Unit2 Inspiring People 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“激励人心的人物”主题，以钟扬传记阅读为核心，通过预测、略读、精读策略提取关键事件与精神品质。课堂导入用青藏高原和种子图片激活背景，衔接前课时人物描述词汇与句型，构建“词汇激活—信息提取—深层分析”的学习支架。 此资料亮点在于融合语言能力（提取时间线信息、分析传记结构）、文化意识（感悟奉献精神与家国情怀）、思维品质（因果分析成长脉络），采用分层阅读（1b略读主旨、1c扫读时间线、1d深层问答）与小组讨论（1e评价激励内涵）。真实人物事迹激发学习兴趣，分层作业满足差异需求，助力学生提升阅读策略与价值观，为教师提供清晰教学流程与核心素养培养路径。

课题 Unit2 Inspiring People 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" 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 是第四课时阅读 课，核心文本为 一篇人物传记" 钟扬：激励人心 的种子科学家" 。文章讲述了复 旦大学钟扬教授 扎根西藏16年， 收集珍稀植物种 子、培养当地科 研人才的感人事 迹。文本通过时 间线展开，呈现 了钟扬的奉献精 神与科学追求。 Why 本课旨 在帮助学生理解 什么是真正的奉 献精神。通过了 解钟扬教授的真 实故事，学生能 认识到个人的努 力如何推动社会 进步，激发为社 会贡献力量的责 任感与使命感。 How 教学引 导学生先通过标 题和图片预测文 本内容；再通过 快速阅读获取主 旨（1b）；随后 通过精读回答深 层问题（1c）， 梳理文章的时间 线与关键事件； 最后通过讨论活 动（1d-1e）， 将阅读输入迁移 至对"激励"内 涵的深层思考。 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，在前三个课时中已系统学习了描述激励人物的词汇和目标句型。学生已掌握通过标题和图片预测文本内容的阅读策略，能够进行简单的人物传记阅读。 潜在学习 难点 传记类文本时间线较长（1964年出生→1984年大学毕业→2001年首赴西藏→2017年去世），学生可能难以在1c时间线表格中准确匹配年份与事件。文本包含较多学术词汇（biologist, biodiversity, greenhouse, collection, altitude等），长难句结构复杂，理解钟扬从"好奇少年"到"种子科学家"的成长脉络和深层奉献精神也有一定难度。 教学支持 建议 利用教材1a前的人物品质词汇（devoted, determined, passionate, selfless）激活已有词汇储备；通过教材中青藏高原和植物种子的图片激活背景知识。采用分层阅读策略：1b略读获取主旨→1c扫读完成时间线表格→1d深层问答分析因果关系。通过1e小组讨论引导学生从"读懂故事"上升到"理解精神"。 教学目标 语言能力 1. Students will be able to use predicting skills (titles and pictures) to guess the content of a biography. 2. Students will extract specific information (numbers, facts, timeline events) from the text about Zhong Yang. 3. Students will identify the text structure of a biography (early life → achievements → impact). 文化意识 1. Students will understand the significance of Zhong Yang's contribution to China's seed banks and biodiversity conservation. 2. Students will appreciate the spirit of dedication, perseverance, and service to the nation's scientific development. 思维品质 1. Students will analyze the cause-effect relationships in Zhong Yang's life (curiosity → biology study → Tibet research → seed collection → training locals). 2. Students will evaluate what makes Zhong Yang truly inspiring and how individual sacrifice can benefit society. 学习能力 1. Students will employ reading strategies such as predicting, skimming for gist, and scanning for specific details. 2. Students will collaborate in groups to discuss and present what makes Zhong Yang inspiring. 教学重难点 教学重点 Students will be able to read and understand the biography "The Inspiring Seed Scientist" about Zhong Yang, extract key events through 1b-1c (timeline: 1964→2017), and use target vocabulary (devoted, determined, passionate, selfless) to describe his qualities in 1d-1e. 教学难点 Students will correctly use both grammar patterns ("It is/was...of sb to do..." for character evaluation and "It is/was...that..." for emphasis) to analyze Zhong Yang's qualities and achievements in 1d-1e oral production, and will understand the deeper meaning of dedication beyond simple sentence structures—connecting his personal sacrifice to societal benefit. 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 photo of the Tibetan Plateau and a plant seed. Asks: "What is this? Why are seeds important?" 2. Teacher introduces: "Today we'll read about a scientist who devoted his life to seeds." 1. Students observe and guess. 2. Students share predictions. Step 2 Pre-reading (1a) 1. Teacher: "What qualities does a great scientist need?" 2. Teacher presents vocabulary: devoted, determined, passionate, selfless. 3. Teacher has students match qualities with examples. 1. Students discuss in pairs. 2. Students learn vocabulary. 3. Students complete 1a. Step 3 While- reading (1b-1c) Work on 1b (Skimming): Teacher asks students to read quickly for the main idea. Work on 1c (Scanning): Teacher asks students to complete the timeline about Zhong Yang. 1. Students skim for main idea. 2. Students share answers. 3. Students scan and complete the timeline. 4. Students check in pairs. Step 4 Deep reading (1d) 1. Teacher asks deeper questions: - Why did Zhong Yang go to Tibet? - What challenges did he face? - How did he help local people? 2. Teacher leads group discussion. 1\. Students read carefully to find answers. 3. Students discuss in groups. 3. Group representatives share. Step 5 Post-reading (1e) 1. Teacher divides class into groups. 2. Teacher assigns: "Discuss: What makes Zhong Yang inspiring?" 3. Teacher provides sentence starters. 4. Teacher invites groups to present. 1. Students discuss in groups. 2. Students prepare presentations. 3. Group representatives share with the class. Step 6Homework Level A: Write 5 sentences about Zhong Yang using "It was\... of him to\...". Level B: Write a paragraph (8-10 sentences) about a person who inspires you. Use the timeline structure. Level C: Research another Chinese scientist. Write 5-6 sentences about their achievements. 板书设计 Unit 2 Inspiring People Section B (1a-1e) The Inspiring Seed Scientist Key Events Timeline: - 2001: First trip to Tibet - 16 years: Collected 40,000+ seeds - Trained local scientists Key Words: devoted, determined, passionate, selfless 教学反思 学科网（北京）股份有限公司 $