Unit 4 Reading 课件2026-2027学年译林版九年级英语上册

该初中英语课件围绕“Be Like A Peanut”文本展开，以谜语导入激发兴趣，Pre-reading明确主题与文体，While-reading通过分段梳理结构（收获、谈论、种花生及寓意），搭建从导入到文本分析再到拓展的学习支架。 其亮点在于融合思维品质与语言能力培养，如通过花生与苹果的对比分析特征，借物喻人理解主题，细节辨析动词体会人物性格。采用任务驱动与合作学习，小组讨论生活中的“花生人”，助力学生提升分析表达能力，为教师提供清晰教学流程与活动设计。

A brown shell, A red cover, A white cute guy inside. A riddle Peanut The peanut Be Like A Peanut 9A Unit 4 Reading 1 Pre-reading 2. What type is this text? It’s about peanuts. 1. What is this text about? It’s an essay. We can get the contents and type of the text by reading the guide. Tip 1: Know more about the writer Xu Dishan (1893‑1941) While-reading How many paragraphs are there? 1 2 3 4 5 6 7 8 9 10 11 Can you divide them into some parts? Part 1 Part 2 Part 3 Part 3 While-reading What is the main idea of each part? Part 1 (para.1) Part 2 (para.2) Part 3 (para.3-11) Harvest peanuts Talk about peanuts Grow peanuts Collect ideas (para.3-6) Find differences (para.7) Learn the lesson (para.8-11) Can you divide part 3 into some sections? The main idea? While-reading(Part 1) Where Why How When At the back of our house It’s a pity … Buying…, digging up …, watering … In a couple of months Further thinking 1. The writer lists 3 activities: buying, digging up, watering one by one. Why did he write these small actions? It shows they took the work seriously and look forward to the harvest. 2. What role does Paragraph 1 play in the whole text? It serves as the background and tells readers how the story starts. Paragraph 1 often introduces the background and leads to later plots. Tip 2: While-reading(Part 2) 1. How did the writer’s family celebrate the peanut harvest? 2. What did Mother do with the peanuts? They had a party to celebrate. She cooked the peanuts in a few different ways. Further thinking From para.1-2, how do you think of mother? Frugal Caring Educational Hardworking Mother is the one who starts everything, does everything, and makes everything meaningful. We can learn more about a person from the details in the text. Tip 3: While-reading(Part 3[para.3-6]) 1. What opinions do sister, brother and I give about peanuts? sister brother I Be delicious to eat Make oil Be cheap for everyone 2. If all three used “said”, would the picture be different? Yes. “Said= plain report. Took the lead/ followed/said =different personalities.” While-reading(Part 3[para.7]) How did the father highlight the advantages of peanuts? VS While-reading(Part 3[para.7]) Questions Apples & Peaches Peanuts Where are the fruit? How do they look? How do we know the fruit? In the air In the earth Beautiful colors Thin stem See it directly Dig it out Writers often compare different things to make features clearer. Tip 4: While-reading(Part 3[para.8-11]) 1. What is father’s opinion about peanuts? 2. How do you understand “And this is what I expect of you”? It’s useful, though not attractive. He expected children to be a peanut-like person. Useful Modest Devoted Analogical symbolism 借物喻人 3. How do you understand the last sentence? The lesson has a lifelong influence on the writer. Mother: frugal, caring, educational, hardworking How about father? Father: wise, be good at guiding, patient Mother builds the stage. Further thinking Father delivers the lesson. Together they influence children deeply. + Post-reading(group work) In daily life, who do you think is a peanut-like person? Cleaners Community volunteers Medical workers Gardeners Teachers Being simple in appearance. Being solid in heart. Being devoted in action. Homework Compulsory Tasks: Write three sentences about the spirit of peanuts using useful, modest, devoted. Optional Tasks: Draw a mind map: two story lines, peanut’s qualities and the theme. $