Unit1 The Changing World SectionA(3a-3d) period2教学设计2026-2027学年人教版九年级英语上册

该初中英语教学设计聚焦“农村生活变迁”主题，通过访谈文本引导学生提取关键信息，运用一般过去时与现在完成时描述变化。课堂导入展示农村前后对比照片激活背景，承接第一课时时态基础，用Past vs. Present表格梳理不同村民信息作为学习支架。 该资料特色在于真实语境融合语言能力与文化意识，通过村民访谈文本让学生感受脱贫攻坚与乡村振兴成效，角色扮演和结对讨论促进语言输出，分析变化原因提升思维品质。播放音频辅助阅读，分层作业满足差异需求，为教师提供清晰流程与支架工具，助力学生提升语言运用能力与家国情怀。

课题 Unit 1 The Changing World Section A (3a-3d) 学段 初中 课型 阅读&听说课 课时 2 学科 English 年级 九 单元主题分析 单元主题分析 本单元属于"人与社会"范畴，涉及"历史与社会"子主题内容，以"变化中的世界"为核心主题，内容涵盖家乡变迁、脱贫攻坚、乡村振兴、中外合作共建等话题。单元目标明确，不仅聚焦语言知识，更强调通过真实语境中的听说读写活动，引导学生关注社会变迁、理解发展成就，培养家国情怀与国际视野。 文本解读 What 本课时是第二课时，核心文本为一篇记者对两位村民的访谈，主题为农村生活的变迁。文本展示了年轻人回流、农业技术升级（高科技温室大棚）、新基础设施建设（高速公路、铁路、医院、图书馆）以及电商销售等内容，呈现了乡村振兴带来的全方位变化。 Why 本课旨在帮助学生理解中国农村的巨大变迁，认识到脱贫攻坚与乡村振兴政策的实际成效。通过村民的真实声音，学生能感受到普通人的获得感与幸福感，激发对家乡发展的自豪感与参与感。 How 教学通过访谈阅读引导学生提取关键信息，完成Past vs. Present对比表格；再通过角色扮演和结对讨论，将阅读输入转化为口语输出；最后通过联系自身家乡变化的讨论活动，实现从文本理解到生活迁移的闭环。 学情分析 已有知识经验 通过第一课时的学习，学生已初步接触并使用了一般过去时与现在完成时的对比结构，对"变化"话题有了语言准备。部分学生对中国农村的发展成就有所了解。 潜在学习难点 访谈文本中包含多个说话人的观点，学生可能在区分不同人物的信息时遇到困难。此外，将阅读中获取的信息用自己的语言进行口头输出对学生来说是一个较高要求。 教学支持建议 在阅读前通过图片或短视频呈现农村新貌（如温室大棚、新医院），激活背景知识；利用表格工具帮助学生并行梳理不同村民的观点；通过示范对话降低口语输出难度。 教学目标 语言能力 1. Students will be able to read an interview and extract specific information about how villagers' lives have changed. 2. Students will use the simple past and present perfect tenses accurately to describe changes. 3. Students will role-play the interview and discuss changes in their own hometown. 文化意识 1. Students will understand the significance of poverty alleviation and rural revitalization in China. 2. Students will appreciate the improvements in people's living standards. 思维品质 1. Students will analyze the causes of rural changes (e.g., new highway, railway, e-commerce). 2. Students will evaluate which changes have the greatest impact on people's lives. 学习能力 1. Students will develop reading strategies such as identifying speakers and locating specific details. 2. Students will collaborate in groups to role-play and share ideas. 教学重难点 教学重点 Students will be able to read for specific information and complete a Past vs. Present comparison table. 教学难点 Students will use the correct tense (simple past vs. present perfect) when orally describing changes. 教学过程设计 教学环节 教师活动 学生活动 二次备课 Step 1 Lead-in Teacher shows before-and-after photos of a Chinese village (old dirt roads vs. new asphalt roads, small farm vs. high-tech greenhouses). Asks: "What changes can you see? Who benefits most?" Students observe and share observations in pairs. Volunteers report to the class. Step 2 Pre-reading Teacher writes "Changes in Village Life" on the board. Elicits predictions: "What aspects of village life might have changed? (work, transport, housing, shopping...)" Students brainstorm aspects of village life. Teacher writes ideas on the board. Step 3 While-reading Work on 3a (Skimming) 1. Teacher: "Read quickly. In what ways have the villagers' lives changed?" 2. Teacher monitors and leads feedback. Work on 3b (Scanning) 1. Teacher: "Read again and complete the Past vs. Present table." 2. Teacher circulates. 3. Whole-class feedback. Work on 3c 1. Teacher plays audio. Students listen and read along. 2. Teacher leads students to role-play in pairs. 1. Students skim and identify main changes. 2. Students share answers. 3. Students scan and complete the table. 4. Students check in pairs, then with the class. 5. Students listen and read along. 6. Students role-play in pairs. Step 4 Post-reading Work on 3d 1. Teacher presents word box (hospital, school, e-payment, shopping, transport, environment, restaurant, cinema, housing). 2. Teacher models: "In your opinion, what has changed the most?" 3. Teacher monitors pair work. 1. Students choose 3 things that have changed. 2. In pairs, students discuss changes and feelings. 3. Some pairs present to the class. Step 5 Grammar Focus 4a 1. Teacher directs students to 4a. "Read the sentences. Circle the verbs. Pay attention to tenses." 2. Teacher leads students to identify: Which use simple past? Which use present perfect? 3. Teacher writes the rule on the board: - Simple past: finished actions (...ago, last year, in 2017) - Present perfect: past → now (already, just, for..., since...) 1. Students read and circle verbs. 2. Students identify tenses and explain. 3. Students take notes on the grammar rule. Step 6 Summary Teacher summarizes: "We read about real changes in a Chinese village. Simple past for finished actions, present perfect for changes that still matter today." Students reflect. Volunteers share one thing they will remember. Step 7 Homework Level A: Write 5 sentences about changes in your hometown using both tenses. Level B: Write a paragraph (8-10 sentences) about how your life has changed since primary school. Level C: Imagine you are a reporter. Write 4-5 interview questions about changes in a hometown. 板书设计 Unit 1 The Changing World Section A (3a-3d) Grammar Focus: Simple Past: finished actions He became a friend 20 years ago. They used to travel far. Present Perfect: past → now They haven't seen each other for ages. Our village has just built a new hospital. Key Words: greenhouse, highway, e-commerce, tourist attraction, high-tech 教学反思 学科网（北京）股份有限公司 $