2026年人教版九年級英語上冊全冊教學設計

人教版九年級上冊英語全冊教學設計

（配2026年秋改版教材）

Unit1TheChangingWorld

單元主題分析

本單元以“變化的世界”為核心主題，緊扣課程標準中“人與自然”及“人與社會”的

范疇,重點探討社會發展、科技進步與環境保護之間的互動關系。單元圍繞“變化如何發生”

以及“變化如何影響我們"兩大核心問題展開，引導學生觀察身邊及全球范圍內的變遷,理解

變化的動因與影響,并思考個人在推動積極變化中可以扮演的角色。

SectionA以個人家鄉的變化為切入點，通過聽力對話和采訪等真實語境，引導學生學習描

述過去與現在，掌握usedto和一般過去時與現在完成時的核心用法。內容涵蓋交通、醫療、

商業和自然環境等多方面變化，強調基礎設施改善對人民生活質量的影響。

SectionB將視野擴展到全球合作與發展，通過閱讀肯尼亞蒙內鐵路等案例，分析重大工

程項目如何帶來深遠的社會經濟影響。學生將學習如何提取數據信息、理解不同利益相關者

的觀點，并探討國際合作對于共同建設美好世界的重要性。寫作部分聚焦于個人成長的變遷，

培養學生用英語反思并描述自身變化的能力。

總之，本單元將語言學習與現實議題深度結合，使學生在掌握描述變化的語言技能的同時,

培養其觀察力、批判性思維及全球視野，理解個人、社區乃至國家在時代發展中的角色與責

任。

單元學習目標

通過本單元的學習，學生能夠：

1.準確運用usedto,一般過去時與現在完成時來描述過去和現在的狀況，對比變化。

2.聽懂并理解關于家鄉變遷、環境治理等話題的對話，抓住時間、方式、原因等關犍細節。

3.讀懂關于發展項目（如鐵路建設）的說明性文本，提取具體數據、事實信息及不同人物的觀點

態度.

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4.運用所學語言，以口頭和書面形式有條理地描述個人生活變化或家鄉變遷，并能簡要分析變

化帶來的影響。

5.在討論中,就環境問題、國際合作等話題交換意見，提出簡單看法。

單元學習重難點

重點：

1.熟練掌握并準確運用used2、一般過去時與現在完成時來對比今昔變化。

2.從聽力和閱讀材料中有效抓取并梳理關于變化的具體事實信息(如方式、時間、數據)。

3.圍繞“變化”主題,進行連貫的口頭描述和簡單的書面表達。

難點：

I.在真實語境中準確區分并運用一般過去時(強調過去特定時間動作)和現在完成時(強調過

去動作對現在產生的影響或結果)。

2.理解較長篇幅文本中(如肯尼亞蒙內鐵路文章)的事件脈絡、多方觀點及項目影響的邏輯關

系。

3.在討論“變化的影響”及“國際合作”等稍抽象話題時,能組織語言表達個人觀點。

單元課時劃分

第一課時SectionA(la-ld)

第二課時SectionA(2a-2d)

第三課時SectionA(3a-3d)

第四課時GrammarFocus(4a-4c)

笫五課時SuctionB(la-lf)&.VocabularyinUse

第六課時SectionB(3a-3d)

第一課時SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill：

1.talkabout(hechangesinahometownbycomparingthepastandthepresent.

2.listenandidentifyspecificchangesintransportation.hcalthcarc.shopping.andtheenvironment.

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3.discusshowthesechangeshappenedandhowtheymakelifebetter.

二、TeachingAdvice

Lead-in

LookandShare

I.Havestudentslookat(hethemepictureanddiscussthequestions.

2.Invitesomestudentstosharetheiranswers.

3.Letstudentsread(heunittitleandpredictwhattheywilllearnin(hisunit.

Pre-listening

la

1.Presentthetwophotostostudents.Tellthemthatthesetwophotosshowthechanges

inLiRui'shometownovertheyears.

2.Letstudentsdiscussthechangesinthetwophotosandanswerthequestionsinla.

3.Invitesomestudentstosharetheiranswers.

