Unit 2 课时2 Understanding ideas Reading（表格式教学设计）英语新教材外研版九年级下册

该初中英语教学设计聚焦人物传记类记叙文阅读，围绕南仁东22年建造FAST的历程，引导学生掌握核心词汇与一般过去时。通过FAST视频导入激活背景知识，Pre-reading环节借助词云和图片预测内容，搭建预测阅读策略的学习支架，衔接读中信息提取与结构化梳理。 此资料以“教-学-评”一致性为特色，读中用时间线思维导图分阶段梳理关键事件（学习能力），设计问题链从事实到推断再到评价，引导学生分析人物动机与品质（思维品质），自然渗透爱国与科学精神（文化意识）。任务型教学结合情景体验，如复述活动提升语言表达，分层作业落实迁移，助力学生提升阅读与思维能力，为教师提供结构化教学范例。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 外研版九年级下册 授课题目 Unit2 The road to success Understanding ideas - reading 课时 课型 第2课时 阅读课 主题情境 人与社会——科学技术与突出贡献人物 授课教师 Meredith 语篇研读 【What】本课语篇为人物传记类记叙文，标题为“A dream made reality”，讲述中国天眼FAST首席科学家兼总工程师南仁东，他历时22年，实现建造世界最大射电望远镜梦想的完整历程。语篇按时间顺序展开：1993年南仁东在日本参加国际无线电科学会议时，因发现中国在该领域毫无发言权，且国内最大射电望远镜仅25米宽，他深受震撼，因此立下建造大型望远镜的强烈愿望；于是他立即回国，从1994年起带领团队在贵州省历经11年、勘察391个地点，最终找到理想台址；随后面他面临前所未有的技术挑战，但是运用学识和技能逐一攻克，甚至在饭吃到一半时也会赶去解决问题；尽管晚年身患癌症，他却在FAST建设的最后阶段仍坚守一线；2016年9月25日，FAST正式投入运行，南仁东的梦想成真。语篇最后指出，FAST是中国太空探索的巨大成功，它将用于深入探测宇宙。 【Why】本语篇通过南仁东的真实事迹，引导学生感悟爱国奉献、勇攀高峰的科学精神和劳动价值，从而增强国家认同感和文化自信，并且领会个人梦想与国家发展紧密相连；通过问题，训练学生按时间线索梳理事件发展、推断人物行为动机及归纳成功原因的能力；同时提供叙事文典型范例，帮助学生掌握用一般过去时描述人物经历，并激励学生树立积极目标、培养抗挫能力。 【How】语篇为“总—分—总”结构的人物传记记叙文，以时间为主线，辅以关键数据（25米、391处、22年）增强真实感。全文使用一般过去时叙述事件顺序；运用情感化词汇（greatly shocked, strong wish, wasted no time, never giving up）和动作描写（packed his bags, searched every corner, rushed to solve）刻画人物内在动力与坚韧品格；使用时间状语（From 1994 on, In 11 years, Even in his final days）和因果连词（But, Sadly, In fact）保证段落间逻辑连贯。文章结构清晰，便于学生提取关键信息并复述。 学情分析 【已有基础】九年级学生已掌握一般过去时的基本用法，能读懂简单的叙事类记叙文；具备基础的时间线梳理和信息定位能力；对“天眼”FAST和中国科学家有初步的常识性认知。 【发展需求】学生需要掌握与科学探索、人物品质相关的核心词汇和短语；学会按时间顺序梳理长篇叙事文本的关键信息；能运用一般过去时复述人物经历；能分析人物行为背后的精神品质并用英语表达个人观点。 【存在问题及拟解决措施】 存在问题：学生在梳理跨越22年的多阶段事件时，可能出现信息遗漏或逻辑混乱；推断人物内在动机时很难用英语表达出来；部分学生对“had worked”等过去完成时的理解和运用不熟练。 拟解决措施：借助时间线思维导图，分阶段梳理信息，降低认知负荷；设计层层递进的设问（事实性问题→推断性问题→评价性问题）搭建思维支架；教师结合课文语境讲解过去完成时的表意功能。 课标要求 1. 语言能力：能读懂人物传记类记叙文，按时间线梳理南仁东建造FAST的关键事件；掌握本课核心词汇与短语；能用一般过去时复述人物经历，围绕主题开展问答与讨论。2. 文化意识：了解中国天眼FAST及南仁东的杰出贡献，感悟中国科学家的爱国精神与科学精神，树立文化自信和国家认同感。 3.思维品质：依托时间线梳理事件脉络，推断南仁东坚持22年的内在动机，多角度分析其成功原因，辩证思考个人梦想与国家发展的关系。 4. 学习能力：借助时间线、思维导图等工具辅助理解文本；主动积累主题词汇，运用合作探究、读后分享等方式完成语篇理解与语言运用任务。 教学目标 通过本节课的学习，学生能够： 1. 读懂南仁东与FAST天眼的故事，掌握核心词汇与关键信息。（学习理解） 2. 梳理南仁东建造FAST过程中的关键事件与挑战，借助 thinking map复述故事。（应用实践） 3. 探讨科学家精神与科技报国的意义，思考个人梦想与国家发展的关系。（迁移创新） 教学 重难点 重点： 1. 掌握本课核心词汇和短语（如put into operation, have no say in, waste no time, never give up, solve technological challenges等）在语境中的含义与用法。 2. 按时间线梳理南仁东22年建造FAST的完整历程，准确完成思维导图填空。 3. 抓取文本主旨，读懂南仁东追梦故事，运用一般过去时复述课文关键情节。 难点： 1. 推断南仁东面对国际差距、选址艰难、技术挑战及癌症困扰时，他坚持不放弃的内在动机与深层精神品质，并用英语准确表达自己的理解。 2. 运用本课所学的叙事结构（时间顺序+关键事件+人物品质）和语言表达，独立介绍另一位中国科学家的主要事迹与贡献，实现方法的迁移运用。 核心语言 【核心词汇】 科学技术类： telescope, radio telescope, exploration, universe, operation； 行为动作类：attended, searched, reviewed, packed, rushed, fought, gave up；情感态度类：shocked, warm, strong, accurate, final, single； 时间数据类：25 metres, 391 places, 22 years。 【核心短语】put into operation, chief scientist, international meeting, have no say in, waste no time (in) doing, search every corner, never give up, lead the team forward, solve technological challenges, halfway through a meal, final stage, fight in the front line, dream come true, set one's eyes on space, look deep into the universe。 【核心句型】 描述事件发生：FAST was first put into operation on 25 September 2016. / The largest radio telescope in China was then only 25 metres wide. 表达心理活动：He found China had no say in the discussion. / Nan was greatly shocked. / He felt a strong wish to build a larger one. 描述行为与过程：He wasted no time in packing his bags to return to China. / From 1994 on, Nan and his team searched every corner of Guizhou Province. / In 11 years, they reviewed 391 places. / Nan led the team forward, never giving up until the perfect place was found. 表达转折与坚持：But he wouldn't be stopped by that. / Even in his final days, he still fought in the front line of the project. / It meant so much to him to see his dream come true. 【语法知识】一般过去时（叙述过去事件）；过去完成时（He had worked on the project for 22 years. 强调过去之前已完成的动作）；时间状语从句与连词（when, until, even when；but表转折）。 教学工具 PPT，教材，视频 教学策略 情景体验式教学、任务型教学、启发式教学 教学过程 教学环节 教师活动 学生活动 设计意图 Part1： Lead in （2min） T greets students and plays a short video about FAST. After watching, T asks: "Who is he? How much do you know about him?" T invites 2-3 students to share their answers and writes "Nan Rendong" and "FAST" on the board. T explain the meaning of FAST. 学生观看视频，思考并回答教师提出的两个问题，2-3名学生分享自己的回答；学习FAST 的意思。 通过视频导入，激活FAST和南仁东的背景知识，激发阅读兴趣，快速切入主题。 效果评价：观察学生观看视频的专注度和回答问题的积极性，从回答内容判断其背景知识储备；确认学生已明确本课学习方向。 Part 2： Pre-reading（2min） 1. T shows the word cloud with key words (dream, challenge, solve problems, feel a strong wish, never give up, waste no time, come true) and pictures. T asks students to look at them and predict what the passage is about. 2. T guides students to complete the gap-fill sentence: "A man has a ______ dream. He faces many ________, solves difficulties and never________. Finally, he works hard to make his dream_________." T writes students' predictions on the board. 学生观察词云和图片，预测文章内容，尝试完成填空句，个别学生分享预测结果。 培养学生利用非文字信息（词云、图片），预测语篇内容的阅读策略，激活思维并建立阅读期待。 效果评价：观察学生参与预测的积极性，从填空完成情况判断其预测能力及对主题的初步理解程度。 Part 3： While-reading（23min） 1. T ask students read fast, and try to choose the newspaper column that the passage most likely comes from. Give your reasons. a. Science and technology b. Great people c. Exploring space d. Teamwork 2. T asks students to read Para 1-2 silently and answer: "What shocked Nan Rendong at the international meeting?" and "What strong wish did he have?" T invites students to share answers and writes key information on the board (1993, Japan, no say, 25 metres, shocked, strong wish). T explains the phrase "have no say in" with examples. 3.T asks students to read Para 3-4 and answer: "Why was building FAST a huge challenge?" and "What did Nan use to solve technological challenges?" T guides students to locate specific details (11 years, 391 places, no similar project, great accuracy, knowledge and skills). T highlights the phrases "waste no time" and "never give up" and asks students to find the sentences containing them. 4.T asks students to read Para 5-6 and answer: "Did he stop after he was seriously ill with cancer?" and "Did he succeed? How do you know?" T guides students to find evidence from the text ("wouldn't be stopped", "fought in the front line", "Now we will use it to look deep into the universe"). 5.T shows the four newspaper column options (Science and technology, Great people, Exploring space, Teamwork). T asks students to choose the correct one and give reasons. 6.T shows the thinking map with 8 blanks. T asks students to complete it individually using words and expressions from the passage. T walks around to monitor and help. Then T invites students to share their answers one by one and writes the correct answers on the board (attended, a strong wish, wasted, challenge, gave up, knowledge, solve new problems, fought). 7. T shows the summary table with key events by time (1993, 1994-2004, 2004-2016, 2016). T explains each period briefly and reads the Chinese translation of the concluding sentence: "For 22 years, Nan set his eyes on space and followed a single dream." T asks students to repeat the sentence. 1.学生快速默读文本，匹配主题选项并交流选择理由。 2. 学生默读第1-2段，找出两个问题的答案，举手分享并听教师讲解短语"have no say in"。 3. 学生默读第3-4段，找出两个问题的细节信息，在课文中标记包含"waste no time"和"never give up"的句子。 4. 学生默读第5-6段，找出答案并在文中划出依据。 5. 学生阅读四个选项，选择正确的报纸专栏并说明理由。 6. 学生独立完成思维导图的8个填空，完成后逐个分享答案并核对修正。 7. 学生观看总结表格，跟随教师回顾各时间段的关键事件，朗读并记诵结语句的中英文。 先增设主旨辨析活动，引导学生预判语篇核心主题。 再通过分段设问、细节定位、主旨归纳、思维导图填空和时间线梳理等，层层递进的活动，训练学生寻读、信息提取和结构化建构能力，帮助学生全面理解文本内容，构建结构化知识。 效果评价：通过学生回答问题的准确性，判断其对段落主旨和细节的理解程度；从思维导图填空的正确率检测，判断学生对关键信息的提取和掌握程度；对理解偏差和共性错误及时纠正和集中讲解。 Part 4： Post-reading（8min） 1. T asks two questions: "Why did Nan Rendong decide to build a larger telescope?" and "What challenges do you think Nan Rendong and his team faced?" 2.T shows the four types of challenges (Location, Technology, Time, Health). T guides students to discuss in groups and share their opinions. 2. Then T asks: "From this, what do you think of Nan Rendong?" and writes students' answers (smart, patient, hard-working, a hero, patriotic) on the board. T further asks: "What do you think made him succeed?" and "If you could, what would you do for our mother-land?" T invites several students to express their ideas. 4.T then shows the thinking map again with answers removed and models retelling the story. T asks students to practise retelling in pairs, then invites 2-3 students to retell in front of the class. 1.学生分组讨论两个思考题； 2.再集体讨论南仁东的品质及成功原因； 3.最后表达自己能为祖国做什么； 4.学生跟随教师示范，两人一组借助思维导图练习复述，2-3名学生上台展示。 引导学生深入思考人物精神品质，实现情感升华和价值观内化；通过复述活动，检测学生信息整合与口头输出能力，巩固所学内容。 效果评价：观察学生讨论参与度和观点表达的深度，判断其思维品质发展和情感内化程度；从学生复述的完整性、准确性和流畅度，评价其对语篇内容的掌握和口头表达能力。 Part 5： Language points （5min） T explains three key language points on the screen: "put into operation" with related phrases (in operation, come into operation, out of operation); "have no say in" with related expressions (have a say in, have the final say, have much/little say); "waste no time (in) doing" with usage and examples. T writes example sentences on the board and asks students to take notes. 学生观看屏幕上的语言点讲解，跟读例句并在笔记本上记录要点。 帮助学生系统掌握核心语言点的形式、意义和用法，夯实语言基础，为输出任务做准备。 Part 6： Exercises（3min） T shows the multiple-choice questions one by one. T asks students to choose the correct answers and explain why. Then T shows the gap-fill sentences and asks students to complete them orally using the correct phrases from the passage. T checks answers with the whole class. 学生逐题完成选择题并说明理由，再口头完成补全句子练习，全班核对答案。 让学生在课上及时操练重点知识点和目标语言，检测词汇和短语的掌握情况，让教师把握学情。 Part 7： Summary（2min） T summarizes the key content using the timeline on the board. T leads students to review the four stages and the key qualities of Nan Rendong. T reads the concluding sentence aloud with students. 学生跟随教师一起回顾时间线和关键内容，齐读结语句。 总结本课所学内容，巩固加深印象，利用板书时间线进行有序梳理。 Part 8： Homework T assigns homework: Must do: Retell the story of Nan Rendong and FAST using the thinking map. Choose to do: Choose a Chinese scientist you admire (e.g. Yuan Longping, Tu Youyou), write 3-5 sentences in English about his/her dream and contributions, and say what you can learn from him/her. 学生记录作业内容，明确必做和选做要求。 作业布置落实双减政策，减量不减质，必做巩固基础，选做重视迁移创新和实际语言运用。 板书设计 Unit 2 A dream made reality Understanding ideas - reading 1993 – attended a meeting, no say, shocked → a strong wish; 1994–2004 – searched 391 places in 11 years, never gave up; 2004–2016 – solved technological challenges, rushed to solve problems; 2016 – put into operation, dream came true. Key qualities: patriotic hard-working never give up Key phrases: have no say in, waste no time (in) doing , never give up, Concluding sentence: For 22 years, Nan set his eyes on space and followed a single dream. 教学反思 本课教学设计紧扣“教-学-评”一致性理念，围绕南仁东22年追梦历程展开，活动体现学习理解、应用实践、迁移创新的层次性。 亮点在于：读中环节通过分段设问、思维导图填空和时间线梳理，层层推进信息提取与结构化建构；复述和Think & Share，这两个活动有效促进语言输出与思维发展，情感渗透自然；板书设计清晰，呈现时间线和核心语言点，辅助学生把握主线。 不足之处：读中任务较多，可能挤压读后讨论的深度和时间，部分学生未能充分表达观点；语言点讲解偏重教师讲授，学生主动发现和归纳的机会不足。 改进建议：适当合并部分阅读任务，为讨论和分享留足时间；语言点处理可改用“发现—归纳—练习”模式，引导学生从课文中自主感知句型结构；在Think & Share后增加3分钟的简短书面记录，让学生写下“我从南仁东身上学到……”的关键词或一句话，即时检测情感内化与语言运用效果。 学科网（北京）股份有限公司 $