Unit 1 The changing world 单元整体设计 2026-2027学年人教版英语九年级上册

该初中英语教学设计围绕“变化带来发展”主题，涵盖社会发展、家乡变迁等话题，核心知识点包括变化类词汇、一般过去时与现在完成时对比及描述句型。课堂导入通过真实图片对比激活生活经验，知识脉络从感知变化到描述、分析、写作，形成连贯学习支架。 资料特色在于整合核心素养，语言能力通过分层次作业提升，文化意识融入乡村振兴、蒙内铁路内容培养家国情怀与国际视野，思维品质借今昔对比训练逻辑思维。采用任务型教学与合作学习，如项目“Compare Then and Now”让学生小组调查展示，既助学生联系生活提升综合语言运用能力，也为教师提供系统框架与实操活动，提高教学效率。

Unit 1 The Changing World 大单元整体设计 科目 英语 年级 九年级 班级 总课时 6 单元名称 Unit 1 The Changing World 单元主题 社会发展与家乡变迁、环境改善、乡村振兴、国际交流合作，围绕 “变化带来发展” 展开听说读写活动 教材分析 本单元是九年级上册开篇单元，以变化为主线，Section A 围绕家乡面貌、环境变化展开对话与听力；3a 为乡村振兴访谈阅读；Section B 聚焦中肯蒙内铁路，体现国际合作；语法重点为一般过去时与现在完成时对比；语篇类型包含对话、采访、说明文、记叙文；注重培养学生用英语描述变化、对比今昔、表达观点的能力，贴合新课标 “人与社会” 主题范畴。 学情分析 1. 知识基础：学生已掌握一般过去时、基础词汇，能进行简单日常交流。 2. 认知特点：对家乡变化、国家发展有真实体验，话题贴近生活，参与度高。 3. 薄弱点：易混淆两种时态用法；长句表达不流畅；阅读信息梳理能力不足。 单元整体框架 话题主线：感知变化 → 描述变化 → 分析环境变化 → 了解乡村发展 → 学习国际合作 → 写作表达变化 语言主线：核心词汇 → 时态对比 → 描述句型 → 阅读技巧 → 篇章写作 素养主线：语言运用 → 逻辑思维 → 文化自信 → 学习策略 单元内容分析 （一）主题大观念 1. 交通、住房、医疗、环境的变化体现社会进步与生活水平提升。 2. 保护环境、绿色发展是可持续发展的重要路径。 3. 国际合作促进共同发展，青少年应关注社会、热爱家乡、胸怀世界。 （二）语言大观念 1. 词汇：掌握 change, road, transport, hospital, sandstorm, environment, railway, convenient 等核心词。 2. 语法：正确区分与运用一般过去时和现在完成时描述过去与现在。 3. 句型：used to, It took…, Great changes have taken place…, Now there is/are… 4. 技能：能听辨变化信息、口头描述变化、读懂对比性文章、书写变化类短文。 核心素养 （一）语言能力 1. 掌握本单元描述变化、交通、环境的核心词汇与短语，能准确听、说、读、写。 2. 熟练运用两种时态和核心句型描述家乡、生活、环境的变化。 3. 能听懂对话、读懂说明性文章，并进行简短口头与书面输出。 （二）思维品质 1. 通过今昔对比，提升比较、归纳、梳理信息的逻辑思维能力。 2. 分析变化产生的原因与影响，培养批判性与发散性思维。 3. 借助表格、思维导图结构化信息，提升条理化表达能力。 （三）文化意识 1. 感受家乡与国家发展成就，增强家国情怀与文化自信。 2. 了解中国对外援助与国际合作项目，树立人类命运共同体意识。 3. 认识环境保护的重要性，形成绿色生活理念。 （四）学习能力 1. 学会利用图片、听力、表格辅助学习，提升自主学习能力。 2. 在小组合作中积极交流，提升合作探究与展示能力。 3. 能将所学知识运用于真实生活，提升学以致用能力。 教学重难点 教学重点 1. 掌握变化、交通、环境、基建类核心词汇与短语。 2. 正确理解并运用一般过去时与现在完成时描述变化。 3. 能听懂、读懂并口头描述身边各类变化。 教学难点 1. 在真实语境中准确区分与使用两种时态。 2. 连贯、流畅地用英语描述变化及原因。 3. 理解阅读篇章结构与深层含义。 单元课时规划 Period 1：Section A 1a–1c 听说课 —— 谈论家乡变化 Period 2：Section A 2a–2d 听说课 —— 环境变化与沙暴治理 Period 3：Section A 3a–Grammar Focus 读写语法课 —— 乡村发展与时态 Period 4：Section B 1a–1e 阅读课 —— 蒙内铁路与国际合作 Period 5：Section B 2a–3d 写作课 —— 写生活变化短文 Period 6：Review & Project 复习展示课 —— 单元梳理与成果展示 Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 1: Talk about Hometown Changes (Section A 1a–1c) 课型 Listening & Speaking Lesson 教材分析 This is the opening lesson of Unit 1. It covers Section A 1a to 1c. Based on the topic of hometown changes, it uses picture comparison, listening tasks and pair work to help students learn to describe changes in transport, roads, school, hospital and living conditions. Students get a brief touch of the differences between simple past tense and present perfect tense. It lays a solid foundation for vocabulary, sentence patterns and theme perception of the whole unit. 学情分析 Students in Grade 9 have basic listening and speaking skills. They have learned simple past tense and daily expressions. They have real-life experience of hometown changes and are willing to share. However, they often mix up past and present expressions and feel difficult to speak English fluently in public. So clear tasks and enough practice are needed. 教学设计思路 Start with real past & present hometown pictures to activate life experience → Teach key vocabulary related to changes → Guide students to finish listening tasks step by step to get key information → Organize pair work to practice describing changes → Extend to students’ real life → Summarize key points and assign homework. Follow the model: input → practice → output → application. 核心素养目标 Language Ability 1. Master the pronunciation, spelling and meaning of new words: change, hometown, road, transport, hospital, rough, take, used to. 2. Understand the listening materials and correctly extract key information about past and present changes. 3. Use basic sentence patterns to talk about hometown changes clearly and simply. Thinking Quality 1. Compare life in the past and at present to improve comparative thinking ability. 2. Capture, classify and organize key information to enhance logical thinking. Cultural Awareness 1. Feel the rapid development of hometown and cultivate love for homeland. 2. Understand that development brings better life and learn to cherish present life. Learning Ability 1. Learn to take notes and catch key words while listening to improve listening skills. 2. Take part in pair work and group activities to improve cooperative Learning Ability. 教学重难点 Key Points 1. New vocabulary and phrases about hometown changes. 2. Basic sentence patterns for describing past and present situations. Difficult Points 1. Correctly understand time differences and key information in listening. 