Unit 1 第五课时 Integration-【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性格形成与影响、正式推荐信写作等核心知识点，通过复习旧课语法导入，以“写同学推荐信”为任务切入，借助阅读性格影响因素、听力性格与职业成功关系、口语分享个性影响经历等活动搭建学习支架，衔接前后知识。 该资料以“性格形成—影响成功—表达影响—推荐他人”为主线整合听说读写，通过分析推荐信结构、用思维导图梳理品质及事例强化语言能力与思维品质，同伴互评提升学习能力，助力学生写出内容完整、语言得体的推荐信，为教师提供可操作的写作教学流程与评价策略。

第五课时　Integration ◇目标导航◇ 类别 课时要点 重点单词 son n.儿子 remain linking v.保持不变,仍然是 重点单词 confident adj.自信的 likely adv.可能adj.可能的 negative adj.消极的;否定的 study n.(pl.studies)研究;学业 point vt.& vi.指向,指引 重点单词 challenge n.挑战 succeed vi.成功 president n.主席;院长;董事长 position n.职位;位置 cooperate vi.合作 voice vt.表达 consider vt.& vi.仔细考虑 重点短语 pass sth on (to sb)传递给(某人) point out指出 pay off成功,奏效 重点句型 1.Your personality is a special mix of your thoughts,feelings and actions.你的个性是你的思想、情感和行为的独特融合。 2.The environment,including your education,your experiences as well as the people around you,can change your personality.环境因素,包括你周围的人、你接受的教育以及你的经历,都会改变你的个性。 3.In other words,a mix of nature and the environment most likely shapes your personality.换句话说,极有可能是天性和环境共同影响了你的个性。 4.He not only knows how to express himself clearly,but is also good at listening to others.他不仅知道如何清晰地表达自己,而且善于倾听他人。 教学重点 1.引导学生整合阅读、听力和口语信息,理解性格形成及其对生活和职业的影响。 2.指导学生分析正式推荐信的结构,并完成写作。 教学难点 指导学生规范撰写推荐信,做到内容完整、语言得体、逻辑清晰。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and review the grammar points learnt in the last class. 2.Lead in the task:writing a recommendation letter for a classmate. Step 2 Work on A 1.Ask students to read the article about what influences personality and answer the two questions. 2.Check answers and discuss how personalities are formed. Step 3 Work on B1 1.Play the listening material about the relationship between personality and job success for the first time.Ask students to listen carefully. 2.Ask students to complete the notes.Check answers and review key information. Step 4 Work on B2 1.Play the listening material about the conversation between Simon and Judy for the first time.Ask students to listen carefully. 2.Ask students to complete the table.Check answers and review key information. Step 5 Work on B3 1.Complete Simon’s diary entry with the information in B1 and B2. 2.Ask students to read out the diary entry.Check answers. Step 6 Work on C 1.Present the conversation between Simon and Sandy.Ask students to notice how Simon uses a personal experience to explain the influence on his personality. 2.Organize students to work in pairs and talk about one thing that has influenced their personality. 3.Invite some pairs to share their conversations and provide positive,specific feedback. Step 7 Work on D 1.Work on D1 Read Simon’s mind map about David.Guide students to identify the recommended position,the qualities and the supporting examples. 2.Work on D2 Guide students to analyze the recommendation letter:salutation,purpose,reasons and evidence,expected result,sign⁃off and name.Emphasize the use of formal language and the avoidance of contracted forms. 3.Work on D3 (1)Ask students to choose a classmate and a suitable class position,make a mind map,and write a recommendation letter using Simon’s letter as a model. (2)Organize peer review.Ask students to check whether the qualities match the position,whether evidence is specific,and whether the language is formal and accurate. Step 8 Summary and Homework 1.Summarize the skills of writing a recommendation letter. 2.Assign homework:Revise the recommendation letter and finish it neatly. ◇教学反思◇ 　　本课时以“性格如何形成—性格如何影响成功—如何表达性格影响—如何据此推荐他人”为主线,整合阅读、听力、口语和写作。学生能够利用思维导图梳理人物品质,但在推荐信中容易只写形容词,缺少具体事例,或忽略正式书信语体。后续应继续强化此类写作,并通过同伴互评提升写作的完整性和准确性。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $