Unit 3 第二课时 Reading (1)-【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围绕史蒂芬·霍金的生平与成就，聚焦核心词汇（如recognize、condition）、短语（take away）及相关句型。课堂导入通过检查“梦想”主题作业，结合霍金图片提问，读前引导学生讨论个人挑战与霍金认知，搭建从生活经验到人物阅读的学习支架。 资料亮点在于采用分层阅读策略，泛读抓大意、精读梳细节（如完成“教育—疾病—人生观—成就”图表），并通过读后讨论“体现霍金意志的细节”，引导学生用文本证据支撑观点，培养思维品质与语言能力。助力学生提升分析表达能力，为教师提供清晰教学流程与难点突破方法。

第二课时　Reading (1) ◇目标导航◇ 类别 课时要点 重点单词 recognize vt.(=recognise)赞赏,公认;认识,辨别出 shortly adv.不久 condition n.状态,状况 progress vi.进展;前进 yet conj.然而,但是 final adj.最终的,最后的 universe n.宇宙 scientific adj.科学的 highly adv.很,非常 whenever conj.无论何时 achievement n.成就 will n.意志,毅力;意愿 however adv.不管多么 重点短语 take away减弱;消除 重点句型 1.He was famous for his pioneering work in science and his great courage in the face of serious illness.他因在科学领域的开创性工作,以及直面重病时展现出的非凡勇气而闻名。 2.His highly popular book,A Brief History of Time,was first published in 1988 and has been translated into over 40 languages.他的畅销书《时间简史》1988年首次出版,已被翻译成40多种语言。 3.He never let his illness stand in his way.他从来没有让疾病成为他前进的阻碍。 教学重点 1.帮助学生理解史蒂芬·霍金的主要经历,梳理教育、疾病、人生观和科学成就等关键信息。 教学重点 2.引导学生依据具体细节理解霍金面对严重疾病仍坚持科学研究的坚强意志。 教学难点 引导学生用文本证据说明人物品质,避免只用“brave”“strong”等评价词进行空泛概括。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and check students’ homework about their dreams. 2.Show pictures of Stephen Hawking and ask:“What do you know about Stephen Hawking?” Step 2 Pre⁃reading 1.Present two pre⁃reading questions on the screen: (1)What do you think has been the most difficult challenge so far in your life? (2)What do you know about Stephen Hawking? 2.Ask students to discuss in pairs and share ideas. Step 3 While⁃reading 1.Extensive reading Ask students to read the article quickly to get the general idea and answer:What is the article mainly about? 2.Intensive reading Ask students to read carefully and underline information about Hawking’s birth,education,illness,achievements and attitude. 3.Work on A (1)Let students complete the chart about Hawking with information from the article. (2)Check the answers together and guide students to see how the chart organizes the article into “education—illness—view of life—achievements”. 4.Work on B (1)Ask students to answer the five questions about Hawking. (2)Check the answers and require students to locate supporting sentences,especially those showing how he continued working as his condition became worse. Step 4 Post⁃reading 1.Organize students to discuss:“Which detail best shows Hawking’s strong will?Why?” Ask them to use evidence from the article rather than only adjectives. 2.Invite groups to share. Step 5 Summary and Homework 1.Summarize key information of Hawking’s story and important language points. 2.Assign homework:Ask students to retell Stephen Hawking’s story in their own words. ◇教学反思◇ 　　学生通过分层阅读能基本把握文章主线,但对描述疾病与成就的长难句理解存在困难。小组讨论中多数学生能表达观点,少数学生不敢开口,后续需加强长难句拆解教学,鼓励内向学生参与表达。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $