資源簡介

Unit1How can we become good learners
Period ISection A(1a-2d)
教學內(nèi)容
1．學習使用how來詢問做事的方式。
2．學習使用“by＋doing”的結(jié)構(gòu)表述學習方式。
教學目標
1．學習使用與“Talk about how to study”話題相關的單詞及短語；能正確運用此話題的目標語言進行初步表達。
2．能針對所聽內(nèi)容搜集和處理聽力任務所要求的相關信息；能就此話題進行情景會話。
3．在結(jié)對練習、角色扮演等活動中，能初步運用目標語言談論所涉及的話題。
重點難點
重點：學習使用"by+do∈g"結(jié)構(gòu)。
難點：能夠聯(lián)系實際，運用"by+do∈g"結(jié)構(gòu)談論自己的學習方法，并能給別人提出恰當?shù)慕ㄗh。
教學思路
在導人部分，以問候和祝愿、為英語小測試做準備等形式來展開話題詞匯的學習、拓展，在輕松愉快的氛圍中、真實的語言情景中開展語言實踐活動；聽力任務的完成要基于學生的實際能力和水平，穩(wěn)步地、扎實地、有效地提高學生的聽力和基于聽力內(nèi)容的口頭表達能力；圍繞Jack在閱讀中的困難、Annie 給出建議這兩方面來引入2d的學習，引導學生聯(lián)系實際展開會話和交流，從而為學生交際能力的提高搭好堅實的臺階。
教學準備
教師需在課前準備PPT、錄音機、多媒體等，讓學生思考和搜集自己和同學的好的英語學習方法并寫下來。
教學過程
Step I Leading in
(The teacher leads in the new lesson by greeting.)
T:Hello,boys and girls! From now on,you are a ninth grader.Congratulations to you and I wish you a great success this year!
T;Today we'll learn Unit 1 How can we become good learners Learning how to learn is very important. And learning how to pass a test is also very important for you.
T:There will be an English test this Friday morning. Can you tell me how you study for a test
Then show some pictures on PPT and help the students talk about them and learn to say "by+doing" phrases such as by working with friends,by making word cards,by reading the text-book,by listening to tapes,by asking the teacher for help,etc.
設計意圖：在這一環(huán)節(jié)的學習中，以新學期的問候和希望為引子，在圖片的提示和幫助下，展開師生、生生之間的交流，從而激活學生已有的一些與本單元話題相關的生活經(jīng)驗與語言積累，拓展相關詞匯，為下面環(huán)節(jié)的順利學習做好知識的鋪墊及心理上的準備。
Step II Practice(1a-1c)
1a. Ask the students to complete 1a (add other ways they sometimes study), individually first, then check their answers in groups.
1b.Play the recording for the students to listen to and complete 1b.Play it again if necessary,then check the answers together.
1c. The teacher asks two students to read the conversation in 1c to the class. Then ask themn to do the pair work to make other conversations. After that some pairs should be asked to present their conversations to the class.
設計意圖：讓學生圍繞中心話題進行一定的語言學習與積累，并做進一步的語言實踐活動，從而對所學目標語言有一定的理解，并在老師和同伴的幫助下學習運用目標語言進行初步交流。
Step III Listening(2a-2b)
1. Ask the students to read the questions in 2a. Make sure they can understand the meaning of cach question. Then the students listen and check the questions they hear. Play the record-ing 2 or 3 times if necessary,then check the answers.
2.The students read the sentences in 2b individoally. Then listen and match each answer with a question in 2a. They should be given enough time to complete it.
設計意圖：2a、2b仍然是以聽力訓練的方式，讓學生更深層次地理解和鞏固所學目標語言，并提取和處理相關信息完成相應的聽力任務，與此同時也達到了使他們聽力技能、技巧的提高。
Stop IV Pais work(Dc)
Ask twn or theee feira to read the model converrstron to the cloms Then ask the amdcom co di the poir mork co msko tar own comvernotions amne the informatron m 2x and 2b.
Model,AaHlavo you evm ntodied wnih o group
Bi Yon,I barve. I'ce inamed a to 1bat way,
Then pock eevoral paira to preacos their convoraabons to the clasa
設計意圈：讓字生運用目燃函自進行交流，提高其語盲運用險力，以及令他人合作文目的能力。
Step V Rol-play the conversation(2d)
1. T Jack is talkog about his study problem with Annic.What are bis prollenes What suggestions docsAnnio glve hirn
Let the stodents rend the converaation individually and find Tpc aromcto:
Jack bas to finish readarg a bookand give a report,but he is a vcry slow rearier.
The suggestons that Annie gives himeread quickly to getthe monn idcas at hrn resd word groups, try to guess a word's mean-ing by reading the sentences belore and after it/read something he cmoy's cvory day...
2. Play the rocordling for the students to listen to and repeat the conversation Ask students to pay more attention to the pro-mmrietion and intonation.
3. Lnt the students read the conversation in pairs and find out some uscfal expressions and language points. Then let them talk about the useful expressions and language points in groups.
The following language points should be explained and em-phasized:
（1）sound，voice與noise的辨析
①sound 泛指各種能聽見的聲音。
She heard the sound of footsteps outside.
她聽到外面有腳步聲。
②voice 指“噪音”。
Her voice sounds swect.她的聲音聽著甜甜的。
③noise指“噪音”.
The computer rakes a noise.電腦發(fā)出一種怪聲。
（2）bc patient有耐心。
Please be patient.請耐心些。
對麻煩時魚表現(xiàn)得很有耐心。
4. Givc the students 5~10 minutes to prepare to role-play the cooveraation mn pairt Then ask some pairs to act it out to the clo a
設計意圈：讓學生質(zhì)讀并完成相應任務，分角色表演對話，更深盡次地匪解和鞏固本課目標語言，在閱讀、會話交流的語言實成過包中，須學生的綜合語言運用能力得到更好的提高。
Step V Homework
Plcnee choose onc of them as your homework.
1. Listen to the tapes and rcad after them,and try to remem-ber the new words and expressions of Ia-2d.
2.Make a conversation according to the conversation of 2d.
設計意圖：第1個作業(yè)意在幫助學生鞏固本節(jié)課所學的基礎知識及目標語言；第2個作業(yè)意在提升學生對目標語盲的理解和運用能力。
板書設計
Unit 1 How can we become good learners
Period I Section A (1a-2d)
The ways to study English:
by working with friends
by making word cards
by reading the textbook
by listening to tapes
by asking the teacher for help
Period IISectionA(3a-4c)
教學內(nèi)容
1．進一步熟悉與話題相關的詞匯和句型，并能就一些學習中出現(xiàn)的問題給出相應的建議。
2．能理解“do sth，by doing”結(jié)構(gòu)的功能意義，并能初步使用這種語言結(jié)構(gòu)完成適當?shù)娜蝿铡?br/>教學目標
1．能就“How to learn English”這一話題與同伴進行交流、會話，互相促進學習，使能力得到進一步提高。
2．能使用略讀、查讀的閱讀策略獲取3a文段中的信息，并完成相應的閱讀任務。
重點難點
重點：完成相關的閱讀任務，學習使用“do sth.by doing”的語言結(jié)構(gòu)。
難點：能夠聯(lián)系實際，運用這一語言結(jié)構(gòu)與同伴談論自己的學習方法。
教學思路
本課時內(nèi)容包含兩個部分，閱讀一篇小短文及語法項目的學習和訓練。對于小短文的閱讀，在注重基本閱讀技能訓練的同時，要求學生自主學習和合作完成對重點語言知識的認知和理解，為語言知識和語言技能的進一步提升夯實基礎。在語法學習的過程中，盡可能將難度降到最低，搭建好小臺階，采取面向所有學生的教學方式和學習方式，這將有助于提高整個課堂的學習效果。
教學準備
教師需在課前準備PPT、錄音機、多媒體等、讓學生再次整理自己認為有效的英語學習方法，并寫下來準備在課堂上與同學交流。
教學過程
Step I Leading in
Check the students' homework.
1.Have a dictation about the new words and expressions of la-2d.
