2026年新教材译林版英语九年级上册Unit1 Know yourself教案

第第页2026年新教材译林版英语九年级上册Unit1Knowyourself教案The1stperiodWelcometotheunit教学目标：借助图片与音频，理解并掌握描述性格的核心词汇，知晓常见性格特点与具体表现；教学重点：获取和梳理四名同学对于性格与未来职业的观点，提取并归纳用于询问、描述及评价个人性格与未来职业的词汇和语言表达；教学难点：运用相关词汇和语言表达，与同伴交流自己的性格特点与未来可能适合的职业，初步形成自我认知及职业规划的意识，激发学生的学习兴趣。教学过程：教学设计个性化修改1Havestudentslookatthepictureonpage6andanswerthefollowingquestions.(1)Whatcanyouseeinthepicture?(2)Whatdoyouthinkthepictureisintendedtoconvey?PossibleanswerIcanseeawatercolourpaintingofahumanheadinprofile,madeupof differentshadesofblueandgreen.

(2)Thepictureisintendedtoconveythatunderstandingourselves(our personalities,thoughts,andfeelings)isveryimportant.Itsuggeststhatself- awarenessisthefirststeptowardsbecomingwiseandgrowingasaperson.2Havestudentsreadtheunitoverviewonpage6andanswerthefollowingquestion.Whatwillwedointhisunit?AnswerInthisunit,wewillreadaboutpeoplewhoarehappywiththeirjobs,learnabouttherelationshipbetweenpersonalityandsuccess,writearecommendationletterandbetterunderstandhowpersonalitycaninfluence3Havestudentsthinkabouttheirpersonalitiesandanswerthefollowingquestions.(1)Whatdoyouthinkofyourpersonality?(2)Whichclassmatesdoyouthinkhavepersonalitiessimilartoyours?Givesomesupportingdetails.PossibleanswerIamcarefulandwell-organized.(2)IthinkLucyandTomhavepersonalitiessimilartomine.Theyalwaysmakeato-dolisteverydayandtickeachtaskoffaftertheyfinishit.4HavestudentsfinishPartAonpage7.Answer1organized2patient3modest4creative5energetic6curious5HavestudentslistentotheconversationinPartBonpage7andcompletethetablebelow.6Havestudentsreadtheconversationandanswerthefollowingquestion.Howdothestudentslearnabouttheirpersonalities?PossibleanswerTheylearnabouttheirpersonalitiesbythemselvesorfromothers.7Havestudentsworkingroupsandtalkabouttheirpersonalitiesandpossiblefuturejobs,usingtheconversationinPartBonpage7asamodel.Possibleanswer

A:I’m...andI...Thatmakesme...Whataboutyou,...?B:I’m...sometimes,especiallywith...Whatjobwouldyoubegoodat,...?C:...saysIoften...Iwouldbegoodat...,Isuppose.Howaboutyou,...?D:I’m...Ilove...MaybeI’llbeeither...or...inthefuture.8HavestudentsfinishPartConpage7.PossibleanswerOptimistic,lively,reserved,timid...板书设计：教学后记：Unit1KnowyourselfThe2ndPeriodReading教学目标：梳理文中四位人物的职业、性格、工作成就等关键信息，形成清晰的人物认知框架；教学重点：理解性格、职业适配度、个人努力、职业满意度之间的关联，感悟职业满意度对个人生活的积极意义；教学难点：思考自身性格与未来职业发展的内在联系，树立科学的职业规划意识和健康的职业观。教学过程：教学设计个性化修改学习理解1Havestudentsdiscussthefollowingquestion.

Whatjobwouldyouliketodointhefuture?Whyareyouinterestedinit?Possibleanswer

Version1:IwanttobeateacherbecauseIlikehelpingothersunderstandthings.Version2:Adoctor,butI’mnotsure—Ijustthinkit’smeaningful.2Havestudentsanswerthetwoquestionsonpage8beforereadingthearticle.Possibleanswer1Yes.Myauntisaprimaryschoolteacher.Shealwayssaysshelovesbeing withchildren.Myneighbourisabaker.Heenjoysmakingbreadandcakeseveryday.

2Ithinkenjoyingtheworkitselfmakespeoplehappywiththeirjobs.3HavestudentsreadthearticleandfinishPartAonpage10.Possibleanswer(1)Anartist(2)Quiet(3)Asalesmanager(4)energetic(5)Anengineer(6)everydetail(7)Adoctor(8)patient4HavestudentsfinishPartBonpage10.Possibleanswer1Becausehiscreativeworkimpressesnotonlyhisfriendsbutalsothewhole town.Itdrawsstrongattentionandspeaksforitself.

2Becauseinherlastjob,shehadtoworkwithnumbersmostofthetime,but sheisactiveandenergeticandlovesworkingwithpeople.Thisjobsuitsherbetter.

3Becausetohimandhisteam,amissisasgoodasamile.Anymistakemaycostlives.

4Shethinksnothingismoremeaningfulthanhelpingthesickandsavinglives.5LiuHaoandFangYuan.LiuHaoworksonrailwayprojects,wheremistakes maycostlives,andFangYuanisadoctor,soshemustbeverycarefulatalltimes.（二）应用实践

1Havestudentscomparethejobsofthefourpeopleandanswerthefollowingquestions.(1)Whatdoyouthinkthefourpeoplehaveincommon?PossibleanswerIthinktheyalllovetheirjobsandtheyallworkveryhard.Whatdoyouthinkmakesthemhappywiththeirjobs?Possibleanswer

Theycandowhattheyloveandusetheirskillstohelpothers.Theyalsofeelproudofwhattheydoeveryday.2HavestudentsfinishPartConpage11.Answer(1)railway(2)payattentionto(3)manager(4)mentioned(5)imagination(6)impress(7)highstandards(8)suit3Havestudentsanswerquestion1inPartDonpage11.PossibleanswerPeople’spersonalitiesofteninfluencetheirchoiceofjob.Forexample,acreativepersonlikeWuWeimaychoosetobeanartist,whileanactivepersonlikeSuMingmayprefertoworkinsales.（三）迁移创新1Havestudentsanswerthefollowingquestions.(1)Whatisyourpersonalitylike?(2)Whatjobdoyouwanttodo?Why?PossibleanswerI’mkind,patientandactive.

(2)IwanttobeateacherandIbelievethejobsuitsmewellbecauseIlove workingwithchildrenandIampatientenoughtoteachthem.2Havestudentsanswerquestion2inPartDonpage11.Possibleanswer

Beingadoctorsuitsmethemost.Iamcaringandcareful.Besides,itgivesmeastrongsenseofachievementtotakecareofsickpeopleandsavelives3Havestudentsanswerquestion3inPartDonpage11.Possibleanswer

Becausewhenajobmatchesourpersonality,wecanmakefulluseofourstrengthsandenjoytheworkitself.板书设计：教学后记：Unit1KnowyourselfThe3rdPeriodGrammar教学目标：掌握起连接作用的词和that引导的宾语从句的形式特征、表意功能及核心语法规则；教学重点：在单句、对话等练习中，准确运用所学语法完成任务；教学难点：在谈论梦想与职业的真实语境中，提升综合运用目标语法进行逻辑表达的能力，形成积极向上的职业观和价值观，增强对个人理想的认同感与责任感。教学设计个性化修改AConnectingideasPresentation

1Havestudentsreadthetextsonpage12andpayattentiontothewordsandphrasesinbold.2Havestudentsanswerthefollowingquestions.

(1)Lookatthefirsttext.Thesentencesays,“Manybusinessmanagersarenotonlyorganized,butalsocreative.”Whattwoqualitiesareconnected?Dothemanagershaveonequalityorboth?Answer

Thetwoqualitiesarebeingorganizedandbeingcreative.Themanagershavebothqualities.（2）Lookatthesecondtext.Thesentencesays,“youcouldbeeitherapainterorafashiondesigner.”Doesthespeakermeanthepersoncandobothjobsatthesametime,orjustoneofthem?AnswerThespeakermeansthepersoncandojustoneofthem.（3）Lookatthethirdtext.Thesentencesays,“neithertheirparentsnorteachersknowabouttheirgoals.”Dotheparentsknow?Dotheteachersknow?AnswerNo,theparentsdonotknow.Theteachersdonotknoweither.(4)Inthesecondandthirdtexts,whatwordorphraseisusedtoshowthatsomethingisadded?Whatwordorphraseisusedtoshowthatsomethingisnotincluded?3Havestudentsgothrough“Grammarcheck”onpages165-166.Giveexplanationsifnecessary.

4Havestudentsreadthegrammarnoteandthefourexamplesentencesaboutverbformsonpage12.Thenaskthemtocomplete“Workouttherule!”onthesamepage.Answer

Aswellas(inthesecondtext)isusedtoaddsomething.Except(inthethirdtext)isusedtoshowthatsomethingisnotincluded.Answeraswellas;either...or...;neither...nor...;exceptPractice1HavestudentsfinishPartA1onpage13.Answer1Both...and...2either...or...3notonly...but(also)...4except5aswellas6Neither...nor...2HavestudentsfinishPartA2onpage13.Answer(1)notonly...but(also).../both...and...(2)either...or...(3)aswellas(4)Neither...nor...(5)either...or...(6)except 3Havestudentscombineeachofthefollowingpairsofsentencesintoonesentence,usingtheconnectorsgiveninbrackets.(1)Sheistalented.Sheismodest.(both...and...)(2)Hecanbeateacher.Hecanbeawriter.(either…or...)Answer(1)Sheisbothtalentedandmodest.(2)Hecanbeeitherateacherorawriter.ProductionHavestudentsfinishPartA3onpage13.BObjectclausesintroducedbythatPresentation

1Havestudentsreadthetextonpage14andpayattentiontothewordsandphrasesinbold.2Havestudentsanswerthefollowingquestion.

Whattypeofclausesareusedinthesentenceswithboldedwords?AnswerObjectclauses.3Havestudentsgothrough“Grammarcheck”onpage166.Giveexplanationsifnecessary.4Havestudentsfinish“Workouttherule!”onpage14.AnswerStatementPractice1HavestudentsfinishPartB1onpage14.Answer(1)(that)thiswon’tbeeasy(2)(that)fashiondesignersneedtoworkhard(3)(that)I’llbeasuccessfuldesigner(4)(that)shesupportsme(5)(that)Iwon’tletherdown2Havestudentsrewriteeachofthefollowingpairsofsentencesintoonesentenceusingobjectclauses.(1)Wehope.Ourteamcanwinthegame.(2)Iamglad.Youhavemadegreatprogress.AnswerWehope(that)ourteamcanwinthegame.Iamglad(that)youhavemadegreatprogress.Production1HavestudentsfinishPartB2onpage14.PossibleanswerIwanttobeateacherwhenIgrowupbecauseIbelievethateducationcanchangelives.I’msurethatbeingateacherwillbechallenging,butI’mgladthatmyfamilysupportsme.Ithinkthathelpingstudentsgrowisthemostrewardingthingintheworld.2Havestudentswriteashorttextabouttheirdreamjobsusingatleasttwodifferentconnectorsandtwoobjectclauses.PossibleanswerIbelievethatbecomingawriterismytruedream.I’mnotonlyfondofreadingbutalsogoodatexpressingmyself.Iknowthatthiscareermaybeunstable,andIamawarethatitrequiresbothtalentandperseverance.However,IamsurethatIwillkeepwritingbecauseIhopethatmystorieswillinspireothers.板书设计：教学后记：Unit1KnowyourselfThe4thPeriodIntegration教学目标：提取并整合关于“性格形成因素”的关键信息；教学重点：听懂音频材料，借助笔记梳理关于“性格对职业和生活的影响”的相关信息，形成结构化认知；教学难点：围绕影响性格的事物或经历开展对话交流，提高口语交际能力；

综合运用本单元所学词汇知识与表达，撰写一封推荐信，实现语言知识的迁移运用。教学过程：教学设计个性化修改（一）读

1Havestudentsreadthearticleonpage15andanswerthefollowingquestion.

Whatarethetwomainfactorsthatinfluenceourpersonality?AnswerNatureandtheenvironment.2Havestudentsanswerquestion1onpage15.AnswerBynature:Somepartsofyourpersonalityarepassedontoyoubyyourparents.Thesequalitiesoftendonotchangeeasilyandmayremainthesameallyourlife.

Bytheenvironment:Theenvironment,includingyoureducation,experiences,andthepeoplearoundyou,canshapeandchangeyourpersonality.3Havestudentsanswerquestion2onpage15.PossibleanswerVersion1:Yes,itis.Ifwesuccessfullycompletedifficulttasksthroughhardwork,wemaybecomemoreconfident.Version2:Yes,itis.IfIgotoasummercampfarawayfromhomeandneedtotakecareofmyself,Imaybecomemoreindependent.4Havestudentsworkinpairsanddiscussthefollowingquestion. Whichpartsofyourpersonalitydoyouthinkcomefromnature,andwhichareshapedbytheenvironment?Giveanexample.PossibleanswerIthinkmysenseofhumourcomesfrommyfather(nature),andmypatienceisshapedbytheenvironment.Iusedtobeimpatient,butafterhelpingmyyoungersisterwithherhomeworkforalongtime,Ilearntobemorepatient.（二）听、看

1HavestudentslookatthetableinPartB1onpage15andpredicttheanswers.2HavestudentslistentotherecordingandfinishPartB1.Answer(1)Hard-working(2)brightside(3)worried(4)lesshappy3HavestudentslistentotheconversationbetweenSimonandJudyandcompletethetableinPartB2onpage16.Answerconfident(2)focuses(3)teamplayer(4)workwell4HavestudentsfinishPartB3onpage16.Answer(1)hard-working(2)brightside(3)negativeside(4)angry(5)confident(6)worried(7)teamplayer(8)workwell（三）说

1HavestudentslistentotheconversationbetweenSandyandSimoninPartConpage17andanswerthefollowingquestions.(1)WhatdoesSimonthinkhasinfluencedhispersonality?(2)WhatdidSimonlearnfromplayingfootball?Answer(1)Playingfootballhasinfluencedhispersonality.(2)Helearntnevertogiveup.2Havestudentsworkinpairsandtalkaboutthethingsthathave（四）看、写

1Havestudentsworkinpairsandlistasmanygoodqualitiesastheycanthinkofforaclassleader(e.g.monitor,sportsleader,artleader).Possibleanswer

responsible,helpful,hard-working,friendly,confident,organized,creative,honest,fair,patient,polite,energetic,goodatcommunicating...2HavestudentslookatthemindmapinPartD1onpage17andanswerthefollowingquestions.(1)WhatpositionisDavidrecommendedfor?(2)HowmanygoodqualitiesofDavidareshowninthemindmap?Whatarethey?(3)Whatiswrittenonthebranchesofthemindmap?Answer(1)PresidentoftheStudents’Union.

(2)Five.Theyare:ateamplayer,goodatcommunication,creative,confident, helpful.(3)Hisqualitiesandsupportingdetails.(4)Whydoesthemindmapincludesupportingdetailsundereachquality?PossibleanswerBecauseagoodrecommendationneedsevidence,notjustadjectives.3HavestudentsreadSimon’srecommendationletterinPartD2onpage18,analyzethestructureofthearticle,andcompletethefollowingtable.ParagraphsContentParagraph(s)(1)ExplainthepurposeofyourletterParagraph(s)(2)(3)Paragraph(s)(4)(5)Possibleanswer

(1)1 (2)2–3 (3)Explainwhyyouarerecommendingtheperson(4)4 (5)Statetheresultyouhopefor4HavestudentsfindusefulexpressionsinSimon’srecommendationletterandthencompletethetablebelow.ParagraphsContentExpressionsParagraph1Explainthepurposeofyourletter(1)Paragraph2–3Explainwhyyouarerecommendingtheperson(2)Paragraph4Statetheresultyouhopefor(3)Possibleanswer(1)Iamwritingtorecommend...for...Ibelievehehasallofthequalitiesfor...(2)...hasexcellent...skillsand...Henotonly...butisalsogoodat...

What’smore,heisagood...andknowshowto...Theseabilitiesallowhimto... ...hasmanyothergoodqualities.

(3)Forallofthesereasons,Ibelievethat...istherightchoicefor... Ihopethatyouconsiderhimforthisposition.5HavestudentsrefertoPart