2026秋新教材人教版九年级上册英语Unit1 The changing World分课时教学设计

第第页2026秋新教材人教版九年级上册英语Unit1ThechangingWorld分课时教学设计课题 Unit1TheChangingWorldSectionA(la-Pronunciation)一、教学目标1.LanguageAbilities:Environment:barehills,trees,greenvegetationTransportation.2.QualityofThinking:Globalthemekeywordscreeningthinking:Capturecoredialoguecluestoanswerfactualshortquestions.二、教学重难点1、Masterpast-presentcontrasthometownchangevocabulary三、教学过程Step1:Lead-inandWarm-upDisplaythetextbookcover,black-andwhitebarrenhillsandotherpicturesonPPT,presentthethreeLookandshareguidingquestions:.Howarethesetwophotosdifferent?2).Howhastheirplacechangedovertime?3).whydoyouthinkthisplacechangedsomuch?Step2:Pre-listeningReviewandtranslatenewwordsandphrases.1).Past:roughroads,takemanyhoursPresent:hewwideroads2).Subject+usedtodosth.2.Activity1aDisplayLiRui’shometownbarrenoldphotoandgreenmodernvillagephotosidebyside,letstudentsobservethephotosandsharetheirfeelings.Step3:While-listeningTask1-listentoaphoneconversationandanswerthefollowingquestions(Activity1b)Q1:WhydoesGeorgecallLiRui?Q2:What'stherelationshipbetweenGeorge'sfatherandLiRui’sgrandfather?Q3:WhendidGeorge'sfatherlastvisitthisplace?Task2-Listentotheconversationasecondtimedistinguishpastandpresentinformation.Completethetableandcheckanswers.Step4:Post-listeningDiscussion:letstudentsdiscussthechangesin1c-Howdoyouthinktheyhappened?Requirement:1).Eachpairtaketurnstoanalyzeatleast2differentreasons..UseatleasttwodifferentusedtocontrastsentencepatternsinexchangeInvitestudentstosharetheirdialogue.Step5:SummaryandHomeworkVocabulary:transportation,publiclifeSentencepattern:usedtodosth-Changesdonothappenbyaccident,policysupport,environmentprotectionandhardworkallbringpositivetransportationtoourhometowns. 2教学板书设计:Unit1 TheChangingWorld(SectionA1a-1d) Transportationpast roughroads,takehourstotown present newwideroads,onlytakeashorttime Life andenvironment past fartoseedoctors,noshops present newhospital,shoppingmall 四、教学反思：InTask1apictureobservationshaving,asmallnumberofstudentsonlynoticeroadandhousechangesandignorethecoreecologicalcontrastofbarehillsversusdensetrees.课题 Unit1TheChangingWorldSectionA(2a-2f) 一、教学目标1.Understandconversationsaboutthometowndevelopmentandecologicalchanges.2.Orallyexplaintheprocessofenvironmentalimprovementbasedonthelogicof listeningmaterialsandhaveadiscussion.二、教学重难点1.Toextractthreetypesofinformationincludingproblems,actionsandresults三、教学过程Step1:Lead-in1.playashortcomparisonvideoaboutalocalvillageshowingatransformationfrombarrenhillsinthepasttoanoasisnowadays.Thenaskstudentsquestions.Q1:Whatchangescanyousee?Q2:Whatproblemsmightpeoplehave?2.Guidestudentstorankthefourtypesofenvironmentalproblemsin2a.Step2:Pre-listeningGuidestudentstopredictthefillingdirectionsofthetablein2C,circlethekeywords.Step3:while-listeningTask1(2bExtensiveListening)playtheaudioforthefirsttimeandaskstudents:whichproblemslistedinExercise2aarementionedintheconversation.?Task2(2CIntensiveListening)1).Playtheaudioforthesecondtime,guidestudentstorecordinformationfromthreedimensions:pastproblem->Action->Presentresult2).playtheaudioforthethirdtime.pauseaftereachparagraphtocheckanswers.Focusonexplainingthetenselogicofcore expressionssuchas"usedtobe coveredwithsand"and"haveplantedtrees.Task3:Leadstudentstoreadthekeysentencesfromthelisteningscript.Step4:Post-listeningActivity1-RetellingpracticeProvidesentenceframesofpast(usedto)Action(simplepasttense)presentAskstudentstoworkinpairsandretell.Activity2-Discussion(2c)Q:Howdoyouthinkthesechallengeshappened?Guidestudentstodiscussfromperspectivesincludingvillagers'efforts,governmentpoliciesandenvironmentalawareness.Step5:SummaryandHomeworkLeadstudentstoconcludethethreekeysentencePatterns,elevatestudents'emotionalawareness.GoodenvironmentscomesfromeffectsEveryone canmake a difference. 