U1 Lesson 2（word教案）-【优翼·学练优】2026-2027学年九年级英语上册同步备课（人教版·新教材）

该初中英语教案聚焦环境问题的讨论、听力理解及解决方案表达，通过展示沙尘暴等四幅问题图片导入，引导学生讨论排序激活已知，为后续听力提取信息和对话创作搭建学习支架。 资料特色在于结构化任务链设计，听前排序活动培养思维品质（分析比较），听中提取信息与听后对话创作提升语言能力（理解与表达），结合环境议题渗透文化意识（人类命运共同体）。帮助学生提升综合语言运用和问题解决能力，为教师提供清晰教学流程和操作性强的活动设计。

第二课时 Section A (2a-2d) 一、Teaching Objectives In this class, students will： 1. rank and discuss the problems mentioned, such as sandstorms and farmland shortage, and explain your reasons. 2. listen and identify the main environmental problems and the solutions people took in the conversation. 3. talk about how planting bushes and trees improved the environment and people's lives. 二、Teaching Advice Lead-in 1. Show students some pictures of the four problems: sandstorms, difficult environment, farmland shortage and lack of technology. Ask them to talk about what they know about these problems. 2. Ask students: Among these problems, which one do you think might be the most serious for people living there? Why? Pre-listening 2a 1. Let students work in pairs and rank the four problems from 1 to 4, with 1being the worst, and give their reasons. 2. Choose some students to give their answers. 3. Have students look back at their ranking, then ask: From your list, which problem do you think is the most difficult to solve? Why? While-listening 2b 1. Have students listen to the conversation between George’s father and Li Rui’s grandfather. Write down the problems they mentioned in the conversation. 2. Check the answers with the class. 2c 1. Let students read the table before listening and predict what information to write down. 2. Ask them to listen again and fill in the table. Then, check the answers with the class. 3. Ask students to work with a partner and describe how the environment affected the local lives based on the table. Remind them to compare the environment before and after people took actions. 4. Read the listening script with the students together and explain some language points. Post-listening 2d 1. Have students review the listening script to recall the environmental changes and the actions people took. 2. Present the sample dialogue to the class. Read it aloud with the students and point out the structure: state a past problem, ask about the solution and explain the action and the result. 3. Ask students to work in pairs and create a new dialogue about solving another problem from the listening . They should use information from the table in 2c. 4. Invite a few pairs to perform one of their conversations for the class, and then give feedback. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and important language points on the blackboard. Teaching Reflection This lesson effectively guided students from discussing environmental problems to understanding real-world solutions through structured listening and speaking tasks. The lead-in and ranking activity successfully activated prior knowledge and created a clear purpose for listening. To further deepen engagement, next time I would encourage more student-generated questions during the prediction stage before listening. 学科网（北京）股份有限公司 $