Unit1 The Changing World Section B (Project) period6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围绕“变化中的世界”主题，以“Compare then and now”项目活动为核心。通过播放1980年代与现代生活对比视频导入，衔接学生已掌握的本单元核心词汇及时态，提供问卷模板、问题范例和汇报框架作为学习支架。 特色在于项目式学习整合语言能力与文化意识，学生分组设计10个生活方面问卷采访长辈，用过去时和现在完成时对比汇报，培养分析信息的思维品质。任务驱动与合作学习的教学方法，提升学生综合语言运用和跨代理解能力，为教师提供结构化活动设计，便于课堂实施。

课题 Unit 1 The Changing World Section B (Project) 学段 初中 课型 项目活动课 课时 6 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 本课时是第六课时项目活动课，项目课题为"Compare then and now"。学生需设计一份包含10个生活方面的调查问卷（如科技、交通、教育、购物、住房、医疗等），采访父母或祖父母在他们年轻时这些方面的状况，然后与自己的现状进行对比，最终向全班做口头汇报展示。 Why 该活动通过结构化的合作学习项目，驱动学生主动探究、整合信息并进行口头交流。不仅能巩固并应用本单元关于变化的核心词汇与时态，更在真实任务中提升学生的信息处理与合作协作能力。通过跨代对话，学生能更深刻地理解时代变迁的意义。 How 文本语言以项目指导和实用性对话框架为主。4a提供调查设计工具，4b为采访记录表，4c为汇报展示框架。教学要点在于指导学生如何设计有效问题、如何进行跨代访谈、如何用英语清晰有条理地呈现对比结果，最终理解"Change is the opportunity to create a better future"这一核心理念。 学情分析 已有知识 经验 学生已学习并掌握了本单元关于变化的全部核心词汇和时态，能够用英语描述过去与现在的差异，具备设计简单问卷和进行口头汇报的基本能力。 潜在学习 难点 设计有深度、有对比性的调查问题对学生来说有挑战；在汇报展示中恰当地运用本单元所学语法和词汇进行连贯表达，需要较高的综合语言运用能力。 教学支持 建议 提供调查问卷模板和问题范例；在汇报前提供语言支架和展示技巧指导（如PPT制作、眼神交流等）。 教学目标 语言能力 1. Students will design a survey with at least 10 questions about life in the past. 2. Students will conduct an interview with a parent or grandparent and record answers. 3. Students will present their findings using the simple past and present perfect tenses. 文化意识 1. Students will develop an appreciation for the rapid development of China. 2. Students will show respect for the experiences of older generations. 思维品质 1. Students will analyze and categorize information from two different time periods. 2. Students will evaluate which changes are most significant and explain why. 学习能力 1. Students will improve their collaborative and independent research skills. 2. Students will develop presentation skills (eye contact, clear voice, visual aids). 教学重难点 教学重点 Students will be able to compare then and now using the target language from this unit. 教学难点 Students will present their findings clearly and confidently to the class. 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 with scenes from the 1980s and today (computers, phones, transport). Asks: "Which era would you rather live in? Why?" 2. Teacher introduces the project: "You will become researchers! Interview an older family member and compare their life with yours." 1. Students watch and share preferences. 2. Students listen to project instructions. Step 2 Presentation 1. Teacher presents example topics: technology, environment, transport, entertainment, education, shopping, housing, medical care 2. Teacher models survey questions: "What were computers like when you were young?" "How did you get to school? How long did it take?" 3. Teacher provides sentence frame: "In the past, people used to... Now, we..." 1. Students discuss in pairs: which 10 topics to choose. 2. Students take notes on question formulas. 3. Students brainstorm their own questions. Step 3 Work in groups 4a 1. Teacher divides students into groups of 3-4. 2. Teacher: "Design your survey together. Write at least 10 questions." 3. Teacher circulates to monitor and provide vocabulary support. 4. Teacher checks each group's questions. 1. Students discuss and choose 10 topics. 2. Students write survey questions collaboratively. 3. Students review each other's questions. Step 4 Interview task 4b 1. Teacher: "Interview your parent or grandparent. Note down answers." 2. Teacher provides template: Then → Now Computers: ... → ... Transport: ... → ... Shopping: ... → ... 3. Teacher explains: This is homework. Report back next class. 1. Students understand the interview task. 2. Students prepare questions. 3. Students ask clarifying questions. Step 5 Organize findings 4c 1. Teacher: "List the differences in a Then vs. Now table." 2. Teacher models one example on the board. 3. Teacher asks students to choose the 3 most surprising differences. 1. Students organize notes into a Then/Now table. 2. Students select top 3 differences. 3. Students prepare key phrases. Step 6 Presentation 4d 1. Teacher: "Give a presentation about the differences." 2. Teacher provides framework: Intro: "I interviewed my... about life in the past." Body: "In the past... Now..." (x3) Conclusion: "The biggest change is..." 3. Teacher invites 4-5 groups to present. 1. Students present to the class. 2. Students listen to peers. 3. Students ask questions after each presentation. Step 7 Reflecting Teacher leads discussion: 1. What do you think brings about changes? 2. Which changes impressed you the most? Why? 3. Can you use both tenses to talk about changes? 4. What is one change you'd like to see in the world? 5. What is one change you'd like to see in yourself? Students participate in class discussion, sharing personal reflections on change. Step 8 Summary Teacher presents the unit quote: "Change is the opportunity to create a better future." Asks students what they will remember most. Students reflect and share their key takeaway from Unit 1. Step 9 Homework Level A: Write a reflection paragraph (6-8 sentences) about what you learned from interviewing your family. Level B: Create a poster showing 5 "Then vs. Now" comparisons. Include pictures and key English phrases. Level C: Write a letter (8-10 sentences) to your future self describing one change you hope to achieve in 10 years. 板书设计 Unit 1 The Changing World Section B (Project) Compare Then and Now Survey Topics: 1. Technology 6. Shopping 2. Transport 7. Housing 3. Education 8. Medical care 4. Environment 9. Entertainment 5. Communication 10. Food Presentation Framework: Intro: I interviewed my... Body: In the past... Now... Conclusion: The biggest change is... Key Quote: Change is the opportunity to create a better future. 教学反思 学科网（北京）股份有限公司 $