Unit1 The Changing World SectionA 1a-2d全英文教学设计2026-2027学年人教版九年级英语上册

该初中英语教学设计聚焦“家乡变化”主题，核心知识点包括take place等关键词汇，used to do sth.和It takes/took sb. some time to do sth.句型，通过对比李瑞家乡过去与现在的图片导入，引导学生观察差异，结合1a图片讨论、1b-1c听力练习等学习支架，帮助学生从感知变化到运用句型描述。 该资料以任务型与情境教学为特色，通过1d小组讨论分析变化原因培养思维品质，2d角色扮演创编环保对话提升语言能力，听力环节融入预测、记笔记策略发展学习能力。实例丰富，如创意作业“画家乡今昔图写短文”涵养文化意识，助力学生提升综合语言运用与逻辑思维，为教师提供结构化流程与多样化活动设计。

Unit 1 The Changing World Section A 1a-2d Teaching Plan 1. Teaching Objectives 1.1 Language Competence 1. Master key words and phrases: take place, show sb. around, be covered with, sandstorm, farmland, technology. 2. Master the sentence structures: used to do sth. and It takes/took sb. some time to do sth. to describe past and present changes. 3. Be able to catch key information from listening materials about hometown changes and environmental improvement. 1.2 Cultural Awareness Understand the great changes of hometown and achievements of environmental protection. Develop love for hometown and environmental responsibility. 1.3 Thinking Quality Learn to compare past and present situations, analyze the causes of changes, and think logically about environmental problems and solutions. 1.4 Learning Ability Master listening strategies such as prediction and note-taking. Improve the ability of cooperation, discussion and oral expression in English. 2. Key Points and Difficult Points 2.1 Key Points 1. Grasp key vocabulary and core sentence patterns to describe changes. 2. Understand listening materials and finish related exercises correctly. 2.2 Difficult Points 1. Use the structure used to do sth. correctly to make comparisons. 2. Express ideas about hometown changes and environmental protection with complete English sentences. 3. Teaching Methods & Teaching Aids 3.1 Teaching Methods Task-based Language Teaching, Situational Teaching, Audio-lingual Method, Cooperative Learning 3.2 Teaching Aids Textbook, PPT, Audio player, Worksheets, Blackboard and chalk 4. Teaching Procedures Step 1 Warm-up & Lead-in 1. Greet students. 2. Show two pictures of Li Rui’s hometown (past and present). Ask students to find out the differences. 3. Lead in the new lesson: Talk about the great changes of the hometown. Step 2 1a Picture Observation & Discussion 1. Students observe the two pictures in 1a, and discuss changes in pairs. 2. Guide students to use the sentence pattern: ...used to be..., but now... 3. Invite several pairs to share their ideas in class. Step 3 1b & 1c Listening Practice 1. Pre-listening: Let students read questions and the table to predict listening content. 2. While-listening: Play the audio twice. Students finish exercises individually, then check answers with partners. 3. Post-listening: Retell the changes of the hometown according to the table. Step 4 1d Group Discussion 1. Students work in groups of four to discuss the reasons for these changes. 2. Choose representatives from each group to share opinions. Step 5 2a-2c Listening about Environmental Problems 1. 2a: Students rank the four problems from the most serious to the least serious and state their reasons. 2. 2b: Listen to the conversation and tick the mentioned problems. 3. 2c: Listen again and complete the table about past problems, actions and present improvements. Check answers together. Step 6 2d Role-play & Oral Practice 1. Students read the sample dialogue in 2d carefully. 2. Practice in pairs and create new dialogues about environmental changes. 3. Invite some pairs to act out their dialogues and give simple feedback. Step 7 Summary Review the key words, phrases and sentence patterns learned in this class. 5. Homework 1. Basic Task: Copy all key phrases and write 5 sentences with used to do sth. 2. Listening Task: Listen to the classroom audio repeatedly and retell the main content. 3. Creative Task: Draw two pictures of your hometown (past & present) and write an 80-word short passage. 4. Group Task: Prepare a 1-minute English introduction about environmental protection with your group members. 6. Blackboard Design Unit 1 Section A 1a-2d Key Phrases take place　show sb. around be covered with　sandstorm Core Structures 1. ... used to do sth. (Past situation) 2. It takes/took sb. time to do sth. Changes Transport: half a day → one hour Environment: sand → trees Life: far to see a doctor → new hospital 7. Teaching Reflection Students took an active part in activities. A few students confused the use of used to. More oral practice will be arranged next time. I will design more interesting exercises to help them consolidate the grammar points. Meanwhile, I will encourage shy students to speak up in class. 学科网（北京）股份有限公司 $