2.The students present and correct their conversations in groups. Then ask some of them to present them to the class.
設計意圖：通過對作業(yè)的查評，目的在于引導學生回憶和鞏固上節(jié)課所學目標語言。通過引導學生進行同伴間的交流，導入本節(jié)課談論的話題。
Step II Reading(3a,3b)
3a. T:Just now you talked about your trouble in study.Now please read the article about Wei Fen's problems in study. And find the answers to the following questions.
Q1:Why did Wei Fen find it difficult to learn English
Q2:What did she do in English class
Q3:What is the secret to language learning
Make the students understand the meanings of the questions,then let them read the article in 3a and find the answers to the questions.
A1:Because she didn't understand what the teacher said. And she was afraid to ask questions because of her poor pronunciation.
A2:She just hid behind her textbook and never said anything.
A3:The secret of language learning is listening to something interesting.
3b. Ask the students to read the sentences in 3b firstly,and then read the article again,very carefully. Complete the sentences individually,using the words and phrases from the passage. Check the answers together.
1.body language,expressions 2.key words
3.conversations 4.useful 5.dictionary
Then ask the students to read the article again to find some key words and sentences. Then discuss the language points in pairs or in groups firstly. After that the teacher should emphasize something important and difficult.
（1）afraid 在作“害怕”“恐懼”講時，常常構(gòu)成be afraid to do，be afraid of sth.，be afraid of doing sth.等短語。
Were you afraid of the dark when you were a child
你小時候害怕黑暗嗎？
Little Jim is afraid of going to bed in the dark.
小吉姆害怕摸黑上床睡覺。
Harrison is alraid to speak in front of hts claRBTOBtO3.
哈里森不敢在同學面前講話。
（2）fall in love with sb／sth 愛上某人／某物、
She has fallen in love with a man half her age.
她愛上了一位年齡比她小一半的男人。
I have fallen in love with the city，我愛上了這座城市。
(3)as well,too,also,either
這組詞（組）都有“也，此外，還有”的意思。其區(qū)別是：also一般用于肯定句，有強調(diào)意味，位于主語和謂語之間，即實又動詞之前，助動詞之后；too只用于肯定句中，一般位于句末，比also 更口語化；either一般只用于否定句，多位于句末1as well和too 一樣多用于口語，放在句末。
He also wanted to go.他也想去。
I can also do it.我也能干那個活。
English is not easy,and French is not easy,either.
英語不容易，法語也不容易。
He is a teacher,and a writer as well.
他是個教師，也是個作家。
I have seen this film,too.
這部影片我也看過。（別的影片看過，這部也看過）
I,too,have seen this film.
我也看過這部影片。（別人看過，我也看過）
設計意圖：學生在教師的幫助下運用不同的閱讀策略完成對文本的學習，逐步養(yǎng)成良好的閱讀習慣，并提升其獨立思考和分析、解決問題的能力。
Step III Grammar Focus
Ask the students to read the questions and answers in the grammar box. Show the questions and answers on PPT and circle the word by and the words with -ing in each sentence Point out the four phrases that start with by and end with -ing word. Tell students when they should use the structure
Then ask the students to do the pair work to practice the questions and answers in the grammar box.
設計意圖：與學生一起系統(tǒng)、全面地學習、總結(jié)木單元語法內(nèi)容，明確其用法。
Step IV Practice(4a.4b & 4c)
1.Ask the students to read questions and answers in le Make sure they can understand the meaning of each sentence.Then let the students match the questions and answers
2. Ask the students to completo 4b individually. Then check the answers in pairs or in groups. Ask some students to prcsoot their sentences to the class.
3. Ask the students to interviow their pactners to complete the table in 4c. Then ask some pairs to presont their conversations to the class.
設計意圖：學生在完成4a、4b、1c所要求的訓綜任務的過程中，實踐運用本單元語盲知識及語法知識，句實鞏固所學語盲知識，提高語言技能。
Step V Homework
請小組成員合作小結(jié)一下 Scction A部分所學的“do sth.by douw”結(jié)構(gòu)的四道，并一起付論這些細語的用法和瘤又，然后自主母澤其中的五個細講分別造一個句子。
設計意圖：此作業(yè)裝設堂號習站動的保外是外，余生在小相內(nèi)一次復習小的Snctian人相分所學的“do sth hy don＂經(jīng) 。鞏固帶實所竿諾客知識、再以承句價那火進行實批運用，
板書設計
UInft 1 How can we become good learners
Pariad II Saxction A(3a-4c)
py atndyang azth u gromg
try zandaw olood
biy roncunge word gnig
lry listorIe to tApa
hy warcung English pogrot9
by huving converotrons with friends
by talong notes, chang cxcrcses and reading a lot
h2 unjing mword cards
by writig e mails to one's pen pals
Period IIISection B (1a-2b)
教學內(nèi)容
1．學習用＂］ can＇t．． I don＇t．．”等句型表述學習的困難，用-Yon can mhould＿.”等句型提出相應的學習方法的建議。
2． 列出關于學習習慣的表達方式，并與同伴交流，明確什么才是好的學習習慣。
教學目標
1．學習使用與“Talk about how to study”話題相關的詞匯，如：pronounce，increase，practice speaking／writing，join an English clab等。
2．能針對所聽內(nèi)容記錄重要的信息；并能就所聽內(nèi)容進行會話交流。
3．能運用掃讀的閱讀策略，完成相應的閱讀任務，基本理解文章大意。
重點難點
重點：在聽的過程中準確獲取和處理信息，能就所聽內(nèi)容進行會話交流。
難點：靈活運用目標語言談論相關話題。
教學思路
這一課時是Section B的起始課時，旨在引導學生學習使用與本單元話題相關的更多的語言項目（包括詞匯的拓展及相關表達方式的學習與運用）。引導學生了解自己及他人學習中存在的困難與需要解決的問題。在真實、地道的語言情景中，學會表述面臨的問題及相應的解決策略，同時，應注重學生聽力技能的訓練與提升。在完成本課時重點內(nèi)容的基礎上，用一些時間將閱讀板塊的文章做一個初步的信息搜集，了解文章的大意，為下一課時的學習做一個鋪墊和準備。
教學準備
教師需準備與課時相關的PPT、錄音機等。學生需列舉出自己知道或了解的學習方式（英文／中文均可）。
教學過程
Step I Leading in
1.Check the homework:The students correct their sentences in groups. Then some good sentences should be presented to the class.
2. Review the phrases learned in Section A and talk about the usage of the phrases.
by working with friends
by reading the textbook
by asking the teacher for help
by watching videos
by listening to the conversations
by watching their body language
by listening for just the key words
by looking them up in a dictionary
by taking notes,doing exercises and reading a lot
by studying with a group
by reading aloud
by writing e-mails to one's pen pals
by listening to a tape and repeating out loud
by watching English programs
by having conversations with friends
by making word cards
設計意圖：通過對上一節(jié)課作業(yè)的查評以及對Section A 所學短語的小結(jié)與復習，幫助學生鞏固已學內(nèi)容的同時，也為下一環(huán)節(jié)的展開做了鋪墊。
Step II Practice(1a,1b)
1a. Reading and checking.
T:Learning English can be both easy and difficult.What things are easy for you And what things are difficult for you Now turn to page 5,read the list and check the statements that are true for you.
Then discuss the statements that seem to be difficult for the students.
1b.Make a list.
T:You have read and checked the statements that are true for you. Now make a list of other things that are difficult for you,too.
The students complete 1bindividually.
Then ask the students to read some of their answers to the class. Write their answers on the blackboard.
設計意圖：引導學生就自己學習中存在的問題和困難做理性的思考和分析，并做出相應的表述，形成一定的話題詞匯的積累及提高句式的準確運用能力。
Step III Listening(1c,1d)
T:Paul is a nice boy. He works hard at his English,but still has many learning challenges. Now listen to the tape and find out what challenges he has and check them in the box.
Ask the students to go over the items 1-4 firstly. Then play the recording for the students to listen to and ask them to com-plete the learning challenges that Paul talks about.
If necessary,play the recording a second time to complete 1c. Then check the answers.
Ask the students to go over the four sentences in 1d and ask them to guess the meanings of these sentences.Then let the students listen to the tape and complete the solutions. Check the answers in pairs.
設計意圖：盡可能幫助學生運用恰當?shù)穆犃Σ呗浴⒓记赏瓿?c和1d的聽力任務，在真實的語言情景中進一步體驗語言，同時也提高了學生聽的語言技能。
Step IV Role-play(1e)
Ask the students to role- play the conversations using the in-formation in 1c and 1d. Then ask several pairs to present their conversations to the class.
Model: A:I don't have a partner to practice English with.
B:Maybe you should join an English club.
設計意圖：幫助學生進一步理解1c和1d中的內(nèi)容，并讓他們有機會提升運用目標語言進行口頭表達的能力。
Step V Reading(2a,2b)
T:You have developed some good learning habits by yourself.Now please discuss them with your partner.
T:Read the passage in 2b quickly (about one minute). Which four habits of successful learners can you find from the passage
The students read the passage as quickly as they can and find out the answer:
Four habits of successful learners:
Creating an interest in what they learn.
Practicing and learning from mistakes.
Developing their study skilIs.
Asking questions.
設計意圖：引導學生運用scanning和skimming 等適當?shù)拈喿x策略完成2a和2b的閱讀任務，了解文本信息，初步理解文章意義。
Step VI Homework
Do a survey about your classmates and friends' learning chal-lenges. Make a note using the target language you have learned in this unit.（必做）
Write a passage about Paul's learning challenges and solu-tions，using the information in 1c ＆．1d．（選做）
設計意圖：作業(yè)一具有開放性，學生可以自主運用所學目標語言做事情。作業(yè)二旨在讓更多有能力的學生就1c、1d的聽力材料做一個轉(zhuǎn)述，在提升語言能力的同時，也在為下一課時的進一步學習做鋪墊。
Period IVSection B 2c-Self Check
教學內(nèi)容
1．仔細閱讀題為“How Can You Become a Successful Lcarner？”的文本，能準確回答2c中的六個問題。
2．學會正確使用詞典查詢文章中的一些生詞，并能完成2d 的任務要求。
3．根據(jù)所給提示及前期的語言積累，完成3b寫作訓練。
4．完成SeliClrcck部分的練習，熟練運用本單元重點詞匯及句型。
教學目標
1．學習使用與“Talk about how to study”話題相關的詞匯及句型。
2．能運用查讀等閱讀策略獲取文段中的信息，并完成相應的閱讀任務。
3．能就“a good learner”這一話題與同伴進行交流和討論。
4．能運用所學話題語言給朋友寫信，就學習英語的方法提出適當?shù)慕ㄗh。
5．能運用適當?shù)膶W習策略，復習、鞏固和運用本單元重點目標語言。
重點難點
重點：1．運用適當?shù)拈喿x策略完成相應的閱讀任務；
2．完成本單元所要求的寫作任務；
3．運用適當?shù)牟呗酝瓿杀締卧R與技能的自我檢測。
難點：能靈活運用恰當?shù)恼Z言就“a good learner”這一話題與同伴進行交流和討論以及自主完成寫作任務。
教學思路
本節(jié)課的教學任務基本按照教材安排進行，分為三個環(huán)節(jié)：第一環(huán)節(jié)是閱讀，先仔細閱讀文章，回答文后提出的六個問題，在這一環(huán)節(jié)應指導和訓練學生的閱讀及應試的技能；然后再指導學生如何正確地使用詞典來提高學習效率和解決學習中的實際困難；接下來是組織學生積極討論并用英語交流相關的話題-哪些好的學習習慣有助于成為一個成功的學習者。以上的教學過程有利于學生感受文章內(nèi)涵，提高閱讀能力及綜合語言運用能力。第二環(huán)節(jié)是寫作環(huán)節(jié)，這一環(huán)節(jié)需要學生在前期的學習中有一定的語言知識的積累以及相應的語言技能，也需要教師適當?shù)囊龑Ш蛶椭笇W生最大效率地完成寫作訓練。第三環(huán)節(jié)是針對本單元的自我檢測，應引導學生盡可能地完成對本單元重點目標語言的鞏固和運用。
教學準備
教師需準備PPT、錄音機、多媒體等；學生需準備一本英漢詞典或英英詞典。
Step I Review
Ask the students to check their homework in groups.And they should correct their mistakes individually. Then the best article in each group can be presented to the class.
設計意圖：學生以小組互助的方式檢查上一節(jié)課的寫作文段，之后自主修正自己在寫作中出現(xiàn)的一些問題，并將每個小組的最佳作品在全班展示。一方面鞏固了上一階段所學內(nèi)容，另一方面又為接下來的語言學習環(huán)節(jié)做好了一定的知識、能力和心理上的準備。
Step II Reading(2c,2d &. 2e)
1.T:We have known that successful learners usually have four good learning habits(showing the sentences on the screen).
Creating an interest in what they learn.
Practicing and learning from mstakes.
Developing their study skills.
Asking questions.
Let the students read the sentences above together. Then let the students read the passage again individually,silently,and very carefully,then answer the questions in 2c. And then check the answers in pairs. Finally correct the answers together.
Q1:Does the writer think that everyone is born with the ability to learn well (No,he doesn't.)
Do you agree (No,I don't.)
Why or why not (Because learning well also depends on learners' good habits in learning.)
Q2:Why is it a good idea to connect something you need to learn with something you are interested in (Because our brains are more active and it is also easier for usto pay attention to it for a long time. And we will not get boredin this way.)
Q3:What do the sayings "Use it or lose it" and “Practice makes perfect＂ mean？（“Use it or lose it”means 非用即失；用進廢退.“Practice makes perfect”means 熟能生巧.）
Do you agree with them (Yes,I do.)
Q4:Do good learners learn from mistakes,or are they afraid of making mistakes (Yes,they do. And they are not afraid of making mistakes.)
Q5:What study skills does the writer talk about (He talks about the following study skills:taking notes by writing down key words or by drawing mind maps,reviewing by reading notes every day or by explaining the information to another student.)
Do you have those study skills (Yes,I do./No,I don't.)
Q6:Do you agree that learning is a lifelong journey (Yes,I do.)
Why or why not (Because every day brings something new.Everything that we learn becomes a part of us and changes us.)
2.Let the students go through the list of words in 2d,and ask the students to look up these words in the dictionary. Then write a sentence for each word.
The students complete 2d individually,and check their sen-tences in pairs firstly,then some of them will present their sentences to the class.
3.Ask the students to read the passage again. Find some key words and sentences. In pairs or in groups they discuss them firstly. After that the teacher should emphasize something impor-tant and difficult.
（1）if和whether 都用來引導由一般疑問句變化來的名詞性從句，但在下列情況下只能用whether引導：
①引導主語從句，并且該從句放在句首時：
Whether the pop star will come (or not) is not decided.
那位流行歌星是否能來還未定。
②引導的名詞性從句后面有用or連接的另一選項時：
He asked me whether my daughter would attend day classes or night ones.
他問我我女兒上的是白天的課還是晚上的課。
③表示“是否”意義的名詞性從句作decide的賓語時。
You will decide whether we are going to his party.
你來決定是否我們要參加他的聚會。
④作介詞賓語時。
His success depends upon whether his father will offer him financial assistance.
他的成功取決于他父親是否給他提供經(jīng)濟援助。
（2）depend on （upon）依賴，依靠；隨······而定
He could not work and so he had to depend on his family.
他不能工作，因此得依賴家里。
We can depend on him for help.
我們可以指望他幫忙。
It depends on the weather.
那要視天氣而定。
That depends on what he will do next.
那要看他下一步干什么。
（3）in common共有；共同
What do they have in common
他們有什么共同點呢？
They all had one thing in common:they overspent.
他們都有一個共同的特點：他們花費過多。
We have nothing in common.
我們沒有共同之處。
（4）pay attention to 注意，留心
You should pay more attention to your health.
你應多加注意你的身體。
You can learn something from anything if you pay attention to it.
處處留心皆學問。
(5)connect...with...
①與······連接
You must connect this wire with that one.
你必須把這條電線和那條接起來。
This river connects directly with the sea.
這條河一直通向大海。
②使有關系
People usually connect China with silk and good food.
人們一提到中國，往往便聯(lián)想到絲綢和美食。
③用電話同······相聯(lián)系
Please connect me with Peking University.
請給我接北京大學。
Please connect me with Mr.Collins.
請給我接柯林斯先生。
④轉(zhuǎn)乘，及時趕乘
This flight connects with the one to Paris.
這班飛機與去巴黎的那班銜接。
（6）even if，even though即使，縱使
這兩個短語都用來引導讓步狀語從句，一般可以換用。其細微差別是：even if多用于口語中，而 even though多用于書面語中。
Even if you don't like wine,try a glass of this.
即使你不喜歡喝酒，也喝一杯試試。
They will stand by you even though you don't succeed.
縱然你不成功，他們也會支持你的。
(7)look for,find,find out
這三個詞都有“找”的含義，但具體用法有別：
①look for意為“尋找”，是有目的的，強調(diào)“尋找”這一動作。
-What are you looking for
你在找什么？
-I'm looking for my bike.
我在找我的自行車。
②find意為“找到”“發(fā)現(xiàn)”，強調(diào)“找”的結(jié)果，其賓語往往是某個丟失的東西或人。
-Did you find Li Wei yesterday
你昨天找到李偉了嗎？
-No,we looked for him everywhere,but didn't find him.
沒有。我們到處找了，但沒有找到他。
③find out著重表示通過理解、分析、思考、詢問等“弄清楚”“查明”一件事情，其后的賓語常常是某個情況、事實。
Please find out when the train leaves.
請查一下火車什么時候離站。
4. Ask the students to discuss the questions in 2e in their groups. Then some groups share their ideas with classmates.
Q1:Do you think you are a good learner
Q2:What learning habits do you think are useful
設計意圖：學生在教師的幫助下運用不同的閱讀策略完成對文本的學習，逐步養(yǎng)成良好的閱讀習慣，并提升其獨立思考和分析、解決問題的能力和與他人合作的能力。
Step III Writing(3a,3b)
1.T:Your friend wants to improve his/her English and asks you for help. What are the three best ways to learn and why Make some notes in the chart.
Let the students first complete the chart in 3a individually,then discuss their ideas in groups. Then ask some groups to pres-ent their ideas to the class.
2. Askthe students to complete the letter in 3b individually.Before the writing the students should read the sentences in 3b.And they can use these sentences in their writings.
After finishing the writing,the students will check each other in pairs,then the best one can be presented to the class.
設計意圖：學生經(jīng)歷了在小組中談論最好的學習方法的會話交流，和最后謀篇成文的語言實踐過程，層層推進，完成了最終的寫作任務。
Step N Self Check
1.Let the students complete thepassage in Part 1 individually firstly,then check the answers together.
The answers;develop,take notes,practice,remember,until,everything,prepare,worry about
Then ask the students to read the short passage and discuss the problems they have.
2.Let the students complete the conversation in Part 2 indi-vidually and check the answers together.
The answers:2,6,4,1,5,7,3
Then ask the students to read the conversation in pairs.
3.Let the students complete the activity in Part 3 individually,then check the answers in pairs.
The answers are various. The teacher should ask the students to present their advice freely.
設計意圖：在循序漸進的自我檢測過程中，學生逐步積累和運用目標詞匯和句型，并在真實的任務中運用所學目標語言做事，從而完成對本單元重點知識的系統(tǒng)復習并且使語言技能得到進一步提升。
Step V Homework
Write a short passage about your learning challenges and solutions using the target language you have learned in Unit 1.(at least 60 words)
設計意圖：作業(yè)是針對學生目標語言的鞏固和運用而設計的，適合大多數(shù)學生做，讓他們在語言運用能力上有更深層次的轉(zhuǎn)化和提高。

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