While-listening

7b-

1.Askstudentstoreadthequestionsbeforelisteningandremindthem(opayattentionto

thekeyinformationwhilelistening.

2.Letthemlistentoatelephoneconversationandanswerthequestions.

3.Check(heanswerswiththeclass.

1c

1.AskstudentstoreadthetableandtrytosummarizewhatchangeshavehappenedinLi

Rui'shometown.

2.Letthempredictwhatinformationtowritedowninthetable.

3.Playtheaudio.Askthemtolistenandcompletethetable.

4.Chccktheanswerswiththeclass.

Post-listening

Id

1.Havestudentsworkingroupsoffour.Letthemdiscusshowthesechangeshappened

andhowtheymakepeople'slivesbetter.

2.Tohelpstudentsbetterthinkaboutthequestion(s),theteachercanmodeltheanswerfirst.

E.g.Altthesechangeshappenedbecausepeopleinthetownworkedhardtomakeit

better.Theybuiltnewroads,ahospital,andasupermarket.Theyalsoplantedmany

treesonthehills.Nowlifethereismuchbetter.Peoplecantravelfasterseeadoctor

easilytandbuythingsnearby.Thetownisalsogreenerandmorebeautifultolivein.

3.Invitesomestudents(oshare(heiranswers.

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Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethesentencepatternsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentsindiscussinghometownchangesthroughvisual

promptsandstructuredlisteningtasks.Theactivitieseffectivelyactivatedpriorknowledgeand

guidedlisteningfbcus.Toensurebroaderparticipation,futurelessonscouldaddindividual

thinkinglimebefore(hegreupdiscussion.

第二課時SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.rankanddiscusstheproblemsmentioned,suchassandstormsandfarmlandshortagc.and

explainthereasons.

2.listenandidentifythemainenvironmentalproblemsandthesolutionspeopletookinthe

conversation.

3.talkabouthowplantingbushesandtreesimprovedtheenvironmentandpeople'slives.

二、TeachingAdvice

Lead-in

1.Showstudentssomepicturesofthefourproblems;sandstorms.difficu11environment,

farmlandshortageandlackoftechnology.Askthemtotalkaboutwhattheyknow

abouttheseproblems.

2.Askstudents:Amongtheseproblems,whichonedoyouthinkmightbethemostserious

forpeoplelivingthere?Why?

Pre-listening

2a

1.Letstudentsworkinpairsandrankthefourproblemsfrom1to4.with1beingtheworst.and

givetheirreasons.

2.Choosesomestudentstogivetheiranswers.

3.Havestudentslookbackattheirranking,andthenask:Fromyourlist,whichproblem

doyouthinkisthemostdifficulttosolve?Why?

While-listening

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2b

1.Havestudentslistentotheconversation.Writedowntheproblemsmentionedinthe

conversation.

2.Checktheanswerswiththeclass.

2c

1.Askthemtolistenagainandfillinthetable.Then,checktheanswerswith(heclass.

2.Askstudentstoworkwithapartneranddescribehowtheenvironmentaffectedthe

locallivesbasedonthe(able.Remindthemtocomparetheenvironmentbeforeand

afterpeopletookactions.

3.Readthelisteningscriptwiththestudentstogetherandexplainsomelanguagepoints.

Post-listening

2d

1.Havestudentsreviewthelisteningscripttorecalltheenvironmentalchangesandthe

actionspeoplelook.

2.Presentthesampledialoguetotheclass.Readitaloudwiththestudentsandpointoutthe

structure:stateapastproblem,askaboutthesolutionandexplaintheactionandtheresult.

3.Askstudentstoworkinpairsandcreateadialogue.Theyshoulduseinformationfromthe

(ablein2c.

4.Inviteafewpairstoperformoneoftheirconversationsfortheclass,andthengivefeedback.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsontheblackboard.

TeachingReflection

Thislessoneffectivelyguidsdstudentsfromdiscussingenvironmentalproblemstounderstanding

real-worldsolutionsthroughstructuredlisteningandspeakingtasks.Tofurtherdeepen

engagement,nexttimeIwouldencouragemorestudent-generatedquestionsduringtheprediction

stagebeforelistening.

第三課時SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandsummarizethekeydifferencesbetweenpastandpresentvillagelifebyreading

aninterviewandcompletingacomparisonchart

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2.learntouse“usedWandpresenttensestrictures,alongwithrelatedvocabulary,todescribe

changesintheirownhometowns.

3.discusshometownchangeswithapartnerinconversations,andbrieflyexpresstheiropinions

andfeelingsaboutthesechanges.

二、TeachingAdvice

Lead-in

1.Showstudentsaphotoofaplaceinyourcityfiveortenyearsagoandask:Lookatthis

photo.Whatdoyousee?Whereisit?

2.Showstudentsanotherphotoof(hesameplaceatpresentandask:Thisisthesame

placetoday.What'sthedifferencenow?

3.Writetwokeysentenceframesontheblackboardtohelpstudentsmakeasummary:

Inthepast,thereusedtobeasmallroad/...

Butnow,thereisabighighway/...

Pre-reading

3a

1.Askstudentstoreadtheinterviewquicklyandanswerthequestion.

2.Havethemreadagainmorecarefullyandunderlinethesentencesorphrasesthatdescribehow

thingswerein(hepastandhowthingsarenow.

3.Askquestionstofocusonkeychanges:

Howdidthenewhighwayhelpthevillagers?

?Whatnewbuildingsarementioned?

?Whydidyoungpeoplecomebacktoworkandlivein(hevillage?

4.Askstudentslulookalllicpholuin3aanddcsciibcwhalisliappcninginil.Showllicm

photosofhigh-techgreenhousesandtraditionalfarms,andaskthemtocomparethe

differences.Iftimeallows,theteachercanalsoshowphotosofvillagesinthepastalongside

imagesofnewsocialistvillages,sostudentscanseetheimprovementinvillagers'lives.

While-reading

3b-

1.Askstudentstousetheinformationfrom3atocompletethetable.

2.Walkaround(ocheckprogressandofferhelp.

3.Goovertheanswerasaclass,usingthetexttoconfirmeachpoint.

3c

I.Playtherecording.Letstudentslistenandrepeat.

2.Dividestudentsintopairstorole-playtheconversation.

3.Invite2-3pairstoperfbrm,andpraise(heirfluencyandexpression.

Post-reading

3d

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1.Presentthelistoftopicsandthesampledialogueontheblackboard.

2.Askstudentstoworkinpairsanddiscussthebiggestchangesintheirhometowninthe

past10years.Encouragethemtowritedown4-5sentenceszbouleachchange.

3.Askthemtousethesampleasamodelandcreateanewdialogue.

4.Invite3-4pairstosharetheirdialogueswiththeclass.andsummarizethecommon

changesmentioned.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thisreadinglessoneffectivelyenabledstudentstoidentifyanddescribechangesinvillagelife

throughastructuredinterview.Studentsparticipatedactivelyinpairdiscussionsandrole-plays.To

furtherdevelopexpressiveability,providingmoresentenceframesforopinion-sharingwouldbe

beneficialinfutureclasses.

第四課時SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.tellthedifferencebetweenthesimplepasttenseandthepresentperfecttensebyrecognizing

(heirformsandcontextsinsentences.

2.usebothtensescorrectlyinsentencesandconversations.

3.talkaboutchangesaroundthembyusingthesimplepasttenseforfinishedeventsandihe

presentperfecttenseforrecentorongoingresults.

二、TeachingAdvice

Lead-in

1.Showstudentstwophotosofyourcityandletthemcomparethechange.

2.Writesomesentencesthatstudentsseefromthephotostoguidecomparison:

?Tenyearsagojhisplacewasabusystreetmarket.

?Now,thecityhasbuiltalargeshoppingmallhere.

?Manysmallshopsusedtobehere,bultheyhavebeenreplacedbymodemstores.

ExploretheGrammar

4a

1.Letstudentsreadthethreesentencepairsandcircletheverbs.Guidestudentstoobserveand

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compare(heverbtensesineachpair.Ask:

?Whichsentencestalkaboutafinishedtimeinthepast?

?Whichsentencestalkaboutsomethingthathappenedin(hepastbutstillhasinfluencenow?

2.Helpstudentssummarizethebasicdifference:

SimplePast:foractionsthathappenedandfinishedataspecifictimeinthepaste.g.

yesterday,lastweek,20yearsago).

PresentPerfect:foractionsthathappenedatanunspecifiedtimeinthepast,oractions

thatstartedinthepastandcontinuetonow(oftenwithever,never,just,already,yel,

for,since).

GrammarRules

二般過去時與現在完成時的區別

1.時間是否明確、是否與現在切斷

一般過去時:動作發生在過去的某個確定時間點/時間段，已經結束，和現在沒有關系。可

以搭配具體過去時間。現在完成時:不強調具體時間，只強調過去動作與現在的關聯（影

響、結果、持續）。不能搭配具體過去時間狀語（yesterdayjastyear,in2019等）。例如：

HemovedtoBeijingin2022.（一般過去時,有明確時間）

HehasmovedtoBeijing.（現在完成時，無具體時間，強調現在在北京）

HehasmovedtoBeijingin2022.（錯誤,現在完成時不能加具體過去時間）

2.強調的側重點不同

一般過去時:側重陳述過去發生的事實，只告訴別人“做過這件事”，不關心對現在的影

響。現在完成時:側重過去動作帶來的現在結果,或動作持續到現在。例如：

Hostmykeyyesterday.（一股過去時:只陳述過去的事實，不說明現在找沒找到）

Ihavelostmykey.（現在完成時:強調現在的結果我現在沒有鑰匙,進不了門）

3.動作是否持續到現在

一般過去時:動作在過去已經終止，現在不再進行。現在完成時:動作或狀態從過去開

始，持續到現在,甚至可能繼續下去。例如：

Sheworkedinthisschoolfor5years.（一般過去時:現在己經不在這里工作了）

Shehasworkedinthisschoolfor5years.（現在完成時:現在仍在這里工作）

GrammarExercises

4b

1.Havestudentsreadandcompletetheconversationwithcorrectverbforms.

2.Checktheanswersbyaskingonepairofstudentstoreadthecompleteddialoguealoud.

4e

1.Letstudentsreadthepassageandunderstandtheoverallmeaning.

2.Askthemtocompletethepassagewiththecorrectformsofverbsinbrackets.

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3.Check(heanswerstogetheranddiscusswhyeachtenseisused.

Suniniary

Askstudentslosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thelessoneffectivelyhelpedstudentsdistinguishbetween(hetwotensesthroughcontextualized

examplesandcontrolledpractice.However,somestillstruggledtospontaneouslyusethepresent

perfecttenseinspeaking.Nexttime,Iwillincludemoreinteractivespeakingdrillsandreal-life

scenariostobuildfluencyandconfidence.

第五課時SectionB(la-lf)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandanalyzethebenefitsofthenewrailwayforlocalKenyansbyreadingfordetails

andansweringcomprehensionquestions.

2.discusshowthechangesinfluencepeople'slivesandleamtosummarizeinformationina

structuredtable.

3.thinkcriticallyabouthowcountriescanworktogethertobuildabetterworld.

二、TeachingAdvice

Lead-in

la

I.Showapictureofahigh-speedtrainandapictureofanold,slowtrain,andthenask

thequestions:IV/z/c/?onedoyouprefer?Why?Whatarebenefitsofafasttrain?

2.Askstudentstoworkinpairsanddiscuss(hequestionsinla.Theteachercanwrite

somekeywords,suchasconvenient,savetimetransportfood,business,andtravelon

theblackboardtohelpthemanswerthequestions.

Pre-reading

lb

1.Havestudentslookatthetitleandthepictureanddiscuss:hcquestioninlb.

2.Letthemskimthetexttochecktheirpredictions.

While-reading

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SkimReading

HavestudentsreadthetextquicklyandchooseTorF.

?The(extismainlyastoryaboutaKenyanbusinessman'stravelexperience.(F)

?ThenewrailwaywasbuiltonlybyKenyanengineers.(F)

?Themainideaofthetextisloshowhowanewrailwayhasbroughtpositivechangesto

Kenya.(T)

CarefulReading

1.Askstudentstoworkwilhapartner.Makeacharttocomparetheoldrailwayand(he

newone,andthenlistthenewrailway'sinfluenceonlocalpeople'slives.

2.Invitesomepairstosharetheiranswers.Writesomekeyinformationontheblackboard.

1c

1.Askstudentstofindthenumbersinthetextandmatchthenumberswiththeinformation.

2.Checktheanswerswiththeclass.

Id

I.Letstudentsreadthetextagainandanswerthequestions.

2.Check(heanswerswilhtheclass.

Ie

1.Guidestudentstoreadeachparagraphandcompletethetablewithkeyinformation.

2.Checktheanswerswiththeclass.

Post-reading

If

1.Putstudentsintosmallgroups.Givethemsometimetodiscussthetwoquestions.The

teachercanprovidesomebackgroundknowledgeforthemifnecessary.

2.Invile3-4groupstoshare(heirideas.Givebrieffeedbackandpraisetheirefforts.

VocabularyinUse

2a

I.Presentacompoundwordexampletostudentsandbreakdownhowitisformed.

2.Askthemtouseawordontheleftandawordontherighttocreateacompoundword.

3.Invitesomestudentstosharetheiranswersandshowthemmorecompoundwords.

2b

I.Askstudentstoreadthewordsintheboxandmakesuretheyunderstand(he

meanings.

2.Havethemcompletethesentenceswiththewordsinthebox.

3.Checktheanswerswiththeclass.

2c

1.Letstudentsreadthepassageandintroducethebackgroundknowledgetothem.

2.Havethemcomplete(hepassagewith(hecorrectformsofthewordsinthebox.

3.Chccktheanswerswiththeclass.

4.Havethemworkingroupsoffoursanddiscusswhatotherstoriestheyknowabout

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China'senvironmentalachievements.Choosesomegroupstosharetheirstories.

Suniniary

Askstudentslosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thelessonsuccessfullyguidedstudentstounderstandareal-worldexampleofhowchangesin

infrastructureimprovelives.However,somestudentsstruggledtoexpresstheirideasfluentlyin

Englishduringthediscussion.Nexttime,Iwillprovidemoresentencestartersandvocabulary

supporttohelpthemspeaknoreconfidently.

第六課時SectionB(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifykeychangesinpersonallifebyreadingandextractinginformationfromamodel

passage.

2.describetheirownlifechangesfromprimarytojuniorhighschoolusingcomparativestructures

andguidednotes.

3.writeashortpassagedescribingpersonalchangesandreflectingonwhatremainsthesame.

二、TeachingAdvice

Lead-in

Havestudentsthinkbacktotheirprimaryschoollifeandaskthemtocompare:Whatwas

differentthen?Whatisthesamenow?

Pre-writing

3a

I.Havestudentsreadthetextandanswerthequestion.

2.Guidestudentstounderlinesentenceswith“usedto'andpresenttenseverbstoshow

contrast.

3b

I.Havestudentscompletethe(ablebasedon(hetext.

2.Checktheanswerswiththeclass.

3.Analyzethestructureandexpressionsofthetext.

While-writing

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3c

1.Askstudentstoworkwithapartner.Thinkaboutinwhatwaystheirliveshavechanged

comparedtoprimaryschool.Theycanmakenotesliketheonein3b.

2.Invitesomepairstosharetheirideas.

3d

I.Askstudentstochoosethreechanges,andwriteashortpassageaboutthem.

2.Walkaroundintheclassroomtooffersupport.

Post-writing

1.Studentsexchangetheirpassageswithapartnerforpeerfeedback.

2.Focuson:clcarpast/prcsentcontrast,correcttenseuse,andameaningfulusamcthing^^

attheend.

3.Invite2-3studentstosharetheirpassageswiththeclass.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethestructureandusefulexpressionsofthepassageonrheblackboard.

TeachingReflection

Thislessonguidedstudentsfromreadingamodeltexttowritingtheirownreflectivepassages.

Thetablein3bprovidedclearscaffolding,andthefinalstepencouragedpersonalexpressionand

emotionalreflection.Somestudentsmightneedmoresupportinbrainstormingspecificchanges,so

providingexamplesorsentencestarterscouldbehelpful.

Unit2InspiringPeople

單元主題分析

本單元緊扣“杰出人物”這一核心主題，與新課標中“人與社會”主題范畤下的“對世

界、國家、人民和社會進步有突出貢獻的人物”這一子主題高度契合。其核心旨在引導學生

了解中外各領域杰出人物的生平事跡與卓越成就，感悟他們身上堅守信念、勇于探索、無私

奉獻、堅持不懈的精神品質，從而全面深入地問答單元大問題“Whoinspiresus?”.樹立正確

的人生價值觀，激發自身的奮斗動力與擔當意識。

SectionA的引導性問題是“Whod。weadmire?”。該部分通過多組對話呈現H常生活中

接觸到的榜樣人物,涵蓋科學家、工程師、歷史人物、航天員等多個領域。學生將學習如何

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用英語準確描述人物身份、成就并表達敬佩之情。聽力材料中的師生對話、家庭訪談幫助學

生理解如何從不同角度認識榜樣人物,引導學生思考“什么是真正的貢獻”，并學習如何用英

語進行初步的價值判斷與表達。

SectionB的引導性問題是“Whatmakespeopleadmirable?”,該部分通過深度閱讀材料和

寫作任務，引導學生從行為表層深入到精神內核，探究榜樣人物背后的品質與價值觀。幫助學

生學會分析人物可貴之處理解其行為背后的精神動力，并思考這些品質如何在當代社會中傳

承與發揚。

總而言之，本單元以“榜樣人物與精神傳承”為主線，巧妙融合了語言學習、思維訓練、

價值觀培養與文化意識建立等多方面內容。引導學生不僅學會“談論榜樣”，更學會“理解

榜樣背后的精神”，最終成長為有國際視野、文化自信、價值追求和社會擔當的新時代青少

年。

單元學習目標

通過本單元的學習，學生能夠：

1.在日常交際中聽懂并理解關于榜樣人物及其成就的對話和訪談，并能夠用英語就“我敬佩的

人”這一話題進行流暢的對話交流與觀點表達。

2.理解杰出人物生平、貢獻及精神品質相關的閱讀材料，并能準確提取文本中人物的關鍵信

息、成就細節及精神品質.

3.學會使用“Itis+adj.+(for/of)sb.+todosth.”及“Itis+adj.+that等句型結構，準確描述

人物行為，評價其貢獻，并能運用相關詞匯與表達方式有條理地陳述敬佩的理由。

4.樹立“見賢思齊”的價值觀意識，認識到個人品質，堅持與奉獻對社會進步的意義，主動從榜

樣人物身上汲取精神力量.初步形成個人的價值判斷與成長導向。

5.增強文化自信與國際理解意識，通過中外榜樣人物的學習，理解不同文化背景下杰出人物的

共通精神，樹立尊重歷史、崇尚創新、勇丁擔當的態度，培養對人類共同價值與文明進步的責

任感。

單元學習重難點

重點：

1.掌握有關榜樣人物及評價的詞匯與句型表達,并能在實際情境中進行得體交流。

2.能從對話或篇章中提取“人物?行為?品質?影響”的信息鏈,理解榜樣人物的精神內涵。

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3.樹立“見賢思齊”的意識，理解優秀品質的共通性與可學習性。

難點：

1.近義人物評價詞匯與句型的辨析與準確運用。

2.在真實語境中得體、有層次地表達對人物的敬佩與評價。

3.對復雜人物生平或思想進行邏輯梳理與復述。

單元課時劃分

第一課時SectionA(la-Id)

第二課時SectionA(2a-2d)

第三課時SectionA(3a-3c)

第四課時GrammarFocus(4a-4c)

第五課時SectionVocabularyinUse

第六課時SectionB(3a-3d)

第二課時SectionA(la-Id)

一、TeachingObjectives

Inihisclass,studentswill：

I.identifysomefamouspeopleandtheirprofessions.

2.listenforspecificdetailstomatchspeakerswiththepeopletheyadmireandcompletethenotes.

3.(alkaboutaperson(heyadmireandexplainthereasonusingthetargetlanguage.

二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionson

Page11.

2.Invitesonicstudentstosharetheiranswers.

3.Presentsomebasicinformationabouttheseinspiringpeopleasasupplement.

4.Havestudentsreadtheunittideandpredictwhattheywilllearnintheunit.

Pre-listening

LookandMatch

la

I.Presentthepicturesofthefourfamouspeopleandelicitthenamesandprofessionsfrom

students.Forthepeoplestudentsarenotfamiliarwith.theteachercanmakeprovidesome

additionalinformation.

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2.Havestudentsreadtheinstructionandwordsinlaandmakesuretheygetthemeanings.

3.Askstudentstodothematchingexerciseandchecktheanswersinpairs.

4.Invitesomestudents(oshare(heiranswers.

While-listening

W~

1.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.

2.Havestudentslistentotheconversationsanddothematchingexercise.

3.Chccktheanswerswiththewholeclass.

1c

I.Askstudentstoreadthenotesin1candunderstand(hemeanings.Studentscanbeencouraged

tofillintheblanksfrommemory.

2.Playtherecordingagainandhavestudentscompletethenotes.

3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewhole

class.

4.Havestudentslistenagainwiththecompletedinformation.

ListeningScripts

Presentthelisteningscriptandguidestudentstopayattentiontothetargetvocabularies

andexpressions.Explainthelanguagepointsifnecessary.

Post-listening

Id

1.Havestudentsreadtheinstructionandthinkaboutthequestions.

2.Askstudentstoworkinpairstodiscussthequestionsandsharetheiropinions.Studentscan

beencouragedtoaddmorefactsabout(hepeopletheyadmire(otheconversation.

3.Invitesonicstudentstosharetheiranswersinclass.Providesomeexpressionsand

sentencepatternsaslanguagesupport.Theteachercanalsosharehis/heropinionsfirst

tosetanexampleforstudents.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

Homework

FinishllicrclalcdexercisesinLhcbooksproducedbyYouyi.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessonransmoothlyoverall.Studentsactivelymatchedprofessionsandcompletedlistening

tasks,showinggoodcomprehension.Nexttime.I'lladdmorevocabularydrillsinthepre-listening

stageandaquickvocabularyreviewbeforethetasktoboostfluency.

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第二課時SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

I.identifykeyfiguresandmatchthemwiththeirachievementsandfieldsofwork.

2.listenforspecificdetailstomatchfamilymemberswiththepeopletheyadmire,andcomplete

fact-basednotes.

3.discusswhycertainfiguresareinspiringusingtargetlanguageandsentencepatterns.

4.learnaboutthecontributionsotintluenlialhistoricalfiguresanddevelopanappreciationtor

theirimpact.

二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookat(hethemepictureoniheopeningpageandthinkaboulthequestionson

Page11.

2.Invitesomestudentstosharetheiranswers.

3.Presentsomebasicinformationabouttheseinspiringpeopleasasupplement.

4.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listening

LookandSay

I.Presentthepicturesofthefourpeoplein2aandelicit(heirnamesfromstudents.

2.Invitesomestudentstosharewhattheyknowaboutthesepeople.

3.Presentmorebackgroundinformationascomplement.

FreeTalk

1.Havestudentsworkinpairslotalkabout(hefollowingquestions.

?Whodoyouadmirethemost?Why?

2.Invitesomestudents(osharetheiranswers.

While-listening

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2a

1.Havestudentsreadthestatementsin2atomakesuretheyunderstandthemeanings.

2.Askstudentstodothematchingexerciseandchecktheanswersinpairs.

3.Checktheanswerswiththewholeclass.

2b

I.Havestudentslistentotheconversationandfigureoutthepersoneachfamilymember

admires.

2.Check(heanswerswith(hewholeclass.

2c

1.Askstudentstoreadthenotesin2ccarefullyioidentifythekeyinformationtheyshouldgrasp

whilelistening.Studentscanbeencouragedtocirclefrommemory.

2.Playtherecordingagainandhavestudentscirclethecolouredwords.

3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswith(hewholeclass.

4.Havestudentslistenagainwithchccompletedinformation.

ListeningScripts

Presentihelistening