Unit1语法课教学设计2026-2027学年人教版英语九年级上册

该初中英语教学设计聚焦Unit1 Section B核心语法，围绕used to do、一般过去时与现在完成时的用法及易混短语辨析展开。课堂导入通过展示三个含不同时态的核心句子，引导学生自主观察并分组讨论，搭建“观察-归纳-应用”的学习支架，衔接单元“变化与发展”主题。 特色在于以真实语境（家乡变化、交通发展）为载体，运用时间轴可视化时态时间范围，对比表格区分易混结构，任务从单句填空到短文写作层层递进。注重语言能力培养，通过对话与短文填空提升语法运用能力，结合家乡发展主题渗透文化意识，增强学生家国情怀，助力教师高效落实语法教学与价值引领。

教案（主备） 课题： Unit1 Section B Grammar Focus 课时类型：语法课 单 元 目 标 通过本单元的学习，学生能够： 1.能够借助“旧友来访对话”“乡村发展访谈”“中外合作故事”等真实语境，正确运用change/improve／develop等词汇描述家乡与时代变迁，用different/better/greener等形容词表达变化带来的感受；熟练使用“Life used to. . . but now. . . "I'm amazed by how. . . has become!”等句型，谈论家乡变化、今昔差异与发展成果； 2.正确使用对比／转折连词（however/while/although)的逻辑用法，结合发展场景运用have changed/have improved 等现在完成时表达变化结果，掌握宾语从句、时间状语从句的规范表达，清晰传递“过去－现在”的逻辑关系； 3.通过阅读“时代变迁主题”文本（如肯尼亚铁路故事、乡村振兴访谈、个人成长变化短文），归纳介绍变化的维度（交通－环境－生活－未来），梳理“变化＋影响”表达句型（如 The railway has cut the travel time. . . As a result, people now have...;理解时代发展、生态改善、个人奋斗对家乡进步的价值，思考如何为家乡建设贡献力量，增强“共建美好家园”的意识； 4.小组合作设计“家乡变化调研手册”（含变化维度、今昔对比、发展故事、实践建议），用英语介绍手册内容并共同优化，完成“访谈-记录-制表-展示”全流程，培养信息整合和英语展示能力。 课 程 分 析 【What】 依托“个人变化、家乡发展、交通改善”单元主题，运用三大时态完成对话填空、短文填空、书面表达，实现语法在真实语境中的运用。三组高频易混结构辨析： used to do  /  be/get used to doing  /  be used to do ，结合例句区分语义、语态与时态。 【Why】 本课时是Unit 1核心语法板块，单元主题为变化与发展，三大时态恰好用于描述“过去、现在、今昔对比”，语法服务于单元话题。依据英语新课标要求，初中阶段要求学生熟练掌握八大基础时态，能在语境中辨析、运用时态进行听说读写表达。 【How】 以人物今昔变化、家乡发展为情境，贯穿整节课；利用时间轴、表格对比三大时态，直观区分差异；设置填空、选择、对话、写作分层任务；结对讨论、小组探究，互助解决语法问题；精讲规则+即时练习+错题精讲，当堂消化知识点。 教 学 目 标 通过本节课学习，学生能够： 1.能通过观察，识别并归纳核心语法结构：used to + 动词原形（过去习惯 / 状态）和现在完成时（have/has + 过去分词）的用法及标志词（yet, ever, just, for, since）。能区分 used to do、一般过去时与现在完成时的不同语境与含义，理解它们在描述 “变化” 主题中的功能差异。 2.能独立完成 4b 对话填空，4c 短文填空，综合运用 used to 和现在完成时，描述过去与现在的对比变化。 3.能创造性地运用本课语法，对 “交通发展与生活改善” 形成辩证的价值理解，并用英语表达对家乡发展的自豪感。 重 难 点 重点： 1.  used to do 的含义、句式结构及今昔对比用法。 2. 一般过去时、现在完成时的结构、标志词与基础用法。 3. 三大时态在简单语境中的正确运用。 难点： 1. 时态辨析：区分一般过去时（动作与现在无关）、现在完成时（动作影响现在/持续到现在）、 used to （过去习惯，现在消失）的语境差异。 2. 三组 used 相关易混短语的精准区分与运用。 3. 现在完成时中 for/since 的使用，以及持续动作的提问方式。 突 破 方 法 1. 利用时间轴可视化展示时间范围，明确“过去、过去延续到现在、现在”的界限； 2. 分类整理标志词，让学生通过关键词快速判断时态； 3. 针对易混点制作对比表格，搭配典型例句反复强化； 4. 练习由易到难：单句填空→对话填空→短文填空→选择题→写作，层层递进。 教 学 过 程 教 学 过 程 Step1. Lead in 2mins 1. Greeting & Free talk T: Good morning, class. How are you today? Do you find your life different from several years ago? S: Answer freely. T: Great! Today we will learn three useful grammar points to talk about changes in the past and now. 2. Project three core sentences on the screen (from PPT): ① Tom used to live in a small village. ② Tom worked in Shanghai last year. ③ Tom has lived in three different cities. (Work in pairs. Please look at the three sentences carefully. First, tell what verb tenses they use. Second, discuss what each sentence talks about. You have 2 minutes.) 3. Students discuss in pairs; teacher walks around to offer guidance.Then check answers and lead in new lesson Step 2. Presentation 8mins Task1.Simple Past Tense 一般过去时 1. Meaning T: First, let’s review Simple Past Tense. It describes actions or states that happened and finished in the past. These actions have no connection with now. 2. Time markers Write on the board: yesterday, ... ago, last week/year, just now 3. Structures & Sentence patterns Split into be verb and action verb: - Affirmative: Subject + was/were + others. / Subject + verb (past form) + others. - Negative: Subject + was/were not + others. / Subject + didn’t + verb original form + others. - General questions: Was/Were + subject + others? / Did + subject + verb original form + others? - Short answers: Yes, ... was/were. / No, ... didn’t. 4. Example: The man was very busy last week. Part 2 used to + verb original form 1. Meaning T: "used to do" means past habits or past states. The most important point: the habit or state does not exist now. We often use it for past and present comparison. 2. Time marker: but now 3. Complete sentence patterns - Affirmative: Subject + used to do sth. - Negative: Subject + didn’t use to do sth. / Subject + usedn’t to do sth. - General questions: Did + subject + use to do sth.? / Used + subject + to do sth.? - Short answers: Yes, subject + did. / No, subject + didn’t. 4. Example: He used to like coffee, but now he likes tea. T: Please make one simple sentence with "used to do" by yourselves. Invite 2 students to share. Part 3 Present Perfect Tense 现在完成时 1. Two main meanings ① Actions happened in the past and bring influences or results to now. ② Actions or states last from the past to now. 2. Basic structure: Subject + have/has + past participle 3. Time markers: just, ever, yet, for, since, for ages 4. Key sentence patterns - Affirmative: Subject + have/has + past participle. - Negative: Subject + haven’t/hasn’t + past participle. - General questions: Have/Has + subject + past participle? - Short answers: Yes, ... have/has. / No, ... haven’t/hasn’t. 5. Important & difficult point (易错点) T: Attention! If we ask how long an action lasts, we must use How long, NOT When. Example: —How long have you been here? —For three months. Explain for + 时间段 and since + 时间点. Part 4 Phrases Differentiation 易混短语辨析 Show three phrases on PPT, explain one by one with examples: 1. used to do 过去常常做（现在不做了） Example: She used to have curly hair. 2. be/get used to doing 习惯于做某事（多种时态） Example: She is used to getting up early. 3. be used to do 被用来做某事（被动语态） Example: The knife is used to cut fruit. Step 3. Practice 10mins Activity 1: 4b Conversation Fill-in 对话填空 1. Task: Students open books and finish 4b individually, using the correct verb forms. 2. Check & Explain: Invite students to read the full conversation and give answers. Tr: Let’s check answers one by one. Tell me why you choose this form. Key points explained: - Have you been...yet? → Present Perfect Tense - didn’t know / opened → Simple Past Tense (actions finished in the past) - will ring → Simple Future Tense (tomorrow) Activity 2: 4c Passage Fill-in 短文填空 1. Task: Read the passage first, then fill in blanks. Students can discuss in groups of 4. 2. Check & Analyze The passage talks about changes of hometown. Emphasize: - used to be → past state, now different - have taken / have built / have improved → Present Perfect Tense (great changes influence now) - used to take → past habit/state Step 4. Production 5mins Quick Sentence Making T: Please make one sentence to talk about your changes with "used to do". Volunteers share. Purpose: Oral output, strengthen oral application. Step 5. Summary&Emotion&Self Check 5mins 1.Summarize the key content in this lesson. 2.Emotion:We feel the happiness of development and love their hometown. 3.Self Check Step 6. Exercise 10mins 1. 单项选择； 2. 选词填空。 设计意图 Step1: 从课件原例句切入，以“变化”为话题自然导入，让学生先自主观察，降低语法学习的枯燥感。 Step2: 以教材原句为依托，确保语法讲解的权威性；通过句型理解逻辑关系，帮助学生理解抽象语法规则；预留记录和提问时间，满足不同层次学生的学习需求。 Step3: 通过控制性练习巩固语法规则，培养学生独立运用知识的能力；让学生阐述理由，既能加深对规则的理解，也能锻炼逻辑表达能力；教师巡视指导，实现个性化教学。 Step4: 通过口头造句，培养学习能力；鼓励多种表达形式，激发学生的思维灵活性。 Step5: 总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。 Step6: 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。 板书设计 Unit1 Section B Grammar Focus 教学反思 学科网（北京）股份有限公司 $