2026年人教版九年级英语上册Unit 2 Inspiring people 教案

2026年新教材人教版九年级上册英语Unit2Inspiringpeople

教案

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifysomefamouspeopleandtheirprofessions.

2.listenforspecificdetailstomatchspeakerswiththepeopletheyadmire

andcompletethenotes.

3.talkaboutapersontheyadmireandexplainthereasonusingthetarget

language.

二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookatthethemepictureontheopeningpageand

thinkaboutthequestionson

Page11.

2.Invitesomestudentstosharetheiranswers.

3.Presentsomebasicinformationabouttheseinspiringpeopleasa

supplement.

4.Havestudentsreadtheunittitleandpredictwhattheywilllearnin

theunit.

Pre-listening

LookandMatch

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la

1.Presentthepicturesofthefourfamouspeopleandelicitthenamesand

professionsfrom

students.Forthepeoplestudentsarenotfamiliarwith,theteachercan

makeprovidesomeadditionalinformation.

2.Havestudentsreadtheinstructionandwordsinlaandmakesurethey

getthemeanings.

3.Askstudentstodothematchingexerciseandchecktheanswersin

pairs.

4.Invitesomestudentstosharetheiranswers.

While-listening

lb

1.Havestudentsreadtheinstructionandmakesuretheyunderstandthe

task.

2.Havestudentslistentotheconversationsanddothematching

exercise.

3.Checktheanswerswiththewholeclass.

1c

1.Askstudentstoreadthenotesin1candunderstandthemeanings.

Studentscanbeencouraged

tofillintheblanksfrommemory.

2.Playtherecordingagainandhavestudentscompletethenotes.

3.Invitesomestudentstosharetheiranswersandthencheckthe

answerswiththewhole

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class.

4.Havestudentslistenagainwiththecompletedinformation.

ListeningScripts

Presentthelisteningscriptandguidestudentstopayattentiontothe

targetvocabularies

andexpressions.Explainthelanguagepointsifnecessary.

Post-listening

Id

1.Havestudentsreadtheinstructionandthinkaboutthequestions.

2.Askstudentstoworkinpairstodiscussthequestionsandsharetheir

opinions.Studentscan

beencouragedtoaddmorefactsaboutthepeopletheyadmiretothe

conversation.

3.Invitesomestudentstosharetheiranswersinclass.Providesome

expressionsand

sentencepatternsaslanguagesupport.Theteachercanalsosharehis/her

opinionsfirst

tosetanexampleforstudents.

Summary

第3页共22页

Askstudentstosummarizewhattheylearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessonransmoothlyoverall.Studentsactivelymatchedprofessions

andcompletedlisteningtasks,showinggoodcomprehension.Nexttime,

I'lladdmorevocabularydrillsinthepre-listeningstageandaquick

vocabularyreviewbeforethetasktoboostfluency.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identitykeyfiguresandmatchthemwiththeirachievementsandfields

ofwork.

2.listenforspecificdetailstomatchfamilymemberswiththepeople

theyadmire,andcompletefact-basednotes.

3.discusswhycertainfiguresareinspiringusingtargetlanguageand

sentencepatterns.

4.learnaboutthecontributionsofinfluentialhistoricalfiguresand

developanappreciationfor

theirimpact.

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二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookatthethemepictureontheopeningpageand

thinkaboutthequestionson

Page11.

2.Invitesomestudentstosharetheiranswers.

3.Presentsomebasicinformationabouttheseinspiringpeopleasa

supplement.

4.Havestudentsreadtheunittitleandpredictwhattheywilllearnin

theunit.

Pre-listening

LookandSay

1.Presentthepicturesofthefourpeoplein2aandelicittheirnamesfrom

students.

2.Invitesomestudentstosharewhattheyknowaboutthesepeople.

3.Presentmorebackgroundinformationascomplement.

FreeTalk

1.Havestudentsworkinpairstotalkaboutthefollowingquestions.

♦Whodoyouadmirethemost?Why?

2.Invitesomestudentstosharetheiranswers.

While-listening

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2a

1.Havestudentsreadthestatementsin2atomakesuretheyunderstand

themeanings.

2.Askstudentstodothematchingexerciseandchecktheanswersin

pairs.

3.Checktheanswerswiththewholeclass.

2b

1.Havestudentslistentotheconversationandfigureouttheperson

eachfamilymember

admires.

2.Checktheanswerswiththewholeclass.

2c

1.Askstudentstoreadthenotesin2ccarefullytoidentifythekey

informationtheyshouldgrasp

whilelistening.Studentscanbeencouragedtocirclefrommemory.

2.Playtherecordingagainandhavestudentscirclethecolouredwords.

3.Invitesomestudentstosharetheiranswersandthencheckthe

answerswiththewholeclass.

4.Havestudentslistenagainwiththecompletedinformation.

ListeningScripts

Presentthelisteningscriptandguidestudentstopayattentiontothe

targetvocabularies

andexpressions.Explainthelanguagepointsifnecessary.

Post-listening

2d

1.Presentthepicturesin2dandaskstudentstoidentifytheirnamesand

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theirfieldsofwork.

2.Havestudentdothematchingexercisesandchecktheanswerswiththe

wholeclass.

3.PresentmoredetailsoftheirachievementsandspiritsinEnglish.

4.Havestudentsworkinpairstodiscusswhythesepeopleareinspiring.

Remindstudents

tousethedetailsandthesentencepatterns.Duringtheprocess,the

teachercanwalk

aroundtomakesureeachstudentisengagedintheactivity.Correct

pronunciation/

grammargentlyandprovidepromptsifneeded.

5.Invite2-3pairstosharetheiropinionsinclassandhaveotherstudents

givefeedback.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

Homework

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessonwentsmoothly.Studentseffectivelylinkedfamilymembersto

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thepeopletheyadmiredandcompletednoteswithkeydetails.Nexttime,

I'lladdpre-listeningvocabularydrillstoimprovecomprehensionand

fluency.

第三课时SectionA(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.getthedetailedinformationabouttheinspiringpeoplementionedin

thedialogue.

2.graspthekeyexpressionsandsentencepatternstotalkaboutinspiring

people.

3.learnaboutinspiringfiguresfromdifferentfieldsandappreciatetheir

positivequalities.

二、TeachingAdvice

Lead-in

LookandSay

1.PresentsomefamousbuildingsdesignedbyI.M.Peiandask

studentsthefollowingquestions.

♦Whatarethefollowingbuildings?

♦Whatdoyouthinkofthesebuildings?

♦Doyouknowwhodesignedthem?

♦Whatdoyouknowaboutthedesigner?

2.Invitesomestudentstosharetheiranswers,andthenpresentmore

informationabout

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I.M.Pei.

3.PresentthepictureofWangYapingandelicithernameand

achievementfromstudents.The

teachercanplayavideoclipaboutherteachinginspacesothatstudents

canhaveabetter

understanding.

Pre-reading

Predict

1.Havestudentslookatthepicturein3aandanswerthefollowing

questions:

Whoarethesepeopleandwhatdotheydo?

♦Whatqualitiesdoyouthinktheyhave?

2.Askstudentstopredictwhattheconversationisaboutaccordingto

thesequestions.

While-reading

3a

1.Letstudentsreadtheconversationquicklyandchecktheir

predictions.

2.Askstudentstocompletethechartusingtheinformationinthe

conversation,andthen

checktheanswerswiththewholeclass.

3.Explainthelanguagepointsandsentencepatternsintheconversation

ifnecessary.

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3b

1.Havestudentslistentotheconversationandremindthemtopay

attentiontothequestionsthespeakersused.

2.Letstudentsworkinpairstorole-playtheconversation.

3.Invite1-2pairstorole-playinclassandhaveothersgivefeedback.

Post-reading

FurtherThinking

♦Whatqualitiesdoalltheinspiringpeopleinthedialogueshare?Can

youlist2-3ofthem?

♦Howcanthequalitiesofinspiringpeopleinfluenceyourstudyor

dailylife?

♦Whydoweneedtolearnaboutinspiringpeopleinourdailylife?

♦Whoisthemostinspiringpersonforyouinreallife?Whatmakes

him/herspecialtoyou?

3c

1.Guidestudentstoreadthegivenwordsandexpressionsandmakesure

theyunderstand

theirmeanings.

2.Askstudentstobrainstormmoreexpressionstodescribegoodpersonal

qualitiesand

writethemontheblackboard.

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3.Summarizetherelatedsentencepatternsandpresentthemonthe

blackboardforstudentsto

referto.

4.Askstudentstoworkingroupstotalkaboutwhotheyadmireand

sharethereasons,

usingthelearnedsentencepatternsandexpressions.

5.Askonereporterfromeachgrouptopresenttheirgroup'sideasinclass

andinviteother

studentstogivefeedback..

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Inthislesson,moststudentsgraspedkeyexpressionsanddialogue

informationwell.

Theycouldexpresstheiradmiredpeopleclearly.However,somestudents

lackedconfidenceinoralexpressionandneededmoreindividual

guidance,andtheFurtherThinkingpartwasabitrushed.In

future.lessonsj'lldesignmoretargetedactivitiesfordifferentlevelsand

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allocatetimemorereasonably.

第四课时GrammarFocus(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.masterthetwocoresentencepatterns://is^adj.+(for/of)sb.+todosth.

andItis+

adj.+that….，anddistinguishandusethemcorrectly.

2.finishsentencetransformationandclozeexercisesskillfullytoapply

thegrammarflexibly.

3.usethetargetpatternstodescribeinspiringpeopleandtheir

deeds,connectinggrammarlearning

withthetheme"thepowerofrolemodels1'..

二、TeachingAdvice

Lead-in

LookandSay

1.Showpicturesofinspiringpeople(YuanLongping,Wang

Yaping,ZhangQian)andask

simplequestionstoguidestudentstosharetheiropinions.

♦WhatdoyouthinkofYuanLongpingdevelopinghybridrice?

♦HowdoyoufeelaboutWangYapingteachinginspace?

2.ElicitPatterns:Guidestudentstosaysentenceslike“Itisgreatof

YuanLongpingto

develophybridrice."or“It'samazingthatWangYapingtaughtin

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space.ntoleadinthe

twocorepatternsofthislesson.

3.Transition:Todaywewilllearnthesetwosentencepatternsto

evaluatepeopleandthings

moreaccurately..

ExploretheGrammar

4a

1.Askstudentstoreadthesentencesin4aandcompleteeachonewitha

persontheyknow(e.g.

“ItwasgreatofYuanLongpingtodevelopanewkindofrice..").

2.Invite3-4studentstosharetheircompletedsentenceswiththeclass.

Theteacherwrites

typicalexamplesontheblackboard.

3.Guidestudentstoobservethesentencesontheblackboardandinitially

distinguishthe

threestructures:

♦Evaluatepeople:Itis+adj.+ofsb.+todosth.

♦Evaluatethings(actions):Itis+adj.+forsb,+todosth.

♦Evaluatethings(facts):Itis+adj.+that

GrammarRules

第13页共22页

1.It's+adj.+ofsb.+todosth.

形容词描述人的品质、性格，说明“某人本身具备某种特质，所以做出

了这个行为”。

常见形容词:brave,wise,nice,kind,great,stupid

例如：ItwasbraveofVictorHugotostandupforthecommonpeople.

检验方法:可以改写为“sb.is+adj.”，逻辑通顺就用of。

2.It's十adj.+forsb.+todosth.

形容词描述动作的性质、难度，说明“做这件事对某人来说是……

的”。

常见形容词:important,necessary,difficult,possible,amazing

例如:ItwasdifficultforZhangQiantofinishhistaskbackthen.

检验方法:如果“sb.is十adj.”逻辑不通，就用foro

3.It'sT-adj.+that...

it是形式主语，真正主语是that从句，用来评价整个事件或事实，避免

句子头重脚轻。

常见形容词:amazing,inspiring,wonderful,important,necessary

例如:It'sinspiringthatProfessorGui*sdreamcametruethroughhard

work.

GrammarExercises

4b

1.Askstudentstorewritethesentencesusingthewordsinbrackets.

2.Havestudentschecktheanswersinpairs.Andinvitesomepairsto

sharetheiranswers

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byreadingthecompletedsentences.

3.Explainthedifficultpartsforstudents.

4c

1.Letstudentsreadthepassageandgraspthemainidea.

2.Askstudentstocompletethepassageandchecktheanswersinclass.

3.Ask“InwhatwaysdoyoufindZhangQianinspiring?”andencourage

studentstoanswerwith

thesentencepatternslearnedinthislesson.

4.Explainthelanguagepointsifnecessary.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thisgrammarlessonwentsmoothly.Whenguidingstudentstoobserve

thesentencesand

distinguishthethreestructures,moststudentscouldgetthekeypoints

quickly.Theyfinishedtheexercisesactivelyandmasteredthecore

patternsbasically.However,afewstudentsstillconfused"fbr^and"of".In

futurelessons,I'lladdmoresimplepracticeandgivemoreguidance.

第15页共22页

第五课时SectionB(la-lf)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthemainideaandkeydetailsofthetextaboutZhongYang.

2.usecontextcluestoguessthemeaningofkeywordsandphrases.

3.learnabouttheimportanceofseedscienceandwhatmakesZhong

Yanganinspiringfigure.

4.talkaboutwhattheycanlearnfromZhongYang.

二、TeachingAdvice

Lead-in

LookandSay

1.Presentseveralpicturesofdifferentplantseedsandaskstudentssome

relatedquestions.

2.Invitesomestudentstosharetheiropinionsinclass.

3.Showashortvideoclipaboutseeds(ohelpstudentshaveabetter

understanding.

Pre-reading

la

1.Havestudentslookatthetitleinlbandthinkaboutthequestions.

2.Invitesomestudentstosharetheiranswersandwritesomekeywords

ontheblackboard.

While-reading

第16页共22页

SkimReading

Askstudentstoreadthetextquicklyandfindoutwhatthetextismainly

about.

lb

1.Askstudentstoidentifywhotheseedscientistwasandwhathedid.

2.Sharetheanswerswiththewholeclass.

CarefulReading

1c

1.Askstudentstoreadthetextcarefullyandsummarizethemainidea

ofeachparagraph.

Encouragesomestudentstosummarizeintheirownwords.

2.Havesludeulsdothematchingexercisesandchecktheanswersin

pairs.

3.Checktheanswerswiththewholeclass.

Id

1.Havestudentsreadtheinstructionandtheeventstogetthemeanings.

2.Askstudentstoreadthetexttofindthetargetinformationandthen

fillintheblanks.

3.Checktheanswersandaskstudentstoputtheeventsintothetimeline.

4.Checktheanswerswiththewholeclass.Thenhavestudentsretellthe

storyofZhong

Yangbasedonthetimelineandeventsinpairs.Theteachercanprovide

theoutlineof

thestoryandsomeusefulexpressionsaslanguagesupport.

5.Invite1-2pairstosharetheirretellinginclass.

Ie

1.Guidestudentstoreadthetiptogetthemeaningandclarifythe

difficultpart.

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2.Havestudentsreadthetwosentencesinleandfindtheirpositionsin

thetext.Thenwork

inpairstoexplainthemeaningsofthesentencesaccordingtothe

context.

3.Invitesomestudentstosharetheiranswersinclass.

4.Presentthecorrectanswersinclass.Explainlanguagepoints.

Post-reading

If

1.HavestudentsworkingroupstodiscussthequestionsinIf.

2.Invitesomegroupstosharetheiranswers.

3.Theteachercanwritethekeypointsontheblackboardtoclarifythe

theme.

VocabularyinUse

2a

1.Askstudentstoreadtheinstructionandmakesuretheyunderstandthe

meaning.The

teachercanexplainthemeaningandusageofthethreewordendings.

2.Havestudentscirclethecorrectwordstocompletethesentences.

3.Checktheanswersandencouragestudentstolistmorewordswith

thesesuffixes.

2b

1.Havestudentscompletethesentencesindividuallyandthencheckthe

answersinpairs.

2.Checktheanswerswiththewholeclassandgiveexplanationsforthe

confusingparts.

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2c

1.Havestudentsskimthepassageandgetthemainidea.

2.Askstudentstocompletethepassagewiththecorrectformsofthe

wordsinthebox

andthenchecktheanswersinpairs.

3.Presentthecorrectanswersinclass.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessoneffectivelymetitsgoals.Thetimelineactivityhelpedstudents

retellthestoryclearly,whilegroupdiscussionsinpost-reading

encouragedthoughtfulreflectiononZhongYang'sspirit.Toimprove,1

couldaddmorevisualaidsforvocabularyandallocateextratimeforshy

studentstosharetheirideas,ensuringfullengagementfromthewhole

class.

第19页共22页

第六课时SectionB(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.getthekeydetailsaboutMozifromtheonlinepost.

2.learnhowtoorganizeinformationaboutaninspiringperson.

3.usethestructuredcharttowritetheirownonlinepostsaboutan

inspiringperson.

二、Teac