Unit1 The Changing World SectionA 1a-1d教学设计2026-2027学年人教版英语九年级上册

该初中英语教学设计聚焦用used to do、be covered with等句型描述家乡今昔变化，通过播放房县皂角树变迁影像、校园新旧对比短视频导入，引出单元核心探究主线“What/How/Why changes”，搭建“激活主题—感知句型—训练听说策略—初探成因”的学习支架。 特色在于融合塞罕坝、镇北台等真实素材，通过今昔对比培养文化意识与家国自豪感，小组讨论变化成因提升思维品质，采用“预测—获取—讨论—输出”策略及分层作业发展学习能力。听力表格、句型支架等资源可直接使用，助力学生从“愿表达”进阶到“善表达”，提升教师教学效率。

Unit 1 The Changing World Section A 1a–1d 教学设计 （人教新目标 · 九年级上册 · 第 1 课时 · 听说课 · 45 分钟） 一、教材与主题分析 本课为人教新目标（2024 版）九年级上册 Unit 1 The Changing World 的第一课时，是单元开篇的听说课。单元围绕核心探究主线“What / How / Why do changes take place?”展开，本课时依托单元封面今昔生态对比图、房县皂角树与塞罕坝、镇北台等新旧对比素材，以及 Li Rui 家乡今昔变化的听力材料，从交通、医疗、购物、环境四个维度呈现家乡巨变。 本课在单元中承担“激活主题—感知句型—训练听说策略—初探成因”的奠基功能，为后续阅读课（2a–2d 塞罕坝治沙故事）、语法课与写作课做好语言与思维铺垫。 项目 内容 教材版本 人教新目标（Go for it!）九年级上册（2024 版） 单元 Unit 1 The Changing World 课型 听说课（Listening & Speaking） 课时 第 1 课时（Section A 1a–1d） 时长 45 分钟 主题语境 人与社会 · 历史、社会与文化 · 家乡与社会的变迁 核心句型 used to do / be covered with / It takes sb. time to do sth. / 现在完成时 二、核心素养教学目标 （一）语言能力 听懂家乡变迁主题对话，从交通、医疗、购物、环境四维度抓取今昔对比信息； 感知并初步运用 used to do、be covered with、bring about、show sb. around 等词汇短语； 能运用目标语言口头描述家乡过去与现在，分层实现“愿表达→敢表达→能表达→善表达”的输出进阶。 （二）文化意识 借助房县皂角树变迁影像、塞罕坝、镇北台今昔对比素材，感受地方与国家生态社会变迁，建立家国自豪感； 联结学生自身生活经验，理解“奋斗带来发展”，完成情感维度的认同内化，树立热爱家乡的情感。 （三）思维品质 依托视频、图片观察与听力获取信息，训练观察、归纳能力； 通过小组探讨家乡变化成因，开展思辨分析；依托课堂真问题多角度思考社会变化，提升逻辑思辨能力。 （四）学习能力 掌握“看图预测→听力获取→合作讨论→迁移输出”的听说学习策略； 开展结对、小组互助探究，学会倾听同伴观点（悦纳）；在任务完成中获得学习成就感（悦享）；养成观察、思考、合作表达的学习习惯。 三、教学重难点 类别 内容 教学重点 听力获取今昔对比信息；感知 used to do 句型；运用目标语言描述家乡变迁。 教学难点 思辨分析家乡变化背后的多重成因；结合生活情境开展真实口头输出。 四、教学准备 PPT 课件：塞罕坝新旧对比图、镇北台新旧对比图、房县皂角树变迁影像、1a–1d 音频、听力表格、句型当堂练习。 课堂学习任务单（含 1b 听力问答、1c 今昔对比表格、输出支架句型）。 五、教学过程 Step 1 情境导入 · 建构单元主题（约 6 分钟） T: Good morning, everyone! Today we start a new unit — Unit 1 The Changing World. First, let’s watch a short video about the changes of our school and our hometown. Watch carefully and feel the changes around us. （播放房县皂角树变迁影像 / 校园新旧对比短视频） T: Now, look at the two pictures on the cover. Can you use one word to describe the theme of this unit? S: Change. / 变化。 T: Perfect! The key word is “change”. Now think deeper: what questions should we explore about changes? Let’s brainstorm. （板书核心三问：What changes have happened? / How do changes take place? / Why do changes take place?） T: Great! Our unit will unfold around these three questions. Today, let’s take Li Rui’s hometown as an example and find out the wonderful changes there. Step 2 看图预测 · 句型落地（1a，约 7 分钟） T: Please turn to Activity 1a. Here are two pictures of Li Rui’s hometown in the past and at present. Observe them carefully and describe the changes with two key phrases: “used to” and “be covered with”. Who wants to try? S1: The hills used to be dry and bare. They were covered with sand in the past. S2: But now the hills are covered with green trees and beautiful plants. T: Excellent! You have mastered the key phrases. Now think creatively: besides environmental changes, what other changes may have happened in Li Rui’s hometown? S: Maybe the transportation is better. / People’s life is more convenient. T: Good predictions! Let’s listen to a conversation and check. Step 3 听力获取 · 今昔对比（1b–1c，约 12 分钟） 【1b】T: Let’s move to Activity 1b. Listen to a phone conversation and answer: Who are the speakers? Why does George call Li Rui? （播放 1b 电话对话，学生抓取人物与来意） S: The speakers are Li Rui and George. George’s father Bob and he are going to visit Li Rui’s hometown, and they ask Li Rui to be their guide. George’s father’s last visit was about 20 years ago, and he became a good friend of Li Rui’s grandfather. 【1c】T: Now look at the table in 1c. First, give the table a title. Then predict the missing information before listening — this is a key listening strategy: predict before you listen. （学生预测后，播放 1c 游览对话，完成今昔对比表格） 维度 Past（过去） Present（现在） 交通 · 到镇上 took half a day takes only an hour 交通 · 上学 took nearly 40 minutes over rough roads takes only 15 minutes 医疗 used to travel far to see a doctor has built a new hospital 购物 didn’t have any good places for shopping has a supermarket down the street 环境 · 山丘 used to be covered with sand are now covered with beautiful trees T: Check your answers in pairs. Which change is about the environment? Which is about transportation? Let’s summarize the four dimensions: transportation, medical care, shopping, and environment. Step 4 句型操练 · 迁移运用（约 10 分钟） T: Now let’s practice the key structure. Look at the model: “It used to take half a day to reach the town, but now it takes only an hour.” Please use “used to …, but now …” to talk about the changes. （出示句型支架，学生两人一组，用表格信息替换操练） Model: ______ used to ______, but now ______. S1: They used to travel far to see a doctor, but now the town has a new hospital. S2: The hills used to be covered with sand, but now they are covered with beautiful trees. T: Great! Now let’s move from Li Rui’s hometown to ours. Think: how has our hometown / school changed? Talk in groups using the structure you’ve learned. Step 5 思辨探究 · 成因分析（1d，约 7 分钟） T: We have seen many changes. Now a deeper question: What brings about these changes? Discuss in groups. Think about the government, the people, and the technology. （小组讨论，教师提供思维支架：government support / people’s hard work / new technology） S1: The government built new roads and a new hospital. S2: People worked hard to plant trees and protect the environment. T: Wonderful! All these changes come from hard work and effort. Change is not magic — it comes from people’s hard work and the government’s support. And we can also do something for our hometown. （升华：由“看见变化”到“分析成因”，再到“我能为家乡做什么”，落实育人价值） Step 6 总结与作业（约 3 分钟） T: Let’s summarize. Today we learned to describe the changes in a hometown — transportation, medical care, shopping and environment — with “used to”, “be covered with”, “It takes …” and the present perfect. And we explored why changes happen. Homework（分层作业）： 基础层：熟读 1b、1c 对话，背诵核心句型。 提高层：用 5 个以上目标句型，口头描述家乡一处变化。 拓展层：采访家中长辈，用英语记录“家乡 20 年前 vs 现在”的一段今昔对比（可配照片）。 六、板书设计 Unit 1 The Changing World （Section A 1a–1d） Theme: Change —— What / How / Why changes? Key structures: · used to do sth. 过去常常（现在不再） · be covered with ... 被……覆盖 · It takes/took sb. time to do sth. · 现在完成时：has built / have been covered with Four dimensions: transportation · medical care · shopping · environment 七、教学评价设计 评价维度 评价要点 评价方式 语言能力 能否听懂并抓取四维度今昔对比信息；能否用目标句型描述变化 课堂问答、口头输出 思维品质 能否多角度分析家乡变化成因 小组讨论、汇报 文化意识 能否表达对家乡、祖国的自豪与热爱 课堂发言、情感观察 学习能力 能否运用“预测—获取—讨论—输出”策略 任务单完成度、同伴互评 八、教学反思 本课以“家乡变化”为主线，将语言训练（used to / be covered with / It takes…）与思维进阶（看见变化→分析成因→迁移表达）有机融合。教学中需注意：一是听说课要保证“听”的时间与质量，避免教师讲授过多挤占学生听力操练；二是句型操练应由机械替换逐步过渡到真实语境输出，关注中后段学生，通过支架和同伴互助帮助他们实现“愿表达、敢表达”；三是成因探究环节需控制难度，提供充分的语言与思维支架，让不同层次学生都能参与。 学科网（北京）股份有限公司 $