Unit2 Inspiring People Section A(1a-2d) period1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“激励人物”主题的听说技能，围绕目标词汇（determined、devoted等）及“It is/was... of sb to do...”评价句型展开。通过袁隆平、居里夫人等人物图片导入，激活七八年级已有的中外名人知识储备，以图片匹配、句型支架搭建从输入到输出的学习阶梯。 该资料以任务型教学为特色，融合核心素养培养。通过1b-1d三段式音频听力（整体感知→细节捕捉→问题回答）提升语言能力，2a-2b对话听力对比中外人物事迹增强文化意识，2c-2d角色扮演讨论榜样品质发展思维品质。对学生而言，能在真实语境中内化语言、理解跨文化榜样价值；对教师而言，提供分层活动设计与清晰教学支架，助力高效实施听说教学。

课题 Unit2 Inspiring People Section A(1a-2d) 学段 初中 课型 听说课 课时 1 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" 激励人心的人物 "为核心主题， 内容涵盖杰出人 物的生平事迹、 精神品质及其对 社会的影响等话 题。单元目标明 确，不仅聚焦语 言知识（如"It is/was\... of/for sb to do\..."及"It is/was\... that\. .."句型），更 强调通过真实语 境中的听说读写 活动，引导学生 学习杰出人物的 优秀品质，培养 积极向上的价值 观与人生追求。 文本解读 What 本课时是Unit 2 Inspiring People的第 一课时，通过图 片匹配和听力活 动引入本单元核 心话题。1a-1d 为图片与人物匹 配及听力理解， 涉及袁隆平、法 拉第、司马迁、 居里夫人、布鲁 内尔、南丁格尔 、牛顿、图灵等 杰出人物。2a- 2d为三段对话听 力，展示不同人 物谈论自己心目 中的激励榜样。 Why 本课时旨在 帮助学生认识中 外杰出人物及其 贡献，激发学生 学习榜样优秀品 质的内在动力。 通过听力活动， 学生能感知"It is/was\... of/for sb to do \..."等目标句 型的语用功能， 为后续深入学习 奠定语言基础。 How 教 学采用任务型教 学法，通过图片 匹配激活背景知 识，引导学生关 注人物特征与成 就；听力活动从 整体理解到细节 捕捉层层递进； 通过角色扮演和 结对讨论，帮助 学生内化目标语 言，实现从输入 到输出的转化。 学情分析 已有知识 经验 学生已具备基本的英语日常交际能力，能够用简单英语进行日常交流。在七八年级已接触过一些中外名人的基本信息，能列举袁隆平、牛顿等人物及其主要贡献，为本课"激励人物"话题的引入奠定基础。 潜在学习 难点 学生初次接触"It is/was...of sb to do..."评价句型，在1b听力中可能难以将人物与对应成就快速匹配；在2a-2b三段对话听力中，同时捕捉多人信息并填入表格容易遗漏关键细节；对"of+品质形容词"的结构尚不熟悉，需要在语境中反复感知。 教学支持 建议 利用教材1a的人物图片（袁隆平、居里夫人、牛顿等）直观呈现目标人物，激活背景知识；在1b-1d听力环节采用"整体感知→细节捕捉→回答问题"三遍听力法，逐步降低听力难度；通过句型支架"It is/was+adj+of sb to do..."引导学生描述人物品质，在2c-2d角色扮演中内化目标语言。 教学目标 语言能力 1. Students will be able to understand and use vocabulary related to inspiring people and their qualities (e.g., determined, devoted, generous, intelligent, brave, inspiring). 2. Students will extract specific information from listening passages about who people admire and why. 3. Students will be able to talk about inspiring people using "It is/was...of/for sb to do..." in oral communication. 文化意识 1. Students will learn about Chinese and foreign inspiring figures (Yuan Longping, Marie Curie, Newton, Faraday, Sima Qian, etc.) and their contributions. 2. Students will develop an appreciation for the qualities that make people admirable across cultures. 思维品质 1. Students will analyze and categorize the qualities that make different people inspiring. 2. Students will evaluate why certain people are admired by different individuals, recognizing that role models can vary from historical figures to family members. 学习能力 1. Students will enhance their ability to obtain specific information through listening tasks (matching people with achievements). 2. Students will collaborate in pairs to discuss who inspires them and practice the target sentence patterns. 教学重难点 教学重点 Students will be able to identify inspiring people and their achievements through 1a-1d listening activities, and use "It is/was...of sb to do..." to express admiration for people's qualities in 2c-2d oral communication. 教学难点 Students will accurately match inspiring people with their specific achievements in 1b-1d listening comprehension, and will begin to use "It is/was...of sb to do..." correctly in 2c-2d oral production, focusing on choosing appropriate adjectives (brave, determined, devoted, etc.) after "of." 教学过程设计 教学环节 教师活动 学生活动 二次备课 Step 1 Warming-up 1. Teacher shows pictures of famous inspiring people (Yuan Longping, Curie, Newton). Asks: "Who are they? What did they do?" 2. Teacher introduces the unit topic: "Inspiring People". 1. Students observe pictures and name the people. 2. Students share what they know. Step 2 Lead-in Teacher shows the "Look and share" pictures. Asks: "What do you see? Who do you think are inspiring people? Why?" Students observe and discuss in pairs. Volunteers share with the class. Step 3 Pre-listening (1a) 1. Teacher presents vocabulary: determined, devoted, generous, intelligent, brave. 2. Teacher models: "It is brave of her to help others." 3. Teacher has students match pictures with names (1a). 1. Students learn and repeat vocabulary. 2. Students practice sentence frames. 3. Students complete 1a individually, then check. Step 4 W hile-listening (1b-1d) Work on 1b: Teacher plays audio. Students circle correct answers. Work on 1c: Teacher plays again. Students fill in the blanks. Work on 1d: Teacher plays a third time. Students answer questions. 1. Students listen and complete 1b. 2. Students check answers. 3. Students listen again for 1c. 4. Students complete 1d. Step 5 Post-listening (2a-2b) Work on 2a: Teacher introduces three conversations. Students match people with reasons. Work on 2b: Teacher plays again. Students fill in the table. 1. Students listen and complete 2a. 2. Students check in pairs. 3. Students listen again and complete 2b. Step 6 Pair work (2c-2d) 1. Teacher models dialogue with a student using target structures. 2. Teacher has students work in pairs to discuss who inspires them. 3. Teacher monitors and provides feedback. 1. Students practice the dialogue in pairs. 2. Some pairs volunteer to perform. Step 7 Summary Teacher summarizes: "We learned about inspiring people. We use 'It is/was\... of sb to do\...' to describe character." Students reflect. Volunteers share who inspires them most. Step 9 Homework Level A: Write 5 sentences about inspiring people using "It is/was\... of sb to do\...". Level B: Write a paragraph (6-8 sentences) about one person who inspires you. Use at least 3 adjectives from today's lesson. Level C: Interview a classmate about who inspires them. Write 4-5 sentences about their answer. 板书设计 Unit 2 Inspiring People Section A (1a-2d) Key Words: determined, devoted, generous, intelligent, brave Sentence Frames: - It is brave of her to help others. - It was clever of him to solve the problem. 教学反思 学科网（北京）股份有限公司 $