Unit 1 Know yourself Reading 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“性格与职业适配”核心知识点，课堂导入通过自由交谈职业理想激活已有性格词汇，读前预测结合标题和插图建立阅读期待，为后续略读获取人物职业、精读提取性格细节等活动搭建学习支架。 特色在于以问题链引导深入语篇，如解读“his work shouts”等关键表达培养语言能力，通过比较归纳四位主人公共同点分析性格与职业关系提升思维品质，人物信息卡制作与分享促进学习能力。结构化活动设计帮助学生掌握阅读策略和职业认知，为教师提供清晰教学流程和可操作任务。

译林版《英语》九年级上册 Unit 1 Know yourself Reading I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 Reading板块第一课时，阅读语篇People who are happy with their jobs选自Sunshine Daily的一篇文章，介绍了阳光镇四位不同职业、不同性格的人：艺术家Wu Wei、销售经理Su Ming、工程师Liu Hao和医生Fang Yuan。语篇类型为人物介绍，以人物为线索，通过主人公朋友的评价、同事的看法以及主人公自身的陈述，展现了不同性格特质与不同职业之间的适配关系。文章结构清晰，四个部分分别介绍一位主人公：Wu Wei天生具有艺术天赋，想象力丰富，其雕塑作品赢得了艺术界的高度赞誉；Su Ming原本从事会计工作，因性格活跃、精力充沛且乐于与人打交道而转换职业赛道，如今成为公司的销售经理；Liu Hao作为首席工程师刚刚完成阳光镇至天津的高铁项目，工作严谨细致、谦逊易处；Fang Yuan医生善良耐心，以救死扶伤为天职，虽工作辛苦却深感值得。文章时态以一般现在时和现在完成时为主，重点词汇涉及性格描述（creative, energetic, modest, serious, patient等）与职业相关（sculpture, accountant, manager, engineer, railway, detail, standard等），句式上出现了not only ... but also ...、nothing is more meaningful than ...等结构，以及his work shouts、a miss is as good as a mile、This one suits me better等富有表现力的表达。文章旨在启发青少年正确认识自身性格特点，理解性格与职业适配、个人努力与职业幸福之间的关系，树立正确的职业观。 二、学情分析 从语言知识与技能层面来看，学生已掌握描述性格的核心词汇，能初步运用其描述自己与他人，但对话篇中的部分新词汇，如sculpture, accountant, railway, detail, standard等仍较陌生。学生已具备略读、寻读等基本阅读策略，能进行简单的信息提取，但对语篇中富有表现力的地道表达（如his work shouts、a miss is as good as a mile）的理解，以及对人物形象的深层把握与批判性思考，仍需教师引导提升。 从认知与情感层面来看，九年级学生面临中考，对“认识自我”和“职业规划”话题有现实需求与浓厚兴趣，能联系生活实际理解课堂主题，但易将性格与职业简单对应、忽视后天努力的作用，需教师引导。文中四位主人公的职业贴近生活，学生具备一定背景知识，有利于阅读理解。 三、教学目标 通过本课的学习，学生能够： 1. 通过自由交谈和读前预测，激活关于性格与职业的已有知识，明确语篇主题，建立阅读期待； 2. 通过略读，获取四位主人公Wu Wei, Su Ming, Liu Hao, Fang Yuan的姓名、职业等基本信息，梳理文章的整体结构； 3. 通过精读，提取四位主人公的性格特点、工作态度和他人评价等细节信息，完成教材A部分表格； 4. 通过问题链深入语篇，理解“his work shouts”“a miss is as good as a mile”“This one suits me better”“it is worth it”等关键表达的含义，回答教材B部分问题； 5. 通过比较与归纳，概括四位主人公的共同点，分析性格适配与个人努力对职业满意度的影响，初步感悟职业幸福感的来源。 四、教学过程 教学目标 学习活动 效果评价 1. 通过自由交谈和读前预测，激活关于性格与职业的已有知识，明确语篇主题，建立阅读期待。 Step 1：Lead in 学生围绕未来的职业理想进行自由交谈，激活已学性格词汇与背景知识。 Q1: What job would you like to do in the future? Why are you interested in it? Possible answer Version 1: I want to be a teacher because I like helping others understand things. Version 2: A doctor, but I’m not sure—I just think it’s meaningful. Step 2：Prediction 学生阅读第8页读前思考题，观察文章标题与插图，预测语篇内容。 Q1: Do you know people who are happy with their jobs? Who are they? What are their jobs? Q2: What do you think makes people happy with their jobs? Possible answer 1 Yes. My aunt is a primary school teacher. She always says she loves being with children. My neighbour is a baker. He enjoys making bread and cakes every day. 2 I think enjoying the work itself makes people happy with their jobs. Q3: What does the title “People who are happy with their jobs” tell us? 根据学生回答，评估学生能否运用已学词汇描述职业理想，能否激活相关背景知识；根据学生预测，评估学生能否通过标题和图片准确把握语篇主题，建立合理的阅读期待。 设计意图：通过自由交谈帮助学生复习巩固性格与职业相关词汇，激活背景知识；通过读前预测帮助学生明确语篇主题，激发阅读兴趣，建立阅读期待，为下一阶段的阅读活动做好铺垫。 2. 通过略读，获取四位主人公的姓名和职业等基本信息，梳理文章的整体结构。 Step 3：Skimming 学生快速通读全文，完成人物与职业的匹配，梳理四位主人公的基本信息。 Wu Wei — artist Su Ming — sales manager Liu Hao — engineer Fang Yuan — doctor 学生梳理文章结构，明确文章以人物为线索展开。 Q: How is the article organized? What is the structure? 根据学生匹配结果，评估学生能否通过略读快速提取四位主人公的姓名与职业等关键信息；根据学生对文章结构的分析，评估学生是否能够把握文章以人物为线索的行文结构。 设计意图：通过略读活动，帮助学生快速获取文章的基本信息和整体结构，培养略读策略的运用能力，为深入阅读奠定基础。 3. 通过精读，提取四位主人公的性格特点、工作态度和他人评价等细节信息，完成教材A部分表格。 Step 4：Careful reading 学生再次细读文章，完成教材A部分表格。 Person Job Qualities Wu Wei An artist Quiet and creative; likes using his imagination Su Ming A sales manager Active and energetic; loves working with people Liu Hao An engineer Serious about his work; pays attention to every detail; modest and easy to work with Fang Yuan A doctor Kind and patient; always wants to help sick people and save lives 学生根据表格，运用完整句式介绍四位主人公。 Wu Wei is an artist. He is quiet and creative. He likes using his imagination. 根据学生表格填写的完整性与准确性，评估学生能否通过精读准确提取四位主人公的性格特征、工作态度和他人评价等关键信息；根据学生的完整句式介绍，评估学生的信息归纳与口头表达能力。 设计意图：通过细读与表格填写，帮助学生系统梳理四位主人公的职业与性格信息，把零散信息结构化；通过完整句式转述，促进语言内化，为后续的深度解读与主题探究奠定基础。 4. 通过问题链深入语篇，理解关键表达的含义，回答教材B部分问题。 Step 5：Further reading 学生在问题链的引导下逐段精读，深入理解关键表达的含义，回答教材B部分问题。 Q1: Why did Wu Wei’s best friend say “his work shouts”? Q2: Why did Su Ming change her job? Q3: Why is it necessary for Liu Hao to pay attention to every detail? Q4: What does Fang Yuan think of helping the sick and saving lives? Q5: Which two of the four people need to be careful all the time in their work? Why? Possible answer 1 Because his creative work impresses not only his friends but also the whole town. It draws strong attention and speaks for itself. 2 Because in her last job, she had to work with numbers most of the time, but she is active and energetic and loves working with people. This job suits her better. 3 Because to him and his team, a miss is as good as a mile. Any mistake may cost lives. 4 She thinks nothing is more meaningful than helping the sick and saving lives. 5 Liu Hao and Fang Yuan. Liu Hao works on railway projects, where mistakes may cost lives, and Fang Yuan is a doctor, so she must be very careful at all times. 教师引导学生理解并赏析关键表达。 He’s quiet, but his work shouts. — “a born artist”的生动写照 To us, a miss is as good as a mile. — 严谨细致的工匠精神 This one suits me better. — 性格与职业的适配 ... but Ms Fang thinks it is worth it. — 甘于奉献的职业态度 根据学生对细节问题的回答，评估学生能否透过字面理解语言的深层含义；根据学生对关键表达的赏析，评估学生的语言理解能力与推理能力；根据学生回答的完整性与逻辑性，评估学生的思维品质。 设计意图：通过问题链引导学生深入理解文本细节，提取四位主人公的性格特点与职业信息；通过对关键短语和句子的解读，帮助学生理解语言的深层含义，体会不同表达方式的效果，为后续的主题探究与语言内化做好准备。 5. 通过比较与归纳，概括四位主人公的共同点，分析性格适配与个人努力对职业满意度的影响。 Step 6：Summary and reflection 学生小组讨论，比较四位主人公的职业与性格，归纳其共同点。 Q1: What do the four people have in common? Possible answer: I think they all love their jobs and they all work very hard. Q2: What do you think makes them happy with their jobs? Possible answer: They can do what they love and use their skills to help others. They also feel proud of what they do every day. 学生选择一位主人公，绘制人物信息卡，并向同伴介绍。 Name / Job / Personality / Achievement / Assessment Sharing 学生分享自己最喜欢的一位主人公并说明理由。 根据学生讨论中的发言，评估学生能否深入分析文本主题，理解性格与职业适配的深层原因；根据学生人物信息卡的制作与介绍，评估学生对文本信息的归纳总结与转述能力；根据学生的分享，评估学生能否初步形成正确的职业认知。 设计意图：通过比较与归纳，引导学生从具体信息走向抽象概括，把握四位主人公的共同特质，领悟“性格适配＋持续努力＝职业幸福”的主旨；通过人物信息卡的制作与分享，帮助学生内化语篇语言，为第二课时的语言学习与迁移创新活动做好准备。 Homework For All: Make an information card of the four people and share it in your groups. For some: Search the internet and find more information about different kinds of jobs and try to find a chance to experience your ideal job after school. Unit 1 Know yourself Reading I People who are happy with their jobs Name Job Personality Wu Wei artist quiet, creative Su Ming sales manager active, energetic Liu Hao engineer serious, modest Fang Yuan doctor kind, patient His work shouts. A miss is as good as a mile. This one suits me better. ... it is worth it. Personality + Effort = Job satisfaction 学科网（北京）股份有限公司 $