Unit 1 Starting out & Understanding ideas 第一课时 Reading1-【木牍中考·名师教案】2026-2027学年九年级上册英语（外研版·新教材）

该初中英语教学设计围绕“当代青少年”主题，聚焦青少年角色、责任及if与because引导的状语从句。通过Starting out板块的名人名言朗读和“The riddle of the Sphinx”图片讨论，引导学生初步认知青少年社会角色，为后续Understanding ideas中詹皓京传承木偶戏等内容搭建从感知到深入理解的学习支架。 该资料亮点在于融合“人与社会”“人与自我”主题群，以詹皓京传承木偶戏、肯尼亚少年发明灯光系统等实例，结合梁启超《少年中国说》培养文化意识与责任担当，通过小组推荐班级榜样的任务驱动提升思维品质与语言能力。帮助学生从基础句型向逻辑表达进阶，为教师提供素养导向的清晰教学流程。

Unit 1　Teenagers today 单元导航 一、单元内容分析(Analysis of the Unit Content) 本单元的话题是“当代青少年”,属于“人与社会”主题范畴中的“历史、社会与文化”主题群和“人与自我”主题范畴中的“做人与做事”主题群。本单元主要由Starting out、Understanding ideas、Developing ideas、Presenting ideas和Reflection几个板块构成。 Starting out通过名人名言与图片讨论,引导学生初步认知青少年的社会角色。Understanding ideas通过讲述詹皓京传承木偶戏的经历,让学生意识到年轻人可以为传统艺术的传承与发展贡献力量,并学习if与because引导的状语从句。Developing ideas的第一部分主要是听说的内容,介绍了一位肯尼亚少年在农场围栏上安装灯光系统,让灯交替闪烁,阻止狮子夜间靠近农场的故事,引导学生探索 “解决问题的创新思维”,并理解普通人也能用小发明改变生活;第二部分为读写的内容,通过介绍梁启超《少年中国说》的背景与核心思想,引导学生理解 青年责任与时代使命,会写关于“青年”主题的作品。Presenting ideas要求学生小组合作推荐班级榜样。Reflection帮助学生对本单元进行总结与反思。 二、单元教学目标(Teaching Objectives of the Unit) Language Abilities 1.Students will be able to use the words and expressions in the unit to describe qualities and responsibilities of teenagers. 2.Students will be able to use adverbial clauses with “if” and “because”. Culture Awareness 　　Students will be able to understand the social value of teenagers,inherit traditional culture,and build a sense of responsibility and innovation. Quality of Thinking 　　Students will be able to evaluate the role of teenagers objectively,think about responsibility,and develop critical thinking. Learning Abilities 　　Students will be able to improve information integration,oral expression and teamwork skills. 三、单元重难点(Key and Difficult Points of the Unit) Key Points: 1.Students will be able to master vocabulary,sentence patterns and the usage of adverbial clauses introduced by “if” and “because”. 2.Students will be able to describe qualities,responsibilities and role models of teenagers. Difficult Points: 1.Students will be able to use adverbial clauses flexibly. 2.Students will be able to express understanding of teenagers’ responsibilities logically and deeply. Starting out & Understanding ideas 第一课时　Reading 1 ◇目标导航◇ 类别 课时要点 教学重点 学生能描述图片中的青少年,讨论引语的含义,能激发学生对青少年角色这一话题的兴趣。 教学难点 引导学生思考当代青少年的责任,并能用英语清楚表达。 ◇教学过程◇ Step 1 Leading in 1.Greet the class.Start a short conversation about teenagers.For example:“What do you think of teenagers?What roles do teenagers play in our society?” 2.Introduce the topic:“Today we will start Unit 1—Teenagers today.We will learn about the responsibilities,creativity and importance of teenagers.” Step 2 Work on Activity 1 1.Show the three quotes on the screen.Ask students to read aloud and understand them. 2.Ask students to discuss in pairs:“What are these quotes about?What role do you think young people have in society?Why do you think so?” 3.Invite some students to share their ideas with the class. Step 3 Work on Activity 2 1.Show the picture of “The riddle of the Sphinx”.Ask:“Do you know the riddle?Which life stage are you at?And what should you do?” 2.Let students answer freely and share their thoughts. Step 4 Discuss and share 1.Present two questions for class discussion:“What is a responsible teenager like?What can you do as a teenager?” 2.Divide students into groups of four to discuss.Then ask some group representatives to share ideas. ◇教学反思◇ 本节课通过“青少年角色认知”主题讨论成功激活了学生的深度思考,学生们围绕“青年责任”话题展开热烈讨论,课堂参与度较高。部分学生在英语表达时仍停留在基础句型层面,缺乏从句嵌套和观点递进的逻辑组织。后续教学中需引导学生从“观点陈述”向“原因分析+案例支撑”的深度阐述模式转变。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $