Unit1 The Changing World Section B (1a-1e) period4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“变化中的世界”主题，通过阅读肯尼亚蒙内铁路说明文，理解中外合作共建意义。以非洲现代火车短视频导入激活背景，衔接前三课时时态知识，用数字匹配、思维导图等支架梳理文本结构，降低阅读难度。 此资料亮点在于融合文化意识与思维品质，通过分析铁路对民生的因果链（新铁路→缩短时间→食品更新鲜→改善生活）培养逻辑思维，任务型阅读策略（预测-扫读-精读）提升语言能力，小组讨论迁移至全球变化话题。助力学生提升跨文化理解与阅读技能，为教师提供分层作业设计与结构化教学流程。

课题 Unit 1 The Changing World Section B (1a-1e) 学段 初中 课型 阅读课 课时 4 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，最终实现有效的跨文化沟通与共情。 文本解读 What 本课时是第四课时阅读课，核心文本为一篇题为“On the Fast Track”的说明文，介绍2017年开通的肯尼亚蒙内铁路（Mombasa-Nairobi Railway）。文章对比了旧铁路（建于1901年，时速慢）与新铁路（中国援建，时速快、运量大）的差异，并通过政府工作人员、商人和超市经理的三段引语，展示铁路对当地民生、商业和食品运输的积极影响。 Why 本课旨在帮助学生理解中外合作共建的意义，培养国际视野。通过了解中国援建非洲基础设施的真实案例，学生能认识到“人类命运共同体”的深刻内涵，增强民族自豪感。 How 教学引导学生先通过标题和图片预测文本内容；再通过快速阅读匹配数字信息（1c），训练扫读技能；随后通过精读回答深层问题（1d），梳理文章的段落结构（引言—新旧对比—当地声音—结论）；最后通过讨论活动，将阅读输入迁移至更广阔的世界变化话题。 学情分析 已有知识经验 学生已在前三课时中掌握了一般过去时与现在完成时的对比用法，能够理解文本中描述变化的主要句式。部分学生可能通过新闻或纪录片对“一带一路”有所了解。 潜在学习难点 文本涉及较多数字信息（480公里、1901年、2017年、200万等），学生可能在阅读中遗漏细节。说明文的段落结构分析与“引言—主体—结论”的逻辑梳理对学生来说有一定挑战。 教学支持建议 在阅读前通过短视频展示蒙内铁路的实况，激活背景知识；利用数字匹配活动（1c）降低阅读焦虑；通过思维导图或表格帮助学生梳理段落结构（1e）。 教学目标 语言能力 1. Students will be able to use predicting skills (titles and pictures) to guess text content. 2. Students will extract specific information (numbers, facts) from an informative text. 3. Students will identify the text structure (introduction, comparison, quotes, conclusion). 文化意识 1. Students will understand how China and Kenya cooperate to build a better world. 2. Students will appreciate the value of international friendship and mutual development. 思维品质 1. Students will analyze cause-effect relationships (new railway → shorter travel time → fresher food → better lives). 2. Students will evaluate the significance of infrastructure projects in developing countries. 学习能力 1. Students will employ reading strategies such as predicting, skimming, and scanning. 2. Students will collaborate in groups to discuss global changes. 教学重难点 教学重点 Students will understand the structure of an informative text and how the new railway has benefited local Kenyans. 教学难点 Students will analyze the cause-effect chain of how a railway improves people's lives. 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 shows a short video clip of a modern train in Africa. Asks: "Where is this? Who built this railway? How does it change lives?" 2. Teacher introduces: "Today we'll read about a real railway that changed a country." 1. Students watch and guess the location. 2. Students share predictions. Step 2 Pre-reading Work on 1a 1. Teacher: "Does your hometown have a train system? How does it benefit lives?" 2. Teacher introduces the title "On the Fast Track" and the picture. 3. Teacher teaches predicting: "Title and pictures help you guess." 1. Students discuss in pairs. 2. Students predict content. 3. Students read quickly to check. Step 3 While-reading Work on 1c (Matching) 1. Teacher: "Read quickly. Match numbers with information." 2. Teacher leads feedback (about 4, 10, 480, 1901, over 2 million, 2017). Work on 1d (Deep reading) 1. Teacher asks 5 questions about text type, old railway problems, benefits, food transport, title meaning. 2. Teacher leads group discussion. Work on 1e 1. Teacher leads students to complete the paragraph structure table. 1. Students read and match numbers. 2. Students check answers. 3. Students read carefully and answer questions. 4. Students discuss in groups. 5. Volunteers share. 6. Students complete the table. Step 4 Post-reading 1. Teacher divides the class into groups. Assigns discussion questions: a) Have you seen similar changes? Where? b) In what other ways can China work with other countries? 2. Teacher provides sentence starters. 3. Teacher invites groups to share. 1. Students discuss in groups. 2. Students prepare presentations. 3. Group representatives share with the class. Step 5 Vocabulary 2a 1. Teacher presents compound words: "high+way=highway", "rail+way=railway". 2. The teacher asks students to create compound words from the boxes. 3. Teacher leads feedback. 1. Students create compound words. 2. Students share with a partner. 3. Class checks answers. Step 6 Summary Teacher summarizes: "We read about the Mombasa-Nairobi railway. It shows how different countries can work together. Changes are made by people working together." Students reflect. One volunteer shares: "What change do you hope to see in the world?" Step 7 Homework Level A: Write 5 sentences about the Mombasa-Nairobi railway using present perfect tense. Level B: Write a paragraph (8-10 sentences) comparing the old and new railways. Level C: Research another China-Africa cooperation project. Write 5-6 sentences. 板书设计 Unit 1 The Changing World Section B (1a-1e) On the Fast Track Old Railway (1901): - Slow trains, 10 hours - Rough roads, dirt tracks New Railway (2017): - 480 km, 4 hours - 2 million users/year Benefits: - Gov't worker: people became rich - Businessman: convenient, cheap - Mgr: fresh food, fewer lorries Key Words: port, capital, highway, investment, transport, development 教学反思 学科网（北京）股份有限公司 $