2. Speak English smoothly and correctly to describe changes. 教学方法 Task-based Language Teaching; Situational Teaching Method; Cooperative Learning; Step-by-step Listening Training 教学工具 Textbook; multimedia; projector; past & present pictures of hometown; word cards; audio; blackboard 教学内容及过程 教学环节 教师活动 学生活动 1. Lead-in (5 mins) 1. Greet students. Show two contrasting pictures: a village in the past and the same village now. 2. Ask: What differences can you see? What has changed? 3. Write key words on the blackboard: roads, hospital, transport, environment. 4. Introduce the topic: Unit 1 The Changing World. 1. Observe pictures carefully. 2. Answer actively: roads, buildings, hospital, trees… 3. Realize the topic: changes around us. 4. Get ready for learning. 设计意图 Create real-life situation; activate prior knowledge; lead in the topic naturally. 2. New Learning (15 mins) 1a Vocabulary & Matching 1. Present new words: hospital, cinema, transport, environment, housing, e-payment. 2. Explain meanings and pronunciation; lead choral reading for 3 rounds. 3. Guide students to match words with the changes in 1a. 4. Check answers and correct wrong pronunciation. Sentence Patterns 1. Present core sentences: — How has your hometown changed? — It used to be… Now it is… 2. Explain the structure of used to and present perfect. 3. Lead pair practice and imitation. 1. Learn new words; read aloud. 2. Finish matching in 1a. 3. Check answers together. 4. Learn key sentences; read and practice in pairs. 设计意图 Help students master basic vocabulary; learn to describe changes correctly. 3. Practice (12 mins) Listening 1b 1. Explain the listening tasks clearly. 2. Play the audio for the first time; students get the main idea. 3. Play again; students answer the questions. 4. Check answers and explain key information. Listening 1c 1. Show the chart; explain past and present clearly. 2. Play audio twice; students complete the table. 3. Check row by row and emphasize key points. 1. Listen for general ideas. 2. Listen for detailed information. 3. Complete the table. 4. Correct mistakes together. 设计意图 Train listening skills from general to specific; improve information-capturing ability. 4. Consolidation & Extension (5 mins) Pair Work 1. Set task: Talk about changes in your hometown. 2. Provide sentence frames: A: How has your hometown changed? B: It used to… Now it… 3. Walk around to guide, correct and encourage. 4. Invite 2–3 students to share in class. 1. Practice dialogues in pairs. 2. Use sentence frames to express real life. 3. Volunteer to share. 设计意图 Use what has been learned; improve oral output ability. 5. Classroom Summary (2 mins) 1. Lead students to review new words and key sentences one by one. 2. Summarize the core ability: talk about past and present changes. 3. Emphasize listening skills and key sentence structures. 4. Encourage students to observe changes in daily life. Follow the teacher to review; recall key points; take notes if necessary. 设计意图 Help students form a clear knowledge system; strengthen memory. 6. Homework (1 min) Basic (基础层) 1. Copy new words 5 times each and recite them. 2. Read and recite the key sentences. Improving(提高层) 1. Write 3 sentences about your hometown changes. 2. Listen to the recording of 1b and 1c and read aloud. Advanced (拓展层) 1. Interview parents about their hometown changes. 2. Take notes and prepare to share next class. Write down homework clearly; finish at different levels. 设计意图 Consolidate learning; meet needs of different students. 板书 设计 Unit 1 The Changing World (Period 1) ★ New Words:change, road, transport, hospital, rough ★ Key Sentences:Past: It took ... / They used to ... Now: It takes ... / They have ... ★ Changes:Past: no hospital; rough roads; slow Now: new hospital; wide roads; fast 教学 反思 (1) Successes 1. Real past & present pictures are used; students show strong interest and take part actively. 2. Listening tasks are designed step by step; most students can catch key information correctly. (2) Problems 1. Some shy students are afraid to speak English in public. 2. A few students still mix up past tense and present tense expressions. (3) Improvements 1. Give more encouragement and more chances to shy students in the next lesson. 2. Add more oral practice and tense comparison activities to help students master better. Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 2: Environment and Sandstorms (Section A 2a–2d) 课型 Listening & Speaking Lesson 教材分析 This lesson continues Section A focusing on environmental changes and sandstorm control. It includes 2a (rank Problems), 2b–2c (listening about past environmental Problems and solutions), and 2d (pair discussion). Students learn words about sandstorms, soil, bushes, and farmland; they listen to compare past poor environment and present green changes. The lesson helps students realize the importance of environmental protection and practices describing changes with “used to” and present perfect. 学情分析 Students have learned basic vocabulary and sentences about hometown changes in Period 1. They can describe simple changes but lack words for the environment. They are interested in real-life stories but may struggle with listening details and summary. They need clear tasks and structured notes. 教学设计思路 Lead in with environment pictures → Learn environmental vocabulary → Rank Problems in 2a → Listen to complete the past–present table → Practice dialogue about solving environmental Problems → Discuss and summarize → Assign homework. Follow “prediction → input → practice → output → thinking”. 核心素养目标 Language Ability 1. Master new words: sandstorm, environment, farmland, bush, soil, government, support. 2. Understand listening materials about environment changes and complete the table. 3. Use “used to” and “now” to talk about environmental changes and solutions. Thinking Quality 1. Compare past and present environment to improve comparative thinking. 2. Analyze Problems and solutions to train logical thinking. Cultural Awareness 1. Realize the importance of environmental protection and green development. 2. Love nature and take action to protect the environment. Learning Ability 1. Take notes while listening to improve listening skills. 2. Cooperate in pairs to improve communication and expression. 教学重难点 Key Points 1. Environmental words: sandstorm, environment, farmland, bush, soil. 2. Listening for Problems and solutions of environment changes. Difficult Points 1. Catch detailed information in long listening materials. 2. Talk about environmental changes and solutions smoothly. 教学方法 Task-based Teaching; Listening & Speaking; Cooperative Learning; Step-by-step Training 教学工具 Textbook; Projector; Pictures of sandstorms / green hills; Audio; Word cards; Worksheets 教学内容及过程 教学环节 教师活动 学生活动 1. Lead-in (5 mins) 1. Show two pictures: sandstorm and green hills. 2. Ask: What problems can you see? What has been improved? 3. Lead to topic: environment changes and sandstorm control. 1. Observe and answer: sandstorm, environment, trees… 2. Understand the topic. 设计意图 Cultivate environmental awareness; lead in naturally. 2. New Learning (15 mins) 1. Teach new words: sandstorm, farmland, bush, root, soil, government. 2. Lead reading and correct pronunciation. 3. Guide 2a: rank environmental problems. 4. Teach structures: There used to be… / Now… 1. Learn new words; read aloud. 2. Finish ranking. 3. Learn and imitate key structures. 设计意图 Master environmental vocabulary; learn to compare past and present. 3. Practice (12 mins) 1. Play 2b: listen and tick the problems. 2. Play 2c: listen and complete the past-present table. 3. Check answers and explain difficult points. 1. Listen and tick. 2. Complete the chart. 3. Correct mistakes. 设计意图 Train detailed listening; understand sandstorm control. 4. Consolidation & Extension (5 mins) 1. Guide 2d pair work: talk about solutions. 2. Provide dialogue frames. 3. Invite pairs to act out. 1. Practice dialogues. 2. Retell changes and solutions. 设计意图 Connect language to life; improve speaking. 5. Classroom Summary (2 mins) 1. Summarize environmental vocabulary. 2. Review past-present comparison. 3. Encourage students to protect the environment. Review key points together. 设计意图 Conclude key points; enhance awareness. 6. Homework (1 min) Basic 1. Copy new phrases 3 times. 2. Recite new words. Improving 1. Write 3 sentences about environment changes. 2. Read the listening script loudly. Advanced 1. Write a short dialogue about environmental protection. 2. Prepare to role-play next class. Finish homework by levels. 设计意图 Consolidate learning; improve comprehensiveness. 板书 设计 Unit 1 The Changing World Period 2 Words: sandstorm, environment, farmland, bush, soil Useful sentences: Past: There used to be sandstorms. Now: There are fewer sandstorms. We planted trees to improve the environment. 教学 反思 Successes 1. Picture comparison leads to the topic naturally; students are active. 2. Listening tasks are clear and step-by-step; students finish well. Problems 1. Some students cannot catch detailed information in listening. 2. Some students speak English too slowly and simply. Improvements 1. Provide note-taking frames next time to help students catch details. 2. Give more sentence patterns and practice time for speaking. Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 3: Rural Development & Grammar (Section A 3a–Grammar Focus) 课型 Reading & Grammar Lesson 教材分析 This Period includes 3a (interview about rural changes), 3b–3c (reading tasks), and Grammar Focus (simple past vs. present perfect). It focuses on reading for specific changes in jobs, farming, transport, housing, and public services. The grammar part helps students compare and correctly use the simple past tense and the present perfect tense, which is the core grammar of this unit. 学情分析 Students have learned vocabulary and basic sentences about changes. They can understand simple listening and speaking materials. However, they have difficulty in reading for detailed information and often confuse the simple past tense and the present perfect tense in use. They need clear comparison and structured practice. 教学设计思路 Lead-in by reviewing changes → Read 3a interview for main idea and detailed information → Fill in the past–present table → Summarize grammar rules → Do controlled and creative practice → Summary and homework. Follow “input—analysis—practice—application”. 核心素养目标 Language Ability 1. Master words and phrases: high-tech, greenhouse, highway, railway, product, tourist attraction. 2. Read and get detailed information about rural changes; finish reading tasks. 3. Understand and tell the differences between the simple past tense and the present perfect tense. Thinking Quality 1. Compare past and present rural life to improve comparative thinking. 2. Summarize grammar rules to enhance logical and inductive thinking. Cultural Awareness 1. Learn about China’s rural revitalization achievements and enhance pride. 2. Understand that hard work and development create a better life. Learning Ability 1. Use a table to organize reading information to improve reading skills. 2. Summarize and sort grammar rules to improve independent learning. 教学重难点 Key Points 1. Reading strategy: get details and complete the past–present table. 2. Master the usage and differences of the simple past tense and the present perfect tense. Difficult Points 1. Choose correct tenses according to time markers. 2. Use correct tenses to describe changes smoothly. 教学方法 Task-based Teaching; Reading Guide Method; Grammar Comparison; Cooperative Learning 教学工具 Textbook; Projector; Worksheets; Blackboard; Mind maps; Grammar summary chart 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say 3 sentences about environmental changes learned last Period. 2. Show pictures: poor village in the past vs. modern new countryside. 3. Ask: How has life changed in villages? 4. Lead to today’s topic: reading about rural development and grammar. 1. Review and speak actively. 2. Compare pictures and express ideas. 3. Know the learning tasks clearly. 设计意图 Review knowledge; create situation; lead in reading naturally. 2. New Learning: Reading (15 mins) 1. Pre-reading: Teach new words: high-tech, greenhouse, highway, railway, product, tourist attraction. Explain and read aloud. 2. While-reading: ① Fast reading: Ask students to read 3a quickly and answer: What changes are mentioned? ② Careful reading: Ask students to read again and complete the past–present table in 3b. ③ Check answers and explain key sentences. 3. Post-reading: Ask 3c questions; let students discuss and share. 1. Learn new words; read and remember. 2. Read quickly to get the main idea. 3. Read carefully to complete the table. 4. Check answers and understand details. 5. Discuss and answer questions. 设计意图 Train skimming and scanning skills; help students get detailed information about rural changes. 3. Grammar Study & Practice (12 mins) 1. Present Grammar Focus sentences. Ask students to underline verbs and find differences. 2. Summarize rules clearly:- Simple past: past time; finished.- Present perfect: past actions influencing now; since/for/yet/already. 3. Do controlled practice: fill in the blanks with correct tenses. 4. Walk around to help and correct mistakes. 1. Observe sentences; compare tenses. 2. Understand and take notes on grammar rules. 3. Do practice exercises independently. 4. Check answers and correct mistakes. 设计意图 Help students find rules by themselves; master grammar through step-by-step practice. 4. Consolidation & Extension (5 mins) 1. Task: Use correct tenses to write 2 sentences about village changes. 2. Ask students to share in class. 3. Give feedback and praise. 1. Write sentences using what they learned. 2. Volunteer to share. 3. Listen and learn from others. 设计意图 Use grammar in real context; improve using and expressing ability. 5. Classroom Summary (2 mins) 1. Summarize reading information: rural changes in jobs, farming, transport, life. 2. Review grammar: simple past vs. present perfect. 3. Encourage students to love rural development. Follow the teacher to review key points and take notes. 设计意图 Help students form a complete knowledge system. 6. Homework (1 min) Basic 1. Copy grammar rules. 2. Recite Grammar Focus sentences. Improving 1. Finish Section A grammar exercises. 2. Write 4 sentences with correct tenses. Advanced 1. Summarize the differences between the two tenses. 2. Write 2 short paragraphs about changes. Finish homework by levels. 设计意图 Consolidate grammar; improve application. 板书 设计 Unit 1 Period 3 Reading & Grammar Words: high-tech, greenhouse, highway, railway, product Reading: Changes in villages Past: worked in cities; small farms; no transport Now: work locally; high-tech greenhouses; new roads Grammar:Simple Past: yesterday, ago, then Present Perfect: already, yet, since, for 教学 反思 Successes 1. Reading tasks are well-designed; students can get details with the table. 2. Grammar comparison is clear; most students understand the rules. Problems 1. A few students still cannot choose correct tenses. 2. Some students are not active in sharing sentences. Improvements 1. Give more time markers and exercises to practice tenses. 2. Encourage shy students and set more small goals. Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 4: The Mombasa-Nairobi Railway (Section B 1a–1e) 课型 Reading & Speaking Lesson 教材分析 This Period covers Section B 1a–1e, centered on the Mombasa-Nairobi Railway built with China’s help. It includes prediction, fast reading, careful reading, number matching, and discussion. Students learn words about transport, railway, benefit, convenient, and capital. The text shows how international cooperation improves lives, helping students practice reading skills and understand global cooperation. 学情分析 Students have learned vocabulary about changes, transport, and development. They can use simple past and present perfect tenses. They can read for details but need practice with expository texts. They are interested in international stories but need help with key numbers and main ideas. 教学设计思路 Lead-in with railway pictures → Learn new words → Predict the topic → Fast reading for main idea → Careful reading for numbers and information → Discuss benefits → Summary and homework. Follow “predict—scan—analyze—express—think”. 核心素养目标 Language Ability 1. Master new words: railway, capital, benefit, convenient, passenger, transport. 2. Read and match numbers with information; understand the railway’s influence. 3. Talk about the railway’s benefits using learnt sentences. Thinking Quality 1. Compare old and new railways to improve comparative thinking. 2. Analyze benefits to develop logical and critical thinking. Cultural Awareness 1. Learn about China-Kenya cooperation and build global vision. 2. Understand international friendship and community with a shared future. Learning Ability 1. Use title and pictures to predict; improve reading strategies. 2. Cooperate in groups to improve expression and thinking. 教学重难点 Key Points 1. Words about railway and international cooperation: railway, benefit, convenient. 2. Reading skills: predict, match numbers, get main benefits. Difficult Points 1. Understand long sentences about transport and time. 2. Express the railway’s influences clearly and fluently. 教学方法 Task-based Teaching; Predicting & Scanning; Cooperative Learning; Expository Reading Training 教学工具 Textbook; Projector; Railway pictures; Audio; Number cards; Worksheets 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say something about rural changes in Period 3. 2. Show pictures: old slow train vs. modern high-speed railway. 3. Ask: Do you know railways help other countries? 4. Introduce today’s topic: the Mombasa-Nairobi Railway. 1. Review and speak actively. 2. Compare and answer questions. 3. Learn the topic. 设计意图 Review grammar and changes; arouse interest in international stories. 2. New Learning: Pre-reading & Vocabulary (15 mins) 1. Teach new words: railway, capital, benefit, convenient, passenger, port. Read and practice with pictures. 2. Activity 1a: Ask: Does your hometown have trains? How do they help? Discuss briefly. 3. Prediction: Show title “On the Fast Track” and pictures. Ask: What is the text about? Let students guess. 1. Learn new words; read and memorize. 2. Discuss 1a in pairs. 3. Predict the text’s topic. 设计意图 Build vocabulary; activate background; practice predicting strategy. 3. While-Reading: Fast & Careful Reading (12 mins) 1. Fast reading: Ask students to read quickly and check predictions. Ask: What’s the main idea? 2. Careful reading: 1c – Match numbers with information. Play audio if needed; check answers clearly. 3. 1d: Ask students to read again and answer 5 questions. Walk around to help. 4. Explain difficult sentences about time and transport. 1. Read fast; get main idea. 2. Match numbers and check answers. 3. Read carefully; answer 1d questions. 4. Learn difficult sentences. 设计意图 Train scanning and detailed reading; help understand key information. 4. Post-Reading: Discussion & Extension (5 mins) 1. Organize group discussion: 1e- What changes has the railway brought?- How do people benefit? 2. Give sentence frames:The railway helps... Now people can... 3. Ask groups to share ideas. 1. Discuss in groups. 2. Use sentence frames to speak. 3. Share with the class. 设计意图 Deepen understanding; train oral expression; realize cooperation value. 5. Classroom Summary (2 mins) 1. Summarize new words and the railway’s benefits. 2. Review reading skills: predict, match numbers, find details. 3. Emphasize international friendship and cooperation. Follow the teacher to summarize key points. 设计意图 Help students form a clear knowledge structure. 6. Homework (1 min) Basic 1. Copy new words and phrases. 2. Read the text 3 times. Improving 1. Retell the railway story. 2. Finish reading exercises. Advanced 1. Write a short introduction of the railway. 2. Search for China’s railway help to other countries. Finish homework by levels. 设计意图 Consolidate reading; expand cultural knowledge. 板书 设计 Unit 1 Period 4 The Mombasa-Nairobi Railway Words: railway, benefit, convenient, capital, passenger Changes:Past: slow; 10 hours; old railway Now: fast; 4 hours; safe, convenient Benefits: travel; business; food; fresh products 教学 反思 Successes 1. Prediction and number-matching tasks help students read effectively. 2. Students show strong interest in international cooperation stories. Problems 1. Some students still struggle with long sentences. 2. Oral expression is simple and lacks details. Improvements 1. Give sentence frames and key phrases before discussion. 2. Provide more time for pair practice before sharing. Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 5: Writing About Changes in Life (Section B 2a–3d) 课型 Writing Lesson 教材分析 This Period focuses on writing a short passage about personal life changes. It includes 2a compound words, 2b–2c vocabulary practice, 3a reading a model essay Changes in My Life, 3b–3d outlining and drafting. Students learn to write by comparing past and present, using simple past and present perfect tense. It teaches the structure: introduction—changes—ending (one thing unchanged). 学情分析 Students have mastered vocabulary and sentences about changes. They can describe changes orally but lack writing skills. They often mix tenses, lack logical connectors, and cannot write a complete passage. They need a clear model, outline and step-by-step guidance. 教学设计思路 Lead-in by sharing personal changes → Learn compound words → Read and analyze the model essay → Complete the past-present table → Learn writing structure → Draft and revise → Share and evaluate → Summary and homework. Follow “input—imitation—output—improvement”. 核心素养目标 Language Ability 1. Master compound words: greenhouse, farmhouse, highway, railway, sandstorm. 2. Understand the model essay and master the writing structure of changes. 3. Write a complete short passage about personal life changes correctly. Thinking Quality 1. Compare past and present life to improve comparative and organized thinking. 2. Plan and organize ideas with an outline to improve logical writing. Cultural Awareness 1. Feel growth and changes; cherish family love and happy life. 2. Understand that changes bring better life and keep positive attitudes. Learning Ability 1. Learn from the model essay; improve reading-to-write ability. 2. Self-check and revise to improve independent Learning Ability. 教学重难点 Key Points 1. Compound words and useful expressions for describing changes. 2. Writing structure: introduction — three changes — ending (one thing unchanged). Difficult Points 1. Correctly use simple past tense and present perfect tense in writing. 2. Use connectors to make the passage coherent and smooth. 教学方法 Model-based Teaching; Outline Guided Method; Process Writing; Cooperative Revision 教学工具 Textbook; Projector; Model essay; Outline worksheet; Blackboard; Color pens 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say the benefits of the Mombasa-Nairobi Railway. 2. Free talk: Think about primary school vs. now. What has changed? 3. Lead to today’s task: Learn to write a short passage Changes in My Life. 1. Review and speak actively. 2. Share personal changes in life. 3. Know the writing task clearly. 设计意图 Review knowledge; connect to personal experience; lead to writing naturally. 2. Vocabulary & Compound Words (15 mins) 1. Activity 2a: Teach compound words. Match left and right words to form new words: house+wife=housewife, farm+land=farmland, road+way=railway. 2. Practice: Ask students to list more compound words in the unit. 3. Activity 2b–2c: Fill in the blanks; check answers and explain key words. 1. Learn compound words; understand word formation. 2. Do exercises and summarize rules. 3. Finish 2b–2c and check answers. 设计意图 Build vocabulary; master compound words; prepare for writing. 3. Model Study & Outline (12 mins) 1. Pre-writing: Ask students to read 3a model essay quickly. Answer: What stays the same? 2. Careful reading: Complete the table in 3b. Analyze the structure:① Introduction② Changes (home, school, study)③ Ending (one thing unchanged) 3. Teach useful expressions: used to, but now, have changed, etc. 1. Read the model essay; get the main idea. 2. Complete the table; learn the writing structure. 3. Take notes of useful expressions. 设计意图 Learn from the model; master structure; provide language support. 4. Writing Practice & Revision (5 mins) 1. While-writing: Guide students to complete 3c notes. Use the outline to write a draft of 6–8 sentences. 2. Revision: Ask students to check in pairs: tense, spelling, coherence. 3. Walk around to help and give suggestions. 1. Make notes; write the draft independently. 2. Check and revise in pairs. 3. Ask for help when needed. 设计意图 Guide step-by-step writing; improve quality through peer revision. 5. Sharing & Summary (2 mins) 1. Invite 2–3 students to read their passages. 2. Give positive feedback and praise. 3. Summarize: structure, tenses, useful sentences. 1. Volunteer to share. 2. Listen and learn from others. 3. Review key points of writing. 设计意图 Build confidence; improve appreciation and assessment ability. 6. Homework (1 min) Basic 1. Copy the model passage. 2. Correct your draft. Improving 1. Write a complete passage of 8–10 sentences. 2. Polish your language. Advanced 1. Write a passage with conjunctions and proper tenses. 2. Prepare to show your article next class. Finish homework by levels. 设计意图 Improve writing quality; encourage expression. 板书 设计 Unit 1 Period 5 Writing: Changes in My Life Compound Words: railway, highway, greenhouse, sandstorm Writing Structure: 1. Introduction: My life has changed a lot. 2. Changes: home, school, study, transport 3. Ending: One thing unchanged (love/happiness)Useful sentences:I used to ... Now I ...Great changes have taken place ... 教学 反思 Successes 1. The model essay and outline help students write clearly and logically. 2. Students can use “used to” and perfect tense correctly in writing. Problems 1. Some students still mix up simple past and present perfect tense. 2. Some passages lack connectors and are not fluent. Improvements 1. Give a clear tense-check list before writing. 2. Provide more connectors: but now, however, also, besides. Unit 1 The Changing World 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 6: Unit Review & Project (Compare Then and Now) 课型 Review & Project Lesson 教材分析 This Period is the unit review and output lesson. It reviews vocabulary, phrases, tenses (simple past & present perfect), and key sentence patterns. The project Compare Then and Now requires students to survey, summarize, and display changes around them. It integrates listening, speaking, reading, writing to improve comprehensive language use and practical abilities. 学情分析 Students have basically mastered all vocabulary, grammar and topics of Unit 1. However, some students still confuse tenses; some cannot use language flexibly. They like group work and sharing, so group projects can improve their confidence and cooperation skills. 教学设计思路 Lead-in with a video of changes → Review key words, phrases and tenses → Do comprehensive exercises → Finish the group project Compare Then and Now → Show results → Summary and evaluation → Homework. Follow “review—consolidate—cooperate—show—improve”. 核心素养目标 Language Ability 1. Master all vocabulary, phrases and sentence patterns of this unit. 2. Correctly use simple past tense and present perfect tense in real situations. 3. Finish a survey project and give a simple English report. Thinking Quality 1. Summarize and organize unit knowledge to improve 归纳 thinking. 2. Analyze and compare changes to improve logical thinking. Cultural Awareness 1. Care about social and hometown changes; enhance sense of social responsibility. 2. Understand the value of development and cooperation; love hometown and country. Learning Ability 1. Summarize knowledge independently; form good learning habits. 2. Cooperate in groups to complete tasks; improve presentation skills. 教学重难点 Key Points1. Review vocabulary, phrases and key sentences of Unit 1. 2. Master and use simple past tense and present perfect tense correctly. Difficult Points1. Use correct tenses flexibly in real situations. 2. Finish the project report smoothly and clearly in English. 教学方法 Review Method; Task-based Teaching; Cooperative Learning; Presentation & Evaluation 教学工具 Textbook; Projector; Knowledge mind map; Task sheets; Group cards 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Play a short video: Changes in hometown, transportation, environment and villages. 2. Ask: What changes can you see? What have we learned in Unit 1? 3. Announce today’s task: Review and show a project. 1. Watch the video and feel changes. 2. Answer questions and recall the unit. 3. Know today’s tasks clearly. 设计意图 Create atmosphere; lead to review naturally; arouse interest. 2. Key Points Review (15 mins) 1. Vocabulary Review: Show the mind map; review words about changes, transport, environment, cooperation. 2. Phrases Review: Lead to read and recite: used to, be covered with, bring about, with ease. 3. Grammar Review: Show the comparison chart; summarize tense differences and time markers. 4. Quick Exercises: Choose correct tenses; check answers at once. 1. Look at the mind map; read and recall words. 2. Read phrases together; recite key phrases. 3. Understand the tense chart; take notes. 4. Finish quick exercises; check answers. 设计意图 Review knowledge systematically; help students form a knowledge frame; master key points. 3. Comprehensive Practice (12 mins) 1. Organize group competition：① Fill in the blanks② Rewrite sentences③ Correct mistakes 2. Give scores and praise winning groups. 3. Explain common mistakes clearly. 1. Take part in the competition actively. 2. Answer questions and get scores. 3. Understand and correct mistakes. 设计意图 Stimulate interest; consolidate knowledge; solve common errors. 4. Project: Compare Then and Now (5 mins) 1. Introduce the project: Survey 10 things in life. Compare then and now. 2. Guide groups to finish the survey sheet: technology, transport, education, environment, shopping. 3. Help groups organize simple English sentences for presentation. 1. Know the project requirements. 2. Cooperate in groups; finish the survey sheet. 3. Prepare a short presentation. 设计意图 Integrate knowledge; improve cooperation and comprehensive language use. 5. Presentation & Summary (2 mins) 1. Invite 2–3 groups to show their project results. 2. Give evaluation and encouragement. 3. Summarize the whole unit: changes, tenses, feelings. 1. Show reports in English. 2. Listen and evaluate others. 3. Review the whole unit together. 设计意图 Improve presentation skills; experience the joy of achievement; enhance Cultural Awareness. 6. Homework (1 min) Basic 1. Review all words and phrases. 2. Correct all wrong questions. Improving 1. Finish all unit exercises. 2. Write a short review of the unit. Advanced 1. Make a poster: Changes in My Hometown. 2. Prepare a 1-minute presentation. Finish homework by levels. 设计意图 Consolidate; extend learning; improve creativity. 板书 设计 Unit 1 Period 6 Review & Project Words: change, transport, environment, railway, sandstorm Phrases: used to, be covered with, bring about Grammar:Simple Past: ago, yesterday, last year Present Perfect: already, yet, since, for Project: Compare Then and Now 教学 反思 Successes 1. The mind map and competition help students review effectively; all take part actively. 2. The project lets students use English in real life; learning by doing. Problems 1. Some students still cannot use tenses correctly in the project. 2. A few groups are too shy to show in public. Improvements 1. Give a tense small card for students to check at any time. 2. Encourage shy groups and give them more chances next time. 学科网（北京）股份有限公司 $