Unit 1 Teenagers today 第四课时listening教学设计2026-2027学年外研版九年级英语上册

该初中英语教学设计聚焦Richard Turere的“lion lights”发明故事及表达钦佩的核心句型，通过图片引导和问题链复习单元“有责任与创造力的青少年”主题，引入人物并预教生词，搭建从已知到未知的学习支架，明确听力目标。 特色在于分层次听力任务（主旨判断、细节填空、功能语言提取）培养语言能力，听后对话讨论与角色扮演活动提升思维品质和学习能力，结合真实故事渗透创新精神，助力学生听力信息提取与口语表达，为教师提供清晰教学流程和可操作活动。

Unit 1 Teenagers today 第四课时 Developing ideas (Listening) Class type: Listening & Speaking Lesson Core content: Listening about Richard Turere and his invention “the lion lights”; learn to express admiration Teaching aids: PPT, student textbook, audio recording of the listening material, worksheet with listening tasks I. Teaching Objectives 1. Knowledge objectives (1) Students can master key words & phrases from the listening: fence, scarecrow, lion, invention, admire, take action. (2) Students can grasp useful expressions for expressing admiration: Wow. I really admire him! He is good at thinking and creating. (3) Students can understand the whole story of Richard Turere: his problem, different tries, his invention and its influence. 2. Ability objectives (1) Students can finish textbook listening tasks: choose the type of recording, fill in blanks with key information. (2) Students can extract sequential events while listening. (3) Students can do pair‑work to introduce a creative teenager and express proper admiration. 3. Emotional objectives (1) Students can learn the spirits of thinking creatively and never giving up from Richard Turere’s story. (2) Students can respect young people’s creativity and be ready to learn from excellent teenagers around them. II. Key & Difficult Points 1. Key points Get main ideas and specific details in listening; master expressions of admiration and apply them in oral practice. 2. Difficult points Follow the sequence of events in the listening text; use admiration expressions naturally in short oral communication. III. Teaching Procedures (40 mins) Step 1 Lead‑in & Pre‑listening (7 mins) 1. Greet students. Review the unit theme: responsible and creative teenagers. 2. Show a picture of lions and farm cattle on PPT. Ask guiding questions: - What trouble may farmers meet when lions go out of the park at night? - Can teenagers help solve this big problem? 3. Introduce the listening character: Richard Turere, a boy from Kenya. Tell students he invented something to solve the conflict between lions and local farmers. 4. Pre‑teach key new words: fence, scarecrow, invention. Students read after the teacher. 5. Present today’s listening goals: find out “What problem did he meet? What did he invent? How did his invention work?” Step 2 While‑listening (18 mins) Task 1 Listen for main idea (5 mins) 1. Play the audio for the first time. Students finish textbook exercise: Listen and choose what the recording is. Options: A. a news report B. a speech C. a story 2. Check answer: a news report. Ask one student to give simple reason. Task 2 Listen for key facts (8 mins) 1. Play audio the second time. Students complete the textbook fill‑in exercise about the park, lions and farmers. 2. Play audio the third time, students complete the notes about Richard Turere and his invention: - What did he invent? - What did he try first? - What was his final idea? - What result did the invention bring? 3. Check answers as whole class. Pick out typical mistakes and clarify confusing points. Teacher writes key event timeline on the blackboard. Task 3 Listen for functional language (5 mins) 1. Play the short conversation audio again. Ask students to find sentences people use to show admiration. 2. Elicit from students: Wow. I really admire him! He is good at thinking and creating. 3. Read these useful expressions together as a class. Explain: When we admire someone, we talk about what the person did and show our true feelings. Step 3 Post‑listening (12 mins) Activity1 Text‑based pair discussion (6 mins) Work in pairs, use questions from textbook: 1. What was Richard’s problem? 2. What steps did he take to solve it? 3. Why do you admire him? Walk around the classroom to monitor students’ oral output, remind them to use the admiration expressions they learnt. Invite 2‑3 pairs to share their ideas to the whole class. Activity 2 Role‑play practice (6 mins) Students turn to the textbook task about Louis Braille. Read the sample dialogue: — At the age of… Louis Braille invented… — How did he do that? Tell me more. — Wow. I really admire him! Students work in pairs, make a short dialogue introducing Louis Braille, using the expressions for admiration. Call several groups to act out their dialogues. Teacher gives brief comments. Step 4 Summary (2 mins) Teacher guides students to review: 1. What is Richard Turere’s story about? 2. What expressions can we use to express admiration for other people? Emphasize: Teenagers can make changes if they keep thinking and trying. Step 5 Homework (1 min) Must‑do: 1. Read the listening script aloud 2 times, recite 2 sentences for expressing admiration. 2. Finish the remaining textbook exercises of Developing ideas part. Optional: Find one creative teenager you know, prepare 3‑4 short sentences to introduce him / her and show your admiration. IV. Blackboard Design Unit1 Developing ideas: Listening Inventing the lion lights Character: Richard Turere (Kenya) Problem: Lions ate farmers’ cows Tries: ① scarecrow ② hide cows ③ moving lights → the lion lights Result: Lions stayed away; invention widely used Expressions to express admiration • Wow. I really admire him! • He is good at thinking and creating. Key words: fence, scarecrow, invention V. Teaching Reflection (Reserved for teacher’s after‑class writing) Points to note: 1. Watch students’ difficulty in catching sequential details during listening. 2. Check if students can properly use admiration phrases in oral output. 学科网（北京）股份有限公司 $