Unit 1 Teenagers today 课件-2026-2027学年外研版英语九年级上册

该初中英语课件围绕“青少年与传统艺术传承”主题，以Zhan Haojing的木偶艺术经历为核心。课堂导入通过名人名言问答引发对青少年社会角色的思考，结合图片预测木偶艺术内容，搭建从主题引入到文本理解的学习支架。 其亮点在于融合思维地图与角色扮演活动，通过分段阅读和思维地图梳理Zhan的态度变化（思维品质），记者采访角色扮演提升语言表达能力（语言能力），主题聚焦传统艺术传承培养文化意识。学生能提升阅读理解与表达能力，教师可借助连贯活动设计高效开展教学。

第4、5课时 Developing ideas (Reading for writing: 1—5) Unit 1 Teenagers today 1 Activity 1: Lead-in Answer the following questions. • How do you feel when you reread “少年中国说”? • Which lines strike you most? Can you recite them? • What is your English translation of the title “少年中国说”? • Which translation stands out: “ The Young China” or “The Youth and China”? Why? 2 Activity 2: Fast reading How many sections are there in the passage? What are they? • There are ___________ section in the passage. They are _____________ and ___________. two introduction excerpts 3 Activity 2: Fast reading How is the introduction organised? (Complete Thinking Map I using the vocabulary in the box. ) writer background place main idea 4 Activity 2: Fast reading Figure out how the excerpts are organised and match each part to its main meaning. There are _____ lines and _____ parts in the excerpts. 11 3 5 Activity 3: Intensive reading Find detailed information about the introduction. (Use key words from the introduction to complete Thinking Map II.) writer educator encourage and guide the most famous at the turn of darkest moment the hope of called on take action a bright future 6 Activity 3: Intensive reading Appreciate lines of the excerpts. (Use key words from the excerpts to complete Thinking Map Ⅲ.) •Can you find sentences of the same pattern in the first part? •In the second part, how does Liang show the greatness of China? •In the last two powerful lines, what is Liang shouting about? 7 Activity 3: Intensive reading Appreciate lines of the excerpts. (Use key words from the excerpts to complete Thinking Map Ⅲ.) If will be sky earth deep history endless future young China So beautiful Chinese youth So strong one 8 Activity 4: Think and share Compare the two translations again: “The Young China” and “The Youth and China”. Which one is better? Why? Suggested answer: “The Young China” is better because it presents young China and the Chinese youth as one. It treats China as a living being—a young nation full of energy. “The Youth and China”, on the other hand, sounds like two separate things. 9 Activity 4: Think and share Which version do you prefer, the Chinese or the English? Why? Take the last two lines as an example. 美哉，我少年中国，与天不老! So beautiful is our young China. It will stand forever in the world! 壮哉，我中国少年，与国无疆! So strong are our Chinese youth. They will rise along with our motherland! The Chinese version bears the weight of history. When we read “美哉，我少年中国”, we feel the voice of Liang Qichao, calling out to young people in China’s darkest hour. It hits like a drum—Dong! Dong! Dong! The English version takes that same passion and passes it to the world. “So beautiful is our young China” —now English speakers can feel what Liang wants to say. 10 Activity 4: Think and share If the Chinese version gives us roots, what does the English version give us? Suggested answer: The Chinese version gives us roots—our history, our culture. And the English version gives us wings—a way to let the world hear our voice. That’s why we learn English—not to replace Chinese, but to build a bridge. Now it’s our turn to speak. Let the world hear China through us. 11 Activity 4: Think and share What are our duties in building modern socialist China? Suggested answer: We should shoulder our duties as teenagers. First, we need to study hard to get rich knowledge and improve ourselves. Second, we should build up our bodies and develop good qualities. Third, we are supposed to carry forward our traditional culture and tell China’s stories to the world. Besides, we will try our best to make contributions to our country when we grow up. We believe our efforts will help build modern socialist China. 12 Activity 5: Write Practise writing skills: Match the sentences with the corresponding topics. A D F C G E B 13 Activity 5: Write Write an introduction to another work about youth with the help of Thinking Map IV. 14 Activity 6: Evaluate and share Share your draft. Do self-evaluation and peer evaluation. 15 Activity 6: Evaluate and share Look at an example on the board. How could we make this opening stronger? Li Dazhao was a famous thinker and pioneer in modern China. He paid great attention to the development of China’s youth. He thought young people were very important for the future of our country. Young people should work hard and fight for our motherland. This article was written when China was in great trouble. Li Dazhao wrote the work out of deep love for his motherland. He hoped China would become young and strong. In this work, he argued that the future of China lay with young people. He called on teenagers to take responsibility for our nation. My favourite lines are “The youth of the country means the youth of the world.” because they encourage me to try my best for our country. In short, this work is really worth reading. It tells us teenagers should shoulder our duty and build a better China. An introduction to “The Youth” 16 Activity 6: Evaluate and share Look at an example on the board. How could we make this opening stronger? 17 1. Polish your introduction. (Required) 2. Share your introduction with your friends, classmates, or family member in English. Interview them and find out what they think about the work. (Optional) Homework 18 Thank you! 19 $Unit 1 Teenagers today 第1课时 Starting out & Understanding ideas (Reading: 1—4) 1 Activity 1: Look and answer Read the quotes and answer the questions. •What are these quotes about? •What role do you think young people have in society? The future belongs to the young people, and the hopes also rest with them. President Xi Jinping The foundation of every state is the education of its youth. Diogenes The youth of today are the leaders of tomorrow. Nelson Mandela 2 Activity 1: Look and answer Look at the picture and answer the questions. 1. Do you know the riddle? Share it with the class. 2. Which life stage are you at? And what should you do? 3 Activity 2: Look, predict and say Look at the pictures and the title of the speech in “Understanding ideas”. Then answer the following questions. The words and expressions in Part 1 can help you. •What are the people doing in the pictures? •What do you think of this art? •What can teenagers do with them? •How much do you know about this art? puppet come to life performance responsibility Keep…alive 4 Activity 2: Look, predict and say Look at the pictures and the title of the speech in “Understanding ideas”. Then answer the following questions. The words and expressions in Part 1 can help you. •What are the people doing in the pictures? •What do you think of this art? •What can teenagers do with them? •How much do you know about this art? They are doing puppet performances. It is an amazing traditional art. They can learn puppet skills and help keep this traditional art alive. It is an traditional Chinese performance art. 5 Activity 3: Read, match and find Read Paragraph 1 and answer the question. •What type of writing is this passage about? It is a speech. 6 Activity 3: Read, match and find Match the main idea to each paragraph. Para. 1 Lost interest in puppets Para. 2 Hope for this traditional art’s future Para. 3 Introduce myself and a puppet Para. 4 Gave a school show and got good response Para. 5 Rediscovered passion through a video of a performance 7 Activity 4: Read, answer and think Read Para. 1 and answer the following questions, then complete the thinking map. •Who is giving the speech? •What does Zhan Haojing do? •What do you think of her? Zhan Haojing. She is a high‑school student and also a puppet performer. She is brave and loves traditional art. 8 Activity 4: Read, answer and think Read Para. 1 and answer the following questions, then complete the thinking map. high-school student puppet performer 9 Activity 4: Read, answer and think Read Para. 2 and answer the following questions, then complete the thinking map. • What kind of family was Zhan Haojing born into? •What kind of puppet performers are her grandpa and her mum? •What did she think of the stories told with her grandpa’s and her mum’s hands when she was young? She was born into a family of Minnan puppet performers. They are among the best puppet performers. She loved the amazing stories. 10 Activity 4: Read, answer and think Read Para. 2 and answer the following questions, then complete the thinking map. • What was he attitude toward puppets during her childhood? •What happened when she became a teenager? •Why did she feel less close to the art? She loved puppets very much. She felt less close to the puppet art. Because people thought puppets were old‑fashioned. 11 Activity 4: Read, answer and think Read Para. 2 and answer the following questions, then complete the thinking map. • When did she want to take part in the performance? •What was her attitude toward puppets after she became a teenager? Only when she was asked to. She was not interested in puppets any more. 12 Activity 4: Read, answer and think Read Para. 2 and answer the following questions, then complete the thinking map. a family of Minnan puppet performers among the best the amazing less close to old‑fashioned the performances 13 Activity 4: Read, answer and think Read Para. 3 and answer the following questions, then complete the thinking map. • What is the turning point? • What happened after she watched the performance by her grandpa’s teacher? • How did she feel? She watched a video of a performance by her grandpa’s teacher. The performance amazed her and she remembered her love for the art. She was greatly amazed. 14 Activity 4: Read, answer and think Read Para. 3 and answer the following questions, then complete the thinking map. • What did she do online? • What surprised her? • What did she realize? • What do you think of her? She posted her doubts online. Her post got many warm answers and encouragement. It was her responsibility to keep the art alive. She has a strong sense of responsibility. 15 Activity 4: Read, answer and think Read Para. 3 and answer the following questions, then complete the thinking map. by her grandpa’s teacher Beautiful puppets their exciting movements how much she loved this art her warm answers her responsibility in her blood doubts 16 Activity 4: Read, answer and think Read Para. 4 and answer the following questions, then complete the thinking map. • What did Zhan Haojing do at school? • How did the students react after the show? • What do you think of her action? She held a puppet show at school. They enjoyed the show very much and wanted to see more. Her action helps more young people know about puppet art. 17 Activity 4: Read, answer and think Read Para. 4 and answer the following questions, then complete the thinking map. a puppet show something surprising glued to where they could see more 18 Activity 4: Read, answer and think Read Para. 5 and answer the following questions, then complete the thinking map. • Where have Zhan Haojing’s puppet shows drawn more attention from? • How is the old art getting on? • What does Zhan Haojing believe? • What do you think of her? From home and abroad. More and more people join in it. She believes the magic of this traditional art will last forever. She is great. She tries her best to pass on traditional art. 19 Activity 4: Read, answer and think Read Para. 5 and answer the following questions, then complete the thinking map. both home and abroad last forever 20 Activity 5: Describe and share Describe the process of Zhan Haojing’s carrying on puppets with the help of the thinking map. 21 Activity 5: Describe and share Describe the process of Zhan Haojing’s carrying on puppets with the help of the thinking map. Zhan Haojing was born into a family of puppet performers. When she was little, she loved puppet stories. But as a teenager, she lost interest because people thought puppets were old‑fashioned. One day, a video of a puppet performance amazed her. She remembered her love for this art. She posted her doubts online and got lots of warm encouragement. Then she realized it was her responsibility to keep the art alive. She held a puppet show at school. The students enjoyed it very much and gave her more courage. Since then, her shows drew more attention from home and abroad. She believes the magic of this traditional art will last forever. 22 Activity 6: Discuss and promote Discuss the writer’s purpose in writing the speech. I think the writer’s purpose is to tell us her experience of puppet art. She wants to show the importance of keeping traditional art alive. She also hopes more young people will love and pass on our traditional culture. 23 Activity 7: Discuss and further think Work in groups and discuss the meaning of carrying on traditional art as a teenager today. •What can you learn from Zhan Haojing? •Do you think it is important for teenagers today to carry on traditional art? Why or why not? 24 Activity 8: Discuss and act Work in pairs to describe the process of Zhan Haojing’s carrying on puppets. One student acts as a journalist while the other acts as Zhan Haojing. J: Hello! Why do you carry on puppet art? Z: I come from a puppet family. But I lost interest as a teenager. J: What changed you? Z: A video of a puppet performance amazed me. I got encouragement online. I knew I should keep this art alive. J: What action did you take? Z: I put on a show at school. More people began to love puppets. J: Great! Thanks for sharing. Z: My pleasure. 25 Activity 8: Discuss and act Vote for the best one according to the following evaluation form. 26 1. Finish the reflection on the learning sheet. (Required) 2. Please finish Part 3 and Part 4 of “Understanding ideas”. (Required) 3. Do you think it is important for teenagers today to carry on traditional art? Why or why not? Write an 80- word passage. (Optional) Homework 27 Thank you! 28 $第2课时 Understanding ideas (Grammar: 5—8) Unit 1 Teenagers today 1 Activity 1: Review and discuss Retell the process of Zhan Haojing’s carrying on puppets with the help of the thinking map below. 