Unit 4 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“英雄”主题，通过词典释义、图片观察引导学生理解英雄定义及品质，搭建从词义理解到个人经验分享的学习支架，为后续英雄事迹学习奠定基础。 资料特色在于融合核心素养，文化意识上借赵一曼、袁隆平等事迹培养家国情怀，思维品质上引导分析英雄品质及社会意义，学习能力上通过小组短视频活动提升合作能力。任务驱动式教学如撰写传记、制作视频，助力学生语言运用与综合素养提升，为教师提供清晰的素养导向教学路径。

Unit 4　Heroes 单元导航 一、单元内容分析(Analysis of the Unit Content) 本单元的话题是“英雄”,属于“人与自我”主题范畴中的“做人与做事”主题群和“人与社会”中的“历史、社会与文化”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通过词典释义、图片观察和讨论,引导学生初步认知英雄的定义和内涵。Understanding ideas部分通过阅读英雄赵一曼的事迹,让学生了解革命英雄坚定的理想信念和深厚的家国情怀。Developing ideas的第一部分主要是听说内容,以电影《中国机长》为载体,聚焦紧急飞行事件,引导学生树立榜样意识与社会责任感;第二部分为读写内容,通过介绍“杂交水稻之父”袁隆平的生平事迹,展示科学家为解决粮食问题所付出的长期努力与奉献精神,并要求学生撰写英雄传记。Presenting ideas要求学生小组合作制作一个关于本地英雄的短视频并展示。Reflection帮助学生反思单元学习收获,梳理谈论英雄、描述英雄品质的方法与意义。 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 talk about heroes. 2.Students will be able to use attributive clauses with “who” to tell stories of heroes,and describe the qualities of heroes. Culture Awareness 1.Students will be able to understand the connotation of heroes,respect heroes from different times and fields. 2.Students will be able to learn from their noble qualities,and enhance the sense of responsibility and mission. Quality of Thinking 1.Students will be able to analyse the qualities of heroes,think about the significance of heroes to the country and society. 2.Students will be able to develop the ability of emotional perception and logical expression. Learning Abilities 1.Students will be able to improve listening and reading comprehension,oral expression and writing skills. 2.Students will be able to enhance teamwork,information collection and presentation abilities through group activities. 三、单元重难点(Key and Difficult Points of the Unit) Key Points: 1.Students will be able to master the vocabulary,phrases,and sentence patterns in this unit,and correctly use attributive clauses introduced by “who”. 2.Students will be able to discuss heroic deeds,describe heroic qualities,and grasp the basic structure and writing techniques of biographies. Difficult Points: 1.Students can flexibly employ attributive clauses introduced by “who” in real⁃life communication to narrate heroic stories. 2.Students will be able to understand what makes a hero,write a biography that is well⁃organized ,and make a video about a local hero. Starting out & Understanding ideas 第一课时　Reading 1 ◇目标导航◇ 类别 课时要点 教学重点 通过词典释义和图片观察,理解英雄的定义,围绕“英雄”话题展开讨论,激发学生对英雄话题的兴趣。 教学难点 清晰表达自己对英雄的定义和看法,结合自身经历分享自己心中的英雄,提升口语表达的逻辑性和完整性。 ◇教学过程◇ Step 1 Leading in 1.Greet the class.Start a short conversation:“Do you know any heroes?What makes him or her a hero?” 2.Introduce the unit topic:“Today we will start Unit 4—Heroes.We will explore heroes from different times,learn their stories,understand their qualities and talk about what makes a hero.” Step 2 Work on Activity 1 1.Show the two dictionary entries of “hero” on the screen.Ask students to read aloud and understand the different meanings of the word. 2.Divide students into pairs to discuss the two questions:“Which one do you agree with more?In your opinion,what is a hero?” 3.Invite some students to share their opinions with the class.Guide students to summarise the core qualities of a hero (brave,selfless,responsible,etc.). Step 3 Work on Activity 2 　　Have students look at the picture and think about the two questions:“Who is your hero? Why is that person your hero?” Step 4 Discuss and share 1.Let students discuss the two questions in groups and express their views freely,encouraging them to talk about heroes around them and explain the reasons. 2.Comment on students’ sharing,emphasising the diverse forms of heroes and their noble qualities. ◇教学反思◇ 本节课通过词典释义和图片导入,成功激发了学生对英雄话题的兴趣,学生参与讨论的积极性较高。部分学生在表达自己对英雄的定义和分享心中英雄时,语言不够丰富,逻辑不够清晰,后续需补充相关词汇句型,引导学生更有条理地表达观点。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $