2026秋新教材人教版九年级上册英语Unit 2 Inspiring People 大单元整体设计

第第页2026秋新教材人教版九年级上册英语Unit2InspiringPeople大单元整体设计科目英语年级九年级班级总课时6单元名称Unit2InspiringPeople单元主题讲述鼓舞人心的人物及其事迹，学习人物品质、职业成就与精神力量，树立榜样意识，培养敬佩、感恩与奋斗精神教材分析本单元围绕“杰出人物与榜样力量”展开，SectionA谈论敬佩的人物、职业与成就；听说素材涉及袁隆平、法拉第、居里夫人、司马迁、牛顿、图灵等中外名人；语法重点为Itis/was+adj.+of/forsb.todo与强调句型；SectionB阅读介绍钟扬等励志人物；写作任务为写一篇介绍自己敬佩的人的短文。语篇类型包含对话、人物介绍、说明性文章，突出“人与社会”主题，落实品格育人与文化自信。学情分析1.知识基础：学生已掌握一般过去时、现在完成时，能进行简单人物描述。2.认知特点：对名人故事、榜样事迹兴趣浓厚，愿意表达敬佩与观点。3.薄弱点：人物评价句型单一；复合句与固定句型运用不熟练；阅读人物传记时信息提取不完整。单元整体框架话题主线：认识励志人物→描述成就与品质→学习评价句型→阅读传记故事→写作介绍榜样→成果展示语言主线：职业/品质词汇→评价句型→强调句/不定式结构→阅读技能→人物写作素养主线：语言运用→批判思维→文化品格→学习能力单元内容分析（一）主题大观念1.励志人物凭借坚持、创新、勇气、责任改变世界，值得学习与传承。2.中外科学家、思想家、英雄都有可贵品质：curious,brave,creative,hard-working,nevergiveup。3.榜样力量激励青少年树立理想、勇于追梦、服务他人与社会。（二）语言大观念1.词汇：inspiring,admire,pioneer,brave,creative,wisdom,courage,research,discover,develop等。2.句型：Whodoyouadmire?He/Sheis...because...;It’s+adj.+of/forsb.todo...3.语法：Itis/was…of/forsb.todo；Itis/was…that…强调句型。4.技能：听懂人物介绍；口头描述榜样；阅读提取人物信息；写作介绍励志人物。核心素养（一）语言能力1.掌握职业、品质、成就类核心词汇与短语，准确运用于听说读写。2.熟练运用本单元句型谈论敬佩的人物、理由与事迹。3.掌握重点句型结构，能读懂人物传记并完成简短写作。（二）思维品质1.通过对比分析人物品质，培养归纳、评价与逻辑思维。2.依据事实评价人物，培养客观判断与批判性思维。3.借助思维导图梳理人物生平，提升结构化思维。（三）文化意识1.了解中外杰出人物贡献，尊重多元文化，增强文化自信。2.学习科学家与榜样精神，树立责任与担当意识。3.理解“榜样”的共通价值，形成正确价值观。（四）学习能力1.学会利用图表、关键词梳理信息，提升自主学习能力。2.在小组讨论中交流分享，提升合作与表达能力。3.读写结合，强化语言输出，提升学以致用能力。教学重难点教学重点1.描述人物品质与职业成就的核心词汇与句型。2.掌握：Itis/was+adj.+of/forsb.todosth.3.听懂、读懂并介绍励志人物的事迹与精神。教学难点1.It’sof/for句型的正确区别与使用。2.运用正确时态与句型完整介绍人物。3.理解强调句型并在书面表达中准确运用。单元课时规划Period1：SectionA1a–1c听说课——认识励志人物，谈论敬佩的人Period2：SectionA2a–2d听说课——人物成就与句型操练Period3：SectionA3a–GrammarFocus读写语法课——It句型重点突破Period4：SectionB1a–1e阅读课——励志人物传记阅读Period5：SectionB2a–3d写作课——写一篇介绍榜样的短文Period6：Review&Project复习展示课——榜样墙展示Unit2InspiringPeople教案科目英语年级九年级班级授课时间45课题Period1:TalkAboutPeopleWeAdmire(SectionA1a–1c)课型Listening&SpeakingLesson教材分析ThisistheopeninglessonofUnit2.ItcoversSectionA1a–1c.Studentslearntomatchgreatpeoplewithprofessions,listentospeechesaboutadmiredpeople,andtalkaboutwhotheyadmireandwhy.Itfocusesonvocabularyofprofessionsanddescriptiveadjectives.Itlaysthefoundationforthewholeunit’stopic,wordsandsentencepatterns.学情分析StudentsinGrade9knowsomefamouspeopleandbasicjobwords.Theycantalkaboutpeopleinsimplesentences.Buttheylackwordstodescribepersonalitiesandachievements.Theyareinterestedinstoriesofgreatpeopleandwillingtosharetheirideas.教学设计思路Lead-inwithfamouspeoplepictures→Learnprofessionsandpersonalitywords→Do1amatchingtask→Listenandmatchspeakerswithpeople→Listenandcompletenotes→Pairworktotalkaboutadmiredpeople→Summaryandhomework.Follow“input—practice—output—application”.核心素养目标LanguageAbility1.Masterwordsofprofessions:writer,historian,professor,scientist,chemist,physicist,researcher.2.Catchkeyinformationaboutpeopleandtheirachievementsinlistening.3.Usebasicsentencestotalkaboutwhoyouadmireandgivereasons.ThinkingQuality1.Connectpeoplewiththeirprofessionstodeveloplogicalthinking.2.Describepeople’squalitiestoimproveinductivethinking.CulturalAwareness1.Learnaboutgreatpeopleathomeandabroadandrespectthem.2.Understandthespiritofinspiringpeopleandsetlifemodels.LearningAbility1.Takenoteswhilelisteningtoimprovelisteningskills.2.PracticeinpairstoimprovecooperativeLearningAbility.教学重难点KeyPoints1.Wordsaboutprofessionsandpeople’squalities.2.Sentences:Whodoyouadmire?Iadmire...because...DifficultPoints1.Catchdetailedinformationaboutpeople’sachievementsinlistening.2.Usecorrectwordstodescribepeople’squalitiesclearly.教学方法Task-basedLanguageTeaching;SituationalTeaching;CooperativeLearning;ListeningTraining教学工具Textbook;Projector;Picturesoffamouspeople;Wordcards;Audio;Worksheets教学内容及过程教学环节教师活动学生活动1.Warm-up&Lead-in(5mins)1.Greetstudentsandshowpicturesoffamousgreatpeople:YuanLongping,MarieCurie,etc.2.Ask:Whoishe/she?Whatdoeshe/shedo?3.Leadtothetopic:TodaywelearnUnit2InspiringPeople.1.Greettheteacher.2.Watchpicturesandanswerquestions.3.Knowtheunittopicclearly.设计意图Arouseinterest;activatebackgroundknowledge;leadinthetopicnaturally.2.NewLearning(15mins)1.Teachnewwords:professionsandqualities.Explainandpracticereading.2.Activity1a:Askstudentstomatchpeoplewithprofessions.Walkaroundtohelp.3.Listening1b:Playaudio;askstudentstomatchspeakerswithpeople.4.Listening1c:Playaudioagain;guidestudentstocompletenotes;checkanswers.1.Learnnewwords;readandremember.2.Finish1amatchingtask.3.Listenandmatch1b.4.Listenandfillin1cnotes;checkanswers.设计意图Learnkeyvocabulary;trainlisteningforgeneralanddetailedinformation.3.Practice(12mins)1.Presentusefulsentences:A:Whodoyouadmire?B:Iadmire...because...2.Organizepairworktopracticeaccordingto1cinformation.3.Walkaroundtoencouragestudentsandcorrectmistakes.4.Invitevolunteerstoshowtheirdialogues.1.Learnandreadsentencepatterns.2.Practiceinpairs.3.Speakactivelyandaskforhelp.4.Volunteertoshowdialogues.设计意图TrainoralEnglish;consolidatewordsandsentences;improveconfidence.4.Consolidation&Extension(5mins)1.Ask:Whoisyouridol?Whydoyouadmirehim/her?2.Givehints:hard-working,brave,creative,wise.3.Asksomestudentstoshareinclass.1.Thinkabouttheirownidols.2.Uselearntwordstotalkaboutreasons.3.Sharewithclassmates.设计意图Connecttoreallife;improveabilitytoexpresspersonalideas.5.ClassroomSummary(2mins)Leadstudentstosummarize:1.Newwordsofprofessions2.Sentencesabouttalkingaboutadmiredpeople3.ListeningskillsFollowtheteachertoreviewkeypoints.设计意图Helpstudentsformaclearknowledgestructure.6.Homework(1min)Basic1.Copynewwords5timesandrecitethem.2.Readandrecitekeysentences.Improving1.Write3sentencesaboutpeopleyouadmire.2.Listento1b&1candreadaloud.Advanced1.Interviewfamilymembersabouttheiradmiredpeople.2.Takenotesandpreparetosharenextclass.Writedownhomeworkandfinishbylevels.设计意图Consolidatelearning;meetdifferentlevelsofstudents.板书设计Unit2InspiringPeoplePeriod1Words:scientist,physicist,chemist,historian,writer,researcherUsefulSentences:—Whodoyouadmire?—Iadmire...becausehe/sheis...Qualities:brave,creative,wise,hard-working教学反思Successes1.Famouspeoplepicturesattractstudents;theytakepartinclassactively.2.Listeningtasksarestep-by-step;moststudentscanfinishthemwell.Problems1.Somestudentscan’tpronounceprofessionwordscorrectly.2.Somestudentsusesimplereasonsandlackrichexpressions.Improvements1.Addmoreworddrillsandpronunciationpracticenexttime.2.Providemoreadjectivesandsentencestructuresforspeaking.Unit2InspiringPeople教案科目英语年级九年级班级授课时间45课题Period2:MoreInspiringPeople&Achievements(SectionA2a–2d)课型Listening&SpeakingLesson教材分析ThisPeriodcontinuesSectionAandincludes2a,2b,2c,and2d.ItfocusesonlisteningtoconversationsaboutgreatpeoplesuchasBrunel,FlorenceNightingale,IsaacNewton,andAlanTuring.Studentslearntomatchpeoplewiththeirfieldsandachievements,andmastermoreexpressionstodescribeinspiringpeople.Itfurtherdevelopsstudents’listeningandspeakingskillsandpreparesthemforthegrammarstudy.学情分析StudentshavelearnedbasicwordsaboutprofessionsandsimplesentencestotalkaboutadmiredpeopleinPeriod1.Theycandosimplelisteningtasksbutstillhavedifficultiesincatchingdetailedinformationaboutachievements.Theyareactiveinsharingidolsbutneedmoresentencestructurestospeakfluently.教学设计思路Lead-inbyreviewingwordsanddrills→Learnnewwordsaboutachievementsandqualities→Domatchingactivityin2a→Listentofinishmatchingandnote-takingtasks→Practicedialoguepatterns→Discussandshare→Summaryandhomework.Follow“review—input—listen—practice—output”.核心素养目标LanguageAbility1.Masternewwordsandphrases:pioneer,modern,develop,spread,nurse,engineer,physics,technology.2.Catchdetailedinformationaboutpeople’sachievementsandfieldsthroughlistening.3.Userichersentencestotalkaboutwhopeopleadmireandexplainthereasons.ThinkingQuality1.Connectpeoplewiththeirachievementstoimprovelogicalthinking.2.Summarizecommonqualitiesofinspiringpeopletoenhanceinductivethinking.CulturalAwareness1.LearnaboutgreatWesternpioneersandrespectdifferentcultures.2.Understandthespiritofdedicationandinnovationandsetpositiveattitudes.LearningAbility1.Takenoteswhilelisteningtoimprovelisteningskills.2.Takepartinpairandgroupworktoimprovecooperativelearning.教学重难点KeyPoints1.Vocabularyaboutachievementsandfields:engineer,nursing,physics,pioneer,spread.2.Listeningforspecificinformationaboutpeople’sachievements.DifficultPoints1.Catchandrecorddetailedinformationinlongconversations.2.Usecompleteandlogicalsentencestointroduceinspiringpeople.教学方法Task-basedLanguageTeaching;Listening&Speaking;CooperativeLearning;Step-by-stepTraining教学工具Textbook;Projector;Picturesofgreatpeople;Audio;Wordcards;Worksheets教学内容及过程教学环节教师活动学生活动1.Warm-up&Lead-in(5mins)1.Review:Askpairstouse“Whodoyouadmire?Iadmire...because...”topracticefor1minute.2.ShowpicturesofBrunel,FlorenceNightingale,Newton,Turing.3.Ask:Doyouknowthem?Whataretheirachievements?4.Leadtotoday’stopic:moreinspiringpeopleandtheirgreatdeeds.1.Reviewthedialoguequickly.2.Lookatpicturesandtrytodescribe.3.Knowthelearninggoalclearly.设计意图Reviewoldknowledge;expandpeople’simages;arouselisteninginterest.2.NewLearning&Vocabulary(15mins)1.Teachnewwords:engineer,pioneer,nursing,physics,technology,modern,spread.Explainwithpicturesandexamples;readaloudrepeatedly.2.Activity2a:Askstudentstomatchpeoplewithfieldsofwork.Checkanswers.3.Listening2b:Playaudio;askstudentstomatchfamilymemberswithadmiredpeople.4.Listening2c:Playaudioagain;guidestudentstocirclecorrectwordsandcompletenotes.Checkanswersandexplainkeyinformation.1.Learnnewwords;readandmemorize.2.Finish2amatchingtask.3.Listenandfinish2bmatching.4.Listencarefullyandcomplete2cnotes.设计意图Learnkeyvocabulary;trainpredictionanddetailedlisteningabilities.3.Practice(12mins)1.Present2ddialoguepatterns:A:Whodoyouadmire?B:Iadmire...He/She...A:Why?B:Becausehe/she...2.Organizepairworktopracticebasedon2a–2cinformation.3.Walkaroundtohelp,encourageandcorrectmistakes.4.Invite2–3pairstoactouttheirdialogues.1.Learnandrepeatsentencepatterns.2.Practicedialoguesinpairs.3.Askforhelpifnecessary.4.Volunteertoshowdialogues.设计意图Consolidatelisteninginformation;trainoralexpression;improvespeakingconfidence.4.Consolidation&Extension(5mins)1.Ask:Whatqualitiesmakeapersoninspiring?2.Givehints:brave,wise,creative,hard-working,kind.3.Encouragestudentstosharetheiropinionsfreely.1.Thinkandsummarizequalities.2.SpeakoutsimpleEnglishsentences.3.Listentootherscarefully.设计意图Cultivatecorrectvalues;improvethinkingandexpression.5.ClassroomSummary(2mins)1.Summarizenewwordsandphrasesaboutgreatpeople.2.Reviewlisteningskills:catchnames,jobsandachievements.3.Emphasizelearningfrominspiringpeople.Followtheteachertoreviewandtakenotes.设计意图Helpstudentsformacompleteknowledgeframework.6.Homework(1min)Basic1.Copynewphrases3timesandrecite.2.Readlisteningscriptsloudly.Improving1.Write3sentencesaboutagreatpersonyoulike.2.Practice2ddialoguewithpartners.Advanced1.Searchforashortstoryofonegreatperson.2.Preparetoretellitnextclass.Finishhomeworkbylevels.设计意图Consolidatelisteningandspeaking;expandknowledge.板书设计Unit2InspiringPeoplePeriod2Words:engineer,pioneer,physics,nursing,modern,spreadUsefulsentences:—Whodoyouadmire?—Iadmire...becausehe/she...People&Fields:IsaacNewton→physicsFlorenceNightingale→medicineBrunel→railway教学反思Successes1.Reviewandlead-inconnectwell;studentsquicklyenterlearningstate.2.Listeningtasksareclearandstep-by-step;moststudentsfinishthemwell.Problems1.Somestudentscannotcatchdetailedinformationinlistening.2.Somestudentsusesimplesentencesandlackrichexpressions.Improvements1.Providenote-takingframeswithblankstohelpcatchkeypoints.2.Offermoresentencestructuresandadjectivesbeforespeakingpractice.Unit2InspiringPeople教案科目英语年级九年级班级授课时间45课题Period3:Grammar—Itis/was+adj.+of/forsb.todosth.(SectionA3a–GrammarFocus)课型Reading&GrammarLesson教材分析ThisPeriodincludes3a(conversationaboutadmirablepeople),3b–3d(readingandspeakingtasks),andGrammarFocus.Itcentersonthekeystructure:Itis/was+adj.+of/forsb.todosth.Studentslearntodistinguishof(personalqualities)andfor(objectivesituations).Theyalsopracticethestructureindescribinginspiringpeople,whichisthecoregrammarofUnit2.学情分析Studentshavelearnedwordsandsentencesaboutinspiringpeople.Theycanintroducepeople’sachievementssimplybutcannotusethefixedgrammarstructurecorrectly.Theyeasilymixupofandfor.Theyneedclearrules,comparison,andstep-by-steppracticetounderstandandusethegrammar.教学设计思路Lead-inbyreviewingpeople’squalities→Read3aconversationandcompletethechart→Summarizegrammarrulesofofvsfor→Docontrolledpractice→Docommunicativepractice→Summaryandhomework.Follow“input—discovery—summary—practice—application”.核心素养目标LanguageAbility1.Masterwords:creative,brave,amazing,wise,fullofcourage,fullofwisdom.2.Understandandmasterthegrammar:Itis/was+adj.+of/forsb.todosth.3.Usethecorrectstructuretotalkaboutandpraiseinspiringpeople.ThinkingQuality1.Comparetwostructurestoimprovelogicalandcomparativethinking.2.Summarizegrammarrulestoenhanceinductivethinking.CulturalAwareness1.LearnfromI.M.Pei,WangYapingandotherpioneers.2.Buildcorrectvaluesandadmirenoblequalities.LearningAbility1.Summarizerulesindependentlytoimproveself-LearningAbility.2.Practiceinpairstoimprovecooperativelearning.教学重难点KeyPoints1.Grammarstructure:Itis/was+adj.+of/forsb.todosth.2.Readingfordetailedinformationin3aconversation.DifficultPoints1.Correctlychooseof(personalqualities)andfor(objectivesituations).2.Usethestructurefluentlytopraiseinspiringpeople.教学方法GrammarInductiveMethod;ComparisonMethod;Task-basedTeaching;CooperativeLearning教学工具Textbook;Projector;Grammarchart;Worksheets;Blackboard;Wordcards教学内容及过程教学环节教师活动学生活动1.Warm-up&Lead-in(5mins)1.Review:Askstudentstosaytwoadjectivesaboutinspiringpeople.2.Showsentences:Heisbrave.Hesavedpeople.3.Leadin:Todaywelearnabetterwaytopraisepeople:Itis/was+adj.+of/forsb.todosth.4.Showtoday’stopicclearly.1.Reviewadjectives:brave,wise,creative…2.Learnaboutthenewstructure.3.Understandthelearninggoal.设计意图Reviewvocabulary;leadtogrammarnaturally;arousecuriosity.2.NewLearning:Reading3a(15mins)1.Pre-reading:Teachnewwords:creative,courage,wisdom,balance.2.While-reading:Askstudentstoread3aquicklyandfinishthechart.3.Checkanswersandexplaintheconversation.4.Askstudentstofindandunderlinethekeysentencesofpraise.1.Learnnewwords;readandremember.2.Read3aandcompletethechart.3.Checkanswersandunderstandthedialogue.4.Findandcopykeysentences.设计意图Trainreadingskills;helpstudentsfindtargetsentencesforgrammarlearning.3.GrammarStudy&Practice(12mins)1.PresentGrammarFocussentences.2.Summarizerulesclearly:—ofsb.→adj.describespersonality(kind,brave,wise…)—forsb.→adj.describessituation(difficult,easy,important…)3.Doexercise1:Fillinof/for.4.Doexercise2:Rewritesentences.5.Walkaroundtohelpandcorrectmistakes.1.Observeandcomparesentences.2.Takenotesofrules.3.Finishpractice1and2.4.Checkanswersandcorrectmistakes.设计意图Letstudentsfindrules;masterdifferencesbetweenofandfor;strengthengrammarapplication.4.Consolidation&Extension(5mins)1.Task:Usethenewstructuretopraiseinspiringpeople.2.Givesentenceframes:ItisbraveofWangYapingtowalkinspace.3.Askstudentstoshareinclass.4.Givefeedbackandpraise.1.Makesentencesusingthegrammar.2.Sharewithclassmates.3.Listenandlearnfromothers.设计意图Usegrammarinrealcontext;improveoutputability.5.ClassroomSummary(2mins)1.Summarizethegrammarstructureandrules.2.Reviewkeywordsofqualities.3.Encouragestudentstolearnfrominspiringpeople.Followtheteachertoreviewandtakenotes.设计意图Helpstudentsformacompleteknowledgesystem.6.Homework(1min)Basic1.Copygrammarrulesandexamplesentences.2.ReciteGrammarFocus.Improving1.FinishallgrammarexercisesinSectionA.2.Write4sentenceswithItis…of/for…Advanced1.Summarizethedifferencebetweenofandfor.2.Writeashortcommentonagreatpersonusingthegrammar.Finishhomeworkbylevels.设计意图Consolidategrammar;improvecomprehensiveapplication.板书设计Unit2Period3GrammarStructure:Itis/was+adj.+of/forsb.todosth.✓ofsb.→adjectivesaboutquality:brave,wise,kind,creative✓forsb.→adjectivesaboutsituation:difficult,easy,important,necessaryExamples:Itisbraveofhertoteachinspace.Itisimportantforustolearnhard.教学反思Successes1.Clearcomparisoncharthelpsstudentsmasterofvsforquickly.2.Readingandgrammarconnectwell;studentslearnincontext.Problems1.Afewstudentsstillmixupofandfor.2.Somestudentsareshytomakesentencesinpublic.Improvements1.Giveasmall“rulecard”forquickreview.2.Givemoreencouragementandpairpracticebeforesharing.Unit2InspiringPeople教案科目英语年级九年级班级授课时间45课题Period4:TheInspiringSeedScientist—ZhongYang(SectionB1a–1e)课型ReadingLesson教材分析ThisPeriodcoversSectionB1a–1e,centeredonthetextTheInspiringSeedScientistaboutZhongYang.Itincludespredicting,fastreading,carefulreading,matching,anddiscussiontasks.Studentslearnwordsrelatedtobiology,research,andspirit;understandZhongYang’sgreatdeedsandqualities;andtrainreadingskillsoffindingmainideasanddetails.Itcarriesforwardthespiritofdedicationandpatriotism.学情分析Studentshavelearnedvocabularyaboutinspiringpeopleandmasteredthekeygrammarstructure.Theycanreadsimplepassagesbuthavedifficultiesinfinishingdetailedinformationtasksandsummarizingpeople’sspirits.TheyaredeeplytouchedbyZhongYang’sstoryandwillingtoexpressfeelings.教学设计思路Lead-inwithpicturesofZhongYang→Learnnewwordsrelatedtoscienceandresearch→Predictthetopic→Fastreadingformainidea→Carefulreadingfortimelineanddetails→Matchparagraphswithmainideas→Discusshisspirits→Summaryandhomework.Follow“predict—scan—analyze—express—think”.核心素养目标LanguageAbility1.Masternewwords:research,biology,seed,collect,protect,achieve,pioneer,devote.2.Readandfinishmatching,filling,andtimelinetaskstogetdetailedinformationofZhongYang’sstory.3.UseproperwordsandsentencestodescribeZhongYang’sspiritsandachievements.ThinkingQuality1.Sortoutthetimelinetoimprovelogicalandorganizedthinking.2.SummarizeZhongYang’squalitiestoimproveinductivethinking.CulturalAwareness1.LearnZhongYang’sspiritofdedicationandpatriotism.2.BuildcorrectvaluesandadmireChineseinspiringpeople.LearningAbility1.Usepredictingandsummarizingstrategiestoimprovereadingskills.2.Cooperateingroupstoexpressandshareideas.