Unit 4 Starting out & Understanding ideas 第二课时 Reading2-【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赵一曼主题文章的阅读理解，涵盖核心词汇（如fighter, gentle）、短语（如long before, give in）及作者认知变化过程。课堂导入通过回顾上节课英雄话题，结合图片提问与标题预测，搭建新旧知识衔接的学习支架。 资料亮点在于融合文化意识与思维品质培养，通过“Think and share”环节分组讨论文章感动之处，聚焦赵一曼信件体会其母爱与勇气，引导学生从“英雄符号”到“真实人物”的认知深化。既提升学生语言理解与表达能力，又助教师清晰突破情感体会和定语从句难点。

Starting out & Understanding ideas 第二课时　Reading 2 ◇目标导航◇ 类别 课时要点 重点单词 person n.人 fighter n.斗士,奋斗者 later adv.之后 footstep n.足迹 realise v.明白;认识到 重点单词 could v.能,可以 gentle adj.温和的,温柔的 pity n.可惜,遗憾 war n.战争 重点短语 long before很久以前 according to据……所示,按……所说 give in屈服 重点短语 name...after以……的名字给……命名 with great respect非常尊敬 leave...behind离开,丢下 between the lines字里行间;言外之意 bring sb up养育某人 give up放弃 grow up长大 be able to能够…… die for为……而献身 重点句型 1.As a little girl,I was often told“Your grandmother Zhao Yiman was a hero.”我小时候经常听人家说:“你的奶奶赵一曼是一位英雄。” 2.She died long before I was born.So,I never got to know her.她在我出生之前很早就去世了,所以我从未有机会认识她。 3.According to my great⁃aunt,she was a kind person who always thought of others first.据我姨婆所说,她是一个善良的人,总是先为别人着想。 4.How could a woman who loved her young son leave him behind?一个深爱幼子的女人,怎么会抛下他呢? 5.Between the lines,I saw a gentle mother who chose to give her life for her country.字里行间,我看到了一位温柔的母亲,她甘愿为祖国献出生命。 教学重点 1.学生能够理解文章内容,掌握核心单词和短语。 2.学生能够把握文章主旨,梳理作者对赵一曼认知的变化过程。 教学难点 1.学生能够理解赵一曼作为母亲的温柔与作为战士的勇敢,体会文章蕴含的情感。 2.学生能够理解who引导的定语从句在语境中的作用。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and start a warm⁃up:“Do you still remember the hero we talked about last class?Today we will read a passage about a great female hero—Zhao Yiman.She was a fearless soldier and a gentle mother.” 2.Lead in the passage:“The passage will tell us how the writer learns about and understands her grandmother Zhao Yiman.Let’s read it together.” Step 2 Work on Activities 1 and 2 1.Ask students to look at the picture in the textbook and answer the questions with the help of the given words and expressions. 2.Let students read the title “What was she like?” and predict what the passage is about. 3.Ask students to read the passage quickly and answer the question in the title.Then check their predictions. 4.Explain key words,phrases and important sentences.Ask students to take notes. Step 3 Work on Activity 3 1.Ask students to read the passage carefully again and choose the best summary of the passage. 2.Check the answer together.Guide students to analyse why the other two options are incorrect,helping them grasp the main idea:the writer’s process of understanding Zhao Yiman. Step 4 Work on Activity 4 1.Ask students to complete the chart with the words and expressions from the passage. 2.Check the answers together. 3.Guide students to summarise the writer’s changes in understanding Zhao Yiman:from an old picture→a hero with noble qualities→a real person (a gentle mother and brave fighter). Step 5 Think and share 1.Divide students into groups of four.Discuss the following questions:“Which part of the passage touches you the most?Why?Did your understanding of heroes change after reading the passage?” 2.Guide students to focus on the letter from Zhao Yiman to her son,feeling her love as a mother and courage as a soldier. 3.Invite groups to share their ideas.Summarise:Heroes are not only brave and selfless,but also have ordinary emotions,which makes them more real and touching. ◇教学反思◇ 学生能较好地理解文章内容,掌握核心词汇和短语,梳理出作者对赵一曼认知的变化过程。在体会文章情感和理解who引导的定语从句的用法时,部分学生缺乏深度,对赵一曼的精神内涵理解不够透彻,后续需结合更多语境细节引导,帮助学生深化情感体验,熟练运用定语从句。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $