Unit 1 课时教学设计 2026-2027学年外研版英语九年级上册

Unit 1 Teenagers today 单元教学目标 This unit focuses on teenage growth and role models, belonging to the "Self" and "Society" thematic contexts. Students will explore the great qualities of contemporary teenagers through cultural inheritance, creativity, and civic responsibility. By the end of the unit, students will recommend a role model for their class. Section Objective Description Starting out Activate students' prior knowledge about teenagers' roles and qualities through reading famous quotes from President Xi Jinping, Diogenes and Nelson Mandela, and discussing the Sphinx riddle to reflect on life stages. Understanding ideas Read "Art in safe hands" about a young inheritor who protects and promotes traditional art in creative ways. Learn to understand the main idea from a holistic perspective and identify the young inheritor's qualities. Developing ideas Develop listening, speaking and phonetics through the topic of inventing lion lights (a teenage innovation project), expressing admiration for role models, and practicing word stress in sentences. Reading for writing Read "Liang Qichao and The Young China" to understand the writer's purpose, biographical writing structure, and the spirit of youth responsibility. Writing Write an introduction to another work about youth, covering the work's content, theme, and personal reflection. Exchange and peer-review with classmates. Presenting ideas & Reflection Work in groups to research and recommend a teenage role model to the class. Then reflect on learning progress in vocabulary, grammar and skills. 课时分解 第一课时 Starting out & Reading Teaching Objects 【教学目标】 1. Talk about teenage qualities and the role of young people in society. 2. Understand main idea and key details of the passage “Art in safe hands”. 3. Learn to appreciate young people's responsibility and cultural awareness. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Key vocabulary: teenager, traditional, craft, creativity, responsibility, inherit; reading strategy: identifying cause and effect Difficult Points: Understanding how cause and effect connect in the passage; retelling the story using cause-effect language Teaching Steps 【教学步骤】 Step 1 Lead in【导入】 1. Show the pictures of teenagers on page 2 to students, and then ask them to answer the question: How would you describe the teenagers in the picture? What words would you use to describe these teenagers? 2. Let some students share the answers. Starting out Page 3, 1 1. Ask students to read the three quotes on page 3 and answer the questions. 2. Guide students to understand each quote: ① “The future belongs to the young people, and the hopes also rest with them.” — President Xi Jinping ② “The foundation of every state is the education of its youth.” — Diogenes ③ “The youth of today are the leaders of tomorrow.” — Nelson Mandela 3. Discuss the questions: 1) What are these quotes about? 2) What role do you think young people have in society? 4. Let some students share their answers. Page 3, 2 1. Ask students to look at the picture “The riddle of the Sphinx” and talk about the questions in pairs. 2. Questions: 1) Do you know the riddle? Share it with the class. 2) Which life stage are you at? And what should you do? 3. Encourage students to brainstorm more words to describe different life stages. 4. Let students share answers in class. Understanding ideas (1-4) Step 2 Pre-task【准备任务】 Page 4, 1 1. Ask students to look at the pictures on page 4 and answer the questions. 2. Show the following words and expressions to help the students. Make sure they know the meanings: safely, treasure, craft, inherit, creative, traditional, responsibility, generation 3. Ask students to share the answers with the class. Step 3 While-task【过程任务】 Page 4, 2 1. Ask students to read the passage “Art in safe hands” and summarize the main idea. 2. Share the right answer with the class. Page 5, 3 1. Ask students to read the passage again and choose the best summary. 2. Let students share their reasons. 3. Check answers with the whole class. Page 6, 4 1. Ask students to complete the summary with the words and expressions from the passage. 2. Check the answers with the class. More comprehensive questions: 1. Who is the main character in the passage? 2. What art form does the young person protect and promote? 3. In what ways does the young person show creativity? 4. What does “Art in safe hands” mean to you? Step 4 Post-task【后续任务】 Page 6, Think and share 1. Ask students to think about the following questions: ① What qualities does the young inheritor have? ② Why is it important for young people to inherit traditional art? ③ What can we do to protect traditional culture? 2. Give some prompts to the students. 3. Let some students share their answers. Step 5 Language points【语言要点】 1. Art in safe hands. 艺术掌握在安全的手中。 in safe hands 表示“由可靠的人照顾,安全无虞”。例如: The children are in safe hands with their grandparents. 孩子们由祖父母照顾很安全。 The museum's collection is in safe hands. 博物馆的藏品得到了妥善保管。 2. She learned the craft from her grandmother at an early age. 她很小的时候就从祖母那里学了这门手艺。 at an early age 意为“在很小的时候”。例如: He could play the piano at an early age. 他很小就会弹钢琴。 3. She found a creative way to keep the art alive. 她找到了一种创造性的方式让这门艺术延续下去。 keep sth alive 意为“使某事物延续/存活”。例如: We should keep the old traditions alive. 我们应该让古老的传统延续下去。 4. It is our responsibility to pass it on to the next generation. 把它传给下一代是我们的责任。 pass on 意为“传递,传承”。例如: The story has been passed down from generation to generation. 这个故事代代相传。 5. Adverbial clauses with if and because: if引导条件状语从句,表示“如果”:If we work hard, we will succeed. because引导原因状语从句,表示“因为”:She loves art because it connects her to her family. Step 6 Homework【家庭作业】 1. Review the words, phrases and sentences. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: Fishbone Diagram (Cause Effect) ] Traditional craft skills Learned from grandmother [CREATIVITY] Modern design ideas Social media promotion Young people involved RESULT: Art preserved & alive! Responsibility [RESPONSIBILITY] Love for culture Future generation Element Content Fill In Cause 1 Traditional skills learned at home Cause 2 Creative modern approach Cause 3 Sense of responsibility Effect Traditional art stays alive Tiered Homework 【分层作业】 基础达标: Read the passage aloud 2 times. Copy 5 key words and their Chinese meanings. 能力提升: Write 3 sentences describing the young inheritor using because clauses. 拓展创新: Interview an elder about a traditional craft in your family. Write 5 sentences about it. Teaching reflection【教学反思】 This lesson effectively activated students' prior knowledge of teenage qualities through famous quotes and the Sphinx riddle activity. Most students could identify key qualities of responsible teenagers such as kindness, courage and responsibility. The reading passage about cultural inheritance inspired many students, who expressed interest in traditional art forms. However, more time should be allocated for discussion on how young people can contribute to cultural preservation in real life. Lower-level students needed additional vocabulary support during the reading task. In future lessons, a pre-reading vocabulary matching activity would help level the playing field. 第二课时 Grammar Teaching Objects 【教学目标】 1. Master the formation and usage of adverbial clauses with if and because. 2. Use adverbial clauses with if and because correctly in context. 3. Use the target language to talk about the qualities of responsible teenagers. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Adverbial clauses of condition (if) and reason (because); correct tense usage in if-clauses Difficult Points: Choosing between if and because in context; avoiding common errors (e.g., "if I will") Teaching Steps 【教学步骤】 Step 1 Lead in【导入】 Page 7, 5 1. Present the two sentences and ask students to read and translate: If we work together, we can protect traditional art. She loves art because it connects her to her family. 2. Guide students to pay attention to the conjunctions “if” and “because”. 3. Tell students that “if” introduces a condition and “because” introduces a reason. 4. Have students find more sentences with these structures in the reading passage. Step 2 Grammar focus learning【语法学习】 状语从句(1) 英语状语从句在句子中作状语,修饰主句中的动词、形容词或副词等。本单元重点学习if引导的条件状语从句和because引导的原因状语从句。 一、if引导的条件状语从句 if意为“如果”,引导条件状语从句,表示主句动作发生的条件。 e.g. If you are a responsible teenager, you should help others.(如果你是一个有责任感的青少年,你应该帮助他人。) e.g. We will succeed if we never give up.(如果我们永不放弃,我们就会成功。) 注意:当主句为一般将来时,if引导的条件状语从句用一般现在时表示将来。 e.g. If it rains tomorrow, we will stay at home.(如果明天下雨,我们就待在家里。) 结构:If + 一般现在时, 主语 + will/can/should + 动词原形 二、because引导的原因状语从句 because意为“因为”,引导原因状语从句,表示主句动作发生的原因。 e.g. She works hard because she wants to be a good inheritor.(她努力学习因为她想成为一名优秀的传承人。) e.g. Many teenagers admire her because she is creative and responsible.(很多青少年钦佩她因为她既有创造力又有责任感。) 注意:because与so不能同时出现在一个句子中。 e.g. Because he was ill, he didn't go to school. = He was ill, so he didn't go to school. Step 3 While-task【过程任务】 Page 7, 6 1. Ask students to read the sentences and make sure they get the meanings. 2. Have students complete the sentences with if or because. 3. Check the answers in pairs, then with the class. Page 7, 7 1. Show the sentences to students, then ask them to rewrite the sentences using adverbial clauses. 2. Check the answers with the class. Step 4 Post-task【后续任务】 Page 8, 8 Step 5 Grammar Practice【课堂练习】 I. Fill in the blanks with "if" or "because". 1. you want to keep traditional art alive, you should learn from the elders. 2. Many teenagers love folk music it tells stories of our culture. 3. we don't protect our heritage, future generations will lose it. 4. She studies hard she wants to become a painter. 5. You will fall behind you don't practice every day. II. Combine the sentences using "if" or "because". 1. You read more. You will understand better. 2. He was late. He missed the bus. 3. It rains tomorrow. We will stay at home. 4. She is popular. She is kind and helpful. III. Error correction: find the mistake and correct it. 1. If it will rain tomorrow, we will cancel the trip. 2. Because he was tired, but he kept working. Step 6 Homework【家庭作业】 1. Review the words, phrases and sentences. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: ? Ladder Model (Difficulty Progression) ] Level 3: Output Write your own sentences Level 2: Practice Transform sentences Level 1: Recognize Find in reading text if = condition If + present, 主语+will because = reason Because + reason, main clause Level Task Example L1 Recognize Find if/because sentences in text Underline them L2 Practice Fill in blanks with if/because If it tomorrow L3 Output Write 5 original sentences About teenage qualities Tiered Homework 【分层作业】 基础达标: Copy the grammar rules and 2 example sentences for each rule. 能力提升: Complete 6 fill-in-the-blank exercises with if/because. 拓展创新: Write a short paragraph (50 words) about "What makes a good teenager" using both if and because clauses. Teaching reflection【教学反思】 This grammar lesson focused on adverbial clauses with if and because. Students grasped the basic structures through sentence transformation and contextual practice. The distinction between if (condition) and because (reason) was clear to most students. However, the tense rule — future in the main clause, present tense in the if-clause — was challenging for several students who wrote "If we will work hard". More targeted exercises on this specific rule are needed. Group discussion about teenage qualities using the target structures was engaging and meaningful. 第三课时 Listening and Speaking Teaching Objects 【教学目标】 1. Understand the listening material about “Inventing the lion lights”. 2. Learn to express admiration for role models appropriately. 3. Practice listening for specific information and speaking in role-play. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Listening for specific information about an invention; expressing admiration with "I admire because" Difficult Points: Distinguishing facts from opinions in listening; speaking fluently about a person you admire Teaching Steps 【教学步骤】 Step 1 Lead in【导入】 1. Show pictures of lion dances and traditional festival decorations to students. 2. Ask: Do you know what lion lights are? Have you ever seen them? 3. Let some students share their experiences. Step 2 Pre-listening【听前准备】 1. Teach key vocabulary: invent, lantern, craft, design, creative, project, traditional, modern. 2. Ask students to predict: What might the listening be about? 