Unit 1 课时5 Section 5 Vocabulary in use（教学设计）英语新教材人教版九年级上册

该初中英语教学设计聚焦合成词构成规律及环境变化核心词汇，以塞罕坝环境变迁视频导入，衔接前四课时积累的变化描述词汇与句型，通过2a合成词匹配、2b单句填空、2c语篇完形分层练习搭建学习支架，最终以海报设计任务整合输出。 资料特色在于融合情境教学与任务型学习，塞罕坝语篇与家乡变迁海报任务，既培养学生语言能力（词汇综合运用）和文化意识（环保与家国情怀），又通过合成词规律归纳提升思维品质，助力学生实现从词汇认知到表达的跨越，为教师提供清晰可操作的分层教学方案。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 新人教九年级上册 授课题目 Unit 1 The Changing World Section B (Vocabulary in use) 课时 课型 第 5课时 词汇课 主题情境 人与自然（环境治理、家乡变迁） 授课教师 语篇研读 【What】 本课核心语篇为非连续性文本，由三项分层、递进的词汇练习和一篇微型记叙文构成。2a部分通过左右单词配对，引导学生发现合成词的构成规律（sandstorm, greenhouse, highway, farmland, railroad），并拓展其他合成词。2b部分通过句子选词填空，训练核心词汇（wide, bridge, capital, corn, product）在语境中的运用。2c部分是一篇关于塞罕坝从沙地荒原变为绿色奇迹的记叙文，要求学生用所给词的正确形式填空（government, bush, sandstorm, result, sandy, soil），在语篇中理解环境治理的过程。 【Why】 旨在通过合成词规律探究、语境化填空和语篇完形，帮助学生高效掌握本课核心实词，理解合成词的构词规则，并学习在连贯的叙事中准确运用描述环境变化的词汇。最终，引导学生在综合性的“海报设计”任务中，创造性地运用所学词汇描述家乡变化，实现从词汇认知到综合表达的跨越，深化对生态文明建设的理解。 【How】 练习设计遵循“感知-发现-运用”的词汇学习路径。2a（合成词感知与发现）→2b（单句语境运用）→2c（语篇综合运用）。语篇（2c）以第三人称叙述，按时间顺序（1962→60年后→今天）讲述塞罕坝的治理历程，情节完整（困难→行动→成果），为学生提供了运用目标词汇的连贯语境。产出任务（海报制作）则将本课及单元所学词汇、句型和主题进行整合输出。 学情分析 学生通过本单元前四课时的学习，已积累了描述变化的词汇和句型（used to, 现在完成时），并能进行简单的对话和描述。但对于合成词的构成规律（闭合式、连字符式、开放式）尚未系统学习，对部分核心词汇（如sandy, soil, bush, government）的拼写和用法仍需强化。学生有能力在教师指导下完成小组合作任务，但需要明确的语言支架和步骤引导，以确保产出质量。 课标要求 ● 理解词语的基本含义以及在特定语境中的意义。 ● 理解和领悟词语的基本含义以及在特定语境中的意义。 ● 围绕相关话题，学习和运用词汇进行表达和交流。 教学目标 通过本节课学习，学生能够： 1. 通过观察和匹配活动（2a），感知合成词的构成规律（两个独立词组合成新词），识别闭合式、连字符式、开放式三类合成词；通过阅读塞罕坝短文（2c），获取环境变化的关键信息（过去vs现在），梳理生态治理的完整过程；概括合成词的基本构成规则，并整合运用与“变化”相关的词汇描述环境变迁。（学习理解） 2. 分析合成词的构成方式，判断其属于闭合式、连字符式还是开放式；在2b选词填空和2c短文完形中，正确运用核心词汇完成控制性练习；运用所学词汇，描述塞罕坝从“沙地荒原”到“绿色奇迹”的变化过程。（应用实践） 3. 评价塞罕坝生态治理的意义，表达自己的观点（如“What can we learn from the Saihanba story?”）；运用合成词和变化类词汇，以小组为单位创作一段关于家乡环境变化的描述或海报。（迁移创新） 教学 重难点 重点：​ 掌握合成词的构成规律（闭合式、连字符式、开放式）；掌握8个核心词汇（sandy, soil, sandstorm, government, bush, result, wide, bridge, capital, product）的音、形、义；能在语境中准确运用这些词汇描述环境变化。 难点：​ 在综合性的海报设计和口头推介任务中，准确、恰当、创造性地综合运用所学词汇与句型进行有意义的表达。 核心语言 [核心词汇]​ 合成词：sandstorm (sand+storm), greenhouse (green+house), highway (high+way), farmland (farm+land), railroad (rail+road) 其他核心词：sandy, soil, sandstorm, government, bush, result, wide, bridge, capital, product, corn, narrow, villager, the Olympics, lead, miracle [核心句型]​ 描述过去：In 1962, Saihanba was sandy. / There were few trees. / The road used to be narrow and dirty. 描述措施：With support from the government, people planted bushes and trees. / Wang Shanghai led a group of 369 people. 描述成果：Today, Saihanba is known as “the green miracle”. / The land is covered with green trees. / The road is wide and clean. 教学工具 PPT课件、视频资源（塞罕坝/环境变化短片）、A4纸/彩笔（海报制作）、小组活动任务单 教学策略 词汇情境教学法、任务型教学法、合作学习法、归纳法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead in （5min） 1. Video Watching & Free Talk:​ Play the short video about Saihanba (sandy wasteland → green forest). Ask: “What do you see in the video? What is a ‘green miracle’?” Elicit responses. 2. Topic Transition:​ Say: “Saihanba has changed from a sandy wasteland into a green forest. Today, we will learn some words to describe this amazing change.” 3. Objective Setting:​ Present the learning objectives for this class (from PPT). 1. Watch the video, observe the contrast between past and present. Share their ideas about “green miracle”. 2. Understand the topic of today’s lesson: learning words to describe environmental changes. 3. Read and understand the learning objectives. 1. 通过视频直观展示塞罕坝的巨变，迅速吸引学生注意力，激发学习兴趣，自然导入本课主题。 2. 明确本课学习目标，帮助学生形成清晰的学习预期。 效果评价：观察学生对视频的反应和自由讨论的参与度，评估其对环境变化话题的兴趣和背景知识水平。 Part 2： Presentation（12min） 1. Discover Compound Words (2a):​ Show the word pairs on PPT (sand+storm, green+house, high+way, farm+land, rail+road). Ask: “What do you notice about these words?” Guide Ss to discover that two independent words combine to form a new word. Introduce the term “compound words”. 2. Three Types of Compound Words:​ Using PPT slides, explain the three types: closed (sandstorm, greenhouse), hyphenated (mother-in-law, well-known), open (ice cream, high school). Give examples for each. 3. More Compound Words:​ Show additional examples (scarecrow, firefly, pineapple, eggplant) and have Ss guess their meanings. 4. Vocabulary Presentation (2b words):​ Present the key words for 2b (wide, bridge, capital, corn, product) with pictures and example sentences. Drill pronunciation. 5. Vocabulary Presentation (2c words):​ Present the key words for 2c (government, bush, sandstorm, result, sandy, soil) with pictures and definitions. Drill pronunciation. 1. Observe the word pairs, identify the pattern, and conclude that they are compound words. 2. Learn the three types of compound words, take notes, and give additional examples. 3. Guess the meanings of new compound words using their component parts. 4. Learn the pronunciation and meaning of 2b words through pictures and sentences. 5. Learn the pronunciation and meaning of 2c words through pictures and definitions. 1. 通过观察和发现，引导学生自主归纳合成词的构成规律，培养词汇学习策略。 2. 系统讲解合成词的三种类型，帮助学生建立完整的知识框架。 3. 拓展更多合成词，激发学生的兴趣，巩固对合成词规律的理解。 4. 结合图片和例句呈现2b词汇，确保音、形、义的结合。 5. 结合图片和定义呈现2c词汇，为后续的语篇填空做准备。 效果评价：通过提问“Can you give another example of a closed compound word?”等，检查学生对合成词规律的掌握情况。抽查学生对2b和2c词汇的发音和词义，评估其学习效果。 Part 3: Practice (10min) 1. Compound Word Matching (2a):​ Have Ss complete the matching exercise in 2a: match a word on the left with a word on the right to create a compound word. Check answers. 2. Sentence Completion (2b):​ Guide Ss to complete the 5 sentences in 2b using the words in the box (product, corn, bridge, wide, capital). Check answers and explain any difficulties. 3. Passage Cloze (2c):​ Have Ss read the passage about Saihanba independently and complete the blanks with the correct forms of the words in the box (government, bush, sandstorm, result, sandy, soil). Remind them to pay attention to context. Check answers and read the complete passage aloud. 4. Comprehension Questions:​ Ask questions about the passage: “What was Saihanba like in 1962? What is it like now? What did people do to change it? Why is it called ‘the green miracle’?” 1. Complete the matching exercise independently or in pairs. 2. Fill in the blanks with the correct words. Explain their choices. 3. Read the passage carefully and fill in the blanks with the correct forms of the given words. Check answers and read the complete passage. 4. Answer the comprehension questions orally, using full sentences. 1. 2a配对练习巩固合成词的构成规律。 2. 2b句子填空训练核心词汇在语境中的运用，实现从识记到应用的过渡。 3. 2c语篇填空是本课词汇学习的综合检验，学生需要在理解故事逻辑的基础上准确选用并变形词汇，实现了词汇在语篇层面的应用。 4. 通过问答确保学生不仅完成了填空，更理解了短文内容，使词汇学习为阅读理解服务。 