Unit 2 Section B (Project～Reading plus) 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描述词汇、强调句结构及科学探究五步法，围绕爱德华·詹纳疫苗发明展开拓展阅读。通过展示12位中外励志人物图片引发讨论，衔接已学人物介绍写作结构，为海报制作与语篇分析搭建学习支架。 特色在于融合项目式学习与阅读策略训练，小组合作制作“令人崇敬人墙”海报提升语言能力，分析詹纳科学探究五步法培养思维品质，对比中外人物贡献增强文化意识。播放音频辅助阅读，结构化活动设计助力教师高效教学，促进学生综合素养发展。

Unit 2 Inspiring People Section B (Project & Reading plus) 教案 2026-2027学年英语人教版九年级上册 课型 综合课（Project + Reading Plus） 课时 1课时（45分钟） 课题 Unit 2 Section B (Project ~ Reading plus) 教材 人教版九年级英语上册 Unit 2 Inspiring People 授课对象 九年级学生 教具 多媒体课件、海报卡纸、彩笔 学情分析 学生已掌握Unit 2全部核心词汇、it作形式主语、人物介绍写作结构。但在综合运用和拓展阅读方面： ①海报制作(project)需要综合运用描述人物的表达； ②强调句(It was...that...)结构陌生； ③科学探究过程(Observe-Wonder-Test)的理解和表达能力较弱。 教学目标 ①语言能力：掌握brilliant/dedicate/vaccine等核心词汇和强调句结构，能完成人物海报制作和詹纳语篇阅读理解。 ②文化意识：了解何泽慧/茅以升/黄文秀等中国科学家贡献和詹纳疫苗发明史。 ③思维品质：分析科学探究五步法(Observe-Wonder-Test-Conclude-Achievement)，发展批判性思维。 ④学习能力：运用小组合作策略完成海报项目，运用阅读策略(略读/寻读/精读)完成语篇理解。 教学重难点 重点：4a-4d人物海报制作及展示句型、詹纳语篇阅读理解。 难点：强调句(It was...that...)结构理解、科学探究五步法分析。 一、教学过程 Step 1 Warm-up 导入（3-5分钟） 【教师活动】T shows 12 inspiring figures from China and abroad on the screen (Confucius, Lu Ban, Bi Sheng, Newton, Marie Curie, Yuan Longping, Tu Youyou, Lin Qiaozhi, Florence Nightingale, Zhong Yang, Huang Wenxiu, Galileo). 【教师活动】T asks three discussion questions: ①Do you know any of these people? ②What did they do? ③Who inspires you the most? Why? 【学生活动】Ss look at the pictures and share what they know about these figures. Ss discuss in pairs and answer the three questions. 【过渡语】T: These are all inspiring people who made great contributions to the world. Today, we will first make a "Wall of Inspiration" to honor people we admire, and then read about a great scientist who changed the world — Edward Jenner. 这些都是为世界做出伟大贡献的励志人物。今天我们首先要制作一面「令人崇敬人墙」来致敬我们敬佩的人，然后阅读一位改变了世界的伟大科学家——爱德华·詹纳的故事。 Step 2 Presentation 新课讲授（15-20分钟） 2.1 4a Brainstorm — 人物介绍与生词学习 【教师活动】T introduces the task: "Make a wall of inspiration." T presents four example figures with key words for students to brainstorm. 【教师活动】T presents He Zehui's example: brilliant physicist, dedicated her life to science. T teaches new words: brilliant (adj. 杰出的), dedicate (v. 致力于). 【知识点】dedicate oneself to (doing) sth. 致力于（做）某事。例如：She dedicated herself to physics research. 她致力于物理研究。 【教师活动】T presents Mao Yisheng: engineer (n. 工程师), famous for building bridges; Galileo: astronomer (n. 天文学家), mathematician (n. 数学家), philosopher (n. 哲学家). T teaches: mathematician, philosopher. 【教师活动】T presents Huang Wenxiu: village leader, fight against poverty. T teaches: poverty (n. 贫穷). 【学生活动】Ss read the examples and learn the new vocabulary. Ss take notes of the key words and make sentences using dedicate/dedicated. 【过渡语】T: Now we know how to describe inspiring people with adjectives and nouns. Let's discuss what qualities these people share. 现在我们知道了如何用形容词和名词来描述励志人物。让我们讨论一下这些人物有哪些共同的品质。 2.2 4b Discuss qualities — 品质讨论 【教师活动】T guides Ss to discuss qualities of inspiring people. T presents key adjectives: dedicated, helpful, hard-working, brave, responsible. 【学生活动】Ss work in groups and discuss: What qualities do these inspiring people have in common? Ss share their ideas and give examples. 【过渡语】T: Great! You've identified many important qualities. Now it's time to do some research and share what you've found with your group members. 很好！你们识别出了很多重要的品质。现在是时候做一些研究，并与小组成员分享你的发现了。 2.3 4c Step 1 & Step 2 — 分享研究与制作海报 【教师活动】T explains Step 1: Each student shares research about their chosen inspiring person (1 minute per person in groups). 【教师活动】T explains Step 2: Make a poster together. The poster must include: name, photo and year, nationality, jobs/achievements/qualities, a famous quote. 【学生活动】Ss share their research findings in groups. Each student has 1 minute to introduce their inspiring person. Then Ss work together to design and make the poster. 2.4 Reading Plus — Edward Jenner 爱德华·詹纳与天花 【教师活动】T shows a picture of Edward Jenner and asks: "Who is he? What do you know about him?" 【学生活动】Ss guess who Edward Jenner is based on the picture and their background knowledge. 【过渡语】T: Let's read the passage and find out who Edward Jenner was and what great thing he did. 让我们阅读文章，找出爱德华·詹纳是谁以及他做了什么伟大的事情。 2.5 Skimming — 略读 【教师活动】T plays the audio and asks Ss to skim the passage quickly and choose Jenner's main achievement from three options. 【学生活动】Ss listen to the audio and skim the passage. Ss choose the correct answer: Jenner discovered a way to protect people from disease (发现保护人们免受疾病的方法). 【知识点】Skimming skill: 快速浏览文章，关注标题、首段和末段，抓住文章主旨大意。 2.6 Scanning — 寻读事件排序 【教师活动】T asks Ss to scan the passage and put six events (A-F) in the correct chronological order. 【教师活动】Events: A. was born in 1749; B. studied at a hospital in London; C. developed the smallpox vaccine; D. became an apprentice to a surgeon; E. became a family doctor; F. moved back to the countryside. 【学生活动】Ss scan the passage and number the events. Answer: 1-A, 2-F, 3-D, 4-B, 5-E, 6-C. 【知识点】Scanning skill: 寻读时注意时间标志词（年份、时间副词），按照时间线排列事件。 2.7 Read and answer — 精读问答 【教师活动】T asks four comprehension questions: Q1: What was Edward Jenner interested in when he was young? A1: He was interested in nature and science. Q2: Why did Jenner move back to the countryside? A2: He moved back to the countryside to become a family doctor. Q3: What did Jenner notice about milkmaids? A3: He noticed that milkmaids rarely got smallpox because they had cowpox. Q4: Where does the word "vaccine" come from? A4: The word "vaccine" comes from the Latin word "vacca" which means "cow". 【教师活动】T teaches new word: milkmaid (n. 挤奶女工). 【学生活动】Ss read the passage carefully and answer the four questions. Ss underline the evidence in the text. 2.8 语篇语言点讲解 【知识点】① battle n./v. 斗争；战役 battle with/against 与……作斗争 例如：He battled with smallpox for many years. 他与天花斗争了很多年。 【知识点】② millions of 数百万的 例如：Millions of people died from smallpox. 数百万人死于天花。 【知识点】③ no longer 不再 例如：Smallpox is no longer a threat. 天花不再是威胁。 【知识点】④ raise v. ①抚养(raise children) ②饲养(raise animals) ③提升(raise awareness) ④筹募(raise money) 例如：Jenner was raised in the countryside. 詹纳在乡下长大。 【知识点】⑤ passion n. 酷爱；热情 have a passion for 对……有酷爱 例如：He had a passion for science. 他酷爱科学。 【知识点】⑥ hear about 听说 例如：He heard about a strange fact. 他听说了一个奇怪的事实。 【知识点】⑦ continue to do sth. 继续做某事 例如：Jenner continued to study the disease. 詹纳继续研究这种疾病。 【理解要点】强调句型 It was...that... It was while working as a doctor that Jenner noticed something unusual. 这是强调句型，基本结构为：It is/was + 被强调部分 + that/who + 句子其余部分。 本句强调的是时间状语 "while working as a doctor"（当作为一名医生工作时）。 还原为普通句：While working as a doctor, Jenner noticed something unusual. 判断方法：去掉 It was...that... 后，剩余部分仍能构成完整句子，即为强调句。 【知识点】⑨ vaccine n. 疫苗 来自拉丁语 vacca（牛），因牛痘疫苗接种而得名。 cowpox n. 牛痘 smallpox n. 天花 【知识点】⑩ rarely adv. 很少；不常 例如：Milkmaids rarely caught smallpox. 挤奶女工很少感染天花。 【知识点】⑪ die from/of 死于 die of 因疾病/饥饿等内部原因而死：die of cancer/hunger die from 因事故/受伤等外部原因而死：die from an accident/a wound 【过渡语】T: Now let's analyze how Jenner made his great discovery step by step. 现在让我们一步一步分析詹纳是如何做出伟大发现的。 Step 3 Practice 巩固练习（10-15分钟） 3.1 科学探究五步法分析 【教师活动】T guides Ss to analyze Jenner's discovery process using the five steps of scientific inquiry: Observe — Wonder — Test — Conclude — Achievement. 【判断技巧】科学探究五步法 (Scientific Inquiry) Step 1 — Observe (观察): Jenner noticed that milkmaids who had cowpox rarely got smallpox. Step 2 — Wonder (质疑/好奇): Why did cowpox protect people from smallpox? Step 3 — Test (实验): Jenner tested his idea by giving a boy cowpox material, then exposing him to smallpox. Step 4 — Conclude (结论): The boy did not get smallpox. Cowpox could protect against smallpox. Step 5 — Achievement (成就): Jenner developed the world's first vaccine and saved millions of lives. 此方法可用于分析任何科学发现的过程，培养批判性思维。 【知识拓展】疫苗发明史小知识 1796年，爱德华·詹纳(Edward Jenner)发明了世界上第一种疫苗——牛痘疫苗。 他观察到挤奶女工感染牛痘后不会得天花，于是大胆假设并进行实验验证。 1980年，世界卫生组织宣布天花已在全球被彻底消灭。 这是人类历史上唯一一个被彻底消灭的传染病，詹纳因此被称为「免疫学之父」。 【学生活动】Ss work in pairs to match each step with the corresponding part of the passage. Ss discuss and complete the five-step analysis in their notebooks. 3.2 4c Step 1 — 小组分享研究 【教师活动】T organizes group sharing. Each student has 1 minute to present their researched inspiring person to the group. 【学生活动】Ss take turns sharing their research. Group members listen carefully and ask questions. Ss decide together which person to feature on the poster. 3.3 4c Step 2 — 制作海报 【教师活动】T distributes poster paper and markers. T reminds Ss the poster must include: name, photo and year, nationality, jobs/achievements/qualities, a famous quote. 【学生活动】Ss work collaboratively to design and create the poster. Ss write, draw, and decorate the poster with the required information. 【过渡语】T: Your posters look wonderful! Now it's time to present your work to the class. 你们的海报看起来棒极了！现在是时候向全班展示你们的作品了。 Step 4 Production 输出展示（5-8分钟） 4.1 4d — 海报展示 【教师活动】T invites groups to present their posters. T provides presentation sentence patterns on the screen. 【知识点】展示句型： • He/She was born in... 他/她出生于…… • He/She is known as... 他/她被称为…… • He/She dedicated... to... 他/她把……奉献给…… • He/She believed that... 他/她相信…… • He/She inspires me because... 他/她激励我因为…… 【学生活动】Group representatives come to the front and present their posters using the sentence patterns. Other Ss listen and give feedback. 4.2 Discussion — 讨论 【教师活动】T leads a class discussion on two questions: Q1: What qualities did Edward Jenner have that made him a great scientist? A1: Jenner was curious, observant, brave, and patient. His curiosity led him to notice the connection between cowpox and smallpox. His bravery drove him to test his theory on a human. His patience helped him through years of research. Q2: Why are vaccines important to human society? A2: Vaccines protect people from serious diseases. They have saved millions of lives throughout history. Thanks to vaccines, many deadly diseases like smallpox have been completely eliminated. Vaccines are one of the greatest achievements in medical science. 