3. Write down students' predictions on the board. Step 3 While-listening【听中任务】 1. Play the recording for the first time. Ask students to check their predictions. 2. Play the recording again. Ask students to answer the questions: 1) Who invented the lion lights? 2) What inspired the invention? 3) How did the young inventor improve the traditional design? 3. Play the recording a third time for detailed information. 4. Check answers with the class. Step 4 Speaking【口语活动】 Learning to learn: Expressing admiration 1. Present useful expressions for expressing admiration: • I really admire because • I think is amazing/inspiring/impressive. • What I like most about is • I look up to. Ask students to work in pairs. Each student chooses a role model and explains why they admire him/her. 3. Give students time to prepare (3 minutes). 4. Invite several pairs to present their dialogues to the class. Step 5 Phonetics【语音训练】 Phonetics: Stressing words in sentences (1) 1. Explain that in English sentences, content words (nouns, verbs, adjectives, adverbs) are usually stressed, while function words (articles, prepositions, pronouns) are usually unstressed. 2. Play the recording for students to listen and mark the stressed words. 3. Ask students to practice reading the sentences aloud. 4. Invite students to read individually and give feedback. Step 6 Homework【家庭作业】 1. Review the listening vocabulary and useful expressions. 2. Write a short paragraph about a person you admire. Blackboard Design 【板书设计】 [ Diagram: Flowchart (Invention Process) ] Problem: Old lion lights are dim Idea: Use LED + traditional design Process: Design Build Test Result: Brighter, safer, popular! Speaking: Express admiration "I really admire because ." Step Detail Your Note Problem Traditional lights are not bright enough Solution LED lights + traditional lion design Result Safer, brighter, popular at festivals Tiered Homework 【分层作业】 基础达标: Listen to the recording again. Write down 3 key words. 能力提升: Write 3 sentences expressing admiration for someone you know. 拓展创新: Think of an invention for your school. Draw it and write 3 sentences explaining your idea. Teaching reflection【教学反思】 The listening material about the lion lights invention was engaging and connected well with the unit theme of teenage innovation. Students showed genuine interest in how a young inventor improved traditional festival decorations. The speaking activity on expressing admiration gave students practical language to talk about people they respect. Lower-level students needed more scaffolding during the role-play — providing sentence frames on the board helped. The phonetics exercise on sentence stress could be extended with more choral repetition practice. 第四课时 Reading for writing Teaching Objects 【教学目标】 1. Understand the passage “Liang Qichao and 'The Young China'”. 2. Learn about the writer's purpose and writing approach. 3. Analyze the structure and language features of a biographical introduction. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Key vocabulary: reform, inspire, patriotism, youth; structure: background focus influence Difficult Points: Understanding Liang Qichao's historical context; summarizing the hourglass structure Teaching Steps 【教学步骤】 Step 1 Lead in【导入】 1. Show a picture of Liang Qichao and ask: Do you know who he is? 2. Share brief background information: Liang Qichao was a famous Chinese scholar, thinker and reformist in the late Qing Dynasty. 3. Ask: What do you know about “The Young China” (少年中国说)? Step 2 Pre-reading【读前准备】 1. Teach key vocabulary: scholar, reform, inspire, youth, dream, future, responsibility, spirit. 2. Ask students to predict what the passage might talk about. Step 3 While-reading【读中任务】 1. Ask students to read the passage quickly and answer: What is the main idea? 2. Read again and complete the chart: • Who was Liang Qichao? • What is “The Young China” about? • Why did he write it? • How did it influence young people at that time? 3. Check answers with the class. Learning to think: Getting to know the writer 4. Discuss: Why did Liang Qichao write “The Young China”? What was his purpose? 