Unit 2 Section B (3a～3c) 教学设计 2026-2027学年英语人教版九年级上册

该初中英语教学设计聚焦人物介绍类写作，核心知识点为3段式结构（开头点题→中间经历→结尾意义）及5个句型模板。通过播放墨子与墨家学派视频导入，衔接学生已掌握的核心词汇和it作形式主语句型，借助信息图表、审题立意表格等学习支架，帮助学生梳理写作要素。 这份资料以读写结合法和任务型教学为特色，通过阅读墨子范文提取关键信息，用袁隆平案例示范信息图表填写，引导学生分析写作结构与句型。既渗透文化意识（如墨子兼爱非攻思想、袁隆平贡献），又提升语言能力（核心短语与句型运用）和思维品质（审题立意与结构规划），助力学生高效完成仿写，为教师提供清晰教学流程与实用资源。

Unit 2 Section B (3a~3c) 英语教案 —— Inspiring People (人教版九年级上册 2026-2027学年) 课题 Unit 2 Section B (3a~3c) Inspiring People 学科 英语 年级 九年级(上册) 教材版本 人教版(2026-2027学年) 课时 第7课时 课型 写作课 教学方法 PPP五步教学法、任务型教学法、读写结合法 教学用具 多媒体课件、墨子图片、袁隆平图片 学情分析 学生已掌握Unit 2核心词汇和it作形式主语句型,阅读了钟扬的语篇。但在英语写作方面存在困难:①不了解人物介绍类应用文的写作结构;②不会用审题立意表格分析写作要素;③缺乏仿写范文句型的意识和能力。 教学目标 ①语言能力:掌握核心短语(fight against/avoid doing/live on/community of a shared future)和写作句型模板(one of the most inspiring/It is said that/He believed that/Though...live on),能完成人物介绍短文。②文化意识:了解墨子的兼爱非攻思想和袁隆平的贡献。③思维品质:分析范文结构(开头点题 中间经历 结尾意义),学会审题立意。④学习能力:运用范文仿写策略,结合信息图表完成写作任务。 教学重难点 重点:掌握人物介绍类应用文的3段式写作结构和核心句型模板。难点:仿写范文完成自己的短文、运用审题立意表格规划写作。 一、教学过程 Step 1 Warm-up(视频导入+话题引入)(3~5 min) 【教师活动】T: Good morning, class! Today we're going to learn how to write about a person you find inspiring. But first, let's watch a short video about a great thinker in Chinese history. 教师播放墨子与墨家学派视频,引导学生初步了解墨子。 【学生活动】Ss: 学生观看视频,初步了解墨子的生平和思想。 墨子与墨家学派 — 视频导入 【教师活动】T: What do you know about him? Can you share anything you saw in the video? 教师根据视频内容提问,引导学生说出对墨子的初步印象。 【学生活动】Ss: He is a great thinker in Chinese history. / He lived a long time ago. / He taught people to love each other. / He wanted peace. 学生根据视频内容回答,分享对墨子的初步了解。 【过渡语】Great! You already know something about Mozi. Now let's read a passage about him and learn more details. Then we'll use what we learn to write our own article about an inspiring person. 很好!同学们已经对墨子有了一些了解。接下来让我们阅读一篇关于他的短文,了解更多细节。然后我们将用所学知识写一篇自己崇敬的人的短文。 Step 2 Presentation(3a阅读范文+3b信息图表+语言点+结构分析)(15~20 min) 2a 3a 阅读范文 — Mozi(5~7 min) 【教师活动】T: Open your books to Section B Activity 3a. Read the passage about Mozi carefully. After reading, I'll ask you some questions. 教师呈现Mozi阅读范文,要求学生仔细阅读。 3a Scanning — 快速阅读回答问题 【学生活动】Ss: 学生阅读Mozi短文(4段): Para 1: To me, one of the most inspiring people in Chinese history is Mozi (about 468-376 BCE). It is said that Mozi was a soldier, good at woodwork, and was the inventor of the kite. But in fact, above all, he was a great thinker. Para 2: Mozi lived during the Warring States Period. Back then, many kingdoms were fighting against each other. In these wars, the common people were always hurt. To Mozi, this had to stop, so he spent his lifetime trying to bring peace. Para 3: His idea of love was one reason that Mozi wanted peace. It was important to him that everyone should show the same kindness and care to everyone else, whether they were family, friends, or strangers. He also believed states should avoid attacking one another. Para 4: Though Mozi lived more than 2,000 years ago, his ideas live on. I think he is still a great inspiration to many people. Now, more than ever, people around the world need to hear the message of love and peace, and work together to build a community of a shared future for mankind. 【教师活动】T: Now let's answer the question: Who does the writer admire? 教师提问引导学生理解文章主旨。 【学生活动】Ss: The writer admires Mozi, a great thinker in Chinese history. 学生回答文章主旨问题。 【教师活动】T: Now let's do Activity 3a — Scanning. Read the passage again quickly and answer these three questions: Q1: Who was Mozi? Q2: What did he believe? Q3: Why does the author admire Mozi? 教师呈现3a Scanning的3个问题,要求学生快速阅读后回答。 【学生活动】Ss: 学生快速阅读后回答3个问题: Q1: Who was Mozi? A: Mozi was a great thinker in Chinese history (about 468-376 BCE). He was a soldier, good at woodwork, and the inventor of the kite. Q2: What did he believe? A: He believed that everyone should show the same kindness and care to everyone else. He also believed states should avoid attacking one another. Q3: Why does the author admire Mozi? A: Because Mozi spent his lifetime trying to bring peace, and his ideas about love and peace still inspire people today. 【过渡语】Good job! Now let's organize the information about Mozi in a chart. This will help you understand how to write about a person. 完成得很好!现在让我们用图表整理关于墨子的信息。这有助于你们理解如何写人物介绍。 2b 3b 信息图表填空(3~4 min) 【教师活动】T: Let's complete the information chart about Mozi. There are four columns: Person, Life, Belief, and Inspiration. 教师呈现3b信息图表,引导学生从文章中提取关键信息填入表格。 Person Life Belief Inspiration Mozi (about 468-376 BCE) Lived during the Warring States Period; A soldier, good at woodwork, inventor of the kite Everyone should show the same kindness and care to all; States should avoid attacking one another Spent his lifetime trying to bring peace; His ideas live on and inspire people today 【提取方法】 从第1段找人物基本信息;从第2段找生平经历;从第3段找思想信仰;从第4段找影响力 【关键线索词】 lived during... / Back then... / spent his lifetime... 【关键线索词】 believed / important to him / should... 【关键线索词】 inspiration / live on / more than ever... 【学生活动】Ss: 学生从文章中提取关键信息,完成4栏信息图表的填写:Person栏填Mozi的基本信息;Life栏填他的生平经历;Belief栏填他的思想信仰;Inspiration栏填他的影响力。学生学会用结构化方式整理人物信息。 【过渡语】Excellent! You've organized the information well. Now let's learn some important language points from the passage. 非常好!同学们整理信息的能力很强。现在让我们学习这篇范文中的重要语言点。 2c Read for Language — 语言点讲解(5~7 min) Language Point 1: one of the + 最高级 + 复数名词(最......之一) 【知识点】one of the + 最高级 + 复数名词,表示"最......之一"。注意:"one of"后面必须接复数名词。 例:To me, one of the most inspiring people in Chinese history is Mozi. (对我来说,中国历史上最鼓舞人心的人物之一是墨子。) 例:Yuan Longping is one of the greatest scientists in China. (袁隆平是中国最伟大的科学家之一。) 【理解要点】one of the + 最高级 + 复数名词 用法要点 结构:one of the + 形容词最高级 + 复数名词 + 单数谓语 例:One of the most inspiring people is Mozi. (is用单数,因为主语核心词是one) 常见错误:one of the most inspiring person (x) 应为people (v) 拓展:one of + 复数名词 + 定语从句(谓语用复数) / 整体作主语(谓语用单数) 例:One of the students who have passed the exam is my friend. (who have — 定语从句中先行词students决定用复数;is — 主句主语one决定用单数) Language Point 2: It is said that... 据说(形式主语句型) 【知识点】It is said that... 据说……。其中it是形式主语,真正的主语是that从句。类似结构:It is believed that...(人们认为……)/ It is reported that...(据报道……)。 例:It is said that Mozi was a soldier, good at woodwork, and was the inventor of the kite. (据说墨子是一名士兵,擅长木工,而且是风筝的发明者。) 例:It is said that he worked in the field day and night. (据说他日夜在田间劳作。) Language Point 3: fight against 与……斗争/对抗 【知识点】fight against 与……作斗争/对抗。fight for 为……而战。fight with 与……一起战斗 / 与……打架。 例:Many kingdoms were fighting against each other. (许多诸侯国在互相征伐。) 例:Mozi fought for peace.(墨子为和平而战。) Language Point 4: avoid doing sth 避免做某事 【知识点】avoid doing sth 避免做某事。注意avoid后接动名词(-ing)形式,不接不定式。 例:He also believed states should avoid attacking one another. (他也认为各国应该避免互相攻击。) 例:You should avoid making the same mistake.(你应该避免犯同样的错误。) Language Point 5: whether...or... 无论......还是...... 【知识点】whether...or... 无论......还是......,引导让步状语从句,表示两种情况都包括。 例:...whether they were family, friends, or strangers. (……无论他们是家人、朋友还是陌生人。) 【判断技巧】whether...or... 的用法与辨析 whether...or... 表示"无论/不管是......还是......",两种情况都包含。 例:Whether you like it or not, you must finish it. (不管你喜不喜欢,你都必须完成。) whether与if的辨析: whether可用于句首、介词后、discuss后、与or连用 if仅用于动词后引导宾语从句,不用于句首和介词后 whether to do (v) / if to do (x) —— 不定式前只用whether 例:I don't know whether to go or stay. (v) I don't know if he will come. (v) Language Point 6: live on 继续存在;流传下去 【知识点】live on 继续存在;流传下去。也作"靠......为生"(live on sth.)。 例:Though Mozi lived more than 2,000 years ago, his ideas live on. (虽然墨子生活在2000多年前,但他的思想流传至今。) 例:Though Yuan Longping passed away in 2021, his spirit lives on. (虽然袁隆平于2021年逝世,但他的精神永存。) Language Point 7: community of a shared future for mankind 人类命运共同体 【知识点】community of a shared future for mankind 人类命运共同体。这是中国提出的重要理念。community n. 社区;共同体。shared adj. 共享的。mankind n. 人类。 例:...work together to build a community of a shared future for mankind. (……共同努力构建人类命运共同体。) 【知识拓展】"人类命运共同体"的英文表达及相关词汇 community of a shared future for mankind 人类命运共同体(正式表述) 相关词汇拓展: mankind n. 人类(不带性别色彩的正式用语) humanity n. 人类;人性(更常用) shared future 共同未来 live on 继续存在;流传 more than ever 比以往任何时候都(更) 例句运用: Now, more than ever, people around the world need to hear the message of love and peace. (现在,全世界人民比以往任何时候都更需要听到爱与和平的信息。) 【过渡语】You've learned the important language points. Now let's analyze the structure of this passage. This will help you write your own article. 同学们已经掌握了重要的语言点。现在让我们分析这篇范文的结构,这将帮助你们写好自己的短文。 2d Read for Structure — 范文结构分析(3~4 min) 【教师活动】T: Let's analyze how this passage is organized. Look at the four paragraphs. What does each paragraph do? 教师引导学生分析范文的段落结构和写作逻辑。 【学生活动】Ss: 学生分析范文结构: Para 1 (Who): 点题——介绍墨子是谁(身份+时代+地位),用"one of the most inspiring"引出主题 Para 2 (Life): 经历——墨子生活的时代背景(战国时期)和他为和平所做的努力 Para 3 (Belief): 信念——墨子的核心思想(兼爱:对所有人一视同仁;非攻:避免互相攻击) Para 4 (Why inspiring): 意义——墨子思想的现代意义,总结他的影响力 【教师活动】T: Very good! The structure is: Who Life Belief Why inspiring. This is a very clear structure for writing about a person. Now let's extract some useful sentence patterns from the passage. 教师总结范文结构(Who Life Belief Why inspiring),然后引导学生提取核心句型。 写作核心句型(5个模板句) 【知识点】从范文中提取的5个写作句型模板: 1. To me, one of the most inspiring people in ... is ...(开头点题:引出崇敬的人) 例:To me, one of the most inspiring people in Chinese history is Mozi. 2. He was a great thinker who ...(人物定位:用who定语从句补充说明) 例:He was a great thinker who believed in love and peace. 3. He believed that ...(思想信念:引出人物的核心思想) 例:He believed that everyone should show the same kindness to all. 4. Though he lived ... , his ideas live on.(转折对比:突出人物影响力) 例:Though Mozi lived more than 2,000 years ago, his ideas live on. 5. He is still a great inspiration to ...(总结意义:强调人物的深远影响) 例:He is still a great inspiration to many people. 【过渡语】Now you have the structure and sentence patterns. Let's use them to write about a person you find inspiring. 现在你们已经掌握了写作结构和句型模板。接下来让我们运用这些知识来写自己崇敬的人。 Step 3 Practice(3c研究任务+3d审题立意+句型提取)(10~15 min) 3a 3c 研究任务 — Research a person you find inspiring(4~5 min) 【教师活动】T: Now let's do Activity 3c. Research a person you find inspiring and complete the chart. Let me show you an example — Yuan Longping. 教师以袁隆平为例示范如何完成3c研究任务的信息图表。 【学生活动】Ss: 学生了解3c研究任务要求,学习教师以袁隆平为例的示范: Person Life Belief Inspiration Yuan Longping Born in 1930, passed away in 2021 Made up his mind to grow more rice Worked in the field day and night Known as "Father of Hybrid Rice" Hard work and a kind heart can make the world better Science can help solve the problem of hunger He inspires us to value science and hard work His spirit lives on after his death 【教师示范】以袁隆平为例, 展示如何填写研究图表 【要点提示】按时间顺序 整理人物的生平经历 【要点提示】提炼人物的 核心思想和信念 【要点提示】思考人物对 我们的启发和影响 【教师活动】T: Now it's your turn. Think of a person you find inspiring and complete the chart. You can choose Zhong Yang, Marie Curie, Wang Yaping, or anyone you admire. You have 3 minutes. 教师布置学生独立完成3c研究任务,选择自己崇敬的人物并填写信息图表。 【学生活动】Ss: 学生选择自己崇敬的人物(如钟扬、袁隆平、居里夫人、王亚平等),从Person、Life、Belief、Inspiration四个维度收集信息并完成图表。学生运用教师示范的方法整理人物信息。 【过渡语】Good! Now that you have your information ready, let's learn how to plan your writing before you start. This is called "审题立意". 很好!既然你们已经准备好了信息,接下来让我们学习在动笔前如何规划写作。这叫做"审题立意"。 3b 3d 审题立意+谋篇布局(4~5 min) 【教师活动】T: Before writing, we need to analyze the writing task. Let's look at the 审题立意 table. 教师呈现审题立意表格,引导学生分析写作要素。 写作要素 分析内容 Topic(话题) A person I find inspiring(我崇敬的人) Type(体裁) 记叙文 / 人物介绍(Descriptive writing) Person(人称) 第三人称(he / she) Tense(时态) 一般过去时(叙述经历)+ 一般现在时(评价影响) 【学生活动】Ss: 学生跟随教师完成审题立意表格,明确写作话题为"我崇敬的人",体裁为人物介绍类记叙文,使用第三人称,时态以一般过去时为主(叙述经历)、一般现在时为辅(评价影响)。 【教师活动】T: Now let's plan the structure. We'll use a 3-paragraph structure. 教师呈现3段式写作结构。 段落 内容 可用句型 开头 (Para 1) 点题:Who is the person? Why inspiring? To me, one of the most inspiring people in ... is ... He/She was a ... who ... 中间 (Para 2) 经历:Life story, achievements, beliefs He/She lived during ... He/She believed that ... He/She spent his/her lifetime ... 结尾 (Para 3) 意义:Why still inspiring? Personal feelings Though he/she ... , his/her ideas live on. He/She is still a great inspiration to ... 【学生活动】Ss: 学生理解3段式写作结构: 开头段(Para 1):点题——介绍崇敬的人是谁、为什么崇敬 中间段(Para 2):经历——叙述人物的生平故事、成就和思想 结尾段(Para 3):意义——总结人物为什么仍然鼓舞人心、表达个人感受 【过渡语】Now you have everything you need to write. Let's look at a sample article about Yuan Longping, and then you'll write your own. 现在你们已经具备了写作所需的一切。让我们先看一篇关于袁隆平的范文,然后你们来写自己的短文。 Step 4 Production(Sample范文展示+学生仿写短文)(8~10 min) 4a Sample范文展示 — Yuan Longping(3~4 min) 【教师活动】T: Let's read a sample article about Yuan Longping. Pay attention to the structure and sentence patterns used. 教师呈现袁隆平Sample范文,引导学生关注范文的结构和句型运用。 【学生活动】Ss: 学生阅读袁隆平Sample范文: The person I admire most is Yuan Longping, a great scientist known as "the Father of Hybrid Rice". He was born in 1930. It was great of him to develop a new kind of rice and help reduce hunger. He made up his mind to grow more rice to feed the world. For many years, he worked in the field day and night, doing research on rice. Finally, he developed hybrid rice, which greatly increased rice production. In September 2019, he was awarded the Medal of the Republic. Though he passed away in 2021, his spirit lives on. He inspires us to value science and hard work, and shows that hard work and a kind heart can make the world better. 【教师活动】T: Let's analyze this sample. Can you find the three parts? Which sentence is the opening? Which part tells his life story? Which part is the conclusion? 教师引导学生分析范文结构,找出开头、中间和结尾。 【学生活动】Ss: 学生分析范文结构: 开头:The person I admire most is Yuan Longping... He made up his mind to grow more rice to feed the world. (点题——介绍袁隆平的身份和决心) 中间:For many years, he worked in the field day and night... he was awarded the Medal of the Republic. (经历——日夜研究、发明杂交稻、获得共和国勋章) 结尾:Though he passed away in 2021, his spirit lives on. He inspires us to value science and hard work... (意义——精神永存、对我们的启发) 【知识点】make up one's mind to do sth 下定决心做某事。be known as 作为……而闻名。be awarded 被授予。Medal of the Republic 共和国勋章。value v. 重视。 4b 学生仿写短文(5~6 min) 【教师活动】T: Now it's your turn to write! Use the information from your 3c chart and the 3d writing plan to write a short article about the person you find inspiring. Remember to: 1. Follow the 3-paragraph structure (Opening Life Conclusion) 2. Use at least 2 sentence patterns from our template 3. Use the past tense for life stories and present tense for influence You have 5 minutes to write. 教师布置仿写任务,提出明确的写作要求。 【学生活动】Ss: 学生根据3c信息图表和3d审题立意表格,仿照范文结构写一篇自己崇敬的人的短文。要求: 1. 使用3段式结构(开头点题 中间经历 结尾意义) 2. 至少运用2个写作句型模板 3. 叙述经历用一般过去时,评价影响用一般现在时 学生独立完成写作。 【教师活动】T: Time is up! Who would like to share your article? 教师邀请2-3名学生朗读自己的短文,并给予点评和鼓励。 【学生活动】Ss: 学生展示自己的短文,其他同学聆听并学习。参考句型如: "To me, one of the most inspiring people in Chinese history is Zhong Yang." "He was a great scientist who collected seeds in Tibet." "Though he passed away, his spirit lives on." 【过渡语】Great writing, everyone! Now let's summarize what we've learned today and do a quick quiz. 写得非常好,同学们!现在让我们总结今天所学,并做一个快速检测。 Step 5 Summary & Homework(课堂总结+当堂检测+作业)(2~3 min) 【教师活动】T: Let's summarize what we've learned today. First, let's review the 审题立意 table. 教师呈现课堂总结,回顾审题立意表格。 写作要素 分析内容 Topic A person I find inspiring Type Descriptive writing Person Third person (he/she) Tense Past tense + Present tense 【学生活动】Ss: 学生跟随教师回顾本课要点: 1. 范文结构:Who Life Belief Why inspiring 2. 3段式写作:开头点题 中间经历 结尾意义 3. 5个核心句型模板 4. 审题立意四要素:Topic / Type / Person / Tense 【教师活动】T: Now let's do a quick quiz. Fill in the blanks with the correct phrases. 教师呈现当堂检测题。 【学生活动】Ss: 学生完成当堂检测(用方框中短语的正确形式填空): lived during / was a great thinker / tried to bring peace / showed kindness to / live on 1. Mozi _ the Warring States Period. (lived during) 2. Mozi _ who believed in love and peace. (was a great thinker) 3. He _ and _ everyone, whether they were family, friends, or strangers. (tried to bring peace, showed kindness to) 4. Though Mozi died more than 2,000 years ago, his ideas _. (live on) 【教师活动】T: Let's check the answers. 教师核对当堂检测答案: 1. lived during 2. was a great thinker 3. tried to bring peace, showed kindness to 4. live on。及时反馈纠正。 【过渡语】Today we've learned how to write about an inspiring person. We read about Mozi, analyzed the writing structure, and practiced writing about Yuan Longping and other inspiring people. 今天我们学习了如何写一篇介绍崇敬的人的短文。我们阅读了关于墨子的范文,分析了写作结构,并练习了写袁隆平等励志人物。 【教师活动】T: Today's homework: 1. Polish your article about the person you find inspiring. Make sure it has a clear 3-paragraph structure. 2. Collect one more interesting fact about the person you wrote about and add it to your article. 教师布置课后作业。 【学生活动】Ss: 学生记录作业:①修改完善自己写的人物介绍短文,确保3段式结构清晰;②收集一个关于所写人物的有趣事实并补充到短文中。 二、板书设计(三栏式) Key Phrases(核心短语) Writing Structure(写作结构) Sentence Patterns(写作句型) fight against 与……对抗 avoid doing sth 避免做某事 live on 继续存在/流传 show kindness to 对……友善 bring peace 带来和平 above all 最重要的是 whether...or... 无论……还是 community of a shared future for mankind 人类命运共同体 make up one's mind 下定决心 be known as 作为……而闻名 be awarded 被授予 value science 重视科学 3段式写作结构: Para 1 开头(点题) Who is the person? Why inspiring? Para 2 中间(经历) Life story Achievements Beliefs Para 3 结尾(意义) Why still inspiring? Personal feelings 范文结构线索: Who Life Belief Why inspiring 1. To me, one of the most inspiring people in... is ... 2. He/She was a great... who ... 3. He/She believed that ... 4. Though he/she lived/died ..., his/her ideas/spirit lives/live on. 5. He/She is still a great inspiration to ... 核心词:thinker / woodwork / inventor / kingdom / lifetime / mankind / inspiration Unit 2 Section B (3a~3c) 人教版九年级上册 主题:Inspiring People — Writing 三、教学反思 1. 视频导入环节是否有效激发了学生对墨子的兴趣?学生能否在观看后说出墨子的基本信息?视频长度是否合适(控制在2分钟以内)? 2. 3a阅读范文环节,学生是否能准确理解4段内容的主旨?Scanning的3个问题(Who/What/Why)是否帮助学生快速把握文章脉络? 3. 3b信息图表填空中,学生是否能从文章中准确提取Person/Life/Belief/Inspiration四个维度的信息?信息提取能力是否有所提升? 4. Read for Language环节的语言点讲解是否清晰?one of the+最高级+复数、It is said that、avoid doing、whether...or...、live on等重点短语的掌握情况如何?三个彩色提示框(理解要点、判断技巧、知识拓展)是否帮助学生加深理解? 5. Read for Structure环节,学生是否能准确分析范文的4段结构(Who Life Belief Why inspiring)?是否理解了3段式写作的布局逻辑? 6. 5个核心句型模板的提取和讲解是否到位?学生是否能理解每个句型的功能和适用位置?仿写时是否能主动运用这些句型? 7. 3c研究任务环节,学生是否能选择合适的人物并完成信息图表?袁隆平的示范是否起到了良好的引导作用? 8. 3d审题立意环节,学生是否能独立完成Topic/Type/Person/Tense四个要素的分析?3段式谋篇布局表格是否清晰实用? 9. Production环节中,学生仿写短文的质量如何?是否使用了3段式结构?是否运用了至少2个句型模板?时态使用是否正确(过去时+现在时)? 10. 当堂检测的4道短语填空题难度是否适中?lived during/was a great thinker/tried to bring peace/showed kindness to/live on的掌握率如何? 11. 下次改进:可增加更多人物介绍类范文供学生阅读和仿写;可在Practice环节增加小组合作讨论,让学生互相分享研究人物的信息;可设计写作自评表帮助学生检查自己的短文是否包含了所有必要要素;可增加优秀范文展示环节,让更多学生分享作品。 学科网(北京)股份有限公司 $