Unit1Lesson 3教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计围绕“积极态度克服身体限制”核心主题，通过Jane的故事理解并运用disabled、encourage等词汇，掌握who/which/that引导的定语从句。课堂导入以“Guess the Emotion”活动展示Jane面部照片引发情感共鸣，Pre-reading环节“Look & Predict”让学生观察轮椅中的Jane图片预测内容，搭建阅读认知支架，衔接后续深读任务。 此资料亮点在于融合任务型教学与合作学习，“Who is Really Disabled?”辩论活动引导学生分析抽象概念，培养思维品质，对比Jane与Lu Hong的故事渗透跨文化乐观价值观，提升文化意识。3-2-1 Exit Ticket实现形成性评价，助力学习能力发展。学生在真实语境中提升语言运用与批判性思维，教师则通过结构化流程与差异化支持（如“cheat sheets”）轻松实施教学。

Lesson 3 Staying Positive 一、 Teaching Objectives : 1. Language Ability: Understand and retell Jane’s story using key vocabulary (disabled, wheelchair, encourage, positive, etc.). Use relative pronouns who, which, that correctly in attributive clauses. Answer comprehension questions orally and in writing. 2. Cultural Awareness: Appreciate resilience and positive mindset across cultures through Jane’s and Lu Hong’s stories. Reflect on personal attitudes toward challenges and disability. 3. Thinking Quality: Analyze Jane’s mindset: “Who is really disabled?” Compare Jane’s experience with Lu Hong’s — identify common values (perseverance, optimism). 4. Learning Ability: Practice skimming/scanning for details. Collaborate in pairs/groups to complete tasks. Use sentence frames to build confidence in speaking and writing. 二、 Teaching Key Points: 1.Main idea: A positive attitude can overcome physical limitations. 2.Grammar focus: Attributive clauses with who/which/that 3.Vocabulary: disabled, wheelchair, encourage, suffer, develop, enterprise, shine 三、Teaching Difficult Points: 1.Distinguishing when to use who (people) vs. which/that (things) 2.Understanding abstract concept: “Who is really disabled?” → requires critical thinking 四、 Teaching Methods: Task-based Language Teaching (TBLT) Cooperative Learning (Pair/Group Work) Visual Aids + Real-life Connection Scaffolded Questioning Differentiated Support (for average learners) 五、Teaching Materials: Textbook Projector or printed images of Jane & Lu Hong Whiteboard & markers Worksheets (see Appendix) Sticky notes for brainstorming Timer for timed activities 六、 Lesson Procedure: STEP 1: Warm-up & Lead-in Activity: “Guess the Emotion” Show students a photo of Jane (from textbook p.6) — only her face visible. Ask: “What emotion do you see on her face?” (Smiling → happy, brave, strong) “Do you think she is happy? Why or why not?” Design Intent: → Activate prior knowledge & emotion recognition. → Spark curiosity — “How can someone in a wheelchair be happy?” → Build empathy before reading. STEP 2: Pre-reading Activity: “Look & Predict” 1. Students work in pairs. Look at Picture A (Jane smiling in wheelchair) and answer: A. What can you see? B. Do you think she lives a happy life? Why? 2. Teacher records key words on board: smile, wheelchair, family, music, positive Design Intent: → Build schema before reading. → Encourage prediction → boosts comprehension later. → Low-pressure speaking practice for shy students. STEP 3: While-reading Activity 1: Skim & Scan (Individual → Pair Check) Students read the passage quickly → answer: Who is Jane? What happened to her at age 10? What can’t she do? What CAN she do? Then check answers with partner. Teacher calls on 2–3 students to share. Activity 2: Deep Reading — Highlight & Discuss Students underline 3 sentences that show Jane is positive. Share with group. Example: “She enjoys encouraging her daughter.” / “I have a life full of good things.” Design Intent: → Skimming builds fluency; scanning trains detail-finding. → Highlighting develops critical reading. → Peer sharing reduces anxiety — average learners feel safe contributing. STEP 4: Post-reading Activity: “Who is Really Disabled?” Debate Prep Q: Who does Jane think is really disabled? What’s your opinion? In groups of 3–4: 1. Discuss Jane’s quote: “People who don’t know how lucky they are.” Write 1 sentence explaining your opinion. Prepare 1 question to ask another group. 2.Each group shares 1 opinion + 1 question. Class votes: “Who agrees with Jane?” Design Intent: → Develop critical thinking & moral reasoning. → Practice persuasive language (“I believe… because…”). → Safe space for average learners to express opinions without pressure. STEP 5: Grammar Focus Activity: “Fill in the Blanks + Match the Rule” 1.Show textbook Ex.3 (p.7) — sentences with yellow parts. 2.Students complete blanks using who, which, that. 3.Then match each pronoun to its rule (on board): Pronoun Used for who people which things that people OR things Challenge: Students rewrite 2 simple sentences as attributive clauses (e.g., “The book is mine.” → “This is the book that I bought.”) Design Intent: → Clear rule + visual aid = easier retention. → Scaffolded practice — from fill-in-blanks to creation. → Average learners benefit from repetition and structure. STEP 6: Extension Activity: “Compare & Contrast” 1. Read short bio of Lu Hong (textbook p.7, Ex.4). Discuss: • How is Lu Hong similar to Jane? • What did both do to “stay positive”? • Can you think of someone in your life who overcame difficulty? 2.Students write 1 sentence: “Like Jane and Lu Hong, I can stay positive by…” Design Intent: → Connect textbook to real life → relevance = motivation. → Reinforce theme: positivity ≠ absence of problems, but choice to focus on good. → Low-stakes writing — perfect for average learners to succeed. STEP 7: Summary 1.Activity: “3-2-1 Exit Ticket” On sticky note: 3 things I learned today 2 questions I still have 1 thing I will try to do differently tomorrow (e.g., smile when I’m sad!) 🌟 Final Thought for Students: “Life gives everyone problems. What matters is not what happens to you — but how you choose to live with it. Jane and Lu Hong didn’t wait for life to be easy — they made it meaningful.” Collect sticky notes → teacher responds next class. Design Intent: → Formative assessment — quick check of understanding. → Reflection builds learning to learn. → Empowers students to take ownership of their growth. STEP 8: Homework 1. Use sentence starters: “Jane can’t ___ but she can ___.” “I think ___ because ___.” 2.Allow 10–15 sec think time before calling on students. 3.Praise effort, not just correctness: “Great try!” “Nice thinking!” 4.Offer optional “cheat sheets” with key phrases & grammar rules. 学科网（北京）股份有限公司 $