5. Guide students to understand the connection between the writer's background and his work. Step 4 Post-reading【读后任务】 1. Ask students to think and discuss: ① What qualities did Liang Qichao have? ② How does his spirit influence young people today? ③ What can we learn from “The Young China”? 2. Let students share their ideas in groups. Step 5 Language points【语言要点】 1. Liang Qichao was one of the most influential scholars of his time. influential 意为“有影响力的”。例如:an influential writer 一位有影响力的作家 2. He wrote “The Young China” to inspire the youth of his time. inspire sb to do sth 意为“激励某人做某事”。例如: The speech inspired us to work harder. 这场演讲激励我们更加努力。 3. The passage is full of passion and hope for the future. be full of 意为“充满”。例如:The room is full of people. 房间里挤满了人。 Step 6 Homework【家庭作业】 1. Review the words and expressions. 2. Summarize the main idea of the passage in 3 sentences. Blackboard Design 【板书设计】 [ Diagram: Hourglass Model (Background Focus Influence) ] BACKGROUND Late Qing Dynasty, national crisis (broad context) THE MAN + WORK Liang Qichao writes "The Young China" (focused subject) Message: Youth = hope INFLUENCE Inspires generations of Chinese youth (broad impact) Layer Content Key Phrase Background China in crisis, need for reform The Man Liang Qichao: scholar, reformer The Work "The Young China" calls to youth Influence Inspired patriotic movement Tiered Homework 【分层作业】 基础达标: Read the passage. Underline 5 new words and look them up. 能力提升: Summarize the passage in 3 sentences (one per layer of the hourglass). 拓展创新: Find one quote from Liang Qichao. Translate it and write why it inspires you. Teaching reflection【教学反思】 The passage about Liang Qichao provided a strong cultural and historical connection for students. Many students were familiar with "少年中国说" from Chinese class, which gave them confidence in understanding the English text. The discussion on how Liang Qichao's spirit influences today's youth was thoughtful and meaningful. Some students struggled with the historical vocabulary; a bilingual glossary handout would have been helpful. The activity on identifying the writer's purpose prepared students well for the upcoming writing task. 第五课时 Writing Teaching Objects 【教学目标】 1. Learn to write an introduction to a work about youth. 2. Use appropriate structure and language for a book/work introduction. 3. Peer-review and improve writing based on feedback. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Writing a 3-paragraph introduction to a work: intro content feelings Difficult Points: Expressing personal feelings naturally; avoiding translation from Chinese Teaching Steps 【教学步骤】 Step 1 Lead in【导入】 1. Ask students: What books or works about young people have you read? 2. Let some students share their reading experiences. 3. Present a model introduction and analyze its structure. Step 2 Writing structure【写作结构分析】 Guide students to identify the structure of a work introduction: Paragraph 1: Introduce the work and the writer Paragraph 2: Summarize the main content/theme Paragraph 3: Share your personal feelings and evaluation Step 3 Pre-writing【写前准备】 1. Ask students to choose a work (book, film, song, etc.) about youth that they know well. 2. Give students a graphic organizer to plan their writing: • Work title and writer/creator: • Main content/theme: • What impresses you most: • What you learn from it: Step 4 While-writing【写作过程】 1. Give students 20 minutes to write their introduction. 2. Walk around and offer help when needed. 3. Remind students to use adverbial clauses with if and because in their writing. Step 5 Post-writing【写后活动】 Writing Scaffold 【写作支架】 Model sentences — imitate these patterns: Pattern 1: Introduction of a work "The work I would like to introduce is , written by ." Your turn: Pattern 2: Summarizing the content "It tells the story of , who ." Your turn: Pattern 3: Expressing feelings "What touches me most is that . I learned that ." Your turn: Writing frame: The work I want to introduce is . It was written by . It is about . The main character is , who . I like this work because . From it, I learned that . Step 6 Homework【家庭作业】 1. Finish the final version of the writing. 2. Prepare for the next lesson's presentation. Blackboard Design 【板书设计】 [ Diagram: Pyramid (Writing Structure) ] /\ / \ / P3 \ Personal feelings (top: your voice) / \ / P2 \ Content & theme (middle: the work) / \ / P1 \ Intro: title + writer (base: foundation) Layer Paragraph Content Base P1 Work title + writer + type Middle P2 Main content and theme summary Top P3 Your feelings and what you learn Tiered Homework 【分层作业】 基础达标: Make an outline: choose a work, list P1/P2/P3 key points. 能力提升: Write the full introduction (100 words) following the pyramid structure. 拓展创新: Exchange with a partner. Give 2 positive comments and 1 suggestion. Teaching reflection【教学反思】 The writing task connected well with the reading about Liang Qichao. Students were able to choose works they were familiar with — books, films, songs — which made the writing more authentic and enjoyable. Peer review using a structured checklist helped students learn from each other's work. Time management during writing was tight; some students did not finish their first draft. In the future, setting a 15-minute timer with a 5-minute warning would help. Reminding students to use adverbial clauses in their writing reinforced the grammar lesson. 第六课时 Presenting ideas & Reflection Teaching Objects 【教学目标】 1. Present a role model recommendation report in class. 2. Evaluate and reflect on own learning in this unit. 3. Consolidate vocabulary, grammar and skills learned in the unit. Teaching Aids 【教学工具】 an English book, a tape recorder and CAI Teaching Key Points & Difficult Points 【教学重难点】 Key Points: Preparing and delivering a 2-minute presentation about a role model Difficult Points: Organizing ideas using the target structure; speaking confidently in front of class Teaching Steps 【教学步骤】 Step 1 Review【复习导入】 1. Quick review: Ask students what they have learned in this unit. 2. Review key vocabulary and grammar (adverbial clauses with if and because). Step 2 Group preparation【小组准备】 1. Divide students into groups of 4-5. 2. Each group chooses a teenage role model to recommend to the class. 3. Guide groups to prepare their presentation: • Who is the role model? • What has he/she done? • What qualities does he/she have? • Why should we learn from him/her? 4. Give groups 10 minutes to prepare. Encourage them to use posters or slides. Step 3 Presentation【课堂展示】 1. Each group gives a 3-minute presentation recommending their role model. 2. After each presentation, the class can ask questions. 3. Encourage students to use adverbial clauses in their presentations. Step 4 Vote【投票评选】 1. After all presentations, ask the class to vote for the most inspiring role model. 2. Announce the result and give positive feedback to all groups. Step 5 Reflection【自我评价】 Ask students to reflect on their learning in this unit: 1. What have I learned about teenagers and role models? 2. Can I use adverbial clauses with if and because correctly? 3. What am I good at in this unit? 4. What do I need to improve? 5. Let some students share their reflections. Step 6 Homework【家庭作业】 1. Review the whole unit. 2. Write a short passage: What can I learn from my role model? Blackboard Design 【板书设计】 [ Diagram: Target (Presentation Focus) ] Outer Ring Who? (basic info) Middle What? (achievements) Ring BULLSEYE Why? (qualities + impact) Ring Question Key Words Outer Who is the role model? Name, background Middle What did they do? Achievements, events Bullseye Why admire them? Qualities, inspiration Tiered Homework 【分层作业】 基础达标: Choose your role model. Write their name and one fact about them. 能力提升: Prepare a 2-minute talk: who, what, why. Use 3 target rings. 拓展创新: Record a short video (1 min) recommending your role model. Teaching reflection【教学反思】 The presenting ideas activity served as a comprehensive output task that integrated all language skills from the unit. Students were creative and enthusiastic about recommending their chosen role models — ranging from historical figures to ordinary people like their parents. The voting element added excitement. The reflection section helped students become more aware of their own learning progress. Some groups rushed through their presentations; giving clear time limits and a preparation checklist in advance would improve quality. 学科网(北京)股份有限公司 $