Unit1 The changing world sectionB(3a-3d)第6课时教学设计2026-2027学年人教版英语九年级上册

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 B (3a-3d)

课时

第6课时

授课教师

课型

写作课

语篇研读

本课时主题为“生活中的变化”。课文以第一人称叙述了一名初中生从小学到初中在学校、家庭、学习方式等方面的变化，并点出“爱与幸福”是永恒不变的主题。文本语言简洁，使用了 used to 与 now 的对比结构，以及一般现在时和一般过去时的混合运用，适合学生模仿写作。本课是阅读与写作结合课型，旨在通过阅读输入，帮助学生梳理信息、对比变化，并最终完成一篇描述自身变化的短文，提升语言综合运用能力。

学情分析

授课对象为七年级或八年级学生，已掌握一般现在时和一般过去时的基本用法，对 used to 结构有初步接触。学生熟悉校园生活、家庭环境等话题，有较强的表达欲望，但可能在对比性写作中缺乏条理，容易遗漏要点。部分学生阅读提取信息的能力尚需加强，小组合作和同伴互评有助于降低写作焦虑，提高参与度。

Teaching objectives

By the end of the lesson, ss will be able to:

1. Understand the main content of the passage and identify the changes mentioned (school, home, study).

2. Extract specific information and complete a comparison table (past vs. present).

3. Use the target structures (used to, now, have become, etc.) to describe their own life changes.

4. Write a short passage about three personal changes and end with one unchanged aspect and reflect on personal growth and family values through sharing.

Teaching points

 Key points

1.Key vocabulary and sentence patterns: used to, now, have moved, have become, enjoy doing, it’s amazing how...

2.Reading strategy: scanning for specific details and comparing past vs. present.

Difficult points

1.Correctly using past and present tenses in a coherent passage.

2. Expressing personal changes logically and with appropriate linking words.

3.Summarizing the “one thing that stays the same” with a meaningful conclusion.

Teaching Aids

Multimedia projector (PPT); Blackboard / Whiteboard;

Printed handouts (table template for 3c); Timer for writing and group work

Teaching Methods

Task-based Language Teaching (TBLT)----  students complete reading and writing tasks.

Cooperative learning – pair and group discussions to share ideas.

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 the class and ask: “Think about your primary school life. What is different now? For example, your school, your home, or how you study?”

2.Show two pictures (a primary school child vs. a junior high student) and ask: “What changes can you see?”

3.Write some student answers on the board (e.g., bigger school, more subjects, go by bus).

学生观察图片，回忆自己的小学和现在的生活，用1–2个句子说出一个变化。

· 聆听同伴的回答，初步感知话题。

激活学生关于“变化”的背景知识，激发阅读兴趣，自然引入主题。

效果评价：通过学生口头回答，判断其是否能识别变化的方向（学校、家庭、学习），为后续阅读铺垫。