Unit1Lesson3教学设计2026—2027学年冀教版九年级英语上册

该初中英语教学设计聚焦“Staying Positive”主题，核心知识点含11个核心词汇（unable, disabled等）及关键短语，通过情境提问“遇到困难怎么办”、展示残疾人士积极生活图片导入，搭建生活经验与文本的学习支架，引导学生理解残疾女性的积极人生故事。 该资料亮点在于融合语言能力与思维品质培养，词汇教学结合图片、游戏在语境中巩固，阅读设计skimming抓主旨、scanning找细节、主题分析辨“unable”与“disabled”差异，小组讨论用新词汇表达对积极生活态度的理解，提升文化意识（尊重残疾群体）与语言输出能力，结构清晰易操作，助力学生价值观养成与教师高效教学。

Unit 1 Staying Healthy 课题 Lesson 3 Staying Positive 课型 Reading and grammar 一.Teaching Objectives 1.1 Language Ability 1. Students can accurately master the pronunciation, spelling, part of speech and practical usage of all key words: unable, brush, tooth, wheelchair, laptop, married, song, kick, daughter, keyboard, disabled. 2. Grasp key phrases and fixed collocations such as be unable to do sth, brush teeth, play the keyboard, and understand their contextual application rules. 3. Be able to skim and scan the passage proficiently, obtain detailed information about the positive life story of a disabled lady, and sort out the plot and emotional changes of the article. 4. Use target vocabulary and sentence patterns to make coherent oral and written expressions about positive attitudes towards life and overcoming difficulties. 1.2 Cultural Awareness 1. Understand the spirit of perseverance and optimism of disabled people who face hardships bravely, and appreciate positive life values. 2. Establish respect, tolerance and care for disadvantaged groups, abandon prejudice against disabled people, and form equal and inclusive interpersonal concepts. 3. Understand that physical disability does not mean spiritual disability, recognize the importance of positive mentality to life and growth. 4. Inherit the fine quality of being optimistic, brave in adversity and grateful for life in Chinese traditional spiritual culture. 1.3 Thinking Quality 1. Develop logical thinking ability by sorting out the protagonist’s life experiences, difficulties and positive practices in the text. 2. Cultivate critical thinking by distinguishing physical disability and spiritual disability, and analyzing the true meaning of "being disabled". 3. Improve inductive and generalized thinking by summarizing the methods of maintaining a positive attitude in life from the passage. 4. Develop innovative thinking by combining personal life experiences to explore different ways to face setbacks and keep positive. 1.4 Learning Ability 1. Master the method of memorizing and applying vocabulary in reading context, and improve autonomous vocabulary learning and long-term memory ability. 2. Enhance comprehensive reading skills and oral expression ability through independent reading, group discussion and task interaction. 3. Cultivate cooperative inquiry ability, actively participate in group communication, and learn to share opinions and listen to others’ ideas. 4. Form the learning habit of connecting English learning with life perception, and apply learned knowledge to guide personal growth and emotional management. 二. Key Teaching Points 1. Vocabulary Application: Firmly master the spelling, meaning and scene collocation of 11 core vocabularies, especially the usage of key functional words unable and disabled. 2. Text Comprehension: Fully understand the main content of the passage, master the life story of the positive disabled woman and her outlook on life. 3. Language Output: Skilled in using target vocabulary and key sentence patterns to describe difficulties in life and ways to keep positive. 4. Theme Perception: Grasp the core theme of the lesson: keep a positive attitude, face difficulties bravely and cherish life. 三. Difficult Teaching Points 1. Accurately distinguish and flexibly use unable (temporary inability) and disabled (physical disability) to avoid contextual misuse. 2. Understand the profound sentence in the article People who don’t know how lucky they are are really disabled, and realize the spiritual connotation of the text. 3. Integrate all core vocabularies to organize logical and complete paragraphs to express personal attitudes towards life and setbacks. 4. Transform text emotional perception into practical cognition, and form stable positive psychological quality and correct values. 四. Teaching Procedures (45 minutes) Step 1: Warming-up & Lead-in (5 minutes) 1. Daily Greeting: Simple teacher-student greeting to relax students’ learning state and activate classroom atmosphere. 2. Situational Questioning: The teacher puts forward life-related questions to trigger students’ thinking: · What will you do when you meet difficulties or troubles? · Do you always keep a positive mood when you are in trouble? 3. Picture Lead-in: Show pictures of people with disabilities living positively (using wheelchairs, playing keyboards, working with laptops), and guide students to observe and discuss. 4. Topic Introduction: Naturally lead to the lesson theme Staying Positive, write the title on the blackboard, and inspire students to learn positive life attitudes from others. Step 2: Pre-reading & Vocabulary Breakthrough (10 minutes) 1. Contextual Vocabulary Teaching: Combine pictures, actions and simple sentences to teach all core words one by one, focusing on key usages: · unable (adj.) not able to do sth → be unable to walk/speak · brush (v.&n.) 刷；刷子 → brush teeth · tooth (n.) 牙齿 (pl. teeth)wheelchair (n.) 轮椅laptop (n.) 笔记本电脑 · married (adj.) 已婚的song (n.) 歌曲kick (v.) 踢daughter (n.) 女儿 · keyboard (n.) 键盘disabled (adj.) 残疾的，有障碍的 2. Vocabulary Consolidation Game: Carry out "word-picture matching" and "sentence filling" exercises to help students consolidate word meaning and collocation. 3. Prediction Task: Let students observe the text title and illustrations, predict the protagonist’s story and prepare for reading. Step 3: While-reading & In-depth Text Learning (15 minutes) Task 1: Skimming for Main Idea Students read the whole text quickly within 3 minutes and answer the question: What is the story mainly about? Answer: It tells a story of a disabled woman who is unable to do many physical things, but she lives a positive, happy and meaningful life with her family and hobbies. Task 2: Scanning for Detailed Information Students read the text carefully and complete targeted detail tasks: 1. What difficulties is the disabled woman facing? (She is disabled and unable to walk, so she has to use a wheelchair.) 2. What does she do to enrich her life? (She plays the keyboard, writes songs and works with a laptop.) 3. What is her family like? (She is married and has a lovely daughter, and her family supports her a lot.) 4. What is her attitude towards life? (She always focuses on good things and stays positive.) Task 3: Key Sentence & Theme Analysis 1. The teacher explains difficult sentences in the text, focuses on distinguishing the usage of unable and disabled, and helps students eliminate reading barriers. 2. Analyze the core viewpoint of the passage: True disability is not physical imperfection, but a negative and complaining heart. 3. Sort out the text structure: introducing the protagonist’s physical condition – showing her positive life – conveying positive life philosophy. Step 4: Post-reading & Language Output (10 minutes) 1. Group Discussion: Divide students into 4 groups to discuss the two core topics, requiring to use newly learned vocabulary: · What can we learn from the disabled lady? · How will you stay positive when you meet difficulties in your study and life? 2. Oral Presentation: Each group sends a representative to share their opinions. The teacher corrects vocabulary errors and evaluates students’ performance positively. 3. Theme Summary: The teacher summarizes the lesson theme: Life may have setbacks, but positive attitude can light up life. Everyone should cherish life and face difficulties bravely. Step 5: Class Summary (5 minutes) 1. Student Self-summary: Students take turns to sort out the key vocabulary, text content and spiritual gains of this lesson. 2. Teacher Emphasis: Reiterate key and difficult vocabulary usages and the core theme of staying positive. 3. Emotional sublimation: Guide students to respect every life, be grateful for life, and keep optimistic and positive in study and life. 五. Homework 5.1 Basic Homework 1. Copy, read and recite all 11 core vocabularies, and write one original sentence for each word. 2. Read the text fluently and accurately for 3 times, and mark all key phrases in the passage. 5.2 Improvement Homework Write an 80-100 word short passage My Way to Stay Positive, using at least 6 core vocabularies to write about your methods of overcoming difficulties and keeping positive. 5.3 Expansion Homework Think about one difficulty you have ever met, record how you solved it, and share your positive experience with your classmates in the next class. Blackboard Design Lesson 3 Staying Positive Core Vocabulary unable (adj.) 不能的 brush (v./n.) 刷；刷子 tooth (n.) 牙齿 wheelchair (n.) 轮椅 laptop (n.) 笔记本电脑 married (adj.) 已婚的 song (n.) 歌曲 kick (v.) 踢 daughter (n.) 女儿 keyboard (n.) 键盘 disabled (adj.) 残疾的 Key Phrases 1. be unable to do sth 不能做某事brush teeth 刷牙play the keyboard 弹键盘 教学反思 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $