Unit 3 Past passing by ( listening and speaking)教学设计 2026-2027学年外研版英语九年级上册

该初中英语教学设计围绕复活节岛摩艾石像的听力信息获取及可能性与怀疑表达功能句型展开。通过图片导入与引导问题激活背景知识，听力分事实理解、数字细节、理论讨论三层递进，语言聚焦与结对活动巩固，构建连贯学习支架。 此资料亮点在于听力分层训练提升语言能力，结合历史谜团讨论培养思维品质，融入连读发音练习与自主写作作业发展学习能力。如结对用目标句型讨论兵马俑等，助力学生提升听说与批判性思维，为教师提供清晰流程与可操作活动。

Unit 3 Past passing by (Developing ideas-listening and speaking) Teaching Objectives · Listen and get basic information about Easter Island and moai statues (numbers, sizes, weights, movement theories). · Use functional expressions to talk about possibility (It’s possible that…, Maybe…) and doubt (I don’t think…, That’s unlikely…). · Discuss historical mysteries in pairs, applying the target language. Teachers’ activities Students’ activities Purpose Step 1: Lead‑in (5 min) 1. Show pictures of Easter Island and the Moai statues. 2. Ask guiding questions: “What do you see in the picture?” “Where is this island?” “Who built these statues and why are they there?” 3. Write key words (e.g., statues, island, mystery) on the board. Answer the teacher’s questions by using simple sentences (e.g., “They are big heads”, “It’s in the ocean”) Engage students’ curiosity and activate background knowledge about Easter Island. Step 2: Listening 1 – Facts about the Moai (8 min) 1. Play the first audio recording (guide’s introduction). 2. Ask students to complete Activity 1 (choose the correct information: a/b/c). 3. Pause after each sentence if necessary; check answers with the whole class. 4. Highlight the linking sound in “some of” (/səməv/) and model the pronunciation. 1. Listen carefully and select the correct option in their textbooks. 2. Raise their hands to give answers; 3. correct their choices as a group. 4. Repeat the linked phrase after the teacher and practise the pronunciation. 1. Develop top‑down listening skills for gist and specific details. 2. Introduce the phonetic feature of linking sounds in natural speech. Step 3: Listening 2 – Complete the magazine page (10 min) 1. Guide students to predict the blanks first by asking “What information is missing?)”--Help students find they need to complete numbers about height and weight. 2. Play the same audio again. 3. Walk around to monitor and help students who miss numbers. 4.After listening, ask pairs to compare answers, then check collectively. 1. Listen for specific information (number of statues, height, weight, head/body facts). 2. Fill in the blanks (1‑6) in the magazine page. 3. Exchange answers with a partner 4. correct mistakes based on class feedback. 1. Practise listening for numerical and factual details. 2. Reinforce note‑taking and recording key data while listening. Step 4: Listening 3 – Theories about moving the statues (12 min) 1. Pre-teach vocabulary: quarry, wooden rollers, ropes, pull, walk (by showing pictures). 2. Play the discussion between the guide and tourists (Activity 3, p43). 3. Ask students to complete the notes (where made, how moved, materials) and tick the tourists’ responses (B/N). 4. Pause after each theory so students can finish notes. 1. Listen and fill in the missing words in the guide’s notes. 2. For each theory, tick whether the man/woman believes (B) or not (N). 1. Develop listening for detailed process information and multiple speakers’ attitudes. 2. Prepare students for expressing personal beliefs and doubts about historical mysteries. Step 5: Language Focus – Expressing Possibility and Doubt (5 min) 1. Write the useful expressions for possibility (It’s possible (that)…, Maybe…, It could be…) and doubt (I don’t think…, That’s unlikely, I’m not sure). 2. Lead a brief post listening discussion: “What do you think is the most likely way the moai statues got to the coast” 1. Take notes of the target expressions. 2. Practise in pairs with given statements. 1. Equip students with language tools to express certainty, possibility, and doubt 2. Encourage critical thinking and justified opinions. Step 6: Pair Work – Discuss a Historical Mystery (8 min) 1. Assign pairs and give them a choice of mystery: Moai statues, Terracotta Warriors, or Egyptian pyramids. 2. Provide a handout with guiding questions: What do we know? What is still a mystery? What do you believe? (Remind students to use the expressions from Step 5. ) Work in pairs and discuss Consolidate listening content and functional language Step 7: Summary and Homework (2 min) 1. Recap key facts about Moai statues (number, size, weight, mystery). 2. Review the useful expressions by asking quick oral questions. 3. Assign homework: (1.)Read aloud the guide’s introduction about Easter Island and the moai statues. Pay attention to linking sounds. (2.) Write down the expressions for possibility and doubt we learned. (3.)Write a short conversation to discuss the historical mysteries about the Terracotta Warriors and Horses 学科网（北京）股份有限公司 $