Unit 3 Past passing by（reading for writing) 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“历史传承”主题，通过阅读梳理汉服秀、数字技术、文创产品三种让历史“活”起来的方式，引导学生运用bring...alive等核心词汇描述传承。课堂以敦煌壁画汉服秀短视频导入，结合标题图片及关键词预测文章大意，借助支架句型激活背景知识，建立阅读与文化传承的关联。 资料亮点在于融合多模态资源与结构化学习，如用图示梳理信息、深度追问分析科技创意价值，通过“历史盲盒设计”等任务培养思维品质与文化意识。任务型教学与小组合作提升语言运用能力，为教师提供可操作活动设计，助力学生增强文化自信，发展创新表达与终身学习能力。

Unit 3 Past passing by (reading for writing) 一、 教学目标 1. 语言能力： 获取并梳理文中三种传承方式的具体信息；理解并运用 bring...alive， take pride in， pass on， a big hit 等核心词汇描述历史传承。 2. 文化意识： 感悟中国传统文化（汉服、古画、传统纹样）的魅力，增强文化自信，树立传承意识。 3. 思维品质： 通过预测、信息对比、推理等策略，分析“科技与创意”对文化传播的价值；能联系实际提出创新建议。 4. 学习能力： 掌握利用标题和图片预测主旨的策略；能运用图示（Diagram）结构化梳理信息。 二、 教学重点与难点 · 重点： 准确获取并归纳“汉服秀、数字技术、文创产品”让历史“活”起来的具体方式与效果。 · 难点： 理解“创造性转化”对文化传承的深层意义；将所学迁移至真实情境，用英语提出并阐述个人创新想法。 三、 教学过程 Step 1: Learning & Understanding 活动1：Predicting · T： 播放敦煌壁画汉服秀短视频片段并提问： · T: Good morning, class! Look at the screen. What are they wearing? Where are they? · T: Today we'll read a passage titled "Living History". Look at the title and the pictures. Using these words (ancient, creativity, past, technology, bring...alive), can you predict: What is the passage about? 支架句型： （1）. This passage is probably about how we use __________ to study the __________. （2）. People can __________ history __________ by using modern __________. （3）. A __________ of old objects can help us learn about the __________. （4）. We should __________ the stories from the __________ to the next generation. （5）. History is not just about the __________; it also needs __________ to make it interesting today. ·Ss： 观察图片，回答 They are wearing hanfu. / In Dunhuang.；两人一组讨论并预测文章大意。 · 设计意图： 利用多模态资源激活背景图式，通过预测任务建立阅读期待。 活动2：Fast Reading · T：Read the passage quickly and check your prediction. Find out: How many ways are mentioned to make history "living"? What are they? · Ss： 快速浏览全文，圈画关键词，得出答案（3 ways：Fashion shows / Technology / Creative products）。 追问： T： So what’s this passage about? · 设计意图： 训练略读技能，从宏观上把握语篇结构。 活动3：Detailed Reading 【Part 1】Para. 1-2 (现象引入：汉服秀) · Q1 ： Where did the performers in the hanfu show come from in the performance? (预设：They came down from the wall paintings.) · Q2 ： What does "a big hit" mean? (引导：If a movie is a big hit, what does that mean? 预设：Very popular.) · Q3 ： Why does the writer say "Reading about history is one thing, but seeing it with your own eyes is another"? (引导：Reading feels ______; Seeing feels ______. ) · 即时板书： Fashion show → a big hit → lively. 【Part 2】Para. 3 （过渡） · Q4 ： What makes history become more than "hard-to-remember facts"? (预设：Creativity.) · 追问： What does "hard-to-remember" mean? (预设：Difficult to remember ) T: But we must remember history. So let’s see more ways to remember it. 【Part 3】Para. 4 (科技赋能：清明上河图) · Q5 ： How did people see the painting in the past vs. now? (预设：In the past, it was just in a museum; Now with multimedia screen, it becomes a noisy city.) · 追问Q6： What can people see, hear, and even do with the painting now? (预设：Hear people talk, see horses walk and even become part of it.) · 深度追问 (Q7)： What does "even become part of it" suggest about this new way? (引导：Maybe you can touch the screen or walk into the scene. It makes you feel inside the painting. 预设：It's interactive / very immersive.) · 即时板书： Technology → multimedia screen → watch, listen, become part. 【Part 4】Para. 5 (创意生活：故宫文创) · Q8： Where do these creative products come from? (预设：From the Palace Museum's collections.) · Q9： What traditional designs are mentioned? On what daily items? (预设：Dragons, clouds, bats; On scarves, bags, magnets, pencils, erasers.) · Q10： What does "These products have started a fever for traditional culture among people of all ages" mean? （预设：These products made traditional culture popular with people from kids to the elderly.） · 即时板书： Creative Products → daily items → take pride. 【Part 5】Para. 6 (总结) ·Q11： What does history do for us? （预设：History mirrors our past and carries our values.） ·Q12： What does “mirror ” mean here?（引导：History is like a mirror, we can know what happened in the past through it. ---so “mirror” here means reflect. ） ·Q13：What does "it" refer to in "pass it on"?（预设：History./What once happened.） ·Q14: Why it’s important to know what once happened and pass it on?（预设：To face the future better.） · 设计意图： 最后处理升华段落，使学生明确“传承”的终极意义，实现文化意识的渗透。 Step 2: Application & Practice 活动4：完成图示，结构化梳理 (Diagram Completion) · T： 引导学生合上书本，根据黑板板书和记忆，独立完成教材第46页的图表填空。 · Ss： 填写图表，完成后同桌互相核对答案（1. ancient; 2. a big hit; 3. bringing history alive; 4. become part of; 5. treasures; 6. collections; 7. pass it on）。 · 设计意图： 检测细节理解，将零散信息转化为结构化知识，为口语表达搭建“脚手架”。 活动5：深度问答，剖析文本价值 利用PPT展示教材第46页三个问题，引导学生进行语言输出。 · Q 1 ： What is the difference between “reading about history” and “seeing it with your own eyes”? T： Can you use the examples in the passage to explain? (预设：Reading about Qingming Festival is boring, but seeing the moving city on the screen is exciting.) · Q 2 ： What are “hard-to-remember facts” like? T： Give me some examples. ( dates, names and some facts.) · Q3： What does “take pride in having them” mean? T： If you have a pen with a dragon design, how do you feel? (预设：It means you feel proud of Chinese traditional culture when you own these products.) · 设计意图： 引导学生跳出文本，用自己语言深度阐释关键句，实现语言的内化与初步运用。 Step 3: Transfer & Innovation 活动7：小组讨论，表达个人偏好 (Think and Share Q1) · T：Of the three ways mentioned (hanfu show, technology, creative products), which are you most interested in? Why? 语言支架： I'm most interested in ______ because it makes me feel... / It helps me understand history in a ______ way. / I think it's a great way to... · Ss： 4人小组轮流发言，互相倾听，最后推选代表向全班汇报（2-3组）。 · 设计意图： 通过“偏好选择与理由阐述”，将文本信息转化为个人观点，实现初步迁移。 活动8：头脑风暴，创意设计师 (Think and Share Q2) · T：As teenagers, what else could we do to bring history into our daily life? 展示“Learning to think”中的提示，引导学生观察周边事物。 T：Can we design a historical hero emoji for WeChat? Or a board game about the Silk Road? Work in groups. Design ONE creative way to help people understand or pass on a piece of Chinese history. You can draw a sketch or write down key words. Prepare to introduce it! （举例启发，布置任务） · 提供句型支架（PPT展示）： · Our group plans to... · We will use... to... · It will help people... by... · We believe this is a good way to pass on... · Ss： 1. 小组头脑风暴（如：设计“历史人物”盲盒、开发“朝代更迭”手机壁纸、策划“校园古风诗词路”等）。 2. 用英语简单写下设计方案或画出草图。 3. 展示环节： 邀请2-3组上台展示，用英语简短介绍他们的创意（2分钟/组）。 · 设计意图： 这是最高层次的活动。学生需要综合运用本课语言、内容与价值观，创造性地解决“文化传承”这一真实问题，在合作中发展高阶思维和语用能力。 Step 4: 总结升华与作业布置 (Summary & Homework) I. Summary T：History is not just about the past. It's our root and pride. With creativity and technology, history is not far away. It can be alive in our hands. Let's pass it on together! 2. Homework： · Must do： 完善小组的创意设计方案，写出一篇80词左右的英文介绍稿，写在作业本上。 ·Choose to do： 根据你的创意，利用周末时间为它制作一个实物雏形（如：书签设计图、盲盒概念手绘），下节课带来与同学分享。 学科网（北京）股份有限公司 $