2026年人教版九年级英语上册全册教学设计

人教版九年级上册英语全册教学设计

（配2026年秋改版教材）

Unit1TheChangingWorld

单元主题分析

本单元以“变化的世界”为核心主题，紧扣课程标准中“人与自然”及“人与社会”的

范畴,重点探讨社会发展、科技进步与环境保护之间的互动关系。单元围绕“变化如何发生”

以及“变化如何影响我们"两大核心问题展开，引导学生观察身边及全球范围内的变迁,理解

变化的动因与影响,并思考个人在推动积极变化中可以扮演的角色。

SectionA以个人家乡的变化为切入点，通过听力对话和采访等真实语境，引导学生学习描

述过去与现在，掌握usedto和一般过去时与现在完成时的核心用法。内容涵盖交通、医疗、

商业和自然环境等多方面变化，强调基础设施改善对人民生活质量的影响。

SectionB将视野扩展到全球合作与发展，通过阅读肯尼亚蒙内铁路等案例，分析重大工

程项目如何带来深远的社会经济影响。学生将学习如何提取数据信息、理解不同利益相关者

的观点，并探讨国际合作对于共同建设美好世界的重要性。写作部分聚焦于个人成长的变迁，

培养学生用英语反思并描述自身变化的能力。

总之，本单元将语言学习与现实议题深度结合，使学生在掌握描述变化的语言技能的同时,

培养其观察力、批判性思维及全球视野，理解个人、社区乃至国家在时代发展中的角色与责

任。

单元学习目标

通过本单元的学习，学生能够：

1.准确运用usedto,一般过去时与现在完成时来描述过去和现在的状况，对比变化。

2.听懂并理解关于家乡变迁、环境治理等话题的对话，抓住时间、方式、原因等关犍细节。

3.读懂关于发展项目（如铁路建设）的说明性文本，提取具体数据、事实信息及不同人物的观点

态度.

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4.运用所学语言，以口头和书面形式有条理地描述个人生活变化或家乡变迁，并能简要分析变

化带来的影响。

5.在讨论中,就环境问题、国际合作等话题交换意见，提出简单看法。

单元学习重难点

重点：

1.熟练掌握并准确运用used2、一般过去时与现在完成时来对比今昔变化。

2.从听力和阅读材料中有效抓取并梳理关于变化的具体事实信息(如方式、时间、数据)。

3.围绕“变化”主题,进行连贯的口头描述和简单的书面表达。

难点：

I.在真实语境中准确区分并运用一般过去时(强调过去特定时间动作)和现在完成时(强调过

去动作对现在产生的影响或结果)。

2.理解较长篇幅文本中(如肯尼亚蒙内铁路文章)的事件脉络、多方观点及项目影响的逻辑关

系。

3.在讨论“变化的影响”及“国际合作”等稍抽象话题时,能组织语言表达个人观点。

单元课时划分

第一课时SectionA(la-ld)

第二课时SectionA(2a-2d)

第三课时SectionA(3a-3d)

第四课时GrammarFocus(4a-4c)

笫五课时SuctionB(la-lf)&.VocabularyinUse

第六课时SectionB(3a-3d)

第一课时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.

第二课时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.

第三课时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.

第四课时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

二般过去时与现在完成时的区别

1.时间是否明确、是否与现在切断

一般过去时:动作发生在过去的某个确定时间点/时间段，已经结束，和现在没有关系。可

以搭配具体过去时间。现在完成时:不强调具体时间，只强调过去动作与现在的关联（影

响、结果、持续）。不能搭配具体过去时间状语（yesterdayjastyear,in2019等）。例如：

HemovedtoBeijingin2022.（一般过去时,有明确时间）

HehasmovedtoBeijing.（现在完成时，无具体时间，强调现在在北京）

HehasmovedtoBeijingin2022.（错误,现在完成时不能加具体过去时间）

2.强调的侧重点不同

一般过去时:侧重陈述过去发生的事实，只告诉别人“做过这件事”，不关心对现在的影

响。现在完成时:侧重过去动作带来的现在结果,或动作持续到现在。例如：

Hostmykeyyesterday.（一股过去时:只陈述过去的事实，不说明现在找没找到）

Ihavelostmykey.（现在完成时:强调现在的结果我现在没有钥匙,进不了门）

3.动作是否持续到现在

一般过去时:动作在过去已经终止，现在不再进行。现在完成时:动作或状态从过去开

始，持续到现在,甚至可能继续下去。例如：

Sheworkedinthisschoolfor5years.（一般过去时:现在己经不在这里工作了）

Shehasworkedinthisschoolfor5years.（现在完成时:现在仍在这里工作）

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.

第五课时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.

第六课时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

单元主题分析

本单元紧扣“杰出人物”这一核心主题，与新课标中“人与社会”主题范畤下的“对世

界、国家、人民和社会进步有突出贡献的人物”这一子主题高度契合。其核心旨在引导学生

了解中外各领域杰出人物的生平事迹与卓越成就，感悟他们身上坚守信念、勇于探索、无私

奉献、坚持不懈的精神品质，从而全面深入地问答单元大问题“Whoinspiresus?”.树立正确

的人生价值观，激发自身的奋斗动力与担当意识。

SectionA的引导性问题是“Whod。weadmire?”。该部分通过多组对话呈现H常生活中

接触到的榜样人物,涵盖科学家、工程师、历史人物、航天员等多个领域。学生将学习如何

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用英语准确描述人物身份、成就并表达敬佩之情。听力材料中的师生对话、家庭访谈帮助学

生理解如何从不同角度认识榜样人物,引导学生思考“什么是真正的贡献”，并学习如何用英

语进行初步的价值判断与表达。

SectionB的引导性问题是“Whatmakespeopleadmirable?”,该部分通过深度阅读材料和

写作任务，引导学生从行为表层深入到精神内核，探究榜样人物背后的品质与价值观。帮助学

生学会分析人物可贵之处理解其行为背后的精神动力，并思考这些品质如何在当代社会中传

承与发扬。

总而言之，本单元以“榜样人物与精神传承”为主线，巧妙融合了语言学习、思维训练、

价值观培养与文化意识建立等多方面内容。引导学生不仅学会“谈论榜样”，更学会“理解

榜样背后的精神”，最终成长为有国际视野、文化自信、价值追求和社会担当的新时代青少

年。

单元学习目标

通过本单元的学习，学生能够：

1.在日常交际中听懂并理解关于榜样人物及其成就的对话和访谈，并能够用英语就“我敬佩的

人”这一话题进行流畅的对话交流与观点表达。

2.理解杰出人物生平、贡献及精神品质相关的阅读材料，并能准确提取文本中人物的关键信

息、成就细节及精神品质.

3.学会使用“Itis+adj.+(for/of)sb.+todosth.”及“Itis+adj.+that等句型结构，准确描述

人物行为，评价其贡献，并能运用相关词汇与表达方式有条理地陈述敬佩的理由。

4.树立“见贤思齐”的价值观意识，认识到个人品质，坚持与奉献对社会进步的意义，主动从榜

样人物身上汲取精神力量.初步形成个人的价值判断与成长导向。

5.增强文化自信与国际理解意识，通过中外榜样人物的学习，理解不同文化背景下杰出人物的

共通精神，树立尊重历史、崇尚创新、勇丁担当的态度，培养对人类共同价值与文明进步的责

任感。

单元学习重难点

重点：

1.掌握有关榜样人物及评价的词汇与句型表达,并能在实际情境中进行得体交流。

2.能从对话或篇章中提取“人物・行为・品质・影响”的信息链,理解榜样人物的精神内涵。

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3.树立“见贤思齐”的意识，理解优秀品质的共通性与可学习性。

难点：

1.近义人物评价词汇与句型的辨析与准确运用。

2.在真实语境中得体、有层次地表达对人物的敬佩与评价。

3.对复杂人物生平或思想进行逻辑梳理与复述。

单元课时划分

第一课时SectionA(la-Id)

第二课时SectionA(2a-2d)

第三课时SectionA(3a-3c)

第四课时GrammarFocus(4a-4c)

第五课时SectionVocabularyinUse

第六课时SectionB(3a-3d)

第二课时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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第二课时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