Unit 1 Function & Pronunciation 教学设计 2026-2027学年英语仁爱科普版九年级上册

Unit 1 The Changing World Function & Pronunciation 教学设计（第五课时·功能语音课） 2026—2027学年　仁爱科普版（2024）英语九年级上册 课　　题 The Changing World（Unit 1 The Changing World Function & Pronunciation） 课　　型 功能语音课（Function & Pronunciation） 课　　时 第五课时（45分钟） 授课年级 九年级上册 核心素养目标 语言能力 听懂 Li Huan 搬家适应城市生活的对话，完成图片排序与判断正误两项任务；掌握 move、seek、get around 词块；掌握现在完成时一般疑问句 Have/Has + 主语 + 过去分词...? 及 be/get used to (doing) sth；掌握降调、升调规则与辅元、元元、失爆三类连读技巧并准确朗读。 学习能力 通过听前结对预测、听中抓关键信息、听后角色朗读，提升听力与朗读策略；借助例句归纳语调与连读规律，学会自主标注朗读节奏。 思维品质 根据判断任务的细节推理 Li Huan 的生活状态；针对如何帮助 Li Huan 更快适应城市生活的问题，提出有理有据的个性化建议。 文化意识 体会城乡生活差异与邻里互助的温暖，理解人们既向往城市便利、也珍视乡村宁静的多元生活观。 教学重难点 教学重点：①听懂对话，完成图片排序（1—4—2—3）与判断正误（F F F T T）两项听力任务；分角色朗读并回答深层理解问题②掌握现在完成时一般疑问句结构 Have/Has + 主语 + 动词过去分词 + 其他? 及其肯定、否定回答③掌握降调（陈述句、特殊疑问句、感叹句、祈使句）与升调（一般疑问句、选择疑问句、列举、铺垫词）的使用规则，以及辅音+元音、元音+元音、失爆三类连读技巧 教学难点：①be/get used to (doing) sth 中 to 为介词的用法，与 used to do sth 的区分②元音+元音连读中过渡音 /j/ 与 /w/ 的选择，以及失爆（只做口型不发出爆破音）在真实朗读中的运用 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 导入活动 城乡生活 (3’) ①Free talk：Where do you live, in the city or in the countryside? / What was your hometown like many years ago? / What new changes can you see nowadays? 学生自由作答；②顺势引出本课话题——搬进城市的新生活（Li Huan's new life in the city）。 学习理解 感知与注意 能否用完整句子描述城乡生活特点 Step 2 听前准备 结对问答 (3’) ①Pair work：Talk about the questions with your partner. 1. Do you like living in the countryside or in the city? Why?（示例：I like living in the countryside. Because the air is fresh and it is very quiet.）2. What changes have taken place in your hometown in recent years?（示例：Great changes have taken place. The environment becomes more beautiful and public transport is easier.）；②请2—3组展示，教师点评。 学习理解 感知与注意 结对问答的语言完整度与观点表达 Step 3 听中理解 双项任务 (7’) ①Listen to the conversation and number the pictures（答案：1—4—2—3）；②Listen again and mark T (True) or F (False)：1. Lingling helped Li Huan move into her new home in the city. (F)　2. Li Huan lived with her grandparents after moving here. (F)　3. Li Huan has got used to her new life with the help of her friends. (F)　4. Li Huan hasn't got time to get around in the city because she's been busy with her studies. (T)　5. Li Huan plans to go to the sports center with Lingling this weekend. (T)；③核对答案，请学生说出判断依据。 学习理解 获取与梳理 图片排序与判断正误的正确率 Step 4 朗读巩固 角色对话 (6’) ①Read the dialogue in roles：Lingling 与 Li Huan 就搬家时间、祖父母留在乡下、适应城市生活、周末游泳邀约展开对话（Lingling: Li Huan, when did you move here? — Three months ago. ... They prefer their quiet and simple life in the countryside. ... By the way, have you got used to the life in the city? — No, I haven't. ... There's a new sports center. How about going swimming together this weekend? — Sounds great!）；②Answer the questions：Why didn't Li Huan's grandparents move to the city with her?（Because they don't like the busy and crowded city. They prefer the quiet and simple country life.）/ Has Li Huan got used to city life?（No, she hasn't. She thinks city life is quite different and she needs more time.）；③男女生分组朗读，教师正音。 学习理解 获取与梳理 角色朗读流畅度；两问回答的准确性 Step 5 口头输出 迁移建议 (3’) ①开放问答：What advice would you give to Li Huan to get used to city life faster?；②参考示例：She should try to explore the city in her free time. It's a good idea to take part in different kinds of activities. Besides, she can talk about her worries with her classmates when she feels upset. Gradually, she will adapt to the new life.；③鼓励学生结合自身经验给出个性化建议。 应用实践 内化与运用 建议的合理性与句式多样性 Step 6 语言聚焦 两组要点 (5’) ①现在完成时一般疑问句（Have your grandparents moved here with you, too?）：现在完成时表示过去发生的动作到现在已经结束并且对现在造成了影响，或过去发生的动作持续到了现在并且还会持续下去；结构 Have/Has + 主语 + 动词过去分词 + 其他?，回答 Yes, they have. / No, they haven't.（例：Have your friends lived in this town? / Have you seen great changes in your hometown?）；②by the way 顺便说；顺便问一下（用于转换话题、插入题外话）（By the way, where is the library?）；③be/get used to (doing) sth 习惯于（做）某事，to 是介词，后面接名词、代词、动名词，不接动词原形（She gets used to the quiet life in the countryside. / I am used to living in the city.）。 应用实践 内化与运用 一般疑问句结构转换；be/get used to 后接动名词的判断 Step 7 词汇学习 三个词块 (4’) ①move v. 移动；搬家；搬迁；使感动：move to + 地点（He plans to move to a small town.）/ move into + 场所（They moved into their new house.）/ be moved by 被……感动（I was deeply moved by his story.）/ move sb to do sth 促使某人做某事（What moved him to make such a decision?）；②seek v. 寻求；追求；试图：seek for sth 寻找；探求（He is seeking for the truth.）/ seek to do sth 设法做某事（They seek to change the old rules.）/ seek help/advice/support 寻求帮助（You should seek expert advice.）/ seek after 追求；向往（People seek after happiness.）；③get around 四处走动；到处游历（He likes to get around on foot.）；（消息、谣言）传播（News of the event got around quickly.）；避开；绕过（Some people try to get around the rules.）；结识；接触不同的人（She gets around and meets all kinds of people.）。 学习理解 获取与梳理 词块搭配选择与语境运用 Step 8 语音聚焦 语调规则 (6’) ①降调 ↘（音调由高向下落，表肯定、结束、完整陈述）：陈述句 I have got used to city life ↘. / 特殊疑问句 When did you move here ↘? / 感叹句 Sounds great ↘! / 祈使句 Have a look at the picture ↘.；②升调 ↗（音调由低向上扬，表疑问、不确定、列举未结束）：一般疑问句 Have you got used to life in the city ↗? / 选择疑问句 or 前升后降 Will you go by bus ↗ or by bike ↘? / 列举并列事物前升后降 We have parks ↗, cinemas ↗ and sports centers ↘. / 铺垫思考词 Well ↗, they prefer country life ↘.；③Listen and read the sentences. Pay attention to the intonations：1. I grew up in a small town ↘.　2. Are there any differences between the two cities ↗?　3. What a great change in this area ↘!　4. Have a look at the picture taken 30 years ago ↘.；④学生两人互读互评。 应用实践 内化与运用 四句语调标注正确率；朗读语调自然度 Step 9 语音聚焦 连读规则 (4’) ①连读三大类（核心前提：连读只发生在同一个意群之内，逗号、句号处意群停顿不连读）：辅音+元音——前词以辅音音素结尾、后词以元音音素开头，直接拼接（Have you got⁀around the new neighbourhood? got⁀around 读作 /ɡɒt-əˈraʊnd/；They get⁀on well with each other. get⁀on 读作 /ɡet-ɒn/）；元音+元音——前元音为 /iː/ /ɪ/ 加过渡音 /j/（stay out → stay(j)-out），前元音为 /uː/ /əʊ/ 加过渡音 /w/（do it → do(w)-it），前元音为 /aː/ /ʌ/ /eɪ/ 等直接自然过渡（high up → high-up）；辅音+辅音（失爆）——爆破音 /p/ /b/ /t/ /d/ /k/ /g/ 后紧跟其他辅音时只做口型、憋住气，不发出爆破音（last month 中 last 末尾 /t/ 只摆口型，不完全爆破）；②Listen and repeat the conversation. Pay attention to the intonations and liaisons——重听本课对话，边听边标记语调与连读，跟读模仿。 应用实践 内化与运用 连读类型的判断；跟读模仿的准确度 Step 10 小组分享 小结作业 (4’) ①Group work：Search for information about the changes around us and share in group（The past 与 The present 两栏整理），参考示例：Living conditions: Many old houses have been rebuilt, and people live in bright and comfortable new flats. / Leisure activities: More public parks have appeared, so we can take different kinds of exercise in our free time.；②小结：语调看句型（陈述、特殊疑问、感叹、祈使用降调；一般疑问用升调；选择、列举先升后降），连读看意群；③完成巩固检测并即时核对（见作业设计）；④布置分层作业（见作业设计）。 迁移创新 想象与创造 小组分享中变化信息的具体度；语调连读规则的迁移运用 作业设计（分层） 【基础·必做】①背诵 move / seek / get around 词块与语调、连读规则；②完成“巩固检测一”。 巩固检测一　判断正误与词汇填空（选自本节课堂任务） 一、根据本课对话内容判断正误，正确写 T，错误写 F： 1. Lingling helped Li Huan move into her new home in the city. (　) 2. Li Huan lived with her grandparents after moving here. (　) 3. Li Huan has got used to her new life with the help of her friends. (　) 4. Li Huan hasn't got time to get around in the city because she's been busy with her studies. (　) 5. Li Huan plans to go to the sports center with Lingling this weekend. (　) 二、根据汉语提示填空： 6. He plans to __________ (搬家；搬迁) to a small town next month. 7. You should __________ (寻求) expert advice before making the decision. 8. He likes to __________ __________ (四处走动) on foot after dinner. 【提升·选做】与同伴录制本课对话的分角色朗读音频，正确使用语调与连读，下节课播放交流。 巩固检测二　语调标注（基于课堂朗读任务） 给下列句子标出语调（降调 ↘ / 升调 ↗）： 1. I grew up in a small town.（　） 2. Are there any differences between the two cities?（　） 3. What a great change in this area!（　） 4. Have a look at the picture taken 30 years ago.（　） 【拓展·挑战】①选做：搜集身边一处变化的信息，按 The past 与 The present 两栏整理，下节课在小组内分享。 巩固检测参考答案（供教师批阅） 一：1. F　2. F　3. F　4. T　5. T；6. move　7. seek　8. get around 二：1. 降调 ↘　2. 升调 ↗　3. 降调 ↘　4. 降调 ↘ 拓展任务评价要点：两栏信息具体对应，至少包含一处今昔对比。 板书设计 Unit 1 Function & Pronunciation — Li Huan's new life in the city 句型：Have/Has + 主语 + 过去分词...?（Yes, ... have. / No, ... haven't.） 词块：by the way / be-get used to (doing) sth / move to / move into / seek for / get around 语调：陈述、特殊疑问、感叹、祈使 ↘；一般疑问 ↗（选择、列举先升后降） 连读：辅音+元音 / 元音+元音（加 /j/ /w/）/ 失爆（只做口型不发音） 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 听力双任务正确率；语调连读的朗读质量 学习能力目标 听前预测与听中抓细节策略的运用；语调连读规则的自主归纳 思维品质目标 判断依据的说理；帮助 Li Huan 适应城市生活的建议生成 文化意识目标 城乡生活差异与邻里互助的体会；多元生活观的认同 2. 预设反思点： ①听力任务是否先预测再听；②分角色朗读是否落实语调与连读要求；③be/get used to 与 used to do 的区分是否结合例句对比落实；④小组分享的变化信息是否具体而非空泛。 学科网（北京）股份有限公司 $