Unit 1 Know yourself Integration A-C教学设计2026-2027学年译林版英语九年级上册

该初中英语教学设计聚焦“性格形成与职业成功”核心知识，通过回顾Reading板块激活性格与职业关联的已有认知，以“性格先天还是后天形成”等问题引导预测，借助略读策略学习A部分说明文，提取先天与后天因素关键信息，构建知识脉络。 特色在于多技能融合与思维支架设计，通过读、听、说、写连贯活动提升语言能力，如B1听力“听前预测—听中记录—听后核对”训练学习策略，C部分用“I think that... has influenced my personality and taught me...”支架辅助口语表达，培养辩证思维，帮助学生认识性格可塑性，为教师提供清晰教学流程与策略支持。

译林版《英语》九年级上册 Unit 1 Know yourself Integration A-C教学设计 一、教材分析 本单元的话题是“个人性格与职业选择”，属于“人与自我”主题范畴下的“做人与做事”主题群中的“自我认识，自我管理，自我提升”和“职业启蒙，职业精神”子主题。涉及的语篇类型有图片、对话、人物介绍、表格、事理阐释、日记、思维导图、推荐信等。本单元的教学旨在引导学生深入认识性格的多样性，帮助学生理解性格与职业选择、职业发展、个人生活之间的关联，逐步形成清晰的自我认知，树立正确的职业观与成长观，在自我发展与职业规划中实现自我价值。本单元的主题句为“Knowing yourself is the beginning of all wisdom.”，旨在启发学生思考自我认知的重要性，引导学生学会建立清晰的自我认知，从而更好地发展自我、实现自我。 本课是Unit 1 Integration板块A-C部分，板块话题为Personality and job success，融合读、听、看、说等语言技能，计划1课时。A部分是一篇事理阐释类说明文How is your personality formed?，介绍性格是思想、情感与行为的特殊组合，其形成受先天（nature）与后天（environment）双重因素影响：先天指由父母遗传、相对稳定、不易改变的部分；后天指教育、经历与周围的人对性格的塑造与改变，并指出人可以通过努力改变性格的部分特质。B1为听力活动，学生听一场关于性格与职业成功关系的讲座，完成笔记，梳理有利于职业成功的性格（hard-working, careful, confident, look on the bright side）与不利于职业成功的性格（focus too much on the negative side, get angry, afraid or worried easily, feel less happy with their jobs）；B2为听力对话，学生听Simon与表姐Judy的对话，填写表格，了解Judy的自信与Simon的团队精神如何分别影响他们的生活；B3要求学生整合B1、B2信息，完成Simon的一篇日记。C部分为口语交际，以Sandy与Simon关于“什么影响了你的性格”的对话为范例，Simon认为踢足球影响了自己的性格、教会他永不放弃，引导学生运用“I think that ... has influenced my personality and taught me ...”等句式交流自己的经历。本板块旨在通过综合性语言实践活动，帮助学生了解性格形成的原因，理解性格对职业与生活的影响，形成对自身性格的客观认知，为D部分的推荐信写作奠定内容与语言基础。 二、学情分析 从语言知识与技能层面来看，经过Welcome to the unit与Reading板块的学习，学生已掌握较丰富的描述性格的词汇，能谈论性格与职业的关系，但对本板块出现的事理阐释类语篇（说明性格成因）接触不多，对nature, environment, be passed on, remain, shape, influence等词的准确理解与运用仍需语境支持。学生已具备一定的听力信息提取能力，能在表格、笔记等支架辅助下捕捉关键信息，但在连续的语流中快速记录多个并列要点（如B1中的四组性格特质）仍有困难，需要听前预测、听中速记等策略指导。此外，学生在口语中连贯叙述个人经历与感悟的能力有待提升。 从认知与情感层面来看，九年级学生对“性格从哪里来”“性格能否改变”等问题抱有天然的好奇心，话题具有较强的探究价值。学生已具备初步的辩证思维能力，能够理解先天与后天的双重影响，但容易走向“性格天生、无法改变”的宿命论或“性格完全由环境决定”的片面认识。同时，学生在联系自身经历进行反思分享时，可能存在表达零散、缺乏细节支撑的情况，需要教师提供清晰的思维支架与语言支架。 三、教学目标 通过本课的学习，学生能够： 1. 通过略读与寻读，获取并整合关于性格形成因素（nature与environment）的关键信息，理解性格是先天与后天共同作用的结果； 2. 借助笔记与表格，听懂关于“性格与职业成功”的讲座（B1）和Simon与Judy的对话（B2），梳理性格对职业与生活的具体影响，形成结构化认知； 3. 整合B1、B2信息，完成B3日记填空，实现从听力输入到书面输出的信息转化； 4. 围绕“影响性格的事物或经历”与同伴开展对话交流（C），运用所学表达阐述自己的经历与感悟，提高口语交际能力； 5. 反思自身性格的成因，认识性格的可塑性，形成扬长避短、主动成长的积极态度。 四、教学过程 教学目标 学习活动 效果评价 1. 通过略读与寻读，获取并整合关于性格形成因素的关键信息，理解性格是先天与后天共同作用的结果。 Step 1：Lead in 学生回顾Reading板块内容，就“性格与职业”话题自由交谈，激活已有知识。 Q1: What personalities do the four people in Reading have? Q2: Do you think our personalities are born or formed later? Why? Possible answer: I think some parts of our personalities are born, but they can also change as we grow up. Q3: Do you think personality influences job success? How? Step 2：Reading (A) — Skimming 学生快速略读第15页语篇，回答问题，教师提示运用略读策略。 TIP: Skimming means reading the text quickly to get the main idea. When skimming, read the title, the headings and the first sentence of each paragraph. Q: What are the two main factors that influence our personality? Answer: Nature and the environment. 学生验证读前对Q2的预测。 Step 3：Careful reading (A) 学生细读语篇，完成信息梳理，回答问题。 Q1: Which parts of one’s personality are formed by nature and which parts by the environment? Answer By nature: Some parts of your personality are passed on to you by your parents. These qualities often do not change easily and may remain the same all your life. By the environment: The environment, including your education, experiences, and the people around you, can shape and change your personality. Q2: Is it possible to change parts of your personality? If so, how can you do this? Possible answer Version 1: Yes, it is. If we successfully complete difficult tasks through hard work, we may become more confident. Version 2: Yes, it is. If I go to a summer camp far away from home and need to take care of myself, I may become more independent. 学生两人一组讨论，联系自身举例。 Q: Which parts of your personality do you think come from nature, and which are shaped by the environment? Give an example. Possible answer: I think my sense of humour comes from my father (nature), and my patience is shaped by the environment. I used to be impatient, but after helping my younger sister with her homework for a long time, I learnt to be more patient. 根据学生对主旨问题的回答，评估学生运用略读策略快速把握语篇大意的能力；根据学生对两类性格成因的梳理，评估学生能否准确提取并区分关键信息；根据学生联系自身的举例，评估学生能否将文本信息迁移到个人经验，形成客观自我认知。 设计意图：以读前预测激发探究动机，引导学生带着问题阅读；通过略读策略提示，帮助学生快速把握事理阐释类语篇的结构特点（小标题＋首句）；通过细读与联系自身的讨论，引导学生辩证看待先天与后天的双重影响，纠正“性格天生不可改变”的片面认识，为后续听力与口语活动奠定认知与语言基础。 2. 借助笔记与表格，听懂关于“性格与职业成功”的讲座（B1）和Simon与Judy的对话（B2），梳理性格对职业与生活的具体影响。 Step 4：Listening (B1) 学生观察B1表格，预测答案。 Q: What personalities do you think lead to job success? What personalities do not? 学生听讲座录音，完成B1笔记。 Answer (1) Hard-working (2) bright side (3) worried (4) less happy 学生再听一遍，核对答案，并补全关于性格可塑性的关键信息。 “we can change our personalities to some degree. So if we want to do well in our jobs, we should try to improve ourselves to make up for some of the weaknesses in our personalities.” Step 5：Listening (B2) 学生听Simon与表姐Judy的对话，完成表格。 Name Personality Influence Judy quite confident believes that if she focuses and works hard, she can find a way to solve any problem Simon a great team player knows how to work well with others in many different areas of his life Answer: (1) confident (2) focuses (3) team player (4) work well 学生分角色朗读听力文本，体会目标语言。 根据学生B1笔记填写的完整性与准确性，评估学生在连续语流中捕捉并列要点、快速记录关键信息的能力；根据学生听前预测的合理性，评估其听前准备策略的运用；根据学生B2表格的填写，评估学生对人物性格与具体影响之间对应关系的理解。 设计意图：两段听力材料在语体上形成互补——B1为讲座（独白、信息密度高、适合训练笔记策略），B2为日常对话（互动性强、贴近学生生活），有助于学生适应不同语体的听力理解。通过“听前预测—听中记录—听后核对—朗读内化”的完整流程，系统训练听力策略；同时两段材料的信息共同构成B3日记的内容来源，体现输入与输出的紧密关联。 3. 整合B1、B2信息，完成B3日记填空，实现从听力输入到书面输出的信息转化。 Step 6：Integration (B3) 学生整合B1、B2的信息，完成Simon的日记填空。 Answer (1) hard-working (2) bright side (3) negative side (4) angry (5) confident (6) worried (7) team player (8) work well 学生朗读日记，复述讲座与对话的主要内容。 Retell: Successful people are usually ..., ... and ... They also look on the ... of situations. Judy is ... Simon is a good ... 根据学生日记填空的准确率，评估学生整合多源信息的能力；根据学生的复述，评估学生能否把表格化的笔记转化为连贯的语段表达；根据学生朗读的流利度，评估其语音语调与语言节奏的把握。 设计意图：B3是听说结合、由输入转向输出的关键环节，要求学生把B1、B2获取的零散信息重新组织、整合到日记这一新的语篇载体中。通过填空降低输出难度，通过复述提升输出层次，帮助学生在信息加工中深化对“性格影响职业与生活”的理解，同时为C部分的口语表达积累语料。 4. 围绕“影响性格的事物或经历”与同伴开展对话交流（C），运用所学表达阐述自己的经历与感悟。 Step 7：Speaking (C) 学生听Sandy与Simon的对话，回答问题。 Q1: What does Simon think has influenced his personality? Q2: What did Simon learn from playing football? Answer (1) Playing football has influenced his personality. (2) He learnt never to give up. 学生两人一组，以C部分对话为范例，谈论影响自己性格的事物或经历。 Model A: What do you think influences your personality, ...? B: I think that learning to play the piano has influenced my personality and taught me never to give up. A: What do you mean? B: Well, at first, I couldn’t play even a simple tune well, but I really enjoyed the sound of the piano. I decided to practise for an hour every day. Now I can play many beautiful pieces. A: That’s great. Your hard work paid off. 教师提供目标表达支架。 I think that ... has influenced my personality and taught me ... No matter how difficult a problem is, I will take my time and keep trying until I find a solution. Your hard work paid off. / What an excellent quality! 根据学生对C部分对话的理解，评估学生对口语范例的把握；根据学生对话中能否运用目标句式并辅以具体事例，评估学生的口语表达能力与叙事的逻辑性；根据学生交流的互动性与应答的得体性，评估其口语交际能力与合作学习成效。 设计意图：C部分把话题从“性格的成因”进一步聚焦到“影响我的那件事”，引导学生在真实交际中调用本单元所学的that宾语从句与相关表达，讲述亲身经历、分享成长感悟。通过范例学习—支架支持—结对操练的递进安排，降低表达焦虑，提升表达的连贯性与感染力，实现从文本到真实生活的转化。 5. 反思自身性格的成因，认识性格的可塑性，形成扬长避短、主动成长的积极态度。 Step 8：Sharing & reflection 学生向全班介绍同伴的性格成因与成长故事。 ... thinks that ... has influenced his/her personality and taught him/her ... Reflection 学生反思本课收获，教师引导全班总结。 Q: What have you learnt about personality today? Possible answer: Our personality is a mix of nature and the environment. It can be changed to some degree, so we should try to improve ourselves and make good use of our strengths. 教师总结单元主题句。 Knowing yourself is the beginning of all wisdom. — 认识自我，方能扬长避短，成就自我。 根据学生的分享，评估学生能否运用本课所学表达对他人性格成因的理解；根据学生的反思发言，评估学生是否形成对性格可塑性的正确认知；根据学生能否提出扬长避短的具体打算，评估学生自我管理与自我提升意识的发展。 设计意图：通过分享与反思，引导学生把本课时关于性格成因与影响的认知成果内化为积极的自我发展态度，避免把性格差异简单归结为天赋优劣；呼应单元主题句，帮助学生理解“认识自我”不仅是为了了解自己，更是为了主动塑造自己、成就自己，落实学科育人目标，并为D部分“发现并欣赏他人长处”的推荐信写作做好情感与价值铺垫。 Homework For All: Write a short diary entry about what has influenced your personality and how you plan to make good use of your strengths (about 60 words). For some: Search for more information about how personality influences job success and share your findings with your classmates next class. Unit 1 Know yourself Integration A-C: Personality and job success Personality = nature + environment For job success: hard-working / careful / confident look on the bright side Against job success: focus too much on the negative side get angry, afraid or worried easily Judy: confident → focus & work hard → find a way out Simon: a great team player → work well with others I think that ... has influenced my personality and taught me ... Personality can be changed to some degree. 学科网（北京）股份有限公司 $