Unit 1 Know yourself Welcome to the unit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“不同性格与职业选择”核心知识点，通过观察单元主题图、解读主题句“Knowing yourself is the beginning of all wisdom.”及梳理单元概览，激活学生对性格的已有认知，搭建“自我认知—性格特点—职业关联”的学习支架，为词汇学习和话题讨论奠定基础。 该设计以“语言能力”和“思维品质”为特色，通过图文匹配理解性格词汇与具体表现，听力表格梳理“人物—性格—职业”关联，小组对话和“性格词汇墙”实现语言输出。分层作业（思维导图、家庭访谈）培养学习能力，引导学生客观认知性格与职业适配，提升表达准确性和思维深度，为教师提供清晰教学路径，助力学生语言运用与自我认知发展。

译林版《英语》九年级上册 Unit 1 Know yourself Welcome to the unit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 Welcome to the unit板块，话题为Different personalities，计划0.5课时。本板块内容由三部分组成：第一部分（A）呈现六组体现不同人物性格特质及具体表现的图文，要求学生运用方框中的词汇（creative, curious, energetic, modest, organized, patient）完成句子，建立“性格特点—具体表现”的关联；第二部分（B）呈现Millie和同学们谈论自身性格及未来职业的对话，四位同学分别结合自己的性格特点推断未来可能适合的职业，涉及careless, accountant, creative, active, social, social worker等词汇，以及“What job would you be good at?”“I would be good at ... jobs, I suppose.”“Maybe I’ll be either ... or ...”“Neither ... nor ...”等表达；第三部分（C）引导学生与同伴合作，列出更多描述性格的词汇，扩充话题词汇储备。本板块通过图文和音频将学生带入谈论性格的情境，激活学生的已有认知，引导学生初步感知性格与未来职业的关联，为单元的后续学习做好语言、话题和情感准备。 二、学情分析 从语言知识与技能层面来看，学生在八年级已接触过描述人物性格与品质的形容词，如honest, humorous, generous, patient, helpful等，能运用简单句式描述自己或他人的性格，但对curious, organized, modest, energetic, social, careless等词的准确理解与辨析仍需加强，尤其容易混淆organized与careful、modest与shy等近义表达。学生具备基本的听说能力，能听懂围绕熟悉话题的简短对话并完成信息提取，但在真实情境中连贯地阐述“性格—职业”之间的关联仍有困难。此外，B部分对话中出现的either ... or ...与neither ... nor ...是Grammar板块的重点内容，在本板块只作初步感知，不作系统讲解与操练。 从认知与情感层面来看，九年级学生正处于自我意识快速发展的阶段，对“我是一个怎样的人”“我将来适合做什么”有着强烈的探究欲望，本板块话题贴近其现实需求，能够有效激发学习兴趣与表达动机。同时，学生经过两年的英语学习，已具备一定的合作学习能力，能够在小组活动中进行交流与分享。但学生对自身性格的认识多来自他人评价或直觉印象，缺乏客观、全面的分析，容易把性格简单标签化、绝对化；对职业的了解也往往局限于少数热门职业，职业视野较为狭窄。因此，教学中需要教师提供必要的语言支架与思维支架，引导学生初步形成“性格无优劣、适配最重要”的认识，为单元主题的深入探究奠定基础。 三、教学目标 通过本课的学习，学生能够： 1. 通过观察单元主题图与单元概览，理解主题句“Knowing yourself is the beginning of all wisdom.”的含义，明确本单元的主题与学习任务； 2. 借助图文，理解并掌握描述性格的核心词汇（organized, patient, modest, creative, curious, energetic），知晓常见性格特点及其具体表现，完成教材A部分填空； 3. 获取和梳理Millie、Paul、Sandy、David四位同学对于自身性格与未来职业的观点，提取并归纳用于询问、描述及评价个人性格与未来职业的词汇和语言表达； 4. 运用相关词汇和语言表达，与同伴交流自己的性格特点与未来可能适合的职业，并合作列出更多描述性格的词汇，初步形成自我认知及职业规划的意识。 四、教学过程 教学目标 学习活动 效果评价 1. 通过观察单元主题图与单元概览，理解主题句的含义，明确本单元的主题与学习任务。 Step 1：Lead in 学生观察第6页单元主题图，思考并回答问题。 Q1: What can you see in the picture? Q2: What do you think the picture is intended to convey? Possible answer (1) I can see a watercolour painting of a human head, made up of different shades of blue and green. (2) The picture is intended to convey that understanding ourselves (our personalities, thoughts, and feelings) is very important. It suggests that self-awareness is the first step towards becoming wise and growing as a person. 学生阅读第6页单元概览“In this unit, we will ...”，明确本单元的学习任务。 Q: What will we do in this unit? Answer: In this unit, we will read about people who are happy with their jobs, learn about the relationship between personality and success, write a recommendation letter and better understand how personality can influence our lives. 教师引导学生朗读并理解单元主题句。 Knowing yourself is the beginning of all wisdom. 根据学生对主题图的描述，评估学生的观察能力与口头表达能力；根据学生对图片主旨的推断，评估学生能否初步理解“认识自我”的单元主题；根据学生对单元概览的梳理，评估学生能否准确把握本单元的四项学习任务；根据学生对主题句的解读，评估学生能否初步感悟自我认知的重要意义。 设计意图：通过引导学生观察并描述单元主题图，预测本单元的主要学习内容，激发学习兴趣，建立单元整体学习期待；通过梳理单元概览，帮助学生明确本单元的学习任务，形成清晰的学习目标；通过解读单元主题句，引导学生初步感悟“认识自我是一切智慧的开端”的主题意义，为单元的后续学习做好话题与情感准备。 2. 借助图文，理解并掌握描述性格的核心词汇，知晓常见性格特点及其具体表现，完成教材A部分填空。 Step 2：Brainstorm 学生思考自身性格，并与同伴交流。 Q1: What do you think of your personality? Q2: Which classmates do you think have personalities similar to yours? Give some supporting details. Possible answer (1) I am careful and well-organized. (2) I think Lucy and Tom have personalities similar to mine. They always make a to-do list every day and tick each task off after they finish it. Step 3：Part A 学生观察A部分六幅图片及句子，运用方框中的词汇完成句子。 creative curious energetic modest organized patient Answer 1 organized 2 patient 3 modest 4 creative 5 energetic 6 curious 学生核对答案并跟读，教师引导学生建立“性格特点—具体表现”的关联。 keep all her things in good order — organized never shows off — modest explains the grammar rules to us carefully — patient often comes up with new ideas — creative likes studying things / curious about everything — curious always plays football for hours — energetic 根据学生对自己及同伴性格的描述，评估学生已掌握的性格词汇储备与口头表达能力；根据学生A部分填空的准确率，评估学生对六个核心性格词汇词义的理解与辨析能力；根据学生对“性格特点—具体表现”关联的梳理，评估学生能否在具体语境中准确理解和运用目标词汇。 设计意图：通过谈论自身与同伴的性格，激活学生已有的性格词汇与生活经验，拉近学生与单元话题的距离，同时为后续词汇学习提供真实语境；通过图文匹配的形式完成A部分填空，帮助学生在“性格特点—具体表现”的对应中理解并内化六个核心词汇，避免机械记忆；通过跟读与归纳，帮助学生建立话题词汇网络，为听说活动奠定语言基础。 3. 获取和梳理四位同学对于自身性格与未来职业的观点，提取并归纳用于询问、描述及评价个人性格与未来职业的词汇和语言表达。 Step 4：Part B (Listening) 学生听B部分对话，完成下列表格。 Name Personalities About possible future jobs Millie She is patient and doesn’t get angry easily. That makes her good at working with people. Paul He is careless sometimes, especially with numbers. Neither his parents nor he thinks he will make a good accountant. Sandy She often has exciting ideas. She would be good at creative jobs. David He is active and social. He loves talking with people. Maybe he’ll be either a teacher or a social worker in the future. 学生阅读对话文本，回答问题。 Q: How do the students learn about their personalities? Possible answer: They learn about their personalities by themselves or from others. 教师引导学生关注并初步感知目标表达。 I’m ... and I ... That makes me good at ... What job would you be good at? I would be good at ... jobs, I suppose. Neither ... nor ... / Maybe I’ll be either ... or ... 根据学生表格填写的完整性与准确性，评估学生在听力中快速捕捉关键信息的能力；根据学生对问题的回答，评估学生是否理解认识性格的两种途径（自我认知与他人评价）；根据学生跟读与朗读的流利度，评估学生对目标表达的感知与模仿能力。 设计意图：通过听力活动训练学生在语流中捕捉人物性格与职业倾向等关键信息的能力，培养听力策略；通过表格梳理，帮助学生把零散信息结构化，形成“人物—性格—职业”的认知框架；通过引导学生关注目标表达，为后续的口语输出提供语言支架，同时为Grammar板块连接词的学习埋下伏笔。 4. 运用相关词汇和语言表达，与同伴交流自己的性格特点与未来可能适合的职业，并合作列出更多描述性格的词汇。 Step 5：Speaking 学生四人一组，以B部分对话为范例，谈论自己的性格特点与未来可能适合的职业。 A: I’m ... and I ... That makes me ... What about you, ...? B: I’m ... sometimes, especially with ... What job would you be good at, ...? C: ... says I often ... I would be good at ..., I suppose. How about you, ...? D: I’m ... I love ... Maybe I’ll be either ... or ... in the future. Step 6：Part C 学生与同伴合作，列出更多描述性格的词汇，全班汇总，共同完成“性格词汇墙”。 Possible answer: Optimistic, lively, reserved, timid, easy-going, confident, responsible, humorous, caring, honest, brave, polite ... Sharing 学生从词汇墙中挑选三个最能描述自己的词，向全班介绍自己。 I think I am ..., ... and ... I would be good at ... jobs, I suppose. 根据学生小组讨论的参与度与流利度，评估学生能否运用所学词汇和表达谈论自身性格与未来职业；根据学生语言表达的准确性，评估学生对目标句式的掌握情况；根据学生列出的性格词汇，评估学生话题词汇的拓展程度；根据学生的自我介绍，评估学生能否将语言学习与自我认知有机结合。 设计意图：通过小组交流，引导学生在真实交际中运用所学语言谈论自身性格与未来职业，实现从语言输入到语言输出的转化；通过C部分的词汇拓展活动，帮助学生扩充描述性格的词汇储备，建立更加丰富的话题词汇网络；通过“性格词汇墙”与自我介绍，引导学生在语言运用中反观自我，初步形成自我认知与职业规划的意识，为单元后续学习做好语言与情感铺垫。 Homework For All: Draw a mind map of your own personality. List at least three personality words with supporting details, and share it with your partner next class. For some: Interview one of your family members about his or her personality and job. Find out whether the job suits his or her personality, and get ready to report your findings in class. Unit 1 Know yourself Welcome to the unit: Different personalities organized — keep ... in good order modest — never shows off patient — explain ... carefully creative — come up with new ideas curious — like studying things energetic — play football for hours What job would you be good at? I would be good at ... jobs, I suppose. Maybe I’ll be either ... or ... / Neither ... nor ... Knowing yourself is the beginning of all wisdom. 学科网（北京）股份有限公司 $