Unit1 The changing world sectionA(4a-4c)第三课时教学设计 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一般过去时、现在完成时及used to do的用法与辨析，通过展示本地道路和医院的新旧对比图片导入，激活学生生活经验，自然引出核心结构used to do，搭建过去与现在对比的认知框架作为学习支架。 资料特色在于三层梯度语篇素材（4a短句、4b图书馆对话、4c贵州交通巨变短文），贴合学生日常并渗透文化意识，采用TBL和CL策略，学生通过小组讨论互评纠错提升思维品质，分层作业兼顾差异，助力教师高效实施教学，帮助学生夯实语法并感受社会发展。

“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 (4a-4c) 课时 第3课时 授课教师 课型 语法课 语篇研读 本课出自新人教版九年级上册Unit1 The Changing World，核心板块4a、4b、4c围绕家乡发展变化展开，融合两大核心语法：一般过去时、现在完成时，同时复习used to do表过去习惯/过去存在状态。 语篇素材分为短句、对话、短文三层梯度：4a短句对比过去与现在，搭建时态认知框架；4b情景对话以新图书馆为话题，贴近学生日常，训练时态灵活切换；4c记叙文讲述贵州交通巨变，贴合单元“世界变迁”主题，兼具德育价值，让学生感受国家发展。 学情分析 九年级学生已掌握一般过去时，初步接触现在完成时，能简单描述过往生活。但学生易混淆两种时态语境，分不清时间标志词用法，短文填空时态判断能力较弱。学生对家乡发展话题有生活共鸣，纯语法练习易乏味，需结合生活实例、图文降低时态辨析难度。 教学目标 1.  Master the usage of simple past tense, present perfect tense and "used to do"; grasp time markers like ago, yet, just, ever. 2. Fill blanks in conversations and passages with correct verb tenses; distinguish past and present changes in daily life. 3. Learn to talk about social development and feel proud of the great changes around us. 教学 重难点 Key Points 1. Tell the differences between simple past tense and present perfect tense. 2. Use "used to do" to describe past conditions and habits correctly. Difficult Points 1. Choose proper tenses according to different time markers and context. 2. Avoid mixing up past time points with present perfect tense. 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. Show some old and new photos of local roads and hospitals on PPT. 2. Ask: What can you see in these two groups of pictures? Did our town look the same many years ago? 3. Write "used to be" and "have changed" on the blackboard, guide students to try simple sentences. 学生观察新旧对比图片，自由口头回答问题，跟着教师朗读黑板短语，尝试用简单句子描述画面里的变化。 借助生活化实景图片创设变化主题情境，激活学生已有生活经验，自然引出本课时核心结构used to do，快速聚焦课时“过去与现在对比”主线，降低语法学习的枯燥感。 效果评价：多数学生能主动观察图片并开口发言，可初步感知新旧事物差异；少数基础薄弱学生表达卡顿，后续练习中需分层引导、多给予短句支架辅助。 Part 2： Presentation Sh 1.Show the sentences in 4a, underline verbs and time words such as 20 years ago, for ages, just. 2. Explain the difference between simple past tense and present perfect tense, highlight the rule of used to do. 3. Read all sentences aloud with students, check their pronunciation and tense understanding. 学生勾画句子中的动词与时间标志词，认真倾听时态讲解，跟随教师齐读句子，标记自己不理解的语法要点。 依托教材原句直观呈现两种核心时态的标志词，清晰区分时态使用场景，结合朗读夯实句型语感，让学生在例句中自主总结语法规律，避免单纯灌输理论。 效果评价：大部分学生能分清ago与for/just对应的时态，能准确找出时间标志词；部分学生混淆used to后动词形式，需要在填空练习中强化巩固。 Part 3： Practice 1. Ask students to read the dialogue in 4b first and guess the right tenses of each blank. 2. Walk around the classroom to give help when students meet difficulties. 3. Invite several students to share their answers and correct mistakes together. 4. Let students read the whole passage in 4c to get the main idea of Guizhou’s changes.  5. Remind students to find time clues: In the past / Now.  6. Organize group discussion to check answers, then give the standard answers. 学生独立通读对话，判断空格动词时态并完成填空；遇到疑问举手求助；上台展示答案，全班一起订正错题，记录易错时态。 情景对话贴合学生日常图书馆生活，以填空形式分层训练时态运用，教师巡视实现分层辅导，通过互评纠错加深学生对时态易错点的印象 效果评价：基础较好学生可自主完成全部填空；学困生在提示下能完成基础空，主要出错点集中在现在完成时标志词yet、ever的搭配，需单独梳理总结。 Part 4： Summary 1. Guide students to conclude the rules of simple past tense, present perfect tense and used to do. 2. List key time markers on the blackboard again for students to copy. 学生集体梳理本课时语法规则，抄写黑板上的时间标志词，自主整理课堂错题。 引导学生自主归纳知识点，构建清晰的时态知识框架，整理笔记方便课后复习，巩固本节课重难点内容。 Part 5： Homework 1. You must recite key sentences in 4a; 2. If you can, make a video to introduce changes in your hometown. 学生记录分层作业，明确自己需要完成的基础与拓展任务。 分层作业兼顾不同水平学生，基础任务夯实课内句型，写作拓展任务实现语言输出，实现课上知识向课后运用延伸。 Blackboard Design Unit 1 The Changing World Section A (4a-4c) 1. used to do 过去常做/过去存在 2. Simple Past：…ago / last… / in the past 3. Present Perfect：just, ever, yet, for, in the past… There used to be dirt roads everywhere. Great changes have taken place here. Our life is much richer than it once was. 教学反思 本节课以时态辨析为核心，借助对话、短文填空练习区分一般过去时与现在完成时，结合used to do描述生活变迁。课堂导入的新旧图片能调动学生兴趣，多数学生可掌握基础时态标志词。但课堂存在不足：不规则动词变形训练偏少，学困生难以独立判断语境时态。后续教学将增加动词变形专项小练习，分层设计填空任务，多给学困生口头造句机会，结合家乡真实素材强化时态运用，落实语言输出。 This class mainly focuses on telling simple past tense from present perfect tense, and uses "used to do" to describe life changes. The old and new pictures in lead-in arouse students’ interest, and most students can master basic time markers. However, there are some weaknesses. I didn’t give enough practice of irregular verb forms, and slow students struggle to choose correct tenses by context. In later lessons, I will add special exercises for verb changes, design layered fill-in tasks, offer more chances for weak students to make sentences, and use real hometown materials to improve students’ language output. 学科网（北京）股份有限公司 $