Unit 1The Changing World大单元教学设计2026-2027学年人教版九年级英语上册

人教版九年级英语Unit 1The Changing World 大单元教学设计 单元名称 Unit 1 The Changing World 总课时数 7 单元主题 主题范畴：人与社会；子主题：社会发展与变化，家乡建设与个人责任 课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与变化、发展、环境、科技相关的核心词汇和表达，以及一般过去时与现在完成时对比使用的结构与功能。 理解语篇围绕“变化”展开的逻辑脉络，把握不同语篇（对话、访谈、新闻报道）的信息组织方式，理解“什么带来了变化”这一主题。 在语境中运用一般过去时描述过去的情况，运用现在完成时描述已经发生的变化及其影响，对比过去和现在的差异。 能在真实或模拟的交际情境中（如讨论家乡变化、介绍科技发展、分享个人成长经历），用得体的语言交流变化给生活带来的影响。 识别口语语篇中与变化相关的核心信息、观点及评价，回应他人关于变化的观点分享。 在教师指导下参与角色扮演（采访村民、介绍家乡变化）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达变化相关想法与评价。 积极参与小组合作学习，共同完成家乡变化调查、对比过去与现在等任务，提升协作与沟通能力。 围绕“变化”主题，独立撰写简短文段（如描述家乡变化、介绍个人成长变化），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于家乡变化、社会发展的对话、访谈等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍家乡变化、表达个人对变化的看法。 能参照范例仿写关于“变化”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如惊喜、感叹、自豪）。 能根据交际语境，运用恰当的语言形式表达对变化的看法、描述过去与现在的对比，传递积极看待变化、参与家乡建设的态度。 单元整体框架 主题大观念（Big Idea of Theme） 认识到变化是世界的常态，社会的发展和进步离不开每个人的努力。家乡的变化、科技的发展、环境的改善都体现了人类社会的进步。了解这些变化不仅能增强对家乡的热爱，还能培养社会责任感和参与意识，激励学生为创造更美好的未来贡献力量。 语言大观念（Big Idea of Language） 通过“The Changing World”主题的语义整合性学习，能提升对“变化与发展”相关话题的语言表达与理解能力，在一般过去时与现在完成时对比运用、新闻报道结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述过去与现在的变化、讨论发展的影响、表达对变化的感受。 核心语法（Core Grammar） Compare simple past tense and present perfect tense（一般过去时与现在完成时的对比）。 核心问题（Big Question） What brings about changes? 这一核心问题贯穿整个单元，旨在引导学生思考变化的成因、发展对生活的影响，以及如何参与家乡建设，创造更美好的未来。 单元内容结构（Unit Content Structure） Section A 1a–1d | Listen to conversations about changes in a hometown; identify key information about changes | What changes have taken place around you? Section A 2a–2d | Listen to a conversation about environmental problems; discuss how problems were solved | What changes have taken place around you? Section A 3a–3d | Read an interview about villagers’ lives; discuss how changes have improved lives | What changes have taken place around you? Grammar Focus 4a-4d | Systematically learn the comparison between simple past and present perfect tenses | What changes have taken place around you? Section B 1a–1e | Read a report about changes brought by a railway; understand text structure; master related vocabulary | How do changes influence us? Vocabulary in use 2a–2c | Apply and expand vocabulary related to changes; master compound words and word formation | How do changes influence us? Section B 3a-3c + Project | Write about changes in your life; complete the project: compare then and now | How do changes influence us? 重点（Key Points） 重点 (Key Points): - 掌握与变化、发展、环境、科技相关的词汇、短语和核心句型； - 能流利地交流家乡变化、讨论社会发展、描述科技对生活的影响； - 掌握一般过去时与现在完成时的对比用法，能正确区分和使用； - 培养观察力和思辨能力，能分析变化的成因和影响。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述变化及其影响； - 准确区分一般过去时（描述过去事实）和现在完成时（强调与现在的联系），正确使用时态； - 理解并运用新闻报道的语篇结构进行写作； - 在项目任务中整合所学知识，制作出有深度的家乡变化对比展示。 单元语言大观念 通过“The Changing World”主题的语义整合性学习，能提升对“变化与发展”相关话题的语言表达与理解能力，在一般过去时与现在完成时对比运用、新闻报道结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述过去与现在的变化、讨论发展的影响、表达对变化的感受。 教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与变化、发展、环境、科技相关的核心词汇和表达，以及一般过去时与现在完成时对比使用的结构与功能。 理解语篇围绕“变化”展开的逻辑脉络，把握不同语篇（对话、访谈、新闻报道）的信息组织方式，理解“什么带来了变化”这一主题。 在语境中运用一般过去时描述过去的情况，运用现在完成时描述已经发生的变化及其影响，对比过去和现在的差异。 能在真实或模拟的交际情境中（如讨论家乡变化、介绍科技发展、分享个人成长经历），用得体的语言交流变化给生活带来的影响。 识别口语语篇中与变化相关的核心信息、观点及评价，回应他人关于变化的观点分享。 在教师指导下参与角色扮演（采访村民、介绍家乡变化）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达变化相关想法与评价。 积极参与小组合作学习，共同完成家乡变化调查、对比过去与现在等任务，提升协作与沟通能力。 围绕“变化”主题，独立撰写简短文段（如描述家乡变化、介绍个人成长变化），做到意义连贯、表意准确。 学情分析 1. 学情预测（Prediction） 学生对家乡变化和社会发展有直观感受，如交通、住房、环境等方面，但用英语描述这些变化时，词汇量可能不足，表达不够具体。在对比一般过去时和现在完成时时，学生对两种时态的区别理解不够清晰，容易混淆使用场景。在阅读新闻报道时，可能对语篇结构和信息组织方式把握不够清晰。部分学生可能缺乏对变化深层意义的思考，在项目任务中难以提出有深度的见解。 2. 应对策略（Strategies） 借助多媒体资源（如家乡新旧照片对比、城市发展纪录片、科技发展短片等），丰富学生的感性认识，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握一般过去时与现在完成时的对比用法和新闻报道的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（采访村民、介绍家乡变化）、对比分析等活动，围绕“什么带来了变化”等话题深入探讨，培养观察力和思辨能力。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。 单元 学习 目标 Listening & Speaking: Understand conversations and interviews about changes in one’s hometown and life, quickly capture key information (e.g., past conditions, present changes, reasons for changes). Use sentence patterns to talk about changes, describe how things have changed over time, and discuss how changes have influenced our lives. Actively participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to changes and development (e.g., change, bring about, rough, sandstorm, shortage, farmland, lack, bush, root, soil, government, support, high-tech, greenhouse, highway, railway, attraction, product, e-payment, housing, digital, etc.). Grammar: Understand and master the comparison between the simple past tense (used to describe past situations) and the present perfect tense (used to describe changes that have already happened). Correctly use both tenses to describe past and present, and contrast the differences. Reading: Read informative texts and reports about changes (e.g., the Mombasa–Nairobi railway), identify text structure, extract key information, understand the main idea, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to write about changes in your life since primary school, with accurate language, clear logic, and appropriate expression. Include information about past situations, present changes, and how you feel about them. Project: Work in groups to compare then and now. Research and present the changes in your hometown, including transportation, housing, environment, and technology. 课时分配 第一课时 Section A 1a-1d 核心问题：What changes have taken place around you? 第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：What changes have taken place around you? 第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：What changes have taken place around you? 第四课时 Grammar Focus 4a-4d 核心问题：What changes have taken place around you? 第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：How do changes influence us? 第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：How do changes influence us? 第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：How do changes influence us? 第Ⅰ课时（Section A 1a-1d） 授课人 班级 课型 Listening & Speaking 授课日期 教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about changes: rough roads, be covered with, farmland, shortage, sandstorm, technology, etc. Master the classification of different types of changes. Sentence Patterns: Skillfully use sentence patterns like “There used to be…” “It used to take…” “Now it takes…” “It has changed a lot.” Get initial exposure to the contrast between simple past and present perfect tenses. Listening: Understand conversations about changes in a hometown, accurately extract key information such as transportation, medical care, and environment. Complete the table with at least 75% accuracy. Speaking: Imitate the listening conversations, discuss changes in hometown, and clearly express opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of changes. Cultural Awareness: Understand the development and progress of society. Appreciate the changes in people’s lives. Cultivate a sense of pride in hometown development. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and comparison skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills. 教学重点 Recognition, understanding, and use of core vocabulary about changes. Skillful use of core sentence patterns to describe the past and present in simulated scenarios. Accurate extraction of key information in listening tasks and table completion. Flexible use of learned vocabulary and sentence patterns in discussions. 教学难点 Accurate use of "used to" and "now" to contrast past and present. Quick capture of key information in listening tasks, overcoming difficulties from speech speed. Natural and coherent use of learned sentence patterns to discuss changes. 教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Task-based Language Teaching. 教学环节 师生活动 调整与思考 复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “What brings about changes?” Ask: “What do you see in the photos? How are they different? How do these changes make you feel?” 2. Brainstorm different types of changes in daily life. Show related pictures to assist. Pre-teach new vocabulary (rough roads, be covered with, sandstorm, shortage, etc.). 3. Help students realize that the unit theme is about changes and development. Student Activities: 1. Observe the pictures, think about and answer questions. 2. Actively participate in brainstorming, share known changes. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about changes through their answers and sharing. 2. Monitor participation and encourage every student to speak. 新课讲授 Step 2 1a Look and Discuss: T: Guide students to look at the photos showing changes in Li Rui’s hometown. Have students discuss what changes they can see. Introduce vocabulary related to these changes. S: Look at the photos, discuss changes. Learn new vocabulary. Assessment: Check students’ understanding and ability to recognize changes. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording of a telephone conversation. Have students answer questions about why George calls Li Rui and when his father last visited. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information. S: Read task requirements. Listen to the recording, take notes, answer questions. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c table and understand the meaning. Play the recording again. Students fill in the table comparing past and present. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the table. Listen again, fill in information about the past and present. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the changes based on the complete table. Give an example: “In the past, it took nearly a day to reach the town. Now, with the new roads, it takes only one hour.” S: Based on the table information, try to retell each change. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss the changes in 1c and how they happened. Encourage students to use the sentence patterns learned. Invite 2-3 pairs to share. Other students give feedback. S: Work in pairs, discuss the changes. Use the sentence patterns learned. Share on stage, listen to peer feedback. Assessment: Use "peer evaluation" to assess language accuracy, fluency, and expressiveness. 课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (changes in transport, medical care, environment) → Core Sentence Patterns (used to… / Now…) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (discussion). 2. Emphasize key points: accurate use of "used to" and "now" to contrast past and present. 3. Ask students to share their learning gains: “What did you learn today? What changes in your hometown do you know?” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content. 作业设计 基础性作业(Basic): 1. Copy the core vocabulary (rough roads, be covered with, sandstorm, farmland, shortage, etc.), 3 times each with Chinese meaning. 2. Write 3 sentences describing changes in your hometown using "used to" and “now.” 实践性作业 (Practical): 1. Ask your parents or grandparents: “How has our hometown changed since you were young?” Record 3 changes in English. 2. Take or find two photos of the same place in your hometown (past and present). Write 2-3 sentences comparing them. 拓展性作业 (Extended): 1. Research one major change in your city/town. Write a short paragraph (50 words) in English introducing it. 2. Create a “Then and Now” poster showing at least 5 changes in your hometown with descriptions in English. 第Ⅱ课时（Section A 2a-2d） 授课人 班级 课型 Listening & Speaking 授课日期 教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: lack of water, farmland shortage, technology shortage, sandstorm, bush, root, soil, government support, corn, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss problems and solutions: “There used to be…” “What did they do to solve this problem?” “They planted…” “The land has become…” Get initial perception of the contrast between simple past and present perfect tenses. Listening: Understand a conversation about environmental problems, extract key information about problems and solutions. Speaking: Use target language to discuss how problems were solved, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe environmental problems and solutions. Cultural Awareness: Understand the importance of environmental protection and sustainable development. Develop respect for nature and scientific approaches to problem-solving. Thinking Quality: Through analyzing problems and solutions, cultivate logical thinking and problem-solving skills. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities. 教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about environmental problems. Extraction of key information about problems and solutions in listening. Using target language to complete role-play and simulated dialogue tasks. 教学 难点 Accurate use of target sentence patterns to discuss problems and solutions. Initial perception of the contrast between simple past and present perfect tenses. Flexible use of learned language in authentic situations. 教学策略与方法 Task-based language learning, Communicative Approach. 教学 环节 师生活动 调整与思考 复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “What changes did we talk about? How did the town change?” Show pictures of environmental problems (sandstorms, desertification). Guide students to discuss: “What environmental problems do you know? How can we solve them?” S: Answer questions, review previous knowledge. Observe pictures, discuss environmental problems. Assessment: Check students’ mastery of previous lessons through Q&A, adjust teaching pace as needed. 新课讲授 Step 2 Step 2a: T: Guide students to read the list of problems in 2a. Ensure understanding of each item. Have students rank them from 1 to 4, with 1 being the worst. Invite students to share their rankings and reasons. S: Read the list, rank in order. Share choices and give reasons. Assessment: Monitor students’ vocabulary understanding and application ability. Step 2b: T: Play the recording. Students listen and identify which problems in 2a were mentioned. Teaching Tip: Remind students to listen for key words related to each problem. S: Listen to the recording, identify the problems. Check answers. Assessment: Check listening comprehension and accuracy. Step 2c: T: Play the recording again. Students fill in the table about how the environment affects local lives. Guide students to notice the contrast between past and present (used to… / has/have done…). Check answers as a class, explain key sentence patterns. S: Listen again, fill in the table. Pay attention to the contrast between past and present. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Oral Output): T: Students work in pairs to discuss how the problems were solved. Use the sentence patterns: “The area used to be covered with sand.” “What did they do to solve this problem?” “They planted bushes and trees. The land has become…” Invite 2-3 groups to present. The whole class gives feedback. S: Work in pairs, discuss solutions. Use learned vocabulary and sentence patterns. Present on stage, listen to feedback. Assessment: Use "peer evaluation" to assess dialogue completeness, accuracy, and fluency. 课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: lack of water, farmland shortage, sandstorm, bush, root, soil, etc. (2) Core sentence patterns: discussing problems and solutions (There used to be… / They planted… / The land has become…). (3) Grammar: initial perception of the contrast between simple past and present perfect tenses. 2. Emphasize key points: using learned language to discuss environmental problems and solutions. S: 1. Follow the teacher to review core knowledge and organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner. 作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about the environmental problems, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice conversations about environmental problems with classmates. Record a 1-minute audio or video. 2. Write 3 sentences about an environmental problem in your area, using "used to" and “now.” 拓展性作业 (Extended): 1. Research more English expressions of environmental protection. Organize them into notes. 2. Try to write a short English conversation (6-8 sentences) about “solving environmental problems.” 第Ⅲ课时（Section A 3a-3d） 授课人 班级 课型 Dialogue 授课日期 教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: high-tech, greenhouse, highway, railway, attraction, product, greatly, socialist, e-payment, housing, digital, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss changes in villagers’ lives: “How has life changed…” “It has changed quite a lot!” “We used to…” “Now, we have…” “These changes have greatly improved…” Grammar: Master the use of the contrast between simple past and present perfect tenses. Correctly use "used to do" for past habits and “have/has done” for changes that have happened. Reading & Speaking: Read and understand the interview dialogue about villagers’ lives, extract key information. Listen to related audio, do role plays. Use target language to discuss changes in life. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to describe changes and discuss their impact. Strengthen the ability to use both simple past and present perfect tenses. Cultural Awareness: Understand the development of rural areas and the construction of a new socialist countryside. Develop a sense of pride in national development. Thinking Quality: Through analyzing the causes and effects of changes, cultivate critical thinking and evaluative skills. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities. 教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for discussing changes. Use of the contrast between simple past and present perfect tenses. Reading and understanding the dialogue, extracting key information; using target language for role-play and discussion. 教学难点 Accurate use of simple past vs. present perfect tenses in context. Understanding when to use “used to do” vs. “have/has done.” Flexible use of learned language in authentic situations. 教学策略与方法 Task-based language learning. 教学环节 师生活动 调整与思考 复习导入 新课讲授 Step 1 T: Quick review through Q&A: “What environmental problems did we talk about yesterday? How were they solved?” Show pictures of rural development. Guide students to discuss: “How do you think life has changed in the countryside?” S: Answer questions, review previous knowledge. Observe pictures, discuss rural changes. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the interview between a reporter and two villagers. Ask: “In what ways have the villagers’ lives changed?” Have students discuss and share. Teach core vocabulary and expressions: high-tech greenhouse, highway, railway, attraction, product, greatly, etc. S: Read the interview, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to complete the table with information from 3a, comparing past and present. Help students find key information: where people worked, how they farmed, transportation, housing, etc. S: Read again, complete the table. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the interview dialogue. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Guide students to choose things that have greatly changed over the last 10 years in their hometown. Discuss the changes and how they feel about them. Use the sentence patterns: “In your opinion, what has changed the most?” “The environment, I think.” “How has it changed?” “It has become much better.” Invite groups to share. S: Work in groups, discuss changes in your hometown. Use the sentence patterns to express opinions. Present on stage, listen to feedback. Assessment: Use "group evaluation" to assess content completeness, language accuracy, and depth of thinking. 课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: high-tech, greenhouse, highway, attraction, product, etc. (2) Core sentence patterns: discussing changes (How has life changed… / It has changed a lot!). (3) Grammar: contrast between simple past and present perfect tenses. 2. Emphasize the importance of changes and how they improve our lives. 3. Encourage students to think about what they can do for their hometown. S: 1. Follow the teacher to review core knowledge and organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner. 作业设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, three times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information. 3. Make sentences with three core vocabulary items and 2 sentences using simple past and present perfect tenses. 实践性作业 (Practical): 1. Ask your family: “What has changed the most in our hometown？” Write down their answer in English and share it in the next class. 2. Write 3–5 sentences about changes in your hometown, using both simple past and present perfect tenses. 拓展性作业 (Extended): 1. Write a short passage (50–80 words) in English about “changes in my hometown，” using at least three sentences with "used to" and three with “have/has done.” 2. Research one example of rural development in China. Write a short paragraph explaining the changes. 第Ⅳ课时（Section A 4a-4d） 授课人 班级 课型 Grammar 授课日期 教学目标 Knowledge & Skills Objectives Structure & Usage: Master the comparison between the simple past tense and the present perfect tense. Correctly use "used to do" for past habits/states that no longer exist, and “have/has done” for changes that have happened and are connected to the present. Formation: Understand the formation of the simple past tense (regular -ed / irregular forms) and the present perfect tense (have/has + past participle). Correctly form verbs in both tenses. Application: Use target grammar to complete sentence completion, passage completion, and dialogue creation tasks on the topic of changes. Reading: Read short passages about changes, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of describing past and present in English. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods. 教学重点 Comparison between simple past tense and present perfect tense. Correct use of "used to do" for past habits/states. Correct use of “have/has done” for changes connected to the present. 教学难点 Understanding when to use simple past vs. present perfect tense. Correct formation of past participles for regular and irregular verbs. Understanding the difference between "used to do" (past habit, no longer true) and “have/has done” (change with present relevance). 教学策略与方法 Task-based language learning, Inductive Approach. 教学环节 师生活动 调整与思考 复习导入 Step 1 T: Show the Grammar Focus table and ask students to observe the verbs: 1. He became a good friend of your grandfather about 20 years ago. (Simple past) 2. They haven’t seen each other for ages! (Present perfect) 3. We used to have to travel far to see a doctor. (used to) 4. Our village has just built a new hospital. (Present perfect) Guide students to discover the differences between the two tenses. Introduce the topic — comparing simple past and present perfect. S: Observe sentences, find differences. Try to summarize the rules. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization. 新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain: 1. Simple past tense: used for actions/states that happened at a specific time in the past. Time markers: yesterday, last week, … ago, in 2010. 2. Present perfect tense: used for actions/states that started in the past and continue to the present, or have a result in the present. Time markers: already, yet, just, ever, never, for, since. 3. “used to do”: used for past habits or states that no longer exist in the present. 4. Key difference: simple past = past fact (no connection to now); present perfect = past action with present relevance. S: Observe the table, listen to the teacher. Complete contrastive exercises, understand the rules. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to read the sentences and circle the verbs. Pay attention to the verb tenses. Discuss why each sentence uses a particular tense. S: Read the sentences, circle verbs. Discuss the tense choice with the teacher. Assessment: Evaluate students’ ability to identify verb tenses. 4b: T: Guide students to complete the conversation with the correct forms of the verbs in brackets. Show an example first, then have students work independently. Check answers as a class, explain each tense choice. S: Observe the example. Complete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of tense usage. 4c: T: Guide students to complete the passage with the correct forms of the verbs in brackets. Help students understand the context about changes in Guizhou. Check answers as a class, explain why local people are richer and happier. S: Read the passage, complete the missing words. Check answers, understand the choice of tenses. Assessment: Monitor students’ ability to use grammar knowledge in context. 4d: T: Organize students to work in pairs. Use both simple past and present perfect tenses to talk about changes in their lives. Provide sentence structure support: A: How has your life changed? B: I used to… but now I have… Invite several groups to present. S: Work in pairs, use both tenses to talk about changes. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency. 课堂小结 Step 3 T: 1. Guide students to review core content: (1) Simple past: past fact, specific time, finished action. (2) Present perfect: past action with present result, experience, or continuation. (3) “used to do”: past habit/state, no longer true. (4) Key time markers: simple past (yesterday, ago, last week), present perfect (already, just, for, since, ever, never). 2. Share a memory aid: “Simple past tells what happened before, with a specific time, nothing more. Present perfect connects past to now, with result or experience, that’s how!” 3. Emphasize the connection between form and meaning: the choice of tense depends on the speaker’s intention. S: 1. Follow the teacher to review core knowledge and organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner. 作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each grammar point. 2. Memorize the Grammar Focus table and the past participle forms of 10 common irregular verbs. 3. Write three sentences in the simple past tense and three sentences in the present perfect tense about changes. 实践性作业 (Practical): 1. Create a conversation about changes with a classmate. Record a 3-minute audio or video, using both simple past and present perfect tenses. 2. Write 5 sentences about changes in your life, using simple past, present perfect, and “used to.” 拓展性作业 (Extended): 1. Write a short paragraph (50–80 words) about changes in your hometown, using at least three simple past and three present perfect sentences. 2. Read a short article about development. Extract simple past and present perfect examples, and analyze their usage. 第Ⅴ课时（Section B 1a-1e） 授课人 班级 课型 Reading 授课日期 教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: railway, track, benefit, passenger, port, capital, link, complete, convenient, business, manager, conclusion, etc. Sentence Patterns: Understand and use sentence patterns: “The new railway has cut the travel time.” “Local people have benefited from…” “It has brought about…” Reading: Read a report about changes brought by the Mombasa–Nairobi railway. Identify text structure, extract key information, and complete tasks 1b–1c. Reading Strategies: Use reading strategies (skimming, scanning, making predictions from titles and pictures, identifying cause and effect) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand informational text about changes. Master reading strategies for news reports. Cultural Awareness: Understand the impact of infrastructure development on people’s lives. Develop global awareness and appreciation for international cooperation. Thinking Quality: Through analyzing cause and effect in the text, cultivate logical thinking and critical thinking. Learning Ability: Through reading strategy training, master reading skills such as making predictions, skimming, and scanning. Improve autonomous learning ability. 教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about changes and development. Use of reading strategies (making predictions from title/pictures, skimming, scanning). Understanding the text structure of a news report and extracting key information. 教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context. Using information from reading for oral expression and discussion. 教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning. 教学环节 师生活动 调整与思考 复习导入 Step 1 T: Guide students to review what they have learned: “What changes have we talked about? How do changes influence our lives?” Show pictures of the Mombasa–Nairobi railway. Guide students to think about how a railway can change people’s lives. S: Answer questions, review previous knowledge. Observe pictures, think about the impact of railways. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading. 新课讲授 Step 2 Pre-reading: T: Guide students to look at the title and picture, predict the content of the text. Ask: “What do you think the text is about? How does a railway bring changes?” Guide students to make predictions based on the title and picture. S: Look at the title and picture, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea. 2. Second reading (scanning): Guide students to find key information about the railway, complete 1b information matching or table filling. 3. Third reading (intensive reading): Guide students to focus on details and new vocabulary, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice cause and effect relationships (e.g., “Because of the new railway, travel time has been cut.”). S: Read quickly, verify predictions, get main idea. Scan, complete information matching/table filling. Read intensively, focus on details and new vocabulary, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the text. Ask: “How has the railway changed people’s lives in Kenya? What other changes can a railway bring?” Organize group discussion: students share their thoughts on the impact of infrastructure development. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share thoughts. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy. 课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: railway, benefit, passenger, port, capital, etc. (2) Reading strategies: making predictions from title/pictures, skimming, scanning. (3) Text structure: cause and effect in news reports. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand news report structure and content. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner. 作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main idea. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Tell your family about what you learned about the Mombasa–Nairobi railway using vocabulary learned today. 2. Research one infrastructure project in China (e.g., high-speed railway, bridge). Write a short paragraph in English about it. 拓展性作业 (Extended): 1. Research more about the Belt and Road Initiative. Write a short passage (50-80 words) in English about how it brings changes. 2. Create a “Changes by Railway” poster in English, with accurate content and illustrations. 第Ⅵ课时（Section B 2a-2c） 授课人 班级 课型 Vocabulary 授课日期 教学目标 Knowledge & Skills Objectives Word Formation: Master the derivative changes of core vocabulary (e.g., change/changing, develop/development, improve/improvement, benefit/beneficial, attract/attraction, product/produce/production). Understand the meaning of noun suffixes (-tion, -ment). Compound Words: Master compound words related to changes (e.g., farmland, sandstorm, high-tech, greenhouse, highway, railway, e-payment, hometown). Understand how compound words are formed. Application: Flexibly use unit vocabulary in conversations and texts. Complete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (word root/affix method, compound word method, contextual memory method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of change concepts and expand international perspective. 教学重点 Derivative change rules of core vocabulary and compound word formation. Accurate use of vocabulary in context. Mastery and application of vocabulary learning strategies. 教学难点 Understanding and flexible application of derivative change rules and compound word formation. Accurate use of vocabulary in specific contexts. Applying learned vocabulary to real contexts for expression. 教学策略与方法 Task-based language learning, Inductive Approach. 教学环节 师生活动 调整与思考 新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many words can you think of related to changes?” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more vocabulary about changes. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Classification: T: Guide students to complete the vocabulary classification exercise in 2a. Classify vocabulary into categories: “environmental changes,” “infrastructure changes,” “social changes,” “technology changes,” etc. Guide students to summarize word formation rules. Teaching Tip: Guide students to notice compound words like farmland, sandstorm, highway, railway. S: Complete vocabulary classification. Summarize word formation rules, take notes. Share findings. Assessment: Evaluate students’ vocabulary classification ability and word formation rule summarization. 2b Compound Words: T: Guide students to identify compound words related to changes. Use example sentences to help students understand how compound words are formed. Guide students to summarize key formation points. S: Identify compound words, understand formation rules. Record key points. Participate in summarization. Assessment: Monitor students’ ability to identify and form compound words. 2c Text Completion: T: Guide students to complete the text completion exercise in 2c, using unit vocabulary to fill in the blanks. Students work independently first, then check with deskmates. Check answers as a class, explain key vocabulary usage. S: Complete the text completion exercise independently. Check with deskmates, correct each other. Check answers, record key vocabulary usage. Assessment: Evaluate students’ ability to use vocabulary in context. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about "changes in our school" using unit vocabulary. Provide a writing framework: past situation → changes → present situation → feelings. Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use "group evaluation" to assess content completeness, vocabulary accuracy, and creativity. 课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification → Word Formation (suffixes, compound words) → Vocabulary Application (context completion/short writing). 2. Emphasize key points: word formation rules and accurate vocabulary use. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system. 作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including derivatives and compound words), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of word formation. 实践性作业 (Practical): 1. Introduce 3 changes in your hometown to your family, using vocabulary learned today. 2. Observe changes in your daily life. Record 3 observations in English, using 2-3 vocabulary items learned today for each. 拓展性作业 (Extended): 1. Research more English suffixes and compound words. Accumulate 10 related derivative words and 5 compound words. 2. Work in groups to write a short passage (about 80 words) about “changes in our city,” using at least 5 vocabulary items learned today. 第Ⅶ课时（Section B 3a-3c+Project） 授课人 班级 课型 Writing 授课日期 教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — write about changes in your life since primary school. Writing Structure: Master the writing structure of a comparative text. Organize articles following the “introduction-body-conclusion” structure. Model Writing: Follow the reading model to write a short passage about changes in your life, covering past situation, present changes, and how you feel about them. Project: Work in groups to compare then and now, and present the changes in your hometown. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express comparisons in an organized way. Cultural Awareness: Through sharing changes, understand the importance of development and progress. Cultivate the awareness of participating in hometown construction. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability. 教学重点 Mastery and organization of comparative text writing structure. Comprehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project: compare then and now. 教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of simple past vs. present perfect tenses to describe changes in writing. Effective integration of learned knowledge in the Project, creating an informative presentation. 教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning. 教学环节 师生活动 调整与思考 新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “What is the most interesting change you’ve learned about in this unit? Why?” Guide students to discuss and share. Introduce the writing task: write about changes in your life since primary school. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the model. Guide students to analyze the “introduction → body (past situation, present changes) → conclusion (feelings)” structure. Help students notice transition words and the use of both simple past and present perfect tenses. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and tenses. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own passage about changes in their lives following the model structure. Provide a writing scaffold: Introduction (what aspect of life has changed) → Body (What was it like in the past? What is it like now? What caused the changes?) → Conclusion (How do I feel about these changes?). Remind students to use vocabulary, sentence patterns, and both tenses learned in this unit. Circulate and provide guidance. S: Write the passage following the model and scaffold. Use learned vocabulary, sentence patterns, and tenses. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange passages and give revision suggestions. Provide evaluation criteria: Content completeness (past situation, present changes, feelings), Language accuracy (vocabulary, grammar, tense usage), Structure clarity (introduction-body-conclusion), Personal voice (genuine feelings and insights). Invite 2-3 students to present their passages. The whole class gives feedback. S: Exchange passages, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own passage. Present on stage, listen to feedback. Assessment: Use "peer evaluation" and "teacher evaluation" to assess writing outcomes. Project: T: Assign the project task: Work in groups to compare then and now. Guide students to research and present changes in their hometown, including transportation, housing, environment, and technology. Provide a project structure: Title → Past situation → Present situation → Reasons for changes → Feelings and future outlook. Invite groups to present their findings. S: Work in groups, research changes in hometown. Prepare the presentation. Present the findings to the class. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and research skills. 课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (changes in environment/infrastructure/society) → Core Sentence Patterns (describing past and present) → Core Grammar (simple past vs. present perfect) → Reading Strategies (prediction, skimming/scanning) → Writing Skills (comparative text structure). 2. Emphasize the core meaning of "The Changing World": change is the opportunity to create a better future. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching. 作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe changes in your life (at least 3 sentences). 2. Revise the 3b writing passage carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the "Then and Now" presentation with the group. Record the gains and feedback from the activity. 2. Share your writing about changes with your family. Ask for their feedback and write it down in English. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “What brings about changes?” Express your own opinion with supporting examples. 2. Design a simple timeline of changes in your hometown in English, showing at least 5 important changes. 设计说明（Design Notes） 本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“The Changing World”为主题，围绕“What brings about changes?”这一核心问题，设计了7个课时的教学方案。 设计理念 (Design Philosophy): 1. 主题引领，整体设计 (Theme-led, Holistic Design): 以“变化的世界”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，思考变化的意义和参与家乡建设的重要性。 2. 素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。 3. 学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学” 4. 教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。 5. 分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。 Notes: 1. 教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。 2. 建议充分利用多媒体资源（如新旧照片对比、发展纪录片等），丰富教学内容和形式，激发学生的学习兴趣。 3. 建议加强小组合作学习，培养学生的合作能力和交际能力。 4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。 1 2 学科网（北京）股份有限公司 $