2026年人教版九年级英语上册全册教案

2026年新教材人教版九年级上册英语全册教案

Unit1TheChangingWorld

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill；

I.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

1.Askstudentstoreadthetableandtrytosummarizewhatchanges

havehappenedinLi

Rui'shometown.

2.Letthempredictwhatinformationtowritedowninthetable.

3.Playtheaudio.Ask.themtolistenandcompletethetable.

4.Checktheanswerswiththeclass.

Post-listening

Id

1.Havestudentsworkingroupsoffour.Letthemdiscusshowthese

changeshappened

andhowtheymakepeople'slivesbetter.

2.Tohelpstudentsbetterthinkaboutthequestion(s),theteachercan

第2页共177页

modeltheanswerfirst.

E.g.Allthesechangeshappenedbecausepeopleinthetownworkedhard

tomakeit

better.Theybuiltnewroads,ahospital,andasupermarket.Theyalso

plantedmany

treesonthehills.Nowlifethereismuchbetter.Peoplecantravel

fastertseeadoctor

easily,andbuythingsnearby.Thetownisalsogreenerandmore

beautifultolivein.

3.Invitesomestudentstosharetheiranswers.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethesentencepatternsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentsindiscussinghometown

changesthroughvisualpromptsandstructuredlisteningtasks.The

activitieseffectivelyactivatedpriorknowledgeandguidedlistening

focus.Toensurebroaderparticipation,futurelessonscouldaddindividual

thinkingtimebeforethegroupdiscussion.

第3页共177页

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?

第4页共177页

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.

第5页共177页

Post-listening

2d

1.Havestudentsreviewthelisteningscripttorecalltheenvironmental

changesandthe

actionspeopletook.

2.Presentthesampledialoguetotheclass.Readitaloudwiththe

studentsandpointoutthe

structure:stateapastproblem,askaboutthesolutionandexplainthe

actionandtheresult.

3.Askstudentstoworkinpairsandcreateadialogue.Theyshoulduse

informationfromthe

tablein2c.

4.Inviteafewpairs(operformoneoftheirconversationsforthe

class,andthengivefeedback.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsonthe

blackboard.

第6页共177页

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“usedto^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/...

Butnow,thereisabighighway/...

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

第8页共177页

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.

第9页共177页

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thisreadinglessoneffectivelyenabledstudentstoidentifyanddescribe

changesinvillagelifethroughastructuredinterview.Students

participatedactivelyinpairdiscussionsandrole-plays.Tofurtherdevelop

expressiveability,providingmoresentenceframesforopinion-sharing

wouldbebeneficialinfutureclasses.

第四课时SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.tellthedifferencebetweenthesimplepasttenseandthepresentperfect

tensebyrecognizingtheirformsandcontextsinsentences.

2.usebothtensescorrectlyinsentencesandconversations.

3.talkaboutchangesaroundthembyusingthesimplepasttensefor

finishedeventsandthepresentperfecttenseforrecentorongoingresults.

第10页共177页

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:fbractionsthathappenedatanunspecifiedtimeinthe

第11页共177页

past,oractions

thatstartedinthepastandcontinuetonow(oftenwith

everfneverjust,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。

第12页共177页

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）

1havelostmykey.（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.Havestudentsreadandcompletetheconversationwithcorrectverb

forms.

2.Checktheanswersbyaskingonepairofstudentstoreadthecompleted

dialoguealoud.

4e

1.Letstudentsreadthepassageandunderstandtheoverallmeaning.

第13页共177页

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

第14页共177页

structuredtable.

3.thinkcriticallyabouthowcountriescanworktogethertobuildabetter

world.

二、TeachingAdvice

Lead-in

la

1.Showapictureofahigh-speedtrainandapictureofanold,slow

train,andthenask

thequestions:VV7?ic/?onedoyouprefer?Why?Whatarebenefitsofafast

train?

2.Askstudentstoworkinpairsanddiscussthequestionsinla.The

teachercanwrite

somekeywords,suchasconvenient,savetimetransport

food.business,andtravelon

theblackboardtohelpthemanswerthequestions.

Pre-reading

lb

1.Havestudentslookatthetitleandthepictureanddiscussthequestion

inlb.

2.Letthemskimthetexttochecktheirpredictions.

第15页共177页

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.

1c

1.Askstudentstofindthenumbersinthetextandmatchthenumbers

withtheinformation.

2.Checktheanswerswiththeclass.

Id

1.Letstudentsreadthetextagainandanswerthequestions.

2.Checktheanswerswiththeclass.

Ie

1.Guidestudentstoreadeachparagraphandcompletethetablewith

keyinformation.

2.Checktheanswerswiththeclass.

第16页共177页

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.

第17页共177页

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.

第18页共177页

第六课时SectionB(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifykeychangesinpersonallifebyreadingandextracting

infonnalionfromamodel

passage.

2.describetheirownlifechangesfromprimarytojuniorhighschool

usingcomparativestructures

andguidednotes.

3.writeashortpassagedescribingpersonalchangesandreflectingon

whatremainsthesame.

二、TeachingAdvice

Lead-in

Havestudentsthinkbacktotheirprimaryschoollifeandaskthemto

compare:Whatwas

differentthen?Whatisthesamenow?

Pre-writing

3a

1.Havestudentsreadthetextandanswerthequestion.

2.Guidestudentstounderlinesentenceswith“usedWandpresenttense

verbstoshow

contrast.

第19页共177页

3b

1.Havestudentscompletethetablebasedonthetext.

2.Checktheanswerswiththeclass.

3.Analyzethestructureandexpressionsofthetext.

While-writing

3c

1.Askstudentstoworkwithapartner.Thinkaboutinwhatwaystheir

liveshavechanged

comparedtoprimaryschool.Theycanmakenotesliketheonein3b.

2.Invitesomepairstosharetheirideas.

3d

1.Askstudentstochoosethreechanges,andwriteashortpassageabout

them.

2.Walkaroundintheclassroomtooffersupport.

Post-writing

1.Studentsexchangetheirpassageswithapartnerforpeerfeedback.

2.Focuson:clearpast/presentcontrast,correcttenseuse,andameaningful

"samething^^

attheend.

3.Invite2-3studentstosharetheirpassageswiththeclass.

第20页共177页

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethestructureandusefulexpressionsofthepassageonthe

blackboard.

TeachingReflection

Thislessonguidedstudentsfromreadingamodeltexttowritingtheir

ownreflectivepassages.Thetablein3bprovidedclearscaffolding,and

thefinalstepencouragedpersonalexpressionandemotionalreflection.

Somestudentsmightneedmoresupportinbrainstormingspecific

changes,soprovidingexamplesorsentencestarterscouldbehelpful.

第21页共177页

Unit2Inspiringpeople

第二课时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

la

第22页共177页

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.

Xc

1.Askstudentstoreadthenotesin1candunderstandthemeanings.

Studentscanbeencouraged

tofillintheblanksfrommemory.

2.Playtherecordingagainandhavestudentscompletethenotes.

3.Invitesomestudentstosharetheiranswersandthencheckthe

answerswiththewhole

class.

第23页共177页

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24页共177页

Askstudentstosummarizewhattheylearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessonransmoothlyoverall.Studentsactivelymatchedprofessions

andcompletedlisteningtasks,showinggoodcomprehension.Nexttime,

Filaddmorevocabularydrillsinthepre-listeningstageandaquick

vocabularyreviewbeforethetasktoboostfluency.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifykeyfiguresandmatchthemwiththeirachievementsandfields

ofwork.

2.listenforspecificdetailstomatchfamilymemberswiththepeople

theyadmire,andcompletefact-basednotes.

3.discusswhycertainfiguresareinspiringusingtargetlanguageand

sentencepatterns.

4.learnaboutthecontributionsofinfluentialhistoricalfiguresand

developanappreciationfor

theirimpact.

第25页共177页

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

第26页共177页

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

第27页共177页

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

第28页共177页

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?

♦Whatdoyouknov/aboutthedesigner?

2.Invitesomestudentstosharetheiranswers,andthenpresentmore

informationabout

第29页共177页

l.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

sharetherea