Unit 3 Developing ideas 第二课时 Reading for writing-【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聚焦《活态历史》中传承历史的创新方式，涵盖核心词汇（如creativity, take pride in）及重点句型。课堂导入通过复习上节课复活节岛内容与状语从句，结合提问“了解历史的方式”，利用标题图片引导预测，搭建新旧知识衔接的学习支架。 资料亮点在于融合思维品质与文化意识培养，通过预测、细读梳理汉服秀等三种创新方式，小组讨论结合历史元素提出创意（如历史主题公园），提升分析与创造能力。写作环节提供图表支架，结合单元词汇引导清晰表达，增强语言能力。助力学生深化文化理解与创新思维，为教师提供结构化读写教学流程与反思方向。

Developing ideas 第二课时　Reading for writing ◇目标导航◇ 类别 课时要点 重点单词 pretty adj.漂亮的,好看的,标致的 hit n.风行一时的事物 creativity n.独创性,创造性,创造力 technology n.科技 noisy adj.嘈杂的 collection n.(一批)收藏品 fever n.狂热,兴奋 pride n.自豪,骄傲 design n.装饰图案 bat n.蝙蝠 scarf n.围巾;披肩 fridge n.冰箱,冰柜 mirror v.反映 重点短语 come to life变得生动 play a role in...在……发挥作用 take pride in对……感到自豪 重点句型 1.Their pretty traditional clothes danced to the“singing sands”of Dunhuang.他们漂亮的传统服装与敦煌的“鸣沙”一同起舞。 2.This 2021 hanfu show was a big hit on the internet.这场2021年的汉服秀在网上非常火爆。 3.The past comes to life for us to see and feel.历史变得鲜活起来,让我们欣赏和感受。 4.In the past,Along the River During the Qingming Festival was just a painting with a history of over 900 years in a museum.过去,《清明上河图》只是博物馆里一幅有着900多年历史的绘画作品。 5.Over the years,the Palace Museum has made many creative products out of its collections.多年来,故宫博物院基于其馆藏推出了许多创意产品。 重点句型 6.People take pride in having them.人们以拥有这些产品为荣。 7.History mirrors our past and carries our values.历史映照着我们的过去,并承载着我们的价值观。 教学重点 让学生理解《活态历史》这篇文章,掌握核心单词和短语,把握帮助人们了解历史的创新方式。 教学难点 引导学生撰写一篇关于帮助人们传承历史的创新方式。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and review the adverbial clauses with “such...that”,“so...that” and “so that”.Ask:“What did we learn about Easter Island last class?What ways do you know to understand history?” 2.Lead in the passage:“Today we will read a passage.It will tell us some creative ways to bring history alive and make it closer to our daily lives.” Step 2 Work on Activities 1 and 2 1.Show the title and pictures of the passage.Ask students to predict what the passage is about,using the given words. 2.Let students read the passage quickly and check their predictions. 3.Invite students to share their predictions and the main idea of the passage:different creative ways to help people understand history. Step 3 Work on Activity 3 1.Ask students to read the passage carefully and complete the diagram with the words and expressions from the passage. 2.Check the answers together.Explain key words and phrases,such as “come to life”,“play a role in”,“take pride in”. 3.Guide students to summarise the three creative ways:fashion show,technology and creative product. Step 4 Work on Activity 4 1.Divide students into groups to discuss the questions. 2.Invite students to answer the questions.Guide students to find the corresponding details in the passage to support their answers. Step 5 Think and share 1.Ask students to discuss:“Which way to understand history are you most interested in?What else could we do to bring history into daily life?” 2.Guide students to combine historical elements with daily life and put forward creative ideas (e.g.,historical theme parks,historical role⁃playing activities). Step 6 Work on Activity 5 1.Guide students to organise their ideas about a creative way to help people pass on history,using the chart. 2.Ask students to write a passage about the creative way with the help of the chart and the words and expressions from the unit.Remind them to describe clearly and give their own opinions. 3.Walk around the classroom to offer individual guidance.After students finish writing,ask them to self⁃check according to the checklist. 4.Invite some students to share their passages with the class.Encourage other students to give positive and constructive feedback. ◇教学反思◇ 学生能较好地理解《活态历史》一文的内容,掌握核心词汇和短语,对传承历史的创新方式有了深刻的理解。在写作环节,部分学生对新方式的描述不够具体,工作原理讲解不够清晰,个人观点表达不够明确,后续需提供更多写作支架,引导学生完善内容结构,丰富表达细节。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $