2026年人教版九年级英语上册Unit 1 The Changing World 教案

2026年新教材人教版九年级上册英语UnitlTheChanging

World教案

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill：

1.talkaboutthechangesinahometownbycomparingthepastandthe

present.

2.listenandidentifyspecificchangesin

transportation,healthcare,shopping,andtheenvironment,

3.discusshowthesechangeshappenedandhowtheymakelifebetter.

二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookatthethemepictureanddiscussthequestions.

2.Invitesomestudentstosharetheiranswers.

3.Letstudentsreadtheunittitleandpredictwhattheywilllearninthis

unit.

Pre-listening

la

1.Presentthetwophotostostudents.Tellthemthatthesetwophotos

showthechanges

inLiRui'shometownovertheyears.

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2.Letstudentsdiscussthechangesinthetwophotosandanswerthe

questionsinla.

3.Invitesomestudentstosharetheiranswers.

While-listening

lb

1.Askstudentstoreadthequestionsbeforelisteningandremindthem

topayattentionto

thekeyinformationwhilelistening.

2.Letthemlistentoatelephoneconversationandanswerthequestions.

3.Checktheanswerswiththeclass.

1c

I.Askstudentstoreadthetableandtrytosummarizewhatchanges

havehappenedinLi

Ruishometown.

2.Letthempredictwhatinformationtowritedowninthetable.

3.Playtheaudio.Askthemtolistenandcompletethetable.

4.Checktheanswerswiththeclass.

Post-listening

Id

1.Havestudentsworkingroupsoffour.Letthemdiscusshowthese

changeshappened

andhowtheymakepeople'slivesbetter.

2.Tohelpstudentsbetterthinkaboutthequestion(s),theteachercan

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modeltheanswerfirst.

E.g.Allthesechangeshappenedbecausepeopleinthetownworkedhard

tomakeit

better.Theybuiltnewroadsfahospitalyandasupermarket.Theyalso

plantedmany

treesonthehills.Nowlifethereismuchbetter.Peoplecantravel

faster,seeadoctor

easilyfandbuythingsnearby.Thetownisalsogreenerandmore

beautifultolivein.

3.Invitesomestudentstosharetheiranswers.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethesentencepatternsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentsindiscussinghometown

changesthroughvisualpromptsandstructuredlisteningtasks.The

activitieseffectivelyactivatedpriorknowledgeandguidedlistening

focus.Toensurebroaderparticipation,futurelessonscouldaddindividual

thinkingtimebeforethegroupdiscussion.

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第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.rankanddiscusstheproblemsmentioned,suchassandstormsand

farmlandshortage,and

explainthereasons.

2.listenandidentifythemainenvironmentalproblemsandthesolutions

peopletookinthe

conversation.

3.talkabouthowplantingbushesandtreesimprovedtheenvironment

andpeople'slives.

二、TeachingAdvice

Lead-in

1.Showstudentssomepicturesofthefour

problems:sandstorms,difficultenvironment,

farmlandshortageandlackoftechnology.Askthemtotalkaboutwhat

theyknow

abouttheseproblems.

2.Askstudents:Amongtheseproblems.whichonedoyouthinkmightbe

themostserious

forpeoplelivingthere?Why?

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Pre-listening

2a

1.Letstudentsworkinpairsandrankthefourproblemsfrom1to4,

with1beingtheworst,and

givetheirreasons.

2.Choosesomestudentstogivetheiranswers.

3.Havestudentslookbackattheirranking,andthenask:Fromyour

list,whichproblem

doyouthinkisthemostdifficulttosolve?Why?

While-listening

2b

1.Havestudentslistentotheconversation.Writedowntheproblems

mentionedintheconversation.

2.Checktheanswerswiththeclass.

2c

1.Askthemtolistenagainandfillinthetable.Then,checktheanswers

withtheclass.

2.Askstudentstoworkwithapartneranddescribehowtheenvironment

affectedthe

locallivesbasedonthetable.Remindthemtocomparetheenvironment

beforeand

afterpeopletookactions.

3.Readthelisteningscriptwiththestudentstogetherandexplainsome

languagepoints.

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Post-listening

2d

1.Havestudentsreviewthelisteningscripttorecalltheenvironmental

changesandthe

actionspeopletook.

2.Presentthesampledialoguetotheclass.Readitaloudwiththe

studentsandpointoutthe

structure:stateapastproblem,askaboutthesolutionandexplainthe

actionandtheresult.

3.Askstudentstoworkinpairsandcreateadialogue.Theyshoulduse

informationfromthe

tablein2c.

4.Inviteafewpairstoperformoneoftheirconversationsforthe

class,andthengivefeedback.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsonthe

blackboard.

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TeachingReflection

Thislessoneffectivelyguidedstudentsfromdiscussingenvironmental

problemstounderstanding

real-worldsolutionsthroughstructuredlisteningandspeakingtasks.To

furtherdeepenengagement,nexttimeIwouldencouragemore

student-generatedquestionsduringthepredictionstagebeforelistening.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandsummarizethekeydifferencesbetweenpastand

presentvillagelifebyreadinganinterviewandcompletingacomparison

chart.

2.learntouse“usedto5,andpresenttensestructures,alongwithrelated

vocabulary,todescribechangesintheirownhometowns.

3.discusshometownchangeswithapartnerinconversations,andbriefly

expresstheiropinionsandfeelingsaboutthesechanges.

二、TeachingAdvice

Lead-in

1.Showstudentsaphotoofaplaceinyourcityfiveortenyearsago

andask:Lookatthis

photo.Whatdoyousee?Whereisit?

2.Showstudentsanotherphotoofthesameplaceatpresentand

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ask:Thisisthesame

placetoday.What'sthedifferencenow?

3.Writetwokeysentenceframesontheblackboardtohelpstudents

makeasummary:

Inthepast.thereusedtobeasmallroad/...

Butnowjhereisabighighway/...

Pre-reading

3a

1.Askstudentstoreadtheinterviewquicklyandanswerthequestion.

2.Havethemreadagainmorecarefullyandunderlinethesentencesor

phrasesthatdescribehow

thingswereinthepastandhowthingsarenow.

3.Askquestionstofocusonkeychanges:

Howdidthenewhighwayhelpthevillagers?

♦Whatnewbuildingsarementioned?

♦Whydidyoungpeoplecomebacktoworkandliveinthevillage?

4.Askstudentstolookatthephotoin3aanddescribewhatishappening

init.Showthem

photosofhigh-techgreenhousesandtraditionalfarms,andaskthemto

comparethe

differences.Iftimeallows,theteachercanalsoshowphotosofvillagesin

thepastalongside

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imagesofnewsocialistvillages,sostudentscanseetheimprovementin

villagers*lives.

While-reading

3b

1.Askstudentstousetheinformationfrom3atocompletethetable.

2.Walkaroundtocheckprogressandofferhelp.

3.Goovertheanswerasaclass,usingthetexttoconfirmeachpoint.

3c

1.Playtherecording.Letstudentslistenandrepeat.

2.Dividestudentsintopairstorole-playtheconversation.

3.Invite2-3pairstoperform,andpraisetheirfluencyandexpression.

Post-reading

3d

1.Presentthelistoftopicsandthesampledialogueontheblackboard.

2.Askstudentstoworkinpairsanddiscussthebiggestchangesintheir

hometowninthe

past10years.Encouragethemtowritedown4-5sentencesabouteach

change.

3.Askthemtousethesampleasamodelandcreateanewdialogue.

4.Invite3-4pairstosharetheirdialogueswiththeclass,andsummarize

thecommon

changesmentioned.

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Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thisreadinglessoneffectivelyenabledstudentstoidentifyanddescribe

changesinvillagelifethroughastructuredinterview.Students

participatedactivelyinpairdiscussionsandrole-plays.Tofurtherdevelop

expressiveability,providingmoresentenceframesforopinion-sharing

wouldbebeneficialinfutureclasses.

第四课时SecliuiiA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.tellthedifferencebetweenthesimplepasttenseandthepresentperfect

tensebyrecognizingtheirformsandcontextsinsentences.

2.usebothtensescorrectlyinsentencesandconversations.

3.talkaboutchangesaroundthembyusingthesimplepasttensefor

finishedeventsandthepresentperfecttenseforrecentorongoingresults.

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二、TeachingAdvice

Lead-in

1.Showstudentstwophotosofyourcityandletthemcomparethe

change.

2.Writesomesentencesthatstudentsseefromthephotostoguide

comparison:

♦Tenyearsago,thisplacewasabusystreetmarket.

♦Now,thecityhasbuiltalargeshoppingmallhere.

♦Manysmallshopsusedtobehere,buttheyhavebeenreplacedby

modernstores.

ExploretheGrammar

4a

1.Letstudentsreadthethreesentencepairsandcircletheverbs.Guide

studentstoobserveand

comparetheverbtensesineachpair.Ask:

♦Whichsentencestalkaboutafinishedtimeinthepast?

♦Whichsentencestalkaboutsomethingthathappenedinthepastbut

stillhasinfluencenow?

2.Helpstudentssummarizethebasicdifference:

SimplePast:foractionsthathappenedandfinishedataspecifictimein

thepaste.g.

yesterday,lastweek,20yearsago).

PresentPerfect:foractionsthathappenedatanunspecifiedtimeinthe

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past,oractions

thatstartedinthepastandcontinuetonow(oftenwith

ever;neverjust,already,yet,

for,since).

GrammarRules

一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,in

2019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。

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例如：

Ilostmykeyyesterday.（一般过去时:只陈述过去的事实，不说明现在找

没找到）

Ihavelostmykey.（现在完成时:强调现在的结果一一我现在没有钥匙,

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:现在已经不在这里

工作了）

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

作）

GrammarExercises

4b

1.Havestudentsreadandcompletetheconversationwithcorrectverb

forms.

2.Checktheanswersbyaskingonepairofstudentstoreadthecompleted

dialoguealoud.

4e

1.Letstudentsreadthepassageandunderstandtheoverallmeaning.

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2.Askthemtocompletethepassagewiththecorrectformsofverbsin

brackets.

3.Checktheanswerstogetheranddiscusswhyeachtenseisused.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thelessoneffectivelyhelpedstudentsdistinguishbetweenthetwotenses

throughcontextualizedexamplesandcontrolledpractice.However,some

stillstruggledtospontaneouslyusethepresentperfecttenseinspeaking.

Nexttime,Iwillincludemoreinteractivespeakingdrillsandreal-life

scenariostobuildfluencyandconfidence.

第五课时SectionB(la-lf)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandanalyzethebenefitsofthenewrailwayforlocal

Kenyansbyreadingfordetailsandansweringcomprehensionquestions.

2.discusshowthechangesinfluencepeople'slivesandlearnto

summarizeinformationina

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structuredtable.

3.thinkcriticallyabouthowcountriescanworktogethertobuildabetter

world.

二、TeachingAdvice

Lead-in

la

1.Showapictureofahigh-speedtrainandapictureofanold,slow

train,andthenask

thequestions:WAzc/ionedoyouprefer?Why?Whatarebenefitsofafast

train?

2.Askstudentstoworkinpairsanddiscussthequestionsinla.The

teachercanwrite

somekeywords,suchasconvenient,savetime,transport

food.business,andtravelon

theblackboardtohelpthemanswerthequestions.

Pre-reading

lb

1.Havestudentslookatthetitleandthepictureanddiscussthequestion

inlb.

2.Letthemskimthetexttochecktheirpredictions.

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While-reading

SkimReading

HavestudentsreadthetextquicklyandchooseTorF.

♦ThetextismainlyastoryaboutaKenyanbusinessman'stravel

experience.(F)

♦ThenewrailwaywasbuiltonlybyKenyanengineers.(F)

♦Themainideaofthetextistoshowhowanewrailwayhasbrought

positivechangesto

Kenya.(T)

CarefulReading

1.Askstudentstoworkwithapartner.Makeacharttocomparetheold

railwayandthe

newone,andthenlistthenewrailway'sinfluenceonlocalpeople'slives.

2.Invitesomepairstosharetheiranswers.Writesomekeyinformation

ontheblackboard.

Ic

1.Askstudentstofindthenumbersinthetextandmatchthenumbers

withtheinformation.

2.Checktheanswerswiththeclass.

Id

1.Letstudentsreadthetextagainandanswerthequestions.

2.Checktheanswerswiththeclass.

Ie

1.Guidestudentstoreadeachparagraphandcompletethetablewith

keyinformation.

2.Checktheanswerswiththeclass.

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Post-reading

If

1.Putstudentsintosmallgroups.Givethemsometimetodiscussthetwo

questions.The

teachercanprovidesomebackgroundknowledgeforthemifnecessary.

2.Invite3-4groupstosharetheirideas.Givebrieffeedbackandpraise

theirefforts.

VocabularyinUse

2a

1.Presentacompoundwordexampletostudentsandbreakdownhowit

isformed.

2.Askthemtouseawordontheleftandawordontherighttocreatea

compoundword.

3.Invitesomestudentstosharetheiranswersandshowthemmore

compoundwords.

2b

1.Askstudentstoreadthewordsintheboxandmakesurethey

understandthe

meanings.

2.Havethemcompletethesentenceswiththewordsinthebox.

3.Checktheanswerswiththeclass.

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2c

1.Letstudentsreadthepassageandintroducethebackgroundknowledge

tothem.

2.Havethemcompletethepassagewiththecorrectformsofthewordsin

thebox.

3.Checktheanswerswiththeclass.

4.Havethemworkingroupsoffoursanddiscusswhatotherstoriesthey

knowabout

China*senvironmentalachievements.Choosesomegroupstosharetheir

stories.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thelessonsuccessfullyguidedstudentstounderstandareal-world

exampleofhowchangesin

infrastructureimprovelives.However,somestudentsstruggledtoexpress

theirideasfluentlyinEnglishduringthediscussion.Nexttime,Iwill

providemoresentencestartersandvocabularysupporttohelpthemspeak

moreconfidently.

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第六课时SectionB(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifykeychangesinpersonallifebyreadingandextracting

informationfromamodel

passage.

2.describetheirownlifechangesfromprimarytojuniorhighschool

usingcomparativestructures

andguidednotes.

3.writeashortpassagedescribingpe