Unit 1 Know yourself 教学设计（1-8课时）2026-2027学年译林版英语九年级上册

该初中英语教学设计围绕“人与自我”主题，核心涵盖性格形容词、连接词（both...and等）、that宾语从句及职业与性格关系。课堂通过“Guess Who?”激活已知，“Personality Map”呈现新词汇，逐步过渡到对话、语篇分析与语法应用，构建从词汇到语篇的学习支架。 资料亮点在于任务驱动与核心素养融合，“Career Consultant”小组活动提升语言能力，分析四位工作者性格与职业关系培养思维品质，写作前思维导图与互评发展学习能力。视频、听力等多元活动帮助学生建立自我认知与职业规划意识，为教师提供系统教学资源。

课题 Unit 1 Know yourself Welcome to the unit 授课 时间 课时 主题 范畴 本课属于“人与自我”范畴，涉及“自我认识，自我管理，自我提升”。 教学 目标 ①学习理解：Grasp the adjectives about personalities. ②应用实践：Be able to use the adjectives about personalities correctly. ③迁移创新：Be able to use the example conversation to make a new one. 核心 知识 Words - creative / curious / energetic / modest / organized / patient Phrases - be good at (doing) sth.、- either ... or ... / neither ... nor ... Sentences - What are you like? - I am organized and patient. - I am good at drawing. - I suppose I can be an artist. Grammar - be good at + n. / doing - I suppose + 从句 - either ... or ... / neither ... nor ...（就近原则） 教学过程 个案 Step 1: Lead-in (5 mins) Activity: "Guess Who?" 1. Teacher shows silhouettes or famous characters (e.g., Sherlock Holmes, Doraemon). 2. Ask: "What is he/she like?" 3. Elicit words like smart, cute, active to activate prior knowledge. Step 2: Presentation (12 mins) Activity: "Personality Map" 1. Show pictures from the textbook (Part A). 2. Match pictures with new words: organized, creative, curious, energetic, modest, patient. 3. Use emojis or simple drawings on the blackboard to help memory. 4. Drill pronunciation with a "High & Low Voice" game. Step 3: Practice(10 mins) Activity: "Job Hunter" 1. Listen to the dialogue in Part B. 2. Answer: "What is Millie like? What job does she like?" 3. Pair work: Role-play the dialogue. 4. Replace the underlined words with new vocabulary to make a new dialogue. 教学过程 个案 Step 4: Production (10 mins) Activity: "Career Consultant" 1. Group work (4 students). 2. Student A is the consultant; B, C, D are clients. 3. Clients describe themselves using "I am... I am good at...". 4. Consultant gives advice: "I suppose you can be a/an... because..." Step 5: Assessment & Differentiated Homework 课堂检测 1 Suzy keeps her books very tidy. She is _______. A. creative B. organized C. curious 2 Daniel likes asking questions about the stars. He is _______. A. modest B. energetic C. curious 3 —What do you think of Simon? —He never shows off. He is _______. A. modest B. impatient C. active 作业 ①Copy the new words 3 times each and read the dialogue in Part B fluently ②Write 3 sentences describing your best friend's personality and what job suits him/her. ③Design a "Personality Card" for yourself.  板书 设计 教学 反思 课题 Unit 1 Know yourself Reading（1） 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Use a table to describe the four’s key information, including jobs,personalities,achievements etc. ②Understand the relationship among jobs, personalities and personal effort. ③Be able to choose a suitable job for themselves and give their reasons. 语篇 研读 1. 主题和内容：本板块的话题是“热爱本职工作的人”，语篇聚焦阳光镇四位不同行业的优秀工作者WuWei, Su Ming, Liu Hao和Fang Yuan。 2. 意义和价值：帮助学生理解“自我认识是一切智慧的开端”，树立正确的职业观，了解规划职业发展。 3. 方式和方法：语篇类型为人物介绍，展现多元职业，引导学生深入理解性格和职业选择之间的关系。 教学过程 个案 学习理解 1. Have students discuss the following questions. What job would you like to do in the future? Why are you interested in it? 2. Have students answer the two questions on page 8 before reading the article. 3. Do you know people who are happy with their jobs? Who are they ?What are their jobs? 4. What do you think makes people happy with their jobs? 5. Have students read the article and finish Part A on page 10. 6. Person Job Qualities Wu Wei (1) · (2) and creative · Likes using his imagination. Su Ming (3) · Active and (4) · Loves working with people Liu Hao (5) · Serious about his work · Pays attention to (6) · Modest and easy to work with Fang Yuan (7) · Kind and (8) · Always wants to help sick people and save lives 7. Have students finish Part B on page 10. 应用实践 1.Have students compare the jobs of the four people and answer the following questions. (1) What do you think the four people have in common? (2) What do you think makes them happy with their jobs? 2. Have students finish Part C on page 11. 3. Have students answer question 1 in Part D on page 11. How do people’s personalities influence their choice of job? Possible answer： People’s personalities often influence their choice of job. For example, a creative person like Wu Wei may choose to be an artist, while an active person like Su Ming may prefer to work in sales. 迁移创新 1.Have students answer the following questions. What is your personality like? What job do you want to do? Why? Have students answer question 2 in Part D on page 11. Which of the four jobs in the article do you think suits you the most? 3.Have students answer question 3 in Part D on page 11. Why is it important for people to find a job that suits their personalities? 课堂检测 My personalities and possible future job I’m (active/ energetic/ outgoing/ modest/ careful/ organized...) . I think I will make a (accountant/ teacher/ engineer/ doctor/ artist...) in the future. But It’s hard/ tough to be a . However, I believe that my personalities together with my hard work will make it more possible. 作业 ①Remember the new words and read the passage fluently ②Add more information to describing your own personality and what job suits you. 板书 设计 教学 反思 课题 Unit 1 Know yourself Reading（2） 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Grasp the important language points like a born artist, win high praise from etc. ②Use these language points to complete exercises. ③Be able to make their own posters for their personalities and possible jobs. 核心 知识 【Words】 impress, imagination, standard, tough, opposite, manager, suit, personality,at all times 【Sentences】 A miss is as good as a mile. He’s quiet, but his work shouts. 【Phrases】 keep doing sth. work with numbers work to high standards be serious about one of help the sick and save lives 【Grammar】 Connecting ideas: either...or... neither... nor... and , but not only...but also... 教学过程 个案 Revision Presentation Have students think about the question below and try to understand these people. 1. Why does Sandy think Peter could be a good project manager? not only...but also... Because he pays attention to every detail. He plans things carefully. =Because he not only pays attention to every detail but also plans things carefully. 2. Do Liu Hao’s personalities suit his job? He always works to high standards, but he’s modest and easy to work with. He’s a perfect one for the job. 3. Why is it necessary for Liu Hao to pay attention to every detail? Because he thinks a miss is as good as a mile and any mistake may cost lives. Liu Hao is as good as Fang Yuan at being careful with work details. 4. Why does the writer use direct speech here instead of reported speech? It makes the text more real and lively, and better expresses her love for being a doctor. nothing more meaningful than= the most meaningful thing 5. What does “He’s a born artist” mean It means he has a natural talent for art. Further thinking Empathize with the four people: 1. “I want to keep sharing new, interesting work with people.” 2. “I’m active and energetic, and I love working with people.” 3. “He always works to high standards, but he’s modest and easy to work with.” 4. “I wanted to be a doctor when I was very young. I think nothing is more meaningful than helping the sick and saving lives.” What can we learn from these sentences? 课堂检测 1. He has a strong ________ (个性) and never gives up easily. 2. As an _____ (会计), he must pay attention to every small number. 3. It’s _____(粗心的) of you to make so many mistakes in the test. 4. The boy’s ________ (care) led him to fail this important exam. 5. We were deeply _______(impress) by his wonderful public speech. 作业 ①Read the text aloud and try to retell the story of one of the four people. ②Interview your parents or relatives about their jobs and personalities, then take notes. 板书 设计 教学 反思 课题 Unit 1 Know yourself Grammar A 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Master the use of connecting expressions: both…and, not only…but also, either…or, neither…nor, except, as well as. ②Use these expressions to complete conversations and describe people’s personalities and jobs. ③Form the idea that personalities influence job choices. 核心 知识 【Words】 survey, opposite, hard-working, recommend, expect, goal, literature , excellent 【Sentences】 Lots of people are too shy to tell anyone about their dreams except their closest friends. Either Simon or David is ready to do new tasks. 【Phrases】 think about too…to… be ready to do sth. in one’s free time in fact be willing to do sth. be patient with make a list of such a good primary school teacher 【Grammar】 either...or... neither... nor... both…and not only...but also... except as well as be good at + doing be good for +doing 教学过程 个案 Revision Show pictures of different jobs. Ask students: What personality do you need for these jobs? Review words: patient, creative, organized. Lead in: We can use some expressions to connect ideas. Presentation 1.Have students read the text on page 12 and pay attention to the words and phrases in Bold. 2.Present the table in Grammar A1. Explain each phrase’s meaning and subject-verb agreement rule: ✅ both … and … 两者都 (v. plural) ✅ not only … but also … 不仅…而且 (就近) ✅ either … or … 或者…或者 (就近) ✅ neither … nor … 既不…也不 (就近) ✅ as well as 以及 (就远) ✅ except 除……之外 Read the sample sentences together, highlight the verb forms. 3 Have students go through “Grammar check” on pages 165-166. Give explanations if necessary. 4 Have students read the grammar note and the four example sentences about verb forms on page 12. Then ask them to complete “Work out the rule!” Practice 1 Have students finish Part A1 on page 13. 2 Have students finish Part A2 on page 13. 3 Have students combine each of the following pairs of sentences into one sentence, using the connectors given in brackets. (1) She is talented. She is modest. (both ... and ...) (2) He can be a teacher. He can be a writer. (either … or ...) Production 1 Have students finish Part A3 on page 13. 2 Read the full conversation in pairs. 3. Pair work: Talk about classmates’ future jobs (A3 task). Students make short dialogues with the connecting phrases. 课堂检测 填空。 1. Both Kitty and Simon ______ (be) outgoing. 2. Not only the students but also their teacher ______ (enjoy) the game. 3. Either you or he ______ (be) wrong. 4. Neither Millie nor her friends ______ (know) the answer. 5. Tom, as well as his classmates, ______ (work) to high standards. 翻译句子： 他不仅善良，而且很有耐心。 __________________________________________________ 作业 ①Copy the 6 expressions and one example sentence for each. ②Write 3 sentences to talk about your friends’ personalities and future jobs. 板书 设计 教学 反思 课题 Unit 1 Know yourself Grammar B 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Students will master object clauses introduced by that. ②They can write short sentences with that‑object clauses to talk about future jobs and dreams. ③Students think about their future careers and build up the spirit of hard‑working. 核心 知识 【Words】 prepare successful encourage support sure certain 【Sentences】 I’ll do anything to make my dream come true. I hope I won’t let her down. She is sure that she needs to work hard to prepare for her future. 【Phrases】 prepare for work hard a successful designer let sb down come true 【Grammar】 1 that 引导宾语从句 2 encourage sb to do sth. 教学过程 个案 Lead-in Ask students: What do you want to be in the future? Invite several students to share their ideas. Write two model sentences on the blackboard: I think that I want to be a doctor. I hope that I can make my dream come true. Lead in the topic: Today we will learn object clauses introduced by that. Presentation 1. Read the six example sentences in the textbook together. Analyze the sentences: • Object clauses can follow verbs: hope, think, believe, know, mean • Object clauses can also follow adjectives: lucky, glad, sure, certain 2 Have students go through “Grammar check” on page 166. Give explanations if necessary. 3 Have students finish “Work out the rule!” on page 14. 4. Explain the grammar rule: We use that to introduce an object clause that is a statement. In informal English, we often drop that. (that can be omitted) ⚠️ Important notice: The clause after that must be a declarative sentence. We cannot use question order. Practice 1 Have students finish Part B1 on page 14. Students finish the passage individually first, then check answers in pairs. 2 Have students rewrite each of the following pairs of sentences into one sentence using object clauses. (1) We hope. Our team can win the game. (2) I am glad. You have made great progress. 3. Pair‑work: Ask students to make 2 short sentences with that‑object clauses. e.g. I hope that I can be a teacher. I am sure that I will work hard. Production 1 Have students finish Part B2 on page 14. 2 Have students write a short text about their dream jobs using at least two different connectors and two object clauses. 课堂检测 1. I think __________ I can be a good teacher in the future. 2. She is sure __________ she will work hard for her dream. 翻译句子： 1我相信我将来会成为一名设计师。 __________________________________________________ 2 我很高兴我的妈妈支持我。 __________________________________________________ 作业 ①Copy 3 model sentences of that‑object clauses. ②Write a short passage about your future job, using object clauses with that. 板书 设计 教学 反思 课题 Unit 1 Know yourself Integration A-C 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Analyze the passage and conclude the factors which influence the forming of personality. ②Understand the listening material and take key notes. ③Be able talk about the things that have influence on personalities. 核心 知识 【Words】 remain, confident, likely, negative, challenge, position, cooperate, consider, voice 【Sentences】 Like father, like son. No matter what challenges I meet, I won’t give up until I find a way to succeed. 【Phrases】 point out, pay off, pass sth. on to sb. , a special mix of, in other words, according to 【Grammar】 Object clauses introduced by that. 教学过程 个案 Lead in 1. Watch a short video about famous people’s personalities and success. 2. Think about the two questions. What qualities do they have in common? How are these qualities formed? Presentation 1. Skim Part A and get the main idea. Tip: Skim the title, headings, the first and last paragraph and the first sentences of each paragraph. 2. Scan Part A and get specific information. What are the two main factors that influence our personality? 3. Read for details. 1　 What does “Like father, like son” mean? A. Fathers and sons always look the same. B. Some personalities are passed down from parents to kids. C. Sons must follow what their fathers say. 2　 Can you share an example of how your experience changed your personality? 3　 Which is more important for your personality, nature or the environment? 4. Identify these factors correctly. Like father, like son. Knowledge makes humble (谦虚), ignorance (无知) makes proud. Adversity (逆境) makes a man wise. When I walk along with two others, they may serve me as my teachers. 5. Present the table of Part B1. Guide students to do predictions. Then have students listen and complete the table. 6. Listen to the conversation of B2 and complete the information sheet. Practice 1. Read and complete Simon’s diary in Part B3. 2. Have students listen to the conversation between Sandy and Simon in Part C on page 17 and answer the following questions. (1) What does Simon think has influenced his personality? (2) What did Simon learn from playing football? Production Pair work: Have students work in pairs and talk about the things that have influenced their personalities. 课堂检测 1. He succeeded in _______ (achieve) his lifelong dream at last. 2. It’s impolite ________ (show) off your advantages in public. 3. You should pay attention to ___(avoid) making silly mistakes. 4. Not only the workers but also the boss ______ (devote) their time to this project last year. 作业 2 Preview Part D. ②Interview more students and write a diary to learn from their experiences. 板书 设计 教学 反思 课题 Unit 1 Know yourself Integration D 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Grasp the important language points like try one’s best, spend...doing... etc. ②Know how to draw a mind map before writing. ③Be able to write a recommendation letter as required. 核心 知识 【Words】 Position, cooperate, voice, consider 【Sentences】 I believe that David Wei is the right choice for president of the Students’ Union. 【Phrases】 Express ideas, work well with, allow sb. to do sth., cooperate with... 【Writing skills】 Mind-map 教学过程 个案 Lead in 1. Background information: Sunshine Middle School needs a new president of the Students’ Union. 2. Free talk a. What does a president often do in the middle school? b. What qualities are needed for a president in middle school? Have students analyze the position and match the needed qualities with people they want to recommend. Before-writing 1. Have students look at the mind map in Part D1 on page 17 and answer the following questions. (1) What position is David recommended for? (2) How many good qualities of David are shown in the mind map? What are they? (3) What is written on the branches of the mind map? 2. Have students read Simon’s recommendation letter in Part D2 on page 18, analyze the structure of the article, and complete the following table. Paragraphs Content Paragraph(s) (1) Explain the purpose of your letter Paragraph(s) (2) (3) Paragraph(s) (4) (5) 3.Have students find useful expressions in Simon’s recommendation letter.(D3) 4. Have students refer to Part D1 on page 17 and then make their own mind maps. 5. Guide students read for logic. How does the writer show different reasons clearly?(linking words) 6. Possible version:“Write a letter to recommend a classmate for the monitor in your class.” I/We are writing to recommend as the new monitor. He /She is He/She thinks _________. I/We think _______ .For example __________. I/We hope that you can agree with me/us. While-writing Have students finish their own article in 20 minutes according to the instructions and their own mind map. Attention： State a clear purpose； Explain the reason ； Express your hope Post-writing Have students check their writing after they finish and exchange drafts with their partners for review. Then have students revise their letters. Structure(结构) draw a spider gram before writing and have a clear and complete structure. 2 points Content(内容) Have convincing details. 3 points Expressions(表达) Use suitable tenses and adverbs. Have rich expressions. 3 points Mechanics(细节) Be polite. No spelling, grammatical, punctuation mistakes. 2 points My passage: ________ points.  My friend’s passage: ________ points. 课堂检测 Have a dictation of the useful expressions. 作业 1 Polish up your recommendation letter with the checklist ②Read others’ letters in groups and vote for the most suitable ones. 板书 设计 教学 反思 课题 Unit 1 Know yourself Integration D 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Grasp the important language points like try one’s best, spend...doing... etc. ②Know how to draw a mind map before writing. ③Be able to write a recommendation letter as required. 核心 知识 【Words】 Position, cooperate, voice, consider 【Sentences】 I believe that David Wei is the right choice for president of the Students’ Union. 【Phrases】 Express ideas, work well with, allow sb. to do sth., cooperate with... 【Writing skills】 Mind-map 教学过程 个案 Lead in 3. Background information: Sunshine Middle School needs a new president of the Students’ Union. 4. Free talk c. What does a president often do in the middle school? d. What qualities are needed for a president in middle school? Have students analyze the position and match the needed qualities with people they want to recommend. Before-writing 2. Have students look at the mind map in Part D1 on page 17 and answer the following questions. (1) What position is David recommended for? (2) How many good qualities of David are shown in the mind map? What are they? (3) What is written on the branches of the mind map? 2. Have students read Simon’s recommendation letter in Part D2 on page 18, analyze the structure of the article, and complete the following table. Paragraphs Content Paragraph(s) (1) Explain the purpose of your letter Paragraph(s) (2) (3) Paragraph(s) (4) (5) 3.Have students find useful expressions in Simon’s recommendation letter.(D3) 4. Have students refer to Part D1 on page 17 and then make their own mind maps. 5. Guide students read for logic. How does the writer show different reasons clearly?(linking words) 7. Possible version:“Write a letter to recommend a classmate for the monitor in your class.” I/We are writing to recommend as the new monitor. He /She is He/She thinks _________. I/We think _______ .For example __________. I/We hope that you can agree with me/us. While-writing Have students finish their own article in 20 minutes according to the instructions and their own mind map. Attention： State a clear purpose； Explain the reason ； Express your hope Post-writing Have students check their writing after they finish and exchange drafts with their partners for review. Then have students revise their letters. My passage: ______ points.  My friend’s passage: ______ points. Structure(结构) draw a spider gram before writing and have a clear and complete structure. (2 points) Content(内容) Have convincing details. (3 points) Expressions(表达) Use suitable tenses and adverbs. Have rich expressions. (3 points) Mechanics(细节) Be polite. No spelling, grammatical, punctuation mistakes .(2 points) 课堂检测 Have a dictation of the useful expressions. 作业 2 Polish up your recommendation letter with the checklist ②Read others’ letters in groups and vote for the most suitable ones. 板书 设计 教学 反思 课题 Unit 1 Know yourself Assessment & Further study 授课 时间 课时 主题 范畴 “人与自我”--自我认识，自我管理，自我提升及职业启蒙，职业精神。 教学 目标 ①Revise the important language points and grammar of Unit1. ②Use these language points to complete exercises. ③Be able to find more information about personality from “The Truth about Personality” 核心 知识 【Words】 Personality, organized, energetic, social, explore, research, host, surprising 【Sentences】 It explores the latest research about how our personality is formed... 【Phrases】 Make use of, strong points of our personalities, try out 【Learning material】 The British TV programme-The truth about personality. 教学过程 个案 Revision Activity: Unit knowledge brainstorm 1. Have students to recall what they have learned in Unit1. ① Grammar1：connecting phrases & subject‑verb agreement (both…and; not only…but also; either…or; neither…nor; as well as; except; proximity principle) ② Grammar2：that‑object clauses 2. Quick oral check: recite key phrases and grammar rules. Assessment Task1 Self‑assessment Students read four items in What I can do. 1. Students tick the column Me. Choose level: Weak / Good / Wonderful. 2. Fill in the blanks individually; Task2 Peer‑assessment Work in pairs. Discuss your learning situation and fill in the Partner column. Share your problems with your partner. 3. Workbook Finish exercises on Pages 122‑123 to check words and grammar. Sandy loves to draw and paint. Last week, she showed me some of her paintings. I hope she(1) a job in the art world. She could be a great artist one day. Bill has very high(2) for himself. He's not satisfied with his work until it's perfect. He's smart and hard-working. He could be a doctor. Millie loves being around other people. She's quite(3) Her communication skills are excellent. I think she could be a very good. teacher. She (4) that as a possibility once. Mark is energetic, organized and confident. I think he's a natural leader. Maybe he will have a top (5) ,at a big company one day. Further study 1. Students read the passage about the TV programme The Truth about Personality. 2. Teacher explains key phrases: explore the latest research; be formed; whether it can be changed; surprising 3. Group discussion： Can our personality be changed? What strong points do you have? How can you use them in study and life? Invite several students to share their opinions. 课堂检测 Task 1 Grammar consolidation 1. Not only Millie but also her sister ___________ (like) painting. 2. Both my mum and my dad ______________ (be) hard‑working. 3. I think that he _______________ (be) a good player in the future. Task2 Fill‑in‑the‑blanks pass on; give up; pay off; in other words 1. Our qualities are ______________ by our parents. 2. Never ___________________ when you meet difficulties. 3. Your hard work will _______________ sooner or later. 作业 ①Review the whole unit. ②Follow your action plan to review weak points of Unit1. 板书 设计 教学 反思 学科网（北京）股份有限公司 $