Unit1 The Changing World Grammar Focus (4a-4c) period3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一般过去时与现在完成时的对比运用，通过呈现“I went to Beijing in 2019”和“I have been to Beijing twice”两个句子引导学生讨论差异，连接前两课时对两种时态的初步感知，搭建从已知到未知的学习支架。 此资料以“发现—归纳—应用”为主线，语言能力上让学生从Grammar Focus例句自主归纳时态规则，通过4b对话、4c短文填空巩固，再用目标语法描述生活变化实现转化。思维品质方面，分析时间标志词培养逻辑思维，文化意识引导学生反思社区变化体会发展内涵，助力学生精准运用语法，提升教师教学效率。

课题 Unit 1 The Changing World Grammar Focus (4a-4c) 学段 初中 课型 语法课 课时 3 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，更强调文化理解与交际能力的培养，引导学生从认知变化上升到理解发展内涵。 文本解读 What 本课时是第三课时语法课，聚焦于一般过去时与现在完成时的对比运用。核心语法项目通过Grammar Focus表格呈现，包含两组对比鲜明的例句，帮助学生归纳两种时态的构成、时间标志词及语用功能。配套练习4b为对话填空，4c为短文填空，均围绕"变化"话题展开。 Why 本课旨在提升学生在真实交际中运用时态的准确性。一般过去时与现在完成时的区分是初中英语的核心难点，掌握好这两种时态能帮助学生更精准地描述过去与现在的关系，为后续阅读和写作奠定坚实基础。 How 教学遵循"发现—归纳—应用"的路径。首先，引导学生观察Grammar Focus中的例句，自主发现时态规律；接着，通过对话填空（4b）和短文填空（4c）在控制性练习中巩固结构；最终鼓励学生运用目标语法描述自身家乡或生活的变化，实现从语法形式到交际意义的转化。 学情分析 已有知识 经验 通过前两课时的学习，学生已在听说和阅读语境中多次接触一般过去时与现在完成时，对两种时态的基本形式有初步感知，能够识别部分时间标志词。 潜在学习 难点 学生容易混淆两种时态的用法，特别是在没有明显时间标志词的语境中难以判断。将语法规则应用到自由表达中对学生而言是高阶挑战。 教学支持 建议 提前预测学生常见错误（如has/have误用、for/since混淆），在讲解环节重点提示；在学生进行口头或书面产出时提供即时反馈；鼓励学生用时间轴可视化两种时态的交际差异。 教学目标 语言能力 1. Students will understand and accurately use the simple past tense and the present perfect tense to describe changes. 2. Students will identify time markers (ago, last..., for, since, already, just, yet) and use them correctly. 3. Students will complete controlled exercises (4b dialogue, 4c passage) with accurate verb forms. 文化意识 1. Students will reflect on the changes in their own lives and communities. 2. Students will appreciate how social development has improved people's living standards. 思维品质 1. Students will develop logical thinking by analyzing when to use each tense based on time markers. 2. Students will synthesize grammar rules from examples and apply them to new situations. 学习能力 1. Students will develop the ability to inductively discover grammar rules by analyzing examples. 2. Students will self-correct and peer-check their grammar usage. 教学重难点 教学重点 Students will distinguish between the simple past tense and the present perfect tense in terms of form, meaning, and use. 教学难点 Students will correctly choose between the two tenses in free oral and written production about 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 1. Teacher writes two sentences on the board: a) I went to Beijing in 2019. b) I have been to Beijing twice. Asks: "What's the difference? Which is finished? Which still connects to now?" 2. Teacher introduces the lesson focus. 1. Students read and discuss the difference in pairs. 2. Volunteers share their understanding. Step 2 Presentation Work on 4a 1. Teacher: "Look at the red words (verbs). What tenses are they in?" 2. Teacher: "Underline the time markers. What do they tell us?" 3. Teacher presents grammar chart: Simple Past: finished actions Markers: ...ago, last..., in+year, yesterday Present Perfect: past → present Markers: already, yet, just, for, since, ever, never 1. Students read sentences in pairs and discuss tenses. 2. Students identify and underline time markers. 3. Students share findings. 4. Students take notes. Step 3 Practice 4b 1. Teacher introduces 4b. Does first example together. 2. Teacher assigns remaining sentences individually. 3. Teacher conducts whole-class feedback. 1. Students complete the dialogue individually. 2. Students compare answers in pairs. 3. Students read answers aloud for feedback. Step 4 Practice 4c 1. Teacher: "Read the passage quickly for gist." 2. Teacher: "Fill in the blanks with correct verb forms. Pay attention to time markers." 3. Teacher circulates. 4. Teacher asks: "Why are local people richer and happier?" 1. Students skim the passage. 2. Students fill in the blanks. 3. Students compare in pairs. 4. Volunteers share and explain tense choices. Step 5 Extension 1. Teacher divides students into pairs. "Use the grammar to talk about changes in your own life." - I used to..., but now I... - I have (never/always) ... since... - ...has changed a lot over the last... 2. Teacher monitors and provides feedback. 1. Students work in pairs to create sentences. 2. Students practice orally. 3. Some pairs share with the class. Step 6 Summary Teacher asks: "Can you now explain exactly when to use each tense? Give me one example for each." Students verbally formulate one sentence for each tense. Step 7 Homework Level A: Write 8 sentences (4 simple past + 4 present perfect) about changes in your life. Level B: Write a paragraph (8-10 sentences) describing how your school has changed. Use 5 present perfect + 3 simple past verbs. Level C: Write a short story (6-8 sentences) about a town that has changed dramatically. Use time markers correctly. 板书设计 Unit 1 The Changing World Grammar Focus (4a-4c) Simple Past (= finished action) Structure: subject + V-ed / was-were Markers: ...ago, last year, in 2017, yesterday Example: He became a good friend 20 years ago. Present Perfect (= past → now) Structure: subject + have/has + V-ed Markers: already, yet, just, for, since, ever, never Example: Our village has just built a new hospital. Key Distinction: Simple Past → action finished, no link to now. Present Perfect → started in past, still matters now. 教学反思 学科网（北京）股份有限公司 $