Unit2 Inspiring People 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Unit2 Inspiring People Section B（2a-3c）的词汇拓展与写作输出，核心为后缀构词法（-ian/-er/-or）及“激励人物”主题写作。通过Amelia Earhart图片导入，衔接前四课时词汇与句型，以规则讲解、范文分析、三段式框架为支架，实现词汇输入到写作输出的转化。 资料亮点在于渐进式任务设计，以真实语境（Amelia Earhart故事）融合语言能力（构词与写作）、思维品质（构词分类与结构组织），通过同伴互评清单提升学习能力。任务型教学引导学生从词汇拆分到结构化写作，助学生内化知识培养励志精神，也为教师提供清晰路径与实用支架。

课题 Unit2 Inspiring People 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“ 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 本课时是第五课时，围绕“词汇拓展 与写作输出”展开。2a-2b聚焦后缀构词法（如musician、inventor、pianist）；2c为阅读理解，讲述Amelia Earhart的励志故事；3a-3c 为写作任务，要求学生阅读一篇关于激励人物的范文，然后模仿写作，描述一个激励自己的人。 Why 本课旨在帮助学生在真实语境中内化后缀构词法，扩大词汇量；通过Amelia Earhart故事培养勇于追梦的精神；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激励人心的故事。 How 课时采用“词汇输入---文本阅读---写作输出”的渐进式设计。首先通过后缀 拆分与组合活动夯实词汇基础； 随后通过Amelia Earhart故事的阅读理解训练阅读策略；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“激励人物”主题短文。 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，在前四个课时（1a-2d听说、3a-3d阅读听说、4a-4c语法、1a-1e阅读）中已系统学习了激励人物话题的词汇（determined, devoted, brave等）和两种目标句型。学生已具备简单的英语写作能力，能够写出6-8句的短文，但在运用后缀构词法扩大词汇量和结构化写作方面仍需指导。 潜在学习 难点 学生可能难以掌握后缀-ian（musician, politician）、-er（teacher, worker）、-or（inventor, actor）的构词规律，容易混淆不同后缀的适用范围（如以c结尾的词用-ian而非-er）。在3c写作中，将新学词汇、语法（It is/was...句型）和语篇结构（引言-事迹-感悟三段式）有机整合，写出连贯、有层次的短文存在一定难度。 教学支持 建议 通过Amelia Earhart的励志故事提供写作范例；利用范文搭建“引言-事迹-感悟”的三段式写作框架；设计句型支架和词汇表帮助学生克服写作障碍，实现从输入到输出的转化。 教学目标 语言能力 1. Students will form words using suffixes -ian (musician, politician), -er (teacher, worker), -or (inventor, actor) to expand vocabulary related to professions. 2. Students will read and understand a biographical text about Amelia Earhart. 3. Students will write a structured passage (introduction → achievements → inspiration) about an inspiring person they admire. 文化意识 1. Students will learn about Amelia Earhart's pioneering spirit in aviation and reflect on the courage needed to break barriers. 2. Students will understand that inspiring people exist in all fields and that anyone can make a difference through determination. 思维品质 1. Students will categorize words based on suffix rules (-ian/-er/-or) and understand how word formation works. 2. Students will organize their writing with a clear three-paragraph structure (Who → What they did → Why they inspire me). 学习能力 1. Students will apply vocabulary and grammar knowledge (It is/was... patterns) to a new writing task. 2. Students will employ learning strategies such as using a model text as a framework and peer review with a checklist. 教学重难点 教学重点 Students will be able to use suffix-derived vocabulary (-ian, -er, -or) to describe professions in 2a-2b, read and understand the Amelia Earhart text in 2c, and write a structured three-paragraph passage in 3a-3c about an inspiring person using target sentence structures. 教学难点 Students will correctly choose and use suffix-based words in context (distinguishing -ian/-er/-or by word origin rules), and will integrate "It is/was...of sb to do..." (character evaluation) and "It is/was...that..." (emphasis) structures naturally into their 3c writing about an inspiring person, maintaining coherence across the three-paragraph structure. 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 a picture of Amelia Earhart. Asks: "Who is she? What do you know about her?" Students observe and share what they know. Step 2 Vocabulary (2a-2b) 1. Teacher presents suffix rules: -ian → musician, politician -er → teacher, worker -or → inventor, actor 2. Teacher has students complete 2a and 2b. 3. Teacher leads feedback. 1. Students learn suffix rules. 2. Students complete 2a and 2b. 3. Students check in pairs. Step 3 Reading (2c) 1. Teacher: "Read the Amelia Earhart passage quickly. What is the main idea?" 2. Teacher: "Read again and answer the questions." 3. Teacher leads feedback. 1. Students skim for the main idea. 2. Students scan and answer questions. 3. Students check in pairs. 4. Volunteers share. Step 4 Pre-writing (3a-3b) 1. Teacher presents a model text about an inspiring person. 2. Teacher: "Read and complete the table." 3. Teacher highlights structure: Para 1: Introduction (Who) Para 2: What they did Para 3: Why they inspire me 4. Teacher asks students to create their own table. 1. Students read the model text. 2. Students complete the table. 3. Students create their own table. 4. Students share ideas with a partner. Step 5 While-writing (3c) 1. Teacher presents outline: Para 1: Introduction (Who inspires you?) Para 2: What did they do? Para 3: Why do they inspire you? 2. Teacher provides sentence starters. 3. Teacher monitors. 1. Students create an outline. 2. Students write the first draft. 3. Students focus on clear paragraphs. Step 6 Post-writing 1. Teacher introduces peer review checklist: - Clear introduction? - Details about the person? - "It is/was... of sb to do..." used? - "It is/was... that..." used? 2. Teacher demonstrates with a volunteer. 3. Teacher invites 2-3 students to read aloud. 1. Students exchange drafts. 2. Students use a checklist to give feedback. 3. Some students read their work aloud. Step 7 Summary Teacher summarizes: "We learned suffixes, read about Amelia Earhart, and wrote about inspiring people. Everyone can be inspiring in their own way." Students think about one way they can inspire others. Step 8Homework Level A: Make a list of 8 words with suffixes -ian, -er, -or. Use each in a sentence. Level B: Revise your "Inspiring Person" passage. Make it 10-12 sentences. Include both grammar patterns. Level C: Write a paragraph about an inspiring fictional person. Use at least 5 words with suffixes. 板书设计 Unit 2 Inspiring People Section B (2a-3c) Suffixes: -ian → musician, politician, historian -er → teacher, worker, writer -or → inventor, actor, doctor Writing Structure: Para 1: Introduction (Who?) Para 2: What did they do? Para 3: Why do they inspire you? Key Words: determined, devoted, brave, passionate 教学反思 学科网（北京）股份有限公司 $