Unit 1 第一课时 Welcome to the unit-【木牍中考●名师教案】2026-2027学年九年级上册英语(译林版·新教材)

该初中英语教学设计聚焦描述性格的形容词、短语及“neither...nor...”句型，教学重点为词汇掌握与性格描述。课堂通过问候及“What are you like?”等问题导入，连接学生生活经验与新知，搭建从词汇学习到性格描述的支架。 特色在于以“词汇积累—情境运用—拓展实践”为主线，通过填空练习、小组对话、结对列词等活动提升语言能力，结合性格讨论未来职业培养思维品质，采访作业促进学习能力。助力学生夯实词汇基础、提升口语表达，为教师提供清晰教学流程与互动策略。

第一课时　Welcome to the unit ◇目标导航◇ 类别 课时要点 重点单词 energetic adj.精力充沛的 organized adj.有条理的 order n.条理;顺序 explain vt.& vi.解释 careless adj.粗心的 neither adv.也不det.& pron.两者都不 nor conj.& adv.也不 suppose vt.& vi.认为,推断;假设 social adj.好交际的;社交的 重点短语 keep...in (good) order保持整齐 come up with想出,找到(答案) neither...nor...既不……也不…… either...or...要么……要么……,不是……就是…… 重点句型 Neither my parents nor I think I will make a good accountant.我和我的父母都不认为我会成为一名好会计师。 教学重点 让学生掌握描述性格的形容词,能运用词汇简单描述自己和他人的性格。 教学难点 引导学生结合性格特点,流畅交流适合自己的未来职业。 ◇教学过程◇ Step 1 Leading in 1.Greet the class warmly. 2.Ask students some questions:“What are you like?” “Do you know some words to describe your personalities?” Lead in the topic of this class. Step 2 Work on A 1.Present the words in the box:creative,curious,energetic,modest,organized,patient.Explain their meanings and pronunciations. 2.Ask students to complete the sentences in A individually. 3.Check the answers together and invite some students to read the complete sentences. Step 3 Work on B 1.Present the model conversation between Millie and her classmates about personalities and possible future jobs. 2.Organize students to work in groups.Ask them to talk about their personalities and possible future jobs using the model. 3.Invite several groups to share their conversations and give feedback. Step 4 Work on C 1.Ask students to work in pairs and list more words to describe their partners’ personalities. 2.Invite some pairs to share their lists and write the words on the blackboard. Step 5 Summary and Homework 1.Summarize the personality adjectives learnt in this class. 2.Assign homework:Ask students to interview their deskmates about their personalities and future jobs,and take notes. ◇教学反思◇ 　　本课时通过问答、填空、小组对话等活动,帮助学生积累了描述性格的核心词汇,学生对词汇的理解和基础运用掌握较好。但在交流未来职业时,部分学生词汇量不足,表达不够流畅。后续教学需补充更多职业相关词汇,并提供更多口语表达支架,提升学生的交流能力。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $