Unit2教学设计 2026-2027学年外研版英语九年级上册

Unit 2 On the money 单元教学目标 This unit focuses on attitudes towards money and life values, belonging to the "Self" and "Society" thematic contexts. Students will explore the relationship between money and love, wise spending habits, and what truly matters in life. Section Objective Description Starting out Activate students' prior knowledge about money through discussions on what money can and cannot buy, and reflections on the role of money in daily life. Understanding ideas Read "A dog called Money" (adaptation) about a dog who becomes the most precious family member, showing that love and companionship are more valuable than money. Learn to make inferences about characters' feelings. Developing ideas Develop listening, speaking and phonetics through an online marathon charity event, listening for purpose, explaining events, and practicing sentence stress. Reading for writing Read "A love worth more than gold" to think from different perspectives about love and money, and analyze story structure for book review writing. Writing Write a book review for another story about money, including plot summary, theme analysis, and personal opinion. Presenting ideas & Reflection Create and present a pocket money budget plan in groups. 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 money and its role in our lives. 2. Understand the story “A dog called Money”. 3. Learn that love and companionship are more valuable than money. 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: adopt, priceless, devotion, loyalty; story structure: mountain climbing arc ☆ Difficult Points: Understanding the theme "love is worth more than gold"; retelling story with time conjunctions Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Show pictures of money, wallets, and shopping. Ask: What can money buy? What can't money buy? 2. Let students brainstorm in pairs. 3. Collect answers on the board. Starting out 1. Ask students to look at the pictures and discuss: 1) What would you save money for? 2) Do you think it's important for teenagers to learn about money? Why? 2. Let some students share their ideas. Understanding ideas ★Step 2 Pre-task【准备任务】 1. Teach key vocabulary: pet, rescue, loyal, companion, value, worth, priceless. 2. Show a picture of a dog and ask: What do you think a dog called “Money” might be like? ★Step 3 While-task【过程任务】 1. Ask students to read the story “A dog called Money” and answer: What is the story about? 2. Read again and complete the timeline of the story. 3. Learning to think: Making inferences — Ask students to infer the characters' feelings at different points in the story. 4. Check answers with the class. ★Step 4 Post-task【后续任务】 1. Discuss: ① Why was the dog named “Money”? ② What did the family learn from the dog? ③ What is the message of the story? 2. Let students share their thoughts. ★Step 5 Language points【语言要点】 1. A dog called Money. 一只叫“金钱”的狗。 called 意为“被称为……的”，过去分词作定语。例如：a boy named Tom 一个叫汤姆的男孩。 2. He brought more joy than money could ever buy. more...than... 意为“比……更……”。例如：She is more beautiful than her sister. 3. Some things are priceless. 有些东西是无价的。 priceless = very valuable, that cannot be valued with money. ★Step 6 Homework【家庭作业】 1. Review the words and expressions. 2. Retell the story in your own words. Blackboard Design 【板书设计】 [ Diagram: ⛰️ Mountain Climbing Model (Story Arc) ] ★ CLIMAX ╱ (dog proves priceless) ╱ ╲ ╱ ╲ ╱ ╲ RISING ACTION ╱ ╲ (dog brings joy) SETTING ╱ ╲ (poor ╱ ╲ FALLING ACTION family) ╱ ╲ (love > money) ╱─────────────╲ BASE (beginning: get the dog) Stage What Happens Feeling Base Family adopts a dog named Money Hopeful Climb Dog brings joy to the family Warm Summit Dog proves worth more than money Touched Descent Family learns love is priceless Reflective ★ Tiered Homework 【分层作业】 ★ 基础达标: Read the story. Number the 4 story stages in order. ★★ 能力提升: Retell the story in 5 sentences using when/while clauses. ★★★ 拓展创新: Write a different ending: What if the family lost the dog? How would they feel? Teaching reflection【教学反思】 The story about the dog called Money touched students deeply and led to a meaningful discussion about values. Students could infer the characters' feelings well from context clues. Many shared personal stories about their own pets, which made the lesson more personal. The theme that love is more important than money resonated with students of different backgrounds. More comprehension questions at the inferential level would challenge stronger students further. 第二课时 Grammar Teaching Objects 【教学目标】 1. Master adverbial clauses with when, while, before, after. 2. Use time adverbial clauses correctly in storytelling. 3. Talk about stories and personal experiences 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: Time adverbial clauses: when, while, before, after, as soon as ☆ Difficult Points: Choosing while vs when for continuous actions; correct tense in time clauses Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Present sentences from the story and highlight the time conjunctions: When the dog arrived, the family was very poor. While the dog was recovering, it brought them joy. 2. Guide students to identify the conjunctions. ★Step 2 Grammar focus learning【语法学习】 状语从句（2） 本单元学习时间状语从句，由when, while, before, after, as soon as等引导。 when 意为“当……时候”，可指时间点或时间段： When I got home, my mother was cooking.（当我到家时，妈妈正在做饭。） while 意为“当……时候/在……期间”，强调动作同时发生，从句常用进行时： While I was reading, my brother was watching TV.（我看书的时候，弟弟在看电视。） before 和 after 表示时间先后： Wash your hands before you eat.（吃饭前洗手。） After he finished his homework, he went out to play.（他做完作业后出去玩了。） as soon as 意为“一……就……”： I will call you as soon as I arrive.（我一到就给你打电话。） ★Step 3 While-task【过程任务】 1. Ask students to complete sentences with when, while, before, after. 2. Check answers in pairs. 3. Ask students to write 5 sentences about their daily routine using time conjunctions. ★Step 4Grammar Practice【课堂练习】 I. Fill in the blanks with "when", "while", "before", "after" or "as soon as". 1. I was watching TV ______ my mother was cooking dinner. 2. Wash your hands ______ you eat dinner. 3. He called me ______ he arrived at the station. 4. ______ I got home, my father had already left. 5. She felt nervous ______ she was waiting for the result. II. Choose the correct word. 1. (When / While) I was walking to school, I met an old friend. 2. I will call you (as soon as / before) I arrive. (not late) 3. Turn off the lights (before / after) you leave the room. 4. (While / When) the bell rang, we were reading. III. Translate into English using time clauses. 1. 他一回到家就开始做作业。 → ________________________ 2. 我吃饭的时候，电话响了。 → ________________________ ★Step 5 Homework【家庭作业】 1. Review the grammar rules. 2. Do the exercises in students' book. Blackboard Design 【板书设计】 [ Diagram: 🪜 Ladder Model ] Level 3: Write your own time stories ────────────────────────── Level 2: Choose correct conjunction ────────────────────────── Level 1: Recognize when/while/before/after when = point or period while = two actions at same time (---ing) before / after = order as soon as = immediately after Conjunction Meaning Example when 当…时 When I arrived, she left. while 在…期间 While I was reading, he slept. before/after 之前/之后 Wash hands before eating. as soon as 一…就… Call me as soon as you arrive. ★ Tiered Homework 【分层作业】 ★ 基础达标: Copy 4 time conjunctions and one example each. ★★ 能力提升: Complete 6 sentences with when/while/before/after. ★★★ 拓展创新: Write a short paragraph about your day using all 4 conjunctions. Teaching reflection【教学反思】 Time adverbial clauses built on students' prior knowledge of if and because from Unit 1. The distinction between when and while was the main challenge — several students used while with single actions. More contrastive examples and controlled practice would help. The exercise of writing sentences about daily routines made the grammar practical and relatable. Students who grasped the structures quickly could move on to writing a short paragraph using all four conjunctions. 第三课时 Listening and Speaking Teaching Objects 【教学目标】 1. Understand the listening material about an online marathon. 2. Practice listening for purpose and specific information. 3. Learn to explain events and activities clearly. 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 steps in a process (online marathon); expressing opinions about charity events ☆ Difficult Points: Following a sequence of steps in listening; explaining how an event works clearly Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Ask: Have you ever taken part in a marathon or a running event? 2. Introduce the concept of an online marathon — a virtual running event where participants run on their own time. ★Step 2 Pre-listening【听前准备】 1. Teach vocabulary: marathon, virtual, sponsor, raise money, charity, goal. 2. Ask: Why might someone organize an online marathon? ★Step 3 While-listening【听中任务】 1. First listening: What is the online marathon for? 2. Second listening: Answer detailed questions: 1) Who organized it? 2) What is the money raised for? 3) How can people join? 3. Third listening for specific details. 