Unit3 教学设计 2026-2027学年外研版英语九年级上册

Unit 3 Past passing by 单元教学目标 This unit focuses on historical inheritance and cultural memory, belonging to the "Society" thematic context. Students will explore how the past shapes the present and how we can protect and pass on historical heritage. Section Objective Description Starting out Activate students' prior knowledge about historical relics and memories through pictures, discussing what the past means and how to view fading traditions. Understanding ideas Read "Putting the pieces together" about archaeologists restoring broken artifacts to reveal historical truth. Learn to understand emotions in a speech and trace the restoration process. Developing ideas Develop listening, speaking and phonetics through the moai statues on Easter Island, dealing with unfamiliar names, expressing possibility and doubt, and practicing linking sounds. Reading for writing Read "Living history" about creative ways people preserve and pass on history. Learn to identify new approaches to old problems. Writing Write a passage about a creative way to help people pass on history, describing the method and its effectiveness. Presenting ideas & Reflection Collaborate to create a class book about a history theme, then reflect on learning progress. 课时分解 第一课时 Starting out & Reading Teaching Objects 【教学目标】 1. Talk about history, heritage and old things. 2. Understand the passage “Putting the pieces together”. 3. Learn to value historical heritage and understand its importance. 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: excavate, restore, fragment, archaeology; process verbs ☆ Difficult Points: Understanding the restoration process order; using sequence words (first, then, finally) Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Show pictures of old buildings, ancient artifacts, and historical sites. Ask: What do these things tell us about the past? 2. Let students share their ideas. Starting out 1. Ask students to discuss: 1) What old things do you have at home? What stories do they hold? 2) Why is it important to remember the past? 2. Let some students share. Understanding ideas ★Step 2 Pre-task【准备任务】 1. Teach vocabulary: archaeologist, artifact, fragment, restore, piece together, ancient, civilisation. 2. Show pictures of broken pottery and ask: How can we put these pieces together? ★Step 3 While-task【过程任务】 1. Read the passage “Putting the pieces together” and answer: What is the passage about? 2. Read again and complete the process of restoration. 3. Learning to think: Understanding feelings in a speech — Ask students to identify the emotions expressed in the passage. 4. Check answers. ★Step 4 Post-task【后续任务】 1. Discuss: ① Why is it important to put historical pieces together? ② What can we learn from the past? ③ What would happen if we lost our historical memory? ★Step 5 Language points【语言要点】 1. put together 意为“拼合，组装”。例如：Put the pieces together to make a picture. 2. restore 意为“修复，恢复”。例如：restore an old painting 修复一幅古画 3. past passing by 意为“逝去的过去”，passing by 表示“经过，流逝”。 ★Step 6 Homework【家庭作业】 1. Review the words and expressions. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: 🪜 Restoration Ladder (Process Steps) ] STEP 4: Display & share ▲ STEP 3: Restore & repair ▲ STEP 2: Match & assemble ▲ STEP 1: Dig & clean fragments Each step brings us closer to the past! Step Action Key Verb 1 Dig up and clean fragments excavate, clean 2 Match pieces like a puzzle match, piece together 3 Restore the artifact restore, repair 4 Display for people to see exhibit, share ★ Tiered Homework 【分层作业】 ★ 基础达标: Read the passage. Number the 4 restoration steps. ★★ 能力提升: Write a short paragraph describing how archaeologists restore artifacts. ★★★ 拓展创新: Find a Chinese artifact museum online. Write 3 sentences about what you learned. Teaching reflection【教学反思】 The passage about archaeology and historical restoration was educational and engaging. Students developed a better understanding of why preserving the past matters — not just old objects, but stories and identity. The emotional aspect of the speech added depth and helped students connect with the archaeologist's dedication. Showing pictures of actual archaeological sites would further enrich the visual experience. Some students asked follow-up questions about specific Chinese historical artifacts, which showed strong curiosity. 第二课时 Grammar Teaching Objects 【教学目标】 1. Master adverbial clauses with although, though, because, since. 2. Use concession and reason clauses correctly. 3. Talk about historical topics using target structures. 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: although/though (concession) and since (reason); not using but with although ☆ Difficult Points: Distinguishing although from but; formal vs informal use of since Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Present sentences and highlight conjunctions: Although the fragments were broken, the archaeologists restored them. Since we value history, we should protect it. ★Step 2 Grammar focus learning【语法学习】 状语从句（3） 本单元学习让步状语从句（although/though）和原因状语从句的扩展用法。 although/though 意为“虽然，尽管”，引导让步状语从句： Although it was difficult, they never gave up.（虽然很难，但他们从未放弃。） Though he was young, he knew a lot about history.（虽然他年纪小，但他对历史了解很多。） 注意：although/though 与 but 不能同时使用。 since 意为“既然，因为”，引导原因状语从句： Since everyone is here, let's begin.（既然大家都到了，我们开始吧。） ★Step 3 While-task【过程任务】 1. Complete sentences with although, though, since. 2. Check answers. 3. Write 5 sentences about historical topics using these conjunctions. ★Step 4Grammar Practice【课堂练习】 I. Fill in the blanks with "although" or "since". 1. ______ it was very cold, the archaeologists kept digging. 2. ______ you are here, please help me with this box. 3. ______ the task was difficult, they never gave up. 4. ______ everyone knows the importance of heritage, we should protect it. 5. ______ she was tired, she finished the restoration work. II. Rewrite the sentences using "although". 1. The work was hard. They enjoyed it. → ________________________ 2. He is young. He knows a lot about history. → ________________________ 3. The fragment was broken. It was still valuable. → ________________________ III. Error correction. 1. Although he was poor, but he was happy. → _______________ 2. Since everyone was ready, so we started. → _______________ ★Step 5 Homework【家庭作业】 1. Review grammar rules. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: 🔀 Two Paths (Concession vs Reason) ] Sentence │ ┌───────────┴───────────┐ │ │ although/though since (concession) (reason) "Even if...", "Because...", show contrast show cause │ │ Although it was hard, Since we value they never gave up. history, protect it. Conjunction Function Not With although/though Concession (让步) Do NOT use with but since Reason (既然) Similar to because, more formal ★ Tiered Homework 【分层作业】 ★ 基础达标: Copy the two rules and one example each. ★★ 能力提升: Fill in blanks with although or since. Complete 6 sentences. ★★★ 拓展创新: Write 4 sentences: 2 with although, 2 with since, about history/heritage. Teaching reflection【教学反思】 Concession clauses were new to students but built on their prior knowledge of reason clauses from previous units. The although/but rule needed repeated emphasis — several students wrote "Although..., but...". Contextual practice with historical topics made the grammar meaningful rather than abstract. Using pictures of historical sites as prompts for sentence generation was effective. A small number of students needed individual help distinguishing although from because. 第三课时 Listening and Speaking Teaching Objects 【教学目标】 1. Understand the listening material about the moai statues on Easter Island. 2. Learn to deal with unfamiliar names. 3. Express possibility and doubt appropriately. 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 facts and theories about moai statues; expressing guesses with "It might be..." ☆ Difficult Points: Understanding scientific theories in listening; forming and defending a hypothesis Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Show pictures of the moai statues on Easter Island. 2. Ask: Do you know what these are? Where are they? How were they built? ★Step 2 Pre-listening【听前准备】 1. Teach vocabulary: statue, Easter Island, mysterious, ancient, civilisation. 2. Learning to learn: Dealing with unfamiliar names — explain strategies: sound it out, ask for repetition, break the name into parts. ★Step 3 While-listening【听中任务】 1. First listening: What are the moai statues? 2. Second listening: Detailed questions about who built them and why. 3. Check answers. ★Step 4 Speaking【口语活动】 Learning to learn: Expressing possibility and doubt 1. Present useful expressions: • It might/may be... • I'm not sure, but... • It's possible that... • I doubt if/whether... 2. Students discuss: How do you think the moai were moved? Express your ideas using possibility language. ★Step 5 Phonetics【语音训练】 Phonetics: Linking sounds (1) 1. Explain linking: when a word ends with a consonant and the next word starts with a vowel, they link together. 2. Practice linking with example phrases. ★Step 6 Homework【家庭作业】 1. Review listening vocabulary. 2. Write 3 sentences expressing possibility about ancient mysteries. Blackboard Design 【板书设计】 [ Diagram: 🌀 Mystery Spiral (Questions → Answers → More Questions) ] ? How were they moved? ╱ ╲ ? Why were they ? Who made them? carved? ╲ ╱ ╲ EASTER ISLAND ╱ ╲ MOAI STATUES ╱ ╲ ╱ ╲_______________╱ Giant stone figures up to 10m tall! Question Theory Your Guess Who made them? Local Rapa Nui people ______ How moved? Ropes, logs, rocking method ______ What for? Honor ancestors/chiefs ______ ★ Tiered Homework 【分层作业】 ★ 基础达标: Listen again. Write 3 facts about the moai statues. ★★ 能力提升: Express your theory: How do you think the moai were moved? Use "It might be..." ★★★ 拓展创新: Research another ancient mystery (e.g., Pyramids, Stonehenge). Write 3 sentences. Teaching reflection【教学反思】 The mystery of the moai statues fascinated students. They enjoyed speculating about how the giant statues were moved and who built them. The strategy for dealing with unfamiliar names was practical — students encountered difficult place names throughout the listening. The speaking activity expressing possibility and doubt generated lively speculation. A short video clip of the moai would have enhanced the visual understanding, especially for students who had never seen these statues. 第四课时 Reading for writing Teaching Objects 【教学目标】 1. Understand the passage “Living history”. 2. Learn to find new ways to do something. 3. Analyze how innovative methods preserve history. 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: preserve, reenactment, immersive, heritage; methods of living history ☆ Difficult Points: Comparing different preservation methods; evaluating which is most effective Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Ask: How can we make history come alive for young people today? ★Step 2 While-reading【读中任务】 1. Read “Living history” and understand what innovative methods are used. 2. Learning to think: Finding new ways to do something — Ask: What creative ways can we think of to preserve history? 3. Complete a chart of methods and their effects. ★Step 3 Post-reading【读后任务】 1. Discuss: Which method do you think is most creative? Why? 2. What other creative ideas can you think of? ★Step 4 Language points【语言要点】 1. living history 意为“活的历史”，指通过重演、互动等方式让历史变得生动可感。 2. creative ways to do sth 意为“做某事的创新方法”。 ★Step 5 Homework【家庭作业】 1. Review the passage. 2. Brainstorm ideas for your writing. Blackboard Design 【板书设计】 [ Diagram: ⭐ Star (Central Idea + 5 Points) ] Reenactment / / Museum ──── ★ ──── VR / Digital Exhibits / Experience / School Programs Central Idea: Make history COME ALIVE! Method How It Works Best For Reenactment Dress up, act out history Feeling like you are there Museum exhibits Touch, try, experience Hands-on learning VR/digital Virtual time travel Immersive experience School programs Workshops, crafts Young students ★ Tiered Homework 【分层作业】 ★ 基础达标: Read the passage. List 3 ways to make history alive. ★★ 能力提升: Choose one method. Explain how it works and why it helps. ★★★ 拓展创新: Invent your own "living history" idea for your school. Draw and explain it. Teaching reflection【教学反思】 The passage about living history methods inspired creative thinking in students. They came up with their own ideas for making history more accessible — history podcasts, school museum days, heritage walking tours. The connection between reading and writing was clear: students were learning about innovative methods so they could write about one. The discussion was rich and student-led, which is always a good sign of engagement. 第五课时 Writing Teaching Objects 【教学目标】 1. Write a passage about a creative way to help people pass on history. 2. Describe a method, explain how it works and why it is effective. 3. Use clear structure and appropriate language. 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 description of a creative preservation method: what → how → why ☆ Difficult Points: Describing a process clearly; explaining why something matters Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Review what “living history” means. 2. Present a model passage. ★Step 2 Writing structure【写作结构分析】 Paragraph 1: Introduce the creative method Paragraph 2: Explain how it works Paragraph 3: Explain why it helps pass on history ★Step 3 While-writing【写作过程】 1. Students choose or invent a creative method for preserving history. 2. Give 20 minutes for writing. ★Step 4 Post-writing【写后活动】 Writing Scaffold 【写作支架】 Model sentences — imitate these patterns: Pattern 1: What the method is "One creative way to preserve history is ______." → Your turn: ____________________________________________ Pattern 2: How it works "First, people ______. Then, they ______." → Your turn: ____________________________________________ Pattern 3: Why it matters "This method is important because ______. It helps people ______." → Your turn: ____________________________________________ Writing frame: One creative way to preserve history is ____________. First, people ____________. Then, they ____________. Finally, ____________. This method is important because ____________. It helps people ____________. ★Step 6 Homework【家庭作业】 1. Finish the final passage. 2. Prepare for the class book project. Blackboard Design 【板书设计】 [ Diagram: 🔺 Pyramid ] /\ / \ ← P3: Why it matters (value) /────\ / P2 \ ← How it works (steps) /────────\ / P1 \ ← What it is (introduction) ────────────── Layer Paragraph Content Base P1 Name and describe the method Middle P2 Step-by-step how it works Top P3 Why it helps preserve history ★ Tiered Homework 【分层作业】 ★ 基础达标: Outline your idea: P1/P2/P3 bullet points. ★★ 能力提升: Write a 100-word passage about your creative preservation idea. ★★★ 拓展创新: Present your idea to a partner. Ask: What works? What could improve? Teaching reflection【教学反思】 The writing task encouraged creative thinking about history preservation. Students came up with interesting ideas like history escape rooms, traditional craft workshops for teenagers, and oral history video projects. The structure provided clear guidance, but students were encouraged to add their own creative twists. Peer review focused on whether the explanation of "how it works" was clear enough. Some students needed more help organizing their ideas before writing. 第六课时 Presenting ideas & Reflection Teaching Objects 【教学目标】 1. Create and present a class book about history. 2. Reflect on learning in this unit. 3. Consolidate vocabulary and grammar. 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: Collaboratively creating a class history book; dividing roles and tasks ☆ Difficult Points: Coordinating group work; designing a coherent publication Teaching Steps 【教学步骤】 ★Step 1 Review【复习】 1. Review key vocabulary and grammar. ★Step 2 Group work: Make a class book about history【制作班级历史书】 1. Divide class into groups. Each group chooses a history theme (e.g., local history, ancient inventions, traditional festivals). 2. Groups plan their pages: title page, introduction, main content with pictures, conclusion. 3. Each group creates 2-3 pages for the class book. ★Step 3 Share and assemble【分享与汇编】 1. Each group presents their pages to the class. 2. Assemble all pages into one class book. ★Step 4 Reflection【自我评价】 1. What have I learned about history and heritage? 2. Can I use although, though, since clauses correctly? 3. What do I need to improve? ★Step 5 Homework【家庭作业】 1. Review the whole unit. 2. Write a short reflection on what you learned about preserving history. Blackboard Design 【板书设计】 [ Diagram: 📖 Book Layout (Our Class History Book) ] ┌──────────────────────────┐ │ COVER PAGE │ Title + group names ├──────────────────────────┤ │ INTRODUCTION │ Why this topic? ├──────────────────────────┤ │ MAIN CONTENT (pages) │ Stories, facts, photos ├──────────────────────────┤ │ CONCLUSION │ What we learned └──────────────────────────┘ Page Content Who Writes It Cover Title + illustrations Group designer Intro Why we chose this topic Group leader Main Stories, facts, pictures All members Conclusion What we learned Group reporter ★ Tiered Homework 【分层作业】 ★ 基础达标: Bring one fact, story, or picture about your group's history topic. ★★ 能力提升: Write your 2-page section for the class book. ★★★ 拓展创新: Design the cover of the class book. Draw a draft. Teaching reflection【教学反思】 The class book project was a creative and collaborative way to consolidate learning across the whole unit. Students took pride in contributing to a shared product. The project connected reading, writing and speaking skills naturally. Different groups chose diverse themes — local festivals, ancient inventions, traditional food history. The assembly at the end gave everyone a sense of achievement. If more time were available, printing and binding the actual book would make the project even more rewarding. 学科网（北京）股份有限公司 $