2 Activity 2: Find and divide Read the reading passage again. Find out all the sentences that contain if or because and circle out if or because in the sentences. Then divide the sentences into two groups. 含 if 条件状语从句 If I move my fingers, it will come to life! The art will be popular again if young people are interested in it. 含because原因状语从句 I felt less close to the art because people thought puppets were old‑fashioned. …it was my responsibility to keep the art alive because the love for puppets was in my blood. 3 Activity 3: Observe and summarise Observe the sentences and summarise the grammar rules. if If 从句，主句 / 主句 + if + 从句 主将从现 because 主句 + because + 从句 / Because 从句，主句 why 4 Activity 4: Classify and underline Observe the sentences connected with if or because. Underline the main clauses in red and the subordinate clauses in black in each sentence. ①If we can’t realize the importance of art, we will lose our culture. ② Museums are special places because they help protect art from danger. ③They can keep art safe for a long time if people work together. 5 Activity 5: Understand and connect Connect the sentences with if or because. 1. More young people got to know this art. Zhan Haojing gave puppet shows at school. 2 Wang Meng joins the traditional art club. She will learn how to protect traditional art. More young people got to know this art because Zhan Haojing gave puppet shows at school. If Wang Meng joins the traditional art club, she will learn how to protect traditional art. 6 Activity 6: Understand and match Match the sentences in Column A with the sentences in Column B. Then connect them properly with if or because. We must protect art because it is a part of our history. If we store art carefully, it will last for a long time. If you visit museums, you can learn about different cultures. Some arts are in danger because people do not protect them. 7 Activity 7: Read and complete Complete the notice with if or because. Dear friends, We want to start a programme to protect our local folk arts __________ many of them are in danger now. Some of these arts may soon disappear __________ we don’t take action. This week, let’s visit the folk art museum __________ it’s the best place for us to learn about these arts. __________ we don’t know them well, it will be difficult to know how to help. Then, we can work as volunteers at the museum. We can help more people understand the arts and join in to protect them. Come and work with us. It’s our responsibility! because if because If 8 Activity 8: 0rganise and share Introduce your own story about taking responsibility in groups according to the thinking map below. Use the words and expressions from the reading passage and the Useful expressions in Part 8 to help you. *Useful expressions •...expressed their love for... •... will... if young people... •...encouraged me to... •I believe... •It was my responsibility to... 9 Activity 8: 0rganise and share Work in groups and complete the evaluation form. 10 1. Write an 80-word passage to introduce your own story about taking responsibility. (Required) 2. Make a poster about protecting our local folk arts. (Optional) Homework 11 Thank you! 12 $第3课时 Developing ideas (Listening and speaking: 1—4) Unit 1 Teenagers today 1 Activity 1: Listen, underline and read Listen to the sentences and underline the stressed words. Then repeat. •Teenagers are the future of our society. •Who do you want to recommend as the role model of our class? •There were many young inventors in history. 2 Activity 1: Listen, underline and read Read the passage aloud and underline the stressed words. Zhan Haojing, a high school student, is a puppet performer. She used to think puppetry was old-fashioned and keep away from it. Later, a great performance brought back her love. 3 Activity 2: Look and answer Look at the picture of the girl and answer the questions. •What is the girl probably doing? •Why is she doing it? 4 Activity 2: Look and answer Look at the pictures in Part 2 and Part 3 and answer the questions. •What can you see in the pictures? •What problems do lions and farmers probably have in Kenya? •If you were a local farmer, what would you do? 5 Activity 3: Listen and complete Listen and choose what the recording is. a a news report b a speech c a story 6 Activity 3: Listen and complete Listen again and complete the sentences. •The park is very ___________, with mountains and rivers. So there are no fences in ___________ of the park. •Lions often ___________ of the park at night. •They go to the __________ and eat the ___________. •Farmers have to kill the lions to ___________ their cows. •In__________, about 15,000 lions lived in Kenya, but now there are far fewer lions. large some parts go out farms cows protect 1990 7 Activity 3: Listen and complete Listen for a third time and try to retell the passage with the help of the thinking map below. 