效果评价：核对2a、2b、2c的答案，关注学生选择的正确率和错误类型。通过提问检查学生对塞罕坝故事的理解程度。 Part 4: Production (8min) 1. Task Introduction – Poster Making:​ Organize Ss into groups of 4. Explain the task: “Each group will make a poster about ‘Changes in My Hometown’. You can choose one aspect: transportation, environment, or living facilities.” 2. Requirements & Language Support:​ Present the poster requirements on PPT: Must include: Past (used to be/were…), Present (has become/are…), Reasons for change (because…), Your feelings. Must use at least 3 new words from this lesson. Show the example posters from PPT as models. 3. Group Work – Poster Creation:​ Give groups 4-5 minutes to discuss, plan, and create their posters on A4 paper. The teacher circulates to provide language and idea support. 4. Poster Exhibition & Presentation:​ Invite each group to put up their poster. Each group selects a representative to give a brief (30-60 seconds) oral introduction of their poster to the class. 5. Class Voting:​ After all presentations, the class votes for the “Best Poster”. 1. Understand the task, choose an aspect for their poster. 2. Read the requirements and example posters, get inspiration and language support. 3. Work in groups to design and create the poster, using target vocabulary and sentence structures. 4. Present their poster to the class, introducing the changes in their hometown. 5. View other groups’ posters and vote for the best one. 1. 创设真实、有意义的团队任务，激发学生的创造力和合作精神。 2. 清晰的要求和范例是产出高质量作品的关键。明确的语言使用要求确保任务与本节课的词汇学习目标紧密结合。 3. 海报创作过程是语言内化、创意设计和团队协作的综合体现。教师巡视能提供及时、个性化的指导。 4. 展示环节锻炼学生的公共演讲能力和自信心。用英语介绍海报是对本课及单元所学语言的综合性、创造性输出。 5. 投票环节增加活动的趣味性和仪式感，并引导学生从内容、设计和语言多角度评价作品。 效果评价：巡视小组活动，观察学生的参与度、合作情况以及目标语言的使用情况。通过小组展示，评价其海报内容的完整性、创意性、语言使用的准确性及口头表达的流畅度。投票结果反映了集体的评价。 Part 5: Summary (3min) Use the summary slide to review. Follow the teacher to review the key points. Choral reading of key words and sentences. 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 6: Language points (5min) Explain key language points from the lesson in detail, using the PPT slides Listen, take notes on the usage, collocations, and example sentences of each word. Complete the related exercises (fill-in-the-blank, translation). 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 Part 7: Exercise (5min) Guide Ss to complete the in-class exercises. Complete the in-class exercises independently. Check answers with the teacher. 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。 Part 8: Homework 基础作业：​ 抄写本课核心词汇（sandy, soil, sandstorm, government, bush, result, wide, bridge, capital, product）各3遍，并各造一个句子。 进阶作业：​ 根据2c短文和课堂所学，用完整的句子写出塞罕坝的变化过程（至少5句话）。写作框架：In 1962, Saihanba was _____. There were _____. With the support of _____, people _____. Today, Saihanba has become _____. This is the result of _____. 拓展作业：​ 搜集资料，了解中国其他环境治理的成功案例（如三北防护林、库布齐沙漠治理等），制作一份英文海报，包含：治理前后的对比（使用本课所学词汇）；治理措施和成果；你的感受。 Record the homework tasks. 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 教学反思 本课作为词汇专项课，成功地将合成词规律探究、语境化练习和项目产出有机结合，避免了传统词汇教学的枯燥感。通过视频导入和塞罕坝的真实故事，有效激发了学生的学习兴趣和环保意识。合成词的三类划分讲解清晰，练习充分；2b和2c的填空练习层层递进，从单句到语篇，帮助学生逐步掌握核心词汇。小组海报制作任务是本课亮点，学生积极参与，能较好地综合运用所学词汇描述家乡变化，实现了语言学习从输入到产出的有效闭环。语言点讲解结合练习，扎实有效。需注意的是，在有限课堂时间内，要平衡好词汇讲解、练习和项目活动的时间，确保每个环节都得到充分展开。对于基础较弱的小组，在海报语言组织上可能需要更多脚手架。总体而言，本节课较好地达成了词汇学习与综合应用技能培养的双重目标。 2 学科网（北京）股份有限公司 $