【学生活动】Ss discuss in groups and share their opinions with the class. Ss support their ideas with evidence from the passage. 4.3 Reflecting — 反思 【教师活动】T guides Ss to reflect on their learning with four questions: 1. What inspiring person did you learn about today? 2. What qualities does this person have? 3. How does this person inspire you? 4. What can you learn from this person? 【学生活动】Ss think about the questions and write short reflections. Ss share their reflections with their partners. "Inspiring people show us the way forward." —— 励志人物为我们指明前进的方向。 【过渡语】T: Let's summarize what we've learned today. 让我们总结一下今天学到的内容。 Step 5 Summary & Homework 总结与作业（2-3分钟） 5.1 课堂总结 【教师活动】T summarizes today's lesson: ① Project部分：我们学习了如何制作「令人崇敬人墙」（Wall of Inspiration），掌握了描述人物品质的词汇（brilliant, dedicated, helpful, hard-working, brave, responsible）和海报制作要点。 ② Reading Plus部分：我们阅读了爱德华·詹纳发明疫苗的故事，学习了科学探究五步法（Observe-Wonder-Test-Conclude-Achievement），掌握了核心语言点（强调句、battle、raise、passion、die from/of等）。 5.2 当堂检测 【教师活动】T asks Ss to complete the following exercise. Fill in the blanks with the correct phrases from the box. Choose from: believe in yourself | give up | review lessons | take notes | reflect on your learning 1. You should always ____________ even when things get difficult. Answer: believe in yourself 2. Great scientists never ____________ even after many failures. Answer: give up 3. It's important to ____________ after each class to remember what you learned. Answer: review lessons 4. Please ____________ while listening to the teacher. Answer: take notes 5. Good learners always ____________ to find ways to improve. Answer: reflect on your learning 5.3 Homework 作业 ① Finish your inspiring person poster if not completed in class. ② Read the Edward Jenner passage again and retell his story in your own words. ③ Write 5 sentences using the new words and phrases learned today (dedicate, battle, raise, passion, continue to do, die from/of, reflect on). ④ Preview the next section. 二、板书设计 Key Vocabulary Poster Content Edward Jenner Timeline brilliant adj. 杰出的 • Name (姓名) 1749 — Born (出生) dedicate v. 致力于 • Photo & Year (照片与年份) — Moved to countryside (回乡) mathematician n. 数学家 • Nationality (国籍) — Apprentice to surgeon (学徒) philosopher n. 哲学家 • Jobs (职业) — Studied at hospital (学医) poverty n. 贫穷 • Achievements (成就) — Family doctor (家庭医生) vaccine n. 疫苗 • Qualities (品质) 1796 — Developed vaccine (研发疫苗) smallpox n. 天花 • Quote (名言) battle n./v. 斗争 Five Steps: raise v. 抚养/饲养/提升/筹募 Sentence Patterns: Observe→Wonder→Test→Conclude 三、教学反思 本节课为综合课，将Project（海报制作）与Reading Plus（拓展阅读）有机结合。在教学实践中需关注以下几点： 1. 时间分配：Project部分（4a-4d）与Reading Plus部分内容丰富，需合理分配时间。建议Project部分控制在20分钟以内，确保Reading Plus部分有充足的阅读和分析时间。海报制作可作为课后延伸活动。 2. 强调句教学：It was...that...强调句型是本课难点。学生容易将其与主语从句混淆，需通过大量例句对比练习帮助学生理解。建议通过“去掉It was...that...后句子仍完整”这一判断方法帮助学生掌握。 3. 科学探究五步法：Observe-Wonder-Test-Conclude-Achievement的分析有助于培养学生的科学思维，但也增加了课堂容量。可考虑让学生课前预习文章，课上重点分析语言点和讨论环节。 4. 小组合作效率：4c环节的小组合作需要明确分工和时间控制。可采用“计时器+任务单”的方式确保每位学生都参与其中，避免个别学生主导讨论而其他学生被动跟随的情况。 学科网（北京）股份有限公司 $