Unit1 The Changing World Section B (2a-3c) period5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复合词构词法与“变化”主题写作，通过塞罕坝前后对比照片导入，在单元前四课时“变化”话题及相关时态基础上，以词汇输入（复合词拆分组合）、阅读（塞罕坝完形填空）到写作输出的渐进式设计，提供思维导图、写作模板等学习支架。 该资料以“真实语境+生活联结”为特色，通过塞罕坝生态治理故事渗透环保意识与奋斗精神，结合学生个人生活变化写作，运用思维导图梳理复合词规则、同伴互评提升写作质量，培养语言能力（复合词运用与时态准确）和文化意识（家国情怀），助学生提升写作逻辑与表达能力，为教师提供清晰教学流程与分层作业支持。

课题 Unit 1 The Changing World Section B (2a-3c) 学段 初中 课型 词汇&写作课 课时 5 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 本课时是第五课时，围绕"词汇拓展与写作输出"展开。2a-2b聚焦复合词构词法（如bush+sand=bushsand, sand+storm=sandstorm）；2c为完形填空，讲述塞罕坝从荒漠变绿洲的生态治理奇迹；3a-3c为写作任务，要求学生阅读一篇关于小学到初中生活变化的范文，然后模仿写作，描述自己生活中三个方面的变化并以一个"不变的东西"结尾。 Why 本课旨在帮助学生在真实语境中内化复合词构词法，扩大词汇量；通过塞罕坝故事培养环保意识与奋斗精神；最终通过写作任务实现从语言输入到输出的转化，让学生能够用英语讲述自己的成长故事。 How 课时采用"词汇输入—文本阅读—写作输出"的渐进式设计。首先通过复合词拆分与组合活动夯实词汇基础；随后通过塞罕坝故事的完形填空训练阅读理解策略；最后通过范文分析与写作框架搭建，引导学生完成一篇结构清晰的"变化"主题短文。 学情分析 已有知识 经验 学生已在本单元前四课时中多次接触"变化"话题和相关时态，具备基本的读写能力。对塞罕坝的故事可能通过语文课或新闻有所了解。 潜在学习 难点 复合词的构成规则（名词+名词、形容词+名词等）对学生来说较为抽象；在写作中同时运用两种时态并做到段落衔接自然，对学生而言是综合挑战。 教学支持 建议 利用思维导图呈现复合词的构成规律；提供写作模板和句型支架；通过同伴互评提升写作质量。 教学目标 语言能力 1. Students will form compound words by combining words from two boxes. 2. Students will complete a cloze passage about Saihanba using context clues. 3. Students will write a short passage about changes in their own lives using both tenses. 文化意识 1. Students will learn about China's environmental achievements (Saihanba). 2. Students will reflect on what stays the same amid change (family love, friendship). 思维品质 1. Students will categorize compound words based on formation rules. 2. Students will organize their writing with a clear Past-Present-Same structure. 学习能力 1. Students will apply vocabulary and grammar knowledge to a new writing task. 2. Students will employ learning strategies such as using context clues and model texts. 教学重难点 教学重点 Students will understand the structure of a "changes" passage (Past → Present → What stays the same). 教学难点 Students will write a coherent passage using both the simple past and the present perfect tense naturally. 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 Saihanba (1962: sandy wasteland → today: green forest). Asks: "What do you notice? How did this change happen?" Students observe and discuss in pairs. Share predictions. Step 2 Vocabulary 2a 1. Teacher presents compound words: "bush+sand=bushsand", "sand+storm=sandstorm". 2. Teacher asks students to create compound words individually. 3. Teacher leads whole-class feedback. 1. Students create compound words from the boxes. 2. Students compare with a partner. 3. Class checks answers. Step 3 Vocabulary 2b 1. Teacher presents 5 sentences with blanks. Students choose correct compound word. 2. Teacher invites students to read answers aloud. 3. Teacher clarifies meanings with examples. 1. Students complete sentences individually. 2. Students read answers aloud. Step 4 Reading 2c 1. Teacher: "Read the Saihanba passage quickly. What is the main idea?" 2. Teacher: "Read again and fill in the blanks with correct word forms." 3. Teacher leads feedback. Asks: "What was Saihanba like in 1962? What is it known as today?" 1. Students skim for main idea. 2. Students read carefully and fill blanks. 3. Students check in pairs. 4. Volunteers share and explain choices. Step 5 Pre-writing 3a-3b 1. Teacher presents model text "Changes in My Life". "Read quickly. What stays the same?" 2. Teacher leads students to complete the table (Past vs. Present). 3. Teacher highlights structure: Past → Present → One thing that stays the same. 4. Teacher asks students to create their own table. 1. Students read and identify what stays the same. 2. Students complete the table. 3. Students create their own table with 3 changes. 4. Students share ideas with a partner. Step 6 While-writing 3c 1. Teacher presents outline: Para 1: Introduction (Life is different now.) Para 2-4: Three changes (Past → Present) Para 5: What stays the same 2. Teacher provides sentence starters: - When I was in primary school, I used to... - Now I... - ...has changed a lot. - But one thing stays the same:... 3. Teacher monitors. 1. Students create an outline. 2. Students write the first draft. 3. Students focus on clear paragraphs. Step 7 Post-writing 1. Teacher introduces peer review checklist: - 3 changes described? - Both tenses used correctly? - "What stays the same" ending included? - Clear and easy to read? 2. Teacher demonstrates with a volunteer. 3. Teacher invites 2-3 students to read aloud. 1. Students exchange drafts. 2. Students use checklist to give feedback. 3. Some students read their work aloud. Step 8 Summary Teacher summarizes: "We learned compound words, read about Saihanba's miracle, and wrote about our own changes. Change is the opportunity to create a better future." Students think about one change they would like to see in themselves. Step 9 Homework Level A: Make a list of 5 compound words and use each in a sentence. Level B: Revise your "Changes in My Life" passage. Make it 10-12 sentences. Level C: Write a paragraph comparing Saihanba's past and present. Give your opinion on environmental protection. 板书设计 Unit 1 The Changing World Section B (2a-3c) Compound Words: bush+sand=bushsand sand+storm=sandstorm high+way=highway rail+way=railway green+house=greenhouse Writing Structure: Para 1: Introduction (Life is different now.) Para 2-4: Three changes (Past → Present) Para 5: What stays the same Saihanba Key Words: sandy soil, sandstorm, bush, government, determination, green miracle 教学反思 学科网（北京）股份有限公司 $