Unit1 The changing world sectionA(3a-3d)第二课时教学设计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人教版九年级上册Unit 1 Section A (3a-3d)阅读课，核心目标为掌握used to do与现在完成时，通过“父母工作变化”“蔬菜种植方式”等生活问题及旧农场与现代温室图片对比导入，激活学生已有语法基础，搭建新旧知识联系的学习支架。 此资料以“教-学-评”一体化为特色，采用任务型教学与合作学习，如小组角色扮演访谈活动，提升语言能力（口语输出与信息提取），渗透文化意识（家乡发展认同），借助表格分类信息与思维导图梳理知识培养思维品质。分层任务与预习单设计助力学习能力提升，为教师提供清晰流程与评价策略，有效突破时态混淆等重难点。

“教-学-评”一体化全英文教学设计 科目 英语 授课教材 人教版九年级上册 授课题目 Unit 1 The Changing World Section A (3a-3d) 课时 第2课时 授课教师 课型 阅读课 语篇研读 本课围绕乡村二十年生活变迁展开访谈对话。文本集中呈现used to do与现在完成时两大核心语法，从就业、农业、居住等维度对比今昔。配套填表、角色扮演、口语拓展习题层层递进，兼顾语言训练，同时渗透家乡发展的德育内容，为写作积累对比类句型素材。 学情分析 九年级学生已初步掌握两种目标语法，能简单描述生活变化。但学生易混淆两种时态用法，长文本中梳理分类信息的能力较弱。多数学生有家乡变化的生活体验，适合角色扮演、自由谈论等口语活动，但自主组织完整对比语段仍存在困难。 教学目标 (1) Master key words & phrases: high-tech, greenhouse, railway, attraction, local product, tons of, all over China, tourist attraction. (2) Enable students to read and fully understand the interview text about hometown development. (3) Master grammar: Present perfect tense; used to do structure to describe past life conditions. (4) Lead students to perceive the tremendous development of rural hometowns, cultivate students’ sense of identity and love for their hometown. 教学 重难点 1.  Key Points: Comprehend the interview text accurately, extract classified information; flexibly use used to do and present perfect tense to make comparisons of life changes 1. Difficult Points: Distinguish the usage scenarios of simple past tense and present perfect tense; retell the whole picture of villagers’ life changes coherently without text hints 教学工具 PPT,worksheets 教学策略 TBL;CL 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead in 1. Greet students. Ask two questions: T: Where did your parents work 20 years ago?T: How did people grow vegetables in the old days? 2. Show pictures: old small farms vs modern high-tech greenhouses. Teach new words: greenhouse, high-tech,etc. 3. Present the task: Today we will read an interview about how a village changed in 20 years. 回答问题，注意变化。 通过问答练习，引出本节课话题。 效果评价：师评。1. 评估语言表达：能否用简单句型表达基本意思。2. 了解知识储备. Part 2： Reading 1. Lead Ss to read and think about the question: In what ways have the villagers’ lives changed? 2. Have ss read again carefully and complete the table in 3b with the information from 3a. 3. Explain the key language points from the text and show more exercises. 4. Lead ss to listen to the conversation carefully, then role-play it. T 细读全文，用两种不同符号分别勾画过去、现在相关描述语句，独立完成表格填空，对照标准答案订正、完善表格内容。表演对话。 锻炼学生定位、分类、概括文本细节的能力，借助表格直观感受used to do与现在完成时在今昔对比语境下的用法区别。 效果评价：查看学生表格填写完整度，随机抽取学生找出原文对应句子佐证填表内容，检验学生细节信息提取能力。 Part 3： Practice 1. Divide the whole class into pairs, assign reporter and two villager roles to each group. 2. Invite outstanding students to demonstrate a complete standard dialogue on the platform first. Walk between groups to listen to their practice, correct wrong pronunciation and tense mistakes timely. 3. Invite several groups to perform on stage and give targeted comments after each show. 小组分工扮演访谈角色，反复朗读、练习对话，调整说话语气，主动上台完整展示角色扮演。 内化课文对话句式，创设真实交际场景，提升学生口语流畅度，加深对整篇访谈内容的理解记忆。 效果评价：从口语流利度、发音、时态运用三个维度点评各组展示，记录高频口语错误，用于课后巩固复习。 Part 4： Summary 1.Lead students to review new words, grammar knowledge and the main content of the text step by step. 2.Guide students to feel the rapid development of rural areas and love their hometown. 跟随老师一起进行内容总结。 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。 Part 5： Homework 1.You must read the interview and recite. 2.If you can,write a short passage about changes in your hometown. Students need to compare past and present life and use the two grammar structures learned today. 记录分层作业要求，自主整理本课知识框架。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。 板书设计 Unit 1 The Changing World Section A (3a-3d) In what ways have the villagers’ lives changed? Past: Present: What has changed the most in your hometown in the last 10 years? 教学反思 课堂角色扮演与自由谈论活动参与度较高，但存在明显不足：学困生自主提取文本细节速度慢，课堂一对一指导时间不足；学生口语输出时容易混淆两种时态，口头造句错误较多。后续改进措施：课前提前发放单词预习单，减少课上生词讲解耗时；设计分层阅读任务，为学困生标注原文定位线索. Role-play and free talk aroused students’ interest, yet several weaknesses appeared during class. Students with weak learning ability spent much more time finding detailed information, and I lacked enough time to give individual guidance. Many students mixed up the two tenses when speaking and made frequent grammar mistakes in oral sentences. Improvement plans for future teaching: Hand out preview word lists before class to save class time on vocabulary teaching. Design layered reading tasks and mark clues for slow learners. 学科网（北京）股份有限公司 $