8 Activity 4: Listen and complete Pay attention to the words in italics. Choose the correct explanations. （ ）①The telephone is a useful invention. （ ）②The scarecrow stands in the field. A. a figure in the field to keep birds away from crops B. something new that people make for the first time B A 9 Activity 4: Listen and complete Listen to the conversation and complete the notes. What did he invent? He made the _______________ at the age of 11. How did he invent it? • He first used a scarecrow, but the lions soon knew it wasn’t _______________. • Then he hid the cows, but the lions could still __________ them. • One night, he _______________ with a light. The lions didn’t come near. He had the ________ to the problem. What’s the result? Now his invention is used _______________. Richard Turere and his invention lion lights a real person smell walked around key widely 10 Activity 5: Listen, complete and think Listen again and complete the thinking map below. A creative teenager Richard Turere. He was 11 years old. He invented the lion lights. To stop lions from coming near and eating the cows. He tried a scarecrow and hiding cows. Finally he used moving lights on the fences to scare the lions away. We really admire him. He is good at thinking and creating. 11 Activity 5: Listen, complete and think Listen for a third time and pay attention to how the speakers express admiration. When you express admiration for someone, you usually describe what the person did, and then show your feelings towards that person. 12 Activity 6: Retell and present Retell the story of Richard Turere with the help of the thinking map. A creative teenager Richard Turere. He was 11 years old. He invented the lion lights. To stop lions from coming near and eating the cows. He tried a scarecrow and hiding cows. Finally he used moving lights on the fences to scare the lions away. We really admire him. He is good at thinking and creating. 13 Activity 7: Listen and talk Listen to an introduction to Louis Braille. Work in pairs and talk about him, using the thinking map and the model dialogue below. A creative teenager 14 Activity 7: Listen and talk Listen to an introduction to Louis Braille. Work in pairs and talk about him, using the thinking map and the model dialogue below. A: I’ve recently learned about a very creative teenager. Do you want to know him? B: Sure! Who is he? What did he do? A: His name is... He is...years old. He invented/created... It can... He tried many times... B: How did he do that? Tell me more. A: ... B: ... (expressing admiration) 15 Activity 8: Share and evaluate Share your dialogue and give feedback according to the evaluation form below. 16 1. Retell the process of the invention of “lion lights”. (Required) 2. Introduce the story about one creative teenager you admire and write an 80-word passage. (Optional) Homework 17 Thank you! 18 $综合实践课 Presenting ideas & Reflection Unit 1 Teenagers today 1 Step 1: Research 1. Warming up Work in groups and complete the following tasks. (1) Brainstorm and list as many teenage role models as possible. (2) Search for information about the models with achievements in different fields: country, age, field, achievement, actions and qualities. 2 Step 1: Research 1. Warming up (3) Present your choice using the thinking map below and then vote to decide on each group’s final pick. 3 Step 1: Research 2. The writing task: write a recommendation with the help of the table below. Organise your ideas to prepare for the class presentation. 4 Step 2: Create Write your recommendation drafts, using the table above as a writing reference and using the evaluation criteria below as a guide for self-improvement and review. 5 Step 3: Present 1. Group practice Practise your presentation within your groups and give suggestions to each other according to the evaluation criteria above. 2. Class presentation Each group sends two representatives to present your recommendations to the class. Others offer suggestions for improvement. 6 Step 4: Improve 1. Collect others’ opinions and make improvements. 2. Vote on the best three role models and the best three presentations. 7 Step 5: Reflect 1. Self-evaluate 2. I still need to improve: 8 Thank you! 9 $