Unit 3 Smart Learning （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册

这是一份Unit 3 Smart Learning （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册，共11页。
Section A (1a-1d) 一、Teaching ObjectivesIn this class, students will：1. talk about how to learn school subjects by discussing and comparing different study methods.2. listen and identify specific study methods for subjects like maths,history and physics.3. discuss how these study methods help them become more active and effective learners.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第二课时Section A (2a-2d) 一、Teaching ObjectivesIn this class, students will：1. identify and discuss their personal ways of learning English from a given list.2. listen and extract specific information about effective English learning strategies discussed in a club conversation.3. talk about difficulties in learning English and suggest possible solutions to overcome them.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第三课时Section A (3a-3e) 一、Teaching ObjectivesIn this class, students will：1. understand and summarize the concept of “active learning” in English by reading an interview and identifying key tips.2. discuss and apply the concept of active learning by identifying who is an active learner ingiven descriptions and reflecting on their own habits.3. extend the concept by discussing how to learn other school subjects actively in conversation.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingTeaching Reflection第四课时Section A (4a-4d) 一、Teaching ObjectivesIn this class, students will：1. identify and understand object clauses and the connecting words (that ,if , whether) throughreading and analysis.2. use the correct connecting words to complete object clauses in sentences and a passage.3. discuss and express opinions using object clauses correctly.二、Teaching AdviceLead-inExplore the GrammarGrammar RulesGrammar ExercisesTeaching Reflection第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching ObjectivesIn this class, students will：1. understand and analyze the characteristics of a successful learner by identifying main ideasand reading for details.2. discuss and evaluate their own learning habits by referring to the strategies mentioned inthe text.3. expand and consolidate key vocabulary related to learning methods and personal development.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingVocabulary in UseTeaching Reflection第六课时Section B(3a-3d) 一、Teaching ObjectivesIn this class, students will：1. understand how someone developed a reading habit by reading a personal post and extractingspecific information.2. discuss and reflect on their own reading habits by interviewing a partner using a structured survey.3. write a short personal post about their own reading habits and share it with classmates.二、Teaching AdviceLead-inPre-writingWhile-writingPost-writingTeaching ReflectionLook and Share1.Have students look at the theme picture and answer the guiding questions on Page 21.2. Invite some students to share their answers to connect the theme to their personal experiences.3. Let students read the unit title and the“Big Question”and predict what they will learn in thisunit.1a1.Present the list of learning tips to students. Have students read them.2. Ask students to individually tick the tips they use and encourage them to add their ownmethods.3. Conduct a quick class poll or ask volunteers to share one tip they use.1b1. Ask students to look at the pictures first. Have them predict what learning activity eachpicture might represent.2. Ask students to listen to the audio and match each conversation with the correct picture.3. Check the answers with the class.1c1. Play the audio again. Ask students to listen and complete the sentences.2. Check the answers with the class.1d1.In pairs,have students use the sentence patterns provided,as well as ideas from la andthe listening, to discuss their own study methods for the subjects mentioned ( maths,history,physics) or other subjects.2.To provide support for the discussion,the teacher can model a short dialogue first. For example,A : How do you study for English ?B: I study by watching English videos and repeating the sentences. I think it helpswith my pronunciation, How about you ?A : I like to read English stories aloud. It also helps me with my pronunciation andreading speed.B: That's a good idea ! How do you memorize new words ?A : I use flashcards to memorize them.3. Invite some pairs to perform their short dialogues for the class.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the sentence patterns and language points on the blackboard.This lesson successfully engaged students in exploring learning strategies through discussion and structured listening. Students actively shared personal study methods and identified specific techniques from the dialogues.For future lessons, adding a quick vocabulary preview couldfurther support listening comprehension.Ask students to think about the question: What is one thing you do well in Englishlearning? Invite a few volunteers to briefly share their personal strengths or favouriteways to learn.2a1. Have students look at the list of learning ways in activity 2a.2. Ask them to individually tick the methods that are true for them. Encourage them tothink about why they use these methods.3.In pairs, have students briefly share two methods they have ticked and explain why theyfind them helpful.2b1. Direct students to the incomplete chart in 2b. Ask them to read it and predict what kindof information might be missing (e. g. a question, specific activities).2.Play the audio of the English club conversation. Ask students to listen and complete thechart with the key information they hear.3. Check the answers with the class.2c1. Play the audio a second time. Have students listen and choose the tips mentioned in theconversation.2. Check the answers.2d1.Have students look at the list of common difficulties in learning English in activity 2d.2. In pairs,have students choose one or two difficulties they relate to. They should thendiscuss and suggest ways to overcome these problems, using ideas from the listening ortheir own experiences.3. To model the activity, present a short sample dialogue:A:I find it difficult to follow conversations in English.B:Me too, Maybe we can watch short English cartoons with subtitles first.A:That's a good idea. Listening a little every day could help.4. Invite a few pairs to share their conversations with the class.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and important language points on the blackboard.This lesson effectively connected students' personal experiences with practical listening input onEnglish learning strategies. The pair discussions were active and engaging.For future lessons, providing a brief model dialogue before the activity 2d could further providesupport for students’ speaking output.1. Ask students to think about the question:When you learn English ,are you more like a “receiver”(just listening and reading)or an “actor”(using and practising it actively)?2. Let a few volunteers share their thoughts.3a1. Direct students to the title and question in 3a. Ask them to read the interview quickly tofind the answer.2. After confirming the answer,ask them to read the interview again more carefully.Thistime, have them underline sentences where Binbin gives specific examples of what hedoes to learn English actively.3b1. Ask students to look at the “Top Tips for Learning English Actively” in 3b.Have themwork individually to check which tips Binbin follows.2. Go over the answers as a class. Then ask students which of these tips they follow whenlearning English.3c1. Present the activity. Ask them to work in pairs to discuss their choices and explain theirreasoning using ideas from the interview and the tips.2.Check the answers and briefly discuss why each person is or isn't considered as an activelearner, focusing on the actions described.3. Guide the class to summarize the key traits of an “active learner” based on the conversation and the examples. Write students' ideas on the blackboard. They may conclude that active learners:Use knowledge in real-life or new situations.Connect learning with their personal interests.Take initiative to go beyond basic assignments.Create things based on what they have learned.3d1. Play the audio for activity 3d and have students listen.2. Divide students into pairs to role-play the conversation. Encourage them to use appropriateintonation.3e1.In pairs, have students choose one or two other school subjects. They should discuss andsuggest at least three specific “active”ways to learn each subject, using the ideas andlanguage provided.2. Invite several pairs to share their best ideas with the whole class. After each share,briefly askthe class: Which “active learner”trait does this idea show? to reinforce the core concept.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and language points on the blackboard.This lesson successfully guided students from understanding a key concept (active learning ) toapplying it in analysis and personal reflection.To strengthen output , providing more structured sentence starters during the final discussion(3e) could help students generate ideas more quickly and confidently.1. Write the following pairs of sentences on the blackboard, clearly grouping them for comparison:I believe your idea.一I believe that your idea is great.I doubt the result.-I doubt whether the result is correct.I'm not sure about the time. -I'm not sure if the meeting starts at 3:00 pm.2. Direct students to pay attention to the sentences on the right. Ask: What's special aboutthe part that comes after verbs like believe,doubt and be sure? Guide them to notice itis a complete small sentence introduced by that ,if or whether.4a1. Have students read the five example sentences in the table silently. Ask them to circlethe connecting words (that, if,whether)and underline the entire object clauses (thepart starting with the connecting word).2. Guide students to observe and summarize the rules:“That” is used to introduce a statement that is considered true or factual. It can oftenbe omitted in informal speech when it introduces a statement.“If”和“whether”are used to introduce a noun clause that comes from a yes/noquestion. They mean“是不是”or“是否”and usually cannot be omitted. “Whether”is more formal and is often used with “or not".1.什么是宾语从句?当一个完整的句子(包含主语和谓语)充当另一个句子的宾语时,这个句子就叫作宾语从句。它通常跟在及物动词(如think ,believe ,know, wonder,find)或介词后面。其作用是使表达的内容更丰富、更完整。例如:I know that you're right.2.宾语从句的连接词:that, if , whether引导宾语从句的that ,if,whether都称为从属连词。它们的功能是将后面的从句与主句的动词联系起来。连接词that用于引导一个陈述句作为宾语从句,它只起纯粹的连接作用,没有实际词义。在口语和非正式文体中,如果宾语从句是完整的陈述句,连接词that通常可以省略,句子意思不变。例如:I believe (that) reading is important for learning.Peter finds ( that) he can connect physics with real life.连接词if/whether用于引导一个由一般疑问句转化而来的宾语从句,意思是“是否”。它们将原来的疑问语气转变为陈述性从句。if 和 whether 都不可省略,因为它们是区分从句是陈述还是疑问的关键标志。whether比if更正式,后面经常可以接“or not”(whether or not),而“if”一般不这样用。例如:I wonder if/whether you could help me.I want to know if/whether you read English books after class.I'm not sure whether the plan will work or not.3.宾语从句的时态宾语从句如果主句是现在的时态(包括一般现在时、现在进行时、现在完成时),从句的时态可根据实际情况而定。例如:I know he lives here.I know he lived here ten years ago.I have heard that he will come.如果主句是过去的时态(包括一般过去时、过去进行时),那么从句的时态一定要用过去的时态(包括一般过去时、过去进行时、过去将来时、过去完成时)。例如:I knew who lived here.Our teacher asked us if everybody was here.He said that he had seen it.4.宾语从句的语序陈述句变为宾语从句时语序不变。例如:He is an honest man.一I think (that) he is an honest man.We'll win.-We believe we'll win.一般疑问句变为宾语从句时,语序要变为陈述句语序,用if/whether连接宾语从句。例如:Does he study hard?一I wonder if/whether he studies hard.Will they win? 一I asked if/whether they would win.4b1. Ask students to read the five sentences and decide which connecting word fits best ineach blank.2. Remind them of the key difference:“that”for statements,“if/whether” for yes/noquestions. Have them complete the activity individually ,and then compare answers witha partner.3. Check the answers with the class.4c1. Direct students to look back at their answers in 4b. Ask them to circle any connectingwords that can be left out.2. Check the answer with the class.4d1. Ask students to read the passage through for general understanding.2.Have them complete the passage by choosing the correct sentence parts for each blank.3.Check the answers together. Discuss the final questions: Would you like to try the learningmethod suggested by Hua Luogeng? Why or why not? Encourage students to use objectclauses in their responses.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the grammar rules on the blackboard.This lesson provided clear,rule-based instruction on object clauses, supported by well-structured exercises. Students successfully identified and used the connecting words in controlled practice.To build fluency, incorporating more quick,oral sentence-creation drills in future lessons would help students use these clauses more spontaneously in conversations.1a1.Have students look at the title of the text. Ask them to work in pairs and predict whatadvice the writer will give.2. Invite a few pairs to share their predictions.Briefly list their ideas on the board toactivate prior knowledge and set a purpose for reading.Skim Reading1b1. Introduce to students the reading skill of identifying main ideas to understand text organization.2.Instruct students to skim the text quickly for the first time to match each paragraphwith its corresponding main idea.3. Check the answers with the class,and ask students to identify the key sentence or phrase thatsupports their choice for each paragraph.Careful Reading&Analysis1c1.Have students read the text again more carefully. Ask them to answer the five comprehensionquestions in lc.2.Check the answers with the class.1d1. Direct students to the mind map. Ask them to review the text and find the exact wordsor phrases from the text to complete the map.2. Check the answers with the class.1e1. Have students look at the list of statements. Ask them to reflect:Which of these are true foryou as a learner?2. In pairs or small groups,have students discuss:Choose one or two statements that arenot very true for you. How can you do better in those areas?What specific actions canyou take? Encourage them to use ideas from the text in their discussion.3. Invite a few students to share their reflections or plans with the class.2a1. Let students work individually or in pairs to find the hidden words in the puzzle and usethem to complete the learning-related expressions.2. Check the answers and ensure students understand the meaning of each completed expression.2b1. Ask students to read each sentence and circle the correct word to complete it.2. Review answers together.2c1. Have students complete the short passage using the phrases in the box.2. After checking the answers,briefly discuss the method described. Ask:Would you liketo try this “teaching to learn” method? Why or why not?SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the useful expressions and language points on the blackboard.This reading lesson effectively guided students from understanding a model text to personalapplication. The comprehension and mind map activities helped students grasp the structure anddetails of the text. The personal discussion(le) was engaging but could be deepened by providing more specific sentence frames for self-reflection.Ask students to think about what or who first sparked their interest in reading. Invite a few volunteers to share their thoughts briefly.3a1.Direct students to the online post. Ask them to read it carefully to answer the guidingquestion in 3a.2. Have students underline the key sentences that explain the causes and stages of ChenLei’s reading journey.3b1. Guide students to the survey below the post. Their task is to act as Chen Lei and fill inthe survey based only on the information found in his post.2.Check the answers together.3c1. Have students work in pairs. They should take turns asking and answering the questions inthe same survey about their own reading habits. Encourage them to add the optional questionsor create their own.2. Ask students to take brief notes on key points they might want to include in their own post.3d1.Ask students to write a short post about their reading habits. Remind them to use ChenLei's post as a model for structure and language.2. Provide clear writing guidelines on the board:Paragraph 1:How you started reading./Who or what influenced you.Paragraph 2:Your reading habits now (what , where , when you read).Paragraph 3:Why you enjoy reading./How it helps you.Useful phrases:My love for reading comes from ... ,Reading opened up new worldsand allowed me ... ,I believe that reading has helped me ..1. Organize students into small groups to share their posts. They can read their posts aloud orexchange them to read silently.2. Encourage listeners to give one compliment and ask one question.3. Invite 2-3 volunteers to share their posts with the whole class.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the structure of the passage and useful expressions on the blackboard.This lesson successfully connected reading comprehension with personal expression. The surveyactivity effectively connected the model text with students' own lives, providing concrete content for writing. Most students were engaged in sharing their habits. For future lessons, providing a brief list of adjectives or conjunctions on the board could help students write more varied anddetailed sentences during the drafting stage.