2教学板书设计:Unit1TheChangingWorld(SectionA2a-zd)Past(usedto) Action Present Sandstormseverywhere plantedtrees fewersandstorm poor farmland heldthesoil largercornfields nogreenplants gotgovernmentsupportbetterenvironment 四、教学反思：Inthisclass,studentshave listened to some materialstofinish2aand26.However,thequestionsin2dareratherdifficultforstudents,theycan'tusecompletesentencestoanswerquestions.Thatistheimprovingpoint.课题 Unit1TheChangingWorldSectionA(GF-3c) 一、教学目标1.Coreruraldevelopmentvocabularyandcollocations:Ruraleconomy:high-techgreenhouse,farmvegetablesandfruits.2.Cultivatepositiverecognitionofruralrevitalization,realizebalanceddevelopmentbetweentitlesandvillages.二、教学重难点1.Masterruralrevitalizationrelatedvocabulary.2.Integrateobjectivepast-presentcontrastfacts.三、教学过程Step1:Lead-inandwarm-up1.Displaythetextbookhigh-techgreenhousevegetablefromPPT,presentleadingquestions:1).whatwasvillagefarminglifelike2oyearsago?Whatnewchangescanyouseeinmodernvillages?2).Invitevolunteerstoshareonedifferencebetweenoldvillagelifeandmodernlife.Step2:Pre-readingActivity1:CoveruralchangecategoriesPopulationandLabor:past:Youngpeopleusedtoworkinbigcities:Present:Youthreturnhomeworktoliveandwork.Farmingproduction:Past:Smallfarm.fewvegetables,sellatlocalmarket;present:Largehigh-techgreenhouse,massfruitsTransportation:Past:Noconvenienthighwayorrailway;Present:Newhighwayandrailwaybuilt.Activity2:CorecontrastsentencetemplatePeopleusedto...,butnowthey...Thesechangeshavegreatlyimprovedpeople'slives.Step3:While-readingActivity1:Task3a:summarizevillagers'lifechangecategories.Displaythefulltextonscreen,askstudentstocategorizefiveindependentchangedimensions.Letstudentswritebriefkeypointsforeachone.Activity2:Task3b:fillthetableDisplaythetableonPPT,locateexactoriginaltextphrasesforeverydimension,divideinformationintopastconditionsandpresentmodernconditions.Activity3:Task3d:haveadiscussion DisplaysomenecessaryinformationaboutthetopiconPPTandhelpstudentstosetabasicdialogueframe.A:Whathaschangedinyourhometown?B:Thebuildingsandenvironment...A:Howhasitchanged?B:Peopleusedto...,butnow...Step5:SummaryandHomeworkAccordingtothecategories,makestudentssummarizewhattheyhavelearnedandassesstheiroralperformance.教学书设计:Unit1TheChangingWorld(SectionA3a-3c)population:Youthleftcities/YouthreturnhometownFarming:Smalllocalfarm/Largehigh-techgreenhousesTransport:Noconvenientroads/NewhighwayandrailwaySalesandTourism: Localmarketonly/Touristattraction. Publiclive:Oldsimplehouses/Newhouses 四、教学反思：Inthisclass,aboutdiscussionpart,somegroupsonlydescribesomebasicinformationIwithoutaddingmorecomplexandemotional content. Nextclass,weshoulddigmoreinformationout ofstudents'minds.课题 Unit1TheChangingWorldSectionB(1a-1d)一、教学目标Thecovegrammarsystemsfordescribingpastandpresentchanges.1.SimplePastTense:actionsfinishedataclearpasttimemarker.2.usedto do: 3.PresentPerfectTense二、教学重难点1.Masterthreecoretensejudgmentrulesandverbdeformationrules.