教学重难点KeyPoints1.Vocabulary:research,biology,seed,collect,protect,pioneer.2.Readingskills:findingmainideas,timeline,anddetailedinformation.DifficultPoints1.Understandinglongsentencesaboutresearchandcollection.2.SummarizingandexpressingZhongYang’sspiritsclearlyandfluently.教学方法Task-basedTeaching;Predicting&Scanning;TimelineGuide;CooperativeLearning教学工具Textbook;Projector;PicturesofZhongYang;Whiteboard;Timelineworksheet;Audio教学内容及过程教学环节教师活动学生活动1.Warm-up&Lead-in(5mins)1.Review:Askstudentstomake2sentencesusing“Itis/was+adj.+of/forsb.todo”.2.ShowpicturesandshortintroductionofZhongYang.3.Ask:Whatisaseedscientist?Whatdidhedo?4.Leadtotoday’sreading:TheInspiringSeedScientist.1.Reviewandmakesentencesactively.2.LookandguessaboutZhongYang.3.Knowthereadingtopicclearly.设计意图Reviewgrammar;createsituation;arousereadinginterest.2.NewLearning:Pre-reading&Vocabulary(15mins)1.Teachnewwords:research,biology,seed,collect,protect,achieve,pioneer,devote.Readandpracticewithpicturesandexamples.2.Activity1a:Ask:Whatdoyouthinkaseedscientistdoes?Discussbriefly.3.Prediction:Askstudentstopredictwhatthetextisaboutaccordingtothetitleandpictures.1.Learnnewwords;readandmemorize.2.Discuss1ainpairs.3.Predictthecontentofthetext.设计意图Buildvocabulary;activatebackground;practicepredictingstrategy.3.While-Reading:Fast&CarefulReading(12mins)1.Fastreading:Askstudentstoreadquicklyandanswer:Whoisthestoryabout?Whatdidhedo?2.Carefulreading1:Matchparagraphswithmainideas(1b).Checkanswers.3.Carefulreading2:Fillinthetimelineandevents(1c).Playaudio;helpstudentsfindkeyinformation.4.Explaindifficultsentencesaboutresearchandcollection.1.Readfast;getthemainidea.2.Finishmatchingtask1b.3.Readcarefully;completethetimeline.4.Understanddifficultsentences.设计意图Trainskimmingandscanning;helpstudentsgraspthestorystructureanddetails.4.Post-Reading:Discussion&Extension(5mins)1.Organizegroupdiscussion:1e-WhatmadeZhongYangadmirable?-Whatcanwelearnfromhim?2.Givesentenceframes:Hewas...Hedevotedhimselfto...3.Askgroupstoshareideas.1.Discussingroups.2.Usesentenceframestoexpress.3.Sharewiththeclass.设计意图Deepenunderstanding;cultivateemotionalattitudes;improveexpression.5.ClassroomSummary(2mins)1.SummarizenewwordsandZhongYang’sspirits.2.Reviewreadingskills:predict,match,timeline.3.EncouragestudentstolearnfromZhongYang.Followtheteachertosummarizekeypoints.设计意图Helpstudentsformaclearknowledgeandspiritframework.6.Homework(1min)Basic1.Copynewwordsandphrases.2.Readthetext3timesloudly.Improving1.RetellZhongYang’sstory.2.Finishreadingexercises.Advanced1.WriteashortintroductionofZhongYang(6–8sentences).2.SearchformoreinspiringChinesescientists.Finishhomeworkbylevels.设计意图Consolidatereading;improveculturalconfidence.板书设计Unit2Period4TheInspiringSeedScientist—ZhongYangWords:research,biology,seed,collect,protect,pioneerTimeline:1964born→15entereduniversity→studiedbiology→collectedseedsinXizang→trainedlocalstudentsSpirits:hard-working,devoted,responsible,inspiring教学反思Successes1.Timelineandcleartaskshelpstudentsreadandunderstandeffectively.2.StudentsaredeeplymovedbyZhongYangandshowstrongrespect.Problems1.Somestudentsstillstrugglewithlongdifficultsentences.2.Afewstudentscannotsummarizespiritsfluently.Improvements1.Providekeyphrasesandsentenceframesbeforereading.2.Givemoretimeforpairdiscussionbeforesharing.Unit2InspiringPeople教案科目英语年级九年级班级授课时间45课题Period5:WriteAboutaPersonYouAdmire(SectionB2a–3d)课型WritingLesson教材分析ThisPeriodisthewritinglessonofUnit2,includingvocabularybuilding,modelpassagereading,outlinemakingandshortpassagewriting.Studentslearntowriteanintroductiontoaninspiringperson.Thewritingstructureincludes:whothepersonis,his/herbasicinformation,achievements,qualitiesandreasonsyouadmirehim/her.Itcombinesthevocabulary,sentencepatternsandgrammarofthewholeunittorealizelanguageoutput.学情分析Studentshavemasteredwords,expressionsandtheIt’s…of/forsb.todo…structure.Theycandescribeinspiringpeopleorallybutlackcompletewritingskills.Theyoftenlackclearstructure,properconjunctionsandcorrecttenseusing.Theyneedmodelguidance,clearoutlineandstep-by-stepwritinghelp.教学设计思路Lead-inbysharinginspiringpeople→Learnwordformationandvocabulary→Readandanalyzethemodelpassage→Learnwritingstructureandoutline→Draftwriting→Peerrevision→Shareandevaluate→Summaryandhomework.Follow“input—imitation—output—improvement”.核心素养目标LanguageAbility1.Masterwordformation:-ist,-er,-ian(scientist,historian,pioneer).2.Understandthemodelpassageandmasterthestructureofwritingaboutaninspiringperson.3.Writeacompleteandcoherentshortpassageaboutapersonyouadmire.ThinkingQuality1.Sortoutinformationbyusinganoutlinetoimprovelogicalthinking.2.Analyzeandsummarizepeople’squalitiestoimproveinductivethinking.CulturalAwareness1.Learnexcellentqualitiesofinspiringpeopleandsetupcorrectrolemodels.2.EnhancepatriotismandadmireChineseinspiringpeople.LearningAbility1.Learnwritingfromamodeltoimprovereading-to-writeability.2.Self-checkandrevisetoimproveindependentLearningAbility.教学重难点KeyPoints1.Vocabularyandusefulsentencesforintroducinginspiringpeople.2.Writingstructure:Basicinformation—Achievements—Qualities—ReasonsDifficultPoints1.CorrectlyuseIt’s…of/forsb.todo…andpropertensesinwriting.2.Useconjunctionstomakewritingcoherentandsmooth.教学方法Model-basedTeaching;OutlineGuidedMethod;ProcessWriting;CooperativeRevision教学工具Textbook;Projector;Modelpassage;Outlineworksheet;Blackboard;Colorpens教学内容及过程教学环节教师活动学生活动1.Warm-up&Lead-in(5mins)1.Review:AskstudentstosaysomethingaboutZhongYang.2.Freetalk:Whoisyourfavoriteinspiringperson?3.Leadtotoday’stask:Learntowriteapassageaboutapersonyouadmire.1.Reviewandspeakactively.2.Sharetheirownidols.3.Knowthewritingtaskclearly.设计意图Reviewknowledge;activateideas;leadtowritingnaturally.2.Vocabulary&WordFormation(15mins)1.Activity2a:Teachwordformation:-ist,-er,-ian.Circlecorrectwordsandmakenewwords.2.Activity2b–2c:Fillintheblankswithproperwords.Checkanswersandexpla