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

该初中英语教学设计聚焦“生活中的变化”主题，围绕used to与now对比结构及时态运用展开。通过图片观察（小学vs初中生活）和问题引导激活学生背景知识，以阅读对比表格梳理过去与现在的变化，写作环节提供提纲支架，实现从输入到输出的知识迁移。 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，如小组讨论分享变化、同伴互评。通过提取信息、逻辑梳理变化培养语言能力与思维品质，写作提纲模板降低难度，助力学生深化情感认知，为教师提供清晰教学流程与评价工具，提升课堂效率。

“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 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。 Part 2： Reading 1.Distribute the passage or display it on the sc screen. · I 2.Instruct: “Read the text quickly and find out: What stays the same in the student’s life? Underline the sentence.” · Check the answer (the feeling of love and happiness shared by family). · Then read again and ask: “What changes are m mentioned? List them.” Guide students to notice three aspects: school, home, study. 3. Show the table in 3b (Past vs. Present for school, home, study).;Ask students to fill in the blanks individually or in pairs. 4. Guide students to think about their own lives in 3c: “Now it’s your turn. Think back to primary school. How have you changed in these areas: home, school, study, neighbourhood, transport, environment?” 5. · Show a larger table with six aspects on the PPT. 快速阅读短文，找出“不变的是什么”（划出句子）。 · 再次阅读，圈出文中提到的变化方面（学校、家庭、学习方式），并用笔标记过去和现在的对应信息。 完成3b, 3c 训练学生细节信息提取和归纳能力，通过表格可视化对比，强化时态和结构的使用。 效果评价：通过表格填写的准确性和分享时的表达，检测学生是否理解文本中的时态变化和关键细节 Part 2： writing 1.Instruct: “Choose three changes from your notes and write a short passage. Begin with an introduction, then describe each change in separate paragraphs or sentences. End with one thing that stays the same, just like the text.” 2.Provide a model outline on the board:Introduction: “Now that I am older, my life is different...”Body: “For example, my... used to..., but now... Also, my... has changed... The way I... is different too.” Conclusion: “However, one thing stays the same: ...” 3.Set a timer. Circulate and offer help with language. 根据自己笔记，选择三个方面的变化，独立撰写一篇60–80词的短文，要求有开头、正文和结尾，结尾点出不变的主题。 · 写完后，先自我检查时态和拼写。 综合运用本课所学语言知识和结构，完成有意义的写作任务，实现语言输出，同时深化对“变化与永恒”的情感认知。 效果评价：通过巡视和之后的学生互评或教师批改，评估学生能否正确使用对比结构、时态是否恰当、内容是否完整有逻辑。 Part 3： Summary Briefly review the whole project task steps together with students. 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 polish your passage and write a clean copy for submission. 2. If you can, read your passage to a family member and ask them about their own changes. 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 B (3a-3d) Key Structures（核心句型） ⚠️ 过去 → used to + 动词原形 ⚠️ 现在 → now / have/has done / 一般现在时 Writing Outline ★ Introduction: Now that I am older, my life is different... ★ Body: For example... Also... The way... is different too. ★ Ending: One thing stays the same: Teaching Reflection 本课时通过阅读“生活中的变化”文本，引导学生梳理信息并完成对比表格，再迁移到自身进行写作。优点：表格支架有效降低了写作难度，小组讨论激活了真实素材。不足：部分学生在“used to”与“now”的时态转换中仍有混淆，写作时间略显紧张。改进：后续增加专项时态练习，并延长写作环节或分解为两课时。 This lesson combined reading and writing around the theme of “life changes”. The table and group discussion helped students organize ideas and transfer to personal writing. However, some students still confused “used to” with “now” in tense usage, and writing time was a bit tight. Next time, I will add a short tense-practice activity and allow more time for drafting or split the writing into two periods. 学科网（北京）股份有限公司 $