4. Check answers. ★Step 4 Speaking【口语活动】 Learning to learn: Listening for purpose 1. Discuss: Have you ever taken part in a charity event? What was it for? 2. Students work in pairs: Describe a volunteer or charity activity they know about. 3. Invite pairs to share. ★Step 5 Phonetics【语音训练】 Phonetics: Stressing words in sentences (2) 1. Practice sentence stress with the new listening material. 2. Focus on content words vs function words. ★Step 6 Homework【家庭作业】 1. Review listening vocabulary. 2. Write 3 sentences about a charity event you would like to join. Blackboard Design 【板书设计】 [ Diagram: 🔄 Flowchart ] Idea: Organize a virtual run │ ▼ Register online → Get tracking app │ ▼ Run independently → Log distance │ ▼ Raise money → Donate to charity Step Action Detail 1 Register online Anyone can join 2 Run on your own time Use tracking app 3 Sponsors donate money For a chosen charity ★ Tiered Homework 【分层作业】 ★ 基础达标: Listen again. Write 3 things about the online marathon. ★★ 能力提升: Explain how to join the online marathon in 3 steps. ★★★ 拓展创新: Design your own charity event. What is it? How does it work? Teaching reflection【教学反思】 The online marathon topic was relevant and inspiring for students, many of whom had seen charity running events on social media. They learned about virtual charity events as a new concept. The listening skill focus on listening for purpose was well supported by the comprehension questions. During the speaking activity, students enthusiastically shared volunteer experiences. Providing a model dialogue before pair work would give lower-level students more confidence. 第四课时 Reading for writing Teaching Objects 【教学目标】 1. Understand the passage “A love worth more than gold”. 2. Learn to think from different points of view. 3. Analyze the story structure for book review writing. 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: devotion, sacrifice, material, spiritual; the sailboat metaphor ☆ Difficult Points: Understanding the metaphorical meaning of the story; discussing "can money buy happiness?" Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Ask: What do you think is the most valuable thing in life? 2. Let students share briefly. ★Step 2 While-reading【读中任务】 1. Read the story and understand the plot. 2. Learning to think: Thinking from different points of view — Ask: How would the story be different if told from another character's perspective? 3. Guide students to analyze: What is the author trying to say about love and money? ★Step 3 Post-reading【读后任务】 1. Discuss: ① What does “a love worth more than gold” mean? ② Can love be measured by money? Why or why not? 2. Share ideas in groups. ★Step 4 Language points【语言要点】 1. worth 意为“值得的”。例如：The book is worth reading. 这本书值得一读。 2. more than gold 意为“比金子还珍贵”。 ★Step 5 Homework【家庭作业】 1. Review the passage. 2. Think about what book review you want to write. Blackboard Design 【板书设计】 [ Diagram: ⛵ Sailboat (Forces Pulling in Different Directions) ] WIND: Love ╱╲ ╱ ╲ ╱ ╲ ╱ Ship ╲ ╱ (life) ╲ ╱──────────╲ ╱ ╲ ╱ ╲ WATER: Money (sets the course) Love (wind) pushes the ship forward, Money (water) surrounds it but cannot steer it. Element Represents Message Ship Life and relationships We navigate through life Wind Love and devotion Drives us forward Water Money and material things Surrounds us but doesn't guide Destination True happiness Found in love, not gold ★ Tiered Homework 【分层作业】 ★ 基础达标: Read the story. Write down the characters and the conflict. ★★ 能力提升: Answer: What does "a love worth more than gold" mean? Write 3 sentences. ★★★ 拓展创新: Discuss with a partner: Can money buy happiness? Write your opinion. Teaching reflection【教学反思】 The story provoked thoughtful discussion about love and values. Students were able to think from different perspectives, which prepared them well for the upcoming book review writing. The emotional arc of the story generated strong reactions from the class. Some students wanted to debate whether love can be "measured" — this could be extended into a mini-debate in future classes. The transition from reading to writing was smooth and logical. 第五课时 Writing Teaching Objects 【教学目标】 1. Learn to write a book review for a story about money. 2. Structure a review with summary, analysis and personal opinion. 3. Use appropriate evaluative 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 book review: intro → plot → theme → recommendation ☆ Difficult Points: Summarizing without spoilers; giving a clear recommendation with reasons Teaching Steps 【教学步骤】 ★Step 1 Lead in【导入】 1. Present a model book review and analyze its structure. ★Step 2 Writing structure【写作结构分析】 Paragraph 1: Introduce the book/story (title, writer, main characters) Paragraph 2: Summarize the plot briefly Paragraph 3: Analyze the theme/message Paragraph 4: Give your opinion and recommendation ★Step 3 While-writing【写作过程】 1. Students choose a story/book about money or values they have read. 2. Give 20 minutes for writing. 3. Remind students to use time adverbial clauses. ★Step 4 Post-writing【写后活动】 Writing Scaffold 【写作支架】 Model sentences — imitate these patterns: Pattern 1: Book intro "I have recently read ______, a book about ______." → Your turn: ____________________________________________ Pattern 2: Plot summary (without spoilers) "The story begins with ______. Later, ______." → Your turn: ____________________________________________ Pattern 3: Giving a recommendation "I would recommend this book to ______, because ______." → Your turn: ____________________________________________ Writing frame: I have recently read ____________, written by ____________. The story is about ____________. I especially like the part where ____________. I think the theme is ____________. I would give it ____________ stars. ★Step 6 Homework【家庭作业】 1. Finish the final book review. 2. Prepare for the pocket money plan presentation. Blackboard Design 【板书设计】 [ Diagram: 🔺 Pyramid (Review Structure) ] /\ / \ ← P4: Your opinion & rating /────\ / P3 \ ← Theme analysis /────────\ / P2 \ ← Plot summary /────────────\ / P1 \ ← Book introduction ────────────────── Layer Paragraph Content Base P1 Book title, writer, main characters Layer 2 P2 Brief plot summary (no spoilers!) Layer 3 P3 What is the theme/message? Top P4 Do you recommend it? Why? ★ Tiered Homework 【分层作业】 ★ 基础达标: Choose a book. Fill in the pyramid outline with key points. ★★ 能力提升: Write a 120-word book review following the 4-layer structure. ★★★ 拓展创新: Swap reviews with a partner. Use a star rating (★ to ★★★★★) and give feedback. Teaching reflection【教学反思】 The book review task built on the reading passages from this and the previous lesson. Students had clear models to follow and chose stories they genuinely enjoyed. Peer review using a rubric helped students focus on both content and language. Several students wrote thoughtful reviews that went beyond simple summary. Time for writing was adequate for most, but advanced students could be challenged to add more literary analysis vocabulary. 第六课时 Presenting ideas & Reflection Teaching Objects 【教学目标】 1. Create and present a pocket money plan. 2. Reflect on learning in this unit. 3. Consolidate unit 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: Creating a personal budget plan; categorizing needs vs wants ☆ Difficult Points: Justifying budget choices; discussing financial responsibility in English Teaching Steps 【教学步骤】 ★Step 1 Review【复习】 1. Review key vocabulary and grammar points. 2. Ask: What have you learned about money and values? ★Step 2 Group work: Make a pocket money plan【小组活动：制定零花钱计划】 1. In groups, students discuss how to use pocket money wisely. 2. Guide them to include: • How much pocket money do you get monthly? • How do you plan to spend it? (needs, wants, savings, charity) • What are your spending priorities? 3. Groups create a budget table. ★Step 3 Presentation【展示】 1. Each group presents their pocket money plan. 2. Class asks questions and gives feedback. ★Step 4 Reflection【自我评价】 1. What have I learned about money and values? 2. Can I use time adverbial clauses correctly? 3. What do I need to improve? ★Step 5 Homework【家庭作业】 1. Review the whole unit. 2. Write your own pocket money plan. Blackboard Design 【板书设计】 [ Diagram: ⚖️ Balance Scale (Budget Balance) ] Needs Wants (essentials) (desires) ⚖━━━━━━━━━━━━━━━━⚖ / \ Savings Charity/Gifts (future) (giving) Find the RIGHT balance! Category What Goes Here Suggested % Needs Food, transport, school supplies ____% Wants Snacks, games, entertainment ____% Savings Save for future goals ____% Giving Gifts, donations ____% ★ Tiered Homework 【分层作业】 ★ 基础达标: List 5 things you spend pocket money on. Categorize them. ★★ 能力提升: Create your personal budget plan with percentages for each category. ★★★ 拓展创新: Track your spending for 3 days. Compare with your plan. What did you learn? Teaching reflection【教学反思】 The pocket money plan activity was practical and relevant to students' daily lives. It connected the unit theme with real-life decision-making about spending. Students developed better awareness of responsible spending and shared creative ideas like saving for a book fair or donating to animal shelters. The reflection component encouraged metacognition about money habits. This lesson could be extended into a home task where students track their actual spending for a week. 学科网（北京）股份有限公司 $