三、教学过程Step1:Lead-inandWarm-up1.DisplaythetextbookGuizhoumountainbridgephotoonPPT,presentguidingquestions:1).whatwastrafficlikelongtimeago?2).Whattransportfacilitieshavebeenbuilt?2.Leadinthetopic:TodaywewilllearnarailwayinKenya heMombasa Nairobirailway,builtwithChina'shelp.Step2:4a feelthetenses Task:circletheverbsandmarktenses.11).SimplePastTense:became.usedtohave.usedtowork.2).PresentPerfectTense:haven'tseen.hasjustbuilt.havecomeback2.Summarizetheuses.1).usedtodo:simplepasttense2).Simplepasttense:有过去具体时间3).PresentPerfectTense:侧重现在结果，常搭配yet/ever/justStep3:4b1.Givestudentspropertimetofinish4bandchecktheanswers.1).Havebeen 2).didn'tknow 3).open 4).opened 5).went 6).Didlike 7).have;evervisited8).didsee9).read 10).listened 2.Explainthekeypoints:yet是现在完成时态;LastFriday为一般过去时;tomorrow为一般将来时.Step4:4C Givestudentsproperandenoughtimetofinish4candchecktheanswers1).was,be,made,havetaken2).hasbuilt,take,haveimproved,were2.Sortoutthelogic:Inthepast(一般过去时，usedto)-Now(现在完成时)ExplainandintroduceGuizhouculture.Step5:SummaryandHomework1.Summary:1)usedto+动词原形2).一般过去时:过去式3).现在完成时:have/has+过去分词2.Homework:1rememberverbforms2Makesentences教学板书设计:Unit1TheChangingWorld(SectionAGrammarFocus)1.usedtodo...(过去习惯)2.一般过去时:...ago/inthepastV-ed3.现在完成时:yet/ever/justhave/has+过去分词四、教学反思：Inthisclass,grammarpointsarequitefamiliartostudents,soforstudentswhohavesolidfoundationofthisclass,teacherscanadjusttheirstrategies,aboutlearning11newandreviewingold.课题 Unit1TheChangingWorldSectionB(2a-2c)一、教学目标1.Masterthekeywords:railway,transport,benefit,convenient,deal,takeplace2.Understandthelongpassageandsortouttheeframeworkofthetext.3.Feelthenationalpridebylearningthetext二、教学重难点1.Comparisonbetweentheoldandnewrailways.2.Oralexpressionandimitatekeyparagraphs.三、教学过程Step1:Lead-inandWarm-up1.TeachersshowtherelevantpicturesonthePPT.AndteacherasksthequestionsT:Doesyourhometownhaveatrain?T:Howdoesthetrainbenefitpeople?Todaywearegoingtolearnalongpassageaboutoldandnewrailways,let'sfindouttogether.Step2:Pre-reading Readingtechniquesteaching:accordingtothetitleandthepicture,predictthemaincontentofthepassage..Thetitle:OntheFastTrack.Thepicture:Atrain3).students'Answer:ThearticleisaboutanewrailwayinKenya.2.ReadquicklyandverifythepredictionsDividethepassageinto4partsPart1:Problemsoftheoldtrains.Part2:Changessnewrailwaysbrought.Part3:Evaluationoflocalpeople.Part4:Win-wincooperation.Readthetextforthefirsttimeandmarkcorephrases:usedto,cuttraveltime,benefitfrom,takeplace.Step3:while-reading1.Finish1candchecktheanswers:1.20172.19013.over2million2.Readthepassagecarefullyandfinish1d.(1)It'sanewsarticle.(2)Theoldtrainswereveryslow.(3)Itshortenstraveltime;peoplebecomericher;businessbecomeseasier;(4)Peoplecangetmorefreshfood;(5)Itmeansdevelopingquickly3.LongandDifficultsentences1).builtwithChina'shelp(过去分词作后置定语)2).hasalreadycut(现在完成时)3).usedtodo(表示过去的状态)Step4:Detailreading1eCompletethetabletogetherandsortouttheframeStep5:SummaryandHomework1.Comparetheoldandnewrailways2.Recitewordsandphrasesandreadthepassage.教学板书设计:Unit1TheChangingWorld(Section1a-le)1.Readingskill:predict(title+picture)2.Oldrailway:1901,slow,10hoursNewrailway3.Tenses:usedto...;现在完成时(have)/has+done)四、教学反思：Inthisclass,studentshavelearnedalotaboutthelongpassage.Sincethepassageisdifficultandlong,teacherscandesignanAIvideotoarousethestudents'interestandparticipationintheclass.课题 Unit1TheChangingWorldSectionB(3a-3c)一、教学目标 1、Students canmastercore vocabulary forpersonalchanges:school,transport,housing,study,neighbourhood,environment2、Studentcanlearnthatpersonalgrowthbringschangestomanydimensions.二、教学重难点1.Masterthecontrastbetweenpastandnow.2、Analyzestructure;andkeypoints.三、教学过程Step1:Lead-inandWarm-up1.Useaquestiontoleadintotheclass:T:Didyouwalktoschoolwhenyouwereinprimaryschool?2.Summarizestudents'answersanddistinguishsomethingwhichhaschangedandsomethingelse.Ourlifechangesaswegrow.TodaywelearnChangesinmylife.Step2:Readthetextcarefully1.Task1:Readthepassageandanswerthequestion:Whatstaysthesame?Theanswermightbe:Thefeelingofloveandhappinesssharedbyhisfamily.2.Task2:readt