主体，以任务为中心和以活动为方式的教学方法，在整个教学流程设计上力求充分体现“以学生发展为本”的教育理念，努力构建探索型的任务型课堂教学模式,并采用师生对话和生生对话等活动加强学生的口语和听力练习，使学生达到交际的目的。
2.本课的阅读训练：首先让学生快速略读，找出文章大意；然后再让学生带着问题细读，找出文中细节。这些策略的使用有利于逐步培养和提高学生的阅读能力，为将来的中考打下坚实的基础，然后读后活动设置了五个不同的任务这些任务活动都有助于学生内化所学内容，够增强学生的思维能力，提升注意力与记忆力，启发联想力和创造力，效果很好。同时预习检测、达标检测也紧扣文本，难易适中。
不足之处：
当堂检测环节，也应充分发挥小组对子的作用，对子互查后由学生讲解完成，而不是师生共同完成。只有这样，才能更加充分地体现学生的主体地位，使学生真正“动”起来，课堂才能“活”起来，效果也才能真正“好”起来。
使用说明：
读后的活动较多，而且对话、复述、采访用的时间比较多，导致整个教学活动时间较紧，所以教师应充分预设，从而节约时间，完成整个教学活动。

答案：
2. Preview
1.Look at P6, put them into English orally, then write them down without looking at the textbook.
1).the ability of 2).depend on 3).have…in common 4). be interested in
5).pay attention to 6).connect…with 7).get bored 8). take notes
2. Translate the following sentences.
1).Everyone is born with the ability to learn.
2).But whether or not you can do this well depends on your learning habits
3).Good learners often connect what they need to learn with something they are interested in.
4).Even if you learn something well, you will forget it unless you use it.
5).It is not enough to just study hard.
6).Knowledge comes from questioning.
Fast-reading
Task 1: What does the passage talk about?_______
A
Task 2: Which four habits of successful learners are mentioned?
(1) Creating an interesting in what they learn
(2) Practicing and learning from mistakes
(3) Developing their study skills
(4) Asking questions
Careful-reading
Task1: Read subtitles, the first sentence and the last sentence of each paragraph carefully, then complete the table.
habits
proofs
Creating an interesting in what they learn
 If you’re interested in sth.,
your brain is more active and
it is also easier for you to pay
attention to it for a long time.

Practicing and learning from mistakes
 Use it or lose it.

Developing their study skills
 It is not enough to just
study hard.

Asking questions
 Knowledge comes from
questioning.

Task 2: 1. Match the detailed information with their subtitles. Write correct numbers in the blanks.
(1)(3)(4)(2)
2. Here are some successful learners’ behaviors. Which habits do they have? Write correct numbers in the blanks.
(2)(1)(3(4)
Task 3: Read the passage again and answer the questions.
1. No, he doesn’t. Yes, I do.
Because whether or not you can do this well depends on your learning habits.
2.Because if you are interested in something, your brain is more active and it is also easier for you to pay attention to it for a long time.
3.Even if you learn something well, you will forget it unless you use it.
We should keep practicing what we have learned so that we can be good at it.
Yes, I do.
4.They learn from mistakes.
5.Taking notes by writing down key words or by drawing mind maps, looking for ways to review what they have learned, and