Unit4Lesson3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海伦·凯勒主题，聚焦核心词汇（blind, deaf等）、时间连词（before, after, as）及阅读策略（略读、扫读）。课堂导入通过海伦图片视频激活背景知识，预教词汇并关联图像，搭建学习支架以扫清后续阅读障碍。 资料特色在于任务型教学与语法归纳法结合，如从文本提取时间连词规则，时间轴可视化梳理海伦生平。通过合作讨论用句式框架整合语法与文本内容，注重文化意识（海伦坚韧精神）和思维品质（逻辑分析时间顺序），提升学生语言运用与知识迁移能力，助力教师高效落实重难点。

Lesson 3 Touching the World 一、Teaching Objectives 1. Linguistic Ability Master key vocabulary: blind, deaf, educator, progress, essay, courage; grasp time conjunctions before, after, as (core grammar); master reading skills (scanning for details, analyzing chronological order); use time conjunctions to describe life events orally and in writing. 2. Cultural Awareness Learn Helen Keller’s tough life experience and extraordinary achievements; understand the spirit of perseverance, bravery and optimism; draw inspiration from role models with physical difficulties; connect with other great people learned before. 3. Thinking Quality Sort out Helen’s life timeline logically; compare her changes in personality over time; analyze the function of time conjunctions in organizing story order; evaluate Helen’s noble qualities with evidence from the text. 4. Learning Ability Develop skimming and scanning reading strategies; finish cooperative pair discussion; independently use grammar points to make sentences and complete cloze tasks; transfer knowledge to introduce other disabled great people like Stephen Hawking. 二. Key Points & Difficult Points Teaching Key Points 1. Master new words and expressions related to disabilities and personal growth. 2. Understand the usage of three time conjunctions: before, after, as; apply them to make sentences and fill blanks. 3. Sort out Helen Keller’s life story and answer reading comprehension questions. 4. Summarize Helen’s good spirits from the article. Teaching Difficult Points 1. Distinguish the different time logic of before, after, as and use them correctly in past tense sentences (hard for intermediate students). 2. Organize complete sentences to evaluate Helen Keller with text evidence. 3. Transfer grammar knowledge to finish the cloze passage about Stephen Hawking. 三. Teaching Methods Task-based Language Teaching, Grammar Inductive Teaching, Reading Strategy Training, Cooperative Pair Work, Situational Teaching, Timeline Visual Teaching 四. Teaching Aids PPT with Helen Keller’s pictures and life timeline; grammar chart of before/after/as; textbook exercises; flashcards of new words 五. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Teacher’s Activities 1. Greet students. Play a short picture video of Helen Keller, then put forward Exercise 1 discussion question: What do you know about Helen Keller? Talk with your partner. 2. Invite 2–3 students to share simple ideas, then give a brief introduction: She was blind and deaf, but she became a famous writer and educator. 3. Present the lesson title Touching the World. Explain the title: Helen touched the world with her hands and strong spirit. Pre-teach core vocabulary: blind, deaf, fever, educator, progress, courage. Show pictures to explain words for easy understanding. Students’ Activities Discuss with partners; learn and repeat new words; link vocabulary with images. Design Purpose Activate students’ background knowledge; create emotional atmosphere for the inspirational story; remove vocabulary barriers for later reading; fit the learning pace of students. Step 2: Pre-reading Teacher’s Activities 1. Introduce the reading task: This is a news report published in 1968 about Helen’s death. Guide students to predict the content: birth, illness, growth, achievements. 2. Pre-present the three core grammar words: before, after, as. Briefly introduce their basic time functions, which will be summed up after reading. 3. Show Exercise 2 three guiding questions, let students read questions first to set clear reading aims. Students’ Activities Preview reading questions; mark unknown words; get ready for targeted reading. Design Purpose Help students read with clear purposes; reduce reading pressure; lay a foundation for the later grammar induction session. Step 3: While-reading Activity 1: Skimming 1. Students read the news article independently for 4 minutes, finish Exercise 2 questions: A: She was blind and deaf. She was difficult and wild after losing sight and hearing. B: Her teacher Anne Sullivan helped her learn words. Gradually she became calm and confident. C: She is amazing. She had great courage and worked hard to help disabled people. 2. Check answers together, find supporting sentences in the text. Design Purpose Train global reading ability to grasp the whole story; help students locate key information quickly; realize the emotional change of Helen. Activity 2: Inductive Grammar Teaching – before, after, as 1. Direct students to find three highlighted sentences in Exercise 3 from the passage: Before Helen got sick, she was a bright and happy girl. After she lost her ability to see and hear, she became difficult and wild. As Helen grew older, she made a lot of progress and learned to read. 2. Summarize rules together (inductive method): before: actions happen earlier after: actions happen later as: actions happen during a period of time 3. Guide students to finish the blank sentences in Exercise 3 with reasonable answers, offer sample answers: A. The children sang happily as they walked home. B. I finished my homework before I went to bed last night. C. He had a rest after he arrived home from school. Design Purpose Extract grammar rules from the original text instead of rigid cramming; help students understand grammar in context; break through the teaching difficult point step by step. Activity 3: Scanning 1. First sort out Helen’s life timeline to consolidate time conjunctions: 1880: Born in US → 19 months old: got sick, blind and deaf → 1887: Anne came to teach her → grew older: learned to read, write and speak → university study → travelled worldwide and wrote books → 1968: passed away at 88. 2. Guide students to complete Exercise 4 cloze by judging time order: B Before he became a high school student A After three years D As he was a student in Oxford University C after he had a terrible disease 3. Explain each choice according to time sequence. Design Purpose Consolidate grammar points via knowledge transfer; connect two disabled great figures; strengthen logical thinking ability. Step 4: Post-reading Activity 1: Sentence making practice Ask students to make 2 simple sentences using before, after, as to describe their daily life. Teacher walks around to correct mistakes for average students. Design Purpose Consolidate grammar application in daily context; turn knowledge input into simple output. Activity 2: Pair discussion 1. Provide fixed sentence frames to lower speaking difficulty: Helen Keller is a touching person. Before she was ill, ______. After Anne helped her, ______. As she grew up, ______. I learn that we should never give up. 2. Students practise dialogues in pairs; select 3 groups to present in front of the class and receive positive feedback. Design Purpose Integrate text content and grammar knowledge; achieve oral output goal; realize cultural awareness by learning Helen’s persistent spirit. Step 5: Summary & Homework Whole-class Summary 1. Review Helen’s life story and key new words. 2. Recite the usage of three time conjunctions before, after, as. 3. Emphasize Helen’s spirits: courage, hard work, kindness to help others. Link with Yuan Longping, Einstein learned in previous lessons—all great people hold precious shining qualities. Homework 1. Basic Task: Copy new words and three grammar rules; finish all textbook exercises; read the news passage aloud twice. 2. Improvement Task: Write 5 sentences using before, after, as to introduce Helen’s life. 3. Extended Task: Collect one story about a strong-willed person and prepare a short sharing for next class. Design Purpose Consolidate in-class knowledge; graded homework suits different learning levels; extend spiritual education outside class. 六. Blackboard Design Lesson 3 Touching the World New Words blind, deaf, fever, progress, courage, educator Core Grammar (Time Conjunctions) ✅ before → earlier action ✅ after → later action ✅ as → during a period Helen’s Timeline 1880 born → ill at 19 months → 1887 Anne came → learned skills → wrote books → died in 1968 Sentence Template As ______, he/she ______. Before ______, ______. After ______, ______. Standard Answers for Textbook Exercises Exercise 2 A. She was blind and deaf. She was difficult and wild. B. Her teacher Anne taught her words on hands. She became confident and hard-working. C. She is respectable. She had strong courage and kept working hard to help disabled people. Exercise 3 Sample Answers A. they played games B. I brushed my teeth C. he did his homework Exercise 4 Cloze Order 1. B 2. A 3. D 4. C 学科网（北京）股份有限公司 $